Page 296 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 296
ear ly school leaving: contempor ary european perspectives
school coordinates the information flow, services and systems to support
the prevention of ESL) are also suggested as an important approach for re-
ducing ESL, the importance of the contemporary suggestions of educators’
professional development approaches regarding learning difficulties which
propose a whole-school approach is obvious.
The whole-school approach has been emerging as the approach that is
the most presentable for inclusive education in general and the most sup-
portive for students with learning difficulties. Basic principles of whole-
school approaches include participation and collaboration (Peters, 2007).
In this approach, the entire school community (school leaders, teaching
and non-teaching staff, learners, parents and families) engages in a cohe-
sive, collective and collaborative action to tackle ESL, with strong cooper-
ation with external stakeholders and the community at large (European
Commission, 2015).
Attitudes to learning difficulties in general and to teaching students
with learning difficulties also constitute a critical challenge in the strug-
gle to reduce ESL among students with learning difficulties. Traditional ap-
proaches focus on teacher attitudes in classrooms. But contemporary train-
ing programmes are also beginning to target other groups such as students
with learning difficulties themselves, their peers and their parents (Peters,
2007). The whole-school approach covering teachers’ professional develop-
ment, the students with learning difficulties, their peers and other stake-
holders thus seems to hold most potential for cutting ESL. Some best prac-
tices are presented below.
Good practices
Several approaches/good practices have been recognised as successful in
preventing ESL among students with learning difficulties.
One of these approaches is called Cognitive Behavioural Interventions.
This was recognised as an effective approach to help students with disabil-
ities stay in school by reducing aggressive behaviours of students and it has
shown its effectiveness across different educational environments, disabili-
ty types, ethnicities and genders. With this approach, students learn strat-
egies that promote self-regulation, increase positive behaviour and reduce
inappropriate behaviour, and it simultaneously provides educators with in-
formation to assist in implementing those strategies. Using cognitive-be-
havioural interventions can substantively lessen the kinds of problem be-
haviours that frequently result in school suspensions and/or expulsions
296
school coordinates the information flow, services and systems to support
the prevention of ESL) are also suggested as an important approach for re-
ducing ESL, the importance of the contemporary suggestions of educators’
professional development approaches regarding learning difficulties which
propose a whole-school approach is obvious.
The whole-school approach has been emerging as the approach that is
the most presentable for inclusive education in general and the most sup-
portive for students with learning difficulties. Basic principles of whole-
school approaches include participation and collaboration (Peters, 2007).
In this approach, the entire school community (school leaders, teaching
and non-teaching staff, learners, parents and families) engages in a cohe-
sive, collective and collaborative action to tackle ESL, with strong cooper-
ation with external stakeholders and the community at large (European
Commission, 2015).
Attitudes to learning difficulties in general and to teaching students
with learning difficulties also constitute a critical challenge in the strug-
gle to reduce ESL among students with learning difficulties. Traditional ap-
proaches focus on teacher attitudes in classrooms. But contemporary train-
ing programmes are also beginning to target other groups such as students
with learning difficulties themselves, their peers and their parents (Peters,
2007). The whole-school approach covering teachers’ professional develop-
ment, the students with learning difficulties, their peers and other stake-
holders thus seems to hold most potential for cutting ESL. Some best prac-
tices are presented below.
Good practices
Several approaches/good practices have been recognised as successful in
preventing ESL among students with learning difficulties.
One of these approaches is called Cognitive Behavioural Interventions.
This was recognised as an effective approach to help students with disabil-
ities stay in school by reducing aggressive behaviours of students and it has
shown its effectiveness across different educational environments, disabili-
ty types, ethnicities and genders. With this approach, students learn strat-
egies that promote self-regulation, increase positive behaviour and reduce
inappropriate behaviour, and it simultaneously provides educators with in-
formation to assist in implementing those strategies. Using cognitive-be-
havioural interventions can substantively lessen the kinds of problem be-
haviours that frequently result in school suspensions and/or expulsions
296
