An exploration of the language skills of secondary school students labelled as being at risk of exclusion : a model of language assessment for educational psychologists
The context of this study was located within a single mainstream secondary school. Its focus was to explore the potential links between secondary school students labelled as being at risk of permanent exclusion and semantic and/or pragmatic language difficulties. Given the impact that exclusions can have on students in later life, it is important that students are provided with support that addresses all of their needs, rather than just behavioural interventions, so that they are given the best opportunities for success. A multi-method approach to assessment was utilised within this thesis, including standardised assessment, teacher reports and interactive assessment, which incorporate elements drawn from the work of Vygotsky (1962), Piaget (1975) and Feuerstein (1983). This research was conducted with five participants aged between 12 and 14, who were identified as being at risk of school exclusion. This thesis highlighted that students, who were identified as being difficult to teach and therefore at risk of permanent exclusion, experienced some difficulties with their semantic and pragmatic elements of language. The results indicated that the participants had varying profiles of strengths and difficulties.
Hayes, Rachael Lucy
An exploration of the language skills of secondary school students labelled as being at risk of exclusion : a model of language assessment for educational psychologists. The context of this study was located within a single mainstream secondary school. Its focus was to explore the potential links between secondary school students labelled as being at risk of permanent exclusion and semantic and/or pragmatic language difficulties. Given the impact that exclusions can have on students in later life, it is important that students are provided with support that addresses all of their needs, rather than just behavioural interventions, so that they are given the best opportunities for success. A multi-method approach to assessment was utilised within this thesis, including standardised assessment, teacher reports and interactive assessment, which incorporate elements drawn from the work of Vygotsky (1962), Piaget (1975) and Feuerstein (1983). This research was conducted with five participants aged between 12 and 14, who were identified as being at risk of school exclusion. This thesis highlighted that students, who were identified as being difficult to teach and therefore at risk of permanent exclusion, experienced some difficulties with their semantic and pragmatic elements of language. The results indicated that the participants had varying profiles of strengths and difficulties.
exploration language_skill secondary_school student label risk exclusion model language assessment educational psychologist context study locate_within single mainstream secondary_school focus explore_potential link secondary_school student label risk permanent exclusion semantic and pragmatic language difficulty given impact exclusion student later_life important student provide support address need rather behavioural intervention give best opportunity success multi_method assessment utilise within include standardised assessment teacher report interactive assessment incorporate element draw work conduct participant age identify risk school exclusion highlighted student identify difficult teach therefore risk permanent exclusion experienced difficulty semantic_pragmatic element language indicated participant vary profile strength difficulty