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The effectiveness and rationale of the 'nurture group' approach to helping children with emotional and behavioural difficulties remain within mainstream education

O'Connor, Tina and Colwell, John (2002) The effectiveness and rationale of the 'nurture group' approach to helping children with emotional and behavioural difficulties remain within mainstream education. British Journal of Special Education, 29 (2). pp. 96-100. ISSN 0952-3383

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Official URL: http://www.blackwell-synergy.com/doi/pdf/10.1111/1...

Abstract

Researchers, policy makers and practitioners continue to be interested in the impact of nurture groups on the inclusion of young children with emotional and behavioural difficulties in mainstream schools. Nurture groups were originally established in schools in the London Borough of Enfield in the 1980s and it is now possible to review evidence of their effectiveness in both the short and long term. In this article, Tina O'lConnor, teacher at Oakthorpe Primary School, London Borough of Enfield, and John Colwell, Senior Lecturer in Psychology at De Montfort University, compare scores on the Developmental Diagnostic Profile for a sample of pupils on entry to a nurture group; on exit; and after at least two years of mainstream reintegration. Their work reveals evidence of improvements in both the short and long term. In discussing their findings, the authors call for more in-depth, longitudinal research into nurture groups and the development and impact of whole school nurturing approaches.

Item Type:Article
Additional Information:Online ISSN 1467-8578
Research Community:University of Westminster > Social Sciences, Humanities and Languages, School of
ID Code:157
Deposited On:25 Nov 2005
Last Modified:04 Nov 2009 16:31

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