„Maybe we just treat them differently“ : guidelines and procedure of two comprehensive schools dealing with students with behavioural and emotional problems

Í þessari rannsókn var sjónum beint að nemendum með hegðunar- og tilfinningavanda og var markmið hennar að kanna hvernig tekið er á þeirra málum í tveimur grunnskólum. Rannsóknarspurningin sem lagt var upp með er: Hvernig bregðast tveir grunnskólar við erfiðri hegðun nemenda sem greinst hafa með hegðunar- eða tilfinningavanda? Gerð var eigindleg rannsókn og stuðst við rannsóknarsnið tilviks-rannsóknar. Tekin voru hálfopin viðtöl og rætt við fjóra starfsmenn hvors skóla. Auk þess var skriflegra gagna aflað. Niðurstöður gefa til kynna að almennt er hegðun nemenda í skólunum tveimur góð en þó eru margir nemendur með hegðunar- og tilfinninga-vanda, ýmist með greiningar eða án. Mat viðmælenda er að stefnan um skóla án aðgreiningar gangi ekki upp í núverandi mynd og telja þeir að þessi málaflokkur brenni þungt á starfsmönnum skóla landsins. Til að geta sinnt erfiðustu málunum vantar fjármagn, þekkingu, sérmenntað fólk og samstarf við fagaðila. Viðmælendum finnst of mikill tími og orka kennara fara í erfiða nemendur. Þeir vilja að hinn almenni nemandi geti verið í eðlilegu umhverfi og þurfi ekki að líða fyrir þá nemendur sem stöðugt trufla og eyðileggja kennslustundirnar. Viðmælendum finnst sérstaklega vandasamt að eiga við erfiða foreldra nemenda með hegðunar- og tilfinningavanda og oft á tíðum bágar heimilisaðstæður þeirra. Einnig finnst viðmælendum erfitt að eiga við nemendur með mikil hegðunarvandkvæði. Í báðum skólum eru verkferlar sem byggjast á þremum skrefum sem unnið er eftir þegar upp koma agamál nemenda. Verkferill annars skólans er skýrari og er markvissar unnið eftir honum. Sá skóli hefur einnig fleiri úrræði þegar kemur að hegðunar- og samskiptavanda nemenda. Er skólinn vel í stakk búinn að leysa vanda nemenda með hegðunar- og tilfinningavanda að mati viðmælenda. Skerpa þarf betur á verkferli hins skólans. Þar kalla viðmælendur eftir meira utanumhaldi, eftirfylgni og samstöðu og þar með meiri festu er kemur að agamálum nemenda.In this study the focus was on students with emotional and behavioural difficulties and the aim of the research was to see how two comprehensive schools deal with the problem. The research question is: How do two comprehensive schools meet with the disruptive behaviour of students who are diagnosed with emotional or behavioural problems. A Qualitative research was done based upon the same methods as case study. Semi-structured interviews were conducted with four employees from each school. Written information were also used. The results indicate that behaviour of students in these two schools is generally rather good. But still there are many students who have behavioural and emotional problems, either with or without having been diagnosed.The overall assessment of the participants in this research is that the concept of Inclusive School is not relevant in the present definition of the term, and they are of the opinion that concerns regarding these affairs prey heavily on all school employees in this country. To be able to attend to the most difficult cases funds, knowledge and people specifically educated in this field are needed and of course we need cooperation and collaboration with specialists. The interviewees think that too much time and energy is spent by the teacher dealing with difficult students. They are of the opinion that the average student should be able to be in a normal environment, not having to suffer because of students who show disruptive behaviour and thus make the lessons unbearable. The interviewees of this research find it especially difficult to deal with uncooperative parents of students with severe behavioural and emotional problems and, as in many cases, their poor domestic circumstances. Also, the participants stress that they find it extremely difficult to deal with students who have severe behavioural problems. In both schools there is specific procedure based on three steps of operation which the employees are required to follow whenever needed in relation to discipline of the students. Of the two schools the specific procedure of one is better defined and easier for the employees to follow than of the other. That specific school also has a wider range of recourses when it comes to solving problems of behaviour and interaction of students. According to the interviewees the one school is better equipped to solve problems in relation to behaviour and emotion. In relation to the other school a better defined mode of operations is required. The interviewees demand better follow-up, supervision and solidarity and thereby more steadfastness when it comes to student´s disciplinary problems