Approaches to teaching pupils with behavioural, emotional and social difficulties in design and technology

The DfES defines pupils with Behavioural, Emotional and Social Difficulties (BESDs) as people who are: ‘Withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviours arising from other complex special needs.’ (DfES 2001: 58). This definition encompasses a very broad range of children with diverse needs. However, there are common approaches that can be used to meet the needs of these children in design and technology (D&T). Traditionally design and technology has been a particularly popular subject for pupils displaying BESDs. There has been little research as to why this should be. This paper explores practice in D&T by making reference to case study material collected from four schools. The case studies were commissioned by the Qualifications and Curriculum Authority (QCA) for dissemination via the NCaction website (a searchable resource for schools that illustrates how the National Curriculum works in practice). The case studies considered activity undertaken by pupils working in resistant materials, food technology and CAD/CAM. The case studies highlighted the use, by teachers of pupils with BESDs, of common approaches including group work, raising self esteem, the use of rewards and challenge, relevance and using ICT