Should Stephen remain at his comprehensive school? Or should he go to a special school? Phillip Williams, professor of educational studies and chairman of the course team, presents a case study of ...Stephen which ends up with a case conference between the Headmaster of his Comprehensive school, the Head of the lower school (1st 2 years of comprehensive school), and the school psychologist. The programme is designed to elicit active response from the student in the form of his or her view as to what should be done with Stephen. The decision reached by the case conference is not announced. Stephen, after a hole in the heart operation while at Junior school, was very backward academically and recommended for special schooling. His parents were not in favour of this and Stephen was taken on at the Comprehensive for a trial period. The programme traces Stephen's progress during his first year. The aim of this programme is to gjt across information about the workings of the school psychological service as part of two units on intervention in the learning process. Another theme covered by the correspondence text is the counselling service. It is the final programme of the course Personality Growth and Learning and aims to get the student actively involved in the problems of intervention by use of simulation techniques. In this case the simulation is however real as Stephen and all the other characters in the case study are real people with a real story, disguised only by changed names.
|Module code and title:
|E281, Personality growth and learning
|First transmission date:
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|Bob Ford; Bruce Pennick; Philip Williams
|BBC Open University
|Bender Gestalt Test; Brian West; Counselling service; Hole in the heart operation; Learning difficulties; Mrs Thomas; Rosemary Piper; School psychological service; Sedgemore Comprehensive School; Shakespeare Junior School; Special schools; Stephen Thomas
|Programme opens with Bob Ford, headmaster of of Sedgemore Comprehensive School, talking to Brian West, head of Shakespeare Junior School, about the transfer of Stephen Thomas, backward at school after a hole in the heart operation. Shots of Stephen leaning against railings. Headmaster's office. Shots of Stephen at home: family snapshots, the family at the tea table. Voiceover, Stephen's mother talks about his background. Ford and Bruce Pennick discuss Stephen's progress after his first term at Sedgeville. Inter cut with film of Stephen's class teacher during his last year in junior school, who gives her assessment of his capabilities. Ttalking in the school grounds, Ford discusses Stephen with educational psychologist Rosemary Piper. Edward Milner (off-camera) interviews Stephen about games he likes playing. Shots of Stephen playing football in the school yard, arriving home on a chopper bike. Inter cut with still shots of Stephen in school. Mrs Thomas talks about Stephen's current abilities. Rosemary Piper talks to Stephen in her office and gives him some tests: pattern making with blocks and the Bender Gestalt Test. Final sequence shows the beginning of a case conference in which Ford, Pennick and Rosemary Piper discuss Stephen's progress during his first year and whether or not he should be sent to a special school. The sequence, which deliberately does not show the final decision, is introduced by Phillip Williams.
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