The underlying framework
DOI link for The underlying framework
The underlying framework book
In the inclusion approach that this book will explain and illustrate there are some key themes that the reader will see recurring and which underpin the author's work with pupils. The approach uses a framework which can be utilised at varying stages of the continuum (see Figure 1, page 2). The framework is the Coping in Schools programme, which will be explained in detail in subsequent chapters. This framework focuses on teacher-pupil interactions and works towards cognitive behavioural change to improve those interactions. We are not only aiming to change the behaviour of pupils and their teachers within these interactions but also to change the way the behaviour and its consequence are viewed or thought about. This cognitive change is enhanced by the application of a transactional model where interactions are seen within the context of previous encounters between teacher and pupil and their influence on the present encounter. These central encounters are also put within the context of wider transactions involving peers, family, social environment and school environment. Having acknowledged the importance of these wider influences on the central transactions (between teacher and pupil) it is vital that we harness all the support available for any cognitive change. Involving and working with parents will be a recurrent theme.