ABSTRACT

The lives of children within Armed Forces (Service) families often pass unnoticed by wider society. Working with schools that have a high percentage of Forces families, it was realised that understanding of particular issues they face was largely limited to teachers in schools where they were concentrated, mostly close to Services accommodation. Various changes taking place within society, and the likely increased geographical spread of Service pupils throughout the UK, suggested that the particular needs of Service children should be embedded within initial teacher training (ITT), in order to offer parity with children with other particular educational and social needs. Kingston University timetabled sessions on Service families within initial teacher training and built a range of extension activities. This paper reports on the processes involved, their delivery and associated outcomes. It draws on a range of feedback and analysis, from questionnaires sent to participants, interviews with staff involved, and a wider circle of influencers including military units, welfare support agencies, associated charities, research organisations and university colleagues. Suggestions are made for how this work could be built upon, developed and extended in future, to the benefit of all involved.

摘要

武装部队（服役）家庭中儿童的生活常常被更广泛的社会忽视。与部队家庭比例高的学校合作，人们意识到，对他们面临的特定问题的理解在很大程度上仅限于他们集中的学校的教师，这些学校大多靠近服务宿舍。社会中发生的各种变化，以及服务学生在整个英国的地理分布可能增加，表明服务儿童的特殊需求应纳入初始教师培训 (ITT)，以便提供与接受其他特殊教育的儿童同等的待遇和社会需求。金斯顿大学在初始教师培训中安排了关于服务家庭的课程，并建立了一系列扩展活动。本文报告了所涉及的过程，他们的交付和相关结果。它借鉴了一系列反馈和分析，包括发送给参与者的问卷、对相关工作人员的访谈，以及更广泛的影响者圈子，包括军事单位、福利支持机构、相关慈善机构、研究机构和大学同事。就如何在未来建立、发展和扩展这项工作提出了建议，以使所有相关人员受益。