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School staff delivery of a solution focused intervention to support pupils' behaviour Support for Learning Pub Date : 2024-03-27 Emma Watson, Ben Hayes
A single case experimental design with multiple baselines was employed to explore the relationship between a solution focused intervention delivered by school staff and the externalising behaviour of four primary school pupils. The intervention took place over four to five sessions, which were delivered by non‐specialist school staff with the use of training, supervision, and a manual. Observations
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Sensory garden design proposal for children with autism spectrum disorder Support for Learning Pub Date : 2024-02-11 Sima Pouya, Enesnur Bayındır, Sahar Pouya
Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the İnönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children with autism and develop a design proposal in this direction
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How does a ‘Jewellery Club’ adaptation of the Lego Therapy intervention impact on social anxiety and interactions between girls aged 7 with social communication interaction difficulties? Support for Learning Pub Date : 2024-01-08 Emily Day, Tristan Middleton
This study investigated the impact of a ‘Jewellery Club’ on girls with social, communication and interaction difficulties. The project focussed on three girls aged seven who participated in an intervention using similar principles to the ‘Lego Therapy’ intervention. An action research approach was followed, where two phases of the intervention were undertaken with participants engaging with a weekly
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Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices Support for Learning Pub Date : 2023-12-22 Ashwini Tiwari
This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one-to-one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that
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The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities Support for Learning Pub Date : 2023-12-06 Hakan Sari, Mustafa Çevik, Özge Çevik
The aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this
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Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools Support for Learning Pub Date : 2023-11-20 Louise D. Denne, Corinna F. Grindle, Suzi J. Sapiets, Millie Blandford-Elliott, Richard P. Hastings, Marguerite Hoerger, Katy Lambert-Lee, Andreas Paris, Gemma Nicholls, J. Carl Hughes
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours
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Adapting an anti-bullying programme for UK special schools Support for Learning Pub Date : 2023-11-06 Julia R. Badger, Lucy Bowes, Christina Salmivalli, Richard P. Hastings
Bullying is a public health priority but to date, there is a lack of evidence-based anti-bullying programmes or interventions designed for use in special schools. KiVa is a successful anti-bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co-development and adaptation of two KiVa lessons into KiVa-SEND lessons and their implementation in two special
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A tool to profile neural, sensory and motor development in children at school entry, identifying possible barriers to learning and emotional well-being in early childhood Support for Learning Pub Date : 2023-09-18 Penelope Hannant, Rachael Gartland, Helen Eales, Sophia Mooncey
The objective of the study was to develop a prototype for an accessible, high quality, cost and time-effective ‘Development Profiling Tool’ for use in reception classes. This would build a unique picture of every individual child's developmental at the beginning of their educational journey, meaning that interventions for any comparable areas of difficulty could be started early in the child's schooling
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We hear you: Listening to the perspectives of families regarding the education and opportunities for children in special school settings Support for Learning Pub Date : 2023-08-25 Fiona Forbes, Tania Aspland
This article presents new insights into the views of families regarding the educational opportunities for their children in special school settings. It reports on a study designed to capture the perspectives of families regarding the opportunities to consult and engage with teachers on the education of their child or children with disabilities across special schools in Australia. The methodology provided
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Special education's zombies and their consequences Support for Learning Pub Date : 2023-08-11 Garry Hornby, James M. Kauffman
Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca
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Supporting learners with special educational needs and disabilities in the foreign languages classroom Support for Learning Pub Date : 2023-08-07 Katie B. Howard
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research
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The views of Irish primary teachers towards the in-class versus the withdrawal models of support when working with children with dyslexia Support for Learning Pub Date : 2023-06-07 Alex Molyneaux, Trevor O'Brien
This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data
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Effective use of assistive technology in inclusive classroom: views of teachers on resources and challenges in a developing economy Support for Learning Pub Date : 2023-02-27 Irene VANDerpuye, Martha-Pearl Okai
This study explores challenges confronting teachers in using assistive technologies (ATs) in inclusive schools. Data was retrieved from ten teachers in the Western Region of Ghana. Thematic analysis, with the aid of NVivo 12, revealed that teachers think ATs are costly and difficult to maintain. Alongside poor resources, the combined effect of lack of patience and unwilling attitude of teachers at
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An exploration of arts teachers' beliefs and judgements concerning students with SEND Support for Learning Pub Date : 2023-02-20 Beccy Thompson, Carla Finesilver, Jane Jones
There is little research addressing teachers' beliefs and judgements concerning students with identified Special Educational Needs and/or Disabilities (SEND), a group which is regularly cited as experiencing disadvantages in their schooling compared to peers. This paper draws on research which examined the beliefs and judgements of a set of arts teachers in an English secondary school regarding their
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Implications of distance education on children with disabilities Support for Learning Pub Date : 2023-02-16 Mustafa Karnas, Beyza Alpaydın, Abdullah Eker
Once the COVID-19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web-based platform named education information network (EBA) and EBA TV channels. However, the
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Investigating inclusive education in primary schools in Ghana: what inclusive cultures, environment, and practices support implementation? Support for Learning Pub Date : 2023-02-07 Isaac Opoku-Nkoom, Francis R. Ackah-Jnr
Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT
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Evidence-based practice: the use and abuse of research Support for Learning Pub Date : 2023-02-05 Peter Imray, Lila Kossyvaki, Mike Sissons
The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research undertaken so far has a strong tendency towards: (i)
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‘He knows he is safe; you are the safety net’. Key adult intervention with children with attachment difficulties: the TAs perspective Support for Learning Pub Date : 2023-02-05 Lisa Blackwood, Brenna Farrow
Children and young adults who are ‘looked after’ can present teachers and teaching assistants with a variety of day-to-day classroom challenges and a range of complex behaviours due to adverse childhood environments. This group of vulnerable young people have very complex social and emotional behaviours that require a considered approach of support and interventions. The types of interventions deployed
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Middle and high school math teaching for students with mild intellectual disability Support for Learning Pub Date : 2022-11-29 Casey Hord
The author briefly reviews studies on the math teaching of secondary school students with mild intellectual disabilities. Then, the author demonstrates ways to teach secondary-level mathematics to students with mild intellectual disabilities. In this article, readers will learn about how to use manipulatives, diagrams, and gestures to support students' thinking. Readers will also learn how to make
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Inclusive education in New Zealand: voices from early childhood teachers Support for Learning Pub Date : 2022-11-11 Pratika Singh, Kaili C. Zhang
This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes
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Parent-mediated numeracy intervention for children with autism spectrum disorder in Arabic families living in the UK Support for Learning Pub Date : 2022-11-11 Barah Alallawi, Richard P. Hastings, Corinna Grindle
Research on teaching mathematics to children with autism spectrum disorder using parents as mediators is limited. The purpose of the present study was to carry out an initial evaluation of an adapted numeracy programme with three children with autism spectrum disorder from Arabic families in the UK by training and supporting their parents to deliver the intervention over the course of an 8-week period
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Teaching inclusive and special education during the COVID-19 pandemic: needed support for learning and research of effects on teachers and students Support for Learning Pub Date : 2022-11-11 James M. Kauffman, Jeanmarie Badar, Betty Hallenbeck, Joao Lopes
The COVID-19 pandemic drastically altered K-12 teaching and learning and is likely to affect the students' and teachers' futures. This is true for both general and special education. Lingering, long-term issues will affect teachers and students at all levels of education. However, ‘silver linings’ of the pandemic might nudge education into better practices. Reliable quantitative research of the pandemic's
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Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia Support for Learning Pub Date : 2022-11-02 Jasmina Stošić, Natalija Lisak Šegota, David Preece
Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and special primary schools was undertaken (n = 99), to investigate
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A novel approach to enhancing the implementation of inclusive education? Support for Learning Pub Date : 2022-11-02 Maxwell Peprah Opoku
One of the criticisms concerning teacher aides (TAs) is that they have limited education and pedagogical skills to support teaching of students with disabilities in the classroom. In Ghana, universities have responded and have introduced a 4-year degree programme in special education. The graduates are recruited as TAs by the government, to work with teachers and students with disabilities in regular
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Developing thinking teachers: reflective practice in schools for children with severe learning disabilities and profound and multiple learning disabilities Support for Learning Pub Date : 2022-10-25 Vivian Hinchcliffe
The increasing complexity of children with SLD and PMLD can make day-to-day teaching challenging and emotionally taxing. Regular opportunities for teachers to reflect upon practice can help teachers make sense of what happens in the classroom and see the relationship between their personal theories, values and beliefs, and their thinking, knowledge and action. Reflective practice can also have a positive
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Pre-service teachers' attitudes towards inclusion in Finland Support for Learning Pub Date : 2022-09-12 Marjatta Takala, Riikka Sirkko
The attitudes towards inclusion and the terms used related to special needs by pre-service teachers in three Finnish universities were studied. Inclusion is the main educational policy in Finland, and special solutions are avoided when possible. With a questionnaire and a brief survey, data from 488 pre-service teachers (PSTs) were collected and analysed qualitatively and quantitatively. Results indicated
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Identifying solutions to overcome the barriers to pupil participation; a Delphi study of the SEND professional perspective Support for Learning Pub Date : 2022-09-12 Pooja Sharma
Professionals who elicit the voice of children and young people with special educational needs and disabilities (SEND) have a commitment to ensure a person-centred approach to assessment, as per the Children and Families Act (2014). However, there are recognised barriers to eliciting voice that inhibit meaningful pupil participation within assessments for an Education, Health and Care Plan and in Annual
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Exploring the views of students with dyslexia attending a third level college in Ireland Support for Learning Pub Date : 2022-09-12 Trevor O'Brien
This article considers the perspectives of five college students who have all obtained the label of dyslexia. As the topic of student voice is important in educational research, the objective was to listen to what students had to say about issues that directly impacted them. A focus group was conducted and the findings pointed to overall satisfaction with the label, access to college supports and strategies
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Routine-based interview in early intervention: professionals' perspectives Support for Learning Pub Date : 2022-09-12 Ana Paula S. Pereira, Andrea Jurdi, Helena Isabel Silva Reis, Andreia Sousa
The Routine-Based Interview is a promising method to collect information in Early Intervention, since it focuses on all members of the family and their routines, while seeking to highlight what parents consider a priority in the intervention. For that reason, in this paper, we aim to analyse the kind of benefits and difficulties that may be found in the Routine-Based Interview's implementation process
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Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools Support for Learning Pub Date : 2022-09-12 Athina Stamou, Arielle Bonneville Roussy, Adam Ockelford, Lorella Terzi
A growing number of autistic pupils attend mainstream schools which raises questions around their educational and social inclusion. The current study explored the benefits of participating in a novel music and dance programme for autistic children and their peers, aged 5–8 years. It sought to discover whether music and dance tasks can be memorable and motivating, thus promoting active engagement and
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The impact of frequent, targeted one-to-one conversations on special education learning support Support for Learning Pub Date : 2022-09-12 Philip Bowman, Emily Farrar, Katie Novak
This study investigated the impact of structured, five-to-seven-minute, one-to-one conversations every other day between the special educator and each student. Retrospective cohort analysis of six years of student grade point average data was used to measure the effect of the one-to-one conversations. Statistical analysis revealed a significant improvement (Cohen's effect +0.83) in academic outcomes
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Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting Support for Learning Pub Date : 2022-09-12 Maria Reraki
Although research has shown that 1 out of 10 learners might have a learning difficulty such as dyslexia, there is still a dearth of evidence on the teaching approaches that can support dyslexic learners in language settings. The present study explores the impact of inclusive practices (dyslexia-friendly), on dyslexic and non-dyslexic pupils in classes where English is taught as a Foreign Language (EFL)
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Increasing teachers' use of communication-supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei Support for Learning Pub Date : 2022-07-13 Siti Rafizah Badar, Judy Clegg, Sarah Spencer
The Communication Supporting Classroom Observation Tool (CSCOT) is used in the UK to identify how teachers support children's communication development. This study evaluates the feasibility and impact of collaborative training for teachers using the CSCOT, delivered by specialist teachers and a speech and language therapist. Classroom practice was observed twice using the CSCOT before the collaborative
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Childhood acquired brain injury: the knowledge and training needs of special educational needs coordinators Support for Learning Pub Date : 2022-07-13 Emily Bennett, Shirley Thomas, Emma Woolf
The aim of this study was to further explore Special Educational Need Co-ordinators' (SENCos) knowledge of childhood acquired brain injury (ABI) and if they have received training on how to effectively support children and young people (CYP) with an ABI in school. SENCos from Nottinghamshire were asked to complete a survey face-to-face or online. Data reported by Howe and Ball (Support for Learning
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Groundhog day for inclusive education Support for Learning Pub Date : 2022-07-13 Gary Thomas, Andrew Loxley
Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special education means that the default response of the system around
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Access arrangements for secondary students. Are they fit for purpose? Support for Learning Pub Date : 2022-07-13 Emily McGhee, Jackie Masterson
The purpose of this study was to investigate Access Arrangements (AA) which allow students with specific learning difficulties (SpLDs), disabilities or medical needs to access assessments by making reasonable adjustments, as established by the Equality Act 2010. A review of the literature revealed some problematic issues relating to the perceived manageability of the system, assessments used to ascertain
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Creating inclusive schools: a self-review tool for educational practitioners Support for Learning Pub Date : 2022-07-13 Eleni Dimitrellou, Dawn Male
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England . Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive
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Perceptions of response-to-intervention practices: results from a cross-sectional survey of school-board directors and support service professionals Support for Learning Pub Date : 2022-07-13 Chantal Camden, Dana R. Anaby, Cheyenne Gauvin, Wenonah Campbell, Sheila Bennett, Jade Berbari, Lisa Rivard, Lina Ianni, Steven R. Shaw
The response-to-intervention (RtI) model is widely used to support students with special educational needs and their teachers. However, little is known about how educational and health care professionals support the implementation of this model in specific contexts. The purpose of this study was to examine the perceptions of educational and health care professionals (n = 101) regarding their involvement
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Person-centred practices in education: a systematic review of research Support for Learning Pub Date : 2022-07-13 Anthony Gray, Kevin Woods
Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within
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Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’ EEF recommendations: meeting identified need in order to thrive Support for Learning Pub Date : 2022-07-13 Beate Hellawell
This article reports on an action-research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia-friendly school framed by the five key recommendations of the Education Endowment Fund recently published guidance report Special Educational Needs in Mainstream
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‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well-being at GCSE Support for Learning Pub Date : 2022-07-13 Kerry Brown, Kevin Woods, Clare Nuttall
Test anxiety has become a widespread issue in many contemporary societies, having a significant detrimental effect on the attainment, health and well-being of many young people. This paper evaluates a school-based, multimodal test anxiety intervention framework, ‘Every Little Helps’ (ELH), developed by educational psychologists and delivered to small groups of GCSE students (aged 15–16) in two secondary
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Marginalisation, autism and school exclusion: caregivers' perspectives Support for Learning Pub Date : 2022-02-18 Sarah Martin-Denham
The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives: to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background: research has highlighted that some mainstream schools do not listen
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Interpreting young people's self-expression through characters and relationships in collaborative creative writing Support for Learning Pub Date : 2022-02-18 Eloise De Carvalho, Yvonne Skipper
White Water Writers is an intervention that offers school pupils the opportunity to collaboratively write a novel in a week. The current study uses thematic analysis to interpret the voices of young people with special educational needs and/or disabilities through the characters and relationships created in this fictional writing. The main themes derived from the data were: heroism and villainy, associated
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An exploration of how selective mutism training informs teachers' understanding and practice Support for Learning Pub Date : 2022-02-18 Joe White, Caroline Bond, Claire Carroll
This small-scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge
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A systematic review on test anxiety in children and young people with learning difficulties Support for Learning Pub Date : 2022-02-18 Haley Fong, Anita Soni
This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the
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Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses Support for Learning Pub Date : 2022-02-18 Zoe Chadwick, Amanda Edmondson, Sarah McDonald
Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with
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The Rochford review, pre-key stage standards and the engagement model – what does it all mean to schools for children with SLD and PMLD? Support for Learning Pub Date : 2022-02-18 Vivian Hinchcliffe
The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre-key stage standards and the engagement model, relate to two groups of pupils: pupils ‘not yet engaged’ and pupils ‘engaged’ in subject-specific study. This article looks at what these terms mean and examines what is
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What is the current level of knowledge and confidence of mainstream school SENCOs in sensory integration theory and using sensory strategies within education? Support for Learning Pub Date : 2022-02-18 Jenny Quinn, Katy Pedlow, Chris Bleakley
The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had received training on sensory processing. There was a significant
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The experiences of new primary school special educational needs coordinators: presenting the SENCO voice through concept-drawing and personal narratives Support for Learning Pub Date : 2022-02-18 Andrew Smith
Through a narrative informed study, using concept drawing, ten newly appointed primary school Special Educational Needs Coordinators (SENCOs) drawn from across three Local Authority areas at the start of their compulsory training, reflect upon and share their experiences at this early point in their SENCO career. Their experiences reveal that they like being SENCOs due to the support they provide for
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What do trainees' really think? Some views of inclusion before and after school placement Support for Learning Pub Date : 2022-02-18 Megan Loveys
This article reports on a small-scale research study utilising semi-structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and hopefully improve, the practice of inclusive teaching
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The RIX Wiki: the use of multimedia advocacy to support person-centred planning in a special needs secondary school – implications for current policy and practice Support for Learning Pub Date : 2021-12-08 Gosia Kwiatkowska, Andy Minnion, Jo Finch
The article documents findings from a pilot study undertaken in 2012–2013 in a special needs secondary school in the England, that trialled the use of a multimedia advocacy tool, “The RIX Wiki”. The trial was part of the pathfinder programme, which aimed to reform existing Special Education Needs provision, from the system of statementing to one of developing education health care plans. The reforms
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School exclusion, substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children Support for Learning Pub Date : 2021-12-08 Sarah Martin-Denham
The study presents data drawn from semi-structured interviews with five young people permanently excluded from schools in North East England. The research aimed to investigate the risk factors that lead to the children using illegal drugs, to determine the drivers and implications for drug misuse and the carrying of knives into school. The research also hoped to elicit from the young people, the solutions
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The impact of gastrostomy feeding tubes on the early childhood education and care of young children Support for Learning Pub Date : 2021-12-08 Charlie Swan
This article explores how gastrostomy feeding tubes can impact the early childhood education and care (ECEC) experiences of children. It presents findings from a small-scale study, which utilised the perspectives of early years educators and parents. The findings indicate that feeding tubes have both an opportunistic and restrictive impact within ECEC. Opportunity was evident through improved nutrition
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Developing strong transition-focused IEPS using labour market data Support for Learning Pub Date : 2021-11-09 Amy Jane Griffiths, Meghan E. Cosier, Rachel Wiegand, Sneha Kohli Mathur, Sara Morgan
Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition-Focused Individualized Education Plans (TF-IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's
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Safety in inclusive schools: what about persons with special educational needs and disabilities? Support for Learning Pub Date : 2021-10-29 Emmanuel Kofi Gyimah
The study investigated safety-related issues in inclusive schools in Ghana. A descriptive cross-sectional survey design using a safety perception questionnaire was adopted for the study. Fourteen inclusive basic schools and 330 teachers were selected using the census technique. The response rate was 80% representing 264 teachers. The data were analysed using descriptive statistics, that is, mean, standard