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Mohamed Emam, Mahmoud – Support for Learning, 2016
Inclusive education (IE) and the special education services related to it are relatively new in Oman. Efforts to manage special/inclusive education face many challenges due to a number of culturally rooted factors. Further, empirical research on IE in Oman is scarce and there is a need to advance IE discourse based on empirically validated…
Descriptors: Foreign Countries, Inclusion, Special Education, Program Administration
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Rix, Jonathan; Hall, Kathy; Nind, Melanie; Sheehy, Kieron; Wearmouth, Janice – Support for Learning, 2009
This article reports on a three-year systematic literature review funded by the UK Training and Development Agency for Schools. In order to begin to answer the question posed by the title of this article, the researchers systematically reviewed the literature with reported outcomes for the academic and social inclusion of pupils with special…
Descriptors: Inclusive Schools, Teaching Methods, Special Education, Educational Needs
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Russell, Philippa – Support for Learning, 2008
This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007) and "Aiming High" (HM TreasuryDfES,…
Descriptors: Economically Disadvantaged, Change Agents, Disabilities, Parent Participation
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Carpenter, Barry; Towers, Christine – Support for Learning, 2008
In this article, the authors aim to develop a better understanding among practitioners of the issues faced by fathers of children with a learning disability, and suggest how schools can involve the parents who are regarded by many as "hard to reach". They recontextualize the roles and perceptions of fathers in the light of outcomes from the recent…
Descriptors: Mental Retardation, Disabilities, Parent Child Relationship, Public Policy
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Wright, Kevin – Support for Learning, 2008
Because of what are perceived by some as potential challenges it is still commonplace for research to fail to seek the opinions of pupils with multiple and complex needs. While many such pupils do have significant communication difficulties, along with other disabilities, which are undoubtedly a constraint, it is crucial in order to be inclusive,…
Descriptors: Interpersonal Communication, Mainstreaming, Academic Accommodations (Disabilities), Assistive Technology
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Chesney, Anna R.; Champion, Patricia R. – Support for Learning, 2008
The high-tech environment of the Special Care Baby Unit (SCBU) may seem a million miles away from the classroom, but the baby who has been born prematurely, wired up in an incubator in the former, will in five years' time be a learner in the other. The journeys through our education system of children who have survived premature birth to become…
Descriptors: Early Intervention, Premature Infants, Foreign Countries, Teaching Methods
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Jantz, Paul B.; Coulter, Gail A. – Support for Learning, 2007
More than five million children suffer from brain injuries each year. While the majority of these children are treated and released without permanent consequences, many children return to the classroom with lasting effects. Symptoms of brain injury can be misconstrued as common behaviour or academic problems. Therefore, teachers need to recognize…
Descriptors: Brain, Head Injuries, Symptoms (Individual Disorders), Learning Problems