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Showing 1 to 15 of 39 results Save | Export
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Wolstenholme, Carol – Support for Learning, 2010
This article explores the different ways in which inclusion is interpreted in the context of students who have personal care and physical needs. This varies according to professional and role orientations. The author gathers the views of practitioners in schools and colleges, as well as those working in local authority settings. The findings…
Descriptors: Teacher Collaboration, Special Needs Students, Inclusive Schools, Physical Disabilities
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Devecchi, Cristina; Rouse, Martyn – Support for Learning, 2010
This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as…
Descriptors: Secondary Schools, Educational Needs, Inclusive Schools, Ethnography
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Soulis, Spiridon-Georgios; Floridis, Theodore – Support for Learning, 2010
Students with intellectual disabilities often experience school-related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild…
Descriptors: Mild Mental Retardation, Stress Variables, Foreign Countries, Mainstreaming
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Jachova, Zora; Kovacevic, Jasmina – Support for Learning, 2010
This article presents a case study of a child aged 12 years with a cochlear implant who is attending a mainstream educational setting in Skopje, FYR Macedonia. The study, which uses both qualitative and quantitative data, took place over a period of 12 months. It illustrates the importance of professional development and training of teachers and a…
Descriptors: Intervention, Foreign Countries, Assistive Technology, Deafness
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Mowat, Joan – Support for Learning, 2009
This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The…
Descriptors: Inclusive Schools, Intervention, Sanctions, Student Behavior
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Quinn, Una; Wakefield, Peter – Support for Learning, 2009
The article focuses upon a small-scale research project undertaken in a Northern Ireland secondary school. Using a questionnaire, the article explores the views of a sample of young people from four European countries who are enrolled at the school, regarding the school's inclusive policy and associated practices. In recent years, Northern Ireland…
Descriptors: Inclusive Schools, School Culture, Foreign Countries, Migrants
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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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King-Sears, Margaret E. – Support for Learning, 2008
As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is…
Descriptors: Misconceptions, Inclusive Schools, Disabilities, Special Needs Students
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Coates, Janine; Vickerman, Philip – Support for Learning, 2008
This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined.…
Descriptors: Physical Education, Special Needs Students, Student Attitudes, Student Experience
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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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Humphrey, Neil – Support for Learning, 2008
The number of pupils with autistic spectrum disorders (ASD) being educated in mainstream schools is increasing. However, there is growing concern about their educational experiences. Research suggests that such pupils make easy targets for bullies, and are considered difficult to teach by teachers. Furthermore, pupils with ASD are more than 20…
Descriptors: Educational Needs, Autism, Educational Experience, Special Needs Students
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Gyimah, Emmanuel Kofi; Sugden, David; Pearson, Sue – Support for Learning, 2008
Literature is replete with evidence of considerable pressure that many mainstream teachers may experience in their bid to respond to the diverse needs of children with special educational needs and disabilities and to achieve ever better results. In this study, the results of 100 teachers from mainstream primary schools in three of the ten regions…
Descriptors: Foreign Countries, Regular and Special Education Relationship, Teacher Response, Emotional Response
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Gunter, Helen; Thomson, Pat – Support for Learning, 2007
We present a case study of working with a group of students as researchers and policy makers in their school. We argue that there is much to learn about the location of gender and class within processes of inclusion and exclusion, specifically how student voice can reveal their experiences in ways that adults may not be able to or wish to. We…
Descriptors: Inclusive Schools, Case Studies, Student Attitudes, Student Research
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Alur, Mithu – Support for Learning, 2007
In this article the author discusses concepts of exclusion and inclusion and how important it is to understand exclusionary practices in the context and culture specificity of each region to attempt to remove barriers to inclusive education. She specifically discusses the low status given to girls and women in the Indian culture and how this…
Descriptors: Inclusive Schools, Indians, Access to Education, Gender Issues
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Nugent, Mary – Support for Learning, 2007
This study evaluates and compares special educational services for children with dyslexia in three different settings: special schools, reading units and mainstream resource provision. The emphasis in this paper is on the parental perspectives. Participants were the parents of dyslexic children, aged eight to thirteen, who had been accessing…
Descriptors: Foreign Countries, Specialists, Parent Attitudes, Special Schools
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