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Shipton, Catherine; O'Nions, Chris – Support for Learning, 2019
This article reports on a small-scale, school-based enquiry regarding the views and reflections from practitioners working with children and young people who have complex learning needs (termed 'Profound and Multiple Learning Difficulties' (PMLD) in England). The study was built around a series of key questions which enabled the participants to…
Descriptors: Young Children, Teacher Attitudes, Severe Intellectual Disability, Multiple Disabilities
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Reed, Stephanie – Support for Learning, 2019
This article reports on a project based on the development of a model for outreach to support three federated mainstream primary schools in London, England to develop their understanding and practice with children with autism. The principal aim of the initiative was to ensure that knowledge and capacity within the participating schools increased;…
Descriptors: Foreign Countries, Elementary Schools, Autism, Mainstreaming
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King-Sears, Margaret E.; Brawand, Anne; Johnson, Todd M. – Support for Learning, 2019
Acquiring feedback from students with and without disabilities about their experiences in co-taught settings can provide valuable information to co-teachers. In this article, informal surveys, interviews, and illustrations, derived from research, are described for co-teachers to acquire feedback from students. Examples of queries and response…
Descriptors: Feedback (Response), Students with Disabilities, Team Teaching, Student Attitudes
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Van Themaat, Jacqui Ver Loren – Support for Learning, 2019
This article reflects on how school-based professional learning communities (PLCs) can support the professional learning of educators from different school settings who share a common goal of ensuring quality teaching and learning opportunities for pupils with Special Educational Needs and Disabilities (SEND). PLCs offer the opportunity to move…
Descriptors: Communities of Practice, Faculty Development, Educational Quality, Special Needs Students
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Wong, Meng Ee – Support for Learning, 2018
Despite the availability of assistive technology frameworks as a tool to aid in the process of decision making, teachers of students with visual impairments in Singapore have had little awareness of or experience in using such frameworks to guide them when making choices about assistive technology. Much of the selection had previously been made…
Descriptors: Foreign Countries, Special Education Teachers, Visual Impairments, Sensory Aids
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Whalley, Sara – Support for Learning, 2018
This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for…
Descriptors: Inclusion, Special Education, Coordinators, Educational Change
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Karlsudd, Peter – Support for Learning, 2018
Sweden has easy access to digital technology, and the majority of the country's teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word-processing programmes in the…
Descriptors: Foreign Countries, Student Teacher Attitudes, Computer Uses in Education, Computer Attitudes
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Sedgwick, Adrienne; Stothard, Jan – Support for Learning, 2018
Up to 50% of children starting mainstream school have speech, language and communication needs (SLCN). Furthermore, evidence links SLCN to poor academic performance and social, emotional and mental health needs. This research aimed to systematically review the literature for school-based oral language interventions, intended for KS1 children, in a…
Descriptors: Oral Language, Intervention, Foreign Countries, Educational Research
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Tyrrell, Beverley; Woods, Kevin – Support for Learning, 2018
Examination success can be considered a passport to further education and, as a result, higher income and better health. Access arrangements (AAs) are intended to allow fair access to examinations for candidates with disabilities, including those with an autism spectrum disorder (ASD). There is a lack of research into how AAs should be organised…
Descriptors: Autism, Pervasive Developmental Disorders, Student Participation, Disabilities
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Belli, Clare – Support for Learning, 2018
This short piece of action research seeks to identify the characteristics which ensure that the impact from external interventions delivered by Southampton Advisory Outreach Service for SEND can be sustained over time. It considers how the service can work with schools to establish self-sustaining systems which reduce dependency, thereby freeing…
Descriptors: Intervention, Special Needs Students, Outreach Programs, Sustainability
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Bunning, Karen; Muggeridge, Rebecca; Voke, Katie – Support for Learning, 2018
The telling of personal stories is a feature of everyday life. Young people with learning difficulties may find it difficult to report what has happened to them. A project was set up to investigate the impact of Storysharing® on the co-construction of personal narratives by staff and students in a special school. The current study investigated the…
Descriptors: Teacher Student Relationship, Learning Problems, Severe Disabilities, Personal Narratives
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Chitiyo, Jonathan; Brinda, Wayne – Support for Learning, 2018
Co-teaching is a widely used instructional approach to meet the needs of all students in inclusive classrooms across the globe. Despite the widespread implementation of the practice, little is known about how teachers are prepared to use it. This study examined the extent to which 77 teachers were prepared to use co-teaching. Results indicated…
Descriptors: Teacher Education, Team Teaching, Teaching Methods, Inclusion
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Essex, Jane – Support for Learning, 2018
Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff…
Descriptors: Special Needs Students, Science Instruction, Special Education, Disabilities
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Caskey, Jacqueline; Innes, Peter; Lovell, Geoff P. – Support for Learning, 2018
Dyslexia is known as a Learning Disability (LD), a reading disability and a neurological disability; yet there is confusion about dyslexia and the associated support required in learning. Challenges are experienced by adult students with dyslexia in both social and organisational contexts. This study explored the life experiences of adult students…
Descriptors: Dyslexia, Foreign Countries, Adult Students, Self Concept
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O'Connor, Margaret – Support for Learning, 2018
This article reviews how the presence of a bespoke assessment system can enable the measurement of what was previously 'unmeasurable' in a constructive and positive way. It highlights how tracking the small-step progress of pupils with a diagnosis of special educational needs can support the identification of targets which not only support pupil…
Descriptors: Measurement Techniques, Special Needs Students, Educational Change, Disabilities
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