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Showing 1 to 15 of 42 results Save | Export
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Benstead, Helen – Support for Learning, 2019
This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws…
Descriptors: Special Education, Educational Needs, Inclusion, Foreign Countries
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Crisp, Philippe – Support for Learning, 2019
In terms of best practice, the debate concerning SEN and disability sports coaching continues to be a contested area that many believe warrants further investigation (Townsend, Smith, and Cushion, 2015). Alongside this, higher education institutions (HEIs) in the UK continue to develop courses for sports coaches that emphasise reflection as a key…
Descriptors: Foreign Countries, Athletic Coaches, Coaching (Performance), Higher Education
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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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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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Wren, Alison – Support for Learning, 2017
The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with…
Descriptors: Foreign Countries, Teacher Aides, Paraprofessional School Personnel, Interviews
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Soni, Anita – Support for Learning, 2017
This article describes a small-scale study exploring the perspectives of five undergraduate students with dyslexia. Semi-structured interviews were conducted in two universities in the UK. The interviews explored participants' perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to…
Descriptors: Foreign Countries, Dyslexia, Undergraduate Students, Semi Structured Interviews
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Maher, Anthony – Support for Learning, 2016
One outcome of the UK Government's commitment to inclusive educational policies was an increase in the number of pupils with special educational needs (SEN) being taught in mainstream schools. From the perspective of SENCos, this article analyses whether parents and pupils are able and willing to influence the development of SEN provision and…
Descriptors: Foreign Countries, Consultation Programs, Negotiation Agreements, Parent Student Relationship
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Taylor, Mark; Turnbull, Yvonne; Bleasdale, Jo; Francis, Hulya; Forsyth, Henry – Support for Learning, 2016
Intended UK government changes to the Disabled Students' Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio-technical perspective. The…
Descriptors: Foreign Countries, Disabilities, Higher Education, Educational Change
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Rose, Richard; Doveston, Mary – Support for Learning, 2015
In recent years a number of western universities have established professional development courses in international contexts. These have often involved tutors travelling to countries with which they may have previously had little contact, in order to deliver courses that have been long established in their own universities. This article discusses…
Descriptors: Foreign Countries, Inclusion, Partnerships in Education, International Studies
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Smith, Andy; Bell, Sheena – Support for Learning, 2015
Twenty years after UNESCO's Salamanca Statement enshrined international action for provision for children, youth and adults with special educational needs within the regular educational system, this article presents the current underpinning international and national UK context for developing inclusion in vocational education and training and…
Descriptors: Inclusion, Special Education, Special Needs Students, Vocational Education
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Waters, Trisha – Support for Learning, 2014
This paper presents the results of the evaluation of the 20-month Story Links project delivered by the University of Chichester in collaboration with the Centre for Therapeutic Storywriting and funded by the Esmée Fairbairn Foundation and the Training and Development Agency for Schools (TDA). Story Links is a ten-week intervention that involves…
Descriptors: Intervention, At Risk Students, Reading Difficulties, Emotional Problems
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Crombie, Richard; Sullivan, Lesley; Walker, Kate; Warnock, Rebecca – Support for Learning, 2014
This article describes a three-year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring…
Descriptors: Foreign Countries, Special Schools, Severe Disabilities, Multiple Disabilities
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Shepherd, Lisa – Support for Learning, 2014
This article explores an eight-month community theatre project with young people for whom English is a second language. Working as a creative practitioner facilitating young people to explore their personal stories of transition to the UK, the drama therapist discovered comedy to be an important and poignant vehicle for expression of the emotional…
Descriptors: Foreign Countries, Theater Arts, Community Programs, English Language Learners
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Hughes, Laura A.; Banks, Pauline; Terras, Melody M. – Support for Learning, 2013
Successful transition from primary to secondary school is important for psychosocial well-being. Children with special educational needs (SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature…
Descriptors: Learning Problems, Well Being, Student Adjustment, Educational Needs
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Slade, Melanie; Lowery, Claire; Bland, Ken – Support for Learning, 2013
The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities…
Descriptors: Foreign Countries, College School Cooperation, Pilot Projects, Elementary Schools
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