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Clark, Charlotte – Support for Learning, 2017
Given the focus on phonological attainment in the National Phonics Screening Check, small-scale school-based action research was undertaken to improve phonological recognition and assess the impact on progress and attainment in a sample drawn from Key Stage 1 which included pupils on the Special Educational Needs (SEN) Register. The research…
Descriptors: Elementary School Students, Phonological Awareness, Special Needs Students, Intervention
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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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Correia Leite, Carina Sofia; Da Silva Pereira, Ana Paula – Support for Learning, 2013
This study investigated the support and benefits of early intervention (EI) in families with children with special needs. Data were gathered through a written questionnaire, "Family Benefits Inventory," completed by 126 families with children with special needs supported by EI teams, with ages from six months to six years in Portugal.…
Descriptors: Foreign Countries, Early Intervention, Special Needs Students, Family Attitudes
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Male, Dawn B. – Support for Learning, 2011
This article describes a study that aimed to answer the following question: "Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?" Forty-eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a…
Descriptors: Teacher Attitudes, Attitudes toward Disabilities, Inclusion, Mainstreaming