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Showing 1 to 15 of 47 results Save | Export
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Goodall, Craig – Support for Learning, 2019
Through a qualitative rights informed study, using semi-structured interviews and a range of participatory approaches, seven autistic teenage boys in Northern Ireland discuss their educational experiences in mainstream school and within an Alternative Education Provision (AEP). Their experiences and advice demonstrate that the relational aspects…
Descriptors: Foreign Countries, Autism, Males, Adolescents
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Alnahdi, Ghaleb H.; Saloviita, Timo; Elhadi, Ayman – Support for Learning, 2019
This study compared two samples of pre-service teachers from Saudi Arabia (n = 306) and Finland (n = 186) regarding their attitudes towards inclusive education. The Teachers' Attitudes towards Inclusive Education Scale (TAIS) was used to measure the participants' attitudes. The results were analysed using five different statistical analysis.…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Inclusion
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Pearlman, Sara; Michaels, Dina – Support for Learning, 2019
In England, eliciting the views, feelings and aspirations of young people with special education needs is central to the Special Education Reforms of 2015. However, there is little guidance on how to do this with young people who have intellectual and communication difficulties. In this research project, a questionnaire was developed and used as…
Descriptors: Foreign Countries, Students with Disabilities, Special Education, Intellectual Disability
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Bunn, Helena; Boesley, Lauren – Support for Learning, 2019
While transition from primary to secondary school is an exhaustively researched area, there is limited research into how the ideas and insights of children, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project…
Descriptors: High School Students, Special Needs Students, Foreign Countries, Action Research
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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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Mccormack-Colbert, Anna; Wyn Jones, Susan; Ware, Jean – Support for Learning, 2017
The lack of consensus over the origins of dyslexia, assessment practices and the impact on learners across languages has led to different approaches to support being adopted across Europe. This study uses a case study design and aims at gaining an understanding of learners with dyslexic tendencies' experiences and perceptions of Welsh and French…
Descriptors: Secondary School Students, Dyslexia, Student Needs, Case Studies
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Cockroft, Charlotte; Atkinson, Cathy – Support for Learning, 2017
Research suggests that reading engagement and motivation are strong predictors of reading performance. Reading motivation may decline as students approach adolescence, resulting in less time spent with text. To date, there has been no research on how practitioners might directly support students to address affective factors in reading. In this…
Descriptors: Reading Achievement, Case Studies, Qualitative Research, Statistical Analysis
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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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Joubert, Jaco; Slabbert, Johannes – Support for Learning, 2017
The educational community has made a shift from transmission learning to a type of learning where the student is transformed. The findings produced by a literature study delineate the authors' definition of "transformative learning". The struggle to implement this form of learning has resulted in mostly theoretical approaches; empirical…
Descriptors: Transformative Learning, Case Studies, College Students, Interviews
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Lowe, Hilary; Joffe, Victoria – Support for Learning, 2017
Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article…
Descriptors: Secondary School Students, Language Impairments, Vocabulary, Intervention
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Bunn, Helena; Davis, Debbie; Speed, Emma – Support for Learning, 2017
This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter-organisational collaboration between the junior school, a secondary school…
Descriptors: Foreign Countries, Junior High Schools, High Schools, Transitional Programs
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Opie, Jill; Deppeler, Joanne; Southcott, Jane – Support for Learning, 2017
The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in-depth interviews of students, augmented by brief…
Descriptors: Foreign Countries, Secondary School Students, Mainstreaming, Visual Impairments
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Kendall, Lynne – Support for Learning, 2016
Children and young people who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) can often experience difficulties within an education setting. ADHD can impact upon their educational achievements and subsequent future employment. This paper draws upon data gathered from a small scale study and has sought to elicit the…
Descriptors: Educational Experience, Attention Deficit Hyperactivity Disorder, Teacher Education, Clinical Diagnosis
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Civitillo, Sauro; De Moor, Jan M. H.; Vervloed, Mathijs P. J. – Support for Learning, 2016
Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive…
Descriptors: Foreign Countries, Preservice Teachers, Inclusion, Disabilities
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