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Showing 1 to 15 of 39 results Save | Export
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Smith, Mia D.; Broomhead, Karen E. – Support for Learning, 2019
The inclusion 'ideal' is one which has been both celebrated and maligned. It paved the way for equality; but also, out of its diversity sprang many misconceptions and concerns for children with Special Educational Needs and Disabilities (SEND). It is within this maelstrom of difficulty that the Special Educational Needs Co-ordinator (SENCo) role…
Descriptors: Barriers, Inclusion, Special Needs Students, Disabilities
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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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Beer, Paula; Hawkins, Claire; Hewitson, Dawn; Hallett, Fiona – Support for Learning, 2019
This study offers a multi-dimensional analysis of 'real world' cyberbullying between members of a special school community. The purpose of this article is to analyse the social and educational contexts within which interactions of this nature are embedded. The interview both illuminated a number of themes pertinent to the current literature, and…
Descriptors: Bullying, Computer Mediated Communication, Special Schools, Context Effect
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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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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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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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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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Carty, Audrey; Farrell, Ann Marie – Support for Learning, 2018
This article examines the use of a range of co-teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first-year…
Descriptors: Team Teaching, Mathematics Instruction, Teaching Methods, Disabilities
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Ho, Fuk Chuen; Lam, Cici Sze-Ching; Sam, Sam Ka-lam; Arthur-Kelly, Michael – Support for Learning, 2018
This study aims to deliver a school-based mode of training for in-service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with…
Descriptors: Faculty Development, Inservice Teacher Education, Autism, Pervasive Developmental Disorders
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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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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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Pui, Winnie Sin Wai – Support for Learning, 2016
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by…
Descriptors: Foreign Countries, Individualized Instruction, Curriculum Design, Student Needs
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Griffiths, Dominic – Support for Learning, 2016
In this article, Dominic Griffiths reflects upon the current cultural gap between those who locate themselves as working "on the inside" of the world of "special educational needs" and the "inclusion movement" and those who might be described as "mainstream classroom teachers". Griffiths warns of the dangers…
Descriptors: Special Needs Students, Inclusion, Mainstreaming, Barriers
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Lauchlan, Fraser; Greig, Susan – Support for Learning, 2015
In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school…
Descriptors: Foreign Countries, Inclusion, Mainstreaming, Disabilities
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D'Souza, Mildred; Jament, Johnson – Support for Learning, 2015
This article reports a study conducted on children's social, emotional and behavioural difficulties (SEBD) in a single pre-primary school in Bangalore, with the objective of developing a behaviour management policy for use by teachers. Limited evidence is available in the Indian literature in the area of SEBD and it remains important to know how…
Descriptors: Foreign Countries, Early Childhood Education, Social Problems, Emotional Problems
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