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O'Rourke, Diarmuid; Olshtroon, Aoife; O'Halloran, Claire – Support for Learning, 2016
In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15-20 minutes delivery of the Toe-by-Toe programme (a well established systematic synthetic phonics programme) and the second…
Descriptors: Foreign Countries, Reading, Intervention, Elementary Schools
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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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Lambert, Rachel; Sugita, Trisha – Support for Learning, 2016
Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this…
Descriptors: Learner Engagement, Learning Disabilities, Mathematics Education, Mathematics Skills
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Clarke, Emma; Visser, John – Support for Learning, 2016
This article reflects on the specific challenges facing teaching assistants (TAs) when managing behaviour. It considers the variety of existing research into this area, and why the paucity of specific research is problematic. It discusses how difficulties in access to training, its availability, the levels of preparation for lessons, the lack of…
Descriptors: Teaching Assistants, Classroom Techniques, Student Behavior, Literature Reviews
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Done, Liz; Murphy, Mike; Watt, Mia – Support for Learning, 2016
This article follows an earlier publication highlighting the changing role of special educational needs co-ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School-based action research undertaken by a teacher studying for the postgraduate National Award for SEN…
Descriptors: Foreign Countries, Special Education, Educational Needs, Coordinators
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Mohamed Emam, Mahmoud – Support for Learning, 2016
Inclusive education (IE) and the special education services related to it are relatively new in Oman. Efforts to manage special/inclusive education face many challenges due to a number of culturally rooted factors. Further, empirical research on IE in Oman is scarce and there is a need to advance IE discourse based on empirically validated…
Descriptors: Foreign Countries, Inclusion, Special Education, Program Administration
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Marks, Laura – Support for Learning, 2016
This article explores some of the literature concerning the effectiveness of the Montessori educational approach for children with ASC within an English school context. Firstly, there is a discussion, including a short historical review, regarding the ideology of inclusion and how it has impacted upon mainstream education. Also, how this can be…
Descriptors: Montessori Method, Preschool Children, Autism, Pervasive Developmental Disorders
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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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Butler, Cathal – Support for Learning, 2016
This research focused on whether a TEACCH-based approach could be effective in helping to develop the communication skills of older learners with Severe Intellectual Disabilities, to enhance their ability to communicate, to enhance their abilities to live independent lives, and to take part in discussions about their future. A TEACCH based…
Descriptors: Severe Intellectual Disability, Communication Skills, Independent Living, Special Schools
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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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Stevenson, Kathryn; Cornell, Katie; Hinchcliffe, Vivian – Support for Learning, 2016
Understanding what autism means on a personal level can be an important process for young people on the autistic spectrum, and being able to reflect on this and discuss with autistic peers can be particularly helpful. However, opportunities may be restricted by reluctance to talk about diagnosis and because of difficulties in communication…
Descriptors: Autism, Pervasive Developmental Disorders, Therapeutic Environment, Milieu Therapy
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Alexander, Shona; Brown, Neil; Farmer, Kait; Fraser-Smith, Jenny; McClatchey, Kirstie; McKeown, Vibeke; Sangster, Ali; Shaver, Isabel; Templeton, Jenny – Support for Learning, 2015
This paper describes the process employed by a psychological service to gather the views of children and young people using guided discussion groups and questionnaires. Pupils in the guided discussion groups were asked to identify issues that affect them and how adults could help. This information was analysed using thematic analysis. Seven themes…
Descriptors: Psychological Services, Adolescent Attitudes, Childhood Attitudes, Evidence
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Thompson, Margareta; Beymer, Patrick – Support for Learning, 2015
Motivation is a subject that is constantly discussed in the field of education. Teachers are taught not only to teach their students, but to motivate them to want to learn. As students get older, intrinsic motivation tends to decrease; therefore it becomes more difficult for teachers to motivate students (Ryan and Deci, 2000a). According to…
Descriptors: Literature Reviews, Student Motivation, Motivation Techniques, Student Needs
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Ortileb, Evan – Support for Learning, 2015
Improving student attitudes toward reading remains of particular concern to elementary school teachers. The development of students' demeanour toward reading is as important, if not more so, than skill enhancement. Unless reading attitudes are maintained and even bolstered, content instruction will not always reach the learner, nor will students…
Descriptors: Primary Education, Elementary School Students, Reading Attitudes, Reading Instruction
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Wilhelmsen, Gunvor Birkeland; Aanstad, Monica L.; Leirvik, Eva Iren B. – Support for Learning, 2015
This article presents experiences from vision research implemented in education and argues for the need for teachers with visual competence and insight into suitable methods for stimulation and learning. A new type of continuing professional development (CPD) focuses on the role of vision in children's learning and development, the consequences of…
Descriptors: Special Education, Special Needs Students, Visual Impairments, Children
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