Increasing numbers of students in Higher Education (HE) have dyslexia and are particularly over represented in the visual and creative arts. While dyslexia has been associated with artistic talent, some applicants may perceive their academic opportunities as limited because of negative learning experiences associated with their dyslexia. This…

Evaluation of the Get REAL programme in an inclusive primary school setting has indicated its effectiveness in promoting pro-social behaviour for children with high functioning Autism. However, two children with co-morbid diagnoses and complex personal circumstances showed less consistent improvements. In order to explain their unique…

This study explored deaf and hearing university students' metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. "An inventory to pique students' metacognitive awareness of reading strategies." "Journal of…

Schools in England (as elsewhere in Europe) have a duty to promote equality for disabled people and make reasonable adjustments for disabled children. There is, however, a degree of uncertainty about how well-placed parents are addressed to use the legislation to ensure their child's needs. This paper presents data drawn from a national…

Teacher education for inclusive education is a key priority in the UK and internationally, with much research exploring how pre-service teachers can be prepared to educate pupils with Special Educational Needs (SEN). However, this has resulted in less consideration of how pre-service teachers can be prepared to work with the "parents" of…

Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by changing worldwide policy frameworks around inclusion, are occurring, albeit slowly. After briefly reviewing international trends and key policy and legislation platforms in New Zealand and Australia, this paper explores some of the challenges in enhancing…

This study reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of inclusive pedagogy. Inclusive pedagogy is an approach to teaching and learning that…

This article explores the barriers to and opportunities for supporting the development of inclusive teachers, based on a case study describing two schools in Bangkok, Thailand. Data were collected between 2003 and 2009 using an ethnographic approach whereby the author positioned as a consultant-researcher visited and worked alongside teachers in…

This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound…

The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese)…

This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in…

The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic…

The cognitive growth of children with developmental disorders, like autism, can be seriously impaired due to the disorder. If so, in the Netherlands, these children can attend special schools where they are treated to ameliorate disorder symptoms and to stimulate cognitive growth. The aim of this paper was to identify teaching strategies that…

The purpose of the study reported here was to examine the effect of activity with an educational electronic book (e-book), with/without metacognitive guidance, on the emergent literacy (rhyming) and emergent math (essence of addition, ordinal numbers) of kindergartners at risk for learning disability (LD). Seventy-seven children ("M"?=?5.88, SD?=?…

The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that…