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Peer reviewed
Direct linkAbbott, Lesley; McConkey, Roy; Dobbins, Michael – European Journal of Special Needs Education, 2011
Under the aegis of inclusion, greater numbers of learning support assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex needs across the full age range. Because of the numerous and wide-ranging learning difficulties and learning disabilities in addition to sensory impairment,…
Descriptors: Special Education, Learning Problems, Educational Needs, Learning Disabilities
Abbott, Lesley – European Journal of Special Needs Education, 2007
A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post-primary schools in Northern…
Descriptors: Foreign Countries, Inclusive Schools, Mainstreaming, Interviews
Abbott, Lesley; Austin, Roger; Mulkeen, Aidan; Metcalfe, Nigel – European Journal of Special Needs Education, 2004
This paper reports research on cross-national collaboration through Information and Communications Technology (ICT) within the statutory curricula of 10 special schools in Northern Ireland and the Republic of Ireland. Working in north-south paired classes, the pupils carried out joint tasks using asynchronous computer conferencing and…
Descriptors: Foreign Countries, Interpersonal Competence, Learning Problems, Cultural Awareness
