This paper discusses fundamental theoretical issues in relation to education on inclusion. These issues inform core decisions about initial teacher education courses and in-service teacher-training programmes on inclusion. International and local discussions and research in this area formed the background for the design and implementation of a…

In this paper, the results of an investigation into the training needs and expectations of participants of professional development training for specialist teachers and assessors of learners with literacy difficulties and dyslexia are discussed and analysed. The methodology includes both qualitative and quantitative data which were collected over…

The need for reflection is widely written about and positioned as a key aspect of continuing professional development. This paper examines the manner in which practitioners are encouraged to be reflective within the English system and the barriers they face. It questions whether such a complex, reaffirming system can allow for genuine critical…

Few studies have looked at the strengths and weaknesses and needs of students with developmental co-ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD…

Parent/professional partnership is a key theme in government policy and service delivery for parents of disabled children, yet there is little evidence of such partnerships in research. Drawing on the literature concerning parents' experiences of caring for and raising a child with additional needs; parental involvement and partnerships and the…