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Russell, Abigail Emma; Tay, Marianne; Ford, Tamsin; Russell, Ginny; Moore, Darren – British Journal of Special Education, 2019
There is little research exploring educational practitioners' experiences of working with children with attention deficit/hyperactivity disorder (ADHD). The current study aimed to understand educational practitioners' beliefs concerning the home lives of children with ADHD, and how they perceive that home lives affect children's behaviour in…
Descriptors: Teacher Attitudes, Attention Deficit Hyperactivity Disorder, Teaching Experience, Family Environment
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Curran, Helen – British Journal of Special Education, 2019
The introduction of the Special Educational Needs and Disabilities (SEND) reforms were hailed in 2014, by the then Government, as the most significant change to SEND policy for 30 years. Despite the changes introduced, the 2015 Code continued to place responsibility for the co-ordination of provision for children with special educational needs…
Descriptors: Special Education, Disabilities, Educational Change, Special Needs Students
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Cantali, Dianne – British Journal of Special Education, 2019
This article presents the findings, from a systematic review of international literature, of the existing research into the transition to secondary school of children with additional support needs, which happens for most children at around 11-12 years of age in Scotland. It brings an original contribution to the existing literature through its…
Descriptors: Special Needs Students, Preadolescents, Student Adjustment, Transitional Programs
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Pitts, Laura; Gent, Stacey; Hoerger, Marguerite L. – British Journal of Special Education, 2019
Interventions based on applied behaviour analysis (ABA) have been shown to improve outcomes for young children with autism spectrum disorder (ASD), but there is very little research into outcomes for older pupils. This study evaluated the effectiveness of an ABA intervention for pupils with ASD and additional learning difficulties in a UK special…
Descriptors: Foreign Countries, Intervention, Applied Behavior Analysis, Autism
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Winter, Sophie; Bunn, Helena – British Journal of Special Education, 2019
This article explores the perspectives of educational psychologists across England with regard to their professional involvement, role and contribution to special schools for children and young people with profound and multiple learning difficulties (PMLD). An online survey was distributed to all educational psychology services in England and to…
Descriptors: Foreign Countries, Educational Psychology, Psychologists, Role
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Tyrrell, Beverley; Woods, Kevin – British Journal of Special Education, 2018
Responding to children's expressed needs and preferences can improve their self-esteem and motivation for learning. However, some groups of children and young people may find it more difficult to express their needs and preferences. This article reviews the research evidence on methods used to gather the views of children with an autism spectrum…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Attitude Measures
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Syrnyk, Corinne – British Journal of Special Education, 2018
While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary…
Descriptors: Teacher Aides, Antisocial Behavior, Emotional Problems, Behavior Problems
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Woods, Kevin; James, Abi; Hipkiss, Amanda – British Journal of Special Education, 2018
Ten years after an original survey, this article reports findings from a 2017 survey of secondary school staff involved in school-based management of GCSE examination access arrangements. A total of 263 respondents, including specialist assessors and SENCos, explained their views on the manageability and fairness of processes for GCSE examination…
Descriptors: Best Practices, Accessibility (for Disabled), Secondary School Students, School Personnel
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Cameron, David Lansing; Tveit, Anne Dorthe; Jortveit, Maryann; Lindqvist, Gunilla; Göransson, Kerstin; Nilholm, Claes – British Journal of Special Education, 2018
The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish…
Descriptors: Foreign Countries, Comparative Education, Special Education, Special Education Teachers
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Francis, Grace L.; Stride, Ashley; Reed, Sascha – British Journal of Special Education, 2018
Effective transition planning is critical for young adults with disabilities to experience positive post-school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of…
Descriptors: Transitional Programs, Planning, Young Adults, Intellectual Disability
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Mullan, Patricia; Prendeville, Paula; Kinsella, William – British Journal of Special Education, 2018
This study explored parental experiences and factors impacting on the successful transitioning of young people with Down syndrome from primary to mainstream secondary school settings in Ireland. This qualitative study used semi-structured interviews to examine the perspectives of parents (N = 5) and secondary school teachers (N = 3) regarding this…
Descriptors: Down Syndrome, Parent Attitudes, Teacher Attitudes, Secondary School Teachers
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Broomhead, Karen E. – British Journal of Special Education, 2018
Encouraging partnerships between parents of children with special educational needs and disabilities (SEND) and educational practitioners is a key theme in educational policy in England. However, there are unanswered questions regarding whether parents and teachers are mutually responsible for developing and maintaining these partnerships, as well…
Descriptors: Foreign Countries, Special Education, Special Needs Students, Disabilities
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Holland, John; Pell, Gabrielle – British Journal of Special Education, 2018
Children bring joy, new experiences and challenges into the lives of their families, and the focus of this article is on the often unrecognised emotional challenges and stigma experienced by parents of children with special educational needs and/or disabilities (SEND). This study involved a random sample group of 240 parents using a service in the…
Descriptors: Special Education, Special Needs Students, Disabilities, Parent Child Relationship
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Thompson, Craig; Falkmer, Torbjörn; Evans, Kiah; Bölte, Sven; Girdler, Sonya – British Journal of Special Education, 2018
Education is effective in improving outcomes in autism spectrum disorder (ASD). While peer mentoring has demonstrated preliminary promise in supporting university students with ASD, the effective mechanisms remain unclear. The aims of this study were to explore the required contexts, mechanisms and outcomes of peer mentoring for university…
Descriptors: Peer Relationship, Mentors, College Students, Autism
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Collinson, Craig – British Journal of Special Education, 2018
In this article I mount an attack on the problematic conceptions of literacy that lie behind the Standards and Testing Agency's 2015 "Interim Teacher Assessment Frameworks at the End of Key Stage 2" and the "Key Stage 2 English Grammar, Punctuation and Spelling Tests." I employ an object of comparison (a philosophical method),…
Descriptors: Dyslexia, Comparative Analysis, Literacy, English Curriculum
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