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Apanasionok, Magdalena M.; Alallawi, Barah; Grindle, Corinna F.; Hastings, Richard P.; Watkins, Richard C.; Nicholls, Gemma; Maguire, Leanne; Staunton, Darragh – British Journal of Special Education, 2021
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils' mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental…
Descriptors: Numeracy, Students with Disabilities, Autism, Pervasive Developmental Disorders
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Antony Hughes, J.; Tree, Jeremy; Reed, Phil – British Journal of Special Education, 2021
Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate-fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of…
Descriptors: Cues, Speech Communication, Phonology, Reading Difficulties
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Yesilkaya, Eda – British Journal of Special Education, 2021
Interventions can be designed to support the interactions of children with visual impairments with their learning environments. However, there is a need to develop systematic and theory-based interventions for supporting children with visual impairments and additional disabilities in their learning environments. This exploratory qualitative study…
Descriptors: Intervention, Models, Children, Visual Impairments
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McKenzie, Judith; Shanda, Nozwelo; Aldersey, Heather Michelle – British Journal of Special Education, 2021
Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family-teacher…
Descriptors: Foreign Countries, Parent Teacher Cooperation, Family Involvement, Partnerships in Education
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Kokko, Marjut; Takala, Marjatta; Pihlaja, Päivi – British Journal of Special Education, 2021
Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and…
Descriptors: Teacher Attitudes, Team Teaching, Teacher Characteristics, Teaching Experience
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Hipkiss, Amanda; Woods, Kevin A.; McCaldin, Tamsin – British Journal of Special Education, 2021
Access arrangements (AAs) in GCSE and GCE examinations are the reasonable adjustments made for students with special educational needs and disabilities (SEND) under the Equality Act 2010. The Joint Council for Qualifications (JCQ) sets out evidence requirements for allowing AAs on behalf of awarding bodies, although there is a lack of research…
Descriptors: Secondary School Students, Exit Examinations, Testing Accommodations, Students with Disabilities
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Moriña, Anabel; Perera, Víctor H.; Melero, Noelia – British Journal of Special Education, 2020
This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi-structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students…
Descriptors: Foreign Countries, College Faculty, Students with Disabilities, Inclusion
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Kirkpatrick, Lori; Searle, Michelle; Smyth, Rachael E.; Specht, Jacqueline – British Journal of Special Education, 2020
The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices.…
Descriptors: Coaching (Performance), Teacher Collaboration, Regular and Special Education Relationship, Special Needs Students
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Aidonopoulou-Read, Tereza – British Journal of Special Education, 2020
The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of…
Descriptors: Formative Evaluation, Models, Students with Disabilities, Autism
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Yucesoy-Ozkan, Serife; Rakap, Salih; Gulboy, Emrah – British Journal of Special Education, 2020
The purpose of this study was to compare 12 commonly-used nonoverlap methods with each other and with the results of visual analysis. Data were obtained from 25 studies focused on embedded instruction and schema-based instruction and included a total of 101 graphs. Treatment effect estimates using 12 nonoverlap methods were calculated for each…
Descriptors: Effect Size, Graphs, Data Analysis, Computation
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Aujla, Imogen J. – British Journal of Special Education, 2020
There are few opportunities for young disabled dancers to develop their talents, and even fewer studies investigating their experiences of such opportunities. The aim of this study was to explore the perspectives and outcomes of an inclusive talent development programme, and how these were facilitated. Semi-structured interviews and focus groups…
Descriptors: Inclusion, Talent Development, Youth, Disabilities
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Hunter, Jack; Runswick-Cole, Katherine; Goodley, Dan; Lawthom, Rebecca – British Journal of Special Education, 2020
This article offers a critical reflection on the function of education, health and care plans (EHCPs) in pathways to employment for disabled young people. We consider 'the education plan' as an artefact of special educational needs systems. We problematise the often taken-for-granted assumption that such plans are always and only a 'good' thing in…
Descriptors: Youth Employment, Learning Disabilities, Educational Finance, Foreign Countries
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Vine Foggo, Rebecca S.; Webster, Amanda A.; Dixon, Roselyn – British Journal of Special Education, 2020
Difficulties with social communication may present challenges in gathering data from individuals with autism in research. To encourage individuals with autism to participate directly in research, methods that allow for autistic symptomology should be considered. An online forum was developed to enable adolescents with autism to share their social…
Descriptors: Discussion Groups, Computer Mediated Communication, Adolescents, Autism
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Bloom, Ashley; Critten, Sarah; Johnson, Helen; Wood, Clare – British Journal of Special Education, 2020
This article reports the development and evaluation of a toolkit-based approach to eliciting children's experiences of educational support, where the children in question experience speech and communication needs. The 'Your Voice Your Choice' approach was evaluated using a cross-case analysis methodology, which represents a novel approach to…
Descriptors: Speech Impairments, Communication Disorders, Student Needs, Speech Language Pathology
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Metzner, Franka; Wichmann, Michelle Lok-Yan; Mays, Daniel – British Journal of Special Education, 2020
Educational transitions are associated with significant changes. If students cannot overcome these challenges, their well-being and motivation may be impaired. Students with clinically relevant emotional or behavioural disorders (EBDs) are at risk for negative transitional experiences. We conducted a systematic review summarising transitional…
Descriptors: Behavior Disorders, Emotional Disturbances, At Risk Students, Autism
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