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Goodall, Craig – Support for Learning, 2019
Through a qualitative rights informed study, using semi-structured interviews and a range of participatory approaches, seven autistic teenage boys in Northern Ireland discuss their educational experiences in mainstream school and within an Alternative Education Provision (AEP). Their experiences and advice demonstrate that the relational aspects…
Descriptors: Foreign Countries, Autism, Males, Adolescents
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Zhang, Kaili C.; Choo, Andrew – Support for Learning, 2019
To describe the current status of autism interventions for youth in Singapore, this article highlights the country's overall structure of special education and other services for individuals with autism. The unique features of the restorative farm therapy programme, a comprehensive approach which has been used to enhance the wellbeing of youth…
Descriptors: Foreign Countries, Autism, Intervention, Special Education
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Alnahdi, Ghaleb H.; Saloviita, Timo; Elhadi, Ayman – Support for Learning, 2019
This study compared two samples of pre-service teachers from Saudi Arabia (n = 306) and Finland (n = 186) regarding their attitudes towards inclusive education. The Teachers' Attitudes towards Inclusive Education Scale (TAIS) was used to measure the participants' attitudes. The results were analysed using five different statistical analysis.…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Inclusion
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Benstead, Helen – Support for Learning, 2019
This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws…
Descriptors: Special Education, Educational Needs, Inclusion, Foreign Countries
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Essex, Jane; Melham, Pauline – Support for Learning, 2019
The article describes research into the factors that facilitate a smooth transition for young women with High Functioning Autism (HFA) as they move between secondary school and Sixth form or Further Education (FE) College. Semi-structured interviews were conducted with four young women with HFA and, additionally, with four members of education…
Descriptors: Autism, Pervasive Developmental Disorders, Females, Student Adjustment
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Smith, Mia D.; Broomhead, Karen E. – Support for Learning, 2019
The inclusion 'ideal' is one which has been both celebrated and maligned. It paved the way for equality; but also, out of its diversity sprang many misconceptions and concerns for children with Special Educational Needs and Disabilities (SEND). It is within this maelstrom of difficulty that the Special Educational Needs Co-ordinator (SENCo) role…
Descriptors: Barriers, Inclusion, Special Needs Students, Disabilities
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Wong, Meng Ee – Support for Learning, 2018
Despite the availability of assistive technology frameworks as a tool to aid in the process of decision making, teachers of students with visual impairments in Singapore have had little awareness of or experience in using such frameworks to guide them when making choices about assistive technology. Much of the selection had previously been made…
Descriptors: Foreign Countries, Special Education Teachers, Visual Impairments, Sensory Aids
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Whalley, Sara – Support for Learning, 2018
This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for…
Descriptors: Inclusion, Special Education, Coordinators, Educational Change
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Karlsudd, Peter – Support for Learning, 2018
Sweden has easy access to digital technology, and the majority of the country's teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word-processing programmes in the…
Descriptors: Foreign Countries, Student Teacher Attitudes, Computer Uses in Education, Computer Attitudes
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Sedgwick, Adrienne; Stothard, Jan – Support for Learning, 2018
Up to 50% of children starting mainstream school have speech, language and communication needs (SLCN). Furthermore, evidence links SLCN to poor academic performance and social, emotional and mental health needs. This research aimed to systematically review the literature for school-based oral language interventions, intended for KS1 children, in a…
Descriptors: Oral Language, Intervention, Foreign Countries, Educational Research
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Tyrrell, Beverley; Woods, Kevin – Support for Learning, 2018
Examination success can be considered a passport to further education and, as a result, higher income and better health. Access arrangements (AAs) are intended to allow fair access to examinations for candidates with disabilities, including those with an autism spectrum disorder (ASD). There is a lack of research into how AAs should be organised…
Descriptors: Autism, Pervasive Developmental Disorders, Student Participation, Disabilities
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Belli, Clare – Support for Learning, 2018
This short piece of action research seeks to identify the characteristics which ensure that the impact from external interventions delivered by Southampton Advisory Outreach Service for SEND can be sustained over time. It considers how the service can work with schools to establish self-sustaining systems which reduce dependency, thereby freeing…
Descriptors: Intervention, Special Needs Students, Outreach Programs, Sustainability
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Bunning, Karen; Muggeridge, Rebecca; Voke, Katie – Support for Learning, 2018
The telling of personal stories is a feature of everyday life. Young people with learning difficulties may find it difficult to report what has happened to them. A project was set up to investigate the impact of Storysharing® on the co-construction of personal narratives by staff and students in a special school. The current study investigated the…
Descriptors: Teacher Student Relationship, Learning Problems, Severe Disabilities, Personal Narratives
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Chitiyo, Jonathan; Brinda, Wayne – Support for Learning, 2018
Co-teaching is a widely used instructional approach to meet the needs of all students in inclusive classrooms across the globe. Despite the widespread implementation of the practice, little is known about how teachers are prepared to use it. This study examined the extent to which 77 teachers were prepared to use co-teaching. Results indicated…
Descriptors: Teacher Education, Team Teaching, Teaching Methods, Inclusion
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Essex, Jane – Support for Learning, 2018
Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff…
Descriptors: Special Needs Students, Science Instruction, Special Education, Disabilities
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