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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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Caskey, Jacqueline; Innes, Peter; Lovell, Geoff P. – Support for Learning, 2018
Dyslexia is known as a Learning Disability (LD), a reading disability and a neurological disability; yet there is confusion about dyslexia and the associated support required in learning. Challenges are experienced by adult students with dyslexia in both social and organisational contexts. This study explored the life experiences of adult students…
Descriptors: Dyslexia, Foreign Countries, Adult Students, Self Concept
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Carty, Audrey; Farrell, Ann Marie – Support for Learning, 2018
This article examines the use of a range of co-teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first-year…
Descriptors: Team Teaching, Mathematics Instruction, Teaching Methods, Disabilities
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Ho, Fuk Chuen; Lam, Cici Sze-Ching; Sam, Sam Ka-lam; Arthur-Kelly, Michael – Support for Learning, 2018
This study aims to deliver a school-based mode of training for in-service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with…
Descriptors: Faculty Development, Inservice Teacher Education, Autism, Pervasive Developmental Disorders
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McCormack-Colbert, Anne; Ware, Jean; Jones, Susan Wyn – Support for Learning, 2018
The benefits of grammar instruction in the teaching of writing is contested in most English-speaking countries (Jones et al., 2012). The majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners' development of reading, writing and language (Locke, 2005).…
Descriptors: Grammar, Writing Instruction, English, Teaching Methods
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Takala, Marjatta; Viljamaa, Elina; Fredäng, Päivi – Support for Learning, 2018
This study explores the choices made by parents of children who are severely hearing-impaired or deaf. It also gives ideas how to support these children at school. In a six-year longitudinal study, eleven families completed the study questionnaire four times. Questions were related to choice of hearing aid, methods of communication and educational…
Descriptors: Deafness, Hearing Impairments, Children, Decision Making
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Mays, Dennis – Support for Learning, 2018
By the time they transfer to secondary school, most young people who have serious obstacles to becoming literate will have been identified. The necessary procedures will have been completed by school and LEA staff to obtain a statement of SEND or EHC plan. Not all children are this fortunate however. Financial constraints, home, family and…
Descriptors: Reading Difficulties, Clinical Diagnosis, Secondary Schools, School Personnel
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Kay, Lynda – Support for Learning, 2018
Some children may only be able to express feelings of anxiety, frustration, stress or sadness through angry behaviours, which may prove challenging for schools (Barnes et al., 2016; Shechtman and Tutian, 2016). This is problematic when considered in relation to research evidence highlighting the negative impact such behaviours may have upon social…
Descriptors: Behavior Problems, Student Behavior, Emotional Development, Emotional Response
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Mccormack-Colbert, Anna; Wyn Jones, Susan; Ware, Jean – Support for Learning, 2017
The lack of consensus over the origins of dyslexia, assessment practices and the impact on learners across languages has led to different approaches to support being adopted across Europe. This study uses a case study design and aims at gaining an understanding of learners with dyslexic tendencies' experiences and perceptions of Welsh and French…
Descriptors: Secondary School Students, Dyslexia, Student Needs, Case Studies
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Cockroft, Charlotte; Atkinson, Cathy – Support for Learning, 2017
Research suggests that reading engagement and motivation are strong predictors of reading performance. Reading motivation may decline as students approach adolescence, resulting in less time spent with text. To date, there has been no research on how practitioners might directly support students to address affective factors in reading. In this…
Descriptors: Reading Achievement, Case Studies, Qualitative Research, Statistical Analysis
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Wren, Alison – Support for Learning, 2017
The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with…
Descriptors: Foreign Countries, Teacher Aides, Paraprofessional School Personnel, Interviews
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Howe, Julia; Ball, Heather – Support for Learning, 2017
This research aimed to measure Special Educational Needs Co-ordinators' knowledge of the educational implications of acquired brain injury in children and young people and whether experience of working with pupils with a brain injury or additional training impacts upon this knowledge. Data was collected within one local authority in England using…
Descriptors: Special Education, Brain, Head Injuries, Special Needs Students
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