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Showing 1 to 15 of 41 results Save | Export
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Martin, Clare – Support for Learning, 2020
Routes into teacher training have expanded in recent years, accompanied by a growing interest in schools 'growing their own' teachers from amongst support staff. However, little attention has been paid to their transition to the role of teacher. This article investigates influences on identity development and the extent to which personal values…
Descriptors: Professional Identity, Alternative Teacher Certification, Faculty Development, Educational Practices
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Mays, Dennis – Support for Learning, 2020
The profile of a student with learning difficulties is described and also the learning context in 2017. Previous models of provision are then described in terms of their aetiology with discussion of strengths and shortcomings. Some influential features of curriculum planning and delivery are identified. A model of provision involving specific…
Descriptors: Secondary School Students, Students with Disabilities, Moderate Intellectual Disability, Learning Disabilities
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Seeger, Victoria; McNemar, Stephanie – Support for Learning, 2020
Two studies, one of middle school students and the other of high school students, demonstrated that students who were labeled as 'struggling' in the area of literacy saw themselves quite differently when their voices were heard. When these labeled students were viewed through a strengths lens rather than a deficits one, competent literacy skills…
Descriptors: Middle School Students, High School Students, Reading Difficulties, Labeling (of Persons)
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Glazzard, Jonathan; Szreter, Ben – Support for Learning, 2020
This research is an evaluation of a six-week mental health literacy programme, referred to as the Cambridge United Community Trust's 'Mind Your Head' programme, which was delivered by sports professionals to secondary school students (11-16) in Cambridge, England, during 2017-18. A Mental Health Literacy Scale was used to measure students'…
Descriptors: Mental Health, Well Being, Physical Activities, Health Promotion
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Greer, Julie – Support for Learning, 2020
This paper examines the values, vision and practice originally outlined in a proposal for a secondary phase resourced provision for young people with social, emotional and mental health (SEMH) challenges. The provision was based on a well-established model (the 'Jarjums Room') which had been implemented in Cherbourg Primary School in Eastleigh,…
Descriptors: Foreign Countries, Secondary School Students, Emotional Problems, Social Problems
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Ferriday, Gillian; Cantali, Dianne – Support for Learning, 2020
Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small-scale exploratory study in a Scottish secondary school investigated staff perspectives,…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Inclusion
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McConkey, Roy – Support for Learning, 2020
An annual school census is held in the four countries of the UK in which pupils with ASD are identified. This longitudinal study of the total UK school population compares increases in prevalence rates for pupils with ASD over a nine-year period from 2010/11. Northern Ireland had the highest prevalence throughout, reaching 3.20% by 2018/19…
Descriptors: Foreign Countries, Comparative Education, Incidence, Students with Disabilities
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Bunn, Helena; Boesley, Lauren – Support for Learning, 2019
While transition from primary to secondary school is an exhaustively researched area, there is limited research into how the ideas and insights of children, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project…
Descriptors: High School Students, Special Needs Students, Foreign Countries, Action Research
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Gratton, Rob – Support for Learning, 2019
Recognising that traditional approaches to education, and in turn a teaching and learning pedagogy which focus on the triumvirate of predefined knowledge, situationally applied understanding and domain specific skills were no longer appropriate, in 2009 I embarked upon an exploration of the myriad effects of an engagement with a pedagogy designed…
Descriptors: Cooperative Learning, Secondary Education, Group Activities, Teaching Methods
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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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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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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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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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Lowe, Hilary; Joffe, Victoria – Support for Learning, 2017
Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article…
Descriptors: Secondary School Students, Language Impairments, Vocabulary, Intervention
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