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Showing 1 to 15 of 126 results Save | Export
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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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Singh, Shailen; Keese, Jeffrey – Support for Learning, 2020
This paper explores methods by which the Individualized Education Plan (IEP) development process can be improved through the use of systems-based thinking, specifically through the use of Gittell's (2016) Relational Coordination Model. IEP development meetings have been described as meaningless rituals where parents often leave feeling ostracized…
Descriptors: Systems Approach, Individualized Education Programs, Models, Parent Participation
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Jantz, Paul B. – Support for Learning, 2020
Every year in the UK, a significant number of children sustain a moderate or severe traumatic brain injury (TBI). Children who sustain a moderate or severe TBI have been shown to experience continuing neurological decline in two or more domains up to five years post-injury. Environmental enrichment (EE)--which involves supplementing an environment…
Descriptors: Head Injuries, Neurological Impairments, Children, Foreign Countries
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Herring, Tina J.; Woolsey, M. Lynn – Support for Learning, 2020
This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral…
Descriptors: Teaching Methods, Deafness, Hearing Impairments, Responses
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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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Kennedy, Emma-Kate; Laverick, Laleh – Support for Learning, 2019
In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst…
Descriptors: Inclusion, Special Needs Students, Strategic Planning, Instructional Leadership
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O'Brien, Tim; Roberts, Amelia – Support for Learning, 2019
This article focuses on seven interacting research-informed domains. These domains are grounded in the research literature and have been applied in real world contexts to provide insight into, and an analytical tool for, meeting social, emotional and mental health (SEMH) needs within educational settings. Practitioner researchers applied the…
Descriptors: Mental Health, Elementary School Students, Elementary School Teachers, Social Development
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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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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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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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Hansraj, Merushka – Support for Learning, 2018
One school's development of an individualised assessment system for its students is the focus of this article. It uses documentary evidence from two sources -- the author's involvement in the National Professional Qualification for Headteachers, alongside a school-based cluster of schools from four local authorities in England. The latter had been…
Descriptors: School Districts, Special Needs Students, Disabilities, Principals
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Stelmaszczyk, Karol – Support for Learning, 2018
This article charts one school's journey in securing an assessment regime aligned with its vision for its learners with profound and multiple difficulties (PMLD). Previous iterations, based on commercially-based systems, as well as lessons learned from reflecting on the school's own assessment practices, were used as catalysts for the development…
Descriptors: Severe Disabilities, Holistic Approach, Evaluation Methods, Multiple Disabilities
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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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Wong, Shui-wai – Support for Learning, 2017
The self-portrayals of 17 young persons with autism spectrum disorder reveal the challenges encountered by them, including study problems, inter-personal relationships, being bullied by classmates at school, discrimination by the public in general and teachers, social workers, and peers in particular, obstacles to post-secondary education,…
Descriptors: Autism, Pervasive Developmental Disorders, Barriers, Study Skills
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Brawand, Anne; King-Sears, Margaret E. – Support for Learning, 2017
Student understanding of content can be dependent on the pedagogies that co-teachers plan and implement, regardless of which co-teaching model they use. However, when co-teachers vary instruction using different co-teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and…
Descriptors: Team Teaching, Secondary School Teachers, Teaching Methods, Teacher Collaboration
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