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Showing 1 to 15 of 39 results Save | Export
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Brewer, Rebecca – Support for Learning, 2020
Over time, schools have developed systems that include the families of children. Families often sign a home school agreement and attend parent forums or more formal meetings designed to plan provision for children with special educational needs. These endeavours, however, are arguably inadequate when the full influence of the family is properly…
Descriptors: Family School Relationship, Student Needs, Barriers, Rural Schools
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Anaby, Dana R.; Ianni, Lina; Héguy, Léa; Camden, Chantal – Support for Learning, 2020
To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual…
Descriptors: Elementary School Teachers, Special Education Teachers, Administrators, Teacher Role
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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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Ross, Helen – Support for Learning, 2019
At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Student Needs
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Reed, Stephanie – Support for Learning, 2019
This article reports on a project based on the development of a model for outreach to support three federated mainstream primary schools in London, England to develop their understanding and practice with children with autism. The principal aim of the initiative was to ensure that knowledge and capacity within the participating schools increased;…
Descriptors: Foreign Countries, Elementary Schools, Autism, Mainstreaming
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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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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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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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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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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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Opie, Jill; Deppeler, Joanne; Southcott, Jane – Support for Learning, 2017
The experiences of seven Australian senior secondary school students with vision impairment attending mainstream schools in Victoria were explored to gain an understanding of the support mechanisms operating to allow them access to an inclusive education. This qualitative study primarily used the in-depth interviews of students, augmented by brief…
Descriptors: Foreign Countries, Secondary School Students, Mainstreaming, Visual Impairments
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Hyatt, Christina; Hornby, Garry – Support for Learning, 2017
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) contains the first legal enshrinement of the right to inclusive education for people with disabilities. The UNCRPD maintains that children with special educational needs and disabilities (SEND) have a basic human right to be educated in mainstream…
Descriptors: Student Rights, Inclusion, Disabilities, Moral Values
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Pui, Winnie Sin Wai – Support for Learning, 2016
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by…
Descriptors: Foreign Countries, Individualized Instruction, Curriculum Design, Student Needs
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