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Imray, Peter; Kossyvaki, Lila; Sissons, Mike – Support for Learning, 2023
The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research…
Descriptors: Evidence Based Practice, Research Utilization, Severe Disabilities, Learning Disabilities
Howard, Katie B. – Support for Learning, 2023
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students…
Descriptors: Second Language Instruction, Students with Disabilities, Special Needs Students, Program Effectiveness
Denne, Louise D.; Grindle, Corinna F.; Sapiets, Suzi J.; Blandford-Elliott, Millie; Hastings, Richard P.; Hoerger, Marguerite; Lambert-Lee, Katy; Paris, Andreas; Nicholls, Gemma; Hughes, J. Carl – Support for Learning, 2023
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to…
Descriptors: Instructional Effectiveness, Educational Environment, Positive Behavior Supports, Foreign Countries
Hinchcliffe, Vivian – Support for Learning, 2022
The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre-key stage standards and the engagement model, relate to two groups of pupils: pupils 'not yet engaged' and pupils 'engaged' in subject-specific study. This…
Descriptors: Severe Intellectual Disability, Students with Disabilities, Academic Standards, Student Evaluation
Hinchcliffe, Vivian – Support for Learning, 2022
The increasing complexity of children with SLD and PMLD can make day-to-day teaching challenging and emotionally taxing. Regular opportunities for teachers to reflect upon practice can help teachers make sense of what happens in the classroom and see the relationship between their personal theories, values and beliefs, and their thinking,…
Descriptors: Students with Disabilities, Learning Disabilities, Reflective Teaching, Special Schools
Swan, Charlie – Support for Learning, 2021
This article explores how gastrostomy feeding tubes can impact the early childhood education and care (ECEC) experiences of children. It presents findings from a small-scale study, which utilised the perspectives of early years educators and parents. The findings indicate that feeding tubes have both an opportunistic and restrictive impact within…
Descriptors: Medical Services, Equipment, Early Childhood Education, Young Children
Zanuttini, Jessica Z.; Little, Cathy – Support for Learning, 2021
The article describes research into the perspectives of students with autism regarding their participation as the target participants in a peer-mediated social communication intervention. Questionnaires were administered to four elementary-aged students with autism before and after their involvement in the intervention. The students' parents and…
Descriptors: Elementary School Students, Students with Disabilities, Student Attitudes, Autism
Using Visual Strategies Simultaneously to Support Students with Learning Disabilities in Mathematics
Marita, Samantha; Hord, Casey; Hendricks, Julie – Support for Learning, 2021
We provide insight into how multiple visual strategies can be used simultaneously to increase access to and success with challenging mathematics at the secondary level for students with learning disabilities. Drawing on a teaching philosophy based on recognising student strengths and needs, we argue the potential benefits of using visual…
Descriptors: Students with Disabilities, Learning Disabilities, Mathematics Instruction, Visual Aids
O'Brien, Tim; Guiney, Dennis – Support for Learning, 2021
In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an…
Descriptors: Well Being, Teachers, Models, Reflection
Motivation, Engagement and Outcomes in Curriculum Development in a Specialist SEND School in England
Silver, Matt – Support for Learning, 2021
This article provides an insider account of one school's journey towards a curriculum offer which makes use of a meaningful, mastery project-based approach. The initiative incorporates consideration of self-determination theory to secure outcomes which are relevant to the needs of students. The account offers insights into a work in progress and…
Descriptors: Student Motivation, Learner Engagement, Outcomes of Education, Curriculum Development
Sandoval, Marta; Muñoz, Yolanda; Márquez, Carmen – Support for Learning, 2021
This study presents a review of the guides and tools found in the literature regarding the implementation of inclusive education to support schools in the development and improvement of their educational practices. A total of 22 guides were reviewed, with their corresponding analyses of: the purpose for which they were created, their inclusive…
Descriptors: Inclusion, Guides, Program Implementation, Educational Practices
Done, Elizabeth J.; Knowler, Helen; Warnes, Eleanor; Pickett-Jones, Beverley – Support for Learning, 2021
This think piece argues for a novel qualitative methodology that permits social justice researchers, including National Award for Special Educational Needs Coordination students, to highlight the profound affects of exclusionary school practices for parents of children with SEN and/or disabilities (SEND). Such children are proportionately effected…
Descriptors: Parent Attitudes, Inclusion, Educational Practices, Students with Disabilities
Essex, Jane; MacAskill, Maggie Gurney – Support for Learning, 2020
The face of Modern Foreign Language education (MFL) in Scotland is changing. A major policy shift in Scottish education in 2012 set out the aspiration that all students up to the end of third level education in Scottish schools would have the opportunity to learn not one but two languages, in addition to their mother tongue. Over the last 20…
Descriptors: Foreign Countries, Modern Languages, Modern Language Curriculum, Special Needs Students
O'Brien, Tim – Support for Learning, 2020
In this reflective piece the author focuses on the meaning that he made of inclusion in a book that was published almost twenty years ago. He then reflects on the meaning he makes of the current situation. He explores the problematic nature of the concept of inclusion, whether labels actually enable inclusion, research-informed implications of…
Descriptors: Barriers, Inclusion, Labeling (of Persons), Special Education
Johnson, Kaprea F.; Belcher, T'Airra W.; Zimmerman, Betsy; Franklin, Jeanel – Support for Learning, 2020
Interprofessional educational partnerships can include a diverse group of helping professionals involved in consultation at both the school and community levels. Central to these partnerships should be school counsellors; this systematic review sought to understand the dynamics of these partnerships using the PRISMA framework. The review found…
Descriptors: Partnerships in Education, School Counselors, Counselor Role, Models