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Sharma, Pooja – Support for Learning, 2022
Professionals who elicit the voice of children and young people with special educational needs and disabilities (SEND) have a commitment to ensure a person-centred approach to assessment, as per the Children and Families Act (2014). However, there are recognised barriers to eliciting voice that inhibit meaningful pupil participation within…
Descriptors: Barriers, Student Participation, Foreign Countries, Teacher Attitudes
Caslin, Marie – Support for Learning, 2021
For decades, the school exclusion rates have been a cause for concern within the English education system. We have witnessed a steady increase in the numbers of pupils being excluded since 2012. Evidence suggests that some children are more likely to be excluded from school, a significant number will have had the social, emotional and behavioural…
Descriptors: Foreign Countries, Student Attitudes, Teacher Attitudes, Parent Attitudes
Pearlman, Sara; Michaels, Dina – Support for Learning, 2019
In England, eliciting the views, feelings and aspirations of young people with special education needs is central to the Special Education Reforms of 2015. However, there is little guidance on how to do this with young people who have intellectual and communication difficulties. In this research project, a questionnaire was developed and used as…
Descriptors: Foreign Countries, Students with Disabilities, Special Education, Intellectual Disability
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
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
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
Lauchlan, Fraser; Greig, Susan – Support for Learning, 2015
In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school…
Descriptors: Foreign Countries, Inclusion, Mainstreaming, Disabilities
Fortuna, Ron – Support for Learning, 2014
The transition from the primary to the secondary phase in education can be a pivotal moment for many students, but for students who have autism, their difficulties with socialisation and emotional regulation can make this time period especially challenging. This article explores the experiences of key stakeholders regarding the issue of students…
Descriptors: Pervasive Developmental Disorders, Autism, Mainstreaming, Elementary School Students
Rontou, Maria – Support for Learning, 2012
This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by English as a Foreign Language (EFL) teachers in two Greek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from…
Descriptors: Individualized Instruction, Teaching Methods, Dyslexia, English (Second Language)
Conway, Paul F.; Amberson, Jessica – Support for Learning, 2011
Mobile technology-enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The "Laptops Initiative for Post-Primary Students with Dyslexia or other Reading/Writing Difficulties" offers insights into and addresses questions about ICT policy making regarding m-learning technologies for…
Descriptors: Reading Difficulties, Dyslexia, Data Analysis, Literacy Education
Soulis, Spiridon-Georgios; Floridis, Theodore – Support for Learning, 2010
Students with intellectual disabilities often experience school-related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild…
Descriptors: Mild Mental Retardation, Stress Variables, Foreign Countries, Mainstreaming
Feiler, Anthony – Support for Learning, 2010
The pilot research reported in this article is part of the Centre Research Study (CReSt) which evaluates the impact of the educational reform programme on schools, colleges and other centres in England. The article reports findings from one special school, based on interviews with teachers (including the headteacher), students and a parent. The…
Descriptors: Special Schools, Program Effectiveness, Educational Change, Foreign Countries
Newton, Caroline; Wright, Jannet A.; Clarke, Michael; Donlan, Chris; Lister, Claire; Cherguit, Jasmina – Support for Learning, 2006
This paper reports findings from an evaluation study of the Communication Aids Project (CAP), focussing on the perspective of children at points of educational transition and the parents, education staff and Speech and Language Therapists who support them. All participants took part in structured interviews, the individual children face-to-face on…
Descriptors: Assistive Technology, Speech Language Pathology, Interviews, Communication Disorders