A group often overlooked for specific supports in schools are siblings of children with a disability, special educational needs or a serious long‐term condition (SEND). In this article we review the current sibling research and identify a lack of literature on interventions, particularly within a school context. We then present a description of Sibs Talk, an example of a new school‐based intervention to support siblings. Sibs Talk is a ten‐session, one‐to‐one intervention approach for schools to complete with Key Stage 2 children who have a brother or sister with SEND. Finally, we present an initial evaluation of the effectiveness of Sibs Talk, using a pre and post evaluation format with a sample of 55 children from 11 schools. The data presented in this evaluation indicate that Sibs Talk may have contributed to positive outcomes for participating children. [ABSTRACT FROM AUTHOR]

中文翻译：

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支持有特殊教育需要或残疾儿童的兄弟姐妹：对主流学校工作人员提供的一对一干预的 Sibs Talk 的评估

在学校中经常被忽视的特定支持群体是有残疾、特殊教育需要或严重长期疾病 (SEND) 的儿童的兄弟姐妹。在本文中，我们回顾了当前的兄弟研究，并发现缺乏干预措施的文献，尤其是在学校背景下。然后我们介绍了同胞谈话，这是一个新的基于学校的干预措施来支持兄弟姐妹的例子。Sibs Talk 是一种十节课、一对一的干预方法，供学校完成关键阶段 2 的孩子，他们的兄弟或姐妹患有 SEND。最后，我们使用前后评估格式对来自 11 所学校的 55 名儿童进行了初步评估，对 Sibs Talk 的有效性进行了初步评估。本评估中提供的数据表明，Sibs Talk 可能为参与的儿童带来了积极的结果。[作者摘要]