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Finnish teachers’ views on co‐teaching British Journal of Special Education Pub Date : 2021-01-21 Marjut Kokko, Marjatta Takala, Päivi Pihlaja
Co‐teaching has become a well‐known way of working among Finnish teachers in recent years. Teachers’ collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co‐teaching context, teachers collaborate as equals, recognise and respect each other’s skills and competencies, and strengthen and support each other. In this study, we
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A comparison between the workplace cultures of Saudi Arabia's private and public education institutes British Journal of Special Education Pub Date : 2021-03-21 Nizar H. Bagadood, Mona F. Sulaimani
In Saudi Arabia, it is generally perceived that private special education institutes (SEIs) provide a higher quality education than their public counterparts. Parents tend to trust and invest in private rather than public institutes. This is principally attributed to the greater financial capacity of private special institutes, which ensures services can be provided more effectively. Investigating
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Balancing pressures for SENCos as managers, leaders and advocates in the emerging context of the Covid‐19 pandemic British Journal of Special Education Pub Date : 2021-03-01 Amy L. Clarke, Elizabeth J. Done
This article considers the role of the SENCo during Covid‐19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures
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The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND British Journal of Special Education Pub Date : 2021-02-25 Clare Martin
Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end‐of‐study surveys were undertaken
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Teaching early numeracy to students with autism using a school staff delivery model British Journal of Special Education Pub Date : 2021-01-05 Magdalena M. Apanasionok, Barah Alallawi, Corinna F. Grindle, Richard P. Hastings, Richard C. Watkins, Gemma Nicholls, Leanne Maguire, Darragh Staunton
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN‐DD) programme could be implemented by
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Use of duration and rise time cues in the labelling of affricate and fricative speech sounds by children with reading difficulties British Journal of Special Education Pub Date : 2020-12-30 J. Antony Hughes, Jeremy Tree, Phil Reed
Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate–fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of fricative to affricate sounds (cha–sha continuum), using
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Students’ use of GCSE access arrangements British Journal of Special Education Pub Date : 2020-12-30 Amanda Hipkiss, Kevin A. Woods, Tamsin McCaldin
Access arrangements (AAs) in GCSE and GCE examinations are the reasonable adjustments made for students with special educational needs and disabilities (SEND) under the Equality Act 2010. The Joint Council for Qualifications (JCQ) sets out evidence requirements for allowing AAs on behalf of awarding bodies, although there is a lack of research into the efficacy of AAs in enabling students with SEND
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Points from the SENCo‐Forum British Journal of Special Education Pub Date : 2020-12-28 K. Wedell
A recent discussion on the Forum dealt with the way in which the Covid‐19 pandemic was impacting on SENCos' roles and functions in the pre‐school phase. At the statutory level, these roles and functions are set out in the relevant section of the 2015 version of the Code of Practice. The overall aim of early provision is to prepare children to achieve a sound foundation in learning and behaviour, from
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Parent experiences of home‐schooling children with special educational needs or disabilities during the coronavirus pandemic British Journal of Special Education Pub Date : 2020-11-03 Charlotte W. Greenway, Karen Eaton‐Thomas
Parents of children with special educational needs and disabilities (SEND) took part in an online survey that explored their experiences of home‐schooling during the coronavirus pandemic. Two hundred and thirty‐eight parents from the UK responded to 49 questions about the resources and support they had received, their management and feelings surrounding home‐schooling. Chi‐square analyses were used
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Family–teacher partnerships: families' and teachers' experiences of working together to support learners with disabilities in South Africa British Journal of Special Education Pub Date : 2020-10-25 Judith McKenzie, Nozwelo Shanda, Heather Michelle Aldersey
Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family–teacher partnerships improve children's academic performance
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Using the Medical Research Council framework for developing a logic model to support children with visual impairments in their learning environments British Journal of Special Education Pub Date : 2020-10-14 Eda Yeşilkaya
Interventions can be designed to support the interactions of children with visual impairments with their learning environments. However, there is a need to develop systematic and theory‐based interventions for supporting children with visual impairments and additional disabilities in their learning environments. This exploratory qualitative study aims to develop a logic model for parents/guardians
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Using Musical Play with children with profound and multiple learning disabilities at school British Journal of Special Education Pub Date : 2020-10-06 Rosie Rushton, Lila Kossyvaki
We all ‘play’ music! Play experiences for children with profound and multiple learning disabilities (PMLD) are often compromised, lost in complex care routines, increasingly stretched timetables and a lack of suitable play interventions. This study investigates combining music with play, using a set of guidelines and principles developed by the researcher and staff participants: Musical Play. It evaluates
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Points from the SENCo‐Forum British Journal of Special Education Pub Date : 2020-09-01 K. Wedell
Over recent months there has been much discussion on the Forum of Government and other announcements about the arrangements for carrying out special needs-related guidance during the coronavirus pandemic. For example, it has been important for SENCos to be informed about the relaxation of statutory procedures. In the previous column, a distinction was drawn between these attempts to ‘patch up’ existing
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Vehicle for inclusion or costly illusion? A critical policy analysis of the Special Needs Assistant scheme in Ireland British Journal of Special Education Pub Date : 2020-08-06 Barry Morrissey
The Special Needs Assistant (SNA) scheme has been in existence in Ireland, in various different iterations, since 1979. This article presents a critical policy analysis of two iterations of the scheme, operational between 1998 and 2014, using a hybrid analytical framework. It highlights the contextual factors influencing those iterations, presents an interdiscursive analysis of the key policy texts
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Turkish teachers' social judgements on autism spectrum‐based exclusion in primary schools British Journal of Special Education Pub Date : 2020-08-04 Melike Acar
Inclusive education has become a primary educational goal in many countries that aim to end the exclusion of students with different needs. However, we still know little about the perspectives of teachers regarding the exclusion of students with different needs. Given that background, the present study used semi‐structured clinical interviews to investigate Turkish pre‐service (N = 31, mean age = 20
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Teenage social behaviour and emotional well‐being: the role of gender and socio‐economic factors British Journal of Special Education Pub Date : 2020-08-04 Dimitra Hartas, Ahmet Kuscuoglu
This article draws on the Millennium Cohort Study (MCS) to examine parent ratings of social, emotional and behavioural difficulties and prosocial behaviour in pre- and mid-adolescents. A series of mixed-design ANOVAs yielded interesting results. Parent ratings of emotional difficulties in girls increased as they moved from pre- to mid-adolescence whereas for boys the reverse was found. Peer problems
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Points from the SENCo-Forum British Journal of Special Education Pub Date : 2020-06-01 K. Wedell
In late March of the current year, the Government decided to close all schools as part of its attempt to control the rate of infection in the coronavirus pandemic. The only children and young people that schools were permitted to serve would be those whose parents were ‘key workers’, and those regarded as ‘vulnerable’ for whom the local authority had made education, health and social care plans (EHCPs)
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A review of instruments measuring special educators' competencies British Journal of Special Education Pub Date : 2020-05-18 Suk‐Hyang Lee, Yu‐Ri Kim, Jiyeon Park
The purpose of this study is to present a review of instruments developed to measure perceptions of special educators regarding their competencies and to provide a synthesis of research studies using these measurement instruments. A total of 29 studies were included in this review, and 20 instruments were used across the studies. The results were as follows. First, the majority of the instruments in
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Special educational needs and inclusion, moving forward but standing still? A critical reframing of some key issues British Journal of Special Education Pub Date : 2020-05-02 Alan Hodkinson
This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy
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A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers British Journal of Special Education Pub Date : 2020-04-30 Catherine Stewart, Caroline Walker‐Gleaves
This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently
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Educational transition outcomes of children and adolescents with clinically relevant emotional or behavioural disorders: results of a systematic review British Journal of Special Education Pub Date : 2020-04-16 Franka Metzner, Michelle Lok‐Yan Wichmann, Daniel Mays
Educational transitions are associated with significant changes. If students cannot overcome these challenges, their well-being and motivation may be impaired. Students with clinically relevant emotional or behavioural disorders (EBDs) are at risk for negative transitional experiences. We conducted a systematic review summarising transitional outcomes of students with EBDs. After an electronic search
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Evaluating a method for eliciting children's voice about educational support with children with speech, language and communication needs British Journal of Special Education Pub Date : 2020-03-12 Ashley Bloom, Sarah Critten, Helen Johnson, Clare Wood
This article reports the development and evaluation of a toolkit-based approach to eliciting children's experiences of educational support, where the children in question experience speech and communication needs. The ?Your Voice Your Choice? approach was evaluated using a cross-case analysis methodology, which represents a novel approach to critical examination of the effectiveness of such resources
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Successful futures for all? Additional learning needs in Wales in the light of curriculum reform British Journal of Special Education Pub Date : 2020-03-08 Carmel Conn, Matt Hutt
Wales is undergoing a major programme of educational reform, including the development of a new curriculum and transformation of the system for supporting learners with additional learning needs (ALN). This article reports on a research project investigating how these two elements are being brought together, drawing on interviews with policy leads and school-based practitioners. Findings indicate that
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Utilisation of an online forum to engage adolescents with autism in direct participation in qualitative research British Journal of Special Education Pub Date : 2020-02-19 Rebecca S. Vine Foggo, Amanda A. Webster, Roselyn Dixon
Difficulties with social communication may present challenges in gathering data from individuals with autism in research. To encourage individuals with autism to participate directly in research, methods that allow for autistic symptomology should be considered. An online forum was developed to enable adolescents with autism to share their social experiences. Ten female adolescents with autism, aged
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Plans that work: improving employment outcomes for young people with learning disabilities British Journal of Special Education Pub Date : 2019-12-15 Jack Hunter, Katherine Runswick‐Cole, Dan Goodley, Rebecca Lawthom
This article offers a critical reflection on the function of education, health and care plans (EHCPs) in pathways to employment for disabled young people. We consider ?the education plan? as an artefact of special educational needs systems. We problematise the often taken-for-granted assumption that such plans are always and only a ?good? thing in the lives of disabled young people seeking pathways
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‘It’s my dream come true’: experiences and outcomes of an inclusive dance talent development programme British Journal of Special Education Pub Date : 2019-12-10 Imogen J. Aujla
There are few opportunities for young disabled dancers to develop their talents, and even fewer studies investigating their experiences of such opportunities. The aim of this study was to explore the perspectives and outcomes of an inclusive talent development programme, and how these were facilitated. Semi-structured interviews and focus groups with one teacher, four young dancers and four parents
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Evaluation of treatment effect estimates in single‐case experimental research: comparison of twelve overlap methods and visual analysis British Journal of Special Education Pub Date : 2019-11-08 Serife Yucesoy‐Ozkan, Salih Rakap, Emrah Gulboy
The purpose of this study was to compare 12 commonly-used nonoverlap methods with each other and with the results of visual analysis. Data were obtained from 25 studies focused on embedded instruction and schema-based instruction and included a total of 101 graphs. Treatment effect estimates using 12 nonoverlap methods were calculated for each graph by hand or using an online calculator. Five experts
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The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties British Journal of Special Education Pub Date : 2019-10-11 Tereza Aidonopoulou‐Read
The popularity of formative assessment has increased since the publication of work by Black and Wiliam in 1998. Even though it is a useful teaching tool, in most cases it has only been possible to use it for students with high levels of cognitive and communicative ability. The aim of this article is to propose a modified, personalisable model of formative assessment for non-verbal students with autism
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Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities British Journal of Special Education Pub Date : 2019-09-22 Anabel Moriña, Víctor H. Perera, Noelia Melero
This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi-structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable
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Do educational practitioners invest in specialised discourses of autism? Professional knowledge landscapes of teachers and teaching assistants in mainstream schools British Journal of Special Education Pub Date : 2019-09-11 Carmel Conn
A key metaphor used to describe the complexity of what teachers do is that of professional knowledge landscapes. This conveys the idea that effective practice should be explored in relation to how teachers perceive pupils, but also to how teachers see themselves and questions of professional identity. The research reported here was part of a larger study into inclusive pedagogy for autistic pupils
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Models of SEND: the impact of political and economic influences on policy and provision British Journal of Special Education Pub Date : 2019-08-23 Susan Rolfe
The content and direction of policy can be impacted upon by broader political and economic influences that are of central concern to the government in office. With regard to education, the concepts of inclusion and SEND are at the forefront of professional pedagogy and provision. These concepts, although well-established educational practices, may be impacted by these influences. This article has two
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Teacher attitudes in Italy after 40 years of inclusion British Journal of Special Education Pub Date : 2019-08-19 Timo Saloviita, Simone Consegnati
In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate that the Italian teachers had a high level of commitment
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Understanding the SENCo workforce: re‐examination of selected studies through the lens of an accurate national dataset British Journal of Special Education Pub Date : 2019-08-19 Graeme John Dobson
All schools in England are required to have a SENCo. Although the DfE collects data relating to the demographics of this large population of teachers, this has not until now been analysed or published, meaning that much research relating to SENCos has had to proceed on the basis of estimates. A Freedom of Information request was made to the DfE, from which actual numbers could be established, with
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Indian educators’ perceptions of their inclusion implementation practices in secondary schools British Journal of Special Education Pub Date : 2019-08-13 Arnab Kundu, Mary Rice
Inclusive education has been touted as a strategy for providing educational opportunity in India, but little is known about whether and how Indian educators provide such opportunities. This study focused on Indian educators? perceptions of inclusive practices in their own schools. A total of 160 teachers and 15 headteachers from randomly selected secondary schools in the Indian state of West Bengal
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Efficacy of a visuomotor‐based intervention for children with reading and spelling disabilities: a pilot study British Journal of Special Education Pub Date : 2019-07-22 Smail Layes, Mohamed Salah Chouchani, Soulef Mecheri, Robert Lalonde, Mohamed Rebaï
We predicted that Arabic-speaking children with specific learning disabilities in reading (dyslexia) and spelling (in writing) benefit from a visuomotor-based intervention programme for the development of letter knowledge and the improvement of word and pseudo-word decoding as well as spelling (dictation). It was predicted that the mediation of visuomotor training should be effective since the characteristics
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Measuring the word recognition abilities of children who are both verbal and nonverbal with ASD using a traditional paper‐based and a novel digital test format British Journal of Special Education Pub Date : 2019-07-18 Sharon Arnold, Phil Reed
Approximately 30% of school-aged individuals with autism spectrum disorder (ASD) are nonverbal (that is, they have little or no spontaneous spoken language). Most reading tests require verbalisation, which may under-estimate reading ability in this group. To determine decoding abilities of nonverbal children with ASD (with an age range of 72 to 229 months), a novel digital form of reading assessment
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The experiences of minority ethnic heritage parents having a child with SEND: a systematic literature review British Journal of Special Education Pub Date : 2019-07-18 Sarwat Akbar, Kevin Woods
Given the need to provide culturally competent children's services which support each child's right to full educational participation, the current systematic literature review aims to provide an up-to-date, international review of empirical studies that investigate the experience of minority ethnic heritage parents who have a child with special educational needs and disability (SEND). Studies were
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Aspiration, austerity and ableism: to what extent are the 2014 SEND reforms supporting young people with a life‐limiting impairment and their families to get the lives they want? British Journal of Special Education Pub Date : 2019-07-10 Janet Hoskin
In England, legislation introduced in 2014 to reform support for children and young people with special educational needs and disability (SEND) from birth to 25 years of age has been described as the biggest change in SEND for 30 years. Support now focuses on improved outcomes for young people with SEND, and aims to be more aspirational and person-centred, with the child and family ?at the heart of
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Professional collaboration between class teachers and special educators in Swedish rural schools British Journal of Special Education Pub Date : 2019-06-01 Gerd Pettersson, Kristina Ström
The purpose of this study was to shed light on how work-related teacher support in the form of special educational consultation can promote the professional development of teachers working in rural ...
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Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation British Journal of Special Education Pub Date : 2019-04-11 Mark Minott
This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify key tasks for teachers in the inclusive classroom. Relevant articles were selected for inclusion in this review by searching online databases for key
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Work to be done? A survey of educational psychologists’ contribution to special schools for profound and multiple learning difficulties British Journal of Special Education Pub Date : 2019-03-01 Sophie Winter, Helena Bunn
This article explores the perspectives of educational psychologists across England with regard to their professional involvement, role and contribution to special schools for children and young people with profound and multiple learning difficulties (PMLD). An online survey was distributed to all educational psychology services in England and to private educational psychology practices. Data collected
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Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1-3 British Journal of Special Education Pub Date : 2019-03-01 Laura Pitts, Stacey Gent, Marguerite L. Hoerger
Interventions based on applied behaviour analysis (ABA) have been shown to improve outcomes for young children with autism spectrum disorder (ASD), but there is very little research into outcomes for older pupils. This study evaluated the effectiveness of an ABA intervention for pupils with ASD and additional learning difficulties in a UK special needs school. The aim of the intervention was to reduce
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Moving to secondary school for children with ASN: a systematic review of international literature British Journal of Special Education Pub Date : 2019-02-27 Dianne Cantali
This article presents the findings, from a systematic review of international literature, of the existing research into the transition to secondary school of children with additional support needs, which happens for most children at around 11–12 years of age in Scotland. It brings an original contribution to the existing literature through its focus on the holistic transition experience of this group
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Children’s attitudes towards peers with learning disabilities - the role of perceived parental behaviour, contact experiences and self-efficacy beliefs British Journal of Special Education Pub Date : 2019-02-25 Frank Hellmich, Marwin Felix Loeper
Children with special educational needs often feel lonely in classrooms, are less accepted by their classmates and have fewer friendships. Their classmates' positive attitudes towards them are important for their social participation in inclusive classrooms. According to the theory of social referencing, children's attitudes towards peers with special educational needs are influenced by the role model
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Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities British Journal of Special Education Pub Date : 2019-02-18 Jiwon Hwang, Paul J. Riccomini
Developing an understanding of fractions is critical, as it is the first connection of whole-number properties to rational numbers within a single framework. The unique properties of fractions necessitate solution processes that are distinctive and often more complicated than whole-number processes, resulting in many students struggling with fractions. The purpose of the current study is to investigate
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Supporting a child with dyslexia: how parents/carers engage with school-based support for their children British Journal of Special Education Pub Date : 2019-02-12 Helen Ross
Parents'/carers' experiences of their children's dyslexia were explored in a mainstream secondary school in England. Interviews were undertaken with the parents/carers of young people at Hilltop View School, a secondary school in south‐west England. Bourdieusian concepts of field, habitus and practice were powerful in underpinning analysis using Jenkins's (2008) 'levels of interaction' when exploring
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Educational practitioners’ perceptions of ADHD: a qualitative study of views of the home lives of children with ADHD in the UK British Journal of Special Education Pub Date : 2019-02-04 Abigail Emma Russell, Marianne Tay, Tamsin Ford, Ginny Russell, Darren Moore
There is little research exploring educational practitioners' experiences of working with children with attention deficit/hyperactivity disorder (ADHD). The current study aimed to understand educational practitioners' beliefs concerning the home lives of children with ADHD, and how they perceive that home lives affect children's behaviour in school. Forty‐two practitioners from primary, secondary and
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‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms British Journal of Special Education Pub Date : 2019-01-28 Helen Curran
The introduction of the Special Educational Needs and Disabilities (SEND) reforms were hailed in 2014, by the then Government, as the most significant change to SEND policy for thirty years. Despite introduced changes, the 2015 Code continued to place responsibility for the co-ordination of provision for children with SEN within the remit of the SENCo. This article forms part of a wider study which
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Perceived responsibility for developing and maintaining home-school partnerships: the experiences of parents and practitioners British Journal of Special Education Pub Date : 2018-12-01 Karen E. Broomhead
Encouraging partnerships between parents of children with special educational needs and disabilities (SEND) and educational practitioners is a key theme in educational policy in England. However, there are unanswered questions regarding whether parents and teachers are mutually responsible for developing and maintaining these partnerships, as well as a paucity of literature eliciting the views of educational
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A realist evaluation of peer mentoring support for university students with autism British Journal of Special Education Pub Date : 2018-12-01 Craig Thompson, Torbjörn Falkmer, Kiah Evans, Sven Bölte, Sonya Girdler
Education is effective in improving outcomes in autism spectrum disorder (ASD). While peer mentoring has demonstrated preliminary promise in supporting university students with ASD, the effective mechanisms remain unclear. The aims of this study were to explore the required contexts, mechanisms and outcomes of peer mentoring for university students with ASD. Semi‐structured interviews based on a Realist
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Children with SEND and the emotional impact on parents British Journal of Special Education Pub Date : 2018-12-01 John Holland, Gabrielle Pell, KIDS
Children bring joy, new experiences and challenges into the lives of their families, and the focus of this article is on the often unrecognised emotional challenges and stigma experienced by parents of children with special educational needs and/or disabilities (SEND). This study involved a random sample group of 240 parents using a service in the Hull and East Riding areas of the UK. These parents
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Examination of the role of training and fidelity of implementation in the use of assistive communications for children with autism spectrum disorder: a meta-analysis of the Picture Exchange Communication System British Journal of Special Education Pub Date : 2018-12-01 Richard Lamb, Darcy Miller, Rebekah Lamb, Tariq Akmal, Yun-Ju Hsiao
Autism spectrum disorder (ASD) affects about 1.4% of children in the US. People with ASD have difficulty with social cues, eye contact, communication and engagement with others. The authors reviewed literature from 2010–2018 to fill in the gaps left by previous meta‐analyses and more specifically to examine the fidelity of implementation and the effectiveness of Picture Exchange Communication System
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Factors influencing the successful transition of young people with Down syndrome British Journal of Special Education Pub Date : 2018-12-01 Patricia Mullan, Paula Prendeville, William Kinsella
This study explored parental experiences and factors impacting on the successful transitioning of young people with Down syndrome from primary to mainstream secondary school settings in Ireland. This qualitative study used semi‐structured interviews to examine the perspectives of parents (N = 5) and secondary school teachers (N = 3) regarding this transition process. Interviews were analysed via thematic
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Gathering the views of children and young people with ASD: a systematic literature review British Journal of Special Education Pub Date : 2018-09-01 Beverley Tyrrell, Kevin Woods
Responding to children's expressed needs and preferences can improve their self‐esteem and motivation for learning. However, some groups of children and young people may find it more difficult to express their needs and preferences. This article reviews the research evidence on methods used to gather the views of children with an autism spectrum disorder (ASD), who may have particular difficulties
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Knowing nurture: experiences of teaching assistants for children with SEBD British Journal of Special Education Pub Date : 2018-09-01 Corinne Syrnyk
While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary school for children with SEMH. TAs were canvassed for
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Transition strategies and recommendations: perspectives of parents of young adults with disabilities British Journal of Special Education Pub Date : 2018-09-01 Grace L. Francis, Ashley Stride, Sascha Reed
Effective transition planning is critical for young adults with disabilities to experience positive post‐school outcomes, including employment, living in a place of their choice and engaging in social activities. However, these outcomes are often marred by barriers such as poorly constructed transition plans, low expectations and a lack of available services. While researchers have investigated transition
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A comparative study of special educator preparation in Norway and Sweden British Journal of Special Education Pub Date : 2018-09-01 David Lansing Cameron, Anne Dorthe Tveit, Maryann Jortveit, Gunilla Lindqvist, Kerstin Göransson, Claes Nilholm
The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current
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Best practice in access arrangements made for England's General Certificates of Secondary Education (GCSEs): where are we 10 years on? British Journal of Special Education Pub Date : 2018-08-27 Kevin Woods, Abi James, Amanda Hipkiss
Ten years after an original survey, this article reports findings from a 2017 survey of secondary school staff involved in school‐based management of GCSE examination access arrangements. A total of 263 respondents, including specialist assessors and SENCos, explained their views on the manageability and fairness of processes for GCSE examination access arrangements. While the perceived fairness of
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Too early or too late? Transition to parenthood among former students with special educational needs British Journal of Special Education Pub Date : 2018-06-01 Jon Olav Myklebust
This is a study of transition to parenthood, one of the least‐studied topics in disability research. More than 250 students with special educational needs are followed from their first year of upper secondary school into their mid‐30s. Their transition into parenthood is analysed by logistic regression at two ages, at 23 years and at 36 years. Five antecedent covariates are used: gender, functional
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Restrictive physical interventions and teacher professionalism: a discussion British Journal of Special Education Pub Date : 2018-04-06 Jonathan Willis
This article examines how the use of restrictive physical interventions (RPIs) for pupils within a social, emotional and mental health (SEMH) special needs primary school relate to teacher professionalism. The dialogue is written from the perspective of the headteacher of such a school. It is a personal response to the suggestion that teachers are sometimes reluctant to identify themselves as professionals
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