The purpose of this study was to provide a deeper understanding of the challenges early childhood intervention practitioners faced and their commitment to work. Data suggested that participants struggled to manage their roles and responsibilities, the lack of time, resources, and professional support, and growing workloads. In the face of these challenges; however, the majority of the early intervention practitioners reported being ‘very committed’ to their work with children with disabilities. Working long hours, always seeking ways to improve their practice, and keeping themselves abreast of new information and evidence‐based interventions were mentioned as proof of their commitment. This article concludes that as the provision of early intervention services to support early childhood inclusion becomes more prevalent, it is critical that researchers work to identify effective service delivery models and under‐used resources, including the work commitment of the teaching professionals.
{"title":"Falling between the ship and the wharf: An exploration of the challenges early intervention practitioners face and their commitment to work","authors":"Kaili C. Zhang, Qin Li","doi":"10.1111/1467-9604.12491","DOIUrl":"https://doi.org/10.1111/1467-9604.12491","url":null,"abstract":"The purpose of this study was to provide a deeper understanding of the challenges early childhood intervention practitioners faced and their commitment to work. Data suggested that participants struggled to manage their roles and responsibilities, the lack of time, resources, and professional support, and growing workloads. In the face of these challenges; however, the majority of the early intervention practitioners reported being ‘very committed’ to their work with children with disabilities. Working long hours, always seeking ways to improve their practice, and keeping themselves abreast of new information and evidence‐based interventions were mentioned as proof of their commitment. This article concludes that as the provision of early intervention services to support early childhood inclusion becomes more prevalent, it is critical that researchers work to identify effective service delivery models and under‐used resources, including the work commitment of the teaching professionals.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zhanina U. Custodio, Teresita T. Rungduin, Emmanuel L. Cuevas, Rosana E. Cadiz, Therese Lyra Lyn L. Del Rosario, Kate Anjelline F. Dela Cruz, Maricris F. Egonia, Elieza Mae H. Estole
Amid the pandemic, the education sector experienced rapid and profound transformations. Notably, the Philippines transitioned from traditional face‐to‐face instruction to the realm of distance learning, impacting students, particularly those with disabilities. This shift, called Emergency Remote Teaching (ERT), underscored the imperative of collaboration between special education (SpEd) teachers and families. However, the practical implementation of these collaborations often fell short, with stakeholders unprepared for the challenges. Using a qualitative descriptive case study within an interpretive paradigm, this research delved into ERT practices and outlined strategies for the post‐pandemic educational landscape. Challenges encompassed generational disparities, technological hurdles, and learners' characteristics due to suboptimal learning environments. To tackle these issues effectively, the study advocated for essential practices: fostering open communication between SpEd teachers and caregivers, delivering direct instruction, offering personalized activities, and implementing accommodations tailored to children with disabilities (CWD). These practices were poised to enhance support for students as the education sector transitions into a post‐pandemic teaching environment.
{"title":"Improving post‐pandemic environments for children with disabilities through effective partnerships","authors":"Zhanina U. Custodio, Teresita T. Rungduin, Emmanuel L. Cuevas, Rosana E. Cadiz, Therese Lyra Lyn L. Del Rosario, Kate Anjelline F. Dela Cruz, Maricris F. Egonia, Elieza Mae H. Estole","doi":"10.1111/1467-9604.12490","DOIUrl":"https://doi.org/10.1111/1467-9604.12490","url":null,"abstract":"Amid the pandemic, the education sector experienced rapid and profound transformations. Notably, the Philippines transitioned from traditional face‐to‐face instruction to the realm of distance learning, impacting students, particularly those with disabilities. This shift, called Emergency Remote Teaching (ERT), underscored the imperative of collaboration between special education (SpEd) teachers and families. However, the practical implementation of these collaborations often fell short, with stakeholders unprepared for the challenges. Using a qualitative descriptive case study within an interpretive paradigm, this research delved into ERT practices and outlined strategies for the post‐pandemic educational landscape. Challenges encompassed generational disparities, technological hurdles, and learners' characteristics due to suboptimal learning environments. To tackle these issues effectively, the study advocated for essential practices: fostering open communication between SpEd teachers and caregivers, delivering direct instruction, offering personalized activities, and implementing accommodations tailored to children with disabilities (CWD). These practices were poised to enhance support for students as the education sector transitions into a post‐pandemic teaching environment.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"47 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Beating bureaucracy in special educational needs: Helping SENCos maintain a work/life balance (fourth edition) By G.Gross, Abingdon: Routledge. 2023, p. 1‐291, Paperback version. ISBN 978‐1‐032‐32239‐1","authors":"Katie Hawksley","doi":"10.1111/1467-9604.12488","DOIUrl":"https://doi.org/10.1111/1467-9604.12488","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"25 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effective teaching for anxious learners—Seen, safe and supported By L.Surgeon, St Albans: Critical Publishing Limited. 2024. £19.99 (paperback). ISBN: 978‐1‐915713‐48‐3","authors":"Jo Turrell","doi":"10.1111/1467-9604.12483","DOIUrl":"https://doi.org/10.1111/1467-9604.12483","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"60 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141612280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sandplay therapy helps the person develop social skills and acts as a therapy method where they can reflect and repair their inner world. This study aims to test the feasibility of sandplay therapy method in an open area for children with autism spectrum disorder (ASD) and investigate its effect on the development of social skills. In addition, the reorganization of sandplay areas where children with disabilities receive education and treatment, and the introduction of design proposals for integrating them with sandplay therapy in the open area, have been one of the other objectives of this study. The study group of this research, has a quasi‐experimental design in which pre‐test and post‐test measurements are made on the experimental groups of children between the ages of 8 and 12 years with autism diagnosed were formed. This research consisted of five stages: the planning of the study, the implementation phase, the post‐tests, the analysis of the data and the explanation of the design proposals. As a result of the studies conducted on children with ASD, increasing their interaction with society contributed to the development of children with autism socially and psychologically. In this context, group sand therapy was applied to the experimental groups for 7 weeks, one session a week and a total of seven sessions of two children with autism were selected using the selective assignment method. The effect of open area sandplay therapy method on the development of autistic‐disabled people was compared with the values taken before and after the sandplay therapy sessions. The findings revealed that increasing interaction with society contributed to the development of children with ASD socially and psychologically. In addition, the development of suggestions for the design of barrier‐free sandplay areas and the evaluation of the connection between sandplay therapy and design in the open area was made.
{"title":"Investigation of the effect of the sandplay therapy in the open area to improve the social behaviour of children with autism spectrum disorder","authors":"Büşra Zelcek, Sima Pouya","doi":"10.1111/1467-9604.12486","DOIUrl":"https://doi.org/10.1111/1467-9604.12486","url":null,"abstract":"Sandplay therapy helps the person develop social skills and acts as a therapy method where they can reflect and repair their inner world. This study aims to test the feasibility of sandplay therapy method in an open area for children with autism spectrum disorder (ASD) and investigate its effect on the development of social skills. In addition, the reorganization of sandplay areas where children with disabilities receive education and treatment, and the introduction of design proposals for integrating them with sandplay therapy in the open area, have been one of the other objectives of this study. The study group of this research, has a quasi‐experimental design in which pre‐test and post‐test measurements are made on the experimental groups of children between the ages of 8 and 12 years with autism diagnosed were formed. This research consisted of five stages: the planning of the study, the implementation phase, the post‐tests, the analysis of the data and the explanation of the design proposals. As a result of the studies conducted on children with ASD, increasing their interaction with society contributed to the development of children with autism socially and psychologically. In this context, group sand therapy was applied to the experimental groups for 7 weeks, one session a week and a total of seven sessions of two children with autism were selected using the selective assignment method. The effect of open area sandplay therapy method on the development of autistic‐disabled people was compared with the values taken before and after the sandplay therapy sessions. The findings revealed that increasing interaction with society contributed to the development of children with ASD socially and psychologically. In addition, the development of suggestions for the design of barrier‐free sandplay areas and the evaluation of the connection between sandplay therapy and design in the open area was made.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"26 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present research aims to investigate teachers' views as critical factors in the success of inclusive education on the Parallel Support (PS) institution in Greece and the educational policies implemented. PS is an educational support provided by a special education teacher, alongside the mainstream teacher, in the classroom, exclusively for a child with a SEND. The research questions focus on teachers' attitudes and conceptualisations of implementing parallel support in N. Aegean and the policies adopted. A semi‐structured interview was used as a methodological tool. The semi‐structured interview supports an in‐depth study of the topic and captures the participants' views through their derived discourse. Twelve primary school teachers from the region of N. Aegean with at least 2 years of teaching experience in PS were selected. Three of them were women. Most teachers working in PS in the Greek education system are men. Findings revealed that the teachers in our research stated that they were positive about PS operation, but this should depend on the nature of special education needs and/or disabilities (SEND). Some participants said that PS would help all pupils. In addition, teachers were concerned about working together to support students with SEND and education policy issues. Problems such as inadequate logistical infrastructure, shortages of qualified staff, insufficient training of teachers in inclusive education and curricula designed for the mainstream student population highlight insurmountable challenges for the effective implementation of PS.
{"title":"Parallel support as an institution for tackling social and educational inequalities: Functioning and barriers in the Greek education system","authors":"Panagiotis Giavrimis","doi":"10.1111/1467-9604.12485","DOIUrl":"https://doi.org/10.1111/1467-9604.12485","url":null,"abstract":"The present research aims to investigate teachers' views as critical factors in the success of inclusive education on the Parallel Support (PS) institution in Greece and the educational policies implemented. PS is an educational support provided by a special education teacher, alongside the mainstream teacher, in the classroom, exclusively for a child with a SEND. The research questions focus on teachers' attitudes and conceptualisations of implementing parallel support in N. Aegean and the policies adopted. A semi‐structured interview was used as a methodological tool. The semi‐structured interview supports an in‐depth study of the topic and captures the participants' views through their derived discourse. Twelve primary school teachers from the region of N. Aegean with at least 2 years of teaching experience in PS were selected. Three of them were women. Most teachers working in PS in the Greek education system are men. Findings revealed that the teachers in our research stated that they were positive about PS operation, but this should depend on the nature of special education needs and/or disabilities (SEND). Some participants said that PS would help all pupils. In addition, teachers were concerned about working together to support students with SEND and education policy issues. Problems such as inadequate logistical infrastructure, shortages of qualified staff, insufficient training of teachers in inclusive education and curricula designed for the mainstream student population highlight insurmountable challenges for the effective implementation of PS.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The polarisation of attitudes towards dyslexia appears to be contingent upon the awareness of the implications of adopting a medical model to interpreting dyslexia (as a medical ‘condition’) or applying an educational overlay, based upon difficulties in certain areas, to interpreting and making provision for those with dyslexia. Specifically, it underscores the difficulties dyslexics have in reading and the comprehension of what has been read. Furthermore, it accentuates the approaches taken in the 1980s and the turn of the century to dyslexia was, for these interviewees, unfitting. However, it raises other questions about whether the current practice is suited to the needs of those with dyslexia, or whether a universal offer is made, regardless of specific need. In the wake of this research, three emergent themes occur, dyslexia and stigmatisation, the impact of stigmatisation and poorly suited provision upon self‐esteem and the stress this generates. As key practitioner points, this disquisition underlines the need to tailor provision for inclusive education based upon the needs of the individual with dyslexia. It further illumines the stress of unsuitable provision, manifesting the imperative nature of adequate training and resourcing for dyslexia.
{"title":"Dyslexia: ‘The right diagnosis … The wrong treatment’","authors":"Jonathan Beckett","doi":"10.1111/1467-9604.12472","DOIUrl":"https://doi.org/10.1111/1467-9604.12472","url":null,"abstract":"The polarisation of attitudes towards dyslexia appears to be contingent upon the awareness of the implications of adopting a medical model to interpreting dyslexia (as a medical ‘condition’) or applying an educational overlay, based upon difficulties in certain areas, to interpreting and making provision for those with dyslexia. Specifically, it underscores the difficulties dyslexics have in reading and the comprehension of what has been read. Furthermore, it accentuates the approaches taken in the 1980s and the turn of the century to dyslexia was, for these interviewees, unfitting. However, it raises other questions about whether the current practice is suited to the needs of those with dyslexia, or whether a universal offer is made, regardless of specific need. In the wake of this research, three emergent themes occur, dyslexia and stigmatisation, the impact of stigmatisation and poorly suited provision upon self‐esteem and the stress this generates. As key practitioner points, this disquisition underlines the need to tailor provision for inclusive education based upon the needs of the individual with dyslexia. It further illumines the stress of unsuitable provision, manifesting the imperative nature of adequate training and resourcing for dyslexia.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"86 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140842198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"True partnerships in SEND. Working together to give children, families and professionals a voice By H.Green and B.Edwards, London: Routledge. 2023. ISBN: 978‐0‐367‐54494‐2","authors":"Jane Starbuck","doi":"10.1111/1467-9604.12469","DOIUrl":"https://doi.org/10.1111/1467-9604.12469","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"129 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Providing relationships and sex education for special learners: An essential guide for developing RSE provision By PaulBray, London:Routledge Publishing. 2022. £30 (paperback). ISBN 978‐1‐138‐48747‐5","authors":"Marie Fryer","doi":"10.1111/1467-9604.12468","DOIUrl":"https://doi.org/10.1111/1467-9604.12468","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"6 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the İnönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children with autism and develop a design proposal in this direction. The working process consisted of a field survey and analysis, the determination of user requests and needs, together with the development of a sensory garden design proposal. In addition, the plant and structural design features of the study area were evaluated in terms of landscape design, thanks to the interviews with the centre staff. The usability of the outdoor conditions of this centre by children with disabilities was also examined. In addition, to determine the wishes and needs of users with autism, a survey was conducted with the parents of the disabled individuals who came to the centre together with the existing literature research and face-to-face interviews were conducted with the directors and staff in the study area. At the last stage of the study, a Needs Program for the users was also prepared. Finally, these design components and applications of the prepared project were transferred to the plan plane. Consequently, it appears that the Park and Garden Directorates of the relevant municipalities and the Ministry of Environment and Urbanization in Turkey need to consider the sensory aspect while designing disabled gardens, especially for autistic children.
{"title":"Sensory garden design proposal for children with autism spectrum disorder","authors":"Sima Pouya, Enesnur Bayındır, Sahar Pouya","doi":"10.1111/1467-9604.12466","DOIUrl":"https://doi.org/10.1111/1467-9604.12466","url":null,"abstract":"Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the İnönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children with autism and develop a design proposal in this direction. The working process consisted of a field survey and analysis, the determination of user requests and needs, together with the development of a sensory garden design proposal. In addition, the plant and structural design features of the study area were evaluated in terms of landscape design, thanks to the interviews with the centre staff. The usability of the outdoor conditions of this centre by children with disabilities was also examined. In addition, to determine the wishes and needs of users with autism, a survey was conducted with the parents of the disabled individuals who came to the centre together with the existing literature research and face-to-face interviews were conducted with the directors and staff in the study area. At the last stage of the study, a Needs Program for the users was also prepared. Finally, these design components and applications of the prepared project were transferred to the plan plane. Consequently, it appears that the Park and Garden Directorates of the relevant municipalities and the Ministry of Environment and Urbanization in Turkey need to consider the sensory aspect while designing disabled gardens, especially for autistic children.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"123 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139760530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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