This study investigated the impact of a ‘Jewellery Club’ on girls with social, communication and interaction difficulties. The project focussed on three girls aged seven who participated in an intervention using similar principles to the ‘Lego Therapy’ intervention. An action research approach was followed, where two phases of the intervention were undertaken with participants engaging with a weekly 20 min session for 3 weeks per phase. The impact of the intervention was assessed through the use of a social difficulties log, field notes and unstructured interviews with parents. Findings identified an overall reduction in social difficulties and social anxiety related to school as well as improved play experiences for the participants during unstructured school times and highlighted the importance of the intervention being aligned with the interests of the participants. The findings suggest that reflection on the gendered nature of interventions may be useful when considering how research might be implemented in practice.
{"title":"How does a ‘Jewellery Club’ adaptation of the Lego Therapy intervention impact on social anxiety and interactions between girls aged 7 with social communication interaction difficulties?","authors":"Emily Day, Tristan Middleton","doi":"10.1111/1467-9604.12464","DOIUrl":"https://doi.org/10.1111/1467-9604.12464","url":null,"abstract":"This study investigated the impact of a ‘Jewellery Club’ on girls with social, communication and interaction difficulties. The project focussed on three girls aged seven who participated in an intervention using similar principles to the ‘Lego Therapy’ intervention. An action research approach was followed, where two phases of the intervention were undertaken with participants engaging with a weekly 20 min session for 3 weeks per phase. The impact of the intervention was assessed through the use of a social difficulties log, field notes and unstructured interviews with parents. Findings identified an overall reduction in social difficulties and social anxiety related to school as well as improved play experiences for the participants during unstructured school times and highlighted the importance of the intervention being aligned with the interests of the participants. The findings suggest that reflection on the gendered nature of interventions may be useful when considering how research might be implemented in practice.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"142 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139421405","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}
This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion. Private schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs. Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs. Professional development sessions are crucial in enhancing teachers‘ awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion. Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators.
{"title":"Inclusive practices in an independent private school: Insight into teachers' perspectives, beliefs and practices","authors":"Ashwini Tiwari","doi":"10.1111/1467-9604.12461","DOIUrl":"https://doi.org/10.1111/1467-9604.12461","url":null,"abstract":"This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one‐to‐one interviews and focus group discussions with 10 teachers in an independent private school in South Delhi. The analysis of the data highlights that teachers possess limited knowledge regarding meeting the educational needs of students with disabilities in their classrooms. Teachers are faced with challenges in implementing full inclusion in the absence of consistent guidelines on inclusion, the definition of inclusive education in the legislative framework, the knowledge gap and the student‐centred approach. Additionally, the study identifies a lack of collaboration between teachers and parents as a potential factor leading to the non‐implementation of inclusive education practices. The study highlights the significance of professional development sessions in raising teachers' awareness about the importance of differentiation, individualised instruction and technology integration for achieving full inclusion.\u0000\u0000\u0000\u0000Private schoolteachers in India face challenges similar to those in public schools regarding the inclusion of students with special educational needs.\u0000\u0000Limited opportunities for collaboration and communication with stakeholders, coupled with financial considerations and a profit‐driven approach in some private schools, can overshadow the inclusion of students with special educational needs.\u0000\u0000Professional development sessions are crucial in enhancing teachers‘ awareness of collaboration, differentiation, individualised instruction and technology integration for achieving full inclusion.\u0000\u0000Policy makers should prioritise the development of clear and unambiguous guidelines for inclusive education in independent private schools, outlining responsibilities and mandating training programs for educators and administrators.\u0000\u0000\u0000","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"20 3","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138944658","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 aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this context, the research took place in two separate interactive stages. In the first stage, a quantitative method was applied. In this section, a one-group pretest–posttest pre-experimental model was used. The research was carried out with 4 students who were studying in a state primary school in a province in the Southern Region of Anatolia and who were diagnosed with specific learning disabilities. As data collection tools, an academic achievement test and STEAM process rubric were used. Means and standard deviations were used in the analysis of the data collected from the pretest, posttest, persistence test and rubrics. In the qualitative section of the study, interviews were conducted with the participants in order to evaluate STEAM education in the light of the quantitative stage, and diaries were kept for the participants in the context of a more in-depth and objective examination of the process. The data collected by qualitative data tools were subjected to content analysis and direct quotations were made from the opinions and diaries of the participants. As a result of the research, it was determined that the quantitative findings overlapped with the qualitative findings. It was observed that the STEAM activities increased the academic success of the participants, that their motivation was high, and that they were curious and eager for the activities. In addition, it was revealed that they made an effort to use the knowledge and experience they had gained from the STEAM activities in other courses.
{"title":"The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities","authors":"Hakan Sari, Mustafa Çevik, Özge Çevik","doi":"10.1111/1467-9604.12462","DOIUrl":"https://doi.org/10.1111/1467-9604.12462","url":null,"abstract":"The aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this context, the research took place in two separate interactive stages. In the first stage, a quantitative method was applied. In this section, a one-group pretest–posttest pre-experimental model was used. The research was carried out with 4 students who were studying in a state primary school in a province in the Southern Region of Anatolia and who were diagnosed with specific learning disabilities. As data collection tools, an academic achievement test and STEAM process rubric were used. Means and standard deviations were used in the analysis of the data collected from the pretest, posttest, persistence test and rubrics. In the qualitative section of the study, interviews were conducted with the participants in order to evaluate STEAM education in the light of the quantitative stage, and diaries were kept for the participants in the context of a more in-depth and objective examination of the process. The data collected by qualitative data tools were subjected to content analysis and direct quotations were made from the opinions and diaries of the participants. As a result of the research, it was determined that the quantitative findings overlapped with the qualitative findings. It was observed that the STEAM activities increased the academic success of the participants, that their motivation was high, and that they were curious and eager for the activities. In addition, it was revealed that they made an effort to use the knowledge and experience they had gained from the STEAM activities in other courses.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"29 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138545829","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":"Teaching reading to all learners including those with complex needsBy SarahMosely, Abingdon: Routledge. 2023. ISBN:978‐1‐032‐11475‐0 paperback","authors":"Marie Fryer","doi":"10.1111/1467-9604.12460","DOIUrl":"https://doi.org/10.1111/1467-9604.12460","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"82 4-5","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238907","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}
Louise D. Denne, Corinna F. Grindle, Suzi J. Sapiets, Millie Blandford-Elliott, Richard P. Hastings, Marguerite Hoerger, Katy Lambert-Lee, Andreas Paris, Gemma Nicholls, J. Carl Hughes
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 proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.
{"title":"Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools","authors":"Louise D. Denne, Corinna F. Grindle, Suzi J. Sapiets, Millie Blandford-Elliott, Richard P. Hastings, Marguerite Hoerger, Katy Lambert-Lee, Andreas Paris, Gemma Nicholls, J. Carl Hughes","doi":"10.1111/1467-9604.12459","DOIUrl":"https://doi.org/10.1111/1467-9604.12459","url":null,"abstract":"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 proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"25 7","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516212","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}
Julia R. Badger, Lucy Bowes, Christina Salmivalli, Richard P. Hastings
Abstract Bullying is a public health priority but to date, there is a lack of evidence‐based anti‐bullying programmes or interventions designed for use in special schools. KiVa is a successful anti‐bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co‐development and adaptation of two KiVa lessons into KiVa‐SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa‐SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted. Key Points There is a lack of evidence‐based anti‐bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence‐based anti‐bullying programme for mainstream schools) for use in special schools. The adaption (KiVa‐SEND) was a co‐design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices. The KiVa‐SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs. KiVa‐SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population.
{"title":"Adapting an anti‐bullying programme for <scp>UK</scp> special schools","authors":"Julia R. Badger, Lucy Bowes, Christina Salmivalli, Richard P. Hastings","doi":"10.1111/1467-9604.12457","DOIUrl":"https://doi.org/10.1111/1467-9604.12457","url":null,"abstract":"Abstract Bullying is a public health priority but to date, there is a lack of evidence‐based anti‐bullying programmes or interventions designed for use in special schools. KiVa is a successful anti‐bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co‐development and adaptation of two KiVa lessons into KiVa‐SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa‐SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted. Key Points There is a lack of evidence‐based anti‐bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence‐based anti‐bullying programme for mainstream schools) for use in special schools. The adaption (KiVa‐SEND) was a co‐design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices. The KiVa‐SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs. KiVa‐SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"47 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135682315","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}
Penelope Hannant, Rachael Gartland, Helen Eales, Sophia Mooncey
Abstract The objective of the study was to develop a prototype for an accessible, high quality, cost and time‐effective ‘Development Profiling Tool’ for use in reception classes. This would build a unique picture of every individual child's developmental at the beginning of their educational journey, meaning that interventions for any comparable areas of difficulty could be started early in the child's schooling. In this study, a prototype of the tool was developed and tested for reliability, validity and usability. Through content analysis of a range of screeners and the merging of targeted expertise, a single 54 question observational questionnaire was constructed that incorporated the five developmental domains considered to impact on learning and emotional well‐being: auditory skills; internal senses (proprioception and vestibular input); external senses (auditory, visual and tactile responsivity); fine motor skills and gross motor skills. Thus, the Development Profiling Tool was created. Key points For a child to learn successfully a number of developmental building blocks need to be present. These include effective sensory responsivity and motor coordination. This study develops a Developmental Profiling Tool to map every child's development at the start of their schooling. The study also tests the prototype for reliability, validity and usability.
{"title":"A tool to profile neural, sensory and motor development in children at school entry, identifying possible barriers to learning and emotional well‐being in early childhood","authors":"Penelope Hannant, Rachael Gartland, Helen Eales, Sophia Mooncey","doi":"10.1111/1467-9604.12455","DOIUrl":"https://doi.org/10.1111/1467-9604.12455","url":null,"abstract":"Abstract The objective of the study was to develop a prototype for an accessible, high quality, cost and time‐effective ‘Development Profiling Tool’ for use in reception classes. This would build a unique picture of every individual child's developmental at the beginning of their educational journey, meaning that interventions for any comparable areas of difficulty could be started early in the child's schooling. In this study, a prototype of the tool was developed and tested for reliability, validity and usability. Through content analysis of a range of screeners and the merging of targeted expertise, a single 54 question observational questionnaire was constructed that incorporated the five developmental domains considered to impact on learning and emotional well‐being: auditory skills; internal senses (proprioception and vestibular input); external senses (auditory, visual and tactile responsivity); fine motor skills and gross motor skills. Thus, the Development Profiling Tool was created. Key points For a child to learn successfully a number of developmental building blocks need to be present. These include effective sensory responsivity and motor coordination. This study develops a Developmental Profiling Tool to map every child's development at the start of their schooling. The study also tests the prototype for reliability, validity and usability.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153531","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}
This article presents new insights into the views of families regarding the educational opportunities for their children in special school settings. It reports on a study designed to capture the perspectives of families regarding the opportunities to consult and engage with teachers on the education of their child or children with disabilities across special schools in Australia. The methodology provided a framework of investigation critical to the research in this study. Furthermore, a significant body of parental voices was manifested through the study providing a rich bank of perspectives regarding their preferred delivery models of education for their families and children with disabilities. The findings of this study provide deep insights into families' perspectives on curriculum and inclusive programmes that add value to the learning experiences of their children with disabilities in special school settings in Australia. The paper articulates the reasons why an overwhelming majority of parents who completed a large mix methods survey expressed confidence in the expertise of teachers, staff and leaders in the provision of education for students with disabilities in special school settings in Australia. For the first time in recent research in Australia, the voices of parents of students with disabilities are heard, respected and valued through a set of open‐ended questions within a large‐scale survey. A strong call from parents to sustain the provision of special schools in Australia, in keeping with the UN Rights of the Child (1990), is expressed and is supported by evidence elicited from parents in over 300 schools in Australia.
{"title":"We hear you: Listening to the perspectives of families regarding the education and opportunities for children in special school settings","authors":"F. Forbes, T. Aspland","doi":"10.1111/1467-9604.12454","DOIUrl":"https://doi.org/10.1111/1467-9604.12454","url":null,"abstract":"This article presents new insights into the views of families regarding the educational opportunities for their children in special school settings. It reports on a study designed to capture the perspectives of families regarding the opportunities to consult and engage with teachers on the education of their child or children with disabilities across special schools in Australia. The methodology provided a framework of investigation critical to the research in this study. Furthermore, a significant body of parental voices was manifested through the study providing a rich bank of perspectives regarding their preferred delivery models of education for their families and children with disabilities.\u0000\u0000\u0000\u0000The findings of this study provide deep insights into families' perspectives on curriculum and inclusive programmes that add value to the learning experiences of their children with disabilities in special school settings in Australia.\u0000\u0000The paper articulates the reasons why an overwhelming majority of parents who completed a large mix methods survey expressed confidence in the expertise of teachers, staff and leaders in the provision of education for students with disabilities in special school settings in Australia.\u0000\u0000For the first time in recent research in Australia, the voices of parents of students with disabilities are heard, respected and valued through a set of open‐ended questions within a large‐scale survey.\u0000\u0000A strong call from parents to sustain the provision of special schools in Australia, in keeping with the UN Rights of the Child (1990), is expressed and is supported by evidence elicited from parents in over 300 schools in Australia.\u0000\u0000\u0000","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445456","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}
Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement. Special education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary. Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated. Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed. Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field.
{"title":"Special education's zombies and their consequences","authors":"G. Hornby, J. Kauffman","doi":"10.1111/1467-9604.12451","DOIUrl":"https://doi.org/10.1111/1467-9604.12451","url":null,"abstract":"Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement.\u0000\u0000\u0000\u0000Special education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary.\u0000\u0000Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated.\u0000\u0000Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed.\u0000\u0000Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field.\u0000\u0000\u0000","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41918364","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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