{"title":"Developing thinking teachers: reflective practice in schools for children with severe learning disabilities and profound and multiple learning disabilities","authors":"V. Hinchcliffe","doi":"10.1111/1467-9604.12424","DOIUrl":"https://doi.org/10.1111/1467-9604.12424","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211845","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":"Children in Difficulty: A Guide to Understanding and HelpingJ.Elliott and M.Place4th edition. 2021. London: Routledge","authors":"P. Drury","doi":"10.1111/1467-9604.12430","DOIUrl":"https://doi.org/10.1111/1467-9604.12430","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49205658","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 study investigated the impact of structured, five-to-seven-minute, one-to-one conversations every other day between the special educator and each student. Retrospective cohort analysis of six years of student grade point average data was used to measure the effect of the one-to-one conversations. Statistical analysis revealed a significant improvement (Cohen's effect +0.83) in academic outcomes in the one-to-one conversations cohort as compared to student outcomes prior to the course and versus the control cohort. These increases persisted in the after-transition period (Cohen's effect +0.99). Data from student feedback surveys revealed that students perceived one-to-one conversations as helpful and self-identified gains in self-reflection and independence. These results and their implications for future research and practice are described.
{"title":"The impact of frequent, targeted one-to-one conversations on special education learning support","authors":"Philip Bowman, Emily Farrar, Katie Novak","doi":"10.1111/1467-9604.12421","DOIUrl":"https://doi.org/10.1111/1467-9604.12421","url":null,"abstract":"This study investigated the impact of structured, five-to-seven-minute, one-to-one conversations every other day between the special educator and each student. Retrospective cohort analysis of six years of student grade point average data was used to measure the effect of the one-to-one conversations. Statistical analysis revealed a significant improvement (Cohen's effect +0.83) in academic outcomes in the one-to-one conversations cohort as compared to student outcomes prior to the course and versus the control cohort. These increases persisted in the after-transition period (Cohen's effect +0.99). Data from student feedback surveys revealed that students perceived one-to-one conversations as helpful and self-identified gains in self-reflection and independence. These results and their implications for future research and practice are described.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":"49 3 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542609","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":"The Everyday Autism Handbook for School, 60+ Essential Guides for StaffClaireDroney and AnneliesVerbiest2022London: Jessica Kingsley Publishers, ISBN 978‐1‐78775‐428‐7 Paperback version","authors":"M. Fryer","doi":"10.1111/1467-9604.12413","DOIUrl":"https://doi.org/10.1111/1467-9604.12413","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47641199","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":"The Bigger Picture Book of Amazing Dyslexics and the Jobs They DoKatePower and KathyIwanczak Forsyth2020London: Jessica Kingsley Publishers","authors":"Maxine Hosking","doi":"10.1111/1467-9604.12414","DOIUrl":"https://doi.org/10.1111/1467-9604.12414","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218452","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":"Exploring the views of students with dyslexia attending a third level college in Ireland","authors":"Trevor O'Brien","doi":"10.1111/1467-9604.12418","DOIUrl":"https://doi.org/10.1111/1467-9604.12418","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023574","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":"Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting","authors":"Maria Reraki","doi":"10.1111/1467-9604.12422","DOIUrl":"https://doi.org/10.1111/1467-9604.12422","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43847312","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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