{"title":"Identifying solutions to overcome the barriers to pupil participation; a Delphi study of the\u0000 SEND\u0000 professional perspective","authors":"Pooja Sharma","doi":"10.1111/1467-9604.12416","DOIUrl":"https://doi.org/10.1111/1467-9604.12416","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":"42609957","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}
A. P. S. Pereira, A. Jurdi, Helena I S Reis, A. Sousa
{"title":"Routine‐based interview in early intervention: professionals' perspectives","authors":"A. P. S. Pereira, A. Jurdi, Helena I S Reis, A. Sousa","doi":"10.1111/1467-9604.12419","DOIUrl":"https://doi.org/10.1111/1467-9604.12419","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":"45655803","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":"Pre‐service teachers' attitudes towards inclusion in Finland","authors":"M. Takala, R. Sirkko","doi":"10.1111/1467-9604.12415","DOIUrl":"https://doi.org/10.1111/1467-9604.12415","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":"48777755","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}
Athina Stamou, Arielle Bonneville Roussy, A. Ockelford, Lorella Terzi
{"title":"Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools","authors":"Athina Stamou, Arielle Bonneville Roussy, A. Ockelford, Lorella Terzi","doi":"10.1111/1467-9604.12420","DOIUrl":"https://doi.org/10.1111/1467-9604.12420","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":"47537214","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 reports on an action- research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia- friendly school framed by the five key recommendations of the Education Endowment Fund recently published guidance report Special Educational Needs in Mainstream School . I argue that this framing supports the thriving of individuals, rather than perpetuating a reliance on outdated diagnosis-led support. I conclude that the EEF recommendations can support practitioners to embed inclusive practices that take individual needs seriously but reject deficit models of disability.
{"title":"Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’\u0000 EEF\u0000 recommendations: meeting identified need in order to thrive","authors":"Beate Hellawell","doi":"10.1111/1467-9604.12411","DOIUrl":"https://doi.org/10.1111/1467-9604.12411","url":null,"abstract":"This article reports on an action- research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia- friendly school framed by the five key recommendations of the Education Endowment Fund recently published guidance report Special Educational Needs in Mainstream School . I argue that this framing supports the thriving of individuals, rather than perpetuating a reliance on outdated diagnosis-led support. I conclude that the EEF recommendations can support practitioners to embed inclusive practices that take individual needs seriously but reject deficit models of disability.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43606109","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":"Childhood acquired brain injury: the knowledge and training needs of special educational needs coordinators","authors":"E. Bennett, Shirley Thomas, Emma Woolf","doi":"10.1111/1467-9604.12405","DOIUrl":"https://doi.org/10.1111/1467-9604.12405","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44864661","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":"Access arrangements for secondary students. Are they fit for purpose?","authors":"Emily McGhee, Jackie Masterson","doi":"10.1111/1467-9604.12407","DOIUrl":"https://doi.org/10.1111/1467-9604.12407","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41988122","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":"Creating inclusive schools: a self‐review tool for educational practitioners","authors":"Eleni Dimitrellou, D. Male","doi":"10.1111/1467-9604.12408","DOIUrl":"https://doi.org/10.1111/1467-9604.12408","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44695334","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":"Groundhog day for inclusive education","authors":"G. Thomas, A. Loxley","doi":"10.1111/1467-9604.12406","DOIUrl":"https://doi.org/10.1111/1467-9604.12406","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43872596","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}
C. Camden, D. Anaby, C. Gauvin, Wenonah N. Campbell, S. Bennett, J. Berbari, L. Rivard, Lina Ianni, S. Shaw
{"title":"Perceptions of response‐to‐intervention practices: results from a cross‐sectional survey of school‐board directors and support service professionals","authors":"C. Camden, D. Anaby, C. Gauvin, Wenonah N. Campbell, S. Bennett, J. Berbari, L. Rivard, Lina Ianni, S. Shaw","doi":"10.1111/1467-9604.12409","DOIUrl":"https://doi.org/10.1111/1467-9604.12409","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48731620","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：