British Journal of Special Education via MedWorm.com MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'British Journal of Special Education' source. Sat, 28 Jan 2012 04:33:49 +0100 Index to Volume 38 (2011) http://www.medworm.com/index.php?rid=5550526&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00526.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550526 Thu, 01 Dec 2011 05:00:00 +0100 5550526 Schooling in Disadvantaged Communities: playing the game from the back of the field – By Carmen Mills and Trevor Gale http://www.medworm.com/index.php?rid=5550525&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00521_4.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550525 Thu, 01 Dec 2011 05:00:00 +0100 5550525 Rethinking Learning Disabilities: understanding children who struggle at school – By Deborah Waber http://www.medworm.com/index.php?rid=5550524&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00521_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550524 Thu, 01 Dec 2011 05:00:00 +0100 5550524 Psychology for the Classroom: constructivism and social learning – By Alan Pritchard and John Woollard http://www.medworm.com/index.php?rid=5550523&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00521_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550523 Thu, 01 Dec 2011 05:00:00 +0100 5550523 Responding to Diversity in Schools: an inquiry‐based approach – Edited by Susie Miles and Mel Ainscow http://www.medworm.com/index.php?rid=5550522&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00521.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550522 Thu, 01 Dec 2011 05:00:00 +0100 5550522 Politics Page UK http://www.medworm.com/index.php?rid=5550521&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00515.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550521 Thu, 01 Dec 2011 05:00:00 +0100 5550521 Points from the SENCo‐Forum http://www.medworm.com/index.php?rid=5550520&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00522.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550520 Thu, 01 Dec 2011 05:00:00 +0100 5550520 Using behaviour contracts to decrease antisocial behaviour in four boys with an autistic spectrum disorder at home and at school http://www.medworm.com/index.php?rid=5550519&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00518.x This article describes how a behaviour contract has been implemented to achieve positive and enduring results for four boys with a diagnosis of an autistic spectrum disorder (ASD). Four case studies are described which address reductions in behaviours such as assaultive and destructive behaviour, out‐of‐seat behaviour, inappropriate contact with others and loud vocalisations, while also increasing the following of directions in the classroom and at playtimes. The common thread across all of the case studies is the use of the behaviour contract and the link that is built between home and school. The authors suggest that it is this contingent link that is the basis for the success in each of these studies. Based on their research, they believe that the behaviour contract can be considere... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550519 Thu, 01 Dec 2011 05:00:00 +0100 5550519 Considering the role of traditional and specialist schools: do school experiences impact the emotional well‐being and self‐esteem of adults with dyslexia? http://www.medworm.com/index.php?rid=5550518&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00523.x While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well‐being and self‐esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long‐term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self‐esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550518 Thu, 01 Dec 2011 05:00:00 +0100 5550518 Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school http://www.medworm.com/index.php?rid=5550517&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00520.x ‘Everyone Playing in Class’ is an unstructured free play based provision for small classes or groups. The intervention involves training staff in attachment theory, presenting up‐to‐date research findings on the role of play in emotional well‐being and relationship building, as well as teaching reflective communication skills. In this article Alison Woolf, who is a Member of British Association of Play Therapists (BAPT), describes how these weekly class play sessions can provide experiences that are beneficial for staff and for pupils. The essential elements that create the therapeutic intervention are described and explored, and set in context through their relationship to SEAL. The ethical considerations of school staff providing therapeutic opportunities are considered. Result... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550517 Thu, 01 Dec 2011 05:00:00 +0100 5550517 Caregivers of school children with epilepsy: findings of a phenomenological study http://www.medworm.com/index.php?rid=5550516&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00519.x Epilepsy is one of the most frequently diagnosed neurological disorders among children. Epilepsy is continuously linked with academic underachievement and social challenges. Despite the implications that these difficulties have for a child's educational success, little is known of how children with epilepsy experience school. Understanding how to best support and accommodate these children can contribute to their positive adaptation and quality of life. The purpose of this phenomenological study by Jillian Roberts and Cheryl Whiting of the University of Victoria, British Columbia, Canada, is to understand the school experiences of children with epilepsy. Data was gathered through open‐ended, semi‐structured interviews. The caregivers' narratives were transcribed and analysed to elicit ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550516 Thu, 01 Dec 2011 05:00:00 +0100 5550516 Nobody tells you how to be a SENCo http://www.medworm.com/index.php?rid=5550515&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00524.x The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen‐Webb, an associate tutor and course coordinator at Middlesex University. Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi‐structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures. Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teach... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550515 Thu, 01 Dec 2011 05:00:00 +0100 5550515 Editorial http://www.medworm.com/index.php?rid=5550514&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00525.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5550514 Thu, 01 Dec 2011 05:00:00 +0100 5550514 Achieving Positive Outcomes for Children in Care – By Sean Cameron and Colin Maginn http://www.medworm.com/index.php?rid=5311930&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00511_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311930 Thu, 01 Sep 2011 04:00:00 +0100 5311930 Improving Working Memory: supporting students' learning – By Tracey Packiam Alloway http://www.medworm.com/index.php?rid=5311929&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00511_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311929 Thu, 01 Sep 2011 04:00:00 +0100 5311929 The Myth of Autism: medicalising men's and boys' social and emotional competence – By Sami Timimi, Neil Gardner and Brian McCabe http://www.medworm.com/index.php?rid=5311928&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00511.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311928 Thu, 01 Sep 2011 04:00:00 +0100 5311928 Politics Page UK http://www.medworm.com/index.php?rid=5311927&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00508.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311927 Thu, 01 Sep 2011 04:00:00 +0100 5311927 A new approach to special educational needs and disabilities? http://www.medworm.com/index.php?rid=5311926&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00512.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311926 Thu, 01 Sep 2011 04:00:00 +0100 5311926 The effectiveness of Orton‐Gillingham‐based instruction with Singaporean children with specific reading disability (dyslexia) http://www.medworm.com/index.php?rid=5311925&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00510.x This article, written by Assistant Professor Noel Chia from the National Institute of Education, Nanyang Technological University, Singapore and Professor Stephen Houghton from the Centre for Child and Adolescent Related Disorders, University of Western Australia, reports an empirical evaluation of a one‐year Orton‐Gillingham instruction based reading intervention programme. The programme was conducted with 77 (61 male and 16 female) Singaporean primary school‐aged children with dyslexia and a pre‐test/post‐test experimental group design was incorporated into a hybrid multiple baseline to inform analysis. A multivariate analysis of variance revealed a highly significant main effect for pre‐post on the composite dependent variable made up of word recognition age (WRA), word expr... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311925 Thu, 01 Sep 2011 04:00:00 +0100 5311925 Informing educational decisions in the early years: can evidence for improving pedagogy for children with autistic spectrum disorder be found from neuroscience? http://www.medworm.com/index.php?rid=5311924&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00517.x This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311924 Thu, 01 Sep 2011 04:00:00 +0100 5311924 Secondary SENCo leadership: a universal or specialist role? http://www.medworm.com/index.php?rid=5311923&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00513.x In this qualitative study, James Oldham, assistant head of the Inclusion Advisory Service, Cambridge Education, and Julie Radford, senior lecturer in Special and Inclusive Education at the Institute of Education, University of London, investigate the tension in the role of mainstream secondary school SENCos. A review of legislation and literature concerning SENCo leadership has suggested that divergent forces are acting on the role, and in‐depth interviews with SENCos in two local authorities were undertaken to gather data on this. It was found that SENCos consider leadership to be highly relevant to their role for reasons dominated by the team that they lead and the influence of more senior staff. Combined with little influence at a whole‐school, universal level, it is suggested that ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311923 Thu, 01 Sep 2011 04:00:00 +0100 5311923 Recognising the needs of every disabled child: the development of tools for a disability census http://www.medworm.com/index.php?rid=5311922&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00509.x This article, written by Dr Jill Porter, Director of Studies for research students at the Department of Education, University of Bath, Professor Harry Daniels, Director of The Centre for Socio‐cultural and Activity Theory Research, University of Bath, Dr Anthony Feiler, Reader in Education at the University of Bristol, and Dr Jan Georgeson, Research Fellow at the University of Plymouth, explores the findings of a nationwide survey with questions about multiple indicators of disability.The authors argue that methods for collecting disability data need to reflect the uncertainties surrounding the relationship between neurological conditions, their expression and the socially mediated nature of the impact of disability. In exploring the data the authors note that families have different exp... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311922 Thu, 01 Sep 2011 04:00:00 +0100 5311922 Time to end the bias towards inclusive education? http://www.medworm.com/index.php?rid=5311921&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00514.x The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re‐narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’. However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick‐Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo‐liberal market systems in education to reveal and expl... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311921 Thu, 01 Sep 2011 04:00:00 +0100 5311921 Editorial http://www.medworm.com/index.php?rid=5311920&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00516.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=5311920 Thu, 01 Sep 2011 04:00:00 +0100 5311920 Autism and Talent – Edited by Francesca Happé and Uta Frith http://www.medworm.com/index.php?rid=4959648&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00503_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959648 Tue, 31 May 2011 23:00:00 +0100 4959648 Diagnosing Autism Spectrum Disorders: a lifespan perspective – By Donald P. Gallo http://www.medworm.com/index.php?rid=4959647&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00503_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959647 Tue, 31 May 2011 23:00:00 +0100 4959647 A History of Autism: conversations with the pioneers – By Adam Feinstein http://www.medworm.com/index.php?rid=4959646&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00503.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959646 Tue, 31 May 2011 23:00:00 +0100 4959646 Politics Page UK http://www.medworm.com/index.php?rid=4959645&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00496.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959645 Tue, 31 May 2011 23:00:00 +0100 4959645 The SENCo‐Forum changes its address http://www.medworm.com/index.php?rid=4959644&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00505.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959644 Tue, 31 May 2011 23:00:00 +0100 4959644 ‘Shoot for the moon!’ Students' identities as writers in the context of the classroom http://www.medworm.com/index.php?rid=4959643&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00502.x A study of students' identities as writers was carried out in the classroom of a New Zealand primary teacher who had been formally identified by a national body of teachers as having excellent practice in supporting literacy acquisition. The researchers, Professor Janice Wearmouth, from the University of Bedfordshire, Mere Berryman, from the University of Waikato, New Zealand, and Lisa Whittle, from the Department of Conservation, Wellington, New Zealand, aimed to compare high and low literacy achievers' identities as writers within the context of this teacher's pedagogy and the learning environment of her classroom. The researchers concluded that all students, both high and low achievers, were developing very positive writing identities in a context where the teacher's method of supportin... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959643 Tue, 31 May 2011 23:00:00 +0100 4959643 Children's language and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry http://www.medworm.com/index.php?rid=4959642&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00507.x The ability of young children to manage their emotions and behaviours is an important prerequisite for social adjustment and school readiness. With an increase in early‐onset behavioural difficulties in children, understanding changes in child behaviour during the preschool years and the factors that influence it is a priority for policy and practice. Despite much evidence on the association between language and behavioural difficulties in children, few studies have examined longitudinally language and problem/prosocial behaviour in early years. Using a UK community‐based sample, Dimitra Hartas, from the University of Warwick, examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at scho... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959642 Tue, 31 May 2011 23:00:00 +0100 4959642 Parental perspectives on nurture groups: the potential for engagement http://www.medworm.com/index.php?rid=4959641&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00501.x Nurture groups have been identified as supportive and potentially effective provision for young people with troubled patterns of social, emotional and behavioural development, and a specific literature has emerged in relation to understanding their functioning. The work outlined here derives from an exploratory study by Valerie Taylor, a senior educational psychologist in Staffordshire, and Anthea Gulliford, from the University of Nottingham, describing and analysing the relationship between nurture group working and children's behaviour as perceived by adults involved, using qualitative approaches. Drawing upon grounded theory methods, the investigation commenced with an exploration of the relationship between nurture group attendance and children's behaviour. The grounded theory which em... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959641 Tue, 31 May 2011 23:00:00 +0100 4959641 The introduction of nurture groups in Maltese schools: a method of promoting inclusive education http://www.medworm.com/index.php?rid=4959640&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00500.x This article written by Carmel Cefai and Paul Cooper, who are, respectively, the Director and Visiting Professor at the European Centre for Emotional Resilience and Socio Emotional Health at the University of Malta, discusses the recent introduction of nurture groups in the primary sector in Malta, showing how they both extend the capacity of primary schools to become more inclusive, and to develop into resource centres for emotional literacy and parental education. A challenge perceived to lie ahead is to develop an intervention model that is adapted to the needs and values of the local educational context while remaining faithful to the theoretically sound principles and practices of therapeutic education. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959640 Tue, 31 May 2011 23:00:00 +0100 4959640 The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools http://www.medworm.com/index.php?rid=4959639&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00499.x This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959639 Tue, 31 May 2011 23:00:00 +0100 4959639 Editorial http://www.medworm.com/index.php?rid=4959638&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00504.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4959638 Tue, 31 May 2011 23:00:00 +0100 4959638 Engaging ‘Hard to Reach’ Parents: teacher‐parent collaboration to promote children's learning – By Anthony Feiler http://www.medworm.com/index.php?rid=4652634&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00491_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652634 Tue, 01 Mar 2011 00:00:00 +0100 4652634 Psychology for the Classroom: behaviourism – By John Woollard http://www.medworm.com/index.php?rid=4652633&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00491_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652633 Tue, 01 Mar 2011 00:00:00 +0100 4652633 Justice and Equality in Education: a capability perspective on disability and special educational needs – By Lorella Terzi http://www.medworm.com/index.php?rid=4652632&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00491_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652632 Tue, 01 Mar 2011 00:00:00 +0100 4652632 Politics Page UK http://www.medworm.com/index.php?rid=4652631&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00492.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652631 Tue, 01 Mar 2011 00:00:00 +0100 4652631 Points from the SENCo‐Forum http://www.medworm.com/index.php?rid=4652630&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00493.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652630 Tue, 01 Mar 2011 00:00:00 +0100 4652630 Pedagogically bereft! Improving learning outcomes for children with foetal alcohol spectrum disorders http://www.medworm.com/index.php?rid=4652629&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00495.x This article, written by Professor Barry Carpenter, OBE, National Director of the Specialist Schools & Academies Trust Complex Learning Difficulties and Disabilities Research Project, considers the status of FASD in the UK, and provides an overview of the author's recent research into effective educational strategies within the framework of Every Child Matters. Only government‐led approaches can lead to improvements in the quality of teaching and learning for children with FASD and their future life chances. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652629 Tue, 01 Mar 2011 00:00:00 +0100 4652629 Researching early intervention and young children's perspectives – developing and using a ‘listening to children approach’ http://www.medworm.com/index.php?rid=4652628&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00494.x This article, by Alice Paige‐Smith and Jonathan Rix, considers the current context of early intervention in England from the perspective and experiences of two families and in particular focuses on two young children identified as having Down syndrome. This case study research has emerged from previous research conducted by the authors, both of whom are Senior Lecturers at the Open University and have a wealth of experience across all phases of education. Their previous research involved interviews with parents of children diagnosed as having Down syndrome, which raised further questions about early intervention and the pedagogical relationship between the parent and the child, and recognised that ‘early intervention’ can be more than structured activities led by professionals. The r... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652628 Tue, 01 Mar 2011 00:00:00 +0100 4652628 Utilising the Boxall Profile within the Scallywags service for children with emotional and behavioural difficulties http://www.medworm.com/index.php?rid=4652627&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00488.x In this article, Moira Broadhead, Roy Chilton and Victoria Stephens offer an in‐depth analysis of a targeted intervention, Scallywags, aimed at children with emotional and behavioural difficulties. Scallywags, based in Cornwall, offers an early intervention package for children and their families based upon an initial Boxall Profile analysis. Moira Broadhead is a senior educational psychologist for the Scallywags service and both Roy Chilton and Victoria Stephens held split posts as assistant psychologists and support workers within the intervention service. Moira, Roy and Victoria offer practitioners new to the Boxall Profile a compelling account of how it can be used to inform practice for learners with emotional and/or behavioural difficulties and conclude with a series of insightful ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652627 Tue, 01 Mar 2011 00:00:00 +0100 4652627 Developing professional learning for staff working with children with speech, language and communication needs combined with moderate‐to‐severe learning difficulties http://www.medworm.com/index.php?rid=4652626&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00486.x This article presents research undertaken as part of a PhD by Carolyn Anderson who is a senior lecturer on the BSc (Hons) in Speech and Language Pathology at the University of Strathclyde. The study explores the professional learning experiences of 49 teachers working in eight schools and units for children with additional support needs in Scotland. In particular, she examines the professional learning experiences of teachers working with children with speech, language and communication needs (SLCN) combined with moderate‐to‐severe learning difficulties. While the teachers under study predominantly engaged with informal professional learning, she observes that they often expressed a lack of confidence in this form of professional development, tending to value formal learning regardless... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652626 Tue, 01 Mar 2011 00:00:00 +0100 4652626 EarlyBird in South Staffordshire: reflections on an innovative model of interagency working to deliver an intervention for families of preschool children with autistic spectrum disorder http://www.medworm.com/index.php?rid=4652625&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00483.x In this article three education and health services professionals, Julia Halpin, Sally Pitt and Emma Dodd, describe and reflect upon the way in which a small group of professionals from health and education services worked in collaboration to meet the need to inform and empower parents of preschool children with a diagnosis of autistic spectrum disorder (ASD). Julia and Sally, both clinical nurse specialists, and Emma, an educational psychologist, outline the background to the project in terms of demographics, epidemiology and service needs, and explain the way in which the interagency project was initiated as a ‘bottom‐up’ response, reflecting on the advantages and disadvantages of this way of working. The team piloted an innovative evaluation method which is offered as a tool that ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652625 Tue, 01 Mar 2011 00:00:00 +0100 4652625 Editorial http://www.medworm.com/index.php?rid=4652624&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2011.00497.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4652624 Tue, 01 Mar 2011 00:00:00 +0100 4652624 Index to Volume 37 (2010) http://www.medworm.com/index.php?rid=4284973&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00489.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284973 Wed, 01 Dec 2010 00:00:00 +0100 4284973 Inclusion: Developing an Effective Whole School Approach – By Alison Ekins and Peter Grimes http://www.medworm.com/index.php?rid=4284972&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00484_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284972 Wed, 01 Dec 2010 00:00:00 +0100 4284972 Understanding and Promoting Access for People with Learning Difficulties – Edited by Jane Seale and Melanie Nind http://www.medworm.com/index.php?rid=4284971&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00484_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284971 Wed, 01 Dec 2010 00:00:00 +0100 4284971 Aspiration, Identity and Self‐Belief – By Richard Riddell http://www.medworm.com/index.php?rid=4284970&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00484_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284970 Wed, 01 Dec 2010 00:00:00 +0100 4284970 Politics Page UK http://www.medworm.com/index.php?rid=4284969&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00485.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284969 Wed, 01 Dec 2010 00:00:00 +0100 4284969 Points from the SENCo‐Forum http://www.medworm.com/index.php?rid=4284968&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00487.x New policies – building on the past? (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284968 Wed, 01 Dec 2010 00:00:00 +0100 4284968 The P scales: how well are they working? http://www.medworm.com/index.php?rid=4284967&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00481.x This study by Francis Ndaji and Peter Tymms, from the Centre for Evaluation and Monitoring at Durham University, examines a number of aspects of the validity of the P scales data. In many ways the results are reassuring. The teacher ratings discriminate the levels and show that each level is more difficult to attain than those below it. However, the subjects are not so well discriminated because they measure the same attributes. The P scales do not show any gender bias, indicating that teachers apply the level descriptions to both boys and girls in the same way. However, they seem to be applied in different ways to pupils with different categories of learning difficulties. The study also found that an attainment level in one subject area can be equated to the same level in another subject ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284967 Wed, 01 Dec 2010 00:00:00 +0100 4284967 ‘Am I safe here and do you like me?’ Understanding complex trauma and attachment disruption in the classroom http://www.medworm.com/index.php?rid=4284966&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00477.x Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Fr... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284966 Wed, 01 Dec 2010 00:00:00 +0100 4284966 School processes in providing reading support in GCSE examinations http://www.medworm.com/index.php?rid=4284965&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00478.x Against a background of increasing student eligibility for ‘access arrangements’ in examinations for the General Certificate of Secondary Education (GCSE), this article examines the processes within schools that structure a student's access to the provision of reading support, including staff and student viewpoints. Dominic Griffiths, who is a Senior Advisory Teacher with Tameside Local Authority Education Psychology and Learning Support Team, and Kevin Woods, who is a Senior Lecturer in Educational and Child Psychology at the University of Manchester, report upon a series of four case studies, each based within an urban secondary school offering some form of reading support to students in GCSE examinations. Each case study incorporates student interviews, observations of reading suppo... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284965 Wed, 01 Dec 2010 00:00:00 +0100 4284965 Balancing acts in the half‐way houses: the role of resourced provisions in mainstream schools http://www.medworm.com/index.php?rid=4284964&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00480.x This article by Gordon Stan White, who is SENCo and Head of the Foundation Stage Resourced Provision at Lowerhouses CE School in Huddersfield, considers the role of resourced provisions or ‘units’ within the present school system. Issues discussed include transition, the impact of children being transported out of their local communities, the social and academic benefits and tensions for the children, implications for mainstream teachers and support assistants, and the impact on school standards. The article also discusses the role of resourced provisions in the wider debate over inclusion, analysing whether they are an integral part of genuinely inclusive educational provision or simply make up deficiencies within a fundamentally flawed system. The author concludes that, in the absenc... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284964 Wed, 01 Dec 2010 00:00:00 +0100 4284964 Educating children on the autism spectrum: preconditions for inclusion and notions of ‘best autism practice’ in the early years http://www.medworm.com/index.php?rid=4284963&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00482.x This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284963 Wed, 01 Dec 2010 00:00:00 +0100 4284963 Editorial http://www.medworm.com/index.php?rid=4284962&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00490.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=4284962 Wed, 01 Dec 2010 00:00:00 +0100 4284962 Focus on Music 2. Exploring the musicality of children and young people with retinopathy of prematurity – By Adam Ockelford and Christine Matawa http://www.medworm.com/index.php?rid=3924541&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00475_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924541 Tue, 31 Aug 2010 23:00:00 +0100 3924541 Addressing the Unproductive Behaviours of Students with Special Needs – By Steve Chinn http://www.medworm.com/index.php?rid=3924540&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00475_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924540 Tue, 31 Aug 2010 23:00:00 +0100 3924540 Dyslexia‐Friendly Further and Higher Education – By Barbara Pavey, Margaret Meehan and Alan Waugh http://www.medworm.com/index.php?rid=3924539&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00475_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924539 Tue, 31 Aug 2010 23:00:00 +0100 3924539 Politics Page UK http://www.medworm.com/index.php?rid=3924538&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00474.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924538 Tue, 31 Aug 2010 23:00:00 +0100 3924538 Points from the SENCo‐Forum http://www.medworm.com/index.php?rid=3924537&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00473.x Cost‐effective continuing professional development (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924537 Tue, 31 Aug 2010 23:00:00 +0100 3924537 Mental health needs in schools for emotional, behavioural and social difficulties http://www.medworm.com/index.php?rid=3924536&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00451.x Within the UK, around 10% of children have mental health problems, but this is likely to be higher among certain specific populations. Children and young people attending provisions for social, emotional and behavioural difficulties (SEBD) are a particularly vulnerable group whose mental health needs are under‐researched. The authors, Latha Hackett, Louise Theodosiou, Freya Spicer and Rachel Lever of the Winnicott Centre, Manchester, Claire Blackburn who is a clinical psychologist and Caroline Bond of Manchester University conducted a study which involved all pupils in two schools for children with SEBD. The views of parents and teachers were sought for a sample of 71 children. The Strength and Difficulties Questionnaire and a supplementary questionnaire were used to gain a broad picture... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924536 Tue, 31 Aug 2010 23:00:00 +0100 3924536 Making science special for pupils with learning difficulties http://www.medworm.com/index.php?rid=3924535&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00463.x In this article Susan Gebbels and Stewart M. Evans from Newcastle University and Lynne A. Murphy who is a practising school teacher in north‐east England discuss how they worked collaboratively on a programme of science education with a group of 16 Key Stage 3 pupils with moderate learning difficulties. The project lasted for one academic year and was part of Creative Partnerships, the Government's flagship creative learning programme. The authors describe some of the challenges faced by teachers to cater for the needs of all pupils within an inclusive school setting. The programme of science education focused on local marine and coastal environments with a special emphasis on fieldwork, enquiry‐based learning and cross‐curricular approaches to learning. The project was evaluated thr... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924535 Tue, 31 Aug 2010 23:00:00 +0100 3924535 ‘I like it instead of maths’: how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems http://www.medworm.com/index.php?rid=3924534&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00461.x This study by Lio Moscardini of the University of Strathclyde shows how a group of 24 children in three Scottish primary schools for pupils with moderate learning difficulties responded to word problems following their teachers' introduction to the principles of Cognitively Guided Instruction (CGI). CGI is a professional development programme in mathematics instruction based on constructivist principles developed at the University of Wisconsin‐Madison. The study found that the sample group of pupils were able to develop their understanding of mathematical concepts through actively engaging in word problems without prior explicit instruction and with minimal teacher adjustments. The pupils' conceptual understandings demonstrated by their solution strategies within CGI activities were gene... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924534 Tue, 31 Aug 2010 23:00:00 +0100 3924534 Foetal alcohol spectrum disorders (FASD): raising awareness in early years settings http://www.medworm.com/index.php?rid=3924533&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00471.x This article focuses on a collaborative project with Worcestershire Early Years entitled Building Bridges with Understanding. The project focused on raising awareness and increasing knowledge of FASD in early years practitioners to support children with a range of difficulties and provides access to a free downloadable resource pack. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924533 Tue, 31 Aug 2010 23:00:00 +0100 3924533 Ensuring access and inclusion for marginalised children in extended services: identifying the barriers and promoting choice http://www.medworm.com/index.php?rid=3924532&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00472.x This article by Nick Frost of Leeds Metropolitan University, Sue Elmer of Leeds Trinity University, and Lesly Best and Sue Mills, who are both Independent Researchers, looks at the experience of marginalised children in extended services. The authors conducted research into access to, and inclusion in, extended services based within schools and children's centres. A wide range of research methods were used, including both qualitative and quantitative approaches. The views of children and young people, their parents and a range of professionals were gathered to inform the study. The study identifies barriers that limit childrens' opportunities for access and inclusion. An important aspect of the research was identifying solutions to overcome these barriers in order to promote improved acces... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924532 Tue, 31 Aug 2010 23:00:00 +0100 3924532 Editorial http://www.medworm.com/index.php?rid=3924531&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00476.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3924531 Tue, 31 Aug 2010 23:00:00 +0100 3924531 Strategic Alternatives to Exclusions from School – By Carl Parsons http://www.medworm.com/index.php?rid=3761274&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761274 Thu, 15 Jul 2010 23:00:00 +0100 3761274 Special Educational Needs, Inclusion and Diversity – By Norah Frederickson and Tony Cline http://www.medworm.com/index.php?rid=3761273&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761273 Thu, 15 Jul 2010 23:00:00 +0100 3761273 Understanding Difficulties in Literacy Development: issues and concepts – Edited by Janet Soler, Felicity Fletcher-Campbell and Gavin Reid http://www.medworm.com/index.php?rid=3761272&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761272 Thu, 15 Jul 2010 23:00:00 +0100 3761272 Politics Page UK http://www.medworm.com/index.php?rid=3761271&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00468.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761271 Thu, 15 Jul 2010 23:00:00 +0100 3761271 Points from the SENCo-Forum http://www.medworm.com/index.php?rid=3761270&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00467.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761270 Thu, 15 Jul 2010 23:00:00 +0100 3761270 The acceptability of psychosocial support interventions for children orphaned by HIV/AIDS: an evaluation of teacher ratings http://www.medworm.com/index.php?rid=3761269&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00459.x This study carried out by Morgan Chitiyo of Southern Illinois University Carbondale, Darlington Changara of Midlands AIDS Caring Organisation and George Chitiyo of Tennessee Technological University discusses how different psychosocial and educational interventions have been developed to help the children to overcome these challenges. However, few of the interventions have been empirically tested to determine their efficacy. The authors set out to evaluate the treatment acceptability of a psychosocial support programme using a group of teachers who had received training and were participating in the implementation of the programme across their schools. Findings from the study indicate high acceptability ratings of the programme. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761269 Thu, 15 Jul 2010 23:00:00 +0100 3761269 Curriculum integration and at-risk students: a Canadian case study examining student learning and motivation http://www.medworm.com/index.php?rid=3761268&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00454.x The combining of subject areas or disciplines, referred to in this article as curriculum integration, has been recognised as being linked to high levels of student motivation and learning. Sheryl MacMath of the University of Toronto, Jillian Roberts of the University of Victoria, and John Wallace and Xiaohong Chi of the University of Toronto discuss the findings of their case study (n = 23 students) based in a Canadian secondary school where an integrated unit on energy was taught to pupils identified as being 'at risk' of not completing high school. Teacher and student interviews, classroom observations and surveys were used in the case study to investigate student motivation and learning. Results from the study illustrate that students experienced higher levels of motivation and academic... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761268 Thu, 15 Jul 2010 23:00:00 +0100 3761268 Albinism in Botswana junior secondary schools – a double case study http://www.medworm.com/index.php?rid=3761267&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00465.x This study by Gareth Dart of the University of Worcester, Tiroyaone Nkanotsang from a junior secondary school in Botswana, Ose Chizwe from the Government of Botswana and Lily Kowa from a junior secondary school in Botswana, considers the educational experience of two particular pupils with albinism in junior secondary schools in Botswana. Case studies were carried out by student teachers on teaching practice. Issues arising from the case studies of the two pupils were combined with the life story of a third student teacher who himself has albinism. The authors conclude by making some recommendations as to how the experience of pupils with albinism might be improved in the light of local conditions and principles of development. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761267 Thu, 15 Jul 2010 23:00:00 +0100 3761267 Sexuality and Relationship Education for young people with autistic spectrum disorder: curriculum change and staff support http://www.medworm.com/index.php?rid=3761266&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00466.x Finding suitable curriculum materials for Sexuality and Relationship Education for young people with autistic spectrum disorder can be a challenge for teaching staff. In this article, Sue Hatton and Angie Tector who both formerly worked at Coddington Court School discuss findings from their research project asking pupils with autistic spectrum disorder in a residential specialist school setting to reflect on their curricular experience and share what would have helped them and prepared them better for relationships. Sue Hatton and Angie Tector have used their research findings to develop materials to support a personalised approach to Sexuality and Relationship Education suitable for both classroom and residential settings. They have also tried to ensure that staff who are responsible for ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761266 Thu, 15 Jul 2010 23:00:00 +0100 3761266 Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges http://www.medworm.com/index.php?rid=3761265&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00462.x Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision fo... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761265 Thu, 15 Jul 2010 23:00:00 +0100 3761265 Book Review: Strategic Alternatives to Exclusions from School – By Carl Parsons http://www.medworm.com/index.php?rid=3876449&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876449 Mon, 31 May 2010 23:00:00 +0100 3876449 Book Review: Special Educational Needs, Inclusion and Diversity – By Norah Frederickson and Tony Cline http://www.medworm.com/index.php?rid=3876448&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876448 Mon, 31 May 2010 23:00:00 +0100 3876448 Book Review: Understanding Difficulties in Literacy Development: issues and concepts – Edited by Janet Soler, Felicity Fletcher‐Campbell and Gavin Reid http://www.medworm.com/index.php?rid=3876447&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876447 Mon, 31 May 2010 23:00:00 +0100 3876447 POLITICS: Politics Page UK http://www.medworm.com/index.php?rid=3876446&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00468.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876446 Mon, 31 May 2010 23:00:00 +0100 3876446 SENCo‐FORUM: Points from the SENCo‐Forum http://www.medworm.com/index.php?rid=3876445&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00467.x To ‘Statement’ or not (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876445 Mon, 31 May 2010 23:00:00 +0100 3876445 RESEARCH SECTION: The acceptability of psychosocial support interventions for children orphaned by HIV/AIDS: an evaluation of teacher ratings http://www.medworm.com/index.php?rid=3876444&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00459.x This study carried out by Morgan Chitiyo of Southern Illinois University Carbondale, Darlington Changara of Midlands AIDS Caring Organisation and George Chitiyo of Tennessee Technological University discusses how different psychosocial and educational interventions have been developed to help the children to overcome these challenges. However, few of the interventions have been empirically tested to determine their efficacy. The authors set out to evaluate the treatment acceptability of a psychosocial support programme using a group of teachers who had received training and were participating in the implementation of the programme across their schools. Findings from the study indicate high acceptability ratings of the programme. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876444 Mon, 31 May 2010 23:00:00 +0100 3876444 RESEARCH SECTION: Curriculum integration and at‐risk students: a Canadian case study examining student learning and motivation http://www.medworm.com/index.php?rid=3876443&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00454.x The combining of subject areas or disciplines, referred to in this article as curriculum integration, has been recognised as being linked to high levels of student motivation and learning. Sheryl MacMath of the University of Toronto, Jillian Roberts of the University of Victoria, and John Wallace and Xiaohong Chi of the University of Toronto discuss the findings of their case study (n = 23 students) based in a Canadian secondary school where an integrated unit on energy was taught to pupils identified as being ‘at risk’ of not completing high school. Teacher and student interviews, classroom observations and surveys were used in the case study to investigate student motivation and learning. Results from the study illustrate that students experienced higher levels of motivation and acad... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876443 Mon, 31 May 2010 23:00:00 +0100 3876443 ALBINISM IN BOTSWANA: Albinism in Botswana junior secondary schools – a double case study http://www.medworm.com/index.php?rid=3876442&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00465.x This study by Gareth Dart of the University of Worcester, Tiroyaone Nkanotsang from a junior secondary school in Botswana, Ose Chizwe from the Government of Botswana and Lily Kowa from a junior secondary school in Botswana, considers the educational experience of two particular pupils with albinism in junior secondary schools in Botswana. Case studies were carried out by student teachers on teaching practice. Issues arising from the case studies of the two pupils were combined with the life story of a third student teacher who himself has albinism. The authors conclude by making some recommendations as to how the experience of pupils with albinism might be improved in the light of local conditions and principles of development. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876442 Mon, 31 May 2010 23:00:00 +0100 3876442 FOCUS ON PRACTICE: Sexuality and Relationship Education for young people with autistic spectrum disorder: curriculum change and staff support http://www.medworm.com/index.php?rid=3876441&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00466.x Finding suitable curriculum materials for Sexuality and Relationship Education for young people with autistic spectrum disorder can be a challenge for teaching staff. In this article, Sue Hatton and Angie Tector who both formerly worked at Coddington Court School discuss findings from their research project asking pupils with autistic spectrum disorder in a residential specialist school setting to reflect on their curricular experience and share what would have helped them and prepared them better for relationships. Sue Hatton and Angie Tector have used their research findings to develop materials to support a personalised approach to Sexuality and Relationship Education suitable for both classroom and residential settings. They have also tried to ensure that staff who are responsible for ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876441 Mon, 31 May 2010 23:00:00 +0100 3876441 INCLUSIVE AND SPECIAL EDUCATION: Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges http://www.medworm.com/index.php?rid=3876440&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00462.x Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision fo... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876440 Mon, 31 May 2010 23:00:00 +0100 3876440 EDITORIAL: Editorial http://www.medworm.com/index.php?rid=3876439&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00470.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3876439 Mon, 31 May 2010 23:00:00 +0100 3876439 Strategic Alternatives to Exclusions from School – By Carl Parsons http://www.medworm.com/index.php?rid=3843977&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3843977 Mon, 31 May 2010 23:00:00 +0100 3843977 Special Educational Needs, Inclusion and Diversity – By Norah Frederickson and Tony Cline http://www.medworm.com/index.php?rid=3843976&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3843976 Mon, 31 May 2010 23:00:00 +0100 3843976 Understanding Difficulties in Literacy Development: issues and concepts – Edited by Janet Soler, Felicity Fletcher‐Campbell and Gavin Reid http://www.medworm.com/index.php?rid=3843975&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00469_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3843975 Mon, 31 May 2010 23:00:00 +0100 3843975 Points from the SENCo‐Forum http://www.medworm.com/index.php?rid=3843974&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00467.x To ‘Statement’ or not (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3843974 Mon, 31 May 2010 23:00:00 +0100 3843974 Curriculum integration and at‐risk students: a Canadian case study examining student learning and motivation http://www.medworm.com/index.php?rid=3843973&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00454.x The combining of subject areas or disciplines, referred to in this article as curriculum integration, has been recognised as being linked to high levels of student motivation and learning. Sheryl MacMath of the University of Toronto, Jillian Roberts of the University of Victoria, and John Wallace and Xiaohong Chi of the University of Toronto discuss the findings of their case study (n = 23 students) based in a Canadian secondary school where an integrated unit on energy was taught to pupils identified as being ‘at risk’ of not completing high school. Teacher and student interviews, classroom observations and surveys were used in the case study to investigate student motivation and learning. Results from the study illustrate that students experienced higher levels of motivation and acad... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3843973 Mon, 31 May 2010 23:00:00 +0100 3843973 Albinism in Botswana junior secondary schools – a double case study http://www.medworm.com/index.php?rid=3843972&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00465.x This study by Gareth Dart of the University of Worcester, Tiroyaone Nkanotsang from a junior secondary school in Botswana, Ose Chizwe from the Government of Botswana and Lily Kowa from a junior secondary school in Botswana, considers the educational experience of two particular pupils with albinism in junior secondary schools in Botswana. Case studies were carried out by student teachers on teaching practice. Issues arising from the case studies of the two pupils were combined with the life story of a third student teacher who himself has albinism. The authors conclude by making some recommendations as to how the experience of pupils with albinism might be improved in the light of local conditions and principles of development. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3843972 Mon, 31 May 2010 23:00:00 +0100 3843972 Editorial http://www.medworm.com/index.php?rid=3761264&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00470.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3761264 Mon, 31 May 2010 23:00:00 +0100 3761264 Book Reviews http://www.medworm.com/index.php?rid=3498754&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00458.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498754 Wed, 21 Apr 2010 23:00:00 +0100 3498754 Politics Page UK http://www.medworm.com/index.php?rid=3498753&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00457.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498753 Wed, 21 Apr 2010 23:00:00 +0100 3498753 Points from the SENCo-Forum http://www.medworm.com/index.php?rid=3498752&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00456.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498752 Wed, 21 Apr 2010 23:00:00 +0100 3498752 Classroom interaction in regular and special education middle primary classrooms in the United Arab Emirates http://www.medworm.com/index.php?rid=3498751&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00448.x Samir Dukmak is an assistant professor in the Department of Special Education in the Faculty of Education at the United Arab Emirates University. The research reported in this article investigated the frequency, types of and reasons for student-initiated interactions in both regular and special education classrooms in the United Arab Emirates (UAE). These interactions were studied in relation to various variables, including levels of students' academic achievement, their gender, special educational needs and disability. Teacher-initiated interactions were also examined in the study. Eighteen boys and girls from two regular and two special education classrooms were observed. Various types of interaction were identified among students and the results reveal that boys in all groups initiated ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498751 Wed, 21 Apr 2010 23:00:00 +0100 3498751 Perceptual skills and Arabic literacy patterns for mathematically gifted children with specific learning difficulties http://www.medworm.com/index.php?rid=3498750&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00453.x Phonological awareness is a key factor in the development of literacy, and frequently presents itself as an area of weakness in pupils with reading difficulties. In this article, Anies Al-Hroub of the American University of Beirut sets out to define a distinguishing pattern of characteristics that supports the identification of pupils with specific learning difficulties who are gifted in mathematics and reports the assessment of the pupils' visual and auditory perceptual skills, including phonological awareness. The assessments were designed to measure auditory and visual memory skills, auditory and visual analysis skills, speed of information processing and spoken language (receptive and expressive). Furthermore, aspects of language learning such as reading, writing, spelling and parts of... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498750 Wed, 21 Apr 2010 23:00:00 +0100 3498750 Living with children diagnosed with autistic spectrum disorder: parental and professional views http://www.medworm.com/index.php?rid=3498749&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00455.x This article, by Karola Dillenburger of Queens University Belfast, Mickey Keenan of the University of Ulster, Alvin Doherty from the Health Service Executive Western Region, Tony Byrne of Parents' Education as Autism Therapists (PEAT) and Stephen Gallagher of the University of Ulster, sets out to adjust that balance. Drawing upon data from a comprehensive study of parental needs, these authors argue that parental and professional views do not always concur; that families make extraordinary sacrifices; that siblings are affected; and that parents are under tremendous stress. Parents argue that educational and social service supports are not efficient and that they are forced to rely largely on support from within the family or from friends. In particular, some important differences between ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498749 Wed, 21 Apr 2010 23:00:00 +0100 3498749 Bullying or befriending? Children's responses to classmates with special needs http://www.medworm.com/index.php?rid=3498748&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00452.x Children with special educational needs are generally less accepted, more rejected and more likely to be victims of bullying than their typically developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. In this article, based on her contribution to the Gulliford Lecture series, Norah Frederickson of University College London argues that attributional processes which appear central to the establishment of peer acceptance and supportive relationships are more likely to be triggered when a child's difficulties are severe or obvious, classmates are older and explanatory information is given to them. Schools are sometimes reluctant to discuss the special needs of a pupil with their classmates due to concerns about labellin... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498748 Wed, 21 Apr 2010 23:00:00 +0100 3498748 Editorial http://www.medworm.com/index.php?rid=3498747&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2010.00460.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3498747 Mon, 01 Mar 2010 00:00:00 +0100 3498747 Index to Volume 36 (2009) http://www.medworm.com/index.php?rid=3051951&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00450.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051951 Thu, 03 Dec 2009 00:00:00 +0100 3051951 Dyslexia in the Primary Classroom – By Wendy Hall http://www.medworm.com/index.php?rid=3051950&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00443_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051950 Thu, 03 Dec 2009 00:00:00 +0100 3051950 Spelling, Handwriting and Dyslexia: overcoming barriers to learning – By Diane Montgomery http://www.medworm.com/index.php?rid=3051949&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00443_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051949 Thu, 03 Dec 2009 00:00:00 +0100 3051949 The Psychology of Dyslexia: a handbook for teachers with case studies – By Michael Thomson http://www.medworm.com/index.php?rid=3051948&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00443_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051948 Thu, 03 Dec 2009 00:00:00 +0100 3051948 Politics Page UK http://www.medworm.com/index.php?rid=3051947&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00441.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051947 Thu, 03 Dec 2009 00:00:00 +0100 3051947 Can test scores answer SENCos' questions? http://www.medworm.com/index.php?rid=3051946&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00442.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051946 Thu, 03 Dec 2009 00:00:00 +0100 3051946 'Asking how instead of why': exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project http://www.medworm.com/index.php?rid=3051945&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00440.x The association of inclusive education with an equity discourse means that the question of 'how' to include is one currently faced by many teachers in the UK. Written by Eve Griffiths, who teaches English, literacy, media studies and drama in a special school in Wolverhampton, this article constructs a set of inclusive principles for teaching and learning and reports on pupil and teacher responses in mainstream and special schools to a three-week literacy project in which these approaches were implemented. Research diaries and small group-based interviews were used in both educational settings to access the opinions of 20 pupils with a Statement of special educational needs. The research found that the pedagogical approaches were successful in breaking down some barriers to inclusion betwe... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051945 Thu, 03 Dec 2009 00:00:00 +0100 3051945 Nurture groups: a large-scale, controlled study of effects on development and academic attainment http://www.medworm.com/index.php?rid=3051944&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00445.x Nurture groups have contributed to inclusive practices in primary schools in the UK for some time now and have frequently been the subject of articles in this journal. This large-scale, controlled study of nurture groups across 32 schools in the City of Glasgow provides further evidence for their effectiveness in addressing the emotional development and behaviour problems of vulnerable children. In particular, Sue Reynolds, Principal Educational Psychologist, Maura Kearney, Senior Educational Psychologist, both working in Glasgow City Council Psychological Services, and Tommy MacKay, Professor at the University of Strathclyde and Director of Psychology Consultancy Services, suggest that is the first study to report quantitative gains in academic achievement when the progress of pupils in n... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051944 Thu, 03 Dec 2009 00:00:00 +0100 3051944 Needs or rights? A challenge to the discourse of special education http://www.medworm.com/index.php?rid=3051943&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00438.x It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase 'special educational needs' into the UK education system. In this article, Katherine Runswick-Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the 'special needs' discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase 'educational rights' and suggest that the positive impact of such a linguistic turn would be significant for t... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051943 Thu, 03 Dec 2009 00:00:00 +0100 3051943 Special school headship in times of change: impossible challenges or golden opportunities? http://www.medworm.com/index.php?rid=3051942&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00444.x This article is based on empirical research undertaken by John Baker, headteacher of the largest day special school for pupils with a range of learning difficulties in Essex, as part of his EdD studies at the Institute of Education, University of London. Its focus is on the perceived challenges and opportunities which headteachers of special schools for pupils with learning difficulties and disabilities (LDD) are facing and on the strategies they are using to manage these challenges and opportunities. A group of nine head teachers from one local authority in the southern half of England formed the sample for this study. The methodology employed postal/email questionnaires with follow-up semi-structured interviews with a subgroup of four headteachers. The main challenges identified by the s... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051942 Thu, 03 Dec 2009 00:00:00 +0100 3051942 Strengthening the special educational needs element of initial teacher training and education http://www.medworm.com/index.php?rid=3051941&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00446.x This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three-year BEd (Honours) Secondary Physical Education course in the south-west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051941 Thu, 03 Dec 2009 00:00:00 +0100 3051941 Editorial http://www.medworm.com/index.php?rid=3051940&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00449.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=3051940 Tue, 01 Dec 2009 00:00:00 +0100 3051940 Promoting Resilience in the Classroom – By Carmel Cefai http://www.medworm.com/index.php?rid=2999278&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00433_4.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999278 Mon, 16 Nov 2009 00:00:00 +0100 2999278 Arts, Culture and Blindness: a study of blind students in the visual arts – By Simon Hayhoe http://www.medworm.com/index.php?rid=2999277&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00433_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999277 Mon, 16 Nov 2009 00:00:00 +0100 2999277 Alphabet Kids: from ADD to Zellweger syndrome: a guide to developmental, neurobiological and psychological disorders for parents and professionals – By Robbie Woliver http://www.medworm.com/index.php?rid=2999276&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00433_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999276 Mon, 16 Nov 2009 00:00:00 +0100 2999276 The Routledge Companion to Dyslexia – Edited by Gavin Reid http://www.medworm.com/index.php?rid=2999275&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00433_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999275 Mon, 16 Nov 2009 00:00:00 +0100 2999275 Politics Page UK http://www.medworm.com/index.php?rid=2999274&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00434.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999274 Mon, 16 Nov 2009 00:00:00 +0100 2999274 Points from the SENCo-Forum http://www.medworm.com/index.php?rid=2999273&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00435.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999273 Mon, 16 Nov 2009 00:00:00 +0100 2999273 Inclusive special education: the role of special education teachers in Finland http://www.medworm.com/index.php?rid=2999272&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00432.x This study concentrates on the work of special education teachers in mainstream education in Finland, where these professionals work with children from various classes, usually in a separate room. The research reported in this article by Marjatta Takala of the University of Helsinki, Raija Pirttimaa of the University of Oulu and Minna Törmänen, who is studying for her PhD at the University of Helsinki, involved sending a questionnaire to 133 special education teachers and undertaking observations. The work of the special education teachers was revealed to consist of three elements: teaching, consulting and background work. Teaching, often focusing on giving support to children who had challenges in the main academic subjects, was realised in small groups, in co-operative or individual se... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999272 Mon, 16 Nov 2009 00:00:00 +0100 2999272 Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools http://www.medworm.com/index.php?rid=2999271&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00428.x This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo, board certified behaviour analyst and Assistant Professor of Special Education, both at Southern Illinois University, Carbondale, USA, and Susan Abu, who is currently a graduate student in the Department of Women's Studies at Texas Women's University, was designed to examine the nature and perceived causes of student indiscipline in Zimbabwean secondary schools. The authors anticipate that such an examination will promote teachers', parents' and policy makers' understanding of student indiscipline, which will, in turn, enhance disciplinary policies and practices, making schools safer for all students and more effective in their role as educational and socialising agents. (Source: British ... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999271 Mon, 16 Nov 2009 00:00:00 +0100 2999271 The role of teachers in the assessment of children suspected of having AD/HD http://www.medworm.com/index.php?rid=2999270&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00439.x In the light of recent guidance published by The National Institute for Health and Clinical Excellence (NICE) on the diagnosis and management of attention deficit disorders in children, young persons and adults, Gill Salmon, a consultant Child and Adolescent Psychiatrist based in Swansea, South Wales, and Amanda Kirby, Professor of Developmental Disorders in Education based at the University of Wales, Newport, give an overview of the rationale for involving teachers in the assessment of children with AD/HD and the development and implementation of subsequent educational interventions. They also review the resulting training implications; explore some of the obstacles to multi-agency, multi-disciplinary working; and examine how current special educational needs policy goes hand-in-hand with... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999270 Mon, 16 Nov 2009 00:00:00 +0100 2999270 Inclusion and museums: developing inclusive practice http://www.medworm.com/index.php?rid=2999269&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00437.x This article, by Hannah Shepherd, Exhibition Co-ordinator at Freeman College in Sheffield, analyses an example of a specific exhibit within a gallery development. This example reflects an approach that uses guidance from the literature to create a more inclusive experience for visitors, particularly those with learning difficulties. A case is made for the use of consultation and partnership to develop inclusive museum provision. (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999269 Mon, 16 Nov 2009 00:00:00 +0100 2999269 The integration of an alternative curriculum: Skill Force http://www.medworm.com/index.php?rid=2999268&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00436.x The introduction of alternative curricula in the UK for students in the secondary phase is one of a number of strategies designed to improve attendance at school, reduce exclusion and improve attainment. Skill Force is a charitable youth initiative that offers 14- to 16-year-old students a key skills based vocational alternative to the traditional curriculum. In this article, Lynne Rogers, Susan Hallam and Jacquelene Shaw of the Institute of Education, University of London, and Jasmine Rhamie of the University of Southampton set out to explore the views of Skill Force instructors and team leaders, school staff and Skill Force Regional Directors. These participants perceived the critical factors in the successful integration of Skill Force to be: effective introduction of the programme to p... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999268 Mon, 16 Nov 2009 00:00:00 +0100 2999268 Editorial http://www.medworm.com/index.php?rid=2999267&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00447.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2999267 Tue, 01 Sep 2009 00:00:00 +0100 2999267 Teaching Play to Children with Autism – practical interventions using Identiplay – By Nicky Phillips and Liz Beavan http://www.medworm.com/index.php?rid=2681671&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00424_4.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681671 Thu, 06 Aug 2009 23:00:00 +0100 2681671 Building Blocks for Learning, Occupational Therapy Approaches: practical strategies for the inclusion of special needs in primary school – By Jill Jenkinson, Tessa Hyde and Saffia Ahmad http://www.medworm.com/index.php?rid=2681670&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00424_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681670 Thu, 06 Aug 2009 23:00:00 +0100 2681670 Autism: an integrated view from neurocognitive, clinical, and intervention research – Edited by Evelyn McGregor, Maria Nunez, Katie Cebula and Juan Carlos Gomez http://www.medworm.com/index.php?rid=2681669&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00424_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681669 Thu, 06 Aug 2009 23:00:00 +0100 2681669 Implementing Inclusive Education: a Commonwealth guide to implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities – By Richard Rieser http://www.medworm.com/index.php?rid=2681668&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00424_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681668 Thu, 06 Aug 2009 23:00:00 +0100 2681668 Politics Page UK http://www.medworm.com/index.php?rid=2681667&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00425.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681667 Thu, 06 Aug 2009 23:00:00 +0100 2681667 Procedures and processes in special needs provision http://www.medworm.com/index.php?rid=2681666&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00423.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681666 Thu, 06 Aug 2009 23:00:00 +0100 2681666 Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities http://www.medworm.com/index.php?rid=2681665&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00427.x Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than th... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681665 Thu, 06 Aug 2009 23:00:00 +0100 2681665 School attendance and attainment: poor attenders' perceptions of schoolwork and parental involvement in their education http://www.medworm.com/index.php?rid=2681664&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00413.x Because of established links with attainment, the UK government has, over the last ten years, developed policies to improve school attendance. Legislation now makes school attendance a parental responsibility. In the small-scale study reported in this article, Anne Sheppard, manager of an Education Welfare Service Team in North Yorkshire, collected data on 57 pupils' attitudes to school and schoolwork and their perceptions of their parents' involvement in their education. In order to examine the role of these variables in relation to school attendance, 'good' and 'poor' attenders of 12 to 13 years of age, matched for ability, were compared on a number of quantifiable measures regarding their perceptions of schoolwork and their parents' behaviour in relation to aspects of their schooling. B... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681664 Thu, 06 Aug 2009 23:00:00 +0100 2681664 Reactions to a diagnosis of dyslexia among students entering further education: development of the 'resistance–accommodation' model http://www.medworm.com/index.php?rid=2681663&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2008.00408.x Research into the psychological consequences of receiving a diagnosis of dyslexia during adolescence is a newly emerging field. In this article, David Armstrong, senior lecturer in education at Edge Hill University, and Neil Humphrey, senior lecturer in the psychology of Education at the University of Manchester, report on a qualitative study which explored this issue with a group of 20 students with dyslexia in a large college of further education in the north-west of England. Drawing on the outcomes of individual interviews and focus groups, analysis of student responses led to the development of a provisional 'resistance[ndash]accommodation' model that seeks to explain the psycho-social processes involved in 'living with the label' of dyslexia, and how such processes might impact upon l... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681663 Thu, 06 Aug 2009 23:00:00 +0100 2681663 Sexually inappropriate or abusive behaviour among pupils in special schools http://www.medworm.com/index.php?rid=2681662&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2008.00397.x In this article, Rachel Fyson of the Centre for Social Work in the School of Sociology and Social Policy at the University of Nottingham reports the findings of a study into sexually inappropriate or abusive behaviour occurring between pupils in special schools in four local authorities in England. The behaviours identified ranged from relatively minor misconduct, such as exposure of genitals and use of sexualised language, through to serious acts of sexual abuse, including rape. Although the majority (88%) of special schools had noted sexualised behaviours of some kind on a regular basis, only a minority (19%) had specific policies in place to guide staff responses to such incidents. It was apparent that responses to sexual behaviour, and policy decisions about whether or when to refer to... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681662 Thu, 06 Aug 2009 23:00:00 +0100 2681662 'Inclusion is more than a place': exploring pupil views and voice in Belfast schools through visual narrative http://www.medworm.com/index.php?rid=2681661&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00422.x The research reported in this article by David Ryan, an adviser for special educational needs and inclusion in Belfast, was based on a participatory approach in which young people in a number of schools were encouraged to develop their ideas about inclusion. The project set out to explore any differences in perceptions between pupils with special educational needs and those without. The young people were equipped with cameras and were encouraged to generate 'visual narratives' expressing their views about the 'reasonable adjustments' that mainstream schools might make in order to become more inclusive. David Ryan concludes that education must be personalised so that schools take account of the perspectives of individual pupils in their endeavours to become more inclusive. He also notes tha... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681661 Thu, 06 Aug 2009 23:00:00 +0100 2681661 Reflections upon teacher education in severe difficulties in the USA: shared concerns about quantity and quality http://www.medworm.com/index.php?rid=2681660&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00429.x In this article, Phyllis Jones of the Department of Special Education at the University of South Florida and Elizabeth West from the University of Washington explore key issues in respect to teacher education for teachers who teach pupils with severe and profound learning difficulties in the USA. Issues relating to quantity and quality of teachers are discussed in the context of policy and practice in the USA. Reflections related to teacher education delivery in the USA, in terms of case-based learning and distance education, for example, and the content of teacher education courses, for example, in terms of helping teachers to understand the needs of pupils with learning difficulties and the promotion of evidence-based practices, are discussed. Phyllis Jones and Elizabeth West suggest tha... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681660 Thu, 06 Aug 2009 23:00:00 +0100 2681660 Editorial http://www.medworm.com/index.php?rid=2681659&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00431.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2681659 Sun, 31 May 2009 23:00:00 +0100 2681659 Beating Bureaucracy in Special Educational Needs – By Jean Gross http://www.medworm.com/index.php?rid=2507074&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00421_5.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507074 Fri, 27 Mar 2009 00:00:00 +0100 2507074 Parenting and Inclusive Education: discovering difference, experiencing difficulty – By Chrissie Rogers http://www.medworm.com/index.php?rid=2507073&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00421_4.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507073 Fri, 27 Mar 2009 00:00:00 +0100 2507073 Autism, Discrimination and the Law: a quick guide for parents, educators and employers – By James Graham http://www.medworm.com/index.php?rid=2507072&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00421_3.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507072 Fri, 27 Mar 2009 00:00:00 +0100 2507072 Dyslexia-Friendly Practice in the Secondary Classroom – By Tilly Mortimore and Jane Dupree http://www.medworm.com/index.php?rid=2507071&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00421_2.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507071 Fri, 27 Mar 2009 00:00:00 +0100 2507071 Peer Mediation: citizenship in social inclusion revisited – By Hilary Cremin http://www.medworm.com/index.php?rid=2507070&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00421_1.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507070 Fri, 27 Mar 2009 00:00:00 +0100 2507070 Politics Page UK http://www.medworm.com/index.php?rid=2507069&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00419.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507069 Fri, 27 Mar 2009 00:00:00 +0100 2507069 Putting inclusion into practice 2 http://www.medworm.com/index.php?rid=2507068&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2009.00420.x (Source: British Journal of Special Education) British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507068 Fri, 27 Mar 2009 00:00:00 +0100 2507068 Out of sight, out of mind? Transition for young people with learning difficulties in out-of-area residential special schools and colleges http://www.medworm.com/index.php?rid=2507067&cid=s_38718_144_f&fid=38718&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1467-8578.2008.00396.x Young people with learning difficulties who go to residential special schools and colleges are highly vulnerable, often living a long way from home. Transition towards adulthood [ndash] from school to college, or college and beyond [ndash] requires careful planning and support for both young people and their families. Despite national policy and guidance in this area, this article suggests that young people with learning difficulties in out-of-area placements are being failed in terms of transition education and face huge uncertainty and very limited choices. David Abbott and Pauline Heslop, both Senior Research Fellows at the Norah Fry Research Centre based at the University of Bristol, set out, in partnership with the Home Farm Trust, to examine transitions for young people with learning... British Journal of Special Education journals http://www.medworm.com/rss/comments.php?id=2507067 Fri, 27 Mar 2009 00:00:00 +0100 2507067