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1.
Christoforos Mamas 《International Journal of Inclusive Education》2013,17(11):1223-1239
This paper reports on a study conducted in five primary schools in Cyprus, focusing in detail on one of them. The purpose of the research was to explore the social status of pupils identified as having special educational needs within mainstream settings. One of the key findings was that pedagogy influences the social status of these pupils. Therefore, this paper examines the dynamic relationship between pedagogy, social status and inclusion. A major intention for inclusion in Cyprus is to promote social interactions and relationships between pupils, identified as having special educational needs, and their peers. Thus, the research examined how far this aspiration is being fulfilled and set out to understand the role pedagogy might play in enhancing or impeding the social status and inclusion of these pupils. The findings suggest that the teaching arrangements and pedagogical approaches employed by teachers are central in shaping the social status and inclusion of all pupils and particularly those who have been identified as having special educational needs. 相似文献
2.
Provision for pupils with special educational needs in Ireland has undergone considerable change and review in the first decade of the twenty‐first century. In response to international demands for a more equitable education system that recognises diversity and considers how schools might address the needs of pupils who have been previously marginalised, Irish legislation has focused upon the development of inclusive schooling. Researchers during this period have endeavoured to understand how responses to the demand for greater inclusion have impacted upon the perceived need for change. This paper reviews the research literature for this period and identifies four key themes under which research has been conducted. The literature pertaining to these themes is explored and a possible agenda for future researchers identified. 相似文献
3.
This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs (not necessarily statemented) and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching approaches adopted emerged. These were frequently reported to have changed as a result of the National Curriculum. The majority of teachers reported that they grouped children on the basis of their ability. Children with language needs and with special educational needs were not equally distributed amongst the schools in the study and the support available for these children differed markedly. The findings are discussed in the context of past research and current policy. 相似文献
4.
Zaid Al-Shammari Ph.D Joseph Mintz Ph.D 《Journal of Research in Special Educational Needs》2022,22(2):105-115
This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence-informed approaches: peer tutoring strategy and the JIGSAW strategy. Results revealed a good degree of understand and use of both strategies. Recommendations are made in relation to further research on the evidence-informed practice for the effective inclusion of children with special educational needs in Kuwait and internationally. 相似文献
5.
This collaborative action research project involves two educational psychologists (EPs) working with teachers from four primary schools to develop the use of solution‐focused approaches. The project illustrates a way in which EPs might make a distinctive contribution to improving outcomes for children and young people. Realist interviews were used to identify mechanisms responsible for encouraging change in practice and many of these can be linked to action research or solution‐focused approaches. The project will be funded for two years and this report is based on the first year. Progress has been encouraging and findings suggest that solution‐focused action research is a successful model for introducing a new initiative. 相似文献
6.
Recent decades have witnessed dramatically improved survival rates for infants born prematurely, especially those born very
and extremely preterm. Follow-up studies concerned with long-term neurodevelopmental outcomes for children born preterm indicate
that these children are at high risk for a range of cognitive, learning, neuromotor, and behavioral difficulties. However,
to date, most of the existing literature has tended to focus on the medical and developmental impact of preterm birth, with
little consideration given to the educational implications. Addressing this research gap is important since cognitive and
educational difficulties represent the most commonly occurring cluster of adverse outcomes affecting children born very or
extremely preterm, with up to two thirds likely to require educational assistance during their school years. The goal of this
review is to provide an overview of existing research findings relating to the educational needs of school-age preterm children.
Methodological issues that need to be addressed in future outcome research relating to the developmental and educational needs
of very preterm children are also highlighted. Finally, implications of existing findings for educational psychologists, counselors,
teachers, and teacher educators are discussed in terms of the roles of society, education systems, schools, and teachers. 相似文献
7.
This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration. 相似文献
8.
A range of methods has been applied in research to enable children and young people with special educational needs and/or disabilities to share their views about educational experiences. However, methods tend to be targeted at older children and those who can communicate verbally and so there remains an important gap in knowledge about the methods used to support children with complex needs to share their views. This systematic literature review addresses this gap by exploring the creative methods that have been developed and used to facilitate the voices of children and young people with complex needs about their educational experiences and preferences. Additionally, methods were analysed conceptually in relation to Lundy's (2007)framework of Space, Voice, Audience and Influence to examine where, how and whose voices are heard, and what happens as a result. Fourteen qualitative papers published between 2003 and 2021 were included and synthesised according to PRISMA guidelines. Findings emphasize how it is possible to access the views of children and young people with complex needs using multi-modal, flexible approaches that require spending time with children, families, and practitioners to co-construct knowledge. The importance of a toolbox approach to enabling voice and participation challenges more orthodox and standardised methods of data collection. However, more needs to be done to ensure that children's views are acted upon, given due weight, and influence change. 相似文献
9.
Helen Saddler 《Journal of Research in Special Educational Needs》2014,14(3):145-152
As a result of their high contact time with children, particularly children identified with special educational needs, it is widely acknowledged that teaching assistants (TAs) have great influence on pupils' education (Balshaw). However, recent research into the impact of TAs on pupils' learning has questioned TAs' usefulness in improving pupils' learning (Blatchford, Bassett and Brown; Higgins). This paper argues that TAs' influence on pupils' education has not yet been researched effectively. Previous research has primarily focused on determining TAs' influence on pupils' achievement in terms of academic outcomes and has neglected to explore social outcomes. Two interconnected literature bases are reviewed in this paper; the current research exploring TAs' role and influence on pupils' learning is first explored, followed by a critical discussion of the literature regarding the process of social inclusion in mainstream primary schools. This paper concludes that for TAs' influence on pupils' learning to be effectively researched, TAs' influence on the process of social inclusion must be researched within mainstream primary schools. 相似文献
10.
In this article, Anies Al‐Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in mathematics and who also experience reading difficulties or specific learning difficulties. The findings reported here are based on research carried out in three state schools in Jordan, and reveal the extent to which teachers accurately nominated the ‘dual‐exceptional’ children studying in their classes. The paper reviews the issues and evidence relating to teacher nomination of these children and examines the quality of teacher nominations by comparing them with identification procedures using psychological and dynamic testing. Anies Al‐Hroub and David Whitebread reveal that the accuracy of the teacher nominations recorded in their research was highly variable and explore a series of factors influencing the processes of teacher nomination. They argue that teacher nomination is an essential first element in the identification process and can be easily improved. The authors call for professional development for teachers in order to raise awareness and to enable them to provide support for children with complex special educational needs more effectively. 相似文献
11.
12.
Behavioural strategies have made an important contribution to the development of programs for children with special needs. A review of theory and research suggests, however, that the behavioural task analysis, stimulus‐response approach is not an appropriate nor effective model for interactive teaching. Behavioural methods present problems because they emphasize the control of learning by the instructor, thus devaluing pupil initiation and its importance in an educational setting. Interactions between learners and teachers usually are more complex than those involved in behavioural instruction; i n particular, mainstream teaching strategies allow for some pupil control over learning. This paper compares approaches to teaching derived from behavioural technology with those used by effective teachers and examines some of the implications for educational programs for children with special learning needs, in particular those with severe multiple disabilities. 相似文献
13.
Anne Pinney 《British Journal of Special Education》2002,29(3):118-122
Since spring 2001, the Audit Commission has been carrying out research into provision for children with special educational needs. In this article, Anne Pinney, Project Manager with the Public Services Research section at the Audit Commission, summarises the findings presented in an interim report published in June 2002. She reveals widespread dissatisfaction with current approaches to assessment; the process of developing a Statement; the allocation of resources to support children with special educational needs; and the procedures used by schools and LEAs to ensure that SEN provision is effective. Anne Pinney goes on to set out the recommendations made by the Audit Commission in its interim report. These include a collaborative approach to review involving schools and LEAs; increased delegation of resources to schools; and the development of more effective inter–agency approaches to assessment and intervention. This article concludes with a call for a high level independent review of SEN policy and practice focused on resolving the tensions in the current system. Anne Pinney also looks forward to a number of other outcomes from the Audit Commission's work in relation to children with special educational needs. BJSE will be bringing you news of these developments in future issues. 相似文献
14.
Jonathan Glazzard 《Support for Learning》2014,29(1):39-53
This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda. 相似文献
15.
Afroditi Kalambouka Peter Farrell Alan Dyson Ian Kaplan 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):365-382
Background Over the past 20 years or so policy and practice on the education of children with special educational needs (SEN) has been aimed at placing increasing numbers of children in a mainstream school environment. Although this policy has been supported in principle by many teachers, parents and local authority officers, there has been much less agreement about whether this principle can be realized in practice, and even if it can, about what the impacts might be on the achievements of pupils with SEN in mainstream schools and, in particular, on their peers. Purpose This paper discusses the key findings from a systematic review of the literature carried out by the Inclusion Review Group, on behalf of the Evidence for Policy and Practice Information (EPPI)-Centre, the purpose of which was to review research evidence on whether the placement of pupils with special educational needs (SEN) within mainstream schools has an impact on academic and social outcomes for pupils without SEN. Design and methods The methodology followed the procedures adopted by the EPPI-Centre. Having agreed on the inclusion and exclusion criteria for studies that could be included in the review, an initial pool of 7137 papers were identified through electronic databases. After having screened all their titles and/or abstracts and having marked out possible papers to be included in the review, 119 paper copies were obtained—all of which were read by one or more of the authors of this paper. This led to a further reduction to 26 studies that were subjected to the EPPI data extraction process and synthesis. Conclusions Overall, the findings suggest that there are no adverse effects on pupils without SEN of including pupils with special needs in mainstream schools, with 81% of the outcomes reporting positive or neutral effects. Despite concerns about the quality of some of the studies that were reviewed and the fact that the great majority were carried out in the USA, these findings should bring some comfort to headteachers, parents and local authority officers around the world at a time when concerns have been raised about the problems that schools face in responding to the twin agenda of becoming more inclusive and, at the same time, raising the achievements of all their pupils. 相似文献
16.
Farida Kurniawati Anke A. De Boer A.E.M.G. Minnaert Frieda Mangunsong 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):310-326
Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers’ readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness.Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for pre-service or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes.Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser ‘EBSCO host Complete’. After applying the keywords ‘teacher’ and ‘educator’, they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were pre-service or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme’s structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen’s d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of non-overlapping data (PND).Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers’ attitudes, knowledge and skills, follow-up sessions and students’ outcomes measures may increase training effectiveness. 相似文献
17.
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor, academic staff and student teachers. The findings of the study indicate that the implementation of the action research network resulted in the development of inclusive and collaborative thinking and the adoption of relevant teaching practices which promoted the children's access to the curriculum and supported the teachers' and student teachers' professional development. The outcomes of this action research network raise concerns about the access and the status of membership of children with special needs in general educational classroom and provide insights for the pivotal role of action research in understanding educational contexts and situations from a number of different perspectives. 相似文献
18.
《British Educational Research Journal》2003,29(5):731-747
Abstract The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies were their scale and the exceptionally high response rates achieved. Two central findings were the perception of teachers that special educational needs were widespread and of an increase in special educational needs over time: perceived levels of special educational needs were one in five children in 1981, which had risen to one in four children in 1998. Learning difficulties were by far the most common aspects of special educational needs but many children had multiple difficulties, and behavioural difficulties were seen by teachers as the main barriers to inclusion. The very high figures for prevalence raise questions about the continued usefulness of the concept of special educational need distinct from broader issues of achievement. 相似文献
19.
In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored. 相似文献
20.
《The Journal of educational research》2012,105(3):197-213
ABSTRACT The influence that students with special educational needs may exert on the schooling outcomes of their siblings without special educational needs has been given minimal attention in published research. Hence, the authors bring forth a unique contribution by evaluating the within-family effects of being a child without special educational needs in a family with a sibling with special educational needs. To do so, the authors utilized quasi-experimental methods on a sample of siblings in the Philadelphia School District over 6 years of observations. Because individual student data can be linked to home address information as well as classroom, school, grade, and year identifiers, the authors identified children in the same household over time and subsequently employs multilevel fixed effects models to evaluate achievement and nonachievement schooling outcomes. The results indicate that having a sibling with special educational needs is positively related to standardized achievement compared with those children whose siblings do not have special educational needs. This supports a positive spillover hypothesis. On the other hand, nonsignificance permeates the effects on nonachievement schooling results, including attendance, truancy, tardiness, and behavior. 相似文献