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1.
There have been vast changes in relation to the way educational teaching support provision is organised for pupils with dyslexia in Ireland. A qualitative research approach was utilised to examine the impact and implications of the General Allocation Model (GAM) regarding the organisation of support for pupils with dyslexia in Irish Primary mainstream schools. At the time of the research, GAM was the model of resourcing which allowed autonomy at school level in terms of organising support for pupils with dyslexia. Since then, a new model of resourcing [Department of Education and Skills (DES). (2017). SP ED 13.17: Circular to the Management Authorities of all Mainstream Primary Schools Special Education Teaching Allocation. Dublin: Stationery Office] has been implemented which also generates autonomy at school level albeit using a different allocation process. This paper raises concerns that the needs of pupils with dyslexia were not always met by the GAM model. Issues around the effectiveness of whole school approaches, the intensity of support for pupils with severe dyslexia, group size for this support, the application of differentiated approaches, and teacher expertise may have implications for how the new model for allocating resources is organised in schools. In conclusion, it is proposed that schools require further guidance and support in operationalising resourcing models to effectively meet the needs of pupils with dyslexia.  相似文献   

2.
Research evidence, and the direct experience of many practitioners, suggest that teaching is a stressful profession. However, a number of factors, including, for example, the age group taught, the number of pupils in the class, the hours worked and the type of school, may mediate the types and degree of stress experienced. In this article, Michelle Williams, who carried out this study as part of her degree in psychology at the University of East London and who is not a teacher, and Professor Irvine Gersch, course director of the MSc course in educational psychology at the University of East London, describe work undertaken to compare whether teaching in a mainstream or special school is perceived as more stressful and whether there are different stresses in both types of school.
The authors designed a questionnaire to measure teacher stress and collected data from 41 teachers in three mainstream and two special schools. Their results reveal no significant difference in the overall level of stress experienced between mainstream and special school teachers, but five factors do emerge indicating that different types of stress are experienced in the different school settings studied.  相似文献   

3.
This study evaluates and compares special educational services for children with dyslexia in three different Irish educational settings: special schools, reading units and mainstream resource provision. The emphasis is on the child’s experience of special education. Participants were dyslexic children aged 8–13 who had been accessing special educational services for two academic years. Data collection involved individual interviews with each of the 100 children. Further data about the child’s experience were collected by parental questionnaire. Results suggested that while children overall were happy and evaluated special educational services positively across all three settings, children in special schools and reading units seemed to be happier and to have more positive experiences than children attending mainstream resource provision. The discussion considers the implications of these findings in the context of the inclusion debate in special education. It also considers the limitations of this small‐scale study and the need for further research.  相似文献   

4.
This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by English as a Foreign Language (EFL) teachers in two Greek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from interviews with teachers, pupils and parents and field notes from lesson observations across two schools. The analysis shows that contradictions are created when participants try to achieve their goals for differentiation by lack of teachers’ knowledge, inadequate diagnosis, unclear school and Ministry policy, short duration of lessons and the number of pupils in class. The findings suggest the necessity of teacher training in dyslexia and the improvement of school and Ministry policy.  相似文献   

5.
In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.  相似文献   

6.
In 2002, Neil Humphrey and Patricia Mullins published their research into personal constructs and attribution for academic success and failure in dyslexia in BJSE's 'Research Section'. Their work suggested that pupils with dyslexia, in a range of settings, experience real challenges to their self-esteem and that dyslexia leads to 'negative consequences for their self-development'. This article by Robert Burden, Professor of Applied Educational Psychology at the University of Exeter, and Julia Burdett, an experienced teacher and part-time research assistant, challenges those findings.
Robert Burden and Julia Burdett interviewed 50 boys, aged between 11 and 16, attending an independent special school for pupils with dyslexia. The research tools explored the pupils' attitudes to learning and their sense of personal identity. The general levels of depression and 'learned helplessness' revealed were low in sharp contrast to the positive feelings of self-efficacy, locus of control and commitment to effort as an essential learning strategy reported by the pupils. Burden and Burdett explore the consequences of such cognitive self-appraisal for successful learning outcomes in pupils with dyslexia and speculate about the influence of specialist provision upon the positive self-image of the pupils in their study. They state their intention to take their research further with pupils in mainstream settings.  相似文献   

7.
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 between the two groups of pupils, but Eve Griffiths concludes that significant changes would need to be brought about for there to be any longevity in the eradication of these obstructions.  相似文献   

8.
For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.  相似文献   

9.
In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies.  相似文献   

10.
There has been little research into the views of the consumers of the special education service‐‐the children themselves. Social legislation (e.g., the 1989 Children Act in the UK) has emphasised the importance of discovering the views of the child when planning provision. Similar proposals have been put forward in recent UK documents concerning educational provision (DFE, 1993). This paper reports data based on individual, semi‐structured interviews with 56 children (ages 9 to 11) attending schools for pupils with moderate learning difficulties (MLD/MlD). Interviews probed views about special and mainstream schools and pupils, and perceived reasons for transfer from mainstream to special school. Two areas (teachers as a liked aspect of special and mainstream schools, and problems handling playground relationships) point to key areas of concern for children with learning or intellectual difficulties. Overall, MLD school children were supportive of their special schools. This is discussed in relation to categorization theory.  相似文献   

11.
Inclusive rather than segregated schooling has been advocated in several significant international declarations during the past two decades. Even so children with significant intellectual disabilities are at greater risk of being excluded from mainstream education, unless particular efforts are made to support them in such settings. These children and young people are more likely to be educated in special schools or in special classes within mainstream schools. In the decade from 2003 to 2013, the Republic of Ireland enacted legislation and provided additional financial resources for pupils with special educational needs, although these were more constrained during the financial crisis that Ireland experienced from 2008 onwards. A national database, updated annually, is maintained of children receiving services from specialist intellectual disability services and this enabled comparisons to be made for the enrolments of over 8000 children aged 4–19 in mainstream and special schools following the introduction of legislation and availability of additional resources. The data showed a steady increase in children with significant intellectual disabilities attending mainstream classes and a decrease in the proportion attending special schools along with a much smaller but decreasing proportion in special classes. The profile of pupils with intellectual disabilities in mainstream and special schools also changed over the 10 years with higher proportions of males, of pupils with moderate disabilities and those of primary age attending mainstream schools, whereas special schools now tend to have higher proportions of females and those of secondary school age. However, there was marked regional variation in the proportions of pupils in mainstream schools which was attributed to the availability of special schools across the State. This study demonstrates how a national data-set can be used to track the impact that policy changes and legislation designed to enhance the development of inclusive learning environments had on the number of pupils availing of mainstream opportunities. It was also possible to identify prevailing trends in types of support provided within schools and the changing pattern of provision for pupils with different levels of intellectual disability. At the broader level of international trends in policy and provision aimed at establishing inclusive learning environments, this study demonstrates the need for a common frame of reference around which the national and international conversations on educational systems can take place.  相似文献   

12.
This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed.  相似文献   

13.
This paper reviews the findings and wider policy implications of an evaluation of two pilot projects for the inclusion of disabled pupils from special schools into mainstream settings in a single English education authority. These included (a) paired Partnerships between schools, and (b) the use of special school staff and resources in a Support role within mainstream schools. The focus of the schemes was to promote the inclusion of those children with more complex impairments and health conditions not ‘easily’ included in mainstream settings. The research investigated the views and experiences of all stakeholders in the process, including pupils, parents, support staff, health professionals, teachers and senior managers. Although there was shared support for the principle of inclusion, there were significant differences of emphasis and concern among the different groups. In this paper, we review the commonalities and differences in these stakeholder views and highlight six key areas for evaluating process and outcome in the inclusion of disabled children. These findings are analysed within the wider context of UK educational policy and the inclusion literature. The paper concludes that although the pilot schemes under consideration had relatively little impact, they highlight a number of important tensions in the debate over inclusion, competition and managerialism in the British schooling system under the New Labour government.  相似文献   

14.
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision‐making in education. Most children expressed positive evaluations of their schools and the teaching they received, while a significant minority expressed mixed views. A significant proportion in the mainstream preferred learning support in withdrawal settings. While the majority in both settings preferred their current school, a significant minority in special school preferred to be in a mainstream setting. A notable emergent theme from the study was the high incidence of ‘bullying’ that was experienced. Though experienced in both settings, those in special schools experienced far more ‘bullying’ by children from other mainstream schools and from peers and outsiders in their neighbourhood. These findings are discussed in terms of the tensions or dilemmas about difference that were experienced and their implications for the move towards greater inclusion.  相似文献   

15.
In this article the author reports on the experiences of 20 children who attended a reading class/reading school for a placement period before returning to mainstream. While the original much larger doctoral study encompassed parents' and teachers' perspectives, this article is confined to the views of children. Their prevailing positive experiences of reading classes and schools are relayed, illustrating a snapshot of education provided in these settings, but they also provide an insight into how inclusive practices are orchestrated and function in these segregated settings. While academic and socio‐emotional gains are evident, the findings also highlight the challenges for mainstream schools in becoming more inclusive, particularly in the area of interactive approaches in addressing the needs of pupils with dyslexia.  相似文献   

16.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

17.
The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed.  相似文献   

18.
This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of ‘what’ artefacts – such as knowledge on dyslexia – and ‘how’ artefacts – processes and procedures such as collaboration with a counsellor – to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in‐service training of teachers.  相似文献   

19.
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England . Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or ‘boring’; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self-review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision.  相似文献   

20.
With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two linguistically different educational settings: England and Wales. Semi-structured interviews were conducted with 13 practitioners (5 teachers, 4 teaching assistants, 3 special educational needs coordinators and 1 speech and language therapist) working in mainstream schools. Data were analysed using interpretative phenomenological analysis (IPA), which seeks to illuminate participants' lived experience. Three superordinate themes were extracted from the data: (1) perspectives on bilingualism in autism; (2) comparisons across two linguistically different settings; (3) creating inclusive learning environments. The results demonstrate that practitioners had concerns about the feasibility of bilingualism for some autistic pupils, and argued that exposure to two languages may have a negative impact on their development. Future research should focus on finding effective ways to identify and support learning needs among bilingual pupils to ensure that children who are ‘doubly different’ from their peers not only have access to educational provision, but also have opportunities to harness and celebrate their differences.  相似文献   

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