15 results
Search Results
2. Autism education in Greece at the beginning of the 21st century: reviewing the literature.
- Author
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Kossyvaki, Lila
- Subjects
- *
EDUCATION of autistic children , *SPECIAL education , *DATABASES , *SOCIAL stigma , *SPECIAL education teachers , *PARENT-teacher relationships - Abstract
This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer‐reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent‐teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
3. Person‐centred practices in education: a systematic review of research.
- Author
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Gray, Anthony and Woods, Kevin
- Subjects
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EDUCATIONAL law & legislation , *EDUCATIONAL planning , *EDUCATIONAL change , *SPECIAL education , *CHILDREN'S rights , *SCHOOL children , *ELEMENTARY education - Abstract
Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
4. Wellbeing: How we make sense of it and what this means for teachers.
- Author
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O'Brien, Tim and Guiney, Dennis
- Subjects
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TEACHER health , *WELL-being , *HEDONISM , *GROUNDED theory , *EDUCATION research , *TEACHERS , *EDUCATION - Abstract
In this paper, the authors discuss their grounded research carried out with teachers about the wellbeing of teachers. They explore the importance of making the concept of wellbeing more intimate and consider hedonic and eudaimonic ways of looking at wellbeing. They present a model of layered reflection which illuminates key factors that have an impact on the wellbeing of teachers. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
5. Daily report cards as a school-based intervention for children with attention-deficit/hyperactivity disorder.
- Author
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Moore, Darren A., Whittaker, Sarah, and Ford, Tamsin J
- Subjects
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REPORT cards , *EDUCATION of children with attention-deficit hyperactivity disorder , *STUDENT records , *ACADEMIC achievement , *SPECIAL needs students , *CHILDREN , *ELEMENTARY education , *EDUCATION - Abstract
This paper describes daily report cards and the evidence relating to their use in schools for children with attention-deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre-determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long-term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
6. Is ADHD a 'real' disorder?
- Author
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Quinn, Michael and Lynch, Andrea
- Subjects
- *
EDUCATION of children with attention-deficit hyperactivity disorder , *ACADEMIC achievement , *SPECIAL needs students , *SCHOOL children , *CHILDREN , *ELEMENTARY education , *EDUCATION , *ATTITUDE (Psychology) - Abstract
In many western countries, attention deficit hyperactivity disorder (ADHD) has achieved celebrity status, such that it probably no longer requires introduction. The disorder is a global phenomenon, spreading rapidly as result of the increasing dominance internationally of US psychiatric models, the need for new markets for major pharmaceutical companies, increasing use of the internet by parents and professionals and changing approaches to schooling. There is a broad consensus among international experts and organisations that ADHD is a genuine neurodevelopmental disorder based on empirical research. However, many critics have questioned the legitimacy of ADHD. This paper reviews the arguments for and against the ADHD construct. First, the review examines the literature and research endorsing ADHD as a 'real' disorder. Second, the criticisms levelled against the ADHD construct are examined. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
7. Inclusive education in Australia: rhetoric, reality and the road ahead.
- Author
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Anderson, Joanna and Boyle, Christopher
- Subjects
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INCLUSIVE education , *EDUCATIONAL change , *EDUCATION policy , *EDUCATION , *SPECIAL education - Abstract
Inclusive education ( IE) is a term that has been part of the educational discourse in Australia for almost two decades. While there is no overarching definition under which IE operates in that country, it is accepted that the meaning behind the term has shifted from being exclusively about students with a disability to now encompassing the delivery of a high-quality education to all students. The public education system is carrying the burden of an increasingly diverse student population ( Gonski et al., 2011), and as such, each of the eight educational jurisdictions responsible for the schools within their borders have developed policies and increased funding levels in the name of IE ( Graham, in press). Despite this, there are currently no standards or guidelines provided at the state or federal level to measure the success (or not) of IE practices within Australian educational sectors. This article aims to do just that, by providing a 'report card' on IE in Australia. An extensive review of the current literature and related educational policies and reports was conducted, and Loreman's (2014) three guides for measuring IE - student participation, student achievement and post-school options - were adopted to evaluate the performance of Australia's public education system. The findings indicate that, despite operating under the same national legislative acts, the eight educational jurisdictions in Australia are managing and enacting IE in different ways, leading to inconsistent levels of access and educational outcomes for students. Rates of segregation and exclusion (through both the provision of education in 'alternative' settings and disciplinary action) are on the increase, with disproportionate representation of students from minority groups. This has been exacerbated by the inception of a national testing regime, which some have argued is in breach of the Disability Discrimination Act as it excludes participation by particular groups of students. On the flip side, for the first time Australia has a consistent curriculum that has provided a set of outcomes for all students, and the gap between Indigenous and non-Indigenous students in the areas of literacy and numeracy is on the decrease, albeit a slow decrease. However, there is still a long way to go, and this paper discusses the need for a national approach to IE to enable the continued development of effective schooling for all students across Australia. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
8. Educational inclusion in England: origins, perspectives and current directions.
- Author
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Lauchlan, Fraser and Greig, Susan
- Subjects
- *
INCLUSIVE education , *SPECIAL education , *EDUCATION policy , *EDUCATION , *EDUCATIONAL quality , *SPECIAL needs students - Abstract
In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
9. Story Links: working with parents of pupils at risk of exclusion.
- Author
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Waters, Trisha
- Subjects
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STORYTELLING in education , *LITERACY , *PARENT participation in education , *PARENT-student relationships , *AT-risk students , *EDUCATIONAL intervention , *ACADEMIC achievement , *SPECIAL education , *EDUCATION - Abstract
This paper presents the results of the evaluation of the 20-month Story Links project delivered by the University of Chichester in collaboration with the Centre for Therapeutic Storywriting and funded by the Esmée Fairbairn Foundation and the Training and Development Agency for Schools ( TDA). Story Links is a ten-week intervention that involves pupils at risk of exclusion and with poor literacy, along with teachers and parents, in co-creating stories that address the pupils' emotional and behavioural issues. These stories are then used to develop the pupils' reading skills. The theoretical background draws on Bowlby's concept of attachment and research that highlights the relationship between parental involvement and academic achievement. Analysis of the co-created stories showed a high correlation between the story metaphor and the child's presenting of emotional issues as identified by the parents and professionals. The findings also showed a significant increase in parental involvement in their child's learning and improvement in both pupils' behaviour and pupils' attitudes to learning. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
10. Special educational needs and disability co-ordination in a changing policy landscape: making sense of policy from a SENCo's perspective.
- Author
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ROBERTSON, CHRISTOPHER
- Subjects
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SPECIAL education , *SCHOOLS , *SCHOOL children , *EDUCATION , *EDUCATION policy - Abstract
In this article, recent legislative changes that have raised the profile of SENCos in English schools are outlined. Key aspects of the current Government's proposals to reform SEND policy, provision and practice and the possible implications of these for SENCos and the schools they work in are discussed. The view that radical reforms outlined in Support and Aspiration, the SEND Green Paper published in 2011, will benefit the majority of children and young people experiencing difficulties in learning who are taught in mainstream schools is questioned. The article also reflects on whether or not SENCos will need to use their purportedly enhanced status to mitigate the effects of policies that could lead to the needs of some pupils being unmet, and others being marginalised through an expansion of separate forms of provision. Perennial concerns of many SENCos are also identified, and it is argued that these too need addressing if they are to fulfil the pivotal strategic role envisaged for them and avoid having to work as SEND 'firefighters'. It is suggested that these concerns could be addressed through a review of the SENCo regulations. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
11. An exploration of higher level teaching assistants' perceptions of their training and development in the context of school workforce reform.
- Author
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BURGESS, HILARY and MAYES, ANN SHELTON
- Subjects
- *
TEACHERS' assistants , *TEACHERS , *SCHOOL volunteers , *OCCUPATIONAL training , *EDUCATION - Abstract
This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
12. Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties.
- Author
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MOSCARDINI, LIO
- Subjects
- *
MATHEMATICS education , *EDUCATION , *CHILDREN with learning disabilities , *CHILDREN with intellectual disabilities , *PEOPLE with learning disabilities - Abstract
This paper challenges a view of concrete materials as artifacts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
13. Bilingualism and Inclusion: more than just rhetoric?
- Author
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Cable, Carrie, Eyres, Ian, and Collins, Janet
- Subjects
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BILINGUALISM , *BRITISH people , *BILINGUAL education , *BILINGUAL method in foreign language education , *EDUCATION , *GOVERNMENT policy - Abstract
Within education policy in England the principle of inclusion has been established as a goal and a factor on which improvements in overall standards are seen to depend. Prominent within the drive to raise standards has been a demonstrable need to improve the National Curriculum attainment of members of certain minority ethnic groups, some of which are characteristically bilingual. In the context of education in England, this paper explores the relationship between bilingualism and inclusion, examining, on the one hand official attitudes to bilingualism, and bilingual support as expressed in the publications of the Department for Education and Skills (DfES) and Office for Standards in Education (OFSTED) and on the other on the reflections of a number of bilingual teaching assistants. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
14. An Examination of the Practical Problems Associated with the Implementation of Inclusive Education Policies.
- Author
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Florian, Lani
- Subjects
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INCLUSIVE education , *EDUCATION , *EDUCATION policy - Abstract
The debate about inclusive education is a topic of educational interest throughout the world. In the UK, the concept of inclusion is a central theme in the new Labour government's education policies. Although the concept is part of a broad human rights agenda, many educators have serious reservations about supporting the widespread placement of pupils with SEN in mainstream schools. This paper reviews the arguments for and against inclusive education with particular reference to the government's policy documents, Excellence in Schools and Excellence for All Children . [ABSTRACT FROM AUTHOR]
- Published
- 1998
- Full Text
- View/download PDF
15. EDITORIAL.
- Author
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Garner, Philip
- Subjects
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EDUCATION , *TEACHER education - Abstract
An introduction to the journal is presented in which the editor discusses the English Government's Green Paper on the educational and social needs of children and young people, cites that one of his personal interest is teacher education, and provides an overview of articles published within the issue.
- Published
- 2011
- Full Text
- View/download PDF
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