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As the revised Code of Practice is introduced, Jean Gross reminds us of some of the problems inherent in the model of individual-child planning which it retains. She suggests ways in which schools might - while still staying within the prescribed framework - reduce the burden of bureaucracy and develop systems which will more effectively target and deliver progress for children with special educational needs. [ABSTRACT FROM AUTHOR]

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.

This study examines the perceptions of teachers and other professionals of Team-Teach behaviour support training in New Zealand. Analysis of course evaluations, questionnaires, interviews and documents provide the findings. Comparisons are made with Team-Teach training in the UK and similarities and differences between New Zealand training providers are reported. The article concludes with some recommendations for improving Team-Teach training in New Zealand.

The author briefly reviews studies on the math teaching of secondary school students with mild intellectual disabilities. Then, the author demonstrates ways to teach secondary‐level mathematics to students with mild intellectual disabilities. In this article, readers will learn about how to use manipulatives, diagrams, and gestures to support students' thinking. Readers will also learn how to make connections between new and challenging math content to students' experiences inside and outside of school to support them as they think through mathematics. [ABSTRACT FROM AUTHOR]

Bullying is a public health priority but to date, there is a lack of evidence‐based anti‐bullying programmes or interventions designed for use in special schools. KiVa is a successful anti‐bullying programme for mainstream schools currently used in 23 countries. This brief paper outlines the co‐development and adaptation of two KiVa lessons into KiVa‐SEND lessons and their implementation in two special schools in the UK. One school supports pupils with a primary need of Autism, the other supports pupils with severe and complex learning disabilities. Engagement with the lessons was high from both pupils and staff; the content was perceived as acceptable by staff, complementing the curriculum and perceived as suitable for their pupils. Minor adjustments need to be made to ensure all pupils can comprehend and access the concepts. Further development of the KiVa‐SEND programme and testing its potential effectiveness to reduce bullying and associated negative outcomes in special schools is now warranted. Key PointsThere is a lack of evidence‐based anti‐bullying programmes for use in special schools. This paper details the piloting of an adaptation of KiVa (a successful, evidence‐based anti‐bullying programme for mainstream schools) for use in special schools.The adaption (KiVa‐SEND) was a co‐design between a couple of special school teachers, and educational and psychological researchers to ensure the materials and approach were in line with school requirements and teaching practices.The KiVa‐SEND lesson engagement was excellent from the 12 staff and 62 learners involved and the materials were deemed acceptable via direct feedback and researcher observations. Suggestions were provided on how to make the materials even more suitable for diverse learning needs.KiVa‐SEND has the potential to be embedded within the special school curriculum and then be tested for its effectiveness at reducing bullying and associated negative outcomes of bullying amongst the special school population. [ABSTRACT FROM AUTHOR]

This paper outlines the journey of one Scottish primary school in taking nurturing approaches forward over a 5‐year period, with the aims of improving staff understanding of their role and feeling skilled in using nurturing approaches and improving pupil's health and well‐being and confidence. Using an action research methodology and the local authority How Nurturing is our school framework (Fife Council Educational Psychology Service, 2022), an audit of current practice was undertaken, and priorities identified at universal, additional and intensive levels were put in place. Evaluation data were gathered in a variety of formats from pupils, staff, and parents. Analysis of the evaluation data indicates that pupils had improved understanding of their emotions and how to manage these, staff were experiencing improved relationships and ethos across the school and parents were happy with the support their children were being offered via the nurturing approaches. There was visible improvement in the physical environments, staff thrived on the personal coaching offered and more nurturing practice could be seen and heard throughout the school. It is concluded that the project has made a sustained impact on the health and well‐being of pupils and is now embedded in the school culture. [ABSTRACT FROM AUTHOR]

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]

This article presents new insights into the views of families regarding the educational opportunities for their children in special school settings. It reports on a study designed to capture the perspectives of families regarding the opportunities to consult and engage with teachers on the education of their child or children with disabilities across special schools in Australia. The methodology provided a framework of investigation critical to the research in this study. Furthermore, a significant body of parental voices was manifested through the study providing a rich bank of perspectives regarding their preferred delivery models of education for their families and children with disabilities. Key pointsThe findings of this study provide deep insights into families' perspectives on curriculum and inclusive programmes that add value to the learning experiences of their children with disabilities in special school settings in Australia.The paper articulates the reasons why an overwhelming majority of parents who completed a large mix methods survey expressed confidence in the expertise of teachers, staff and leaders in the provision of education for students with disabilities in special school settings in Australia.For the first time in recent research in Australia, the voices of parents of students with disabilities are heard, respected and valued through a set of open‐ended questions within a large‐scale survey.A strong call from parents to sustain the provision of special schools in Australia, in keeping with the UN Rights of the Child (1990), is expressed and is supported by evidence elicited from parents in over 300 schools in Australia. [ABSTRACT FROM AUTHOR]

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]

This paper considers the kind of pedagogical knowledge and principles involved in the operationalisation of knowledge of children's mathematical thinking as a process of dynamic assessment. Using a case study of a particular child, this paper explores planning and instruction for a child determined by a detailed and informed interpretation of the child's conceptual understanding through a dynamic process. It presents as a case study the observations of a teacher who had undertaken professional development in children's mathematical thinking, theoretically informed by Cognitively Guided Instruction and Maths Recovery. The observations revealed the child's mathematical understanding and how the teacher used this knowledge dynamically to inform teaching. The paper outlines the kind of knowledge required of teachers to enact this dynamic process in mathematics teaching and argues for the centrality of this to the development of inclusive practice. [ABSTRACT FROM AUTHOR]

This article, co‐authored with a group of undergraduate secondary music student teachers, shares their experiences as they learned about additional support needs and inclusive practice through a series of 10 problem‐based learning (PBL) sessions. Drawing from their reflections on the weekly sessions, the paper explores the students' learning experiences through the themes of motivation, self‐directed learning, critical skill development and collaboration. The students' accounts indicate a deep engagement with the process of PBL and recognition of growth in their understanding and knowledge relating to inclusive practice and additional support needs. The process has supported their development in ways that may help them to navigate the complexities of inclusive education and support their own professional practice as they embark on their careers. [ABSTRACT FROM AUTHOR]

There is little research addressing teachers' beliefs and judgements concerning students with identified Special Educational Needs and/or Disabilities (SEND), a group which is regularly cited as experiencing disadvantages in their schooling compared to peers. This paper draws on research which examined the beliefs and judgements of a set of arts teachers in an English secondary school regarding their students with SEND. Data were collected using observation, semi‐structured and stimulated recall interviews. Phenomenological analysis uncovered patterns of tension in these beliefs and judgements. Teachers were able to consider some of the interactions between their students' individual characteristics and the classroom environment, and the ways these might give rise to certain educational needs; they also believed their subjects were singularly inclusive in providing for diverse needs. Nonetheless, traditional systems of educational assessment significantly affected what is judged 'successful' learning, which teachers tended to negatively associate with SEND. We conclude that deficit thinking about the educational capacities of students with SEND underlies teachers' judgements. Nevertheless, teachers do believe there are many ways for students to participate meaningfully, articulate and demonstrate understanding in arts subjects, which have the potential to challenge traditional notions of 'success'. [ABSTRACT FROM AUTHOR]

The purpose of this practice paper is to promote the teaching of learners with neurodevelopmental conditions from a neurodiverse perspective. The challenge teachers face in having to draw on up‐to‐date research evidence and theoretical perspectives, and align these with practical considerations to generate contextualised teaching strategies, are addressed with the introduction of a three‐factor model. The utility of considering pupil assessment data gathered from a strengths‐based perspective is positioned as a central component to bridging the gap between the incipient neurodiversity literature and the realities of applied teaching practice. Two case examples have presented that draw on the proposed three‐factor model to demonstrate how teachers can assess and teach learners from a neurodevelopmental perspective. These case studies focus on supporting learners with Autism and Attention Deficit Hyperactivity Disorder in a secondary setting. [ABSTRACT FROM AUTHOR]

In this paper, the authors report on the importance of using Intensive Interaction for the development of non‐verbal communication for people with autism. The complexity of learning non‐verbal communication means that it cannot be taught in any sense in a traditional, didactic manner. While a person may have the cognitive abilities to follow instructions and be taught the need to behave a certain way in social situations, which will not allow them to properly assimilate and understand social expectations and how to operate in social contexts. This paper suggests that the use of Intensive Interaction creates frequent opportunities for a person to take part in face‐to‐face interactions and consequently allow for the gradual development of non‐verbal communication. [ABSTRACT FROM AUTHOR]

The authors of this position paper argue that there is currently very little evidence‐based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research undertaken so far has a strong tendency towards: (i) conflating the need for common strategies to be universally used in teaching, with the 'need' for a common curriculum; (ii) quoting research that applies to children with certain types of SEND as though it applies to all children with SEND; (iii) assuming there is a homogeneity of learning disability among people with the same condition (for example Down's syndrome, autism) and (iv) encouraging assumptions that any academic progress, no matter how small the gain, is axiomatically superior in value for all pupils. The authors conclude that there is need for a new look at 'evidence‐based practice' for these populations. [ABSTRACT FROM AUTHOR]

The Equals Formal Curriculum English Scheme of Work has been designed for that very small percentage of the school population, perhaps as low as one or two per cent, who have global learning difficulties (GLD) to such a degree that they are consistently working at levels significantly below their age‐related peers for all of their academic lives. The term GLD includes all those in England currently ascribed as having severe learning difficulties (SLD) and many if not most, currently ascribed as having moderate learning difficulties (MLD). Evidence of the difficulties faced by such pupils will become increasingly obvious beyond Year 1 at age 6, because the difficulties are global rather than specific. That is, they are likely to affect all learning, but will be particularly apparent in numeracy and literacy. This paper, the first of two, seeks to clarify why reading and writing are so extraordinarily difficult for this population and posits that the answers lie in challenging perceived wisdoms within the education system's predilections towards (i) regarding phonics as the only solution to reading difficulties (ii) persisting over time (and in the face of evidence to the contrary) with the view that children, young people and adults with GLD can make sufficient progress within phonics teaching and (iii) the use of differentiation of a standardised national curriculum model as being a sufficient answer to global learning difficulties. Clearly the main language used in England is English, but the principles and ideas outlined in this paper should apply in any language which uses a phonic structure when teaching language. [ABSTRACT FROM AUTHOR]

In South Africa Education White Paper 6 introduced the establishment of Institutional‐Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co‐ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full‐Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict. [ABSTRACT FROM AUTHOR]

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils' everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students. [ABSTRACT FROM AUTHOR]

The authors of this study conducted an exploratory study of the teaching and learning processes of a tutor and a student with a mild intellectual disability (MID) while working on two‐step equations. The researchers focused on situations in which the participant was likely to struggle with memory and processing as well as the challenges of the mathematics tasks with which he was presented. The student benefitted from his own use of strategically organised work on pencil and paper as well as the teacher's use of gestures and strategically asked questions designed to promote his progress, yet not interfere with his critical thinking. While the student did experience some challenges, this study demonstrated a case in which a student with a MID solved and discussed two‐step equations successfully. [ABSTRACT FROM AUTHOR]

The Routine‐Based Interview is a promising method to collect information in Early Intervention, since it focuses on all members of the family and their routines, while seeking to highlight what parents consider a priority in the intervention. For that reason, in this paper, we aim to analyse the kind of benefits and difficulties that may be found in the Routine‐Based Interview's implementation process. The present research comprises the qualitative interview method, according to which semi‐structured interviews were carried out by eight Portuguese professionals enrolled in the Portuguese System for Early Intervention. The professionals highlight the benefits of the Routine‐Based Interview as a way to clearly and objectively evaluate and identify the concerns and priorities of the family, as well as the child's competencies and the functional goals that will be included in the intervention plan. All participants stress the need for more training in the Routine‐Based Interview process. [ABSTRACT FROM AUTHOR]

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School‐wide positive behavioural support (SW‐PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW‐PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key PointsReducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.School‐wide positive behaviour support (SW‐PBS) provides a useful framework to help special schools meet these expectations. [ABSTRACT FROM AUTHOR]

Test anxiety has become a widespread issue in many contemporary societies, having a significant detrimental effect on the attainment, health and well‐being of many young people. This paper evaluates a school‐based, multimodal test anxiety intervention framework, 'Every Little Helps' (ELH), developed by educational psychologists and delivered to small groups of GCSE students (aged 15–16) in two secondary schools in the North West of England. A quasi‐experimental, mixed methods approach was adopted. Findings suggest that ELH is helpful in reducing test anxiety amongst GCSE students. Participants report a range of helpful outcomes including an increased sense of control and competence through increased academic attainment, enhanced control of emotions and more helpful ways of thinking. Participants also report beneficial wider impacts as a result of being able to generalise learnt skills and techniques to other aspects of their lives. Implications for educational policy and practice and future research are considered. [ABSTRACT FROM AUTHOR]

This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the systematic search. It was found that CYP with learning difficulties can experience test anxiety. There are a variety of internal and external factors which have an interactional relationship with test anxiety. A model was developed to illustrate these factors including characteristics of tests, perceptions of support, self‐belief and cognition and learning skills. This can be used to explore potential reasons for test anxiety in CYP with learning difficulties and to provide subsequent support. [ABSTRACT FROM AUTHOR]

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]

This article discusses how one special school for pupils with moderate‐learning difficulties reflects themes in the literature on pupil motivation. It aims to highlight good practice and is based on reflections from prolonged working with the school as an advisory teacher, illustrated with teacher, pupil and parent comments from Y6 Education Health Care Plans and Y7 annual review documents (n = 23) and from OFSTED reports. It beings by exploring the origins and influences on pupil motivation, identifying the differences between intrinsic and extrinsic motivation and examining motivational traits and attributions within individuals. It then discusses the motivational influences of the social and learning contexts of the school: organisation, curriculum and pedagogy, and goals and rewards. Throughout, school‐specific observations are related to and discussed alongside themes in the literature. Motivation is commonly defined in quantitative terms that describe the intensity, direction and duration of behaviour and effort. It is the qualitative aspects of how motivation is aroused and maintained that are germane to this paper. [ABSTRACT FROM AUTHOR]

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]

The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P‐scales assessment for students not yet involved in a subject‐specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non‐academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P‐scale system as it serves a different purpose. [ABSTRACT FROM AUTHOR]

The relevance and value of increased learner participation in effect change research is increasing in its significance and importance across the education sector, guided by current national governance and the move of local authorities to implement action research models to drive improvement. This paper reports on a study led by primary seven pupils in a remote rural Scottish primary school, working collaboratively towards planning, developing, implementing and evaluating learner‐led research. The pupil researchers created their own initiative, introducing dogs to the classroom, which was designed to increase self‐esteem and self‐efficacy for all learners in their school. Through the implementation of the initiative, they were observed to develop their own social and emotional well‐being as they engaged in the process of interviewing, results analysis and subsequent resource dissemination. This article discusses the collaborative and supportive relationship alongside the desire to bring about positive change that must underpin genuine collaboration. [ABSTRACT FROM AUTHOR]

This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council's efforts to develop, co‐ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi‐structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with planning and delivery of the strategic direction for services supporting children and young people with SEND as they become adults. [ABSTRACT FROM AUTHOR]

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level‐3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed‐methods research. Identity theory and Bronfenbrenner's bio‐ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings. [ABSTRACT FROM AUTHOR]

This paper examines the perceptions of staff within a university in the UK, of the role of teaching assistants and centrally located disability services. Staff were generally positive about support available although when communication had broken down this led to a lack of trust with centrally organised support. Staff were happy for support staff to be available within the classroom although this role was misunderstood. At times tensions arose around adjustments to classroom practices which were recommended by centrally located staff. Paradoxically, centrally organised support may have acted as a barrier to more inclusive teaching practice: whilst teaching staff often disagreed with recommendations for adjustments to teaching practice made by central staff they were nonetheless reluctant to take on the role of acting as the expert in these situations. Implications for practice and service delivery are discussed alongside suggestions for future research. [ABSTRACT FROM AUTHOR]

The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff. [ABSTRACT FROM AUTHOR]

The face of Modern Foreign Language education (MFL) in Scotland is changing. A major policy shift in Scottish education in 2012 set out the aspiration that all students up to the end of third level education in Scottish schools would have the opportunity to learn not one but two languages, in addition to their mother tongue. Over the last 20 years, there has been, concurrently, an undertaking by the Scottish government, in a series of policy documents, committing to provision that will ensure that students with additional support needs (ASN) receive equality of access to a broad and balanced education. This paper draws upon policy documents and published research in the area to review the extent to which the vision of language learning of all has been made available to students with ASN and the documented benefits associated with MFL education for those with ASN. Drawing upon case studies of inclusive MFL pedagogies, it identifies successful strategies that can be deployed by teachers. It then considers some of the mechanisms by which the current gaps in provision have arisen and proposes possible remedial steps, drawing on both an analysis of policy and case studies of effective practice. [ABSTRACT FROM AUTHOR]

This paper describes the development and use of a tool designed to support educators to use a broad range of professional knowledge to enable inclusive literacy teaching that delivers social justice and narrows the attainment gap associated with poverty. The tool encourages teachers to formally recognise and act on a wide range of evidence about students as learners and to design their literacy curriculum and teaching according to this evidence. The research operationalised a Capabilities approach to inclusion and a design experiment methodology, working with 48 schools, 650 teachers and 12,783 students. A paired sample T‐test showed a significant improvement in standardised age scores and that the 'tail of underachievement' shortened for all social groups. Goodman and Kruskal's gamma showed a weakening of the relationship between poverty and attainment. This gives cause for cautious optimism that attainment gaps associated with economic disadvantage can be narrowed if educators act on a wider range of evidence in literacy teaching, and if education researchers develop and trial tools to support them. [ABSTRACT FROM AUTHOR]

The SEN Green Paper and OFSTED have raised concerns about both variability in, and apparent over-identification of, SEN. This article draws on the authors' research into teachers' experiences of identification of SEN. Findings, along with critical exploration of the current 2001 SEN Code of Practice guidance and proposals for reform outlined in the 2011 SEN Green Paper, suggest that an overemphasis on trying to secure consistency is misconstrued as a route to securing improved outcomes for pupils with special educational needs. The identification of SEN in schools requires assessing the dynamic interaction between the pupil's unique learning characteristics, the class group learning environment and the demands of meeting prescribed curricular learning outcomes. Such acknowledgement renders variability in SEN identification rates between schools as an expected consequence of local responsive planning and provision, rather than an anomaly to be eliminated. [ABSTRACT FROM AUTHOR]

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH. [ABSTRACT FROM AUTHOR]

This paper explores methods by which the Individualized Education Plan (IEP) development process can be improved through the use of systems‐based thinking, specifically through the use of Gittell's (2016) Relational Coordination Model. IEP development meetings have been described as meaningless rituals where parents often leave feeling ostracized from their child's academic experience due to an overemphasis on academic jargon and procedure (Rock, 2000; Salas, 2004). Systems‐based thinking would encourage administrators to empower parents as equal partners in the IEP development process, as originally intended by the Individuals with Disabilities Education Act of 1994. Furthermore, using Relational Coordination as a framework for work‐group structure would also allow school officials to create meaningful relationships with parents based on trust, thus resulting in a more positive IEP development experience and more robust educational plans. [ABSTRACT FROM AUTHOR]

Every year in the UK, a significant number of children sustain a moderate or severe traumatic brain injury (TBI). Children who sustain a moderate or severe TBI have been shown to experience continuing neurological decline in two or more domains up to five years post‐injury. Environmental enrichment (EE)—which involves supplementing an environment with appropriately reinforced and rewarded, frequently changing, novel experiences—has been shown to effectively improve social and cognitive functioning in animals with experimental TBI. A growing body of evidence shows EE is also beneficial in the recovery of humans following a TBI. Children who have sustained a moderate or severe TBI often return to school and the educational setting is well‐suited for the implementation of EE interventions during the later stages of TBI recovery. This paper reviews a variety of factors pertinent to moderate and severe TBI, neurorehabilitation and EE. It also offers EE considerations for educational professionals who are involved in the development and implementation of school‐based interventions for children who have sustained a significant brain injury. [ABSTRACT FROM AUTHOR]

This paper reports an action research study undertaken towards the National Award for Special Educational Needs Coordination (NASENCO) on a university‐based course. It follows an earlier evaluative study that identified a tension between teachers' self‐rated high levels of confidence in meeting diverse need and values which did not appear to support inclusive practice. The 'action' which was subsequently taken was the collection of further data through lesson observations to assess whether such confidence was reflected in inclusive classroom practice. Planning reviews were also undertaken. Several recognised features of inclusive practice that are known to benefit pupils with special educational needs (SEN) were not observed in all classrooms. The action research study findings identified very specific training needs relating to inclusive classroom practice, the design of individual education plans and the development of a shared school ethos and understanding of inclusive pedagogy. [ABSTRACT FROM AUTHOR]

Information and support for families of children on the autism spectrum is limited in south‐east Europe. A three‐year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre‐ and post‐PE questionnaires and semi‐structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision. [ABSTRACT FROM AUTHOR]

This paper examines the values, vision and practice originally outlined in a proposal for a secondary phase resourced provision for young people with social, emotional and mental health (SEMH) challenges. The provision was based on a well‐established model (the 'Jarjums Room') which had been implemented in Cherbourg Primary School in Eastleigh, England. The article offers a first‐hand narrative account of the way that this initiative, the 'Galigir Room', was conceptualised, successfully embraced and implemented, thanks to the commitment of a senior leadership team, a group of staff and governors and the foresight and support of the local secondary school. [ABSTRACT FROM AUTHOR]

A basic need for a child is to belong to a group ( Maslow, 1970 ). Groups help children: to develop relationships and to foster individual mental health ( Johnson and Johnson, 1989 ); and disabled and non-disabled children, when given assistance, can develop relationships with each other ( Sideris, 1998 ). But there are very few opportunities in Cyprus for children with multiple disabilities and visual impairment to learn alongside mainstream school children. A ten-week pilot programme was developed and implemented in a Cypriot mainstream and specialist school to examine whether interaction between children with multiple disabilities and visual impairment and mainstream school children can be achieved through the co-education of the two groups. Three primary school children with multiple disabilities and visual impairment from a specialist school and 15 children with no disabilities who attended a neighbouring mainstream primary school took part in this programme. Central to the programme was the principle that every child has the right to participate in common learning and playing ( Feuser, 1982 ). This paper reports those key findings from the evaluation of the programme from the perspective of the children that took part in it. We show that, even over a short period of time, co-education can be achieved and be of benefit to both groups. [ABSTRACT FROM AUTHOR]

This article revisits a previous publication which questioned how Teaching Assistants (TAs) manage behaviour in mainstream English primary schools (Clarke and Visser, 2016). That paper highlighted the lack of specific research in the area and noted, that despite increases in research on TAs work, there remained a lack of understanding in relation to how TAs supported children's non‐academic or 'soft skills'. Following on from that, this article details the findings of a doctoral research project that investigated factors that constrained and supported TAs' management of behaviour. Using the findings from that research, this article offers answers to the to the question I outlined in the previous publication 'Teaching Assistants managing behaviour – who knows how they do it?' (Clarke and Visser, 2016). Concepts including TAs' understanding of their 'place', the impact of agency and how consistency in a range of areas influenced the agency TAs experienced in managing behaviour will be discussed. [ABSTRACT FROM AUTHOR]

The last twenty years have seen the proliferation of policies calling for the development of home–school relations and home–school partnerships, for it is argued that it is important for the educational success of all children that parents and professionals share aims, values and responsibilities. The dominant discourse around home–school relations refers to ‘parents’ as partners, maintaining that their voices are important and should be heard along with those of professionals. This is also held to be the case where children are categorized as ‘having special educational needs’ and a number of policies require that ‘parents’ are consulted wherever possible. However, this paper maintains that, despite this rhetoric, there is a boundary between home and school; between the professional, public space of school and the private, personal space of home, which reflects the power relations between public professionals and private parents. It maintains that the use of the gender neutral term ‘parent’ masks the gendered reality of ‘parenting’, making it easier for professionals to marginalize the individual voices of personal experience. The paper draws on research that suggests that the term ‘parent’ hides the fact that mothers are the ones generally perceived as having responsibility for their children and their relationship with school. It contends that the use of the term ‘parent’, in de-gendering the contribution of the mother, negates the voice of personal experience and prioritizes the professional and expert voice. The lack of experiential knowledge is seen as especially important when children and their families are perceived as ‘different’; for example, disabled children and children labelled as having special educational needs (SEN). The corollary to this argument is, of course, that while the term ‘parent’ negates the voices of mothers, it also negates the voices of fathers, despite research that strongly suggests the importance of their different but significant contribution in the lives of their children. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses the various topics within the issue, including teacher wellbeing, the role of teaching assistants in supporting students with mental health issues, and drama in children with special educational needs.

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]

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]

Sweden has easy access to digital technology, and the majority of the country's teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word‐processing programmes in the realm of schooling to be regarded as compensatory aids for pupils who need special support. For written examinations, usually the only implements permitted are pencil and paper, and at most schools to use the computer requires special certification. The present study has investigated future teachers' attitudes toward digital tools and their willingness to allow pupils to use these to help them read and produce texts. How do student‐teachers regard digital artifacts? Do they see these as compensatory aids or daily, legitimate tools? Are there any significant differences in their views depending on the type of teacher education programme or how far the student has advanced in his or her education? To investigate these questions, an online survey was conducted in which 247 students from five different teacher education programmes participated. The results show that future teachers' acceptance of digital tools is varied. Roughly, one can divide the respondents into three groups, where the first group, making up more than a third, has clearly a positive attitude toward the use of digital tools in instruction. The second group, which makes up a smaller proportion, has an ambivalent stance towards the use of digital tools and expresses uncertainty in questions regarding their use in instruction and during examinations. The third group is much more reserved about ICT‐use in school and in several cases openly negative. Based on these results, it is critical to discuss how the different types of teachers can ensure equivalence in the school mission. If teacher education wants to work towards encouraging and legitimizing the use of digital resources, there must be a clear effort made in their education and application. That knowledge and skills open up for change is one of the most important results shown in this study. [ABSTRACT FROM AUTHOR]