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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]

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]

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]

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]

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]

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]

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]

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]

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]

An editorial is presented on the conceptual challenges and those relating to policy and provision remain, with little sign that significant progress is being made. It outlines the issues of equity in the provision and outcomes of education, on dimensions such as gender, age, socio-economic background.

Educators usually recognise the value of drama‐in‐education, but hesitate to use it with unpredictable diverse groups that have limited communication and social understanding. This article evaluates a professional development initiative in an all‐age special school (3–19 years) in eastern England as a whole‐school improvement strategy to promote drama for enhancing children's communication through dialogic teaching. The project was the culmination of an action research cycle to refine an original constructivist five‐staged professional developmental model for teaching inclusive groups with children with special educational needs and disabilities. Following a staff training session, the researcher supported each teacher in class once a week for 6 weeks, using collegial mentoring strategies. The model enabled their starting point and priority next step to be accurately identified towards them gradually taking over leading drama sessions. A pedagogical framework for early drama – Prescribed Drama Structures – proved pivotal, enhanced by a flexible model for exploring story and understanding social narrative. [ABSTRACT FROM AUTHOR]

For decades, the school exclusion rates have been a cause for concern within the English education system. We have witnessed a steady increase in the numbers of pupils being excluded since 2012. Evidence suggests that some children are more likely to be excluded from school, a significant number will have had the social, emotional and behavioural difficulties label attached to them. This article will draw on the work of Parsons and Howlett (Permanent exclusions from school: A case where society is failing its children. Support for Learning, 11, 3, 109–112, 1996) to see how much, if any, progress has been made since the publication of their work which raised concerns regarding the exclusion processes employed in England. Drawing on the perspectives of pupils, parents and teachers, 13 in‐depth case studies were developed, with emphasis placed on employing innovative and creative methods to hear the voices of young people. The findings revealed that young people, their parents and teachers feel the current education system continues to fail this group of young people. [ABSTRACT FROM AUTHOR]

Exposure to and potential to engage in music is now very different for children and young people from more middle‐class and affluent backgrounds compared to those from working‐class or poor households. Middle‐class children and young people have access to opportunities to learn an instrument and engage in performance, predominantly for intrinsic reward and on occasion as the basis of a future career. Children and young people from more working class or poor backgrounds are more likely to be excluded from these opportunities and are less likely to take advantage of opportunities within the wider world of music industries. This research draws on in depth case studies of three local authorities in Scotland to reveal the ways in which local provision for music education is largely being reshaped by economic factors and restraints. Drawing on aspects of critical theory it discusses the ways in which economic‐based decisions are interacting with the dominant social and cultural values to influence provision. It makes the argument that in an era of austerity the social and cultural values of the middle class are dominant and effectively increasing inequality in access to music. Children and young people from poor or working class households are increasingly excluded from opportunities to engage with formal music provision. [ABSTRACT FROM AUTHOR]

This article reflects on how school‐based professional learning communities (PLCs) can support the professional learning of educators from different school settings who share a common goal of ensuring quality teaching and learning opportunities for pupils with Special Educational Needs and Disabilities (SEND). PLCs offer the opportunity to move beyond continued professional development that often only requires passive participating in a training session, to an effective culture of professional learning which requires an internal process in which educators can create professional knowledge through interaction with information in a way that challenges previous assumptions and creates new meanings (Timperley, 2011:4‐5). I will describe how sharing classroom‐based knowledge, experiences and expertise across school settings, through a professional learning mind‐set lens, guided by a teacher/educator inquiry and/or knowledge building cycles, promotes meaningful outcomes for pupils. I investigate the similarities and differences between two PLCs I facilitate: the Autism Network for Educators (ANfE) and the Teaching Assistant (TA) Network and how these communities require every participant to demonstrate relentless commitment to self and professional and practice improvement, by valuing on‐going learning and continuous inquiry. PLCs promote the concept of improvement as a team effort for which everyone is responsible. The article concludes that when our pupils become the central purpose of our professional learning, instead of a by‐product of continued professional development, we promote a school‐ and system‐wide culture that offers sustainable professional development thought improved outcomes for every pupil. [ABSTRACT FROM AUTHOR]

Acquiring feedback from students with and without disabilities about their experiences in co‐taught settings can provide valuable information to co‐teachers. In this article, informal surveys, interviews, and illustrations, derived from research, are described for co‐teachers to acquire feedback from students. Examples of queries and response formats are provided. Emphasis is also on co‐teachers using students' feedback to maintain effective practices and make instructional refinements. [ABSTRACT FROM AUTHOR]

Recognising that traditional approaches to education, and in turn a teaching and learning pedagogy which focus on the triumvirate of predefined knowledge, situationally applied understanding and domain specific skills were no longer appropriate, in 2009 I embarked upon an exploration of the myriad effects of an engagement with a pedagogy designed to facilitate Collaborative Group Learning (CGL) within a History classroom in a North London Secondary School. Following an identification of the recorded benefits of collaborative learning, I sought to isolate the principles of collaborative group learning, apply these principles to classroom practices of both the educator and learner and over a period of twenty‐four weeks capture and narrate the benefits of actively engaging in CGL. Central to the narrative were the experiences and perceptions of the thirty Year 8 boys (aged 12‐13 years) who experienced CGL over a period of twenty‐four weeks. The study identified a range of benefits of engaging in and with this form of inclusive pedagogy including, effective self‐directed and autonomous learning, interdependence, enhanced verbal communication skills and social‐cohesion. An unintended outcome has also been academic success measured through progress and attainment. [ABSTRACT FROM AUTHOR]

The inclusion 'ideal' is one which has been both celebrated and maligned. It paved the way for equality; but also, out of its diversity sprang many misconceptions and concerns for children with Special Educational Needs and Disabilities (SEND). It is within this maelstrom of difficulty that the Special Educational Needs Co‐ordinator (SENCo) role is placed, so that those undertaking the position of SENCo face numerous barriers in the pursuit of providing effectively for children with SEND. Semi‐structured interviews were conducted with fifteen SENCos employed at mainstream primary schools within the North West of England. Findings revealed conflict between how SENCos viewed their role and responsibilities, and the expectations that they perceived to be placed on them by parents of children with SEND and mainstream colleagues. This study brings to the fore the complexities of the role of the SENCo, and the continuing demands placed on these practitioners. [ABSTRACT FROM AUTHOR]

Despite the availability of assistive technology frameworks as a tool to aid in the process of decision making, teachers of students with visual impairments in Singapore have had little awareness of or experience in using such frameworks to guide them when making choices about assistive technology. Much of the selection had previously been made mainly on observations, intuitions and general recommendations, rendering the decision‐making task subjective and overwhelming. This article presents the trial experience of three teachers with the Wisconsin Assistive Technology Initiative (WATI). Participants compared and contrasted their experience with and without WATI in their work with students, reflecting on its application to their work. While the systematic approach towards considering assistive technology emerged as a strong reason for the framework, administrative demands including time and knowledge in assistive technology were some reported challenges. This article reports on the teachers' initial impressions and puts forward some recommendations for adopting WATI. [ABSTRACT FROM AUTHOR]

This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for the most vulnerable young people. For this reason, I intend to explore the role of three Special Educational Needs Co‐ordinators (SENCOs) post 2015 reforms and firmly believe this is fundamentally inclusive research. [ABSTRACT FROM AUTHOR]

Examination success can be considered a passport to further education and, as a result, higher income and better health. Access arrangements (AAs) are intended to allow fair access to examinations for candidates with disabilities, including those with an autism spectrum disorder (ASD). There is a lack of research into how AAs should be organised for ASD candidates. Emerging evidence suggests a lack of student involvement in organising AAs in general. This case‐based action research involves students with ASD in deciding on their AAs, alongside members of school staff. Involving these students in organising their AAs improved their self‐esteem and allowed AAs to be closely tailored to individuals, both of which could lead to improved exam performance. Appropriate support to facilitate ASD student involvement is discussed. The novel concept of 'pre‐examination access facilitators' is highlighted, entailing support provided before an exam to facilitate access. [ABSTRACT FROM AUTHOR]

The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter-institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. [ABSTRACT FROM AUTHOR]

The study outlined here was an attempt to examine the use of 'Circle of Friends' as a single intervention approach in addressing the issue of inappropriate social interactions in a child with Asperger Syndrome. The child selected was in a mainstream setting, as the main feature of a circle of friends is peers supporting peers. The child was involved in the selection of peers for the development of the circle of friends and it was hoped the approach would challenge children's attitudes in relation to the child with Asperger Syndrome and also improve social understanding for the focus child. The results clearly indicated that the intervention had been successful in reducing the stigma around 'difference' for the focus child and it was clearly evident that the 'circle of friends' approach had provided a much needed network of social support in a mainstream school. The conclusion highlighted that the focus child was able to understand far more easily the 'hidden curriculum' that neuro-typical children find so easy to decipher. [ABSTRACT FROM AUTHOR]

Individuals with autistic spectrum disorder ( ASD) who display severe and challenging behaviour sometimes require centre-based intensive applied behaviour analysis ( ABA) therapy to meet their health, safety and educational needs. Unfortunately, despite the need for centre-based treatment, there is a paucity of empirical research on building and programme design features that influence positive behavioural outcomes for individuals with ASD. We surveyed professionals who had experience providing services to the ASD population regarding the building design and policy features that could facilitate treatment. This article highlights the features that were highly endorsed as beneficial in the design of an intensive ASD treatment facility, with the intended purpose of discovering which features create an environment in which the individuals can more easily transition into an appropriate mainstream learning environment. It is hoped that the results of the survey will be helpful to those developing ASD treatment facilities and allow them to circumvent trial and error that could occur when building a centre from the ground up. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post-primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/ Diploma in SEN ( ASD) in Ireland who were working in primary and post-primary schools. Findings included strong oral communication between schools, transition programmes in many post-primary schools, a variety of generic and ASD specific strategies in both primary and post-primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community. [ABSTRACT FROM AUTHOR]

Scope exists within the Northern Ireland ( NI) education system to transform mainstream schools into autistic spectrum disorder ( ASD)-friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD-friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD-specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity-first language is preferred by a large proportion of the autism community; therefore the term 'autistic child', rather than 'child with autism', is adopted throughout. [ABSTRACT FROM AUTHOR]

This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training ( TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability-focused, non-governmental organisations. Moreover, 14 high-profile experts from the ministry were interviewed. Most participants agreed that the issue of disability was not addressed appropriately in issues of strategy and prioritisation. Six recommendations are presented for enhancing the inclusion of individuals with disabilities in education and vocational training. [ABSTRACT FROM AUTHOR]

In this article we report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities. The majority of children with disabilities still remain out of school. We make an attempt to identify the challenges that the country continues to face in providing education to this population and possible ways in which the challenges could be addressed. [ABSTRACT FROM AUTHOR]

Inclusion in Canadian schools, both academic and social, is explored through the historic legislative structures that have resulted in a diversity of approaches to meeting the educational needs of Canadians. Innovative programmes that have been developed which showcase Canadian commitment to inclusive academic and social practices are described. Finally, we explore some of the challenges that Canadians are facing in truly being inclusive in our educational practices, and we make three specific recommendations about how we can become more inclusive. [ABSTRACT FROM AUTHOR]