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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 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]

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]

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]

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.

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]

Introduces a series of articles on education for children with special needs, published in the 2006 issue of "Support for Learning."

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]

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]

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]

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.

This article examines some of the issues emerging with regard to the SENCo skill set and does so in the context of the current rapidly changing educational climate. The SENCo role has to evolve and adapt in order to meet ever-changing requirements. This involves a collective effort, in which a strong SENCo network and a collaborative approach have never been more important. [ABSTRACT FROM AUTHOR]

Difficulties in motor processing are often seen in children with specific literacy difficulties. Indeed many children with dyslexia may also have a diagnosis of dyspraxia. This article seeks to increase understanding of difficulties in motor processing and to provide practical advice to teachers to assist in identification of such difficulties. It will examine a range of presenting issues in the classroom, but with a primary focus on handwriting. Drawing on the experience of the authors and literature in this area, practical strategies are offered that may be implemented by teachers in mainstream classrooms. [ABSTRACT FROM AUTHOR]

This article reports on a three-year systematic literature review funded by the UK Training and Development Agency for Schools. In order to begin to answer the question posed by the title of this article, the researchers systematically reviewed the literature with reported outcomes for the academic and social inclusion of pupils with special educational needs. This review process led to a focus upon peer-group interactions, the nature of teacher and pupil interactions and whole-class, subject-based pedagogies. This series of reviews highlights that within the complexities of a diverse mainstream classroom teachers' effectiveness is strongly influenced by their recognition of their responsibility for all learners and the centrality of social interaction to learning, as well as having a shared understanding of characteristics, skills and knowledge associated with a subject. It is also strongly influenced by a facility to plan for and to encourage participation in a communal learning experience through flexible groupings and roles, offering diverse opportunities to engage with concepts and practices using activities the learner finds meaningful. Effective practices are not about the teacher alone, but are rooted in the community of learners – including other practitioners – with whom they work. [ABSTRACT FROM AUTHOR]

In July 2006, the House of Commons Education and Skills Committee reported on Special Educational Needs. The report expressed concern over the Government's policy on SEN, especially as it relates to inclusion and to the confusion this has created for special schools. In this article I shall attempt to tease out what I believe to be the government's policy on special schools, drawing on the 2004 report Removing Barriers to Achievement: the Government's Strategy for SEN and other related documents. From an analysis of the texts and drawing on my own lengthy experience working in special schools, I believe two central themes emerge for the role of special schools: (a) that of providing schooling for pupils with the most severe and complex SEN; and (b) using their expertise to provide outreach support to mainstream schools for pupils with SEN. The writer is currently following an EdD course of study at the Institute of Education, University of London and this article draws on an assignment he prepared on Contemporary Policy. [ABSTRACT FROM AUTHOR]

The challenge for schools, following the Green PaperEvery Child Matters(HM Treasury, 2003) and theSpecial Educational Needs Code of Practice(DfES, 2001), is to enable young people to give their views about matters affecting their lives. Whilst these recommendations are a welcome step to enable the effective inclusion of all young people, whatever their needs, there is little information on how this can be done, particularly in terms of making a young person's presence at a meeting meaningful and one where there is genuine regard for their views. The challenge increases if the young person has limited communication or significant learning difficulties. In this article Julia Hayes describes the development of the visual annual review, a practical, child-centred planning tool to use in a review at a time of transition for those who may have limited understanding or language. The effectiveness of this method was evaluated following a review. The response was very positive from the staff, the pupil and the parent involved in the study. They felt that it was child-centred, fun and accessible, whilst ensuring that all professionals had the chance to speak and chart the young person's progress. [ABSTRACT FROM AUTHOR]

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]