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Direct linkRadhika Khanna; Jacqueline Kareem – Support for Learning, 2025
The role of special education teachers (SETs) is multifaceted. A gap was recognised in the literature in the lack of studies on the roles and responsibilities of SETs in India and the field realities of carrying out the role. The aim was to explore to what extent the special education teachers fulfil their roles and responsibilities. The following…
Descriptors: Foreign Countries, Teacher Role, Special Education Teachers, Teacher Attitudes
Richards, Hazel – Support for Learning, 2021
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…
Descriptors: Foreign Countries, Individualized Education Programs, Special Education, Special Needs Students
Tzanakaki, Pagona; Grindle, Corinna Fay; Saville, Maria; Hastings, Richard Patrick; Hughes, John Carl; Huxley, Kathleen – Support for Learning, 2014
Teaching mathematics to children with autism is an area with limited research evidence. In this study we developed a teaching manual based on Maths Recovery, a numeracy programme designed for typically developing children. Six children with autism participated in the study and received daily numeracy teaching over a 20-week period. Our aims were…
Descriptors: Numeracy, Mathematics Instruction, Mathematics Skills, Autism
Anaby, Dana R.; Ianni, Lina; Héguy, Léa; Camden, Chantal – Support for Learning, 2020
To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual…
Descriptors: Elementary School Teachers, Special Education Teachers, Administrators, Teacher Role
Butler, Cathal – Support for Learning, 2016
This research focused on whether a TEACCH-based approach could be effective in helping to develop the communication skills of older learners with Severe Intellectual Disabilities, to enhance their ability to communicate, to enhance their abilities to live independent lives, and to take part in discussions about their future. A TEACCH based…
Descriptors: Severe Intellectual Disability, Communication Skills, Independent Living, Special Schools
Goepel, Janet – Support for Learning, 2009
The Special Education Needs Code of Practice (2001) states that both parents and children should be actively involved in the decisions that surround the child's special educational need. In particular, it acknowledges the "unique knowledge" that children have of their own needs and advocates that they should take part in the setting and evaluating…
Descriptors: Educational Needs, Special Education, Cooperation, Individualized Education Programs
Pawley, Hanne; Tennant, Geoff – Support for Learning, 2008
The 2001 Code of Practice for Special Educational Needs (DfES, 2001) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross-referenced against an examination of their…
Descriptors: Special Needs Students, Individualized Education Programs, Student Attitudes, Foreign Countries
