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Direct linkFerriday, Gillian; Cantali, Dianne – Support for Learning, 2020
Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small-scale exploratory study in a Scottish secondary school investigated staff perspectives,…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Inclusion
Cochrane, Hannah; Soni, Anita – Support for Learning, 2020
The Children and Families Act, 2014 and the new Special Educational Needs and Disability SEND Code of Practice (DfE and DoH, 2014) has led to reforms in how children and young people with special educational needs and disabilities are supported in England. Now, five years on, research has begun to emerge exploring the implementation of the new…
Descriptors: Foreign Countries, Special Education, Special Needs Students, Students with Disabilities
Tysoe, Keith; Vincent, Kerry; Boulton, Helen – Support for Learning, 2021
This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice…
Descriptors: Foreign Countries, Educational Change, Special Needs Students, Students with Disabilities
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
Attwood, Lynn – Support for Learning, 2013
Consultation of the DfE's Green Paper, "Support and Aspiration: A New Approach to Special Educational Needs," provoked considerable debate among public and private sector professionals, parents and young people over the planned special educational needs reform. Since then, publication of the Children and Families Bill in 2013 indicates…
Descriptors: Special Education, Student Needs, Disabilities, Educational Change
McMenamin, Trish – Support for Learning, 2011
Special school provision for children and young people with special educational needs is an anomaly that exists in many inclusive education systems; this type of educational provision has proved to be resilient even though, with reference to children and young people with special educational needs, there is almost universal acceptance of the…
Descriptors: Special Schools, Educational Needs, Disabilities, Foreign Countries
Pui, Winnie Sin Wai – Support for Learning, 2016
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self-confidence of students with learning difficulties. An in-depth discussion focuses on lesson planning for the individual needs and group needs of students by…
Descriptors: Foreign Countries, Individualized Instruction, Curriculum Design, Student Needs
Paliokosta, Paty; Blandford, Sonia – Support for Learning, 2010
This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted…
Descriptors: Foreign Countries, Social Justice, Educational Needs, Lifelong Learning
