A group often overlooked for specific supports in schools are siblings of children with a disability, special educational needs or a serious long-term condition (SEND). In this article we review the current sibling research and identify a lack of literature on interventions, particularly within a school context. We then present a description of…

The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that…

The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities…

Trisha Waters presents the theoretical basis for Therapeutic Storywriting Groups, an outline of how they work in practice and a summary of the research report commissioned by SERSEN to evaluate their impact on pupils' learning. The article finishes with a short case study of a nine-year-old boy who is on the special educational needs register for…

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…

Evaluations of practice have often adopted experimental or quasi-experimental approaches and have focused heavily on outcomes of innovative programmes. This creates problems in replicating studies and effectively creates obstacles to the sharing of good practice. In this paper, ideas from Pawson and Tilley's (1997) approach to Realistic Evaluation…

Many educational psychology services across the country have changed or are in the process of changing to a consultation approach to service delivery. This paper outlines the experiences of an inner city service in the development of consultation particularly in the area of group consultation. Group consultation involves a pair of educational…

Policy with regard to children with special educational needs has been continuously discussed and revised over the last 25 years to try to ensure that all children receive their rights to appropriate educational opportunities. However, as Georgina Glenny argues in this article, these efforts have led to a focus on the assessment and definition of…

This paper reports findings from an evaluation study of the Communication Aids Project (CAP), focussing on the perspective of children at points of educational transition and the parents, education staff and Speech and Language Therapists who support them. All participants took part in structured interviews, the individual children face-to-face on…