The transition to distance learning during the COVID-19 pandemic uncovered criticalities in the participation of students with special educational needs. The BESt-DaD project responded to these difficulties by developing a user-friendly online platform aimed at accommodating these students' neurocognitive profiles, ultimately promoting inclusion.…

Working memory (WM) is a significant predictor of academic performance. Emerging empirical evidence has shown that WM can be improved via computerized cognitive training (CCT). Though studies have shown that CCT can improve WM in typical and atypical populations, little is known regarding the efficacy of implementing CCT within a school setting.…

There is a large science attainment gap between students with and without special educational needs, and many students with developmental disabilities (DD) struggle to access the mainstream science programmes of study. The purpose of the present project was to pilot the use of the Early Science (ES) curriculum over a six week period with nine…

The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and…

Aims: Video Enhanced Reflective Practice (VERP) aims to enhance the practitioner's awareness of the impact of their communication by reflecting on a film of their own practice. Whilst, the VERP procedure has only recently been developed, there is initial evidence of the success of video based reflection on practice. The aims of this research were…

Classroom management has been demonstrated to be a critical variable related to student outcomes; therefore, it should be treated as a core competency in teacher preparation. Evidence indicates there is a gap between how teachers are being prepared to manage classrooms and what they are experiencing once they enter the field as in-service…

Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their 'challenging' behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding…

In their recent review of special educational needs in schools, the Education Endowment Foundation (EEF, 2020) highlights the fact that teaching strategies that are known to work well for mainstream learners are also likely to be effective for pupils with special educational needs and disabilities (SEND). In this article, the authors explain how…

Given the focus on phonological attainment in the National Phonics Screening Check, small-scale school-based action research was undertaken to improve phonological recognition and assess the impact on progress and attainment in a sample drawn from Key Stage 1 which included pupils on the Special Educational Needs (SEN) Register. The research…

Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine "what works for whom when." The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on…

Much research on educational innovations treats them as purposeful endeavours, initiated with a clear goal for improvement of practice and eventually evaluating the fidelity of their implementation as well as effectiveness. However, innovative practices in schools can have many sources and their implementation often takes a surprising and…

This study is an overview of the technologies used by students with learning disorder (LD) and has the purpose of investigating how and the conditions on which digital technology can be an integral part of a motivating and barrierless learning environment also for students with special educational needs. Classrooms of the 21st century could be…

Traumatic experiences in children are pervasive, and trauma has been correlated with adverse academic outcomes, including school dropout. This research study aimed to answer the following question: According to selected educators in specialized programs in Ontario, in what ways are trauma-informed frameworks used to support the social-emotional…

Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific…

Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers.…