This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students’ social self‐perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree of social participation. However, compared with students without special needs, a relatively large portion of the students with special needs experience difficulties in their social participation. In general, students with special needs have a significantly lower number of friends and are members of a cohesive subgroup less often than their typical peers. In addition, students with special needs have fewer interactions with classmates, have more interactions with the teacher, and are less accepted than students without special needs. The social self‐perception of ...

Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

Purpose: Children’s lack of knowledge about disability can adversely impact their attitudes toward people with disabilities The purpose of this study is to review the common elements of effective disability awareness interventions Methods: A systematic review of disability awareness interventions for children and youth was conducted to assess the effective components of these interventions Electronic searches were conducted using OVID, CENTRAL, PsychInfo, ERIC, Social Science Citation Index, GreyNET Scopus and Google Scholar The inclusion criteria included (i) an intervention raising awareness about disability, (ii) school-age children with the average age between 5–19 years old, (iii) at least one measurable outcome focusing on knowledge about disability or attitudes towards and/or acceptance of people with a disability and (iv) published article or grey literature Results: Of the 1031 articles that were identified in the search, 42 met the criteria to be included in the review We classified the di

A systematic review of disability awareness interventions for children and youth

2. From 2000 to 2002 I was employed by Rotherham Metropolitan Borough Council as a Research and Development Officer working on a Home Office funded pilot under the Crime Reduction Program. The specific funding stream was under the “Tackling Prostitution: What Works?” initiative. I understand that a bid had been submitted under this initiative in 1999 by Kerry Byrne, who managed the Risky Business project and also became my line manager when I was appointed. The list of agencies and organisations who were involved in the bid are clearly shown in the bid document which is attached to this document. Although the bid was submitted by Rotherham Metropolitan Borough Council and I was subsequently employed by them, in reality this was a joint bid made by Rotherham Metropolitan Borough Council and CROP (the Coalition for the Removal of Pimping and now known as PACE). Prior to being appointed I worked as a solicitor in Yorkshire. I believe that I began my employment with Rotherham Metropolitan Borough Council as the Research and Development Officer on the Home Office pilot in or around summer 2000.

Summary of the Evidence

Objective To describe the development and implementation of a social peer-mentoring program for persons with traumatic brain injury (TBI) and to explore whether this program yielded increased social functioning outcomes compared with wait-list (WL)controls. Design Pilot randomized controlled study. Participants Community-dwelling individuals with TBI(12 matched with social peer mentors and 18 completing the WL condition). Intervention Trained social peer mentors (SPMs)were matched to partners with TBI (peer partners (PP)) to foster skill-building in planning of social activities and improving social communication abilities through phone contacts and joint participation in social events within the community over a 3-month period. Measures Social Activity Interview, Center for Epidemiological Studies Depression Scale, UCLA Loneliness Scale, Satisfaction with Life Scale, 6-Item Interpersonal Support Evaluation List (baseline and postmentoring); weekly social activity data(1-month baseline, continuously collected during 3-month mentoring or WL period); satisfaction survey. Results Both SPM and PP participants reported high satisfaction with the mentoring program. Statistically significant improvements in perceived social support after mentoring were observed for the mentored group than for WL participants; however, an increase in depressive symptoms was also observed. While significant improvements in social activity level and social network size were not found, a trend toward increased satisfaction with social life was present for mentored participants. Conclusions Satisfaction ratings for the SPM program were uniformly high and selected positive findings encourage further investigation of social mentoring as an intervention to effect improvements in social integration. Small sample size and reduced "dosage" of mentor interactions were limitations of this pilot study. Benefits of and challenges to implementation of an SPM program are outlined.

Making connections after brain injury: development and evaluation of a social peer-mentoring program for persons with traumatic brain injury.

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A Summary of the Evidence on Inclusive Education.

Circle of Friends is a recent intervention used to tackle social isolation in childhood. Its aim is to promote social inclusion by establishing a friendship group for an isolated child. Although there is some literature relating to the development and implementation of this approach, there is relatively little evidence regarding its effectiveness. Two evaluation studies of the Circle of Friends approach are discussed in this paper. Both studies involve adaptations of the traditional model. Consideration of these models and an evaluation of their relative effectiveness in promoting social inclusion is made. Implications for educational psychology practice are explored.

Investigating the Circle of Friends Approach: Adaptations and Implications for Practice

Project work and in‐service training are methods used by educational psychologists (EPs) to promote systemic change in schools. These have some disadvantages, which can limit the long‐term effects of new developments. This paper outlines and evaluates an alternative approach. A new coach consult method combines effective aspects of project work and in‐service training to enable schools to manage their own projects and to encourage sustainable change, embedded within the school system. The evaluation consists of a tiered approach and considers the impact at the levels of direct, training and general effects. Results indicate that the coach consult method for delivering project work in schools has a positive impact at all three levels.

The Coach Consult Method: A model for sustainable change in schools

Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) (N = 11) shared their perspectives about the current challenges...

Challenges for Educational Psychologists and Their Services: A Qualitative Analysis.

This article describes an initiative to evaluate the impact of educational psychologists’ (EPs’) casework. Previous studies have often focussed on evaluating processes or reducing outcomes to measurable units. The authors argue that qualitative research methods can be used to illuminate EP effectiveness. They describe a real world and proportionate methodology, crucially aimed at supporting self‐reflection and development. An evaluation of this initiative showed that it can demonstrate EP impact and has validity for individual and service improvement. Implications, including the need to face up to less than positive feedback, are discussed.

Leisa Randall

Papers

Investigating the Circle of Friends Approach: Adaptations and Implications for Practice

The Coach Consult Method: A model for sustainable change in schools

Challenges for Educational Psychologists and Their Services: A Qualitative Analysis.

Doing an effective job? Measuring the impact of casework