Showing papers in "European Journal of Special Needs Education in 2002"
TL;DR: This paper found that teachers' attitudes were strongly influenced by the nature and severity of the disabling condition presented to them and less by teacher-related variables, while educational environment-related factors, such as the availability of physical and human support, were consistently associated with attitudes to inclusion.
Abstract: On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a great deal of research has sought to examine teachers' attitudes towards the integration and, more recently, the inclusion of children with special educational needs in the mainstream school. This paper reviews this large body of research and, in so doing, explores a host of factors that might impact upon teacher acceptance of the inclusion principle. The analyses showed evidence of positive attitudes, but no evidence of acceptance of a total inclusion or ‘zero reject’ approach to special educational provision. Teachers' attitudes were found to be strongly influenced by the nature and severity of the disabling condition presented to them (child-related variables) and less by teacher-related variables. Further, educational environment-related variables, such as the availability of physical and human support, were consistently found to be associated with attitudes to incl...
1,619 citations
TL;DR: In this paper, a questionnaire was sent to Principal Educational Psychologists in England and Wales, and focus group discussions of mixed groups of professionals were arranged to address questions of "inclusive education".
Abstract: Over the past 10 years there has been a growing impetus worldwide towards ‘full inclusion’. More recently this has been balanced by desires to ensure ‘responsible inclusion’ and an awareness that there may be some pupils for whom ‘inclusive’ schools are inappropriate, at least at some stage in their school career. The study aimed to find out the views of a range of professionals in relation to ‘inclusion’. A questionnaire was sent to Principal Educational Psychologists in England and Wales, and focus group discussions of mixed groups of professionals were arranged to address questions of ‘inclusive education’. The study suggests that there are considerable obstacles in the way of ‘full inclusion’ and that schools as currently organised frequently find it difficult to meet the wide range of individual needs. The apparent conflicts in government policy between the ‘standards’ and ‘league tables’ discourse and the ‘inclusive schools’ discourse make it difficult for schools to become more inclusive.
237 citations
TL;DR: The Index for Inclusion as mentioned in this paper is a resource to support the inclusion development of schools, which is designed to build on the wealth of knowledge and experience that people already have in their schools and to challenge any school to move forward, regardless of how inclusive it is.
Abstract: The Index for Inclusion is a resource to support the inclusive development of schools. The materials in the Index are designed to build on the wealth of knowledge and experience that people already have in their schools and to challenge any school to move forward, regardless of how inclusive it is. From the start the language in the Index is deeply inclusionary, replacing the term ‘special educational needs’ with ‘barriers to learning and participation’. It invites a school to reduce those barriers by working through a cycle of activities to gather information about the school's cultures, policies and practices and to set new priorities for development after undergoing a deep scrutiny of everything that makes up the life of the school.
199 citations
TL;DR: In this paper, the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools is highlighted, where they are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties.
Abstract: This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistant's position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher trainin...
109 citations
TL;DR: The differences between genders in 14 different categories of disability, of samples of children and students found eligible for special education, are presented in this paper, and the conclusion is that the higher incidence of boys in special education during the p...
Abstract: The differences between genders in 14 different categories of disability, of samples of children and students found eligible for special education, are presented. In kindergarten and upper secondary schools, 65 per cent of the children or students deemed eligible for special education were boys. In elementary through junior high school the figures were about 70 per cent. In the kindergarten sample the difference in prevalence remained the same as the overall difference within each category of disability. In the samples from elementary, junior high and upper secondary schools a relatively higher prevalence than the overall difference between the genders was found with regard to problems of vision, hearing, language and intellectual disabilities among girls. A similar higher prevalence than expected was found among boys with regard to problems with reading and writing, psychosocial problems and attention deficit disorders. The conclusion is that the higher incidence of boys in special education during the p...
76 citations
TL;DR: The findings of a multi-centre, year-long study conducted by the Department for Education and Employment (DfEE), Department of Health (DOH) and the National Assembly for Wales as mentioned in this paper were reported on the perspectives of parents of children with a variety of speech and language needs, at various stages of assessment and provision within educational settings.
Abstract: This paper reports on the findings of a multi-centre, year-long study commissioned in July 1999 by the Department for Education and Employment (DfEE), Department of Health (DOH) and the National Assembly for Wales; the focus here is upon the perspectives of parents of children with a variety of speech and language needs, at various stages of assessment and provision within educational settings. Groups of parents were interviewed about their perceptions of the extent and nature of collaboration existing between the agents of health and education, and during the final ‘research into practice’ stage of the study, parents joined managers and practitioners from the two agencies in discussion groups aimed at generating innovative and practical ideas for facilitating future collaboration between the two agencies. Emphasizing their wish for a partnership relationship with professionals, some parents highlighted professionals' failure at times to communicate effectively with them. They perceived a lack of transpar...
55 citations
TL;DR: In this paper, the main focus is on how different forms of adaptation influence the flow of special needs students through upper secondary education and how the organization of the specially adapted teaching influences successes as well as failures among the students.
Abstract: In Norway more than 95 per cent of the students in each annual school-leaving cohort from the lower secondary school continue on to upper secondary education. The result is that there is a wide range of abilities among the students, and so various forms of adapted teaching are necessary. Each year almost 10 per cent of the new entrants in upper secondary are classified as students with special needs. The main focus of this paper is on how different forms of adaptation influence the flow of special needs students through upper secondary education. Two groups are compared: one with students who in their first year are taught exclusively within ordinary classes, and one with students who receive adapted teaching in small groups outside ordinary classes. The analysis controls for the level of functional difficulties among the students. The study illuminates how the organization of the specially adapted teaching influences successes as well as failures among the students. A sample of special needs students fro...
52 citations
TL;DR: In this article, it is shown that the meaning of the phrase "special needs" and the criteria of application depend ultimately on value judgements about what is important or desirable in human life and not just on empirical fact.
Abstract: Policy, research and practice in special needs education are inevitably determined by our conceptions of ‘special needs’ and our understanding of that phrase. There is a distinction between (1) the meaning of the phrase (the linguistic equivalent of ‘special’ and ‘needs’) and (2) the criteria of application (what is to count as a special need). Both (1) and (2) are here explored, and it is shown that both depend ultimately on value judgements about what is important or desirable in human life and not just on empirical fact. Those concerned with the theory and practice of special needs have to face the task of clarifying, and defending, the value judgements on which their work relies.
37 citations
TL;DR: In this article, the authors evaluate the use of action research as a tool for developing critical reflection which has the potential to lead to change and development in practice in education, in particular in the area of special educational needs (SEN) and inclusion.
Abstract: The purpose of this paper is to critically evaluate the use of action research as a tool for developing critical reflection which has the potential to lead to change and development in practice in education, in particular, in the area of special educational needs (SEN) and inclusion. In order to support and illustrate the critique, a case study of a group of Dutch practising teachers and education professionals engaged in studying for a master's degree in SEN is used. The three-year programme of study followed by the group was a practice-based programme of professional development, with heavy emphasis on action research throughout. For this particular group action research was an entirely new concept, and indeed many of them expressed considerable scepticism about its validity as an approach to research, or for that matter, professional development, at the beginning of the programme. The whole group were working in areas associated with SEN where the need to change practice was an urgent imperative, due t...
35 citations
TL;DR: In this paper, the authors report a questionnaire survey of headteachers of special schools and special units in Kenya focusing on their educational aims, including conventional academic achievement, personal and social development and citizenship, alongside skills of personal care and the control of difficult behaviour.
Abstract: The paper reports a questionnaire survey of headteachers of special schools and special units in Kenya, focusing in particular on their educational aims. The study is located in the broader context of special educational provision and developments in Africa. These include the colonial legacy, the influence of indigenous and traditional concepts of education and disability, and national policies engaging with issues of curriculum and inclusion. The aims the headteachers said were important were wide-ranging and included conventional academic achievement, personal and social development and citizenship, alongside skills of personal care and the control of difficult behaviour. However, the relative emphasis given to different aims suggests that the importance of traditional aims of special education in terms of control, containment and care still outweigh those of a broad and balanced educational provision. Surprisingly, there was relatively little emphasis on the importance of preparation for employment. Th...
28 citations
TL;DR: This article analyzed the technical and intrinsic qualities of the goals that teachers and therapists have formulated for children with profound multiple disabilities and examined the effects of an intervention, consisting of a two-day course for the staff combined with a monthly training session on the quality of the goal.
Abstract: Centres for children with intellectual disabilities are required to formulate an Individual Educational Plan (IEP) for each student. Although goals are considered the IEP's most essential component, little emphasis is placed on establishing standards to guarantee their quality. This study analyses the technical and intrinsic qualities of the goals that teachers and therapists have formulated for children with profound multiple disabilities. It also examines the effects of an intervention, consisting of a two-day course for the staff combined with a monthly training session on the quality of the goals. The results demonstrated that the quality of the goals increased dramatically after the implementation of the above-mentioned intervention.
TL;DR: In this paper, the authors consider the way in which more inclusive thinking connects with changes in thinking about stereotyped behaviour and the individuals who engage in them, and find that the change in thinking leads to a reduction in stereotyped behaviours.
Abstract: Traditionally, professionals working with individuals with severe learning difficulties who demonstrate stereotyped behaviours, such as rocking and hand-flapping, have viewed such behaviours as undesirable, inappropriate and in need of reduction or elimination. This perspective is influenced by notions of readying those individuals for mixed settings, educating, training or modifying them to help gain their acceptance. Intensive Interaction is an alternative approach for working with individuals with complex difficulties that responds positively to them and their stereotyped behaviours, sometimes using these as a point of connection. Intensive Interaction sets out to enhance social and communication abilities and not to reduce stereotyped behaviours. However, findings from two studies of Intensive Interaction that show some reduction in stereotyped behaviours are reported and discussed. The authors consider the way in which more inclusive thinking connects with changes in thinking about stereotyped behaviour and the individuals who engage in them.
TL;DR: In this paper, the authors examined inter-professional and inter-agency collaboration between education and social work authorities in assessing the special educational needs of pre-school children, and argued that only by combining aspects of the three main models of inter-organizational collaboration, namely the social exchange, power/resource dependency and political economy perspectives, is it possible to understand the complexity of interorganizational relations and the reasons why collaboration into special educational need continues to be limited in extent and poor in quality.
Abstract: This paper draws upon qualitative data from a study that examines inter-professional and inter-agency collaboration between education and social work authorities in assessing the special educational needs of pre-school children. It is argued that only by combining aspects of the three main models of inter-agency collaboration, namely the social exchange, power/resource dependency and political economy perspectives, is it possible to understand the complexity of inter-organizational relations and the reasons why collaboration into special educational needs continues to be limited in extent and poor in quality. It is shown how the motivation of inter-agency collaboration between education and social work authorities is simultaneously internal and voluntary (social exchange model) and external and involuntary, in terms of being imposed by a third party (political economy model). It is demonstrated how these two welfare agencies are engaging in some exchange and some power/resource dependency interactions. It...
TL;DR: Evidence is provided that the specific rhythmic gymnastic programme facilitates significant improvement in the dynamic balance ability of this sample of children with deafness.
Abstract: The purpose of this study was to examine the effect of a rhythmic gymnastics programme on the dynamic balance ability of a group of children with deafness. The sample consisted of 29 children with deafness. The subjects met the same criteria in terms of age, aetiology, hearing level, intelligence, school placement and socioeconomic status, and in this way, they were assigned to two groups of 12 and 17 children, for the control and experimental groups respectively. The experimental group received a 16-week rhythmic gymnastic programme at a frequency of three lessons per week, for 40 minutes, whereas the control group adhered to its regular school routine. The methods of data collection included pre-/post-test measurements of the dynamic balance for all participants of both groups. The dynamic balance ability was measured by means of a balance deck (Lafayette) in duration of 30, 45 and 60 s intervals. The findings of this study provide evidence that the specific rhythmic gymnastic programme facilitates sign...
TL;DR: In this article, the traditional role of the support teacher is analysed in regard to the individual pupil view, and it is then contrasted with the new role of support teacher in relation to the curriculum view.
Abstract: In this paper, the traditional role of the support teacher is analysed in regard to the individual pupil view, and it is then contrasted with the new role of the support teacher in regard to the curriculum view. The framework in which the support teacher functions in the mainstream settings of Cyprus is set, and a particular example of professional practice is presented. The changing role of the support teacher is discussed in reference to the factors in favour of and against such change. Finally, the discussion goes a step further to provide a baseline on how such change might be managed and sustained in Cyprus.
TL;DR: The Dutch Pictorial Scale of Perceived Competence and Social Acceptance for Children with Cerebral Palsy was translated and administered to an English sample and it was concluded that the pictorial scale is a reliable and valid instrument for determining the perception of children with cerebral palsy.
Abstract: The Dutch Pictorial Scale of Perceived Competence and Social Acceptance for Children with Cerebral Palsy was translated and administered to an English sample. This scale was developed to assess the child's perception on cognitive, physical and social domains. Thirty-two children, aged 4 to 9 years, were tested twice. The results indicate good test/retest reliability and good internal consistency. The results on the intercorrelations between the four sub-scales supported internal validity of the pictorial scale. It is concluded that the pictorial scale for young children with cerebral palsy is a reliable and valid instrument for determining the perception of children with cerebral palsy, and application in clinical and class settings is discussed.
TL;DR: In this paper, an examination of the Russian special education system in the late 1990s is presented, focusing on continuities and changes in ideology, policy and practice, particularly in regard to acceptance of debates around educational integration.
Abstract: The paper presents an examination of the Russian special education system in the late 1990s It is concerned with continuities and changes in ideology, policy and practice, particularly in regard to acceptance of debates around educational integration Evidence from a study of educational practice concerning children with learning difficulties in two regional Russian cities is presented, including interview data with special educational professionals Small-scale changes to the special education system at the local level are highlighted as positive measures to address the failures of a somewhat rigidly segregated system The ability to make such changes and maintain the functioning of the system is notable in the context of prolonged budgetary crisis Practitioners whose views are represented in the study are shown to have engaged with the integration debate, although there was little fundamental criticism of the underpinnings of the Russian system Understanding and application of the notion of integrati
TL;DR: In this paper, a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and evidence that the ratings correlate with the scores obtained from cognitive tests of attention.
Abstract: The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘hig...
TL;DR: In this paper, the authors present the outcomes of interviews with 29 parents of school-aged students with high support needs, centred on aspects of educational programming and service delivery, and better understand the views and experiences of parents in relation to priority curriculum areas, programme development, perspectives on integration and socialization, and factors that support student alertness and engagement.
Abstract: This paper presents the outcomes of interviews with 29 parents of school-aged students with high support needs, centred on aspects of educational programming and service delivery. The aim of the study was to better understand the views and experiences of parents in relation to priority curriculum areas, programme development, perspectives on integration and socialization, and factors that support student alertness and engagement. This is an area that has received little attention to date in the literature.
TL;DR: In this article, the authors find out what expectations parents of children with cerebral palsy had of courses at the Move & Walk Institute, whether their expectations changed during the courses and what their reflections were after a year.
Abstract: The aim of the study was to find out what expectations parents of children with cerebral palsy had of courses at the Move & Walk Institute, whether their expectations changed during the courses and what their reflections were after a year. What support do families get from conductors, assistants and the Swedish habilitation system? The children in this study had extensive disabilities and the parents said they had few expectations of progress for their children. However, the parents noticed some progress with their children, and believed that they could make more progress if they continued activating them through play. They found the method useful in their everyday life, and wanted to take part in more courses.
TL;DR: Nind and Kellett as mentioned in this paper discuss the challenges of dealing with individuals with severe learning difficulties and stereotyped behaviour in an inclusive education environment, and propose a framework for addressing these challenges.
Abstract: (2002). Commentary on: Melanie Nind and Mary Kellett (2002). 'Responding to individuals with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era' European Journal of Special Needs Education: Vol. 17, No. 3, pp. 283-287.
TL;DR: In this paper, Nind and Kellett have discussed Intensive Interaction in the context of a wider agenda based on valuing individuals with signi?cant intellectual disabilities and their inclusion in society.
Abstract: Nind and Kellett have discussed Intensive Interaction in the context of a wider agenda based on valuing individuals with signi?cant intellectual disabilities and their inclusion in society. Specifically, they focus on incidental outcomes of the use of Intensive Interaction with respect to the reduction of stereotyped behaviour. They argue that Intensive Interaction does not set out to devalue the person by intentionally reducing stereotyped behaviour, claiming that such behaviour is the individual's choice. However, when stereotyped behaviour is shown to have been reduced, they argue that this is a desirable outcome. Their overall exposition is seriously marred by: (a) unsubstantiated and gratuitous ethical claims; (b) confusion over the relation between philosophical assumptions underpinning their approach and the evaluation of interventions; (c) a failure to relate the methods of evaluation employed to the overarching claims for Intensive Interaction; and (d) confusion over the evaluative methodology em...
TL;DR: In this paper, the impact of changes of government policy within England and Wales on the organization and provision of support services to pupils with a low-incidence disability is examined against a framework based on theories of New Public Management.
Abstract: This short report examines the impact of changes of government policy within England and Wales on the organization and provision of support services to pupils with a low-incidence disability. The specific case of support for pupils who are visually impaired is explored against a framework based on theories of ‘New Public Management’.
TL;DR: This commentary is to test the conclusions in the light of the evidence and arguments presented by the authors and suggest therapists and educators should be less concerned about stereotyped behaviours per se and give more attention to the children and adults who display such behaviours.
Abstract: (2002). Commentary on: Nind and Kellett (2002) European Journal of Special Needs Education: Vol. 17, No. 3, pp. 289-291.