Journal•ISSN: 0268-2141
Support for Learning
Wiley-Blackwell
About: Support for Learning is an academic journal published by Wiley-Blackwell. The journal publishes majorly in the area(s): Inclusion (education) & Special education. It has an ISSN identifier of 0268-2141. Over the lifetime, 1007 publications have been published receiving 13022 citations. The journal is also known as: SfL.
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186 citations
TL;DR: A substantive body of evidence demonstrates that (a) family-centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family-Centred practice to be more helpful than other models of practice.
Abstract: In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family-centred practice as its philosophical foundation. Family-centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family-centred practice for practitioners. Although research has acknowledged that the paradigm shift to family-centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family-centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family-centred practice to be more helpful than other models of practice.
182 citations
TL;DR: In this paper, the authors outline evidence-based strategies to facilitate the presence, participation, acceptance and achievement of pupils with ASD in mainstream settings, as follows: (i) challenge stereotypes and raise expectations, (ii) create order from chaos, (iii) promote peer understanding, develop social skills, adapt academic subjects, and modify conversational language.
Abstract: The number of pupils with autistic spectrum disorders (ASD) being educated in mainstream schools is increasing. However, there is growing concern about their educational experiences. Research suggests that such pupils make easy targets for bullies, and are considered difficult to teach by teachers. Furthermore, pupils with ASD are more than 20 times more likely to be excluded from school than those without special educational needs. In light of such evidence, the aim of this article is to outline evidence-based strategies to facilitate the presence, participation, acceptance and achievement of pupils with ASD in mainstream settings. The strategies are presented thematically, as follows: (i) challenge stereotypes and raise expectations, (ii) create order from chaos, (iii) promote peer understanding, (iv) develop social skills, (v) adapt academic subjects, and (vi) modify conversational language. These strategies are not intended to be completely comprehensive – rather, they are starting points on a journey towards inclusion for those with ASD.
180 citations
TL;DR: In this article, the authors present a synthesis of empirical literature to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics.
Abstract: Seating arrangements are important classroom setting events because they have the potential to help prevent problem behaviours that decrease student attention and diminish available instructional time. The purpose of this synthesis of empirical literature is to determine which arrangements of desks best facilitate positive academic and behavioural outcomes for primary through secondary high school students with a range of characteristics. Eight studies that investigated at least two of three common arrangements (i.e., rows, groups or semi-circles) were considered. Results indicate that teachers should let the nature of the task dictate seating arrangements. Evidence supports the idea that students display higher levels of appropriate behaviour during individual tasks when they are seated in rows, with disruptive students benefiting the most.
161 citations
TL;DR: Mel Ainscow as mentioned in this paper was the keynote address at the International Special Education Congress held at Birmingham last Easter and discussed the ways in which teachers can be helped to organize their classrooms and how schools can be restructured.
Abstract: This is the keynote address given at the International Special Education Congress held at Birmingham last Easter. Mel Ainscow contrasts this congress with its predecessor at Cardiff and notes the massive shifts in thinking that have taken place since. He addresses two principal questions relating to the ways in which teachers can be helped to organise their classrooms and how schools can be restructured to support them in these efforts. This is a detailed and comprehensive survey and it set the tone for a highly successful gathering.
145 citations