Showing papers in "Support for Learning in 1997"
186 citations
123 citations
25 citations
TL;DR: Goddard as mentioned in this paper examines individual education plans and their origins in behaviourist theory and rejects the constructivist approach on the grounds that this fragments learning and pupils' experiences, and posits instead a constructivist position.
Abstract: In a scholarly way Alan Goddard examines individual education plans and their origins in behaviourist theory. It is an approach he firmly rejects on the grounds that this fragments learning and pupils’ experiences. He posits instead the constructivist position. His view that behaviourist objectives have run their course will raise an eyebrow or two. Nevertheless, there will be many who warm to his belief that education is more than a succession of hurdles that have to be systematically cleared.
19 citations
TL;DR: In this article, the authors show how student teachers with specific learning difficulties can overcome their problems by using strategies described in this paper to help other teachers with dyslexia in further and higher education.
Abstract: Increasing numbers of students with dyslexia are entering further and higher education. Those who go on to choose teaching as a career generate a certain amount of anxiety. Ellen Morgan and Mary Rooney show how student teachers with specific learning difficulties can overcome their problems. The strategies described here will be useful to others in similar circumstances.
14 citations
TL;DR: In this paper, Connor concludes that there is a very heavy onus on professionals not to take the easy route but to provide sufficient counselling and advice in order to arrive at a properly balanced decision.
Abstract: Michael Connor is concerned about the stress placed on parents faced with the choice of special school or mainstream provision for their child. The tensions arising from this predicament may have less to do with the child’s needs than a multiplicity of other factors. Connor concludes that there is a very heavy onus on professionals not to take the easiest route but to provide sufficient counselling and advice in order to arrive at a properly balanced decision.
12 citations
TL;DR: How twenty schools responded to the Code of Practice requirements of SENCOs is described, which highlights vast differences in attitude and provision that exist.
Abstract: Wherever possible, we continue to report on research into the roles of special educational needs coordinators (SENCOs) Here Chris Derrington describes how twenty schools responded to the Code of Practice requirements This adds to the growing body of information in this area and highlights vast differences in attitude and provision that exist Clearly, it is an unhappy situation that SENCOs do not all experience the same level of support and resourcing Both government and local authorities desperately need to review this situation
11 citations
TL;DR: The deployment of appropriate teaching or learning styles is increasingly advanced as a major means of addressing the needs of failing pupils as discussed by the authors, arguing that this is now a principal means of maximising the potential of all pupils.
Abstract: The deployment of appropriate teaching or learning styles is increasingly advanced as a major means of addressing the needs of failing pupils. Gloria Banner and Steve Rayner offer a brief introduction to this topic, indicating how teaching and learning can be successfully adapted in specific situations. They argue that this is now a principal means of maximising the potential of all pupils.
11 citations
TL;DR: In this article, Margerison explores the difficulties facing special educational needs coordinators and classroom teachers in designing and delivering effective and accurate individual education plans within existing financial resources through the Code of Practice and suggests that, given appropriate training, classroom assistants could have a greatly enhanced role to play in the process.
Abstract: In this article Andy Margerison explores the difficulties facing special educational needs coordinators and classroom teachers in designing and delivering effective and accurate individual education plans within existing financial resources through the Code of Practice and suggests that, given appropriate training, classroom assistants could have a greatly enhanced role to play in the process.
10 citations
TL;DR: In this article, Mollie Curry explores how the behaviour of a child, previously isolated, changed to such a degree that she became a valued and accepted member of the class.
Abstract: Circle-time is one of the most rapidly growing techniques in education. The mutual support systems it generates are explored here by Mollie Curry. The case study provides a fascinating insight into how the behaviour of a child, previously isolated, changed to such a degree that she became a valued and accepted member of the class. Although the wide support that circle-time has gained has largely been in primary schools, it appears to be enjoying similar success elsewhere.
10 citations
TL;DR: In this article, the Warwick team reproduce some of their findings and draw comparisons with the Roehampton investigation, together with a similar survey conducted by Ann Lewis and her colleagues at Warwick University for the National Union of Teachers.
Abstract: In the August 1996 issue of Support for Learning (vol. 11:3) we reported the findings of a survey conducted by a team at the Roehampton Institute into placement and effects in five local authorities. A similar survey, conducted by Ann Lewis and her colleagues at Warwick University for the National Union of Teachers, appeared at roughly the same time. Here the Warwick team reproduce some of their findings and draw comparisons with the Roehampton investigation. Together, the two surveys comprise the most up-to-date and detailed picture of responses by both individual schools and local authorities to the Code of Practice.
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TL;DR: Singapore is a sophisticated and rapidly developing society, but how support is given there to pupils with learning difficulties is examined, illustrated with comments from learning support coordinators.
Abstract: Singapore is a sophisticated and rapidly developing society. May Ling Quah and Kevin Jones examine how support is given there to pupils with learning difficulties, illustrated with comments from learning support coordinators. The concerns and priorities identified will strike a cord with many professionals in similar circumstances in the UK and elsewhere.
TL;DR: In this article, the authors consider students' perceptions of TV's impact in one of the world's most isolated communities, St Helena, and find no adverse effects of TV viewing on violent and other antisocial behaviour.
Abstract: TV is often blamed for violent and other antisocial behaviour, although the evidence is sketchy. Unlike many studies, the St Helena project is not showing adverse effects of TV viewing; moreover, there are signs of improved behaviour. This article considers students’ perceptions of TV’s impact in one of the world’s most isolated communities. In the light of their recent findings, Tony Charlton and Susan O’Bey suggest it is society’s failings which have fostered antisocial behaviour elsewhere in the world, not TV.
TL;DR: De Pear as discussed by the authors argues that disaffected and excluded pupils are too often blamed for their own difficulties, by interviewing and analysing the responses of such students, she comes to the conclusion that had teaching and learning styles been more sensitively addressed earlier in their careers, most subsequent problems would have been ironed out.
Abstract: Susan de Pear argues that disaffected and excluded pupils are too often blamed for their own difficulties. By interviewing and analysing the responses of such students, she comes to the conclusion that had teaching and learning styles been more sensitively addressed earlier in their careers, most subsequent problems would have been ironed out. This article sits comfortably with the views presented elsewhere in this issue by Banner and Rayner.
TL;DR: In a series of one-day seminars for newly qualified teachers, Denise Dew-Hughes and Howard Brayton collected information regarding the element of special educational needs the participants had experienced during their initial training as discussed by the authors.
Abstract: At a series of one-day seminars for newly qualified teachers, Denise Dew-Hughes and Howard Brayton collected information regarding the element of special educational needs the participants had experienced during their initial training. Much of what they unearthed was predictable but there were one or two surprises. The authors conclude that there should be a continuum of training that supports individuals well into their professional career.
TL;DR: Local authorities have made clear progress since 1993 in providing information and advice to parents although variations still remain and Wolfendale argues that parental advice is the fourth ‘cornerstone’ of assessment.
Abstract: The report here on documentation and parental support forms part of a wider investigation conducted by Sheila Wolfendale and her colleagues into parent partnership schemes. Local authorities have made clear progress since 1993 in providing information and advice to parents although variations still remain. Wolfendale argues that parental advice is the fourth ‘cornerstone’ of assessment.
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TL;DR: In this paper, the authors provide an introduction to the historical development of special educational provision, focusing on some of the key issues relevant to professionals currently working in the field and the implications of this for schools.
Abstract: This text offers the reader an introduction to the historical development of special educational provision. It concentrates on some of the key issues relevant to professionals currently working in the field. It looks at the recent drive towards inclusion and the implications of this for schools. In the present market-oriented context in education, there are a number of dilemmas facing schools which attempt to include all pupils and at the same time respond to the current focus on academic achievement in a national climate of competition and accountability. The book offers practical examples of ways to resolve these dilemmas at the level of the LEA, the school, the classroom and the individual child. It is an Open University reader.
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TL;DR: This paper explored the perceptions of students and teachers in relation to special education needs using questionnaires and interviews and elicited responses that suggest the original motivations that traditionally drew individuals into this field of education are possibly changing, not as a result of declining enthusiasm but rather as an adverse view of the administrative pressures and bureaucracy brought about by legislation.
Abstract: Ann Hackney explores the perceptions of students and teachers in relation to special education needs. Using questionnaires and interviews, she elicits responses that suggest the original motivations that traditionally drew individuals into this field of education are possibly changing, not as a result of declining enthusiasm but rather as an adverse view of the administrative pressures and bureaucracy brought about by legislation. This poses a severe threat to future recruitment of special educational needs coordinators.
TL;DR: A study of the handwriting difficulties experienced by pupils with physical disabilities and the range of ideas and aids available that facilitate pencil grip and support the hand is reviewed.
Abstract: Jennifer Pascoe and her colleagues at Southampton Hospital have made a study of the handwriting difficulties experienced by pupils with physical disabilities. They review the range of ideas and aids available that facilitate pencil grip and support the hand. Although these findings relate to identifiable physical problems, readers will be aware that such advice is useful in relation to some very young children and to others sometimes described as ‘clumsy’ or ‘uncoordinated’.
TL;DR: Tarr and Thomas as discussed by the authors report on the findings of a survey on school special educational needs policies, which was conducted by the Faculty of Education at the University of the West of England.
Abstract: Jane Tarr and Gary Thomas report on the findings of a survey on school special educational needs policies commissioned by the Department for Education and Employment and conducted by the Faculty of Education at the University of the West of England. Many schools have had difficulty with constructing such policies and will find this article useful. In particular, special educational needs coordinators and others might want to obtain the full checklist described here and obtainable from Gary Thomas at the University of the West of England.