Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study RESEARCH (original) (raw)
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Pupils with special needs and the National Literacy Strategy: an analysis of the literature
Support for Learning, 2003
When the National Literacy Strategy was implemented in September 1998, Kate Wall was teaching at a junior school in the southwest of England. She became keenly aware of the effects it had on herself as a practitioner, her colleagues and the children identified with special educational needs (SEN) in her class. Now, as an educational researcher, she has had the opportunity to look at the policy changes in literacy education from a new perspective. In this article, looking at current research and commentaries on the National Literacy Strategy and using her own experiences and background, Kate asks how it affects teachers’ professionalism, their practice and perceptions on the inclusion of pupils with SEN.
European Journal of Special Needs Education, 2013
The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically the project examined and compared the school based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils' personal learning needs, something that was less likely to be learned from only whole class teaching experience. Implications for schools, initial teacher education providers, national and international policy are presented as evidence-informed questions with possible options.
European Journal of Special Education Research, 2017
This study was conducted to explore the learning of special needs students in reading and writing; determine their preferred teaching approaches; and obtain their suggestions to improve the teaching of both reading and writing modules. Focus Group Discussion (FGD) was conducted in obtaining pertinent information. Results regarding what the learners learned; and the best approach for teaching English revealed interesting insights which could guide special needs teachers. Suggestions which aimed at improving English teaching were also provided.
Provision for Pupils with Specific Learning Difficulties in Secondary Schools. A Report to SOED
1994
Provisions for children with specific learning difficulties were studied in 27 secondary schools in 5 regions of Scotland. Specific learning difficulties were seen as functional weaknesses in students who might otherwise be intellectually able. Questionnaires were completed by the schools to determine: number of students with specific learning difficulties in the school, the school's conceptualizations and provisions for students with specific learning difficulties, and the relationship of this provision to the school's well-established "whole-school approach" to special needs. Six of the schools were studied more intensively through interviews with key personnel. Additionally, comparisons were made between Scottish school and English school approaches. The following types of provisions are considered: identification strategies, cooperative teaching, direct remedial intervention using structured teaching approaches, differentiation of classroom teaching materials, information technology and audiovisual resources, fostering independent learning, counseling, reduction of curriculum demands, and alternative assessment measures. Survey questionnaires are appended, along with research methodology notes and study data. (Contains 26 references.) (SW)