Improving the learning of newly qualified teachers in the induction year.

notes: Published online 14 Dec 2010publication-status: Publishedtypes: ArticleNewly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England, and the influence of their mentors within the workplace context of the school. We argue that thinking and practice is restricted by the concern to ‘fit in’; by the belief that behaviour management should be addressed before teaching can be developed; and by a lack of attention to the development of pedagogical thinking. We conclude that there is a need to change the beliefs and practices of induction mentors and develop their skills in discussing pedagogical ideas. This is most likely to be achieved within a school-wide culture of continuing professional learning

Departmental differences in attitudes to special educational needs and their impact on practice in the secondary school

With increasing inclusion, mainstream teachers need to be sympathetic towards meeting the needs of those with special educational needs. Little previous research has considered the complex relationships between attitudes and practice and how the subject taught impacts on this. Consequently a case study approach was adopted using a Likert-type attitude scale and open-ended questions to determine the attitudes towards SEN of the teachers in one school. This suggested that teachers of the core subjects, English, maths and particularly science, were more likely to have less positive attitudes than those of other subjects. Of the core subjects, students with SEN made least progress in science at Key Stage 3. More in-depth studies, using interviews, structured and unstructured observation, of five teachers from two departments, science and English, revealed that attitudes to SEN did not necessarily relate directly to practice. Although teachers with less positive attitudes were less willing to use strategies to meet the needs of those with SEN, they did try to meet those needs. Success however, was probably more related to effectiveness as a teacher. The importance of attitudes to practice is probably related more to subtle messages effecting students' self-esteem and beliefs about their suitability for specific subjects

The views and experiences of parents of children with autistic spectrum disorder about educational provision: comparisons with parents of children with other disabilities from an online survey

A recent review of educational provision for children with SEN (House of Commons Education and Skills Committee on SEN 2006) singled out children with Autistic Spectrum Disorder (ASD) as being in need of special attention and highlighted the frustration felt by parents. One implication is that parents of children with ASD find it disproportionately difficult to obtain appropriate educational provision for their children compared to families with children with other disabilities. This paper compares the views of parents of children with (n=66) and without (n=59) ASD about educational provision across mainstream and special schools from an online survey in the UK. Results show that whilst there are some differences in experiences between groups of parents (ASD vs. non-ASD), their views are more similar than different both in relation to positive aspects of provision as well as areas for improvement. A majority of parents in both groups were mostly satisfied with their child’s current educational provision although concerns about transitions between and beyond schools were common to both groups. There was no evidence to suggest that disability legislation in the UK (the Disability Discrimination Act 1995 – Part IV) had made a significant impact on parents, either in informational or practical terms. Improvements in educational provision need to support all children with SEN or disabilities rather than singling out a group of children with particular needs