Language support model for teachers

There are seven documents that comprise this resource pack. They were written for teachers who are working with speech and language therapists (SLTs) to support children in mainstream primary schools who have language difficulties with no known cause (primary language impairment)

Towards systemic support of pupils with emotional and behavioural disorders

Mooij, T., & Smeets, E. (2009). Towards systemic support of pupils with emotional and behavioural disorders. International Journal of Inclusive Education, (13)6, 597-616.Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social-emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at 12 mainstream primary schools in five different regions in The Netherlands. The results show that the schools focus on providing an adequate social-emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical-didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools

Children with specific speech and language difficulties: the teachers' perspective

Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers’ views about the children’s problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers supplemented by information from the assessments of the children’s skills will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children’s needs. The implications of the results for inclusive education are addressed

Inclusion of Pupils with SENs into Mainstream Physical Education – Potential Research Ideas to Explore Issues of Engagement

One consequence of the 1981 Education Act (DES, 1981) was that there began a transference of pupils from special educational schools to mainstream schools over the coming years. Thus, for the first time in many cases, mainstream schools were expected, through policy developments, to provide an inclusive education culture for pupils with SEN (Special Educational Needs). The aim of this paper is to analyse some of the consequences, intended or otherwise, of including pupils with SEN in mainstream school National Curriculum Physical Education (NCPE) lessons and extra-curricular physical activity. In this regard, it is argued that team games and competitive sports are activities which teachers find particularly difficult to plan for and deliver in an inclusive way, whereas more individual activities such as dance, gymnastics, tennis, badminton and athletics are identified as activities that may be easier to plan and deliver inclusively. The paper is punctuated with potential field research ideas; being possible investigations prompted by this critique of literature. These ideas typically involve suggestions for primary data gathering in the school setting with either pupils or staff, exploring issues for engagement (and non-engagement) with PE and physical activity. The paper concludes that an over emphasis upon competitive team sports and performance in PE may be eroding the quality of learning experience for all pupils, not least those with SEN

Mainstream inclusion, special challenges; strategies for children with BESD

This study investigated the leadership strategies that are currently being used in mainstream primary and middle schools to effectively include children with behavioural, emotional and social difficulties (BESD). The impact that this inclusion has on other members of the school community was examined, and any strategies in place to ensure that the experience was as positive as possible for all were also considered. Four schools were visited, and interviews carried out with members of the leadership team and support staff working directly with BESD children. The schools had nominated themselves on the basis of their good practice in this area. Although the sample was small, care was taken to ensure the validity of the results and so limited conclusions can be drawn. Schools were generally in agreement regarding the main challenges of including BESD children; namely, disruption to classes, increased stress for staff and impact on other children. However, all had successful strategies in place to combat these, the most effective being where a whole-school approach was taken, with the leadership team clear about their vision for inclusion and leading by example

A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs

From the introduction/background: The growing demand for inclusive practices within mainstream schools has resulted in classroom teachers having to take direct responsibility for the individual learning needs of all pupils within the setting, and reduced the expectation that support staff should be the primary practitioners for children with special educational needs (SEN). The belief in a need for special pedagogical approaches for these children has also been widely critiqued (e.g. Norwich and Lewis, 2001; Hart, 1996) and there has been a growing focus upon the teaching practices that can be, and are, more broadly used by mainstream practitioners. Central to all these approaches are the interactions that both create the learning context and operate within it

SENCOs: changemakers in their settings

This doctoral research project examines the evolving nature of the professional identity of Special Educational Needs Coordinators (SENCOs). SENCOs are primarily responsible for coordinating the provision and support of children with Special Educational Needs (SEN) in mainstream English primary schools. The focus of the study is the SENCO-teacher dynamic, and the nature of change in relation to the manner in which SENCOs support teachers' practices. Data is gathered through questionnaires and interviews. Thematic analysis is applied, and qualitative results are presented through the use of vignettes