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Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting 对诵读困难语言学习者的包容性实践:希腊英语环境下的干预研究
IF 0.8
Support for Learning Pub Date : 2022-08-01 DOI: 10.1111/1467-9604.12422
Maria Reraki
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引用次数: 0
Routine‐based interview in early intervention: professionals' perspectives 常规访谈在早期干预中的应用:专业人士的观点
IF 0.8
Support for Learning Pub Date : 2022-08-01 DOI: 10.1111/1467-9604.12419
A. P. S. Pereira, A. Jurdi, Helena I S Reis, A. Sousa
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引用次数: 1
Pre‐service teachers' attitudes towards inclusion in Finland 芬兰职前教师对包容性的态度
IF 0.8
Support for Learning Pub Date : 2022-08-01 DOI: 10.1111/1467-9604.12415
M. Takala, R. Sirkko
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引用次数: 1
Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools 音乐和舞蹈增强了自闭症学生和他们在主流学校的同龄人的社会互动和任务参与
IF 0.8
Support for Learning Pub Date : 2022-08-01 DOI: 10.1111/1467-9604.12420
Athina Stamou, Arielle Bonneville Roussy, A. Ockelford, Lorella Terzi
{"title":"Music and dance enhance social interaction and task engagement in autistic young pupils and their peers in mainstream schools","authors":"Athina Stamou, Arielle Bonneville Roussy, A. Ockelford, Lorella Terzi","doi":"10.1111/1467-9604.12420","DOIUrl":"https://doi.org/10.1111/1467-9604.12420","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47537214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’ EEF recommendations: meeting identified need in order to thrive 通过应用EEF的五项“主流学校的特殊教育需求”建议，重新定义小学的阅读障碍服务:满足确定的需求，才能茁壮成长
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12411
Beate Hellawell
{"title":"Reconceptualising dyslexia provision in a primary school by applying the five ‘special educational needs in mainstream school’\u0000 EEF\u0000 recommendations: meeting identified need in order to thrive","authors":"Beate Hellawell","doi":"10.1111/1467-9604.12411","DOIUrl":"https://doi.org/10.1111/1467-9604.12411","url":null,"abstract":"This article reports on an action- research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia- friendly school framed by the five key recommendations of the Education Endowment Fund recently published guidance report Special Educational Needs in Mainstream School . I argue that this framing supports the thriving of individuals, rather than perpetuating a reliance on outdated diagnosis-led support. I conclude that the EEF recommendations can support practitioners to embed inclusive practices that take individual needs seriously but reject deficit models of disability.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43606109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Childhood acquired brain injury: the knowledge and training needs of special educational needs coordinators 儿童获得性脑损伤：特殊教育需求协调员的知识和培训需求
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12405
E. Bennett, Shirley Thomas, Emma Woolf
{"title":"Childhood acquired brain injury: the knowledge and training needs of special educational needs coordinators","authors":"E. Bennett, Shirley Thomas, Emma Woolf","doi":"10.1111/1467-9604.12405","DOIUrl":"https://doi.org/10.1111/1467-9604.12405","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44864661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Access arrangements for secondary students. Are they fit for purpose? 中学生入学安排。它们符合目的吗？
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12407
Emily McGhee, Jackie Masterson
{"title":"Access arrangements for secondary students. Are they fit for purpose?","authors":"Emily McGhee, Jackie Masterson","doi":"10.1111/1467-9604.12407","DOIUrl":"https://doi.org/10.1111/1467-9604.12407","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41988122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Creating inclusive schools: a self‐review tool for educational practitioners 创建包容性学校:教育从业者的自我审查工具
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12408
Eleni Dimitrellou, D. Male
{"title":"Creating inclusive schools: a self‐review tool for educational practitioners","authors":"Eleni Dimitrellou, D. Male","doi":"10.1111/1467-9604.12408","DOIUrl":"https://doi.org/10.1111/1467-9604.12408","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44695334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Groundhog day for inclusive education 全纳教育土拨鼠日
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12406
G. Thomas, A. Loxley
{"title":"Groundhog day for inclusive education","authors":"G. Thomas, A. Loxley","doi":"10.1111/1467-9604.12406","DOIUrl":"https://doi.org/10.1111/1467-9604.12406","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43872596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Perceptions of response‐to‐intervention practices: results from a cross‐sectional survey of school‐board directors and support service professionals 对干预措施反应的看法:来自学校董事会董事和支持服务专业人员的横断面调查结果
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12409
C. Camden, D. Anaby, C. Gauvin, Wenonah N. Campbell, S. Bennett, J. Berbari, L. Rivard, Lina Ianni, S. Shaw
{"title":"Perceptions of response‐to‐intervention practices: results from a cross‐sectional survey of school‐board directors and support service professionals","authors":"C. Camden, D. Anaby, C. Gauvin, Wenonah N. Campbell, S. Bennett, J. Berbari, L. Rivard, Lina Ianni, S. Shaw","doi":"10.1111/1467-9604.12409","DOIUrl":"https://doi.org/10.1111/1467-9604.12409","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48731620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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