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Using visual strategies simultaneously to support students with learning disabilities in mathematics 同时运用视觉策略支持数学学习障碍学生
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12365
Samantha Marita, Casey Hord, Julie E. Hendricks
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引用次数: 1
Autism, Intensive Interaction and the development of non‐verbal communication in a teenager diagnosed with PDD‐NOS: a case study 自闭症、强化互动和非语言交流在PDD - NOS青少年中的发展:一个案例研究
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12370
Amandine Mourière, D. Hewett
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引用次数: 1
‘You have to find the right words to be honest’: nurturing relationships between teachers and parents of children with Special Educational Needs “你必须找到合适的词来诚实”:培养老师和有特殊教育需要的孩子的家长之间的关系
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12373
C. Solvason, Samuel Proctor
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引用次数: 3
Wellbeing: How we make sense of it and what this means for teachers 幸福：我们如何理解它，以及这对教师意味着什么
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12366
T. O’Brien, D. Guiney
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引用次数: 5
Implementing the 2014 SEND reforms in England: perspectives from SENCOs 2014年英格兰SEND改革的实施：SENCO视角
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12374
K. Tysoe, K. Vincent, H. Boulton
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引用次数: 2
Ineffective pathways and the price of conjecture 无效途径和猜想的代价
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12368
Penelope Hannant
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引用次数: 0
Professional development in drama with learners with special educational needs and disabilities (SEND) 为有特殊教育需要及残疾的学员提供戏剧专业发展(SEND)
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12371
Melanie Peter
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引用次数: 1
‘ I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health “我敢说，他们十有八九会去找LSA，而不是老师。”助教在支持儿童心理健康方面的作用
IF 0.8
Support for Learning Pub Date : 2021-08-01 DOI: 10.1111/1467-9604.12369
Ida Conboy
{"title":"‘\u0000 I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health","authors":"Ida Conboy","doi":"10.1111/1467-9604.12369","DOIUrl":"https://doi.org/10.1111/1467-9604.12369","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926039","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: 3
Editorial 编辑
IF 0.8
Support for Learning Pub Date : 2021-07-18 DOI: 10.1111/1467-9604.12375
Philip Garner
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引用次数: 0
Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development 自闭症、特殊教育需要和学校残疾的循证实践:扩大专业发展的研究性学习社区模式的范围
IF 0.8
Support for Learning Pub Date : 2021-05-07 DOI: 10.1111/1467-9604.12349
Joseph Mintz, Sarah Seleznyov, N. Peacey, Christopher S. Brown, S. White
{"title":"Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development","authors":"Joseph Mintz, Sarah Seleznyov, N. Peacey, Christopher S. Brown, S. White","doi":"10.1111/1467-9604.12349","DOIUrl":"https://doi.org/10.1111/1467-9604.12349","url":null,"abstract":"Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence- informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/1467-9604.12349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46091519","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: 6
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