110 research outputs found
Education as a catalyst for the social inclusion of people with learning disabilities
No full textThe social inclusion of people with learning disabilities is an important topic because we all have a right to participate in society. Articles in this special issue talk about how education can help to make social inclusion better so that people with learning disabilities can join in and belong, just like everyone else. The articles talk about how changes in the way people think about learning disabilities can help make education better at making social inclusion happen. They also talk about how this can happen by supporting transitions to adulthood (e.g., into paid work), learning in universities and getting people with learning disabilities involved in writing courses about health
The Language of SEND: implications for the SENCo
No full textThe central tenet of this chapter is that language matters. Over the centuries as human beings have represented and categorised both themselves and others in different ways, so interpretations and the language of disability (physical and learning) shape-shifts altering through time (Goodey, 2016). The language of disability and the societal and political values which underpin it are therefore not cross-historical – let two or three generations pass and the labels associated with disability alter. Sometimes such changes in language usage can seem little more than semantic fashion or a professional challenge to keep up-to-date with. The language of disability is however more than fashion and political correctness (Mallett and Slater, 2014), for words gain their meaning from the manner in which they are used (Wittgenstein, 2009). This chapter argues the language of special education shapes SENCOs’ values, expectations, assumptions, responses and practice. Through an exploration of historical and current language usage, this chapter analyses the language of special education and the implications for the school community
Leading on Inclusion: The role of the SENCO
No full textThis comprehensive resource provides a range of perspectives on inclusion, giving Special Educational Needs Co-ordinators (SENCOs) the opportunity to consider the principles and practice that underpin their leadership role. Offering a blend of academic and professional knowledge, each chapter explores different aspects of the role of the SENCO and supports areas that will be considered as part of the National Award for SENCOs. A variety of essential topics are covered, from the importance of SEND provision and multi-disciplinary practice, to the role of the SENCO and leadership.
Key features of this book include:
Contributions by leaders of the National Award for Special Educational Needs Co-ordinators working with trainee SENCOs across the country A focus on encouraging SENCOs to think deeply about their own individual practice through engagement with cutting-edge research A flexible structure that can be read as a whole, or dipped in and out of as professional learning needs require. This book provides an opportunity for readers to engage with a multiplicity of voices and approaches, allowing them to critically explore their role as leaders of SEND provision in schools. It is an invaluable resource both for students and those already within the role of Special Educational Needs Co-ordinator
Assessment for Learning in Maths
No full textContext: This action research case study was conducted in a mainstream secondary school to address the persistent attainment gap in mathematics for pupils with special educational needs and/or those significantly behind age-related expectations. The study focused on identifying and closing gaps in cumulative learning through targeted, scaffolded interventions
Aims: The research aimed to evaluate the effectiveness of a Maths Intervention and Supervision Programme that uses detailed baseline attainment data to inform teaching. It explored how concrete, pictorial and abstract methods could support mathematical understanding and confidence, and how best to communicate the intervention model to other educators
Methods: Two action research cycles were completed. Data collection included pupil progress tracking, Teaching Assistant journals, pupil voice activities, and confidence scales (including the Blob Tree). Interventions were delivered in small groups using structured resources. In Cycle 2, research conversations informed the development of a resource booklet to support wider implementation. Ethical consent was obtained for anonymous publication.
Findings: Year 7 pupils gained an average of +0.495 years in the ‘Number’ strand over 14 weeks, and Year 8 and Year 9 pupils gained +0.388 and +0.275 years respectively in Number over 7-8 weeks. Confidence increased by an average of +2.14 points for all your groups. Case studies showed improved engagement, reduced maths anxiety and greater classroom participation. The intervention booklet clarified the rationale, assessment, delivery and impact monitoring for the intervention.
Implications: The study highlights the importance of dynamic assessment, personalised learning roadmaps and concrete resources. It recommends early identification, small group support and staff training. The intervention model offers a replicable framework for inclusive maths practice in secondary education
Deepening Productive Partnerships with Parents/Carers: A focus on support in the home
No full textContext: The research focuses on enhancing relationships between schools and parents/carers of learners with special educational needs and disability (SEND). It emphasises the significance of collaborative strategies to support families in managing their children's educational needs at home, specifically through structured meetings known as Assess, Plan, Do, Review (APDR) sessions.
Aims: The primary aim of the research is to explore effective ways to deepen productive partnerships with families of learners with SEND, facilitating their involvement in the educational process. This involves gathering insights during APDR meetings, utilising these insights to inform school practices, and ultimately creating a supportive environment for families to access the necessary resources.
Methods: The study employs an action research approach, organised into two cycles of planning, execution, and review. The first cycle revolves around developing and refining the research question based on initial findings, while the second cycle builds on the insights gained to enhance practices. Ethical consent was obtained from all participants to ensure anonymity throughout the research process.
Findings: The collected data reveal that engaging parents and carers in the APDR process contributes to a more holistic understanding of learners' needs. It highlights the role of school staff in fostering communication and facilitating access to external support resources, positioning the school as a central hub for family assistance and engagement.
Implications: Other educators may observe that establishing a systematic approach to involving families within the educational framework can yield constructive outcomes for learners with SEND. The insights gained from these partnerships may inform the development of similar collaborative practices in different educational contexts, aiming to strengthen the supportive network surrounding learners and their families
Listening to Teaching Assistants: What CPD is most useful to you?
No full textContext: The study investigates the professional development needs of Teaching Assistants (TAs) within the framework of Inclusion and Special Educational Needs and Disability (ISEND), focusing on how tailored Continuing Professional Development (CPD) can enhance their teaching effectiveness in special and Primary Education settings.
Aims: The study aimed to identify the most effective forms of CPD for TAs, focusing on how training could be tailored to meet their individual needs, build confidence, and improve pupil outcomes. It sought to understand what CPD formats and content were most valued by TAs and how these could be embedded within the constraints of part-time working patterns.
Methods: The study employed an action research methodology comprising two cycles of focused discussions with TAs. These discussions facilitated a collaborative exploration of their training needs and preferences. Ethical consent was obtained from participants to ensure anonymity, allowing for an open exchange of ideas and experiences.
Findings: TAs reported that small-group, context-specific CPD sessions delivered by professionals familiar with the setting were most impactful. Training that addressed sensory regulation, communication strategies, and behaviour support was particularly valued. Repetition of core strategies and opportunities to learn alongside experienced colleagues were seen as essential for embedding practice. The format and timing of CPD were also critical, as most TAs have limited time to engage with CPD and a number of TAs work part-time staff requiring flexible, accessible options.
Implications: The findings suggest that the structure and focus of CPD for TAs should be reconsidered to ensure it meets their practical needs. By prioritising small, targeted sessions, other educational institutions may enhance the capacity of TAs in fostering inclusive practices. This approach to CPD may lead to improved student outcomes in special education settings by equipping support staff with crucial skills and strategies
Developing Motor Skills for Independence
No full textContext: This action research was conducted in a specialist secondary school for pupils aged 11-16 with a range of complex needs, including autism, physical disabilities, and speech, language and communication difficulties. All pupils had Education, Health and Care Plans (EHCPs). The study focused on the explicit teaching of fine and gross motor skills to support pupils' independence and life skills, recognising motor development as foundational to writing and everyday functioning.
Aims: The research aimed to explore strategies and activities that could effectively support the development of fine motor skills in pupils with SEND. It sought to understand how motor skill development contributes to life skills and writing, and to identify barriers to accessing specialist support. The study also aimed to create accessible resources for staff and inform future CPD needs.
Methods: Two cycles of action research were undertaken, involving baseline assessments, structured motor skill sessions, pupil work analysis, staff interviews, and reflective teaching practice. Programmes such as Write Dance, Dough Disco, and A Jungle Journey were used. Ethical consent was obtained to publish anonymised data. A Padlet was created to share resources with staff.
Findings: Targeted motor skill teaching led to noticeable improvements in pupils' ability to navigate physical spaces, manipulate materials, and engage in mark-making and writing. Staff reported limited access to specialist knowledge and training, with many unaware of referral pathways to Occupational Therapy. The study highlighted the need for age-respectful, adapted resources and identified gaps in staff confidence and expertise.
Implications: The research underscores the importance of embedding motor skill development within the curriculum and providing staff with accessible, context-specific training. It calls for improved collaboration with health professionals and the creation of practical resources tailored to the needs of older pupils with SEND. These findings may inform future CPD and curriculum planning in similar settings
Adaptive Teaching in Geography
No full textContext: This case study explores the use of adaptive teaching strategies within a junior school geography curriculum, focusing on two Year 4 pupils (age 8-9) with distinct learning needs. The study was conducted through a Lesson Study framework, enabling collaborative planning, observation and evaluation of inclusive teaching practices. The aim was to ensure accessibility and engagement for pupils with social, emotional and mental health (SEMH) needs and developmental delay.
Aims: The research aimed to investigate how the Kapow Geography curriculum could be adapted to meet the needs of learners with SEND. It sought to identify effective strategies for supporting pupils with SEMH and cognition and learning needs, ensuring they could access geographical content meaningfully and demonstrate progress.
Methods: Three geography lessons were planned and observed using the Lesson Study model. Adaptations included the use of ICT tools, flexible recording methods, sensory regulation strategies, scaffolded resources, and modified learning outcomes. Pupil voice was captured through post-lesson reflections, and ethical consent was obtained for publication.
Findings: Adaptive teaching strategies significantly improved engagement and regulation for both pupils. Pupil X benefited from sensory supports, technology, and increased autonomy, while Pupil Y responded well to visual aids, reduced cognitive load, and adult support. The study highlighted the importance of adapting quantity, time, support level, and output expectations to meet individual needs.
Implications: The findings demonstrate that adaptive teaching is essential beyond core subjects and should be embedded across the curriculum. Geography, like other humanities subjects, benefits from inclusive strategies that promote access and participation. Staff training, curriculum review and SENDCo-led observations are recommended to sustain these practices and ensure all learners, including those with SEND, are supported to thrive
Disciplinary Literacy: Teaching subject-specific literacy
No full textContext: In secondary education, the increasing complexity of subject-specific language demands a strategic approach to teaching disciplinary literacy. This case study explores what it means to focus on subject-specific literacy within a school setting, and why this focus is essential for promoting inclusion, particularly for learners with special educational needs and disabilities (ISEND).
Aims: The primary aim of the research is to develop effective methods for teaching disciplinary literacy within the framework of ISEND. The study seeks to refine research questions and improve pedagogical strategies through iterative action research cycles, highlighting the importance of effective vocabulary and reading practices in specific subject areas, particularly in science education.
Methods: The research employs a cyclical action research approach consisting of two primary cycles. Each cycle begins with a planning phase where literature informs the research focus and evolves through data collection and ethical considerations regarding participant consent. The research includes both the planning and reviewing of teaching practices, ensuring systematic reflection and adaptation based on gathered evidence.
Findings: Initial findings showed that subject-specific language is not always taught and unpacked for children prior to teaching. In science, teachers tended to focus on the subject content over supporting pupils to understand the language used in texts and questions. Training highlighted the importance of teaching key vocabulary before asking children to apply it in lessons. The findings suggest a need for a more strategic approach to teaching subject-specific vocabulary as part of a strengthened school universal offer.
Implications: Embedding disciplinary literacy within a school may require a strategic review of the curriculum, with careful consideration of when vocabulary is introduced and how cognitive load is managed. A consistent approach that helps learners understand, retain, and apply subject-specific vocabulary will also be needed
Flexible Seating for Sensory Needs
No full textContext: The study explores the impact of flexible seating and creatively zoned classroom environments on children with sensory needs, particularly those with social, emotional, and mental health challenges. It takes place within a resource base in a mainstream primary school setting, focusing on enhancing comfort and engagement to promote positive behaviour for learning.
Aims: The research aimed to investigate how alternative seating arrangements and sensory-friendly classroom design could support children's access to learning. It sought to understand pupil and teacher preferences and evaluate the impact of environmental changes on behaviour and engagement, refining the research question through iterative cycles.
Methods: Two cycles of action research were undertaken. Data collection included pupil drawings, discussions, teacher questionnaires, and classroom observations. Following initial feedback, the resource base was redesigned to include zoned areas, varied seating, sensory lighting, and calming spaces. Behaviour tracking and teacher reflections were used to assess impact. Ethical consent was obtained to publish anonymised data.
Findings: Children and teachers preferred classrooms with soft seating, sensory lighting, and flexible zones for work, play and relaxation. Traditional rows of desks were consistently viewed negatively. After implementing environmental changes, pupils showed improved emotional regulation, reduced behaviour incidents, and increased engagement. Teachers noted that flexible seating allowed pupils to move freely and choose where to work, contributing to a calmer atmosphere and better learning behaviours.
Implications: The study indicates that understanding children's perceptions of their learning environments can inform classroom design to better support sensory needs. Teachers may learn about the importance of creating balanced, engaging spaces that prioritise comfort, choice, and opportunities for imaginative play while minimising factors that contribute to discomfort or disengagement. This research underscores the necessity for ongoing dialogue about classroom environments and the ways they are experienced by children
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