340,334 research outputs found
Resource for SEND Practitioners
No full textThe resource is designed to help SEND practitioners facilitate conversations with children and young people identified as having SEND so that they can help them:
-feel more confident to talk about their SEND with SEND practitioners and teachers, their classmates, friends and families;
-think about what their SEND means to them and take ownership of it;
-understand what their SEND means to others;
-understand how their SEND and support may or may not change in the future, and
- advocate for their needs and educate others.
The five sections are headed:
-Silence around SEND
-EHCPs
-Belonging
-Learning
-Futures
The resource is based on the finding of the Young Researchers Young Voices co-research project where five young people identified as having SEND worked with more experienced researchers from the University of Derby
“It’s just misunderstood kids”. School exclusion, SEND and the reproduction of inequality
No full textAs young people from marginalised groups continue to be over-represented in the school exclusion statistics in England, this article explores the ways that school-excluded young people describe their experiences and the structural inequalities that school exclusion both represents and perpetuates. Drawing on interviews with young people who have experienced exclusion from school, this article highlights themes of individual blame and marginalisation. The relationship between SEND support and disciplinary systems is noted as a current challenge, leading to some young people being excluded for their behaviour before their needs related to their marginalised identities have been met. To conclude, more monitoring of who is being subjected to disciplinary sanctions in school is recommended, alongside a call for a more empathic approach to education
Transition programmes for young adults with SEND : what works?
No full textThis paper describes the evidence base for transition programmes for young adults with Special Educational Needs and Disabilities (SEND). Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing. The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying the impacts from transition programming and, second, exploring what effective practice looks like.This paper describes the evidence base for transition programmes
for young adults with Special Educational Needs and Disabilities
(SEND). Schools, colleges and providers of careers and enterprise
programmes are invited to use this evidence to inform the
programmes that they are running and developing.
The paper draws together academic and ‘grey’ literature (such as
policy papers, speeches and programme evaluation reports), with
the aim of, first, clarifying the impacts from transition programming
and, second, exploring what effective practice looks like
send v: send down
No full textsend vA fisherman of Topsail deserted the shore fisherey service of John Griffin, St Bride's, on the 16th instant. He was sent down for 30 days.PRINTED ITEM DNE Sup[Add to DNE send v, between 1887 and P-1956 cites] G.M.StoryMAR. 28 1988 WKUsed I and SupUsed I and SupNot usedSwell, ~ Sea lo
send
No full textsend nNoun. Lop when wind is absent - a swell. Also _sand_. 'Though its calm, there's a heavy send in the water.'DNE-citUsed I and SupUsed I and SupUsed ISwell, ~ Sea lop,[see 'lop', 'wind-lop', 'swell', etc
send
No full textsend nOld seals know the more northern the more safety for their young, as there is less danger of a southern send or sea that would wash their young off the ice....PRINTED ITEM DNE-citUsed I and SupUsed I and SupUsed ISwell,~ Sea lo
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
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