Journal articles: 'Special educational needs pupils'

1

Petrie, Ian. "Schools, Pupils and Special Educational Needs." Disability, Handicap & Society 1, no. 2 (January 1986): 223–26. http://dx.doi.org/10.1080/02674648666780241.

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DAVIES, JOHN DWYFOR. "Pupils' views on special educational needs practice." Support for Learning 11, no. 4 (November 1996): 157–61. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00251.x.

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Maher, Anthony. "The Inclusion of Pupils with Special Educational Needs." Sport Science Review 19, no. 1-2 (April 1, 2010): 87–115. http://dx.doi.org/10.2478/v10237-011-0006-y.

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The Inclusion of Pupils with Special Educational Needs The paper examines the planned and unplanned outcomes associated with the inclusion of pupils with special educational needs (SEN) in the National Curriculum Physical Education (NCPE) in Britain. This involves the use of key concepts from figurational sociology, and documentary analysis, to examine the emergence of disability as a social issue in British society and in secondary school education. Norbert Elias' game models (Elias, 1978) are then used to analyse the NCPE 1992, 1995 and 2000 documents, and their associated consultation materials. This allows the researcher to identify all the major players involved in the formulation of the NCPEs, and the extent to which the objectives of each player, and their subsequent power struggles with each other, impacted upon the overall objectives and content of the NCPEs. The game models are then used to examine the extent to which the objectives of the players involved in the implementation of the NCPE generated outcomes which none of the players planned for, or could have foreseen.

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Elkins, John. "Book Review: Schools, Pupils and Special Educational Needs." Australian Journal of Education 33, no. 1 (April 1989): 90–91. http://dx.doi.org/10.1177/000494418903300112.

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Desforges, Martin F. "Assessment of Special Educational Needs in Bilingual Pupils." School Psychology International 16, no. 1 (February 1995): 5–17. http://dx.doi.org/10.1177/0143034395161001.

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Morris, Lynda, Joyce Watt, and Pamela Wheatley. "Pupils with Special Needs." Journal of Learning Disabilities 28, no. 7 (August 1995): 386–90. http://dx.doi.org/10.1177/002221949502800701.

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7

Bąbka, Jarosław, and Regina Korzeniowska. "Unity in diversity in terms of inclusive education and cooperative learning." Men Disability Society 48, no. 2 (April 30, 2020): 47–58. http://dx.doi.org/10.5604/01.3001.0014.1671.

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Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.

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Vilkelienė, Aldona. "Arts Education of Pupils with Special Educational Needs: Objectives and Principles." Pedagogika 118, no. 2 (June 10, 2015): 239–53. http://dx.doi.org/10.15823/p.2015.017.

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Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.

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Dew‐Hughes, Denise, and Howard Brayton. "Initial Teacher Training and Pupils with Special Educational Needs." Support for Learning 12, no. 4 (November 1997): 175–79. http://dx.doi.org/10.1111/1467-9604.00041.

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Clay, Claire, and Lorraine Tooker. "Teaching cardiopulmonary resuscitation to pupils with special educational needs." British Journal of School Nursing 11, no. 5 (June 2, 2016): 225–29. http://dx.doi.org/10.12968/bjsn.2016.11.5.225.

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11

DAVIE, RON. "Raising the achievements of pupils with special educational needs." Support for Learning 11, no. 2 (May 1996): 51–56. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00051.x.

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12

Lawson, Hazel. "Child Development and Teaching Pupils with Special Educational Needs." British Journal of Learning Disabilities 34, no. 2 (June 2006): 125–26. http://dx.doi.org/10.1111/j.1468-3156.2006.00375.x.

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13

Green, Sharon. "Book Review: Microelectronics and Pupils with Special Educational Needs." British Journal of Occupational Therapy 53, no. 4 (April 1990): 162. http://dx.doi.org/10.1177/030802269005300415.

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Clausen-May, Tandi. "International mathematics tests and pupils with special educational needs." British Journal of Special Education 34, no. 3 (November 8, 2007): 154–61. http://dx.doi.org/10.1111/j.1467-8578.2007.00471.x.

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15

Strand, Steve, and Ariel Lindorff. "Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11." Exceptional Children 87, no. 3 (March 12, 2021): 344–68. http://dx.doi.org/10.1177/0014402921990895.

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We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.

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Vančová, Alica, and Margaréta Osvaldová. "ART EDUCATION IN MUSIC FIELD OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS." Scientific Journal of Polonia University 37, no. 6 (May 1, 2020): 71–84. http://dx.doi.org/10.23856/3707.

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Music is particularly important for pupils with special educational needs because it plays an important compensatory and integration role in their lives. The orientation of education of pupils with special educational needs to various music-related disciplines opens up opportunities for their full professional application and the opportunity to integrate into society. The aim of the study is to map the position of pupils with special educational needs at primary art schools. It analyzes individual disabilities in connection with music and art education, presents collected statistical data, data obtained by questionnaire form on a nationwide scale. It offers a more comprehensive view of the issue.

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Gumienny, Beata, and Kamila Kasprzyk. "Pupils with special educational needs in a school common room – reports from research." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2018): 45–55. http://dx.doi.org/10.5604/01.3001.0012.0594.

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A common room at school should provide the classes considering the educational and developmental needs of pupils, as well as their psychophysical capabilities, in particular the classes developing pupils' interests, allowing proper physical development and doing their homework. The addressed issues relate to the conditions and activities undertaken in the common rooms of state schools, which create an inclusive space for the pupils with special educational needs. The method of a diagnostic survey and the survey questionnaire of its own design were used in this study. The research group consisted of the teachers – tutors from common rooms in Rzeszów who shared their opinions and experiences on successes and real inclusive difficulties. The specific problems were formulated in the questions: What special needs do the pupils using the common rooms demonstrate? What is the level of conditions in the school common room in the range of the activities for the pupils with special educational needs? And what successes and difficulties in implementing inclusion do the teachers of the common rooms indicate? In the course of diagnostic research, the group of children with special needs was identified, the situations favourable for inclusion and the difficult situations, requiring systematic approach and verification, were determined. The obtained results show the urgent need for changes, both by the bodies governing schools and by the headmasters, in the organization and the specific conditions of functioning of all pupils (including the pupils with special educational needs). In relation to the above, an important message for science is not only the aspect of diagnosis of the pupils' situation, but also the design, modelling and evaluation of the school's care and educational tasks.

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18

Rozenfelde, Marite. "Inclusive Learning Environment for Pupils with Special Needs in General Educational Institution." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 6 (December 30, 2016): 148. http://dx.doi.org/10.21277/sw.v2i6.257.

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<em>The paper is focused on the analysis of the role of education's environment in implementation of the inclusive education process for pupils with special needs: the most significant prerequisites for successful learning, development of pupils' interaction culture and value orientation are determined; options for the presence, participation in the learning process and ensuring of achievement for all included pupils with special needs are dealt with</em>

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19

Maher, Anthony. "Physical Education and Special Educational Needs in North-West England." Sport Science Review 19, no. 5-6 (December 1, 2010): 263–83. http://dx.doi.org/10.2478/v10237-011-0041-8.

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Physical Education and Special Educational Needs in North-West EnglandThe paper examines the inclusion of pupils with special educational needs (SEN) in mainstream secondary schools from the perspective of physical education (PE) teachers. The findings of this case study, which used individual interviews and was undertaken in the North-West of England, suggest that team games are activities which teachers find particularly difficult to plan and deliver in an inclusive way. Specifically, many teachers suggested that there was limited opportunity for individual planning during team games and that they found it difficult to develop and implement rules and adapt games to make them more inclusive. Moreover, there was an expressed feeling among teachers that, first, their initial teacher training (ITT) had not prepared them adequately for their day-to-day endeavours to include pupils with SEN in PE; and, second, that the schools in which they work are not providing them with any inclusion training. Finally, there was a general feeling among PE teachers that they are not receiving enough support from special educational needs coordinators (SENCOs) and learning support assistants (LSAs) whose role is, lest we forget, to enable teachers to include pupils with SEN in the mainstream education system.

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Mieliekiestseva, Nataliia. "TEACHING FOREIGN LANGUAGE TO JUNIOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS." Pedagogical Education: Theory and Practice 2, no. 26 (May 8, 2019): 346–52. http://dx.doi.org/10.32626/2309-9763.2019-26-2.346-352.

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21

Lee, John, and Richard Eke. "The National Literacy Strategy and pupils with special educational needs." Journal of Research in Special Educational Needs 4, no. 1 (March 2004): 50–57. http://dx.doi.org/10.1111/j.1471-3802.2004.00017.x.

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22

Byers, Richard. "The National Literacy Strategy and Pupils with Special Educational Needs." British Journal of Special Education 26, no. 1 (March 1999): 8–11. http://dx.doi.org/10.1111/1467-8527.t01-1-00093.

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Vilpolla, Tuomo, and Marianna Harutyunyan. "Finnish Policies And Practices For Supporting Different Learners." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 86–97. http://dx.doi.org/10.24234/se.2020.2.2.237.

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Nowadays the inclusive practices allow all pupils to attend the school they would attend if they did not have a disability, and no pupil can be deprived of placement, because of a disability unless they are a danger to themselves or other students. Pupils with special educational needs are included in the school population and served in the general education classes alongside students without disabilities. Unlike traditional education practices, inclusive education strives to provide intervention, remediation, and support within the general education classroom. Inclusive education is based on the principle according to which education should be delivered at different levels using multiple methods to meet the needs of all pupils. Anyway, some authors discuss the risk of inclusion, which only involves moving special education practices into the mainstream classes. From this perspective, inclusion comes to mean nothing more than integrating children with special educational needs into regular classrooms and the process of ordinary teaching leaves unchanged. Based on this it is very important to investigate and analyze "the inclusive education" provided in the schools from the teachers' points of view in order to find out the real picture about the inclusiveness from a very broad perspective. From this perspective, the review of Finish policies and practices shows that inclusion itself and by its nature is the favored approach to education for pupils with special educational needs, whenever possible.

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Alisauskas, Algirdas, Stefanija Alisauskiene, and Lina Milteniene. "MEETING CHILDREN’S SPECIAL EDUCATIONAL NEEDS IN SCHOOL. A LITHUANIAN CASE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 113. http://dx.doi.org/10.17770/sie2013vol2.552.

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This article is been based on the research with the aim to reveal the features of pedagogical and special pedagogical support for pupils with special educational needs (SEN) as well as to assess the demand for changes in the mentioned field on the ground of the survey of Lithuanian pedagogues and professionals (in all 1518 respondents). The number of children with SEN educating in mainstream schools is increasing, however, not only involvement of pupils having diverse needs (including those having SEN) into mainstream education is important, but also qualitative analysis of the educational process and content too. The analysis of highlighted character of implementation of pedagogical and special pedagogical support as well as the demand for changes showed the main focuses for improvement: support to child in a classroom decreasing exclusion, involving other participants (peers, parents, volunteers etc.), using flexible models and strategies of support.

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Hardman, Frank, Fay Smith, and Kate Wall. "Teacher–pupil dialogue with pupils with special educational needs in the National Literacy Strategy." Educational Review 57, no. 3 (November 2005): 299–316. http://dx.doi.org/10.1080/00131910500149051.

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Gelzheiser, Lynn M., Margaret Mclane Rose, Joel Meyers, and Robert M. Pruzek. "IEP-Specified Peer Interaction Needs: Accurate but Ignored." Exceptional Children 65, no. 1 (October 1998): 51–65. http://dx.doi.org/10.1177/001440299806500104.

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This research addressed two questions about instruction to enhance the social competence of students with disabilities: (a) How adequate were individualized education program (IEP) statements of present level of functioning and goals related to peer interactions? and (b) How appropriate to pupil peer interaction needs and how extensive was instruction? Data sources included IEPs; observations of pupils and teachers in content area, special area, and special education settings; and interviews. Analysis indicated that the IEP accurately characterized peer interactions, but that instructional practices to foster peer interaction were not appropriate, and were provided only to a limited extent. General education settings were somewhat more likely than special education settings to foster peer interaction, providing support for claims that inclusion fosters social integration.

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Valentyna, Chernysh V., Navolska I. Halyna, Rusavska O. Olha, Ryabokin Nataliіa, and Paustovska V. Marianna. "Features of learning foreign languages at school under the conditions of inclusive education." Revista Tempos e Espaços em Educação 13, no. 32 (December 14, 2020): 1–16. http://dx.doi.org/10.20952/revtee.v13i32.14964.

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Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.

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Turner, Topsy, and Jean Alston. "Teacher-talk and pupil-comprehension special needs primary school pupils." Support for Learning 1, no. 3 (August 1986): 8–12. http://dx.doi.org/10.1111/j.1467-9604.1986.tb00270.x.

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Niemiec, Marta. "Shaping social skills of pupils with disability in the context of the process of education." Pedagogika. Studia i Rozprawy 28 (2019): 169–80. http://dx.doi.org/10.16926/p.2019.28.13.

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The purpose of this article is to discuss the issue of social skills of pupils with special educational needs. Special attention is paid to the role played by social skills in social functioning of the pupils and the significance of supporting the process of development of social skills. The article also contains a survey of literature pertaining to the subject of defining social skills, describing their components, and characterizing determinants and limits of their development in pupils with special educational needs. In addition, the article compares traditional and contemporary methods in special education and discusses the role in special education that should be played by the process of developing social skills in pupils with disability.

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Paju, Birgit, Anu Kajamaa, Raija Pirttimaa, and Elina Kontu. "Contradictions as Drivers for Improving Inclusion in Teaching Pupils with Special Educational Needs." Journal of Education and Learning 7, no. 3 (February 5, 2018): 11. http://dx.doi.org/10.5539/jel.v7n3p11.

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The aim of this paper is to enhance understanding of the contradictions that arise in the drive to improve teaching practices among pupils with special educational needs (SENs). A questionnaire was administrated to 167 classroom teachers, subject teachers, special education teachers and teaching assistants in Finland. The analysis, based on thematic coding and analysis of manifestations of contradictions, revealed contradictions related to artefacts of teaching, participation in the community and school staff’s professional ability to teach SEN pupils in mainstream. Four types of manifestations, namely conflicts, critical conflicts, dilemmas, and double binds, could be identified in the data. Focusing the improvement of inclusive practices on all pupils calls for the collective resolution of contradictions and the development of tools and models that facilitate the educational change.

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Bolborici, Ana-Maria, and Diana-Cristina Bódi. "Issues of Special Education in Romanian Schools." European Journal of Education 1, no. 3 (November 29, 2018): 135. http://dx.doi.org/10.26417/ejed.v1i3.p135-141.

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School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference.This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers.Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning.In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context. Keywords: special education, educational needs, integration policies, children, teachers

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Augustinovič, Agata. "Pupils with special educational needs facilities of natural sciences motivation education." Socialinis ugdymas 51, no. 1 (February 14, 2020): 33–44. http://dx.doi.org/10.15823/su.2019.51.3.

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Deane, Michèle. "Teaching modern languages to pupils with special educational needs? With pleasure!" Language Learning Journal 6, no. 1 (September 1992): 43–47. http://dx.doi.org/10.1080/09571739285200431.

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Chambers, Philip. "IV and SEN: Using interactive video with special educational needs pupils." British Journal of Educational Technology 28, no. 1 (January 1997): 31–39. http://dx.doi.org/10.1111/1467-8535.00004.

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Crowther, Deanne, Alan Dyson, and Alan Millward. "Supporting pupils with special educational needs: issues and dilemmas for special needs coordinators in English primary schools." European Journal of Special Needs Education 16, no. 2 (June 2001): 85–97. http://dx.doi.org/10.1080/08856250110040695.

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Beveridge, Sally, and Sue Pearson. "EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)." Child Psychology and Psychiatry Review 5, no. 3 (September 2000): 139–41. http://dx.doi.org/10.1017/s1360641700262321.

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The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

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Riddell, Sheila, Jean Kane, Pauline Banks, Alastair Wilson, Anne Baynes, Alan Dyson, and Alan Millward. "Individualised educational programmes. Part II: raising the attainment of pupils with special educational needs." Journal of Research in Special Educational Needs 2, no. 3 (January 26, 2004): no. http://dx.doi.org/10.1111/j.1471-3802.2002.00171.x.

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Resnik Planinc, Tatjana, and Karmen Kolnik. "Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers." Dela, no. 46 (December 31, 2016): 89–122. http://dx.doi.org/10.4312/dela.46.89-122.

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In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.

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Baranauskienė, Ingrida, and Aistė Valaikienė. "PRECONDITIONS FOR SUCCESS OF VOCATIONAL COUNSELLING OF PUPILS HAVING SPECIAL EDUCATIONAL NEEDS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 46. http://dx.doi.org/10.17770/sie2012vol2.83.

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In contemporary society that is getting more and more modern maximal revelation of person’s possibilities, successful adaptation to the needs of labour market have great importance, therefore, effective and timely vocational counselling has decisive influence on person’s successful socialization and integration. The most vulnerable part of the society – people having special educational needs (SEN) belongs to the great risk group that is at risk to experience social exclusion, become long-term unemployed and find themselves below the limit of poverty. In 2011 in Lithuania the action research was performed in which 95 students having SEN participated. During the research internal and external factors conditioning the success of vocational counselling have become distinct. Stable relations in a family, adequate evaluation of one’s wishes and possibilities, early planning of vocational career are important preconditions for vocational adaptation of students having SEN.

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Peter, Melanie. "Accessing the Curriculum Through the Arts for Pupils with Special Educational Needs." Support for Learning 13, no. 4 (November 1998): 153–56. http://dx.doi.org/10.1111/1467-9604.00080.

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Brown, Barbara, and Gina Conti‐Ramsden. "Teaching letter formation in handwriting to young pupils with special educational needs." European Journal of Special Needs Education 4, no. 1 (March 1989): 45–54. http://dx.doi.org/10.1080/0885625890040105.

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Hartveit Lie, Janaina. "Pupils with special educational needs: Experiencing recognition in individual subject curriculum meetings." Constellations 27, no. 4 (January 16, 2020): 746–58. http://dx.doi.org/10.1111/1467-8675.12466.

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Wylie, E. C., H. G. Morrison, and J. Healy. "The Progression of Pupils with Special Educational Needs: a comparison of standards." Oxford Review of Education 21, no. 3 (September 1995): 283–97. http://dx.doi.org/10.1080/0305498950210303.

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LOGAN, ANNA. "The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools." Support for Learning 21, no. 2 (May 2006): 92–99. http://dx.doi.org/10.1111/j.1467-9604.2006.00410.x.

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Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (December 20, 2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.

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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.

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Marchesi, Alvaro. "Project for integration of pupils with special needs in Spain." European Journal of Special Needs Education 1, no. 2 (December 1986): 125–33. http://dx.doi.org/10.1080/0885625860010204.

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Galanciak, Sylwia, Anna Weiss, and Marek Siwicki. "Mobile devices as support for students with special educational needs." Problemy Wczesnej Edukacji 41, no. 2 (June 30, 2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.41.03.

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The article presents partial results of research conducted among forty eight teachers from four European countries, using tablets to work with students with special educational needs (SENs). The aim of the research was to recognize the scope of application of mobile technologies by teachers and also their opinions on the usefulness of these technologies as support in the process of education and rehabilitation. Despite a small group of respondents, the method of a survey (questionnaire) was used due to the ease of obtaining a precise translation of the questionnaire and the results of the research. The image of teachers emerging from the research is that of pedagogues who realistically assess the advantages and disadvantages of tablets as assisting and training technologies and who try to strengthen the educational opportunities of their pupils without systemic support.

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Marsh, Alan J. "Funding variations for pupils with special educational needs and disability in England, 2014." Educational Management Administration & Leadership 45, no. 2 (July 8, 2016): 356–76. http://dx.doi.org/10.1177/1741143215595417.

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This study explores the funding variations by English local authorities (LAs) in January 2014 for pupils with special educational needs and disability (SEND). Two quintile groups ( n = 30) are used for comparing LAs with low and high levels of statements and case studies are presented to further explore the allocations. The research findings provide a baseline for LA critical self-reviews and benchmarking of any revised funding formulae. Authorities that make limited use of statements are found to have significantly lower budgets for SEND pupils with and without statements, are more inclusive and make use of statements to primarily access special settings. Evidence is presented to affirm that the government’s current allocation methods, in part based on past levels of funding, can seriously challenge and undermine those LAs with a policy of inclusion and controlled use of statements, as these latter LAs may also wish to make vigilant use of education, health and care plans from September 2014.

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Maher, Anthony John. "‘We’ve got a few who don’t go to PE’." European Physical Education Review 23, no. 2 (May 20, 2016): 257–70. http://dx.doi.org/10.1177/1356336x16649938.

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Britain’s 1981 Education Act stimulated a partial migration of pupils from special to mainstream schools. The onus has since been on teachers to meet the needs and capitalise on the capabilities of pupils with special educational needs and disabilities (SEND) in mainstream school settings. The research analysed learning support assistant (LSA) and special educational needs coordinator (SENCO) views on inclusion in physical education (PE). Individual interviews were conducted with 12 LSAs and 12 SENCOs working in mainstream schools in North-West England. Open, axial and selective coding was performed on interview transcripts to identify reoccurring themes. The research found that SENCOs and LSAs considered PE to be an inclusive subject, the conceptualisation of which was left to them. However, developing PE provision that met the needs and optimised the capabilities of pupils with autism spectrum disorders (ASD), and supporting pupils with SEND during team games and competitive sports, were identified as key challenges to inclusion in PE. This may be of concern to some educationalists given that these types of curriculum activities have recently been repositioned at the heart of PE in England. A key challenge for all those involved in educating pupils with SEND in PE, especially teachers and LSAs, is to plan and teach team games and competitive sports in ways that meet the needs of and stretch all pupils, in particular those with ASD.

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Statiri, Vasiliki, and Eleni Andreou. "Οι κοινωνικές δεξιότητες, η κοινωνική θέση και το αίσθημα του «ανήκειν» των μαθητών με και χωρίς ειδικές εκπαιδευτικές ανάγκες στο γενικό δημοτικό σχολείο." Preschool and Primary Education 5, no. 2 (October 27, 2017): 01. http://dx.doi.org/10.12681/ppej.11353.

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Differing educational, social and emotional needs of each pupil have to be taken into consideration by the contemporary inclusive practices applied in the school environment. Effective social inclusion of pupils is significantly affected by social compe-tence, positive social relationships and strong bonds with the school. The aim of the pre-sent study is to investigate the social skills, the social position and the sense of belonging to a school among elementary school pupils with or without special educational needs (SEN). Furthermore, the association between social position and social skills is analyzed in the current study. The relationship between social position and the sense of belonging to a school is also scrutinized. The sample consisted of 498 pupils attending the 4th, 5th and 6th grades of primary school, 64 of whom participated in pull-out special education deliv-ery programs operating within mainstream schools. Two self-report questionnaires and a sociometric test were distributed to assess the social skills, sense of belonging and social position of pupils. According to the findings, pupils with SEN have lower social positions, poorer social skills and also a poorer sense of belonging compared to their typical peers. Considering the association between the variables, the social position is slightly correlated with social skills for the whole sample and for the group of typically developing pupils. However, this relationship is stronger for the group of pupils with SEN. A low positive correlation between the social position and the sense of belonging also emerged for the whole sample and for the group of typically developing pupils. This rela-tionship is not significant for the group of pupils with SEN though. The findings indicate that pupils with SEN run a higher social risk than the typical pupils. A supportive school climate and equal learning and participation opportunities are highly recommended. Moreover, enhancing social skills may be beneficial not only for the pupils with SEN, but also for every pupil.

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Journal articles on the topic 'Special educational needs pupils'

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