Collaborative Research into Education Case Conferences

Phyllis Jones, Senior Lecturer (Special Educational Needs), and John Swain, Reader in Disability Studies, at the University of Northumbria, report on the first stage of a qualitative investigation into participants’ views of, and feelings about, Annual Reviews. Although this article was submitted before the publication of Special Educational Needs: Consultation Document on the Proposed Revision of the SEN Code of Practice (DfEE, 1999), both highlight the need ‘to reduce the paperwork required of schools and of LEAs in relation to annual reviews’ (p.4). The Document does not envisage any fundamental change to the current regulatory framework for Annual Reviews but this small‐scale study highlights the pressing need for organisationalreform.

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“…The research of Marks, Burnman, Barman and Parker (1995) suggests that even since the Code of Practice:…”

Section: Current Issues In Annual Reviewsmentioning

confidence: 98%

Teachers reviewing Annual Reviews

Jones

Swain

1999

British J Special Edu

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“…processing information from classroom interactions, students' homework and psychological test results (Schneider et al, 2016;Syring et al, 2015;Wedel et al, 2020). Preparing pre-service teachers with text-based cases is sensible, since teachers not only see their students' behavior, but also read and collect their task and test answers as well as other written documents related to their academic and social behavior for ongoing diagnostic purposes (Marks et al, 1995). Although text-comprehension plays a crucial role in the diagnostic process and in interventions to increase diagnostic competence, there is very limited knowledge about how specific text characteristics affect the processing of textbased diagnostic information (Böhmer et al, 2015).…”

Section: Diagnostic Cases In Pre-service Teacher Education: Effects Of Text Characteristics and Empathy On Text-based Cognitive Modelsmentioning

confidence: 99%

Diagnostic Cases in Pre-Service Teacher Education: Effects of Text Characteristics and Empathy on Text-Based Cognitive Models

Wedel¹,

Müller²,

Greiner³

2020

Preprint

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In teacher education, case-based learning is an efficient method to foster pre-service teachers’ diagnostic competence. To adaptively utilize text-based cases, knowledge about the effect of text characteristics is needed, but still scarce. The present study focuses on the effects of two text characteristics – text style and text subject – and on the effect of empathy on the accuracy of case-based cognitive models. This was examined with an experimental design, in which 391 pre-service teachers read a case in either psycho-narrative or externally focalized style (text style) about test anxiety or dyscalculia (text subject). Afterwards, state-empathy was measured by self-report and cognitive models were assessed with a recognition and verification test. Regression analyses showed no main effects of text characteristics, but moderation effects for text style and affective state-empathy. Implications are drawn for adaptively designing text-based cases and for possible mechanisms of how empathy is involved in diagnostic judgement formation.

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“…For example there is compelling evidence (Boreham, Peers, Farrell & Craven, 1995) that parents of pupils referred to educational psychologists because of their emotional and behavioural difficulties feel disempowered by the whole process, in awe of the professionals that they meet in the course of the assessment and made to feel that they are to blame for their child's difficulties. In another study Marks, Burman, Burman, and Parker (1995) found that, despite the efforts of the teachers at annual reviews meetings at special schools, many parents were not fully included in the discussions. In conclusion, therefore, although there is ample evidence of positive changes being made in the ways in which parents are involved in the assessment and review of their pupils with SEN, it is important for schools and LEAs to continue to improve their work in this vitally important area.…”

Section: The Impact Of Legislation On Assessment Procedures In Special Educationmentioning

confidence: 99%

Current issues in special needs: Special education in the last twenty years: have things really got better?

Farrell

2001

British J Special Edu

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Peter Farrell, Professor of Special Needs and Educational Psychology in the Faculty of Education, University of Manchester, addresses three key themes related to the education of pupils with special educational needs: the role of categories in special education; the impact of legislation on assessment procedures; and developments in inclusive education. His considered view is that progress towards more inclusive practice and an enhanced role for parents have brought about positive developments. He is more cautious about the impact of the revised Code of Practice, which, he suggests, perpetuates some of the procedural and bureaucratic burdens associated with the past.

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Collaborative Research into Education Case Conferences

Cited by 10 publications

References 3 publications

Teachers reviewing Annual Reviews

Teachers reviewing Annual Reviews

Diagnostic Cases in Pre-Service Teacher Education: Effects of Text Characteristics and Empathy on Text-Based Cognitive Models

Current issues in special needs: Special education in the last twenty years: have things really got better?

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