Commonsense Methods for Children with Special Educational Needs

Westwood, Peter

doi:10.4324/9780203964361

Cited by 63 publications

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“…Educationalists variably describe what constitutes special teaching (Griffin and Shevlin, 2011;O'Murchu, 1996;Westwood, 2013) but essentially it relates to how teachers enable access to learning for students with SEN by means of appropriate methodologies, resources and materials and 'with an attitude that actualises all of this by way of a meaningful and empowering relationship with the learner' (O'Murchu in Griffin and Shevlin, 2011, p.113).…”

Section: Is There a Need For The Senco Role?mentioning

confidence: 99%

The SENCO role in post-primary schools in Ireland: victims or agents of change?

Fitzgerald¹,

Radford

2017

European Journal of Special Needs Education

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This paper aims to consider the role of the Special Educational Needs Coordinator (SENCO) in mainstream post-primary schools (12-18 years) in Ireland. Little is known of the role in the Irish context and it is hoped that this research will inform policy. The Irish educational landscape has witnessed seismic change since the early 1990's with further transformation on the horizon. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. This paper draws on research with a purposive sample of twenty-seven SENCOs in Ireland. A lengthy postal questionnaire served as the method of data collection, where both quantitative and qualitative data were collected. Findings reveal the complexity of the role in an evolving and dynamic education system. SENCOs continue to fulfil largely operational roles and are limited in their capacity to effect change in inclusive practice from a whole-school perspective. Lack of formal recognition of the SENCO role has led to its ad-hoc development in a policy landscape devoid of any recognition of the magnitude of the role. This research makes the case for the formalisation of the role at policy level and recognition of the need to develop the SENCO as strategic leader, firmly situated within the management structure in schools. Otherwise, Irish SENCOs risk being victims rather than agents of change.

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Section: Is There a Need For The Senco Role?mentioning

confidence: 99%

The SENCO role in post-primary schools in Ireland: victims or agents of change?

Fitzgerald¹,

Radford

2017

European Journal of Special Needs Education

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“…Such changes were marked by ‘significant moments’ such as when Robert stopped the entrenched behaviour pattern of refusing invitations and made a choice to enter the space and pretend. Robert's teachers no longer see the autistic behaviours described earlier (Westwood, ) as he interacts socially, engages emotionally with others, communicates well, and is learning well, drawing upon modelled and observed behaviour. Any behaviour patterns he has, such as rocking, are a sign of his energy and excitement – an individual thing.…”

Section: Resultsmentioning

confidence: 97%

“…The different and deficit language of Kanner's first definition of ‘extreme autistic aloneness’ as ‘an inability to relate themselves in the ordinary way to people and situations’ and ‘extreme obsessiveness, stereotypy, echolalia … anxiously and intensely impervious to people’ (Kanner, , emphasis added) is no longer commonplace, and diverse needs are expected. But assessment through an individual account of observed behaviour tends to relate to normative descriptions and is informed by accounts of autism still in currency (Frith, ; Westwood, ).…”

Section: Introductionmentioning

confidence: 99%

“…Behaviour modification programmes, such as the Lovaas system, are considered to have ‘produced the best results’ in altering autistic behaviours (Westwood, ), although some critics have noted the limited development of learned behaviours into independent social interaction (Koegel, Russo & Rincover, ). Certainly in a more recent study, the notion of relevance and intrinsic motivation is noted as significant to such interventions (Rogers & Vismara, ).…”

Section: Introductionmentioning

confidence: 99%

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Can mimetics, a theatre‐based practice, open possibilities for young people with learning disabilities? A capability approach

Trowsdale¹,

Hayhow²

2013

British J Special Edu

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Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. AbstractWhilst the significance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less developed. We consider how a particular theatre based practice, here described as 'mimetics', can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or 'capability practice'.Mimetics has been crafted from experimental psycho-physical actor-training processes by Open Theatre Company working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities.We draw upon an action research project set up by Creative Partnerships with Open Theatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well-being, learning and wider achievement. To illustrate the process we offer the case of one child with an autistic spectrum disorder.

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“…Кроз групни рад ученици брже и ефикасније утврђују разна знања и вештине (Slavin, 1987), од којих се највише развијају социјалне вештине (Hallam, Ireson, & Davies, 2013). Дакле, кооперација при захтевима наставе има јак позитиван утицај на вршњачке односе -бенефити укључивања ученика са сензорним сметњама у групни рад су бројна (Westwood, 2007) -и њих не постиже ниједан други облик. Богатство комуникације остварено кроз заједнички рад може утицати позитивно на мотивисаност, успешност и социјалну партиципацију ученика са сензорним сметњама.…”

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The extent of use of different social forms in inclusive teaching of students with sensory impairment

Stepanović¹

2018

Nastava i vaspitanje

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Облици рада представљају регулаторе тока наставног процеса и зато често побуђују истраживачку пажњу. Циљ овог рада био је да се испита заступљеност различитих облика рада (фронтални, групни и индивидуални) у инклузивној настави коју похађају ученици са сензорним сметњама. Узорак је чинило 16 основних школа које се налазе на територији Републике Србије у којима се образују ученици са сензорним сметњама (оштећење вида и оштећење слуха: N=69). За прикупљање података о заступљености различитих облика рада коришћено је систематско посматрање, и то на 382 часа који су реализовани у шестом и седмом разреду испитиваних основних школа. Резултати су показали да је у две трећине посматраних часова превалентна употреба фронталног облика рада (67,7%). У знатно мањој мери је присутан индивидуални облик (22,6%), док се групном облику и раду у пару најређе приступало (1,7% и 1,3%). Настава у чијем је центру наставник и даље је заступљена у школама, а самим тим и доминантна употреба фронталног облика рада. Узевши у обзир карактеристике и циљеве инклузивног образовања, као и чињеницу да ученицима са сензорним сметњама социјални ангажман кроз рад може бити користан на више нивоа, фронтални облик по себи није довољан за ефикасни наставни процес. Због економичност и у раду, фронтални облик је ипак неопходно користити у једнакој мери као и индивидуални и групни облик рада у свим фазама наставног часа. облици наставног рада, инклузија, ученици са сензорним сметњама, фронтални облик рада, групни облик рада, индивидуални облик рада. увод Под наставним облицима рада подразумевају се дидактичке стратегије комуникације ученика и наставника које омогућавају и олакшавају процес учења (Pranjić, 2005). У српској педагошкој литератури облици рада се најчешће деле према активности и 1 Abstract Keywords: РезюмеСаша Степановић • Заступљеност различитих облика рада у инклузивној настави

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Commonsense Methods for Children with Special Educational Needs

Cited by 63 publications

References 0 publications

The SENCO role in post-primary schools in Ireland: victims or agents of change?

The SENCO role in post-primary schools in Ireland: victims or agents of change?

Can mimetics, a theatre‐based practice, open possibilities for young people with learning disabilities? A capability approach

The extent of use of different social forms in inclusive teaching of students with sensory impairment

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