The National Literacy Strategy and pupils with special educational needs

Lee, John; Eke, Richard

doi:10.1111/j.1471-3802.2004.00017.x

Cited by 5 publications

(11 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A larger body of research on classroom communication has focused on those with milder or more moderate difficulties in the areas of cognition and communication (e.g. Lee & Eke 2004; Hardman et al . 2005; Berry 2006; Bruce & Vargas 2007; Bunning & Ellis 2010; Bunning et al .…”

Section: Introductionmentioning

confidence: 99%

Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions

Bunning

Smith

Kennedy³

et al. 2011

J intellect Disabil Res

View full text Add to dashboard Cite

Despite differences in the availability of communication skills, both student and teacher were able to make their respective contributions to the interaction during classroom activity. Features of the student-teacher interface retained critical features seen in studies of more able individuals with intellectual disability. Scaffolding provided by teachers appears to be relevant to the communicative contributions of individuals functioning at the earliest stages of communication. The coding framework based on structural-functional linguistics provides some new potential for examining and enhancing the communication interface between individuals with S-PMID and the people who support them.

show abstract

Section: Introductionmentioning

confidence: 99%

Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions

Bunning

Smith

Kennedy³

et al. 2011

J intellect Disabil Res

View full text Add to dashboard Cite

show abstract

“…Other discursive features associated with such assistance are discussed drawing on Young's (1992) discussion of classroom discourse and 'uptake' (identified by Nystrand et al, 1997). Further discussion of our approach to the analysis of transcripts can be found in Eke (1997), Eke et al (2000) and Lee and Eke (2004). This work also points to the significance of the nomination of the speaker in controlling the distribution of classroom knowledge.…”

Section: Data Collection Methods and Mode Of Analysismentioning

confidence: 80%

Whole‐class interactive teaching and learning in religious education: transcripts from four primary classrooms

Eke

Lee²,

Clough³

2005

British Journal of Religious Education

Self Cite

View full text Add to dashboard Cite

The UK Qualifications and Curriculum Authority (QCA) documents for religious education indicate two distinct areas for study that may be characterised as teaching about the main faith traditions and tackling puzzling problems. This paper presents a detailed analysis of whole-class interactive teaching and learning in one session in each of four classrooms. The analysis will present two sessions with younger pupils and two with older pupils. The sessions analysed will reflect the QCA distinctions. The mode of analysis employed focuses at the level of utterance on categories of utterance derived from studies of classroom talk in relation to learning intentions. In discussion we will describe the topography of the lessons and address two key issues, the distinctive features to these religious education sessions and the distinctions between types of lesson.

show abstract

“…However, there has been some limited address of classroom discourse in special education which has highlighted the relevance of human mediation as a critical factor in the learning process of students who have problems with attention and responding [2]. Lee and Eke [22] looked at the U.K.'s National Literacy Strategy (NLS). in two mainstream classes comprising 34 and 30 pupils respectively, of which 44.1% and 46% were on the special needs register.…”

Section: Need For Human Mediation?mentioning

confidence: 99%

“…It was a situation where the multiple channels of communication, e.g. student-computer, teacher-student, teacherstudent-computer [18], may have challenged the already impaired cognitive and linguistic processing of the students [2,22,31]. This was compounded by attentional difficulties and physical demands of operating the access device for the activity requiring greater instruction and guidance from the teacher.…”

Section: Student Teachermentioning

confidence: 99%

Interaction between teachers and students with intellectual disability during computer-based activities: The role of human mediation

Bunning

Heath

Minnion

2010

TAD

View full text Add to dashboard Cite

Project @pple (Access & Participation for People with intellectual disability in Learning Environments) was about exploring the terms for access and participation in e-learning and the World Wide Web. The current study aimed to explore the role of human mediation in student use of information and communication technology (ICT) in the special needs classroom. Video ethnography was employed to capture user engagement with ICT in a special secondary school for children with severe intellectual disability in the U.K. Five single cases were identified and the data were sampled, transcribed and evaluated for interactional structure and modes of communication. Statistical analysis revealed significant differences between teacher and student communication on all the measures. Teachers occupied significantly more turns than students. There were relatively few opportunities for the student to make a contribution to the interaction process with requests from teachers dominating the dialogues. The teachers communicated through speech mainly, with some gestural support towards aspects of the computer-based activity. This small scale study is illustrative of characteristics found in teacher-talk in other studies of classroom discourse. Engagement in computer-based activities appears to be inseparable from the communication context determined by the type of linguistic support given by the teacher.

show abstract

The National Literacy Strategy and pupils with special educational needs

Cited by 5 publications

References 5 publications

Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions

Examination of the communication interface between students with severe to profound and multiple intellectual disability and educational staff during structured teaching sessions

Whole‐class interactive teaching and learning in religious education: transcripts from four primary classrooms

Interaction between teachers and students with intellectual disability during computer-based activities: The role of human mediation

Contact Info

Product

Resources

About