Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future

Lindsay, Geoff; Wedell, Klaus; Dockrell, Julie

doi:10.3389/feduc.2019.00164

Cited by 10 publications

(6 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consequently, students are unable to obtain sufficient diagnostic and therapeutic feedback, cannot experience the emotional facets of the diagnostic process, and find it difficult to understand their shortcomings and areas for improvement after learning. Additionally, there is a lack of medical ethics and professional conduct, which limits their ability to train students in clinical thinking, clinical decision-making, and humanistic qualities [ 23 , 24 ].…”

Section: Discussionmentioning

confidence: 99%

Enhancing General Surgery Clerkships: The Application and Value of Standardized Patient-Based Situational Simulation Teaching

Sun,

Pang,

Liu

et al. 2024

Cureus

View full text Add to dashboard Cite

Objective: We explored the value of a standardized patient-based situational simulation teaching method in general surgery internships.Methods: A prospective, single-blind, randomized controlled trial was conducted with clinical medicine undergraduates from the 2020 cohort of our university as subjects. These students were randomly divided into a traditional teaching (TT) group and a combined teaching (CT) group based on their internship schedules. The TT group followed the conventional teaching model, while the CT group engaged in the standardized patient-based situational simulation teaching method. The study compared differences in preinternship theoretical scores, post-internship theoretical scores, medical record writing quality, and student satisfaction between the two groups.Results: The CT group (n=108) significantly outperformed the TT group (n=104) in post-internship theoretical scores and medical record writing quality (all P<0.05) and showed marked improvement in stimulating students' interest in learning (P=0.015), enhancing clinical diagnostic and treatment abilities (P<0.001), improving doctor-patient communication skills (P<0.001), strengthening medical mission sense (P<0.001), reinforcing physicians' sense of responsibility ( P<0.001), and facilitating the application of learned knowledge (P<0.001). These differences were statistically significant. Conclusion:The standardized patient-based situational simulation teaching method (CT) in general surgery internships has been highly recognized by students and can enhance their clinical competency, offering considerable value for broader.

show abstract

Section: Discussionmentioning

confidence: 99%

Enhancing General Surgery Clerkships: The Application and Value of Standardized Patient-Based Situational Simulation Teaching

Sun,

Pang,

Liu

et al. 2024

Cureus

View full text Add to dashboard Cite

show abstract

“…In many countries, the individual-medical concept of disability was a theoretical foundation in developing special needs education starting from the 19 th century onwards (e.g., Stötzner, 1864). Until the 1970s, in most countries children with disabilities were characterized using medical terminology (Lindsay et al, 2020). From this point of view, disabled persons need specific help and remedial support to compensate for their impairments in daily functioning.…”

Section: Attitudes Towards Inclusionmentioning

confidence: 99%

“…Inclusion has been the stated aim of many education systems internationally, both before and after the advent of the United Nations Convention on the Rights of Persons with Disabilities (The United Nations, 2006). However, as is well documented, inclusion remains a difficult goal that is seldom fully attained (Ainscow and Miles, 2009;Lindsay et al, 2020). It would appear reasonable to suggest that views of disability might be affecting the extent to which inclusive education can be established.…”

Section: Introductionmentioning

confidence: 99%

Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students

et al. 2022

View full text Add to dashboard Cite

The individual-medical concept of disability, whereby disability is believed to be caused by some intractable impairment, is perhaps the most widely held view in society. However, other concepts exist with which teachers in inclusive schools should be familiar (e.g., social, systemic), to better inform teacher behavior, attitudes and understanding. We therefore developed an instrument to capture education students’ concepts of disability. We constructed the questionnaire according to four theoretical models of disability (individual-medical, social, systemic, and cultural concepts), which are commonly used in inclusive teacher education, and validated this on a sample of 775 education students. Additionally, we administered the Attitudes towards Inclusion Scale (AIS) and measured key demographic variables. The instruments, data and analysis code used are available online at https://osf.io/dm4cs/. After dropping redundant items, a shortened form of the questionnaire contained 16 items, with satisfactory psychometric values for scales pertaining to four concepts of disability (CFI = 0.963, TLI = 0.955, RMSEA = 0.037, SRMR = 0.039). These four concepts of disability showed small correlations with the AIS, indicating that our questionnaire measured an independent construct. The more experience education students had with disability and the more courses they had attended on inclusive education, the more likely they were to agree with the social concept of disability. The questionnaire shows promise in measuring concepts of disability and might be used to stimulate students’ critical reflection during teacher education.

show abstract

“…At school, they make up a group of students with special educational needs (SEN). This term was introduced in The Warnock Report of Special Educational Needs published 43 years ago in London by Her Majesty's Stationery Office [2]. The popularity of the report spred to other countries and the main advantage of the approach it promoted, was the transition from the subject categorization of students according to their medical diagnoses to the needs resulting from the diagnosed disorders.…”

Section: Special Educational Needs Of Children With Adhdmentioning

confidence: 99%

Application of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD

Kajka

Kulik

2021

Current Problems of Psychiatry

View full text Add to dashboard Cite

The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.

show abstract

Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future

Cited by 10 publications

References 58 publications

Enhancing General Surgery Clerkships: The Application and Value of Standardized Patient-Based Situational Simulation Teaching

Enhancing General Surgery Clerkships: The Application and Value of Standardized Patient-Based Situational Simulation Teaching

Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students

Application of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD

Contact Info

Product

Resources

About