Jean Ware

Access to print literacy for children and young people with visual impairment: findings from a review of literature

This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of ‘access’, particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children ‘access skills’ (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longer‐term benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils.

Bringing about change after inspection: how can outside consultants help?

Abstract This article reports on the process of bringing about change in a school for pupils with severe learning difficulties following a poor OFSTED report. In common with many special schools the demands on staff in small schools are high and there is a particular difficulty of finding specialist expertise. Consequently, schools and LEAs are often in the position of seeking outside support, which may be hurriedly arranged in less than optimum conditions. We report on the challenges to these consultants and some of the lessons learnt.

Access to print literacy for children and young people with visual impairment: implications for policy and practice

This article considers the concept of access in the education of visually impaired children and young people, with particular reference to print literacy. The article describes implications for teaching and policy at various levels of the educational process: classroom practice; broader teaching and curriculum requirements (including service design); professional training; other system requirements (including inter‐agency working, infrastructure and potential role of special schools). The article particularly emphasises the importance of teaching students access skills, which maximises independence.

Education for children with severe and profound general learning disabilities in Ireland: factors influencing teachers’ decisions about teaching these pupils

The purpose of this study was to investigate the perceived high turnover of teachers working with pupils with severe and profound general learning disabilities in Ireland. Questionnaires and interviews were used to explore the situations in which teachers worked and their reasons for leaving or staying in teaching this group of pupils. The study found that while teachers were positive about working with this group, their working conditions and the level of support that they received were crucial factors in determining whether they remained in post. These factors and the implications for practice are discussed.

Perceptions of support for secondary school learners with dyslexia in France and in Wales: case study analyses.

The lack of consensus over the origins of dyslexia (Caroll & Snowling, 2004; Elliott & Grigorenko, 2014; Frith, 1999; Grigorenko, 2001; Hulme et al. 2005; Ramus, 2005; Ramus et al. 2013; Simos et al., 2002; Uppstad & Tonnessen, 2007; Ziegler et al. 2008), assessment practices (Backhouse & Morris, 2005; Habib, 2008; Simpson and Everatt, 2005; Smythe et al. 2005) and the impact on learners across languages (Caravolas et al. 2005; Goswami, 2002; Hu et al. 2010; Landerl et al. 2013; Ziegler et al. 2003; Ziegler & Goswami 2005; Ziegler et Montant 2005; Ziegler & Goswami, 2006; Ziegler et al. 2010) has led to different approaches to support being adopted across Europe (Smythe et al. 2005). This study aims at gaining an understanding of learners with dyslexic tendencies’ experiences and perceptions of the Welsh and French support systems. The cross-cultural dimension of the study makes the analysis pivot around some cultural differences which provide new insights. An interpretative approach lent itself to a “simple” multiple case study design. The convergence of multiple sources of evidence and thematic data analysis found existing similarities between learners’ experiences in the two countries: all learners first experienced difficulties associated to their learning difference in primary school and have experienced further difficulties ever since. Most learners are making slow or satisfactory academic progress and are not confident in class situations. Indeed, learners’ behaviour in school suggested that neither French nor Welsh support systems facilitated progress in learning in the mainstream classroom. Another commonality between participants was their perception of a poor working partnership between families and professionals involved in supporting learners. This research project highlights the importance of a learner centred approach and the need for families and professionals to work together. The analysis of existing similarities and differences between learners’ experiences support Bronfenbrenner’s work (1979): while the traits and characteristics of the individual learners are important, the relationships within their immediate family or school environment and the external cultural influences that affect that environment are equally as important. Adopting a well-coordinated approach to supporting children with a learning difference such as dyslexia could help them develop coping strategies which involve building on their own strengths.

Changing policy, legislation and its effects on inclusive and special education: a perspective from Wales

This article, by Jean Ware of Bangor University School of Education, examines policy developments in education in Wales since devolution, and their implications for inclusive and special education. This is set in the context of the demographics of Wales, which, it is argued, have a significant influence on policy and on the nature of educational provision as a whole. The discussion initially focuses on issues related to the Welsh language. The article then discusses four policy initiatives (the Foundation Phase, the Literacy and Numeracy Framework, the Masters in Educational Practice and the proposed reform of initial teacher education and training), intended to respond to Waless poor performance in the Programme for International Student Assessment, and their potential impact, as well as the White Paper on reforming the special educational needs system in Wales. It is too soon to discuss the impact of these special educational needs-specific reforms, but the differences from the English special educational needs reforms highlight the inherent tensions in special educational needs systems. It is argued that the Tabberer Reports critique of the teacher education system in Wales, which emphasises the need for teacher education to be strongly connected to relevant research, provides an opportunity to improve the quality of education in Wales for all children; but that considerable investment, and a willingness to address the potential tensions between the different initiatives, is necessary to achieve such an outcome.

Developing writing skills of learners with persistent literacy difficulties through explicit grammar teaching: LEARNERS WITH PERSISTENT LITERACY DIFFICULTIES

The benefits of grammar instruction in the teaching of writing is contested in most English‐speaking countries (Jones et al., 2012). The majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners’ development of reading, writing and language (Locke, 2005). Through an action research design, this study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties by adapting the Grammar for Writing materials (Myhill, 2013). It intends to improve educational practice (Koshy, 2010) through action, analysis and reflection. [ABSTRACT FROM AUTHOR]

Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?

Abstract The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in North-West England. It reports research carried out with eight EAL pupils with speech, language, and communication needs (SLCN) and four pupils with learning difficulties (LD), and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.

Access to Educational Opportunities for Children with Learning Disabilities

What counts as the heart of access to educational opportunities for children with learning disabilities depends on the context in which the issue is viewed. Globally, there can be little doubt that addressing poverty and international debt would make most difference. On a more local basis, while poverty remains the single most important factor, physical factors, location, attitudes, curriculum and the nature of the individuals disabilities are also important in facilitating or impeding access. These factors do not operate singly, but in complex interaction with each other. An examination of the literature shows a tendency for different aspects of access to be in the limelight at different times, but a great deal of progress has been made towards understanding how access can be facilitated. This paper concludes that the greatest danger lies in oversimplifying the issues and concentrating on some problems to the neglect of others. Further progress can best be achieved through taking seriously the nature and complexity of the barriers to access, especially for children with the most severe disabilities.