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The impact of classroom practice on secondary school children with statements of special educational needs

O'Sullivan, Julie Kirstine (2010)
Ed.D. thesis, University of Birmingham.

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Abstract

The intention of this case study is to evaluate the impact of classroom practice on the learning of pupils with statements of special educational needs in a mainstream secondary school and to consider the degree to which specialised teaching is required to enable such pupils to learn. A discussion of educational developments over the past thirty years, particularly with regard to provision for pupils with special educational needs, sets the context and explores the relevance of an increasing emphasis on teaching approaches and strategies as a means of meeting the needs of all pupils, including those with the most complex needs. The developing role of the teaching assistant particularly as it relates to the research is also discussed and evaluated. The study gathers qualitative data from classroom observations, interviews and questionnaires and reviews documentary evidence to examine classroom practice (particularly focusing on the work of teaching assistants) as it affects a cohort of pupils with special educational needs. This evidence is used to examine the extent to which pupils with learning difficulties need distinct educational provision – including distinctive teaching strategies – and whether the use of teaching assistants is an effective means of supporting these pupils’ learning.

Type of Work:Ed.D. thesis.
Supervisor(s):Visser, John (1946-) and Lewis, Ann
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
References:

Lewis, A. and Norwich, B. (2007) Special teaching for special children? Pedagogies for inclusion. Educational and Child Psychology, 24 (3): pp 54-67 Davis, P. and Florian, L. (2004) Teaching Strategies and Approaches for Children with Special Educational Needs: a scoping study. DfES Research Report 516. London: DfES

Keywords:Statements of Special Educational Needs, SEN pedagogy, Teaching Assistants
Subjects:LB Theory and practice of education
Institution:University of Birmingham
ID Code:457
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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