The profile of a student with learning difficulties is described and also the learning context in 2017. Previous models of provision are then described in terms of their aetiology with discussion of strengths and shortcomings. Some influential features of curriculum planning and delivery are identified. A model of provision involving specific…

Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the Inönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children…

The author briefly reviews studies on the math teaching of secondary school students with mild intellectual disabilities. Then, the author demonstrates ways to teach secondary-level mathematics to students with mild intellectual disabilities. In this article, readers will learn about how to use manipulatives, diagrams, and gestures to support…

This article charts one school's journey in securing an assessment regime aligned with its vision for its learners with profound and multiple difficulties (PMLD). Previous iterations, based on commercially-based systems, as well as lessons learned from reflecting on the school's own assessment practices, were used as catalysts for the development…

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful…

This article reports on an action-research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia-friendly school framed by the five key recommendations of the Education Endowment Fund recently…

Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special…

Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition-Focused Individualized Education Plans (TF-IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a…

Every year in the UK, a significant number of children sustain a moderate or severe traumatic brain injury (TBI). Children who sustain a moderate or severe TBI have been shown to experience continuing neurological decline in two or more domains up to five years post-injury. Environmental enrichment (EE)--which involves supplementing an environment…

This paper explores methods by which the Individualized Education Plan (IEP) development process can be improved through the use of systems-based thinking, specifically through the use of Gittell's (2016) Relational Coordination Model. IEP development meetings have been described as meaningless rituals where parents often leave feeling ostracized…

One school's development of an individualised assessment system for its students is the focus of this article. It uses documentary evidence from two sources -- the author's involvement in the National Professional Qualification for Headteachers, alongside a school-based cluster of schools from four local authorities in England. The latter had been…

Student understanding of content can be dependent on the pedagogies that co-teachers plan and implement, regardless of which co-teaching model they use. However, when co-teachers vary instruction using different co-teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and…

This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws…

In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst…

In this article, we provide commentary on the "state of play" of inclusive education in the United States. We focus on the promises and limitations of inter-related accountability- and market-driven policies and Response to Intervention (RTI) (Vaughn and Fuchs, 2003). We argue that these policies and practice have "hopscotched"…