One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing…

Teaching research methods to tertiary students is fraught with challenges including the absence of an established pedagogy in teaching research, the complexity of research concepts and activities, and mixed levels of student engagement. This study provides a five-year review of an undergraduate health research subject to examine teaching…

The aim of the study is to investigate teacher's educational needs in terms of their teaching work and scientific profile and to examine the frequency and motives of their participation in training programs. The survey focuses on Primary and Secondary Education teachers of all fields across the Greek territory. The majority of the 556 who…

The present study examines the need for a specific approach to spelling instruction in ELT curriculum for ESL/EFL learners as it is an area where the L2 learners encounter a lot of learning difficulties or experience both inter/intra linguistic transfer. The study further explores the rationale for combating the spelling difficulties of ESL/EFL…

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers' attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40-59 years of age and with 14-28 years of teaching…

We explore whether the use of assistive technology allows teachers and children to negotiate shared understandings for learning science and language. We understand our afterschool sessions as critical encounters. Artifacts used in the encounters enabled transcending of the tensions and became drivers for learning. In the studied 13 encounters,…

The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a…

Introducing creativity to the classroom is a concern for teachers, governments and future employers around the world, and there has been a drive to make experiences at school more exciting, relevant, challenging and dynamic for all young people, ensuring they leave education able to contribute to the global creative economy. "Creative Learning to…

This qualitative study identifies the ways in which teachers in an urban school district responded to the specialized educational needs of Somali Bantu refugee students who have recently been relocated to the United States and who have had limited and interrupted access to education prior to their enrollment in public schools in the United States.…

In French-speaking countries, the word "inclusion" is sometimes used instead of the usual term "integration" to refer to the schooling of pupils with special needs in ordinary schools. This paper proposes an analysis to throw light on the reasons for the emergence of a new term and the advantages of adopting it to denote…

Without a carefully designed plan for the provision of students with English as an additional language (EAL), educators may feel overwhelmed by the complexities of teaching such students. Educators may attribute poorer academic outcomes of some students with EAL to learning difficulties without first considering how they might adapt their teaching…

The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting learners with learning…

A survey of 40 school personnel responsible for remedial and special education in Nevada school districts was conducted to determine diagnostic tools and remedial programs for students with dyslexia and other learning problems. Major findings included the following: that 86.5% of school districts have a systematic process for identifying students…

Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that "good teaching is good teaching for all" and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and…