Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512459
Title: The impact of classroom practice on secondary school children with statements of special educational needs
Author: O'Sullivan, Julie Kirstine
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2010
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.512459  DOI: Not available
Keywords: LB Theory and practice of education
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