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Single case experimental design (SCED) has a long, well‐respected tradition in evaluating the effectiveness of behavioural interventions for people with learning disabilities and challenging behaviours. However, shift the focus to other psychological modalities (such as psychodynamic psychotherapy) or differing presenting problems (such as interpersonal problems) and the use of SCED methodologies is severely curtailed. This paper describes the application of SCED methodologies in the evaluation of treatment of three clients: the psychodynamic psychotherapy of hypochondriasis in an A/B design, psychodynamic psychotherapy of ambulophobia in an A/B design, and cognitive‐behavioural therapy of anger and aggression in a shifting criterion design. Visual and statistical analysis of the time series data revealed that the hypochondriasis and the anger cases responded to treatment, whereas the ambulophobia case showed some deterioration during the intervention. The cases are discussed in terms of the strengths and weaknesses of the methodologies applied and the relative merits of accruing SCED evidence in the evaluation of the plethora of psychological modalities now being made available to learning disabled clients.

To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.

The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.

Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.

A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.

This chapter is based on compulsory school experiences of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and their parents in the educational context of Finland. Located in the theoretical framework of Disability Studies, the chapter aims to contribute to theory of inclusive education by initiating a new dialogue on conceptual foundations of inclusive schooling. In this regard, the chapter first deconstructs the concept of educational need that stems from the field of traditional special education as contradictory to the original ideals of inclusive education. It then moves on to reconstruct the concept of educational need in accordance with the foundational values of inclusion, that is celebration of human diversity and resistance to dichotomies of ab-/normality and dis-/ability and proposes an approach for future implementation of inclusive education.

This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreements, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure or compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter.

This qualitative study aims to use the conceptual lens of figured worlds to explore how a 10-year-old child positions her identity and participates in systems of power through her engagement in writing.

Data was generated across an 18-week ethnographic case study in one fourth-grade classroom located in the Midwestern USA.

Findings highlight how children’s writing reflected both an adherence to and a rejection of the mandated curriculum as well as other aspects of the figured world of schooling. In turn, this study offers suggestions about how, by reading children’s writing with a figured world lens, their identities and positionings may become more apparent.

This study challenges teachers and researchers to read beyond “the basics” emphasized in the mandated curriculum to better attend to the ways children navigate standardized curricula, negotiate identities and positioning and use writing to (re)inscribe identities and positionings.

Schools exist because of the children they educate but examples of their voice influencing their education in an authentic manner can be rare. This chapter outlines the importance of pupil voice and defines the key aspects of authenticity. It uses the themes emanating from this definition as examples of establishing practices to support pupil voice in the classroom. Such practices are based upon the findings of a pupil voice study into the experiences of 14–16-year-old children in physical education (PE) lessons. This PE project was driven by the pupils and adult voice was militated in order to enhance the authenticity of the findings. The project empowered children to raise and discuss the issues they deemed important and find their own solutions without steering or influence by their teachers. The implementation of these findings in one school demonstrated the dynamism and potential of learning based upon child-centred practice.

The current datafication of cities raises questions about what Lefebvre and many after him have called “the right to the city.” In this contribution, I investigate how the use of data for civic purposes may strengthen the “right to the datafied city,” that is, the degree to which different people engage and participate in shaping urban life and culture, and experience a sense of ownership. The notion of the commons acts as the prism to see how data may serve to foster this participatory “smart citizenship” around collective issues. This contribution critically engages with recent attempts to theorize the city as a commons. Instead of seeing the city as a whole as a commons, it proposes a more fine-grained perspective of the “commons-as-interface.” The “commons-as-interface,” it is argued, productively connects urban data to the human-level political agency implied by “the right to the city” through processes of translation and collectivization. The term is applied to three short case studies, to analyze how these processes engender a “right to the datafied city.” The contribution ends by considering the connections between two seemingly opposed discourses about the role of data in the smart city – the cybernetic view versus a humanist view. It is suggested that the commons-as-interface allows for more detailed investigations of mediation processes between data, human actors, and urban issues.

This chapter provides a discussion of Roger Slee and Julie Allan’s 2001 article “Excluding the included: A reconsideration of inclusive education” published in International Studies in Sociology of Education. “Excluding the included” is a salient example of the influential work of these two scholars, threads of which can be found throughout their prior and following work, and in the work of other scholars in the area. The importance of the work and its ongoing impact on the field of inclusive education is discussed.

To explore the funds of knowledge that six emergent bilingual students build upon as they produce multimodal texts, how the practices surrounding these events are mediated, and the role of student agency within an ethnographic social semiotics framework. Ethnographic methods were used to document this yearlong study that included videotaping small group interactions, writing field notes, conducting interviews, and collecting multimodal work samples. The researcher served as a participant observer in a third-grade classroom where she met with students two days per week to interact with mulitmodal poetry. The findings reveal the media-rich popular culture and home digital practices students bring with them to school and the ways in which these resources were utilized for designing multimodal poetry. Several essential factors are discussed including funds of knowledge, role of play and creativity, nonlinear writing structures, and agentive design decisions. Multimodal text making requires a revamping of classroom literacy instruction that embraces multiple modes especially noting the importance of images, central role of experiential learning, and space for student choice thus empowering them as learners.

To identify features of teacher support associated with children who made accelerated progress in writing in an early literacy intervention.

Mixed methods were used to describe the paths, rates, variability, and potential sources of change in the writing development of 24 first grade students who participated in an early literacy intervention for 20 weeks. To describe the breadth and variability of change in children’s writing within a co-constructed setting, two groups who made high and low progress were identified.

We focus on one child, Paul, who made high progress (became more independent in the writing of linguistically complex messages) and the features of teacher support that this child received compared to those who made lower progress. We compare him to another child, Emma, who made low progress. Teacher support associated with high progress included a conversational style and flexibility to adapt to the child’s message intent as the student composed, supporting students to write linguistically more complex and legible messages, and supporting students to orchestrate a broad range of problem-solving behaviors while writing.

We describe how teachers can support children to gradually take control of the composition process, how they can recognize complexity in early written messages and we provide suggestions as to how teachers can systematically assess, observe, and support children’s self-regulation of the writing process.