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1 – 10 of 11This paper examines the overlap between two groups of children, those with speech, language and communication needs (SLCN) and those with social, emotional and behavioural…
Abstract
This paper examines the overlap between two groups of children, those with speech, language and communication needs (SLCN) and those with social, emotional and behavioural difficulties (SEBD). The case is made that these are common and overlap, with serious consequences for the children and families concerned. The difficulties experienced by the children and their families have implications for health inequalities and should influence the way in which both child and adolescent mental health and public health services are conceptualised and delivered.
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Some children with severe speech, language and communication needs (SLCN) can make use of assistive communication technology (ACT) to support and augment their speaking and…
Abstract
Purpose
Some children with severe speech, language and communication needs (SLCN) can make use of assistive communication technology (ACT) to support and augment their speaking and writing. Different stakeholders may place emphasis on specific areas for ACT use, and this paper, therefore, proposes a framework for discussing and clarifying these varied expectations, using the ICF/ICF‐CY domains as a basis.
Design/methodology/approach
The authors discuss how the goal of increased participation for children helps all involved to keep in mind that, despite varying focuses for the use of ACT, it is the move towards increased involvement in life situations that will best drive our joint decisions and target‐setting.
Findings
Multi‐functional PC devices can support a range of communicative functions, including “chat”, curriculum support, play and leisure. Provision and use of ACT can, in consequence, have different focuses for different stakeholders (child, family, health and education staff), which can lead to disparate expectations around implementation of such technology.
Originality/value
A framework is proposed in this paper for an approach that hopes to offer a common understanding from which to discuss potential applications for ACT. This approach encourages equal value or weighting to each of the supports for inclusion and, therefore, encourages stakeholders to value their own priorities whilst considering others'.
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Rachel M. Lofthouse, Anthea Rose and Ruth Whiteside
The research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of…
Abstract
Purpose
The research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.
Design/methodology/approach
Three examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.
Findings
In each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.
Research limitations/implications
The use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.
Practical implications
The analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.
Originality/value
The research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.
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This paper considers the accountability frameworks that are intended to determine the quality of teachers graduating from training programmes and considers how these frameworks…
Abstract
This paper considers the accountability frameworks that are intended to determine the quality of teachers graduating from training programmes and considers how these frameworks may need to take more account of evidence for enabling and assistive technologies if they are to enable new teachers to make effective use of this technology for inclusion.
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The purpose of this paper is to identify and explore the dynamics of an emerging form of teaching and learning – social network knowledge construction – associated with the use of…
Abstract
Purpose
The purpose of this paper is to identify and explore the dynamics of an emerging form of teaching and learning – social network knowledge construction – associated with the use of social networks, particularly 3D virtual world environments such as Second Life. As social network technologies not only frame the way individuals interact and learn, but actually impact on a learner's thinking process and development of future consciousness, new pedagogies are needed to effectively integrate these communication mechanisms into the learning environment.
Design/methodology/approach
The paper discusses the purpose and potential use of these networks in the teaching and learning process. Distinguishing features of social network knowledge construction as an emerging pedagogy are identified.
Findings
Strategies for incorporating a variety of identified social networks, both in and out of virtual worlds, for teaching and learning are noted.
Research limitations/implications
The focus of this emerging pedagogy is framed within the social networks surrounding Second Life, in particular, although the pedagogical framework could be applied across any set of social networking or virtual world applications.
Practical implications
The paper provides critical information currently required by the early to mid‐adopters of social networks and virtual worlds for teaching and learning.
Originality/value
This paper identifies an emerging form of pedagogy that has yet to be fully discussed in the literature, and supports the present issue's emphasis on future‐focused learning.
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The purpose of this paper is to analyse some of the factors which affect the implementation and outcomes of indirect intervention for people with learning disabilities in…
Abstract
Purpose
The purpose of this paper is to analyse some of the factors which affect the implementation and outcomes of indirect intervention for people with learning disabilities in residential homes and day centres.
Design/methodology/approach
Data were gathered through a series of semi‐structured interviews which were transcribed and analysed according to the principles of grounded theory. In total, four carers/support workers and three speech and language therapists (SLTs) were interviewed.
Findings
Analysis of the data indicated distinct areas where intervention breakdown could occur, some of which were within the SLTs' control and some of which were not.
Originality/value
This paper builds on previous research to identify barriers to successful therapy outcomes and develops a way of looking at these barriers which can inform intervention planning and delivery.
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Eli Gemegah, Dimitra Hartas and Vasiliki Totsika
The increase in autism prevalence and presentation in the media suggests a rise in public awareness. This paper aims to explore what factors (contact, knowledge and ethnicity) may…
Abstract
Purpose
The increase in autism prevalence and presentation in the media suggests a rise in public awareness. This paper aims to explore what factors (contact, knowledge and ethnicity) may be associated to positive attitudes towards individuals with autism spectrum disorder (ASD).
Design/methodology/approach
An online survey examined contact with and knowledge of ASD among Black, Asian and White ethnic groups to predict public attitudes to people with ASD.
Findings
In multiple regression models, the results suggested that the level of contact predicts positive attitudes towards autism when demographic factors were accounted. The level of knowledge about autism were significantly associated to attitudes, but not consistently when demographic factors were accounted. However, differences in knowledge and attitudes to people with ASD were identified amongst Black, Asian and White ethnic groups.
Research limitations/implications
These findings have implications for policy and public health and education campaigns, including ensuring contact and knowledge of autism among the public.
Originality/value
These findings have implications for policy and public health and education campaigns, including ensuring contact and knowledge of autism among the public. Additionally, further effort is required to target public knowledge and attitudes to autism, particularly among ethnic groups. Institutional support tailored to encourage structured and unstructured contact across public domains such as education, health, social and care practices could effectively reduce prejudice between the public and people with ASD over time.
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