2013
DOI: 10.1016/j.ridd.2012.12.008
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Achievement for All: Improving psychosocial outcomes for students with special educational needs and disabilities

Abstract: Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA) programme that was designed to improve outcomes for students with SEND through: (1) academic assessment, tracking and intervention, (2) structured conversations with par… Show more

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Cited by 35 publications
(54 citation statements)
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“…Unfortunately, they routinely lack the cognitive, emotional, and behavioral ability/autonomy to do so. The limited research on psychosocial development of adolescents with disabilities has centered primarily on self-concept, positive parent and peer relationships, and optimism and depression (Humphrey et al 2013;Mueller and Prout 2009). …”
Section: Psychosocial Development Issuesmentioning
confidence: 99%
“…Unfortunately, they routinely lack the cognitive, emotional, and behavioral ability/autonomy to do so. The limited research on psychosocial development of adolescents with disabilities has centered primarily on self-concept, positive parent and peer relationships, and optimism and depression (Humphrey et al 2013;Mueller and Prout 2009). …”
Section: Psychosocial Development Issuesmentioning
confidence: 99%
“…Students with special educational needs and disabilities are at a greatly increased risk of experiencing poor psychosocial outcomes (Humphrey et al 2013). However, high levels of social or emotional support predict better mental health outcomes.…”
Section: Introductionmentioning
confidence: 99%
“…This fact is supported by the results of studies carried out in this field, which prove that the effective use of ICT in special education increases when the new technology is integrated with traditional teaching activities. For example, in order to increase the chances of integrating students with SEN in mainstream schools, Humphrey & Lendrum & Barlow & Wigelsworth & Squires (2013, pp. 1210-1225 developed an educational intervention program based on three components: involvement of parents in the teaching process, development of students' transferable competences and the use of educational software adjusted to the students needs.…”
Section: Discussionmentioning
confidence: 99%