Individualised educational programmes. Part I: a literature review

Millward, Alan; Baynes, A.; Dyson, Alan; Riddell, Sheila; Banks, Pauline; Kane, Jean; Wilson, Alastair

doi:10.1111/j.1471-3802.2002.00170.x

Cited by 13 publications

(8 citation statements)

References 18 publications

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“…My observations suggested that teachers select targets which are very specific to subject areas and these are often worked towards in intervention groups with support staff. This makes application across all teaching and learning challenging and risks reductionism (Millward et al ., 2004, p. 5).…”

Section: Presentation and Analysis Of Findingsmentioning

confidence: 99%

Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Connett¹

2020

Support for Learning

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This paper reports an action research study undertaken towards the National Award for Special Educational Needs Coordination (NASENCO) on a university‐based course. It follows an earlier evaluative study that identified a tension between teachers’ self‐rated high levels of confidence in meeting diverse need and values which did not appear to support inclusive practice. The ‘action’ which was subsequently taken was the collection of further data through lesson observations to assess whether such confidence was reflected in inclusive classroom practice. Planning reviews were also undertaken. Several recognised features of inclusive practice that are known to benefit pupils with special educational needs (SEN) were not observed in all classrooms. The action research study findings identified very specific training needs relating to inclusive classroom practice, the design of individual education plans and the development of a shared school ethos and understanding of inclusive pedagogy.

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Section: Presentation and Analysis Of Findingsmentioning

confidence: 99%

Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Connett¹

2020

Support for Learning

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“…By documenting the "ideal scenario" teachers can put in the right support for the individual student´s reading needs. Furthermore, the legitimacy of NPM is that teachers' work will be more transparent so that "inefficient teachers" can be held accountable by stakeholders such as the parents (Millward et al, 2002). For example, if a teacher fails to document a student with reading difficulties, then the parents can hold the teacher accountable for not documenting.…”

Section: An Organizational Approach To Documentation Of Special Educamentioning

confidence: 99%

Predicting and explaining teachers’ documentation practices for students’ reading and writing difficulties

Reichenberg¹

2016

L1 Educational Studies in Language and Literature

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Abstract. The overall aim of this article is to predict and explain Swedish teachers' documentation practices of students´ reading and writing difficulties. A survey study was conducted with 313 teachers. The data analysis was guided by an organizational approach to special needs education. The descriptive findings suggest that 98% of the teachers have students with reading and writing difficulties, and that there are almost 3 students with such special educational needs (=SEN) per teacher. The results of the logit model demonstrate that subject teachers in languages are more likely to document reading and writing difficulties than any other teachers, including special educators. Furthermore, teachers´ lack of special needs competence in identifying reading and writing difficulties impacts their practice of documenting these difficulties. Moreover, teachers' attitudes towards reading literacy research increase the likelihood of documenting reading and writing difficulties. Finally, documentation does not seem to be a matter of special need resources.

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“…It also shows that the personal reviews in these plans are plentiful and how these descriptions can affect children's identity constructs (Andreasson, 2007;Vallberg Roth & Månsson, 2008). Results from both international and national studies show that the documents often focus on individual shortcomings and deficiencies and the interventions they guide have their roots in behavioural psychology (Millward et al, 2002;Isaksson et al, 2007;Vallberg Roth & Månsson, 2008;Swedish School Inspectorate, 2012). In an international meta study of almost 300 studies, Mitchell et al (2010) demonstrated that there is some general criticism of the plans that seems to recur in different contexts.…”

Section: Institutionalised Assessment Practices In Swedenmentioning

confidence: 99%

Transforming Insecurity into a Commodity: Using the Digital Tools Unikum and InfoMentor as an Example in Swedish Education

Andreasson

Dovemark

2013

European Educational Research Journal

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New forms of activities now shape and govern the Swedish education system, based on governance through comparison. The focus on comparison can be regarded as soft governance and different types of (self-) evaluations and valuations are, at present, deeply embedded keystones in the decentralised education system. Recently this has, together with the transformation of the Swedish education system, led to an increase in the number of documents being written in school for quality assurance and in order to assess, follow-up and evaluate students' learning and development. To address these challenges, different commercial actors have become part of school practices and market, e.g. digital tools for assessment. The government's acceptance of this industry has allowed the rise of neo-liberal ideas that are required in so-called 'knowledge economies'. The aim of this article is to report the findings from three empirical studies of how digital tools for documentation are viewed by teachers and used in practice. Our findings show that the digital tools shape both students', as well as the professionals', identities through their role of governing activities and processes. The usage of the tools could jeopardise teachers' profession and there is a risk of de-professionalism.

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Individualised educational programmes. Part I: a literature review

Cited by 13 publications

References 18 publications

Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Predicting and explaining teachers’ documentation practices for students’ reading and writing difficulties

Transforming Insecurity into a Commodity: Using the Digital Tools Unikum and InfoMentor as an Example in Swedish Education

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