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Releasing educational potential through movement: a summary of individual studies carried out using the INPP test battery and developmental exercise programme for use in schools with children with special needs
- Author:
- BLYTHE Sally Goddard
- Journal article citation:
- Child Care in Practice, 11(4), October 2005, pp.415-432.
- Publisher:
- Taylor and Francis
This article provides a summary of findings from a series of independent studies that have been undertaken separately. The studies used a specific developmental test batter - the Institute for Neuro-Physiological Psychology (INPP) Developmental Test Battery for use in schools with children with special educational needs - with a total of 810 children, to assess whether neurological dysfunction was a significant factor for underlying academic achievement. The results showed that the children who participated in the daily INPP exercises made significantly greater improvement on measures for neurological dysfunction, balance and coordination. Children who had scores of more than 25% on tests for neurological dysfunction and whose reading age was less than their chronological age at the outset also showed small but significantly greater progress in reading that children who did not take part in the programme.
Students with disabilities, learning difficulties and disadvantages: statistics and indicators
- Author:
- ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Centre for Educational Research and Innovation
- Publisher:
- Organisation for Economic Co-operation and Development
- Publication year:
- 2005
- Pagination:
- 150p.
- Place of publication:
- Paris
Teenage chat lines
- Author:
- STEELE Pamela
- Journal article citation:
- Counselling and Psychotherapy Journal, 12(7), August 2001, pp.34-35.
- Publisher:
- British Association for Counselling and Psychotherapy
The author reviews a study, based in Barcelona, to show how 'chat' using IRC (Internet Relay Chat or synchronic communication via the Internet) at school can be useful as a tool to assess and assist adolescents with learning difficulties.
Breaking the link between special educational needs and low attainment: everyone's business
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 62p.
- Place of publication:
- London
This Department for Children, Schools and Families ‘Breaking the Link’ series report aims to guide school head-teachers, senior leadership, and heads of school improvement towards good practice ongoing in special educational needs (SEN), and supported by the wider population of teachers, local authority professionals and staff who work, in England, with children and young people with SEN. Referencing the Lamb report and Rose’s recommendations of 2008, which detail parental confidence in the SEN system and identification and teaching of children with dyslexia/literacy difficulties respectively, 2009’s Schools White paper, and Salt’s 2010 review quantifying the supply of teachers needed for children with severe, profound and multiple learning difficulties, this paper applauds school and local authority good practice, beyond the statutory SEN Code of Practice, of issuing statements and providing the listed support. By focusing on the Children’s Plan commitments of high aspirations, progress, positive outcomes and attainment, which maintains parental confidence, keeps (supported) students in mainstream school, (School Action), keeps exclusions low and increases extended services (School Action Plus), this paper stresses that SEN provisions are not ‘bolted on’ but are inherent to the Children’s Plan, Schools White Paper, and ‘Achievement for All’ pilot started September 2009, due for an interim evaluation in June 2010.