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Making reasonable adjustments for pupils with special educational needs and disabilities: pre-service teachers' perceptions of an online support research

Morley, D and Maher, A and Walsh, BA and Dinning, TM and Lloyd, D and Pratt, A (2017) Making reasonable adjustments for pupils with special educational needs and disabilities: pre-service teachers' perceptions of an online support research. British journal of Special Education., 44 (2). pp. 203-219. ISSN 0952-3383

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Abstract

The Equality Act called on British schools to ‘avoid as far as possible by reasonable means, the disadvantage which a disabled pupil experiences’. Teachers, therefore, must be creative and flexible in order to meet the needs and optimise the capabilities of all pupils. Using focus group interviews, this article explores the influence of an online resource on pre-service teachers’ perceptions of making reasonable adjustments for children with special educational needs and disabilities. Pre-service teachers appeared committed to making reasonable adjustments, with reports of the online resource being particularly influential on their planning and assessing progress. The influence of the resource was less significant on those pre-service teachers with previous experience of making reasonable adjustments.

Item Type: Article
Additional Information: This is the accepted version of the following article: Morley, D., Maher, A., Walsh, B., Dinning, T., Lloyd, D. and Pratt, A. (2017), Making reasonable adjustments for pupils with special educational needs and disabilities: pre-service teachers’ perceptions of an online support resource. British Journal of Special Education, 44: 203–219. doi:10.1111/1467-8578.12175, which has been published in final form at http://dx.doi.org/10.1111/1467-8578.12175
Subjects: L Education > LB Theory and practice of education
L Education > LC Special aspects of education
Divisions: School of Education
Publisher: Wiley
Date Deposited: 08 Jun 2017 09:15
Last Modified: 24 Aug 2017 11:08
DOI or Identification number: 10.1111/1467-8578.12175
URI: http://researchonline.ljmu.ac.uk/id/eprint/6664

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