Raising awareness of more able children
Aim: to identify more able children and help them to achieve their full potential.
The Evidence People
Inclusion
"Contexts of meaning": Assessing bilingual pupils' comprehension of text
Aim: To investigate how the literacy hour, as interpreted and taught within this school, effectively supports the reading development of beginner bilingual children, and in particular their comprehension of the weekly whole class shared reading text.
Multiple intelligences (MI) in the classroom: An evaluation of the effectiveness of an 'MI approach' through the teaching and learning of History
Aim: The aims of the project were:
1. To establish, from a review of the literature, an MI approach to teaching and learning.
2. To evaluate the effectiveness of using an MI approach in the classroom on pupils learning.
3. To compare the relative impact of three different MI strategies.
Using assistive technology to enhance learning
Aim:
How did students with learning differences use assistive technology (AT) to access learning?
How can tutors be supported to develop their knowledge regarding AT?
How can the use of AT be developed further?
Developing a policy of inclusion with differentiation using TASC: thinking actively in a social context
Aim: The aims of the project were to improve our whole school lesson planning, classroom delivery and pupils activities, personalise learning with pupils developing their skills of self-evaluation and self-monitoring and focus on developing their problem-solving and thinking skills.
Inclusion - "where do I fit in?"
Aim: To find out how perceptions held by mainstream pupils changed as a result of working alongside peers with Autism and severe and complex learning difficulties.
How inclusive are our classrooms?
Aim: Following a recent review of inclusion in the Special Needs Unit at our school, we felt it was appropriate to evaluate aspects of our existing strategies for inclusion. We wanted to discover more about pupils perceptions of their own learning, and their attitudes towards the classroom learning environment and identify features of current practice that supported the effective inclusion of pupils with special educational needs.