an article by Paul Wehman (Virginia Commonwealth University, Richmond, USA) published in Career Development and Transition for Exceptional Individuals Volume 36 Number 1 (May 2013)
Abstract
As children become teenagers and move into early adulthood, there are many transitions they face.
For young people with disabilities, this is no different except that there are invariably additional complex challenges that must be overcome.
Evidence-based research is the foundation for best transition practices, but too many studies seem abstract, distant, and far removed from their classroom or school world.
This article seeks to overcome the abstract by describing evidence-based transition research and recent findings. Teachers’ classroom needs are highlighted with special emphasis on how research can be useful for them on a day-to-day basis.
Finally, we highlight six guidelines for helping implement best practices in transition.
Showing posts with label special_education. Show all posts
Showing posts with label special_education. Show all posts
Thursday, 30 May 2013
Tuesday, 10 January 2012
Nobody tells you how to be a SENCo
an article by Sarah M. Rosen-Webb published in British Journal of Special Education Volume 38 Issue 4 (December 2011)
Abstract
The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen-Webb, an associate tutor and course coordinator at Middlesex University.
Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi-structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures.
Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teacher training.
Abstract
The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen-Webb, an associate tutor and course coordinator at Middlesex University.
Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi-structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures.
Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teacher training.
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