There are multiple, multifactorial reasons why students stop attending school. This phenomenon may be understood as students’ inability to regulate their attachment to the school community due to heightened feelings of anxiety and stress. (pdf)

This article investigates whether the use of instruments providing quantifiable force feedback in manual skill learning can assist students with learning difficulties.

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency, vocabulary development and comprehension strategies, addressing the diverse needs of students…

The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has been published for England and includes a recommendation for SEND Assessment and Review Teams guidance.

Studien undersöker hur elever med läs- och skrivsvårigheter eller dyslexi beskriver och använder assisterande teknik i skolan. Assisterande teknik är olika verktyg som kan överbrygga svårigheter och stödja utvecklingen av färdigheter som att förstå text och att formulera och uttrycka sig i text. 

En studie av högstadieelever i anpassad grundskola visar att eleverna upplever hög delaktighet under läslektioner, men att stödet från vuxna i klassrummet ibland kan begränsa interaktionen mellan eleverna. Genom att använda SPSMs delaktighetsmodell har forskaren analyserat sex läslektioner, där trygghet och individanpassat stöd framhölls som viktiga framgångsfaktorer.

A prominent professor of special education is about to ignite a fierce debate over a tenet of his field, that students with disabilities should be educated as much as possible alongside their peers in general education classrooms, a strategy known as inclusion.