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Making reasonable adjustments for pupils with special educational needs and disabilities: pre‐service teachers’ perceptions of an online support resource
Author(s) -
Morley David,
Maher Anthony,
Walsh Barbara,
Dinning Track,
Lloyd Diane,
Pratt Andrea
Publication year - 2017
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12175
Subject(s) - disadvantage , resource (disambiguation) , perception , service (business) , psychology , special needs , focus group , special education , mathematics education , pedagogy , medical education , sociology , computer science , medicine , business , computer network , marketing , neuroscience , artificial intelligence , psychiatry , anthropology
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.