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Using Integrated Learning Systems to support students with learning difficulties in a comprehensive school
Author(s) -
Williams Alison
Publication year - 2001
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/1467-9604.00214
Subject(s) - numeracy , special educational needs , mathematics education , psychology , learning disability , integrated learning , literacy , pedagogy , special education , medical education , developmental psychology , medicine , engineering , work (physics) , mechanical engineering
The use of Integrated Learning Systems (ILS) was introduced at Danetre School with a small pilot study four years ago and has continued to evolve. Currently up to 200 students (mainly at KS3), some with special educational needs, extend their skills through its use in daily literacy or numeracy sessions. Improvement is not only evident in their learning but also in their attitude and increased self‐esteem. Some teachers, in a range of schools, are still unclear of what is involved in ILS and have difficulties in responding to its principles. In this article Alison Williams provides a clear view of ILS and suggests its value in supporting students with special educational needs in a comprehensive school.