http://hdl.handle.net/2428/2503 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/14461 Title: Provision for Pupils with Emotional and Behavioural Difficulties in Northern Ireland<br/><br/>Authors: ETI<br/><br/>Abstract: One of the main findings of this survey is the importance attributed throughout the service to the promotion of a positive ethos in EBD provision, and its influence on the management of behaviour. In this context, a consistent factor is the patient and caring attitude of the staff, andtheir understanding of the pupils’ emotional and behavioural difficulties. http://hdl.handle.net/2428/14459 Title: Provision for Pupils with Severe and Profound Learning Difficulties<br/><br/>Authors: ETI<br/><br/>Abstract: There is clear evidence from the survey findings to show that the SLD schoolsector fulfils an important role in providing effective education for pupils with severe or profound learning difficulties. It is hoped that this report will enhance the status of the special education work in the schools and help to identify approaches to best practice which are evident, or emerging, so that these approaches can be shared across all schools. http://hdl.handle.net/2428/14458 Title: Information and Communication Technology in Special Schools<br/><br/>Authors: ETI<br/><br/>Abstract: This report summarises the findings from an inspection of the influence of information and communication technology (ICT) to support and enhance teaching and learning in special schools in Northern Ireland (NI). http://hdl.handle.net/2428/14457 Title: Northern Ireland Music Therapy Trust (NIMTT) ARIOSO Project in Special Schools in Northern Ireland<br/><br/>Authors: ETI<br/><br/>Abstract: This report has been compiled by the Education and Training Inspectorate (Inspectorate), on behalf of the Department of Education.It seeks to inform the Department of Education, the Education and Library Boards (Boards), the Health and Social Services Boards and the Health and Social Services Trusts of the impact of music therapy insupporting the development, and meeting the social and communication needs, of pupils in special schools. The report makes recommendations in relation to how music therapy might be included in the curriculum of special schools as an allied health therapy to enhance the experiences,and engagement with learning, of pupils whose behaviour and conditions pose significant challenges to the staff. http://hdl.handle.net/2428/14456 Title: Survey of the Provision for Pupils in Hearing Impaired Units<br/><br/>Authors: ETI<br/><br/>Abstract: This report is based on the findings of ten inspection visits to primary and post-primary schools with HI units, across the five Education and Library Boards (ELBs) and on subsequent discussions with officers from the Sensory Support Services of the ELBs. Throughout the course of the survey, the inspectors held discussions with school principals, unit teachers, special educational needs co-ordinators (SENCOs), classroom assistants, other teachers responsible for integrating pupils, and, where appropriate, with the pupils themselves. In addition, the inspectorsobserved a total of 56 lessons, examined samples of the pupils’ work, and evaluated management and the teachers’ planning. The schools provided a wide range of policy documents and materials specific to individual pupils, including statements of special educational needs. http://hdl.handle.net/2428/14430 Title: Survey of Pupils with Asperger Syndrome<br/><br/>Authors: ETI<br/><br/>Abstract: The purpose of the survey is to indicate to the education system in Northern Ireland the possible numbers of pupils withAsperger syndrome in mainstream primary and secondary schools in the Province, to evaluate the level and effectiveness ofpresent approaches to meet the needs of this pupil population, and to identify areas and resources which require improvement and development. http://hdl.handle.net/2428/14428 Title: A Survey of The Provision for Pupils with Special Educational Needs in Mainstream Schools<br/><br/>Authors: ETI<br/><br/>Abstract: The report is based on evidence from a sample of 20 secondary schools and40 primary schools drawn from each of the Education and Library Board(ELB) areas; (see Appendices 1 and 2). The survey evidence was gatheredby the District Inspectors (DIs) during district inspections of the schools(schools had a minimum of four weeks written notice). During these visits,which were of one day’s duration, the inspectors held discussions withprincipals, the special needs co-ordinators (SENCOs), special needsteachers, class and subject teachers; they observed lessons, and examinedpupils’ educational plans and other relevant curriculum documentation. http://hdl.handle.net/2428/14386 Title: Survey of Provision for Pupils with Moderate Learning Difficulties<br/><br/>Authors: ETI<br/><br/>Abstract: This report is based on the findings of the survey which included structured survey visits to 23 post-primary schools with MLD units. http://hdl.handle.net/2428/11114 Title: Thirty Years on: What is Special Education?<br/><br/>Authors: Warnock, Mary http://hdl.handle.net/2428/6934 Title: Report of a Survey on Provision and Outcomes for Pupils with Special Educational Needs in Post-Primary Schools<br/><br/>Authors: ETI<br/><br/>Abstract: This survey took account of the full spectrum of special needs in the post-primary sector but particular attention was given in non-selective schools to provision and outcomes in literacy and numeracy.The survey involved visits to 21 schools. Inspectors observed 367 lessons across key stages (KS) 3 and 4, evaluated relevant documentation, held discussions with 209 pupils, and (in a few schools) with parents. Discussions were also held with some 184 staff, including principals, members of senior management teams, special educational needs co-ordinators (SENCOs), and with other teachers.