{"id":{"repo_id":"birmingham","oai_identifier":"oai:etheses.bham.ac.uk:457"},"canonical_url":"https://search.dev.ndltd.org/etd/birmingham/oai:etheses.bham.ac.uk:457","repository":{"repo_id":"birmingham","name":"University of Birmingham","base_url":"https://etheses.bham.ac.uk/cgi/oai2"},"display":{"title":"The impact of classroom practice on secondary school children with statements of special educational needs","abstract":"The intention of this case study is to evaluate the impact of classroom practice on the learning of pupils with statements of special educational needs in a mainstream secondary school and to consider the degree to which specialised teaching is required to enable such pupils to learn. A discussion of educational developments over the past thirty years, particularly with regard to provision for pupils with special educational needs, sets the context and explores the relevance of an increasing emphasis on teaching approaches and strategies as a means of meeting the needs of all pupils, including those with the most complex needs. The developing role of the teaching assistant particularly as it relates to the research is also discussed and evaluated. The study gathers qualitative data from classroom observations, interviews and questionnaires and reviews documentary evidence to examine classroom practice (particularly focusing on the work of teaching assistants) as it affects a cohort of pupils with special educational needs. This evidence is used to examine the extent to which pupils with learning difficulties need distinct educational provision – including distinctive teaching strategies – and whether the use of teaching assistants is an effective means of supporting these pupils’ learning.","abstract_html":"The intention of this case study is to evaluate the impact of classroom practice on the learning of pupils with statements of special educational needs in a mainstream secondary school and to consider the degree to which specialised teaching is required to enable such pupils to learn. A discussion of educational developments over the past thirty years, particularly with regard to provision for pupils with special educational needs, sets the context and explores the relevance of an increasing emphasis on teaching approaches and strategies as a means of meeting the needs of all pupils, including those with the most complex needs. The developing role of the teaching assistant particularly as it relates to the research is also discussed and evaluated. The study gathers qualitative data from classroom observations, interviews and questionnaires and reviews documentary evidence to examine classroom practice (particularly focusing on the work of teaching assistants) as it affects a cohort of pupils with special educational needs. This evidence is used to examine the extent to which pupils with learning difficulties need distinct educational provision – including distinctive teaching strategies – and whether the use of teaching assistants is an effective means of supporting these pupils’ learning.","abstract_has_math":false,"creators":["O'Sullivan, Julie Kirstine"],"institution":"University of Birmingham","degree_name":"d_ed","degree_level":"d_ed","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-07","date_published":"2010-07","updated_at":"2026-07-24T01:10:58Z","subjects":["LB Theory and practice of education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["na"]},{"key":"dc:creator","label":"Author","values":["O'Sullivan, Julie Kirstine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-07"]},{"key":"dc:date.issued","label":"Date","values":["2010-07"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["College of Social Sciences","School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Birmingham"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["http://etheses.bham.ac.uk//id/eprint/457/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["d_ed"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["d_ed"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB Theory and practice of education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://etheses.bham.ac.uk//id/eprint/457/1/OSullivan09EdD.pdf","http://etheses.bham.ac.uk//id/eprint/457/2/Decl_IS_OSullivan09EdD.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The intention of this case study is to evaluate the impact of classroom practice on the learning of pupils with statements of special educational needs in a mainstream secondary school and to consider the degree to which specialised teaching is required to enable such pupils to learn. 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