Abstract
The Equality Act (Stationary Office, 2010)
called on British schools to ‘avoid as far as
possible by reasonable means, the
disadvantage which a disabled pupil
experiences’. Teachers, thus, must be
creative and flexible in order to meet the
needs and optimize 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. Preservice
teachers appeared committed to
making reasonable adjustments, with
reports of the online resource being
potentially particularly influential on their
planning, use of technology and assessing
progress. The influence of the resource
was less significant on those pre-service
teachers with previous experience of
making reasonable adjustments,
suggesting its relevance for serving
teachers requires exploration.
Original language | English |
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Pages (from-to) | 203-219 |
Journal | British Journal of Special Education |
Volume | 44 |
Issue number | 2 |
Early online date | 29 Jun 2017 |
DOIs | |
Publication status | E-pub ahead of print - 29 Jun 2017 |