Making reasonable adjustments for pupils with special educational needs and disabilities: pre-service teachers' perceptions of an online support resource

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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 languageEnglish
Pages (from-to)203-219
JournalBritish Journal of Special Education
Volume44
Issue number2
Early online date29 Jun 2017
DOIs
Publication statusE-pub ahead of print - 29 Jun 2017

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