special educational needs

The right help at the right time in the right place

Strategic review of learning provision for children and young people with complex additional support needs.

The report is structured in two parts. This first part highlights the key messages and the second part details the main findings and recommendations. Case studies demonstrate that getting the right help at the right time in the right place does make a real difference to the lives of children and young people with complex additional support needs and their families.   

Special educational needs in mainstream schools

This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre. This topic is included in the EPPI-Centre knowledge library. The Knowledge Pages facility enables users to search for the key messages within specific subject areas to which EPPI-Centre reviews have contributed.

Systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

There is a statutory requirement on mainstream schools to provide effective learning opportunities for all pupils by setting suitable learning challenges, responding to pupils' diverse learning needs and overcoming potential barriers to learning and assessment. While research has sought to establish the effectiveness of particular pedagogies or the impact of school actions on pupil participation, there has been no prior systematic review that can answer the question of which pedagogical approaches can effectively include children with SEN aged 7-14 in mainstream classrooms.

Impact of population inclusivity in schools on student outcomes

The growth in the number of pupils with special educational needs (SEN) being placed in mainstream schools has raised concerns about the potential negative impact of this policy on the achievement of their peers without SEN. This systematic review was published by EPPI-Centre in 2006. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

Systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs

This systematic review was published by EPPI-Centre in 2006. Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

Systematic review of whole class, subject-based pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs

This systematic review was published by EPPI-Centre in 2011.Systematic reviews aim to find as much as possible of the research relevant to the particular research questions, and use explicit methods to identify what can reliably be said on the basis of these studies.

Services for children with disabilities and their families : a guide for parents and carers (Finding out about)

Booklet identifying and describing the range of services available to families with children with disabilities in Scotland. The services cover early years, school, local authority services, play and leisure and health.

Disability: a rough guide for widening participation practitioners

Guide intended to assist those whose work brings them into contact with potential and current disabled learners in England by offering information and advice on the issues faced by disabled learners.

Full day care : national standards for under 8s day care and childminding

Document setting out UK Government standards for all child care services. There are 14 national standards, each representing a particular quality outcome such as child protection and environment and a minimum standard of quality below which no provider may fall.