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Number of items: 10.


Mengoni, Silvana and Oates, John (2014). A tool to record and support the early development of children including those with special educational needs or disabilities. Support for Learning, 29(4) pp. 339–358.


Burgess, Hilary and Shelton Mayes, Ann (2009). An exploration of higher level teaching assistants' perceptions of their training and development in the context of school workforce reform. Support for Learning, 24(1) pp. 19–25. file

Rix, Jonathan; Hall, Kathy; Nind, Melanie; Sheehy, Kieron and Wearmouth, Janice (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning, 24(2) pp. 86–94. file


Cable, Caroline; Eyres, Ian and Collins, Janet (2006). Bilingualism and inclusion: more than just rhetoric? Support for Learning, 21(3) pp. 129–134.


O'Dell, Lindsay and Prior, Jess (2004). Evaluating a schools' service for children with a facial disfigurement: The views of teaching and support staff. Support for Learning, 20(1) pp. 35–40.

Sheehy, Kieron; Rix, Jonathan; Nind, Melanie and Simmons, Katy (2004). Perspectives on inclusive education: learning from each other. Support for Learning, 19(3) pp. 137–141.


Houssart, Jenny (2002). Count me out: task refusal in primary mathematics. Support for Learning, 17(2) pp. 75–79.

Sheehy, Kieron (2002). Overcoming failure to begin word recognition using a local feature strategy: The handle technique and children with severe learning difficulties. Learn: The Journal of the Irish Learning Support Association, 24 pp. 78–87.


Houssart, Jenny (2001). Counting difficulties at Key Stage Two. Support for Learning, 16(1)


Kellett, Mary (2000). Sam's story: evaluating Intensive Interaction in terms of its effect on the social and communicative ability of a young child with severe learning difficulties. Support for Learning, 15(4) pp. 165–171.

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