How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers? actions? / Bridget GILCHRIST in Good Autism Practice - GAP, 13-2 (October 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-2 (October 2012) . - p.48-61 Titre : How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers? actions? Type de document : Texte imprimé et/ou numérique Auteurs : Bridget GILCHRIST, Auteur Année de publication : 2012 Article en page(s) : p.48-61 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a growing literature on the importance of gaining the views of pupils to inform planning and the choice of interventions and targets, but less written on how this might be done. This single case study s therefore a very welcome addition. The study took place over a six-week period, and set out to ascertain the feelings about life and learning at school, of a nine year old boy with autism and an additional language disorder in a mainstream primary school, using pupil voice activities. A second and equally important objective was to explore the extent to which his Class Teacher knew how he felt. A variety of methods were used to facilitate the expression of his views and comments are made on the extent to which he engaged with these and enjoyed them. Whilst these results are individual to this pupil and school, this paper will be a great help to others in this area of work. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] How can pupil voice inform planning and support for pupils in mainstream schools and what impact does it have on teachers? actions? [Texte imprimé et/ou numérique] / Bridget GILCHRIST, Auteur . - 2012 . - p.48-61. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-2 (October 2012) . - p.48-61 Index. décimale : PER Périodiques Résumé : There is a growing literature on the importance of gaining the views of pupils to inform planning and the choice of interventions and targets, but less written on how this might be done. This single case study s therefore a very welcome addition. The study took place over a six-week period, and set out to ascertain the feelings about life and learning at school, of a nine year old boy with autism and an additional language disorder in a mainstream primary school, using pupil voice activities. A second and equally important objective was to explore the extent to which his Class Teacher knew how he felt. A variety of methods were used to facilitate the expression of his views and comments are made on the extent to which he engaged with these and enjoyed them. Whilst these results are individual to this pupil and school, this paper will be a great help to others in this area of work. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

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