Browsing by Person "Grayson, Zoe"

Now showing 1 - 4 of 4

Development and implementation of the CIRCLE Framework
(Taylor & Francis, 2019-07-12) Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona
We report the implementation of a new framework supporting teacher practice for inclusion of children with disabilities in mainstream classrooms. Eight schools in one Scottish authority took part. Questionnaire, focus group and interview data were gathered. Results indicated that the framework was well-received and provided a useful resource for class teachers. The framework was perceived as a feasible method for supporting teachers and related personnel to think systematically about key issues relating to children with disabilities in the classroom. It was suggested that provision of a common language was supportive of collaborative working. Areas for revision included a system of navigation and simplification in the framework manual.
Improving the Speech and Communication Abilities of Children with Down's Syndrome: A New Model of Service Delivery using Electropalatography
(CASL Research Centre, 2016-05) Wood, Sara; Timmins, Claire; Grayson, Zoe; Nuffield Foundation
Down's syndrome (DS) is the most common genetic cause of mild to moderate learning difficulties (LD), affecting 1 in every 1000 live births in the UK (Down's Syndrome Association, 2015). The speech skills of individuals with DS are poorer than would be anticipated in relation to both their general cognitive ability and their skills in expressive language (Roberts et al., 2007). These specific difficulties in speech production can lead to significantly reduced intelligibility (Kumin, 2006) which in turn affects the ability to communicate effectively. This often places considerable constraints on educational progress, affects friendship formation and impedes integration into the wider community. The specific speech production difficulties encountered by individuals with DS are often considered to be intractable as they have proved to be resistant to conventional methods of intervention delivered by speech and language therapists (Kumin, 2006). These difficulties persist into adulthood which can negatively impact life outcomes, affect employability and contribute to social exclusion (Shriberg & Widder, 1990). Our previous research funded by the Medical Research Council investigated the speech difficulties experienced by 27 children and young people, aged 9 to 18 years, with DS. As well as increasing our understanding of the types of speech errors made by this population, it experimented with the use of an intervention technique called electropalatography (EPG), not currently routinely available within the NHS, as a method of correcting speech errors in children with DS with a view to improving their intelligibility. The results from this previous research led to the grant funded by the Nuffield Foundation.
Supporting successful inclusive practices for learners with disabilities in high schools: A multisite, mixed method collective case study
(Taylor & Francis Ltd, 2017-04-04) Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona
Purpose: The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task. Method: This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their best- practices were. Results: Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 strategies- which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports. Conclusions: We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities.
Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review
(Sage, 2019-08-26) Rutherford, Marion; Baxter, Julie; Grayson, Zoe; Johnston, Lorna; O’Hare, Anne
Visual supports are recommended in autism spectrum disorder clinical guidelines. They can reduce anxiety, increase predictability, support communication and improve participation. They are implemented regularly in schools but evidence about home visual supports is limited. This paper reports results of a scoping literature review, alongside qualitative evaluation with parents and professionals. We report findings from 34 studies, identifying 4 categories of visual support and heterogeneity in participant characteristics, intervention methods, environments and outcome measures. Qualitative data from questionnaires (n=101) and focus groups generated key themes about home visual supports, through thematic analysis: 1) Access 2) Participation focussed 3) Individualisation 4) Teaching methods 5) Consistency 6) Information and Training. We propose consensus with terminology and implications for practice and research.