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Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Clarry, L; Wood, ACM; Long, T

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK Thumbnail


Authors

L Clarry

ACM Wood



Abstract

Scopus, Ebsco, ERIC, and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature, and studies of medical settings, preschool children, mainstream education, or professional education were excluded. Quality was gauged by effect sizes, risk of bias, and the Critical Appraisal Skills Programme.

The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4-22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous.

Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement, and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks, and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem-identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.

Citation

Clarry, L., Wood, A., & Long, T. (in press). Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK. Journal of Research in Special Educational Needs, https://doi.org/10.1111/1471-3802.12589

Journal Article Type Article
Acceptance Date Dec 4, 2022
Online Publication Date Dec 30, 2022
Deposit Date Jan 5, 2023
Publicly Available Date Jan 5, 2023
Journal Journal of Research in Special Educational Needs
Publisher Wiley
DOI https://doi.org/10.1111/1471-3802.12589
Publisher URL http://doi.org/10.1111/1471-3802.12589
Additional Information Funders : Birtenshaw Group & University of Salford
Projects : A realist evaluation of expert practice in education and care of young people with physical and learning disabilities
Grant Number: NURC64

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