First Chance, Second Chance or Last Chance? Resistance and response to education

This scoping review aimed to explore the existing peer-reviewed literature on occupational participation and the experiences of children within mainstream primary education in the United Kingdom (UK). The focus on the UK was chosen to inform context-specific educational and therapeutic practices. The review sought to identify key themes and gaps in the British body of literature, following established methodological frameworks. Three researchers jointly searched multiple electronic databases (SCOPUS, EBSCO [CINAHL/Medline], PsycINFO, ERIC, British Education Index, Child Development and Adolescent Studies, OTseeker, ProQuest Dissertations & Theses and The British Library,) using a comprehensive set of search terms (see Table 1). Inclusion criteria were: peer-reviewed articles published in English between 2013 and 2023, focusing on the participation of UK-based, primary-aged children (4–11 years) in mainstream education. Thematic analysis was conducted to identify patterns across the literature. From an initial yield of 230 articles, 13 met the inclusion criteria. Although none directly addressed occupational participation, five key themes emerged: (1) meaningful relationships with school staff, (2) meaningful relationships with peers, (3) structural influences on participation, (4) children as learners, and (5) agency and choice. These themes were interpreted through the lenses of resilience theory, critical pedagogy, and the Canadian Model of Occupational Participation (CanMOP). This review highlights a significant gap in the UK literature concerning children’s occupational participation in mainstream primary education. While the findings offer insights for UK-based educators and healthcare professionals, the national focus limits generalizability. Future research should explore children’s occupational participation more directly and consider comparative international perspectives to inform broader educational and occupational therapy practices. Table 1. Search terms.

Co-teaching has gained considerable interest as a means of promoting the inclusion of students with disabilities in mainstream education. Nowadays, there is a consensus among researchers that co-teaching should provide effective education to all students in a mainstream class. This study aims to explore co-teachers’ attitudes towards co-teaching responsibilities in Greek mainstream classrooms. In particular, it examines co-teachers’ attitudes with regard to their non-class-time (planning and evaluation) and class-time (instruction and behaviour management) responsibilities for students with and without disabilities. Four hundred co-teachers participated in this survey study. Overall, our findings demonstrate that mainstream education teachers and special education teachers disagree about their respective class-time and non-class-time responsibilities, and that their role influences their attitudes towards these responsibilities. The study concludes that the different attitudes of co-teachers towards their responsibilities could hinder the development of a shared approach in teaching students with and without disabilities in inclusive classrooms.Union gives strengthAesop(ca. 620-564 BC)

The study has been carried out within the subproject No. 8 “Latvian Language Acquisition” framework of the National Research Programme “Latvian Language”. The aim of this article is to analyse the results of Latvian language skills of the minority pre-school children who attend pre-school groups with Russian as the everyday communication language, the minority pre-school children who attend pre-school groups with Latvian as the everyday language, and Latvian pre-school children. The recordings of children’s speeches were made in Kurzeme pre-school education institu-tions during May and June of 2019 and 2020 before the children started to attend primary school. The findings obtained in this study are illustrated only with the results in vocabulary acquisition, taking into account that one of the most important tasks in learning a second language at pre-school age is vocabulary acquisition. Creating a conviction for beginning a new activity – communication in another language, not in the mother tongue, is of linguodidactic and psychological importance. Knowledge of a larger or smaller vocabulary is the basis for starting to speak a language. The study uses a picture-based conversation, with a maximum of 20 minutes spent in conversation with each child. The criteria proposed by Ingēra Tomme-Jukēvica (Tomme-Jukēvica 2018) have been used; they indicate the level of language skills (0 (insufficient level) – not showing or showing very minimal (<5%) knowledge and skills; 1 (low level) shows minimal (<25%) knowledge and skills; 2 (medium level) shows mediocre (>50%) knowledge and skills; 3 (high level) shows good (>75%) knowledge and skills. The article points out that each individual’s worldview forms with the mother tongue’s help and compares some striking linguistic lexical differences, paying particular attention to the comparative examples of Latvian and Russian languages. By referring to Latvian and Russian examples, the authors demonstrate that it may be necessary to divide the action expressed in one word in one language by creating a word group or even a phrase in another language. The Latvian language proficiency researchers should be aware that children with different native languages (Latvian or Russian) may have different worldviews, demanding additional actions of thinking and speech from the second language speaker. Therefore, second language acquisition at the pre-school age is an essential prerequisite for continuing bilingual studies or studies in Latvian at school. Observations made during the research in the National Research Programme testify that in pre-school education institutions, the process of education usually is interesting for children. However, as the analysis of the recordings of children’s speech in Kurzeme reveals, in those minority children groups where the everyday communication language is Russian and where Latvian is usually taught only two times a week for approximately 30–45 minutes, and also where the visual information in Russian dominates, insufficient skills of the state language and substantially worse experience of the Latvian language use have been observed. At the same time, it should be acknowledged that those minority children who attend groups with Latvian as the everyday language have learned Latvian sufficiently to continue education in the first grade of primary school. These children have not lost their native language, usually Russian, which they use actively at home. Therefore, they have the basis for several language acquisitions when they start learning at school. Learning Latvian as the second language requires optimization of this process in the pre-school education institutions, ensuring regular communication with the child in Latvian, and the use of appropriate methodologies in teaching activities. In this context, not only teaching and practicing Latvian lessons are particularly important, but also communication with other children and the possibility of talking Latvian with the staff of the pre-school educational institution. In accordance with earlier conclusions of linguists, the study conducted in Kurzeme shows that in the speech of pre-school children, independently of their mother tongue, nouns are dominating, but minority children attending groups with the dominant Russian language mostly use nouns in the nominative. Because of the task of preparing minority children for bilingual studies or studies in Latvian in the first grade, the authors of the article recommend ensuring bilingual communication on a day-to-day basis in minority groups of pre-school children.

With the policy to integrate as many young people as possible into mainstream education, schools and local authorities across Scotland endeavour to create the best conditions for learning and support the needs of all learners. As increased awareness of the importance of well-designed, agile learning spaces evolves, there is ongoing investment in new buildings and renovation work, and in furniture and fittings, albeit in a context of high energy and construction prices. Interviews with 14 educators in different roles at four inner-city schools (Early Years, primary, secondary, special) explored their experiences of co-designing and adapting learning spaces with assistance from a local interior designer, particularly focused on pupils with additional support needs (ASN). The findings reveal tangible adaptations of indoor and outdoor learning environments and tools that influence a pupil’s ability to regulate emotional response and to engage with learning tasks, across different learner ages and building types. The findings also foreground the need to embrace space and spatial literacy as a crucial pedagogical approach in inclusive education, relevant for all learners, not only ASN pupils.

In Romania, since 1989, new trends have emerged in terms of transforming the educational system, so that it becomes accessible to all and offers equal opportunities for the beneficiaries of education. The aim of this research is to provide a multidimensional image of the socio-educational support environment accessible to students with learning difficulties/specific learning disabilities integrated in mainstream primary education in Oradea, from the perspective of the information, opinions and visions provided by primary education teachers and special pedagogues. The questionnaire based survey conducted among teachers in mainstream education allowed to obtain an overview of the issues analyzed in terms of opinions and evaluations. The focus group interview with participation of expert stakeholders aimed to obtain information from the social actors involved through their expertise and/or professional activity in the educational inclusion of students with learning difficulties. The overall picture of the research denotes that schools can provide specialized educational services for students in need, with only a small minority of schools not having the necessary conditions to provide these services. However, the research also shows that due to lack of knowledge or motivation, a significant share of the surveyed teachers do not use the various compensatory measures put forward in the national methodological recommendations that would contribute to improving students' chances. Primary school teachers would need, in this regard, to gain more expert knowledge from innovative models, experiences and good practices in the field.

PurposeThis paper discusses the teaching and learning of sustainable development at a single additional support needs primary school in Scotland. This school provides education to students of ages 4–12 years and with learning requirements that may not be accommodated in a mainstream education setting. Teaching of sustainable development to students with additional support needs is bound by the same standardised education policies as mainstream primary education in Scotland, and yet, there needs to be differences in practices to ensure all students can access and learn from sustainable development experiences and opportunities. This study asks 2 questions: (1) How is sustainable development taught at an additional support needs primary school in Scotland? and (2) What makes an additional support needs primary school in Scotland successful with teaching and learning of sustainable development?Design/methodology/approachThis paper is underpinned by the relational posthuman philosophy of kin and kinship. The paper draws on findings from a 2-year case study of a single additional support needs primary school in Scotland. The data were gathered through photography in photo-voice and semi-structured interviews with 12 participants. All participants of this study are education practitioners employed at the school and have a remit for teaching and/or supporting the teaching and learning of sustainable development at the school. Additionally, observations I made in my dual role as education practitioner and researcher of this study are included.FindingsThe main concept arising from the data collected is relationships. Teaching and learning practices are focused on providing students with sustainable development experiences and opportunities which may differ to that of a mainstream primary education school. The teaching of sustainable development at the case school is achieved through the entanglement of connections students make with their human and non-human kin, and the affect this has on them to become active agents in creating stronger communities and sustainable futures for all. Furthermore, the relationships these students have with their human and non-human kin are driven by the varying additional support needs of students, effectively meaning that students are involved with how they are taught about sustainable development.Practical implicationsThe findings can have implications for formal education systems around the world by providing an alternative lens by which to view and review how teaching and learning of sustainable development occurs and what this currently looks like to students with additional support needs. A review of curriculum and the framework for teaching, learning and assessing sustainable development to students with additional support needs can ignite change towards inclusion in this area and enable all learners to be active agents of sustainability practices in their everyday lives. This in turn will ensure that all citizens can participate in sustainable development at a local level and thereby contribute to national and global climate change goals, and ultimately ensure all life (human and non-human) on Earth can flourish.Originality/valueThis paper provides an alternative view to the teaching and learning practices of sustainable development to students with additional support needs by thoughtfully considering who and what are our kin and how kinship is made. This posthuman theoretical perspective provides a lens by which to view the different relationships students with additional support needs have not only with people but also with objects, and how these connections can enable this group of vulnerable learners to become active agents in sustainable development practices in their communities, and, as such, through posthuman philosophy, this paper illustrates the intersection between sustainable development and inclusion. The study also reveals the successes and barriers of teaching sustainable development to students at a single additional support needs primary school in Scotland, and how kinship can promote agency in students with additional support needs by providing community spirit through connection with the human and non-human. Recommendation following this study is for governments, schools and education practitioners around the world to review how sustainable development is taught and learnt across formal education systems and to consider alternative relational posthuman teaching and learning approaches to sustainable development that shift away from tokenistic practices that are steeped in a humanist mindset.

IntroductionThis paper reports selective findings from original research into the effects of early multilingual partial immersion education on children's metalinguistic awareness and performance in English.Procedure and methodThe study we present was carried out in two elementary schools in North Tyrol, Austria. Two groups of children participated in the research. Group 1 is enrolled in a multilingual instructional programme. Group 2 is in mainstream education. For Group 1 (the experimental group) English is the third language, for Group 2 (the control group) it is the second language. The study carried out by the third author explores how pupils in multilingual partial immersion programmes compare to their incipient bilingual counterparts in the control group on an English proficiency and a metalinguistic test. As part of a mixed methods approach a vocabulary knowledge test, a picture description test, and a language awareness test were administered.ResultsThe results of the study show a clear advantage for the pupils in the multilingual programme compared to those in mainstream schooling. The results are in line with previous research which found that early and extensive contact with an L2 benefits the acquisition of English as a third language and has positive effects on young learners' metalinguistic awareness.DiscussionTo contextualise our discussion and anchor the present research in terms of its theoretical grounding we first consider definitions of metalinguistic awareness (MeLA). We explain what MeLA is and what it entails, and we discuss different manifestations of MeLA and the role it plays in language(s) learning and multilingual development. The aim is to propose a situated meta-cognitive description for the development of metalinguistic awareness (MeLA.) in children with extensive language experience and to pin down possible implications of multilingual learning for MeLA and multilingual development more generally. Particular attention is given to how primary schoolers use their linguistic and metacognitive resources, and how these resources and the ability to leverage them change as a function of multilingual learning in formal instructional contexts. The findings are considered against established (and our own recent) research.

Homework is a central feature of Cognitive-Behavioral Therapy (CBT), given its educational emphasis. This new text is a comprehensive guide for administering assignments. The first part of the text offers essential introductory material, a comprehensive review of the theoretical and empirical support for the use of homework, models for practice, and systems for evaluating client compliance and therapist competence in administering assignments. Part two focuses on the role of homework in cognitive therapy, demonstrating successful methods of integration and discussing solutions to common barriers. Rather than offering one-size-fits-all, pre-designed tasks, this book illustrates application of a model with detailed case study and recommendations for adjusting administration methods for particular problems and specific client populations. Over the last nine chapters, homework administration is described within cognitive and behavioral therapy for anxiety and depression, chronic pain, delusions and hallucinations, obsessions and compulsions, marital and sexual problems, personality disorders, children and adolescents, group and family therapy, and older adults. Readers are provided with a full range of knowledge to successfully incorporate individualized homework assignments into their practice to maximize the proven long-term benefits of CBT.

Semantics, pragmatics and the theory of meaning

Despite the global rise of alternative education as a response to the limitations of standardised methods, little attention has been given to how these systems coexist with mainstream education, particularly in non‐Anglophone contexts. This article addresses this gap by examining a distinctive primary school in Guangzhou, China, where alternative and mainstream education coexist on the same campus. Utilising the framework of spaces of prescription and negotiation, the study explores how alternative educational spaces navigate the constraints of China's centralised educational system while maintaining their distinctiveness. The findings reveal that T School strategically adapts mainstream educational spatial forms to support its elite education philosophy, thereby underscoring the fluid boundaries and dynamic interplay between alternative and mainstream education. This research advances the understanding of the spatial and temporal strategies that alternative education employs within standardised systems, offering insights into the adaptability of educational boundaries. Furthermore, the study illuminates the flexibility of spaces of prescription and negotiation within overlapping and interconnected power geometries. By adopting a critical and poststructuralist approach, the framework could enrich the understanding of the fluidity and negotiation of educational boundaries globally. The study's findings carry significant implications for policymakers and educators, guiding the development of more inclusive and responsive educational policies worldwide.

in the Internet age, the speed of the knowledge update rapidly. Continuing education as an important part of the implementation of the national development strategy, is the driving force to enhance the future competitiveness. When continuing education is facing with great opportunities for development, it will also faces new challenges. Based on respect for the laws of education, continuing education needs to innovate the pattern of talents training, position the direction of development accurately and solve the problem of school-running mechanism in the process of development as soon as possible. KEYWORD: The Internet Age, Continuing Education, School-running Mode International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) © 2015. The authors Published by Atlantis Press 1075 The process of economic development has proved that: in the Internet age, learning styles carried by information technology will become a new mode for the development of continuing education, subtly change the organization and operation mode of continuing education institutions, and bring more development opportunities for continuing education. 3 THE PROBLEM IN SCHOOL-RUNNING MODES OF CONTINUING EDUCATION IN COLLEGES AND UNIVERSITIES No matter ordinary higher education or continuing education, the education quality is a key issue to the sustainable development. At present, the schoolrunning modes of continuing education in our country mainly are night college, correspondence, self-study exam, network distance education, and other academic education. in addition, there are onthe-job graduate student education, graduate course study, pre-job and on-the-job training, foreign cooperation to running schools, and other nonacademic education. Academic education is still the mainstream of education. In fact, although these school-running modes meet some requirements of the development of continuing education in a certain development period, it also should be admitted that continuing education does exist some problems in the development process, if we use a strategic view to look at its education function and effect. 3.1 Lacking characteristic teaching system In the long trend of paying more attention to degree than ability, continuing education is a optional remedial measure for academic education. Formal education, as the main body of the education system in colleges and universities, makes continue education deeply branded with the mark of general education. Continuing education teaching plan mostly follows and imitates the full-time undergraduate practice, and borrows many aspects from ordinary university education, such as Management hierarchy construction, education goal design, majors and courses setting, teaching methods and teaching methods, and teachers certification and management assessment. It is not close to the characteristics of on-the-job continuing education and social practice, and not form the unique features of continuing education. 3.2 Rigid personnel training mode The talents training mode of traditional continuing education repeats the same production line mode of introduction to adult test, listening to lectures fool and examination pass. Continuing education mainly in class teaching focuses on imparting theoretical knowledge, and ignores the cultivation of students' practical ability, leading to real needs and personnel training out of touch and students proper technical skills lacking, and holding a diploma to work is difficult to adapt to the practical needs. 3.3 The laggard website construction of continuing education Education website construction being successful or not, is one of the important indexes to measure the level of continuing education. In the rapid progress of Internet technology today, one of the hardware obstacles to the development of continuing education is the construction lag of continuing education website, which is difficult to match with the development of information technology. Although many colleges and universities have independently set up their own continuing education websites, many education websites’ construction are lagging behind the demand of the modern education technology and a lot of the content of the site also stay on plate set of routinization、rigid schedule and program content introduction, and so on. Investigate its reason, contain many factors, but the key lies in the degree of not enough attention, and separation from the talents training targets of social needs. 3.4 Urgently integrate teachers The teachers' team construction of continuing education school mainly rely on their own professional teachers in colleges and universities. In recent years, continuing education didn't get the attention they deserve, leading to the limitation of teachers' teaching ability, serious shortage of teachers, and other issues universally. Especially some pure school teachers, lacking sufficient practical experience, can only be scripted and appear easily asymmetry phenomenon of supply and demand of knowledge, noting easily improving teaching quality. Scattering and lack of professional talents in team building restrict continuing education to develop in depth and breadth. 3.5 The under-funded school funds The under-funded school funds is a sticking point to restrict the development of continuing education from the actual operation situation. On the one hand, the charge standard of continuing education is far below the cost of running and remain unchanged for many years; on the other hand, with the fast development of the Internet age, continuing education needs a lot of special funds to seek new development, employ higher level teachers, improve school means, develop key projects and, etc. So, we need to intensify investment in continuing education, make relatively flexible fiscal policy, and carry out

The purpose of this paper is to challenge some of the cornerstones of the grounded theory approach and propose an extended and alternative approach for data analysis and theory development, which the authors call multi-grounded theory (MGT). A multi-grounded theory is not only empirically grounded; it is also grounded in other ways. Three different grounding processes are acknowledged: theoretical, empirical, and internal grounding. The authors go beyond the pure inductivist approach in GT and add the explicit use of external theories. A working procedure of theory development in MGT is presented, which can be seen as an extension of the grounded theory approach.

The relevance of the study is to try to make sense of the changes in photography. The problem of research is the lack of a position in modern cultural studies on the essence of photography. The problem is methodological. The aim of the study is to study approaches to photography and their evolution. Research methods are associated with philosophical and cultural analysis of the problem. There are several approaches to studying photography. The author chooses those of them that will reveal the problem of changing the relationship to the essence of photography in the cultural and philosophical aspect. Susan Sontag says that photography takes on the importance of social ritual and is perceived as an instrument of self-approval. Andre Rouille defines the place of photography in modern culture and speaks of it as a certain cultural phenomenon, art technology. Here, Rouille contrasts his theoretical grounds with the views of Roland Barth. Rouille says that photography has universality, a total manifestation in culture, Bart, on the contrary, claims that photography is an object, the photograph itself contains an object that the photograph displays. Based on different views on the problem of the essence of photography, the author proposed a number of figure of merit by which it will be possible to trace the evolution of scientific approaches to the study of photography. Thus, three main figure of merit were developed, the first of which considers photography as part of culture. Photography becomes woven into the modern cultural layer, thanks to technological innovations. It ceases to be perceived as a separate document, but is seen by each user as an integral part of everyday life. The new digital culture dictates changes in the field of visual language. On the other hand, photography also remains part of art, this is the second criterion. The creative methods of artists, photographers are expanding significantly in modern art, photography is becoming part of many artistic practices. The third criterion is related to the philosophical understanding of the essence of photography. Many researchers aim to identify the primary basis of the photographic image. The findings of the study are related to the fact that photography is experiencing essential changes in connection with the advent of digital culture. Photography takes on the shade of a social element, which allows it to be part of a person's everyday culture. There is a significant transition from a document to a certain element of public relations. Its active manifestation in mass culture, social networks speaks of the importance of photography for modern culture. Ideas about photography are associated with the socio-cultural context of its existence. Susan Sontag in the second half of the 20th century spoke of photography as an integral part of social relations, today photography is perceived as a tool for constructing the worldview of modern man, it is said about her influence on aesthetics, the formation of a different reality.

Successful inclusion of Learners with Special Educational Needs in mainstream teaching and learning is a challenge globally. This study explores fostering an enabling environment for Learners with Special Educational Needs in rural primary schools in Lesotho. Data for the study were collected using a qualitative approach using a case study design, and analysis was done through Thematic Analysis. Thirteen teachers from two primary schools in the rural community and two officials from the Ministry of Education and Training purposively were selected in Lesotho and participated in this study. Focus group discussions and one-on-one semi-structured interviews were used as instruments for data collection. Thematic results showed that teachers’ inflexibility hindered the creation of an enabling environment in terms of infrastructure and poor allocation of resources, which were critical challenges to support LSEN in their daily teaching and learning activities. The results revealed that not enabling environments and the unavailability of relevant resources increase the number of dropouts in schools among LSEN. The results further revealed that the lack of pertinent training for regular teachers to help special education learners succeed effectively handicapped the education of LSEN in mainstream teaching and learning. Therefore, the study recommends that teachers be given continuous workshops by MoET and in-service training to fill the gaps in special education programmes and produce teachers who can be relevant in inclusive teaching and learning in Lesotho's primary mainstream schools, particularly rural schools.

This article seeks to reveal the primary barriers to fair economic development based on Kenyans’ perceptions of power and globalization. This search was initially sparked by the seeming disinterest of First World scholars to understand the reasons why poor countries benefit so little from the global market as reflected in a subsequent lack of a wide-ranging existing literature about the subject. The literature suggests that global capitalism is dominated by a powerful small elite, the so-called Transnational Capitalist Class (TCC), but how does this relate to Kenya and Africa in general? We know that the TCC has strong connections to financial capital and wealthy transnational corporations. It also pushes neo-liberalism, which becomes the taken-for-granted everyday language and culture that justifies state policies that result in a further class polarization between the rich and poor. Using Kenya as a case study, this article draws on original qualitative research involving face-to-face interviews with Kenyan residents in different sectors who spoke freely about what they perceive to be Kenya’s place in the world order. My interview results show that, on top of the general lack of economic power in the world order, the main barriers to Africa’s performance are neo-colonial and imperialist practices, poor technology, poor infrastructure, general governance issues, and purchasing power.