Background: Facilitated Communication Training (FCT) is a controversial approach to supporting people with severe communication difficulties. It is one method of supporting Alternative and Augmentative Communication (AAC). It has the potential for enabling people with severe language impairments to access communication aids. The local education authority had experience of enabling a non-verbal young person with cerebral palsy who uses FCT to access mainstream education and were open to exploring whether other young people could benefit from this support. Aims: To explore ways of introducing FCT within the local authority in order to enhance the communication of young people who had been identified as not having had access to the means of reaching their communication potential. Method: An action research approach resulted in the implementation of a pilot project. AAC/FCT was introduced to a group of seven pupils and the adults who support them through a training and support programme. A case study methodology was used to analyse the outcomes for pupils and adults. Results: Action research was found to support the introduction of FCT. Some pupils showed significant gains through access to AAC/FCT. The majority of adults reported changes in their knowledge, use and attitudes towards AAC/FCT. Many attributed this to an increased belief in pupils' potential. Conclusions: Action research is an effective process in supporting change. There is a theoretical basis for explaining why FCT supports some pupils. The discourse used to describe FCT could be further supported by using theories that take account of context (mediated learning and activity theory) and could contribute to changing the negative historical and socio-cultural discourse associated with FCT. An effective training and ongoing support programme lead to changes in adults' practise.

This research examines how the discourses of gender, 'race ', culture and religion are articulated in the educational experiences of Muslim girls. Using the data collected in a private Muslim girls' school (old Town High) and a single-sex state school with a high proportion of Muslim girls (City State) it critically examines how stereotypical representations may come to constitute a commonsense understanding of Muslim women and how these representations can exercise an important influence in shaping teacher perceptions about the presumed needs of their Muslim students. The theoretical perspective adopted, is shaped principally by ideas within poststructuralism viewed through the lens of feminism. This allows for an exploration of the interplay between the discourses of 'race', gender, culture and religion and their shifting nature. It also allows for a critical examination of the micro-political - that is how power is exercised at local levels, how oppression works, is experienced and where resistance is possible. The thesis is divided into three Parts. The first Part provides a background to the case studies. The second Part is concerned to detail the theoretical framework of the research followed by a methodological placing and evaluation of the case studies and the third Part concerns itself with a multi-layered analysis of the data. Throughout the phases of this analysis the treatment of 'race' and gender as a duality and the repercussions this has for the Muslim students in the state school emerges strongly. These findings have many implications for equal opportunities initiatives in state schools for the research indicates that the matter of 'difference' in equal opportunity work is not dealt with in any adequate way at all. It concludes by arguing for the introduction of strategies which go beyond practical, structural and 'problem solving' equal opportunity mode. It argues for strategies which combine perspectives which deal with, fragmentation, hybridity and pluralism with critical perspectives which centre on an examination of how it is that some students are positioned at the margins of school life and value systems and how they can be repositioned at the centre.

This research took an Interpretative Phenomenological approach to explore the school experience of young people of African-Caribbean descent. Four young people aged 16-18 were interviewed using a semi-structured format. Data generated from the interviews were analysed using Interpretative Phenomenological Analysis. Three Master themes were drawn from the young people’s accounts; Wanting to succeed; Fitting in; and Transcending challenge. From the participants’ accounts it was interpreted that the young people valued learning, although they demonstrated differing significance that learning held for them. The young people made distinctions between schooling and education, sometimes being critical of schooling whilst continuing to value education. It was interpreted from the accounts that participants demonstrated both a desire to achieve and progress, as well as self-belief in their ability to do so. Concepts of ‘Success’ were drawn from the young people’s accounts including personal ownership of personal effort, overcoming challenge, achieving beyond expectations and aspiring to reach full potential. Agency, resilience and resistance were discernible in the young people’s accounts and revealed themselves through expressions of positive self-concept, aspiration, self determination, challenging negative expectations, growing out of experience, application of coping strategies, goal orientation and demonstrations of autonomy. The young people experienced varying degrees of fitting in to their school environment, which appeared to be mediated by how they experienced their racialised identity in their school setting, the emotional experiences they had in school and the level to which they experienced a sense of belonging. The young people who experienced a greater sense of belonging attended diverse schools, they described the sense of being one of many and experienced their schools as safe and caring places. For others, school was experienced as an uncomfortable place, wherein they experienced a sense of being ‘othered’ and of being treated unfairly. Implications for schools focus on the need to develop a positive school ethos through which young people are able to feel valued and cared for, developing understanding of the cultural and ‘racial’ dynamics at play within the school environment and how these may be experienced by pupils of African-Caribbean descent, and addressing issues of diversity in the setting. Implications for Educational Psychologists (EPs) focussed on ways in which they can apply their psychology to support schools in understanding the needs of pupils of African-Caribbean descent, however, it is also suggested that the profession participate in introspective exploration related to its understanding of inequality.

Government legislation has promoted parental rights when choosing educational provision for children with statements of Special Educational Needs (SEN) over the past two decades (Department for Education, [DfE], 1994, 2014) and acknowledges the importance of this decision to parents (DfE, 2011). A review of relevant literature suggested that implementation of such reforms may not be straight forward for parents due to the political and economic dynamics within the wider education system (Bajwa-Patel and Devecchi, 2014; Norwich, 2014). A review of research literature on parents’ perceptions and experiences of the decision making process suggested that parents are significantly influenced by information available and their interactions with others, including the education providers and local authorities, through a process of decision making which they described as a ‘struggle’ and a ‘fight’ (Jessen, 2012; Bajwa-Patel and Devecchi, 2014; Lalvani, 2012). Therefore, the current study aimed to develop a deeper understanding of parents’ experiences and perceptions of the decision making process when choosing secondary school for their child with a statement for SEN within a local authority in England. Six semi-structured interviews with eight parents, who had recently been through the process, were analysed using Interpretative Phenomenological Analysis as the methodological approach. Master themes emerged, which highlighted the influence of emotional reactions when being shown round by staff in prospective secondary schools and the inconsistency of communication with professionals experienced by different parents. Implications are discussed for supporting parents in feeling that they are able to make more informed decisions and in achieving a more consistent approach across professionals to support a more positive experience for parents.

Empirical evidence shows that parental engagement improves children’s learning, social competence and physical health from preschool years through childhood and adolescence and into adulthood. Yet reasons as to what can motivate, or hinder parents to become involved are complex. Research suggests that parental engagement is maximised when parents are actively engaged in decision making (Harris & Goodall, 2007; Irvine, 2005; DCSF, 2009; Ranson, 2011). The aims of the current study were: 1) to illuminate the practice of an individual school regarding how they view engaging with parents in decision making; and 2) to explore the activities that the school employs in engaging with parents and to investigate which of these activities the parents view to be important, positive and worthwhile. Q-methodology was used for the first phase of this study and sought to identify and describe the school staff members’ views of the about the concept of engaging with parents of children described with special educational needs in decision making. Two distinctive viewpoints were revealed: 1) parents as partners and 2) respecting and valuing parents. The second phase of the study employed a focus group to identify the activities the school employs. Finally a survey was used in the third phase to explore which of these activities were rated as most positive and worthwhile by parents. Interestingly the findings from the focus group and the survey corresponded to factors related to the psychological need for competence, autonomy and relatedness in relation to parents’ intrinsic motivation to engage with the school. Proposals are made in relation to implications for the practice of schools as well as suggestions for further research.

This thesis presents an examination of leadership practice as it responds to the implementation of a gifted and talented program. The examination is conducted through the lens of moral leadership theories. This thesis heeds the call from researchers who have suggested the need for moral case studies to assist school leaders in 'making confident ethical judgments that transcend mere intuition' (Campbell, 1995: p. 605). Theories from moral philosophy and concepts from moral psychology are brought into the discussion in an attempt to address concerns with respects to the theoretical underpinnings of the concept moral leadership. The combined framework advances a model of a moral process that provides specific sign posts that allow for an inquiry into the moral decision making a school leader undergoes in addressing a moral issue. This study uses a multi-method research design involving both narrative and statistical analyses focused upon data generated from semi-structured interviews, questionnaires, observations, and document analysis. My analysis of key informants provides additional insight into the process that school leaders undergo in order to address a moral issue. The significance of the analysis was the generation of five categories: personal integrity, professional ethics, structural collaboration, exogenous influences and constructive concerns. Each of the five categories highlighted were influential in the decision to implement the gifted and talented program. The organisational and geographic context for this examination is an International School located in Turkey (IST).

Educators the world over are concerned about a perceived lack of interest in leisure reading among tertiary level students, particularly in the Gulf Arab states where indigenous cultures have always been predominantly oral. This thesis provides the first in-depth exploration of the leisure reading habits of a convenience sample of first-year female university students in the United Arab Emirates, using data which was gathered through interviews, journal entries, snapshot surveys, questionnaires, conversations and emails and analyzed using a grounded theory approach. Its contribution to the research is that it provides a better theoretical understanding of many key factors related to leisure reading among this particular group. We find their reader identities shaped by their reading habitus which readers are continually developing, in a Bourdieuian sense. It was found that while there is a keen interest in reading the Holy Qura’n, there is a generally low incidence of reading in Arabic, which has serious implications for the current policy on the teaching of Arabic in the region. Two distinct subcategories of reasons for reading were also found, which I refer to as purposes and qana’a. Readers regularly refer to what I labeled qana’a for reading, which are distinct from attitude in that they do not appear to stem from reasoned action or purposes for reading. It is one key factor which distinguishes readers from non-readers. Other findings include: • a three-stage reading journey showing how students become readers; • an expansion of our understanding of encouragement as two distinct factors; • the conditional element of attitudes toward reading whereby attitudes which were previously considered negative or positive are really conditional; • an exploration of the importance of affect vis-à-vis beliefs in bringing about reading.

The aim of the current case study was to examine the integration of a social skills learning programme for young people aged 13-18 identified with ADHD and learning difficulties within the framework of a junior and high school in Israel designed for young people identified with ADHD. At the start of this inquiry, the stance of the Israeli Ministry of Education mainly leaned on the medicalised model. During the process of conducting this study, the researcher developed a gradual shift from the medicalised to the social constructivist model as an alternative which considers young people from a holistic view. The study explored three perspectives on the integration of the social skills learning groups within the school: those of the educational staff, the therapeutic staff who facilitated the social skills learning groups and those of the group participants. It also explored how each group perceived the intervention in terms of supporting social skills among young people identified with ADHD. Two groups of students took part. One group comprised seven students from the 7th grade who were in their first year of the intervention and another group comprised seven students from the 9th grade who were in their third year of the four-year programme. The study was conducted using a qualitative methodology from an insider perspective, the researcher being a therapist and facilitator of one of the social skills learning groups. Data were collected by semi-structured interviews with staff members, the researcher's reflective diary and a student questionnaire. The study found that the educational staff's perspective on the social skills learning groups involved a gradual process from difficulty accepting the groups to believing that they played an important role in school provision. A parallel process took place among the therapeutic staff who questioned the groups' definition as a class or as group therapy, which required the therapists to examine their professional identity. This process of self-examination of staff members' professional identity and examination of the other staff members' professional roles influenced the integration of the groups in the school. Overall, the study suggested that interventions focusing on assisting the development of social skills can play an important role in school provision for young people identified with ADHD when they are included as part of the school curriculum. However, in order to successfully embed a therapeutic intervention within a school framework, the study suggested that teachers and therapists should cooperate both professionally and personally to build a new common language toward a common goal.

The aim of this research was to investigate the incorporation of a 'structured approach' to teaching children with autism, with precision teaching assessment methods. The rationale for the research focused on the limited evidence base regarding educational approaches for children with autism (Jones, 2002), and the growing need to provide appropriate educational provision for this group (Ali & Frederickson, 2006). One of the more widely used approaches in the UK is 'Treatment and Education of Autistic and related Communication handicapped Children' (TEACCH) (Tutt, Powell, & Thornton, 2006), with a derivative of this, called a 'structured approach', in place in the local context of the research. The use of fluency building approaches in education, such as precision teaching, has been proposed as potentially beneficial for children with autism due to their dysfluencies and difficulties generalising skills (Weiss, 2001), however there is limited research for this population. The 'structured approach' within the local context did not incorporate fluency building procedures, and therefore the research sought to investigate whether a precision teaching framework could augment a 'structured approach' for children with autism. A pragmatic, mixed methods approach was utilised in this research. It employed a series of three case studies, each incorporating multiple A-B single case experimental designs (SCED), in order to explore the impact of the precision teaching intervention on the pupils' learning, affect, and behaviour. A focus group provided additional information regarding the implementation of the precision teaching intervention. The SCED measures were analysed through graphical visual inspection and the focus group data was thematically analysed. The research found that precision teaching positively augmented a structured approach for the focus children, which was particularly apparent when it was implemented consistently. Improvements were identified in the pupils' learning, affect, and behaviour. The implications of this research are discussed and opportunities for further research highlighted.

This study explored the impact of paired reading, when delivered by a peer, on the reading ability and school connectedness of looked-after children (LAC). Relevant theory and research in three main areas is discussed: the under-achievement of LAC, reading development and difficulties and school connectedness. It is well understood that LAC are at risk of underachievement in reading (Department for Education, 2013), however they are an under-represented group in intervention research. Additionally, despite research illustrating the potential impact of school connectedness on a range of social, emotional and academic factors (Shochet et al, 2006 & Catalano et al, 2004) few studies have explored this with the LAC population. The present study attempted to address this by implementing a reading intervention using a peer approach with LAC. A single case experimental design was used with five participants. Weekly data was collected on reading accuracy, reading fluency and self-reported school connectedness. Pre and post data was also collected from teachers using two scales from the Strengths and Difficulties Questionnaire (SDQ): peer problems and pro-social behaviour. The results indicated a positive effect of paired reading on percentage reading accuracy, as shown in four of the five cases. Reading fluency did not significantly improve during the intervention for any of the participants. Similarly, school connectedness did not improve in three of the participants, although increased ratings were seen when paired reading was replaced with a non-reading intervention in three of the five participants. A significant difference in SDQ data was not observed. The study provides further evidence for the impact of paired reading on reading accuracy and suggests the potential for peer interventions to improve school connectedness. The discussion considered the generalizability of the findings and the nature of the measures used as potential limitations of this research. The study indicates the need for further research into school connectedness with LAC and highlights the potential role for EPs in recommending and supporting both academic and social interventions with this population.