Ensuring smooth transition from primary to secondary school for children with additional support needs: issues, dilemmas and recommendations

By Kamil Trzebiatowski (2012)

for the University of the West of Scotland

The Supporting Children’s Learning Code of Practice (2010) states that education authorities need to ensure smooth transition experiences for children at every stage of their education, such as moving from nursery to primary school or from primary to

Read the rest

Is the representation of ethnically diverse pupils in gifted and talented programs negatively affected by teacher attitudes and methods of identification used in schools?

By Kamil Trzebiatowski (2013)

for the University of the West of Scotland

There is ample evidence that certain ethnic minorities are underrepresented in gifted and talented programmes in countries where dominant language is English and the majority of residents are white, such as Great Britain, the United States and New

Read the rest

The impact of teachers’ attitudes towards dyslexia on pupils’ self-esteem

By Kamil Trzebiatowski (2011)

for the University of the West of Scotland

In the world where literacy is frequently a pre-requisite to the acquisition of knowledge, information and employment, being a dyslexic may result in feelings of anxiety, frustration and low self-confidence. This statement will examine how teachers’ perceptions of

Read the rest

The effectiveness of ICT in the classroom for the reduction of phonological deficits and improving spelling skills in pupils with dyslexia

By Kamil Trzebiatowski (2012)

for the University of the West of Scotland

Nowadays, computers are frequently used in the classrooms in order to enhance students’ learning and make it multi-sensory. This report will look at how effective the information and communication technology (ICT[1]) is in reducing one of

Read the rest

Perpetuation of gender stereotypes by teachers as detrimental to the successful implementation of gender equality in schools

By Kamil Trzebiatowski (2011)

for the University of the West of Scotland

The Equality Act 2010 obliges schools to tackle issues of discrimination, including gender stereotyping (EHRC, 2010). However, are most teachers’ views and actions in agreement with the Act? This statement will examine how the perpetuation of gender stereotypes

Read the rest

Barriers to Learning Created by Adult Perceptions of Students at School

By Kamil Trzebiatowski (2011)

for the University of the West of Scotland

School teachers and staff are increasingly encouraged to incorporate inclusive education policies into their everyday practice and change their approach to students in accordance with its assumptions.  However, teachers’ pre-existing perceptions about students classifying them according to able/deficit

Read the rest

Could some white teachers’ low expectations of non-white ethnic minority pupils violate the requirements of the equality and race acts currently in operation in the United Kingdom?

By Kamil Trzebiatowski (2012)

for the University of the West of Scotland

The Equality Act 2010 prohibits schools in the United Kingdom from discrimination against the protected groups, such as different genders, races and disabled people. Supported by the earlier Race Relations (Amendment) Act 2000 and placing duty on public

Read the rest

The relationship between teachers’ positive attitudes towards pupils on autistic spectrum and successful implementation of TEACCH programme in mainstream classrooms

By Kamil Trzebiatowski (2012)
for the University of the West of Scotland

More and more pupils with autistic spectrum disorders (ASD) attend mainstream schools in the UK. Since the Equality Act 2010 requires schools to ensure full participation of disabled students in the education by making reasonable adjustments and Index

Read the rest