The perceived benefits and problems associated with teaching activities undertaken by doctoral students

Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge were invited to participate in an online survey (n?=?153). Teaching is seen to offer a wide range of benefits to GTAs, including benefits to the GTAs’ own research, transferable skills development, career development and teaching skills. Time pressures emerged as the principal problem associated with the role. The data are consistent with findings from previous studies, while also providing further detail about the nature of the benefits and problems. In particular, additional insights are offered relating to benefits and problems associated with different teaching activities, and disciplinary differences.     

Transfer of a taste aversion from food to water under various states of deprivation

The importance of ingestive contexts (feeding and drinking) and deprivation states to rats’ transfer of a taste aversion were examined, In Experiments 1 and 2, rats were trained with novel saccharin-treated foods while either food deprived or food and water deprived, They were then tested with a 1,0% saccharin solution while either water deprived or food and water deprived, Comparable aversions to the solution were displayed regardless of deprivation states, Two further experiments examined transfer to a .1% saccharin solution in conjunction with deprivation state change, When both stimulus properties and deprivation were widely discrepant from training to test, reduced transfer was noted. The results suggest that stimulus similarity was a stronger controlling variable than deprivation state similarity in facilitating the transfer of an aversion from a feeding context to a drinking context, The results were viewed as being consistent with the known parameters affecting generalization gradients.     

What is the current level of knowledge and confidence of mainstream school SENCOs in sensory integration theory and using sensory strategies within education?

The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had received training on sensory processing. There was a significant chi-squared correlation between those that had received training and those that stated they did not know or made guesses about what the vestibular and proprioceptive senses are important for. There was a correlation between those that had received training and those that had good knowledge of the signs of sensory hyper-responsivity. There was no statistical significance of increased knowledge on sensory hypo-responsivity between those who had and had not received training. SENCOs who rated their school as being sensory-friendly had a greater understanding of what sensory integration is important for. Pertinently, those who rated their school as being ‘sensory-friendly’ (45.5%) were 8.5 times more likely to know sensory integration is needed for self-regulation. A number of recommendations are made including the need for greater collaboration between therapists and teachers to increase understanding of sensory integration and the impact of this on a child's education and wellbeing at school. Sensory strategy programmes are to be written with teaching staff and not given by the therapist in an ‘expert’ role. Sensory integration awareness training, including why and how to utilise sensory strategies, is to be encompassed in the SENCO national qualification.     

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.

Key Points

• Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
• Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
• School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.