Utilising creative methodologies to elicit the views of young learners with additional needs in literacy

The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy.     

Creativity and Technology; industrial design education for manufacturing industry—the Napier experience

Product innovation in an era of dynamic technology emphasises the need to recognise that success in the marketplace can only be achieved when the interdependence of engineering and industrial design together with other relevant disciplines is recognised. The highly interdisciplinary and integrated approach at Napier College, now providing honours graduates in Industrial Design (Technology), develops the required form of graduate expertise for 'innovative teams' in manufacturing-based industry. Graduates are able to work with both engineers and commercial experts on equal terms and in that relationship to contribute their essential impact to successful product development.