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UKS2 notes for lit rev

 Non disabled children’s understanding of disability changes over time. By the age of 7 most non-disabled children understand the difference between a temporary injury such as a broken arm and a permanent disability (Diamond et al, 1997). They can also provide potential causal explanations for impairments such as blindness or being in a wheelchair (Smith and Williams, 2005). Yet between 12 and 15 years old, pupils already appear to display negative attitudes towards those with disabilities (King, Rosenbaum, Armstrong and Miller, 1989; Moore and Nettlebeck, 2013. These attitudes are attributed to their degree of knowledge, perceptions and assumptions about disability (2,3,7,12,13) in (Lindsay and Edwards, 2013). These negative perceptions contribute to what drives the moral compass of society and can lead to social exclusion and isolation of those with disabilities (Babik and Gardner, 2021). In between the ages of 7 - 11 children are at the concrete operational stage of their cognit...
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Focus groups write up notes

 The experience of teachers and those who support learning spanned from 18 months to over 10 years, including input from two assistant head teachers. Schools were from within one geographic county and large multi academy trust (MAT) in the UK, with schools chosen across the MAT to represent an inner city school, outskirts of a city and a rural location to offer a diversity of settings and contexts. Also offering a broad representation of those who support teaching and learning across the Upper Key Stage 2 (UKS2) context, making the data grounded in sustained practice and from a range of teaching and learning viewpoints and locations. Focus groups were organised directly through a key contact and gatekeeper at the MAT to deliberately represent a range of different schools, size and locations. The schools had limitations of availability, time and classroom cover, therefore most focus groups were conducted with 3 participants from each school, with one having 4 participants. The full ...
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Lit rev notes

 Background and context This literature review will begin by presenting the background and context of this research. The rest of this literature review will begin by outlining where digital accessibility is currently taught across the lifelong learning trajectory and the gaps yet to be addressed. It will then explore the ideal school intervention stage to frame the teaching and learning context for this study. It will further consider the importance of addressing teachers’ knowledge, confidence and resources to be able to teach the subject within the classroom and then will conclude by identifying the core learning components needed to teach digital accessibility awareness as a foundational multidisciplinary topic. The teaching of DA A school age intervention  -The school gap to address the scale of the problem and prevent retrofit/unlearning and suggesting UKS2 time to intervene  Teacher knowledge  The DA curriculum to explore subject matter knowledge for pupils and...
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Lanza list

Greens - Costa Teguise  Tuna - O’Sheas Thursday  Spar: - Fruit, yoghurt, water Hair straight- nails  Saturday: Blogger walk Christine in CT Greens PHD: Dis overview  Presentation- questionnaire 
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Lit rev verses discussion chapter

  The literature review says 'here is how this area is currently understood' the discussion chapter says 'here's how my research develops that understanding'.
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Inclusive values like British values

 Look up how British values are embedded into the curriculum and the guidelines for that. Could inclusive values be applied in the same way? Inclusive British Values https://www.gov.uk/government/news/guidance-on-promoting-british-values-in-schools-published https://assets.publishing.service.gov.uk/media/5a758c9540f0b6397f35f469/SMSC_Guidance_Maintained_Schools.pdf ENABLE Digital: Awareness of disabilities and inclusive design  Barriers in digital content  Legal context and guidelines  Evaluate digital content  Digital skills for inclusive information 
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Refining the focus group questions

Could digital accessibility awareness be taught to pupils in school and what type of support would be needed for teachers and schools to implement it? What prior knowledge and experience do school teachers have to be able to teach concepts related to digital accessibility awareness? How can digital accessibility awareness concepts be integrated into existing lessons on the national curriculum in schools? What professional development or school-level support is needed to implement the teaching of digital accessibility awareness in practice? Lit review questions/sections: Background and context (societal) - why its important/significant and why education is needed to address the problem. The school context for introducing digital accessibility education e.g. educational guidance context (DofE, new curriculum context, recent inclusion emphasis). Where is digital accessibility currently taught within the educational curriculum? Teacher knowledge related to digital accessibility awareness e...
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