Educating Children During and After Covid-19, Opportunity for Change?

dogbod2020, blog

When in January 2020 I first heard about a virus sweeping through China, I rolled into a big branded pharmacy and bought the last 2 remaining anti-viral hand-sanitiser. These types of items were already flying off the shelves. Those of us purchasing at that time would most likely be the ones preparing for a pandemic, we at best guessed the virus would be here very soon, and at… Read More »

Transferring ECEC to education: does it make a difference?

dogbod2018, blog

Two decades ago England, Scotland and Sweden moved responsibility for all early childhood education and care services (ECEC) and school-aged childcare(SACC) into education. These reforms and their consequences were examined in a cross-national study published in 2004: A New Deal for Children? Re-Forming Education and Care in England, Scotland and Sweden… Read More »

Strength and power: autistic pupils and their parents’ experiences of support in secondary school

dogbod2017, blog

In recent years there has been a significant driving force to teach and include autistic pupils in mainstream schools (Humphrey, 2008). Beardon (2017) asserts that it is autism and the environment that equates to the outcome. For example, surroundings can impact on the level of difficulties experienced. Therefore, the focus should be on adapting environments to better … Read More »

Transition, transition, successful transition: What is it anyway?

dogbod2017, blog

Nurseries, schools, colleges and universities go to a lot of effort to make sure that learners have ‘successful transitions’. Similarly, families do their utmost to support children to have successful transitions. But what does ‘successful transition’ mean and from whose perspective? What does transition mean for that matter? … Read More »