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Exploring confidence and support of early years practitioners regarding SEND children

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Exploring confidence and support of early years practitioners regarding SEND children

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1) How confident do you feel supporting a student with moderate learning difficulties? Likert scale
2) Over the last year, have you worked with any children who have an EHCP? yes, no, unsure
3) How supported do you feel in meeting the needs of all of your key children? Likert scale
4) Describe the steps you would take if you felt a child in your key group had additional learning needs?

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Gender diffs in exclusions: teacher perceptions underlying

Likert- 5 point
Strongly agree/agree/neutral/disagree/strongly disagree

1. Of my students, boys tend to misbehave more than girls.
2. Of my students, girls tend to misbehave more than boys.
3. I am likely to praise or reward good work rather than good social behaviour.
4. I believe in gender differences in child classroom behaviours.

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Exploring teachers opinions of the impact of a play intervention on Early Years students social skills 

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Exploring teachers opinions of the impact of a play intervention on Early Years students social skills 

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1. In your opinion, do you think that the play intervention impacted positively on the students social skills?

2. To what extent do you think the play intervention has helped with the students social skills (answer from 0-5) (0= not at all, 5= to a high extent)

3. In what areas do you think the intervention positively impacted on the students skills? (tick as many as you like, or none)

Working in a team,
Turn-taking,
Sharing,
Problem-solving,
Use of language,
Expressing feelings
Emotional Regulation

4. Would you run the intervention again?

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Inclusion of Neurodiverse CYP in mainstream schools

1. CYP with Neurodivers conditions are happier / more settled in SEN schools

2. CYP with Neurodiverse conditions do not need support with peer relationships

3. CYP with Neurodiverse conditions have lower academic abilities / IQ

4. CYP with Neurodiverse conditions get all of their needs met at mainstream schools

5-point Likert scale from Strongly agree --> Strongly disagree

Requires a definition of Neurodiversity at the start

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Factors effecting readiness before leaving compulsory education – The level of preparation 

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Factors effecting readiness before leaving compulsory education – The level of preparation 

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1. What preparation have you received from your school to prepare you once you finish your studies?

2. Do you think your school did enough to prepare you beyond your academic studies?

3. What information would be useful before you formally finish your studies?

4. On a scale of 1-5, how prepared are you for your next steps after you finish studying?

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Exploring EPs' views on impact of covid-19 on their work:

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Exploring EPs' views on impact of covid-19 on their work:

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1. How long have you been a qualified EP?
_____ years
(to nearest year)

2. The amount of weekly supervision time I typically receive has changed since March 2020

a. Increased
b. Stayed the Same
c. Decreased
d. Not applicable
(Possibility to use scale with - 0 + numbers to indicate more or less and how many hours?)

3. I feel able to voice my preferences to supervisors for remote or in-person work during the pandemic:

a. Strongly agree
b. Agree
c. Disagree
d. Strongly Disagree
(Open answer 'additional comments' option if wanting more detailed comments?)

4. I have found it harder to protect my personal time (e.g. evenings and weekends) from work demands since March 2020:

a. Strongly agree
b. Agree
c. Neither agree nor disagree (Stayed the same)
d. Disagree
e. Strongly Disagree
(Open answer 'additional comments' option if wanting more detailed comments?)

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Exploring the impact of the use of technology on CYP's attachments with their caregiver/social and emotional skills

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Exploring the impact of the use of technology on CYP's attachments with their caregiver/social and emotional skills

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-How many hours per day approximately do you spend using technology (e.g. computer, phone, tablet etc)?

-Tick the boxes next to the words that apply to your relationship with your child or young person?
-nurturing
-etc

-On a scale of 1(poor) to 10 (excellent), how would you rate your child's ability to manage their emotions?

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Comparison of parental mental health across two countries (Sweden and UK) pre and post COVID (Sweden being 'non-lockdown' and UK lockdown) with a school-age child with ASD. 

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Comparison of parental mental health across two countries (Sweden and UK) pre and post COVID (Sweden being 'non-lockdown' and UK lockdown) with a school-age child with ASD. 

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Qs:

1. Were you medicated for mental health reasons pre-COVID - March 2020?
Yes / No / Awaiting Appointment

2. Are you currently on medication or awaiting referral since lockdown occurred?
Yes / No / Awaiting Appointment

3. Was your child attending school  March - June 2020?
Yes / No

4. If no, was there an increase in aggressive behaviours during the period March - June?
(Liket scale 1-5 None - Very aggressive)

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Exploring competencies required for an effective special education teacher

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Exploring competencies required for an effective special education teacher

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1. What are knowledge bases needed to be a good special education teacher?

2. What are the skills needed to be a good special education teacher?

3. What are pre-service training opportunities necessary to develop competencies?

4. What are in-service professional development opportunities required to develop competencies?