Many educational teaching and learning strategies for SOD take shape and undergo testing within the classroom. However, within Aspris we believe research is essential in substantiating and learning about new techniques, beyond the day-to-day professional practice and anecdotal evidence.
SOD learners encompass a broad range of children with varying cognitive, physical, emotional, and behavioural learning needs, can be labelled as … ‘learners of low achievement,’ a deficiency located within the student, rather than acknowledging structural factors can often play a part in preventing SOD learners from academic success.
Within Aspris we recognise that research helps us to broaden our exposure to differing methodologies and promotes understanding, boosting professional development both for parents and staff as well as benefiting children and young people.
Importantly, researched findings expand our understanding of how to prepare teachers to improve teaching and learning for SOD, who we know can be routinely marginalised within educational settings.
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