Effectiveness of Homework for SEN Students

Chapter 1: Introduction

This study is going to investigate the usefulness of homework for learners with Special Educational needs (SEN). It will explore the impact of homework activity on the lives of young people with SEN in the further education. In case of young people with disability, regardless many barriers and challenges they are facing in education they can still be educated with the use of adequate interventions and supports in the education system (Thornton et al. 2017). From my understanding, young people with learning disabilities who can succeed academically and in the society are the ones who received appropriate interventions according to their individual needs and conditions. Homework activities are proved to be highly useful in case of young people with learning disabilities to improve their cognitive ability, thoughts, decision making skill and problem-solving ability. As mentioned by Franklin and Smeaton (2017), despite having learning disabilities, if young students are provided with proper training and guidance from their educators they can easily get educated and develop strong cognitive skill. In recent years, the issue of learning disabilities for children with SEN has been a matter of great concern. In this context, the selection of this topic, ‘Effectiveness of homework in case of students special education needs’’ is expected to be highly appropriate and relevant to develop proper concern in the society about the special educational needs of these children. The topic is selected to highlight that how homework assignments should be helpful for children and young students with Special Education Needs in terms of developing their cognitive skill, decision-making skill and intellectual ability. Additionally, through selecting this topic, researcher is going to not only highlight the usefulness of homework in case of children with SEN, but also demonstrate the risks as well limitations that are also associated with the homework and how these issues can be overcome. In current social context, the topic is highly relevant which is expected to be able to highlight the importance of homework in improving the behaviour, activities and decision of children with Special Education Needs.

In modern era, students with Special Education Needs are required to be involved in such activities that will not only enhance their positive thoughts, decision-making skill and problem-solving ability but also make them self-dependent in their personal and professional life. I find out that in my setting, homework activities are almost missing which can be a major barrier to develop self-confidence, strong cognitive ability and judgemental approach in my students. Therefore, I select the topic in terms of developing the skills and abilities in my students that will help them to perform their regular activities in well-organised manner and live their life in independent way. In addition to this, the topic will also assist me to determine what skills and knowledge needed to be fostered in my students that will assist them to improve their overall quality of life. In this context, it can be stated that, the selection of this topic will be highly relevant to the needs and development of my students with Special Education Needs in terms of improving their personal and professional abilities to perform their day-to-day activities without any help of others.

Research Questions

How many possible ways are there in which homework activities such as attaining quiz and making poster and videos of different recipes can influence the self-confidence, behaviour and cognitive ability of students with Special Education Needs?

How much benefits and limitations would homework activities have while these are designed for students with Special Education Needs?

Why homework could be important within the SEN Field?

Chapter 2: Literature Review

This chapter has reviewed selected literatures in terms of evaluating the usefulness of homework for students with special education needs. Here the researcher has used evidences from selected resources to demonstrate that how homework assists young People with learning disabilities to get proper educational and development training that assist them to develop their decision-making ability and problem-solving skills. There is considerable debate over the effectiveness of homework among researchers, practitioners, parents and students. Historically, Homework has been defined by various philosophies as the way of seeking truths, discovering ways to solve issues, learning to think and support achievement. Cooper et al. (2006) emphasised that traditionally homework has been given to student with the main purpose of preparing learners to new learning, practicing skills and extending learning by offering to learners an opportunity to go further than what they did in classroom time. Janine Bempechat defined homework in her article as an essential pedagogical practice which might plays a critical and long-term effect in the development of learner’s achievement and motivation. It provides students with time and experience to enhance positive beliefs about achievement, as well as strategies for coping mistakes, problems and barriers. Many evidences suggest that, homework activity is one of the reasons why private educational institution was more successful than public sector. According to Bembenutty (2011), the homework activity can be seen as a task assigned by practitioners that are meant to be carried out of instructional time, it has been found generally necessary as it increases student’s responsibility, accountability and academic performance. As mentioned by Stockall (2017), designing homework for student with learning disabilities can be highly effective for improving their decision-making skill, communication skill and analysing ability. For him, the homework activity will significantly help them to grasp concepts more fully in all curriculum areas being taught. He re-enforced also that homework help learners with disability develop study skills and may provide an opportunity for additional practice time in order to reinforce and increase their learning. This experience may increase self-esteem and confidence of students with learning disabilities. In this context Tang and Kreindler (2017) mentioned that, homework sometimes used as Cognitive Behavioural Therapy (CBT) in case of meeting social education needs of young students in which through designing appropriate homework on interesting topic, educator and practitioners can enhance the thinking ability, intelligence, judgmental skill and interactive skill of young children. Through doing homework, children with special education needs can evaluate their strength and limitations. Additionally, evidences have suggested that, through assigning homework to children with SEN, it is possible for teachers to assist parents to conduct repeated learning ad revision of the class activities that assist the children to develop their decision-making, intellectual ability and problem-solving skill.

As all children and young people are entitled to an adequate education as suggested by the Salamanca statement (UNESCO, 1994) regardless their mental, physical, emotional or social condition, it is required that educational institutions should give and include each learner to an appropriate provision which responding to their needs by promoting high standards and the fulfilment of the potential. According to the SEND Code of practice (Department for Education, 2015), this particular educational activity should enable students with learning difficulties and disabilities to achieve their best, to become confident individuals living fulfilling live. Without any doubt the homework can be consider as an effective intervention as recognised and confirmed by the code of practice (Department for Education,2015), the entitlement to education for everyone with disability by implementing practical interventions or supports which could benefit and give them a full access in the education provision and in the society. Through implementing practical intervention in the education process for children with Special Educational Needs (SEN), it is possible for teachers to develop cognitive, intellectual and decision-making skill in these children. Through providing homework (practical work such as making video on different food recipes and making poster on maintaining safety in cooking process), teachers and parents can work together to improve the overall education system in which the overall learning process for students with SEN is not confined to the traditional classroom process, rather the children are exposed to practical and open place learning process that assist them to develop their understanding and intellectual skills and problem solving skill (Tang and Kreindler, 2017) Furthermore, the Education for Persons with Special Educational Needs Act 2004 focused on ‘education plans’ which will place a strong emphasis of the individual education plan design in order to help the student to succeed and this can include settings targets such as homework. In this process, teachers can provide practical and theoretical assignments to students with SEN on which they can work from their homes. Teachers set such homework activities that will be highly relevant to meet the social educational needs of these students. Under the ‘Education Plan’ conducted under Special Educational Needs Act 2004, students with SEN would be provided with homework regarding maintaining safety and health in cooking, which is expected to be highly useful for these children to develop their knowledge on healthy food recipes and the cooking process of these recipes (Erdem, 2017). The homework needs to be set in different steps such as first, second and third, that will assist teachers to meet all the special needs of these children accordingly.

In this context Bryan et al. (1995) argued that, in case of students with Special Education Needs homework activities can be challenging and risky task for them as they have poor memory and cognitive ability. The authors also mentioned in their research article that, homework activities such as cooking, cleaning and gardening, can enhance the chances of health risk for students with learning disabilities. For example, while disabled students cook any dish it can enhance their chances of caught to fire due to their inability to how to on and off the oven. On the other hand, gardening can be risky in which students can fall due to excess water putting on the flowers that makes the floor slippery. In this context Polloway et al. (1992) mentioned that, students with learning disabilities can misinterpret and miscomprehend the tasks that are assigned to them. In addition to this, the author also stated that, students with Special Education Needs may forget to complete the homework or can take a wrong step while completing the homework that can put them in big trouble that not only interfere with their physical and mental wellbeing but also enhances their life risk. On the other hand, there are many critics who mentioned that, homework activities are important for students with learning disabilities as these activities allow them to develop their cognitive ability, decision making skill and problem-solving ability that not only improve their level of independence but also reinforce positive thought and views in them. Bruner (1978) has mentioned that, the usefulness of homework activities dependent on how much activities are allocated to each student with SEN and the level of easiness. The author has stated that, homework activities that are provided to student with SEN need to be small and easy that will assist students to compete the task easily. On the other hand, homework activities need to be interesting and funny that will assist students with learning disability to learn new skills and abilities while working on them. On the contrary Tang and Kreindler (2017) argued that, sometimes homework activities which are assigned to students with SEN are not effective in developing their professional and personal skill, rather these activities are adhered to introduce the student with some mere household works such as cooking, gardening and cleaning. Many educators have mentioned that homework activities needed to be tricky and small rather than being lengthy and boring. Evidences have mentioned that, homework activities designed for students with SEN will be effective in developing intelligence, reasoning ability, judgemental approach, analysing skill and problem-solving skill of students. In addition, Nicholson and Fawcett (1990) also pointed out that automaticity develops from a long practice under consistent conditions. Evidences suggest that of people with learning disabilities will be undergoing through the repetitive learning and development process it is effective to develop their problem-solving skills, decision-making power and cognitive ability. In this research the student with SEN were provided with different homework, through which they would undergo through repeated learning and revision process at their whom while working in these homework assignments. On the contrary Partanen (2016) argued that, sometimes repeated learning and revision process I consistent manner can make children with disabilities bored with the activities, which can interfere with their decision making and cognitive skill development. For avoiding the issues, here in this research the selected students with SEN had been provided with interesting homework related to safe cooking that are expected to make their interest onto these activities despite repeated revision and learning through this homework process.

Soiberlmann, (2008) emphasised that setting homework for learners with special educational needs can be challenging for practitioners for two significant reasons, firstly because they should introduce to parents’ various types of strategies that will enable them to help their child. Secondly, they should also root each homework tasks in the interests of the child and centre those tasks on comprehension. For instance, the RARPA (Recognising and Recording Progress and Achievement) approach suggests the measurement of learning and progress of the individual with learning disabilities in further education. This process gives the practitioner the flexibility to develop individualised programme for students with learning disabilities. The practitioner can check the effectiveness of the task and the progress on student’s lives as it intended to encourage students to engage actively. Research show that the RARPA approach and the homework tool might. Nevertheless, under SEND Code of practice 2015, educational institutions should take action to remove barriers to learning and put effective special educational provision in place (Ward, 2020). The guidance also proposed that an Individual Educational Program should be developed for students with learning disabilities, each IEP should include what a learner will learn, how he will learn, where he will be educated and the amount of learning that should be expected over a predetermined time. Moreover, under SEND Code of practice (2015) practitioners need to use a range of strategies such as early identification of needs, implementing interventions or assessments in order to get a full rounded picture of a specific learner’s needs and monitoring progress and impact (Cowell, 2016).

Chapter 3: Methodology

Research methodology is important part of any research study that outlines the systematic process through which the entire research has been completed (Kumar, 2019). The aim of this inquiry was to find the homework effectiveness within the special educational field. This research has used an Observative and Qualitative approach that assisted me to notice the overall behaviour of my student with SEN throughout the homework activities. This observation method is highly effective for me to make a comprehensive observation on the behaviour, activities and performances of my students that helped me to determine their education needs. Observation research method is also effective in making modification in learning and development process that helps me to provide the right guidance to each student with SEN so that he or she can develop independence and self-confidence to improve the quality of life. On the other hand, qualitative research method is helpful in conducting the interview of each student with SEN in systematic manner that assisted me to record behaviour, activities and opinion of each student regarding completion or homework activities. As mentioned by Beins (2017) research method can be seen as the “ingredients of research” whereas “methodology presents the motives for using a specific research ingredient. As Cohen et al (2011) reported that a qualitative research is based upon the examination of experiences or attitudes, that needs to be chosen in terms of conducting enquiry in order to gain a detailed data. I decided to use a qualitative research as Ragin (2008) suggested that researchers should use this method for the purpose of examining concepts in depth, characteristics or practices within the concept to particular conditions. For me I chose to use it because I wanted to explore or to found out in depth the effectiveness of this intervention within young people with learning difficulties and disabilities in the SEN Field. As Rumrill et al. (2011) pointed out that ‘the real experts in disability studies are those with disabilities and their fundamental others, as understanding the viewpoints and troubles of family members is also significant, because of the critical role that families playing in helping individuals with disabilities to attain their educative and life goals’. My positionality in this inquiry is firstly based on my experience, I am an insider, I know how it is this journey of disability and how young people with SEN are struggling due to various barriers, and secondly, it is based on the knowledge received through my education in the UK. This, for instance, permitted me to understand more about the education of people with disabilities as I remembered what I experienced and cases seen in DRC, but the impact on my mind was not as strong as now after I learned about the education and the effectiveness of different interventions on young people with SEN. However, with this active inquiry I chose to use homework activity as an intervention in order to explore in depth its effectiveness within students with learning disabilities. As Mcnary et al., (2005) stated that practitioners should give homework to students with learning disabilities where required by providing various rubrics, shorter tasks and more adequate to their conditions or adjusted to their individual need, through this inquiry the intervention will be done towards 3 activities such as posters, quiz, video during 10 weeks. With providing shorter tasks to learners with learning disabilities, practitioners can motivate them to gain knowledge on new topics and use their thoughts, ideas and opinion in solving different quizzes. Additional, with repetitive tasks, practitioner can improve the overall cognitive skill, interactive skill and analysing skills of young children with SEN, that assist them to judge things with using their own thoughts, decision and judgemental approach. While it comes to design the homework activities for students with SEN, teachers need to analyse the characteristics and behaviour of their students that assist them to determine the education needs of each student. My Students with SEN are highly motivated and interested in doing any tasks. They are ready to take any challenges that are assigned to them. However, some students are lack of proper cognitive and memory skill, that interfere with their right decision-making and thinking ability. They are enthusiastic in learning new things and develop new skill. My students with SEN have some limitations such as they most of the times lost their patience if things go wrong with them. They messed up things if they are unable to solve them by their own that poses adverse impact on their positive thoughts and self-confidence level.

As Nicholas (2006) pointed out that the data is the key element which should be the most considered on any research, in addition Kawlich (2004) re-emphasised that 3 different methods of data collection such as interview, observation and document analysis can be significantly use in a qualitative research. So in order to meet my research questions I used 3 different methods for my data collection such as semi-structured interviews, observation and the works done by students. Firstly, I used semi-structured interviews as Jorgensen & Philips (2002) proclaimed that semi-structured interviews are the best because of naturalistic side which allows the response and the follow up of information. However, on the other hand, Hopkins (2009) listed various elements as the disadvantages of semi-structured interview as a data collection, he stated that one of the essential issue is that the data organisation and analysis are difficult. Secondly, as Bailey (1987) suggested that the researcher should conduct the study by observing and recording field notes over weeks, months or even years, I planned to collect my data should over 10 weeks by observing and recording students through homework activities given. MCKechnie (2008) also confirmed that observation method is a good way of gaining data during qualitative research. He re-emphasised that observation is one of the oldest and most fundamental research methods in qualitative research. An article shared by Smuck (1997) highlighted that one of the advantages of observation method is that it can deal with phenomena which are not able of giving verbal information simply for the reason that they cannot speak, it is an appropriate method that researchers could use to check for nonverbal expression. Therefore as my students enrolled in foundation skills course has learning difficulties with different conditions such as dyslexia, autism spectrum, ADHD; I used this method in order to find out the effectiveness of the homework activity by observing their posters, videos and Quiz due to the characteristic of their conditions such as difficulty with communication, difficulty with remembering verbal instructions, poor concentration or social interaction. Without any doubt the observation method will considerably help me to find out the consolidation of their learning regardless individual characteristic, with their poster, Video or quiz homework activities I can understand if they are developing skills as I can check directly the accuracy from students even when they are unable to communicate effectively as suggested by Shmuck (1997). However, in contrast Johnson and Sacket (1998) discussed that observation method is a source of erroneous description in a research. They noted that information gathered through observation is not representative of the truth, for them it is only based on the researcher’s personal interest in a setting or behaviour instead of being representative of what actually happens in the reality. Thirdly, I used a document analysis as a method of data collection as Marshall and Rossman (1995) said that it could be considered as one of the best method in research. For them, it is the mirror of what the participant said during interview and what the researcher observed. Bowen (2009) also declared that it has a great advantage because it is a significant and important way of gathering data as documents are manageable and practical resources. Similarly, Bryman (2003) pointed out that this method of collection has many advantages, for him it provide information on various issues that cannot readily be addressed towards other method as it can check validity of information obtained from other. After a deep reflection about the main purpose of the foundation skills course, I realised those students with learning difficulties enrolled in this programme needed to develop their skills in order to become independent in life. I decided to develop action strategies and to put them into practice in order to check their consolidation, if they will be able to do homework activities independently. The works done by my students were considered as document and I analysed deeply all their homework activities in order to find out if they are gaining skills and if they have developed skills. Contrary, on the other hand Yin (1994) argued that document analysis is not an advantageous method of collection as it could be insufficient detail in order to answer effectively a research question.

Furthermore, as Luttrell (2010) emphasised that a purposive sampling is about a selective participant which can represent a group with specific experiences, I have done a purposive sampling in terms of selecting students with learning disabilities and the sample was composed of 6 participants. Topics that are discussed in this interview were the usefulness and drawbacks of homework to young children with SEN and ways that need to be used by practitioner to modernise the overall homework process for meeting the educational needs of students with learning disabilities. According to Coghlan (2019), active research is the research process or methodology that researcher uses in any research to evaluate social sciences and social issues. Action research is a different from the other research study, as it is associated with simultaneous activities of doing research and taking actions to make effective transformative changes in the society. Moreover, as Altrichter et al. (2007) explained that the beginning of the action research process is often an issue or a situation that a practitioner want to change and as an action researcher, the practitioner will generate research. For the authors, action research could also be simply defined as a systematic enquiry where teachers undertake as researchers of their own practice, it is a form of enquiry that enables professionals to investigate and evaluate their work everywhere in order to improve practice. Therefore, I have done action research in terms of reflecting on skill and knowledge development within students with SEN by engaging them in different homework activities. I choose to use homework as an intervention because I found that students in this programme didn’t have this activity. This action research assisted me to not only analyse the easefulness of homework for developing skills, abilities and educational knowledge of students with SEN, but also it assisted me to analyse the risk as well as limitations associated with the homework activities for these students (Erdem, 2017). I have focus on making constant modification in the types of homework given to these students to analyse that what types of homework will be highly effective to enhance overall cognitive development and learning abilities students with SEN. I used my past experiences of judgemental and analysing skills in terms of determining the limitations associated with homework to these SEN children, such as they can get hurt by different objects while working on the project at their homes or they can face accidents while doing the homework activities (Tang and Kreindler, 2017).

Ethical Considerations

Bryman (2004) emphasised that ethical issues cannot be discarded so in this active enquiry participants will be protected from distress, exposure, privacy and anonymousness. Curtis (2014) suggested that the researcher and the researched should be both protected by Ethical guidelines such as confidentiality, anonymity, minimization of harm. Under the ethical guidelines set by BERA (2020), one ethics that needs to be maintained by researcher is to assure that all the participants make their voluntary participation in the research (Fancourt, 2017). The first important guideline was respected as participants signed a consent form, voluntarily without any pressure as suggested by BERA (2020). Secondly, Based on the ethical guidelines set by BERA researcher need to assure that all the database that are collected from participants will be protected from any unauthorised access in order to respect confidentiality, I assured that all database collected from students are stored in a protected manner by using proper security password to avoid any authorised access. Under Data Protection Act 1998, researcher needs maintain privacy of professional and personal database collected from respondents. Thirdly, I used code in order to anonymise my students. All the research ethics that I maintained throughout the research is that, all the database collected would be strictly used in academic purpose but not in any commercial purpose. All these elements will be taken into account during this active inquiry journey. All ethical elements will be taken into account during this active inquiry which consist of checking the effectiveness of homework activity towards 10 weeks through semi-interview, observation and the analyse of their works.

Chapter 4: Evaluation

The first activity within my inquiry is “The Quiz”, as Roediger et al. (2011) emphasised that it helps learners to retain information. Quiz in education can assists students with learning disabilities to develop creative thoughts and innovative ideas in them that help them to use these ideas accordingly to solve the quiz (Gathercole, 2008). The quiz was about to reveal about 5 basics kitchen rules required in health and safety. This quiz was expected to improve the knowledge and understanding of students with learning disabilities about health and safety. The activities associated with this quiz assisted the students to make strong understanding about how to maintain safety in the kitchen by using kitchen appliances in safe manner (Tang and Kreindler, 2017). On the other hand, through working in this homework with help of their parent the students can learn about new things such as safe as well as healthy cooking, process of maintaining safety during cooking and maintaining hygiene during and after cooking. However, there are also some limitations or risks associated with the quiz that can cause harm to these children with SEN (Partanen, 2016). In this context, children with learning disabilities need to be trained about cooking in which parent and practitioners will enhance children’ knowledge regarding how to use oven safely and how to maintain safety while cooking. The health risk of children with SEN during cooking can be avoided if parents assure that they will always make a watch on children’ activity while they are cooking and assist them to maintain all the safety guidelines to eliminate chances of happening any accidents. My second activity is “The poster”, it has been defined as a visual representation of research, scholarly, or creative work. Posters can give a clear concise representation of work, without any explanation from the student as the title only should give to viewers the ‘full picture’.(Gundogan, 2016). For this activity, learners suppose to make 3 posters with different topics such as ‘How to make English breakfast’, secondly ‘How to make pasta Bolognese sauce’ and thirdly ‘How to make a chicken salad wrap’. They need to produce posters with every steps and ingredients required for those recipes. The main purpose of this creative activity is to check the consolidation of their skills, I want to know if they have developed their skills (Stockall, 2017). However, there are also some limitations associated with this homework, such as while on these posters through using the PC and internet, children with learning disabilities can be exposed to some social news while searching for suitable images for poster, that can impact adversely on their innocent mind. In addition to that while, student is engaged in making online poster on different food recipes they can develop high interest for searching different things on internet, which can expose them to the brutal and illegal activities operated across the world (Erdem, 2017). Additionally, spending times on searching on internet for making attractive poster, brain and eyes of student can be affected adversely. Limitation of a poster can be that, student with SEN sometimes cannot develop comprehensive knowledge as they have to use limited data on poster that are not sufficient to enhance their understanding on these topics (Tang and Kreindler, 2017). As students with SEN have poor cognitive skill, memory and problem-solving skill, in most of the times they are unable to use relevant information about the homework activities they done in the poster in systematic manner. Therefore, the poster that they make are sometimes not very informative that can help them to develop their knowledge on how a professional poster looks like or what information needed to be used in a poster to make it attractive. Many educators think that, making poster of homework activities is not a useful option for developing intelligence, decision-making and cognitive skill in students with SEN.

And my third activity is “The video”. Roberts (2004) said that producing a video is an excellent way for students to demonstrate their learning or their understanding and it is also the way of empowering students to create their own rich. Students suppose to produce videos and show how they can cook independently at home 3 various meals. As the main purpose of the foundation skills is to make students to become independent in their lives in order to make difference in the society. This task will assist the students to improve their knowledge on independent cooking and using the cooking appliances in safe manner to protect their health and safety (Ward, 2020). On the other hand, this video is also expected to be highly effective in developing intellectual skill and cognitive ability of children with SEN as during independent cooking they need to use their brain to cook healthy foods (Stockall, 2017). Limitation of this task may be that, students can get injured while they taking the video of their own cooking if they are not helped by their parents and any family members. Many educators have pointed out that students with SEN can not take videos of their homework activities in right manner due to their poor presence of mind and lack of relevant decision. On the other hand, in most of the videos are not properly recorded by the disabled students. So that the usefulness of making videos is not acknowledged by many educators while it comes to deal with students with SEN.

Chapter 5: Conclusion

Designing this active inquiry with those 3 types of homework activities for my learners with disabilities in the foundation skills course helped me to improve my teaching practice in the special educational needs field. I understand now which types of activities I should give my future learners in the foundation skills in order to improve their skills as the main purpose of this programme is to make them to gain and improve skills in order to become independent in their lives. In addition, in order to improve the use or effectiveness of this tool I will refer to the Cooper and Nye (1994) point of views as they highlighted teachers need to take into consideration every recommendation given for students with learning disabilities as noted on their individual education plans. Therefore, I will choose the most appropriate or suitable to each learner’s need and will make sure that activities are given according to their unique conditions by explaining further and scaffolding it adequately to ensure effectiveness and success. On the other hand, through designing the three type of homework, I understand now how I will assist the young students with SEN to develop their knowledge, understanding and gaining skills in the future. In addition to this, through reflecting on the benefits and limitation of these activities’ I am able to highlight what impact the homework would have on young students with SEN. Therefore, it can be stated that research paper has successfully answer the second question. Through working on this project, I have gathered comprehensive knowledge on what are the special education needs of children with learning disabilities. The project assisted me to improve my knowledge on how to conduct a research and what are the steps that are associated with a research. The project assisted me to gather clear knowledge on importance of proper education and training program for students with learning disabilities. Additionally, through this project I have developed knowledge about action research and the inquiry which will become an ongoing commitment for improving my practice. Finally, the project assisted me to improve my analysing skill, problem solving skill and time management skill that will help me in my future career.

Bibliography

Altrichter, H., Posch, P. And Somekh, B.( 2007) Teachers Investigate Their Work: An introduction to action research across the professions (Routledge: London)

Bembenutty, H. (2011a) The first word: Homework’s theory, research, and practice. Journal of Advanced academics, 22(2), 185-192

Bowen, G. A. (2009) Document analysis as a qualitative research method,Qualitative Research Journal, 9 (2) 27-40. doi: 10.3316/QR J0902027

Cooper, H. , & Nye, B. (1994) Homework for students with learning disabilities: The implications of research for policy and practice. The Journal of Learning Disabilities, 27(8), 470-479

Department for Education (2015) Special education needs and disability code of practice: 0 to 25 years. Department for education

Erdem, R., 2017. Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology-TOJET, 16(1), pp.128-146.

Franklin, A. and Smeaton, E. (2017) Recognising and responding to young people with learning disabilities who experience, or are at risk of, child sexual exploitation in the UK. Children and Youth Services Review, 73, pp.474-481.

Johnson, A. and Sackett, R. (1998) Direct Systematic Observation of behaviour.In H-Russell Bernard (Ed). Handbook of methods in cultura anthropology (pp. 301-332). Walnut Creek: Altamira Press

Kawulich, B. B. (2004) Muscogee Women’s Identity development. In Mark Hutler (Ed.). The family experience a reader in cultural diversity (pp. 83-93) Boston: Pearson Education

McKechnie, L. E.F. (2008) Observational research. In Given, L. M. (Ed.), The Sage encyclopedia of qualitative research methods (pp. 573-577). Thousand Oaks, CA: Sage.

Partanen, P., 2016. Assessment and Remediation for Children with Special Educational Needs: The role of working memory, complex executive function and metacognitive strategy training (Doctoral dissertation, MIttuniversitetet).

Patton, J. R. (1994) Practical recommendations for using homework with students with learning disabilities, Journal of Learning Disabilities, 27(9), 570

Sinson, J.L.( 2020) Developing Decision-making with Children and Young People with SEN: A Practical Guide for Education and Associated Professionals. Routledge.

Suri, H., 2020. Ethical Considerations of Conducting Systematic Reviews in Educational Research. Systematic Reviews in Educational Research, p.41.

Thornton, V., Williamson, R. and Cooke, B., 2017. A mindfulness‐based group for young people with learning disabilities: A pilot study. British Journal of Learning Disabilities, 45(4), pp.259-265.

UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Salamanca, Spain: UN

Ward, D. (2020) A Critical Guide to the SEND Code of Practice 0-25 Years (2015). The British Journal of Social Work.