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Authors
Date
2025
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The research focuses on enhancing the effectiveness of feedback for learners with special educational needs and disabilities (SEND) within an inclusive educational framework. This action research project was conducted in a specialist secondary school for pupils with autism and moderate learning disabilities (MLD), many of whom also have social, emotional, and mental health (SEMH) needs. All pupils have Education, Health and Care Plans (EHCPs).
Aims: The primary aim of the action research is to develop a more structured approach to student feedback, emphasising the necessity of allocating time for feedback, modelling responses, and ensuring discussions are centred around learning objectives. The iterative project focussed on how feedback practices could be adapted to improve pupil engagement, confidence, and academic outcomes.
Methods: The research was organised into two action research cycles, with an evolving research question based on insights gained from initial study phases. Ethical consent was secured from all participants for the anonymised dissemination of data. The first cycle involved planning, implementing, and reviewing components of the feedback process, while the second cycle further explored and adapted strategies based on earlier findings.
Findings: The findings indicate that effective feedback for learners requires careful consideration of how responses are communicated and the involvement of students in discussions about their learning. It was noted that structured feedback sessions, which allocate dedicated time for engagement and modelling, can enhance the overall learning experience for these learners.
Implications: The study provides valuable insights into the specific strategies that may improve feedback for students with SEND. Other educators working with similar populations might learn from the collaborative approaches and structured feedback mechanisms developed in this research, potentially enabling them to adapt their own practices to better serve diverse learners in their classrooms.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher feedback, pupil progress, responding to feedback, barriers