Martin K Toye
Biographic Data
| ID | 6690153 |
|---|---|
| NAME | Martin K Toye |
| GIVEN NAMES | Martin K |
| FAMILY NAME | Toye |
| SIGNATURE | TOYE M K |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0001-9439-6939 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: A mixed methods approach
Inclusion of pupils who have autism spectrum conditions (ASC) into mainstream schools is common practice and staff should have adequate knowledge on teaching and managing classroom behaviour. However, autism knowledge among teaching staff may be inconsistent. A mixed methods design was utilised to examine differences between school staff in autism knowledge, what the perceived barriers to inclusion are and what they required to support their role…
She just got me’: Supporting care experienced young people negotiating relationships and identities at school
In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design al…
No prominent works on this page.
She just got me’: Supporting care experienced young people negotiating relationships and identities at school
In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design al…
Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: A mixed methods approach
Inclusion of pupils who have autism spectrum conditions (ASC) into mainstream schools is common practice and staff should have adequate knowledge on teaching and managing classroom behaviour. However, autism knowledge among teaching staff may be inconsistent. A mixed methods design was utilised to examine differences between school staff in autism knowledge, what the perceived barriers to inclusion are and what they required to support their role…
Developmental psychology (2 works) · Mental health (2 works) · Psychiatry (2 works) · Psychology (2 works) · Social Psychology (2 works) · Autism (1 works) · Autism Spectrum Disorder Research (1 works) · Child Abuse and Trauma (1 works) · Child and Adolescent Health (1 works) · Child Welfare and Adoption (1 works)