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How do children with special educational needs experience retrieval practice?

Written by: Rebekah Gear
9 min read
Rebekah Gear, Primary Education Lecturer, Nottingham Trent University, UK The impact and application of cognitive science within educational research is increasingly attracting interest from both practitioners and policymakers alike. It draws our attention to the importance of understanding cognitive load by considering the complexities of working and long-term memory, and has subsequently begun informing both policy and practice within the UK. Retrieval practice, coined as a cognitive science learning strategy (EEF, 2021), is advocated as being able to support memory strength, leading to the long-term retention of key knowledge. Despite an emergence in research considering the impact of retrieval practice, few studies have specifically interrogated this within the context of special educational needs and disabilities (SEND) and, more specifically, shared or detailed these children’s experiences in action.  My study aims to address this, exploring the application of retrieval pr

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