Abstracts - Earli

how they performed in their daily living activities before, during, after and 3-6 weeks after theintervention. The results show stability over time. In this study, variation theory has been used toanalyse what the respondents are able to discern in the environment, and what they seem unawareof. The results show that the theoretical framework can be used in planning teaching activities forchildren with autism, as its strong focus on the intended object of learning and what it takes tolearn. This focus results in a change direction from planning instruction based on the observablebehaviour towards a plan based upon theoretical way to predict further learning possibilities. Theresults point out the advantage of making the student focus on the connections between differentaspects discerned simultaneously evoked by variation rather than focusing one single aspect at atime.Metacognitive knowledge, attitudes and self-perceptions of writing: A study of middle schoolstudents with developmental disabilities and learning difficultiesChristina E. van Kraayenoord, University of Queensland, AustraliaKaren B. Moni, University of Queensland, AustraliaAnne Jobling, University of Queensland, AustraliaJohn Elkins, University of Queensland, AustraliaDavid Koppenhaver, Appalachian State University, USARobyn Miller, University of Queensland, AustraliaIn this article a study of how six participants, diagnosed with autism or Asperger syndrome,developed independency in daily living activities is presented. Combined with using structure androutines in the learning situation, flexibility by the use of limited variation was evoked. Based onvideo recorded observations of the participants’ behaviour and theoretical assumptions of what ittakes to learn, intervention in six case studies was carried out. The learning outcomes wereanalysed in terms of how the participants’ abilities to discern, discern single aspects simultaneityand handle variation in the learning situation affected the learning outcome. The analysesconsisted of the comparison between the participants’ initial ability with the achieved ability afterthe intervention. All six children who participated improved their targeted abilities, which weremeasured by analyses of video documented situations in natural settings, shown by differences inhow they performed in their daily living activities before, during, after and 3-6 weeks after theintervention. The results show stability over time. In this study, variation theory has been used toanalyse what the respondents are able to discern in the environment, and what they seem unawareof. The results show that the theoretical framework can be used in planning teaching activities forchildren with autism, as its strong focus on the intended object of learning and what it takes tolearn. This focus results in a change direction from planning instruction based on the observablebehaviour towards a plan based upon theoretical way to predict further learning possibilities. Theresults point out the advantage of making the student focus on the connections between differentaspects discerned simultaneously evoked by variation rather than focusing one single aspect at atime.Language difficulties and educational achievementJulie Dockrell, Institute of Education, London, United KingdomGeoff Lindsay, University of Warwick, United KingdomOlympia Palikara, Institute of Education, London, United KingdomRationale: Striving for better academic outcomes for all young people is a key feature of currenteducational policy. Young people with a history of specific language impairments (SLI) are avulnerable group. Previous research is limited but the indication is that these pupils have low– 556 –