British Journal of Special Education最新文献

{"title":"Developing an understanding of the over-representation of foreign students in special education in Spain. A qualitative approach","authors":"Cristina Goenechea,&nbsp;Macarena Machín,&nbsp;Alberto Gallardo,&nbsp;Manuel de-Besa","doi":"10.1111/1467-8578.70069","DOIUrl":"https://doi.org/10.1111/1467-8578.70069","url":null,"abstract":"<p>This article presents the main results of a study on the over-representation of foreign students in special education in Spain. The research methodology is qualitative: 26 interviews were conducted in southern Spain with professionals working in the field of education and with 13 relatives of migrant children with disabilities, with the aim of understanding the causes of this phenomenon, which has already been statistically proven in recent research. The results obtained are related to the schooling process and the identification of special educational needs, the process of psycho-pedagogical assessment and decisions regarding schooling, as well as issues concerning the provision of information to families. Thus far, the international literature has explained that the over-representation of culturally diverse students in special education is due to shortcomings in the diagnostic process (prejudice, inadequate instruments), or to socio-cultural factors of the families. In this research, the failure of the education system to care for children with disabilities in their country of origin clearly appears as the cause of migration, and largely explains the over-representation found.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"60-71"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘I think your child might be autistic’: A qualitative survey study examining how school staff broach initial interactions with parents whose children may be autistic","authors":"Hannah Cresswell,&nbsp;Laura Crane","doi":"10.1111/1467-8578.70067","DOIUrl":"https://doi.org/10.1111/1467-8578.70067","url":null,"abstract":"<p>Recognising and understanding that a child might be autistic is an important first step in the autism diagnostic pathway. For many families, this process involves working alongside school staff and, in England, this tends to be led by the Special Educational Needs Coordinator (SENCO). Existing research highlights the importance of how and when clinical professionals disclose an autism diagnosis to parents, yet there is limited knowledge on how SENCOs might broach initial interactions with parents earlier in the process. In the current study, we used a qualitative survey with 105 SENCOs in England, to understand how they work with parents at this critical point. Using reflexive thematic analysis, seven themes were identified, which were organised into areas that SENCOs felt they did and did not have control over in relation to their interactions with parents. Specifically, SENCOs highlighted the need for preparation when speaking with parents, alongside the importance of a personalised approach, where they truly listened to parents and aimed to move into alignment with them (all factors perceived to be under their control). SENCOs also discussed the need for additional support and training for working with parents, the importance of the ethos around how the school approaches inclusion, and the need for education and health to work together (all factors perceived to be outside their control). Implications for practice are discussed.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"41-50"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147570219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An investigation into the attitudes and experiences of teaching staff and parents of dyslexic students in Northern Irish primary schools—A focus-group study","authors":"Matthew Cavanagh,&nbsp;Claire McDowell,&nbsp;Una O. Connor Bones,&nbsp;Laurence Taggart,&nbsp;Peter Mulhall","doi":"10.1111/1467-8578.70078","DOIUrl":"https://doi.org/10.1111/1467-8578.70078","url":null,"abstract":"<p>Dyslexia affects an estimated 7%–10% of children and can have lasting consequences for literacy, academic attainment and well-being. In Northern Ireland, provision for children with dyslexia has been criticised as inconsistent, with delays in assessment and variation in school-level support. Parents and teachers frequently report difficulties accessing timely diagnosis and training, highlighting systemic gaps in provision. Whole-school approaches (WSAs), which embed inclusive practice across curriculum, ethos and family–school partnerships, have shown promise in areas such as bullying prevention, mental health and wider inclusion, but their application to dyslexia remains under-explored. This study used focus groups to explore the perceptions and experiences of parents and school staff regarding dyslexia provision and the potential for implementing a WSA. Five focus groups were conducted across four Northern Irish schools, involving 40 participants (16 parents, 15 teachers, 3 SENCOs and 6 classroom assistants). Participants could attend in person or online to maximise accessibility. Data were analysed thematically following Braun and Clarke's six-phase approach. Analysis identified four overarching themes: Parental Involvement, Student Mental Health, Resources and Training, and Frustration with Diagnostics. Parents described exclusion from decision-making and frustration at long waits for assessment, while staff noted challenges engaging families and inconsistencies in communication. Both groups emphasised the emotional impact of dyslexia and the need for consistent training, improved collaboration and fairer access to assessment. Embedding dyslexia-specific professional development, validated screening procedures and structured parental engagement within a WSA could create a sustainable, inclusive framework for literacy and well-being, addressing inequities across Northern Ireland's education system.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"132-139"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching with digital tools: Challenges faced by teachers in supporting students with intellectual developmental disorders","authors":"Philippe Garnier","doi":"10.1111/1467-8578.70071","DOIUrl":"https://doi.org/10.1111/1467-8578.70071","url":null,"abstract":"<p>The use of information and communication technologies in education offers significant benefits for students with intellectual developmental disorders. Digital tools can enhance their academic success, communication, and self-confidence. However, teachers face numerous challenges when integrating these technologies. Interviews were conducted with special teachers, followed by thematic analysis. The results of our research indicate that these teachers emphasise the need for better staff training, improved access to technology and adaptation to the specific needs of students.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"51-59"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Local area strategic leadership to support and enhance the role of SENCos","authors":"Christopher Robertson","doi":"10.1111/1467-8578.70094","DOIUrl":"https://doi.org/10.1111/1467-8578.70094","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"151-153"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thriving experiences of special education teachers in the Philippines: From the perspective of those committed to stay","authors":"Reynold P. Varela","doi":"10.1111/1467-8578.70076","DOIUrl":"https://doi.org/10.1111/1467-8578.70076","url":null,"abstract":"<p>This study used descriptive phenomenology to describe the lived experiences of teachers managing children with special needs. It engaged the participation of nine special education teachers (SETs) from a public special education school in Manila, Philippines, Eight themes emerged from the narratives: (1) Challenging/frustrating experiences of the SET, (2) Thriving under the most challenging conditions in SPED teaching, (3) Reflective and adaptive teaching practices that foster thriving, (4) Empowering students as a source of teacher self-efficacy and thriving, (5) Peer and administrative support that fosters thriving, (6) Thriving becomes a pathway to fulfilment, (7) Enacting a sense of mission and calling, and (8) Expressed needs for continuous thriving. The themes reflect the process of healthy adaptation to challenging conditions, growth, fulfilment, and sense of calling. Thriving experiences are a blend of vitality (affective) and learning (cognitive) from both positive and negative experiences. Thriving consists of positive outcomes resulting from work activities, as well as the reinterpretation of negative experiences as transformative and meaningful enabling them to commit to staying as special education teachers.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"101-117"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating dilemmas in inclusive education: An autoethnographic journey of a teacher in Australia","authors":"Tom Porta","doi":"10.1111/1467-8578.70081","DOIUrl":"https://doi.org/10.1111/1467-8578.70081","url":null,"abstract":"<p>This critical autoethnography, situated in the Australian educational context, examines the challenges and systemic resistance encountered in fostering inclusive education within Australian schools, reflecting on three pivotal experiences from a decade-long teaching career. Using Windschitl's constructivist dilemmas framework, the narratives explore conceptual, pedagogical, cultural and political challenges, highlighting tensions between personal values and institutional practices. These dilemmas expose the entrenched barriers to implementing inclusive education, including ableist attitudes, exclusionary policies and pressures to prioritise institutional reputation over equity. Through evocative personal narratives, this study illuminates the lived realities of advocating for inclusivity amidst systemic constraints, offering insights into how schools and educators might address such challenges. This work contributes to the discourse on inclusive education by showcasing the potential of critical autoethnography to highlight and challenge broader systemic issues in inclusive education.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"84-95"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining barriers in education for students with dyslexia and their caregivers through Indian life writings","authors":"Vinaya Maria Francis,&nbsp;K. Rajaraman","doi":"10.1111/1467-8578.70073","DOIUrl":"https://doi.org/10.1111/1467-8578.70073","url":null,"abstract":"<p>This article examines the systemic and attitudinal barriers faced by students with dyslexia and their caregivers in the formal Indian education system through a textual analysis of two disability life writings: <i>Homeless: Growing Up Lesbian and Dyslexic in India</i> by K. Vaishali and <i>This Kind of Child: The ‘Disability’ Story</i> by K. Srilata. The Indian education system is primarily designed for a homogeneous group of students, often excluding those with specific learning disabilities (SLD) like dyslexia. Both curriculum and assessment practices frequently lack inclusivity, failing to accommodate the diverse cognitive abilities of different students. As a result, students with disabilities often struggle to meet standard performance expectations, which can significantly affect their well-being. This struggle extends to their caregivers, who navigate these challenges alongside them. Using a thematic approach, the study explores key issues, such as societal attitudes, systemic exclusionary practices, testing and assessment issues, and students' and caregivers' emotional and functional resilience. The article identifies structural and attitudinal barriers encountered by students and their caregivers and discusses the actionable recommendations for inclusivity proposed in the texts. This article offers insight into the effect of educational discrimination on students and caregivers and evaluates students' learning experiences in different settings. Ultimately, this analysis contributes to the existing discourse on disability and education by emphasising the role of personal narratives in shaping more humanised and equitable policy discussions.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"140-150"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and psychometric evaluation of the psychosocial scale for hearing-impaired school children","authors":"Qurat Ul-Ain,&nbsp;Mehwish Jabeen,&nbsp;Shahid Rafiq,&nbsp;Ayesha Afzal","doi":"10.1111/1467-8578.70077","DOIUrl":"https://doi.org/10.1111/1467-8578.70077","url":null,"abstract":"<p>This study aimed to develop and psychometrically evaluate the Psychosocial Scale for Hearing-Impaired School Children (PPSHISC), a culturally adapted instrument designed to assess psychosocial difficulties among children with severe hearing loss using sign language in Pakistan. The study employed a mixed-methods design. In the initial qualitative phase, individual interviews with 30 hearing-impaired students (aged 19–24, enrolled in secondary-level special education) were conducted to generate items. This was followed by expert validation, translation into sign language and a pilot test. The quantitative phase involved a larger sample (<i>N</i> = 230) and included psychometric evaluation through face validity, exploratory factor analysis (EFA) for construct validity, divergent validity testing via correlation with the Multidimensional Scale of Perceived Social Support (MSPSS) and assessment of internal consistency and test–retest reliability. Participants in the quantitative phase were divided into two subgroups: Group A (<i>n</i> = 115), consisting of students using hearing aids, and Group B (<i>n</i> = 115), comprising students using cochlear implants. EFA revealed a three-factor structure: depressive affect, social isolation and feeling of anger. The scale demonstrated satisfactory internal consistency (Cronbach's alpha = 0.85) and strong test–retest reliability (<i>r</i> = 0.87). Divergent validity was supported by a negative correlation with MSPSS (<i>r</i> = −0.16, <i>p</i> &gt; 0.05). Face validity was confirmed through expert review. Findings suggest that PPSHISC possesses adequate psychometric properties for assessing psychosocial difficulties in hearing-impaired students who use sign language. The scale can support early identification and educational or clinical intervention planning for this underserved population. This tool offers educators and clinicians a culturally and linguistically appropriate measure to assess and address the psychosocial well-being of hearing-impaired students in Pakistan.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"118-131"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulative and dissimulative masking: Resolving how educational practice that protects neurodivergent people from harm can suppress learning","authors":"Sam Grant,&nbsp;Ken Fero,&nbsp;Annelise Grant","doi":"10.1111/1467-8578.70066","DOIUrl":"https://doi.org/10.1111/1467-8578.70066","url":null,"abstract":"<p>The issue of how best to support neurodivergent learners with high need in educational settings has received much attention, with many questioning how an individual can be safeguarded while maintaining their autonomy. Using Participatory Action Research (PAR), the authors draw on the experiences of neurodivergent learners, and their families, to examine the phenomena of restrictive practices and masking. This approach has been influenced by the lead author's own autism diagnosis, and how this impacted their educational experience. Two aspects of masking are presented: dissimulative (suppression of neurodivergent behaviours) and simulative (performance of accepted behaviours). The article describes a process where neurodivergent learners in a hostile environment learn to regulate and restrict their own behaviours, often without the provision noticing their distress and continuing to deliver inappropriate support, while misattributing blame to parents. This self-imposed mode of restraint is termed ‘internalised restraint’. Through understanding the nuances in neurodivergent behaviours of distress, educators can create a learning environment better suited to all.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"5-17"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}