British Journal of Special Education最新文献

Editorial for September issue (53:3) 9月号社论（53:3）

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-09-07 DOI: 10.1111/1467-8578.70127

Tristan Middleton, Victoria Bamsey

引用次数: 0

Inclusive education for pre-service physical education teachers: Reflections on Chile's initial teacher training 职前体育教师的全纳教育：对智利初期教师培训的思考

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-04-16 DOI: 10.1111/1467-8578.70103

Belén Fierro, Catalina Bahamondes, María Luiza Tanure Alves

{"title":"Inclusive education for pre-service physical education teachers: Reflections on Chile's initial teacher training","authors":"Belén Fierro, Catalina Bahamondes, María Luiza Tanure Alves","doi":"10.1111/1467-8578.70103","DOIUrl":"https://doi.org/10.1111/1467-8578.70103","url":null,"abstract":"This study analyses how inclusion is addressed in initial teacher training of pre-service physical education teachers in Chile, exploring the tools provided to address the diversity of students. The perceptions and experiences of programme directors and faculty from four Physical Education teaching programs were examined using a qualitative approach and a case study design, with interviews (26) and focus groups (4) as the primary data collection methods. The results identify three key dimensions for effective inclusive teacher training. The ecological dimension addresses interactions among educational system stakeholders; the human dimension focuses on the attitudes, values and competencies required of pre-service teachers; and the practical dimension emphasizes concrete experiences in diverse contexts. Furthermore, the importance of initial and continuous training is highlighted, considering the unique characteristics of the subject area and encouraging continuous professional development in inclusion. In conclusion, academics perceive inclusion as a fundamental human right that promotes equal opportunities and the active participation of all students; therefore, it is necessary to reinforce initial teacher training programmes with a focus on the integration of early practices that allow the development of skills for inclusion and the need for supervised support for physical education teachers in training. A call is made to review systemic coherence and redesign curricula to align all courses towards the authentic inclusion of diversity within the current educational system.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"355-363"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943383","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}

引用次数: 0

Spirituality and academic performance for primary-aged pupils with special educational needs and disabilities 有特殊教育需要及残疾的小学生的精神及学业表现

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-02-28 DOI: 10.1111/1467-8578.70093

J. Hardy, G. Tyler-Merrick

{"title":"Spirituality and academic performance for primary-aged pupils with special educational needs and disabilities","authors":"J. Hardy, G. Tyler-Merrick","doi":"10.1111/1467-8578.70093","DOIUrl":"https://doi.org/10.1111/1467-8578.70093","url":null,"abstract":"This study investigated the relationship between spirituality and academic performance for pupils with special educational needs and disabilities (SEND) in primary schools in England. OFSTED provided the statistics on spiritual development of 480,309 pupils in 1668 primary schools in England. These data were analysed with measures of academic performance from the Department for Education's Key Stage 2 – Progress Results (2019). Three regression models determined the extent to which spirituality could predict academic performance. Five educator participants were then interviewed and answered 10 open-ended questions in relation to spirituality and academic performance. These results identified spirituality as a positive predictor of academic performance. The findings support spiritually cultivated components of learning that function to increase academic performance. It is suggested that spirituality can increase the academic performance of some pupils with SEND, though its impact may depend on factors such as type and severity of need, as well as parental and teacher involvement.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"311-319"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943484","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}

引用次数: 0

Bridging spaces towards inclusion: Inclusive pedagogy in disability-specific after-school centres (KDAP-AMEA) in Greece 为包容架起桥梁：希腊残疾人课后中心（KDAP-AMEA）的包容性教学法

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-06-09 DOI: 10.1111/1467-8578.70109

Olga Lyra, Aikaterini Peleki, Sousanna-Maria Nikolaou

{"title":"Bridging spaces towards inclusion: Inclusive pedagogy in disability-specific after-school centres (KDAP-AMEA) in Greece","authors":"Olga Lyra, Aikaterini Peleki, Sousanna-Maria Nikolaou","doi":"10.1111/1467-8578.70109","DOIUrl":"https://doi.org/10.1111/1467-8578.70109","url":null,"abstract":"Centres for Creative Occupation for People with Disabilities (KDAP-AMEA) are disability-specific after-school structures in Greece operating within the broader framework of inclusive education and the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Grounded in rights-based principles that emphasise participation, agency, and equal access, this qualitative study explores how special educators working in KDAP-AMEA conceptualise and enact inclusive pedagogy, the challenges they encounter, and the structural conditions shaping their practice. Semi-structured interviews were conducted with 12 educators across multiple regions and analysed thematically. Findings indicate that educators frame inclusion primarily as meaningful participation, relational belonging, and the cultivation of agency through collaborative and experiential practices. Participants reported enhanced peer interaction, communication, confidence, and socio-emotional development among children. At the same time, structural barriers—including funding instability, employment precarity, limited accessibility, and fragmented professional development—constrain the sustainability of inclusive practices. The study contributes to debates on disability-specific provision by suggesting that KDAP-AMEA may function as bridging spaces within broader inclusive ecosystems, provided that they are embedded in coherent rights-based and policy-supported frameworks.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"389-400"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942726","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}

引用次数: 0

Establishing expert consensus on the development and implementation of a Whole School Approach to supporting primary school children with dyslexia: A Delphi study 建立专家共识的发展和实施全校方法支持小学生阅读障碍：德尔菲研究

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-06-13 DOI: 10.1111/1467-8578.70111

Matthew Cavanagh, Claire McDowell, Una O'Connor Bones, Laurence Taggart, Peter Mulhall

{"title":"Establishing expert consensus on the development and implementation of a Whole School Approach to supporting primary school children with dyslexia: A Delphi study","authors":"Matthew Cavanagh, Claire McDowell, Una O'Connor Bones, Laurence Taggart, Peter Mulhall","doi":"10.1111/1467-8578.70111","DOIUrl":"https://doi.org/10.1111/1467-8578.70111","url":null,"abstract":"Dyslexia affects an estimated 7%–10% of children and can have a profound and lasting impact on literacy, academic attainment and wellbeing. In Northern Ireland, provision for children with dyslexia remains inconsistent, characterised by variation in identification procedures, delays in assessment and uneven support across schools. A Whole School Approach (WSA) offers a strategic and sustainable model for embedding dyslexia-inclusive practice across all aspects of school life. This study aimed to achieve expert consensus on the essential components of a WSA to support primary school children with dyslexia. A modified two-round Delphi design was employed with 40 international experts, including educational psychologists, SENCos, specialist teachers, researchers and policymakers. Round 1 comprised 60 items across seven domains (development, components, leadership, parental involvement, training, progress assessment and barriers). Round 2 refined 11 items based on feedback. Quantitative data were analysed using descriptive statistics and interquartile ranges, while qualitative feedback was analysed thematically. Consensus was defined as ≥70% agreement. Results indicated strong cross-professional agreement across all domains, particularly development, training and inclusion. Divergence was observed in opinions regarding online professional development and the involvement of external facilitators. The findings provide a robust, expert-informed foundation for developing a consensus-informed Whole School Approach Logic Model intended to guide coherent dyslexia-inclusive practice within primary education.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"414-424"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943301","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}

引用次数: 0

Going beyond academics: Individualised education plan priorities of parents of autistic children in Ireland 超越学术：爱尔兰自闭症儿童父母的个性化教育计划优先事项

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-03-27 DOI: 10.1111/1467-8578.70101

Laura Gormley, Carrie Grennan, Laura McGrath

{"title":"Going beyond academics: Individualised education plan priorities of parents of autistic children in Ireland","authors":"Laura Gormley, Carrie Grennan, Laura McGrath","doi":"10.1111/1467-8578.70101","DOIUrl":"https://doi.org/10.1111/1467-8578.70101","url":null,"abstract":"As the numbers of autistic children attending school in Ireland increases, there is a growing reliance on specialised provision. Individual Education Plans (IEPs) are considered fundamental to this type of educational provision. However, emerging evidence from the Irish context reveals substantial shortcomings in the IEP process. Of particular note is the necessity for significant improvements around aligning educational goals with the actual strengths and needs of autistic children. Therefore, situated within the context of increasing autism class provision and the importance of parental input in the IEP goal-setting process, our co-produced research set out to survey the educational priorities of parents of autistic children in Ireland. In total, 48 parents completed the survey. Findings supported a curricular approach whereby functional skills, social inclusion and self-determination are integrated with academic priorities. Strong parental opposition to goals such as improving eye contact and reducing stimming behaviours was also evident. Therefore, among this cohort of parents, there was a definite shift away from educational planning that focuses on remedying deficits and a movement towards a process that embraces individuality and autistic well-being. These findings are discussed in the context of providing guidance for teachers, who are supporting autistic students, and the role that Initial Teacher Education and Continuous Professional Development can play in this process.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"332-341"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943592","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}

引用次数: 0

Autism-friendly modern foreign language teaching in a university setting: Towards a toolkit for teaching second languages to autistic students 大学环境中对自闭症友善的现代外语教学：面向自闭症学生的第二语言教学工具包

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-06-01 DOI: 10.1111/1467-8578.70105

Caroline de Saint-Seine, Ekaterina Chown, James Youdale

{"title":"Autism-friendly modern foreign language teaching in a university setting: Towards a toolkit for teaching second languages to autistic students","authors":"Caroline de Saint-Seine, Ekaterina Chown, James Youdale","doi":"10.1111/1467-8578.70105","DOIUrl":"https://doi.org/10.1111/1467-8578.70105","url":null,"abstract":"This paper summarises the findings of a research project at a British university exploring autistic students studying modern foreign languages (MFL). The project investigates the experiences, motivations, learning strategies and preferences of autistic MFL learners in a Higher Education context to better understand how MFL classroom pedagogy can be designed more inclusively. This interdisciplinary study combines pedagogic, clinical linguistic and anthropological perspectives. This study, which is based on the analysis of semi-structured interviews and focus groups, suggests that specific types of language classroom settings, activities and linguistic content disadvantage autistic learners. While autistic students appreciated approaches that supported their individual learning preferences, certain routine aspects of established MFL pedagogy—such as spontaneous improvisation in a target language—increased anxiety and led to declared non-attendance. Drawing on these findings, we provide recommendations to prevent or mitigate their impact. A concise bulleted guidance on autism-friendly language teaching for the reference of MFL educators is available from DCAD (2025), https://dcad-resourcebank.webspace.durham.ac.uk/2025/05/12/autism-inclusive-teaching-of-foreign-languages-in-higher-education/.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"374-388"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934289","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}

引用次数: 0

‘I really like being on the floor, because I spend all the time in my chair’: Children with disabilities' experiences of physical activity in school “我真的很喜欢坐在地板上，因为我所有的时间都是在椅子上度过的”：残疾儿童在学校的体育活动经历

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-06-10 DOI: 10.1111/1467-8578.70108

Katherine Gulliver, Rachel Knight Lozano, Kathrin Paal

{"title":"‘I really like being on the floor, because I spend all the time in my chair’: Children with disabilities' experiences of physical activity in school","authors":"Katherine Gulliver, Rachel Knight Lozano, Kathrin Paal","doi":"10.1111/1467-8578.70108","DOIUrl":"https://doi.org/10.1111/1467-8578.70108","url":null,"abstract":"Children with multiple disabilities often encounter significant barriers to participating in physical activity, impacting not only their physical health but also their overall experience in school. This study places the voices of four children at the centre of their own research, exploring their lived experiences of participating in physical activity in school. Using the Mosaic approach, this child-centred participatory study shows how children take part and engage with physical activity as part of their school day. Using videos and photography, child-led tours and ethically sensitive conversations with researchers, children shared a range of opportunities for enjoyment, exploration and interactions with others as well as challenges such as restricted access and limited equipment. Their narratives highlight the urgent need for inclusive practices to be informed by children and young people with physical and cognitive impairments. This study contributes to the growing body of research advocating for children's voice in education and health and offers key insights for education and health practitioners aiming to promote inclusive, health-supportive physical activity opportunities for all learners.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"401-413"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942781","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}

引用次数: 0

Analysing the perspectives of parents of typically developing children on inclusive education in Türkiye within a bioecological framework 在生物生态学的框架下，分析典型发展儿童的父母对<s:1>基耶岛全纳教育的看法

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-03-17 DOI: 10.1111/1467-8578.70099

Kubra Akbayrak, Isik Akin-Bulbul

{"title":"Analysing the perspectives of parents of typically developing children on inclusive education in Türkiye within a bioecological framework","authors":"Kubra Akbayrak, Isik Akin-Bulbul","doi":"10.1111/1467-8578.70099","DOIUrl":"https://doi.org/10.1111/1467-8578.70099","url":null,"abstract":"This study examines the perspectives of parents whose children participate in inclusive classrooms alongside peers with special educational needs (SEN) in Türkiye. Drawing on Bronfenbrenner's Bioecological Systems Theory, this study explores parents' perspectives on inclusive education and the multiple contextual factors shaping inclusive practices. Data were collected through semi-structured interviews with 21 parents, and thematic analysis identified the following five interconnected themes corresponding to the ecological system levels: (i) conditional and fragile engagement, (ii) inconsistent inclusive practices, (iii) lack of transparent communication, (iv) sympathy constrained by personal boundaries and (v) positive attitudinal shifts over time. The findings indicate that parents generally have a limited understanding of inclusive education, which is conceptualised as a dynamic and context-dependent process shaped by multiple interacting systems. This study contributes to the literature by offering an ecologically informed, empirically grounded analysis of how parents in Türkiye understand and engage with inclusive education, providing a nuanced perspective in a context where inclusion policies are still evolving.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"320-331"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943559","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}

引用次数: 0

Teaching socio-communicative behaviours in play routines with caregivers: A feasibility study 在照顾者的日常游戏中教授社会交际行为：可行性研究

IF 1.2

British Journal of Special Education Pub Date : 2026-09-11 Epub Date: 2026-03-27 DOI: 10.1111/1467-8578.70102

Elena Cló, Katerina Dounavi, Karola Dillenburger

引用次数: 0