British Journal of Special Education最新文献

British Journal of special education special issue: Literacy and power 英国特殊教育杂志特刊：识字与权力

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British Journal of Special Education Pub Date : 2025-06-09 DOI: 10.1111/1467-8578.70034

Craig Collinson, Mahmoud Mohamed Emam, Rhiannon Packer

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Small but mighty: Challenging hegemonic discourses in developing literacy in a minority language 小而强大：挑战霸权话语，发展少数民族语言的读写能力

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British Journal of Special Education Pub Date : 2025-06-04 DOI: 10.1111/1467-8578.70030

Rhiannon Packer, Mirain Rhys

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‘Through a glass darkly’: Dyslexic identity and hermeneutic injustice “透过黑暗的玻璃”：阅读困难的身份和解释学的不公正

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British Journal of Special Education Pub Date : 2025-05-27 DOI: 10.1111/1467-8578.70025

Craig Collinson, Jessica Eccles-Padwick, Elizabeth Leach-Leung, Julien Villeneuve

{"title":"‘Through a glass darkly’: Dyslexic identity and hermeneutic injustice","authors":"Craig Collinson, Jessica Eccles-Padwick, Elizabeth Leach-Leung, Julien Villeneuve","doi":"10.1111/1467-8578.70025","DOIUrl":"https://doi.org/10.1111/1467-8578.70025","url":null,"abstract":"This thought piece is written by four dyslexic disability scholars who reject dyslexia as an explanatory account. Instead, we adopt Lexism – the othering of dyslexics by normative practices and assumptions of literacy. In asserting a political position and our self-identity, we explore our personal ambivalent experiences of diagnosis. The new concept of Lexism challenges the ‘power intellectual’ wielded by those who define and categorise dyslexics. We treat the ‘diagnosis’ of dyslexia as an expression of both Lexism (normative literacy) and the power intellectual. The purpose is to highlight the often inadequate diagnosis process, through the lens of ‘hermeneutic injustice’, which argues that the nomenclature surrounding dyslexia and other related psychological diagnoses leaves dyslexics disempowered and hampered in recognising instances of injustice. As dyslexic disability scholars, we struggled to understand our dyslexic identity; impaired by hermeneutic injustice, we made sense of our experiences of Lexism with difficulty. The injustice was present but invisible to us. This article focuses on how we came to perceive more clearly.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"244-250"},"PeriodicalIF":0.9,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473199","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}

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Ofsted and its ‘new’ approach to ensuring accountability for inclusive education 教育标准局及其确保全纳教育问责制的“新”方法

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British Journal of Special Education Pub Date : 2025-05-26 DOI: 10.1111/1467-8578.70037

Christopher Robertson

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Building community to create equitable, inclusive and compassionate schools through relational approaches By Joan Mowat, London: Routledge. 2023. pp. 312. £31.99 (paperback), £104.00 (hbk), and £31.99 (eBook). ISBN: 9780429467110 琼·莫瓦特著，伦敦：劳特利奇出版社，2023年。312页。31.99英镑（平装本），104.00英镑（hbk）， 31.99英镑（电子书）。ISBN: 9780429467110

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British Journal of Special Education Pub Date : 2025-05-21 DOI: 10.1111/1467-8578.70021

Gemma Heathcote

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When words are not enough: How creative storytelling helped me navigate trauma 当语言不够时：创造性讲故事如何帮助我克服创伤

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British Journal of Special Education Pub Date : 2025-05-08 DOI: 10.1111/1467-8578.70027

Meagan Corrado

{"title":"When words are not enough: How creative storytelling helped me navigate trauma","authors":"Meagan Corrado","doi":"10.1111/1467-8578.70027","DOIUrl":"https://doi.org/10.1111/1467-8578.70027","url":null,"abstract":"Traumatic experiences trigger a constellation of psychological and emotional symptoms. Therapeutic interventions have been developed to support people in understanding and overcoming these symptoms. However, many approaches have a strong reliance on language. This can be problematic as traumatic experiences create significant barriers to the brain's ability to translate experiences into words. Many victims of trauma experience a phenomenon known as ‘speechless terror’—the inability to access language after trauma because of the extreme fear brought on by the event/series of events. This creates a challenge; how can someone benefit from an intervention that relies on verbal or written expression if trauma has made it difficult (or impossible) for them to translate their experiences into words? While both written and verbal communication can support individuals in recovering from trauma, sometimes words are not enough. And when words are not enough, the visual arts can serve as an alternative language that allows for open, non-verbal exploration of memories and emotions. As a survivor of trauma, I have used both verbal and non-verbal methods in my own journey toward trauma healing. Words are an essential tool in my verbal processing of trauma. But sometimes words are not enough. And when words are not enough, creative expression in the form of mixed media visual art has provided me with an alternative language to navigate my own speechless terror. In my creative use of verbal and non-verbal forms of expression, I experienced an increased sense of self-understanding. This article explores (1) the limitations of language in processing trauma, (2) the potential for creative approaches to serve as an antidote to speechless terror, and (3) my personal use of both written narratives and visual artwork to navigate my own traumatic experiences.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"283-291"},"PeriodicalIF":0.9,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472893","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}

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Dyslexia: Identity, labelling and its place in inclusive education 阅读障碍：身份、标签及其在全纳教育中的地位

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British Journal of Special Education Pub Date : 2025-05-01 DOI: 10.1111/1467-8578.70028

Cathryn Knight

{"title":"Dyslexia: Identity, labelling and its place in inclusive education","authors":"Cathryn Knight","doi":"10.1111/1467-8578.70028","DOIUrl":"https://doi.org/10.1111/1467-8578.70028","url":null,"abstract":"This article explores the role of dyslexia identification within the broader shift toward inclusive education. While dyslexia is widely recognised as a neurobiological condition, ongoing debates question its validity, diagnostic criteria, and the fairness of access to support. Additionally, research presents conflicting findings on the impact of the dyslexia label on an individual's self-perception and academic outlook, with some studies highlighting its benefits in providing clarity and access to resources, while others suggest it may lower expectations and reinforce a deficit perspective. As countries increasingly prioritise inclusive education, the necessity of labelling students with dyslexia may be called into question. Inclusive education frameworks advocate for universal high-quality teaching practices without the need for formal diagnoses. However, education systems still rely on categorical diagnoses to determine access to specialist support, creating tensions between inclusive education ideals and traditional special education models. This article examines these tensions and argues for a fundamental shift in both mindset and practice – moving away from targeted provisions for those identified with dyslexia toward learning environments that are designed to accommodate and support all students.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"251-257"},"PeriodicalIF":0.9,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472841","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}

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Building community to create equitable, inclusive and compassionate schools through relational approaches By Joan Mowat, London: Routledge. 2023. ISBN: 978-1032372969 琼·莫瓦特著，伦敦：劳特利奇出版社，2023年。ISBN: 978 - 1032372969

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British Journal of Special Education Pub Date : 2025-05-01 DOI: 10.1111/1467-8578.70022

Emily Patterson

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Scotland: Audit Scotland scrutiny 苏格兰：审计苏格兰审查

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British Journal of Special Education Pub Date : 2025-05-01 DOI: 10.1111/1467-8578.70031

John Perry

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Is it time to ditch the notion of ‘core subjects’? 是时候抛弃“核心科目”的概念了吗？

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British Journal of Special Education Pub Date : 2025-04-30 DOI: 10.1111/1467-8578.70023

Marjorie Thomas

{"title":"Is it time to ditch the notion of ‘core subjects’?","authors":"Marjorie Thomas","doi":"10.1111/1467-8578.70023","DOIUrl":"https://doi.org/10.1111/1467-8578.70023","url":null,"abstract":"Wales is in the middle of a fundamental reform of its curriculum and consequent assessment design. There is a welcome broadening of the range of subjects offered at levels 1 and 2, yet the notion that some subjects are more important than others persists. Furthermore, the ‘core’ subjects of language, mathematics and science are seeing the biggest changes: English language and literature will be merged; Welsh language and literature will be merged; physics, chemistry and biology will be merged; and separate mathematics qualifications (mathematics and numeracy) will be combined. The tension between the demands of industry on the one hand and the needs of learners on the other often means that schools are caught in the middle, trying to do the best for their individual learners while being held accountable for attainment data decided by Government. Yet in a system created for externally decided grade boundaries and standardised scores in which a certain proportion of ‘failure’ is ‘baked in’ by the statistics, how can we ensure the flourishing of all our children, even those who fall below one standard deviation from the mean? How much of an influence can the idea be that the inherent benefit to an individual is sufficient justification for an education without the need to pander to the requirements of a capitalist influence on policymakers? Furthermore, can GCSE English (or Welsh) be used as a reliable proxy for literacy? This article imagines the outcomes for learners, schools and employment if the power of the notion of core subjects were drained from metrics such as Attainment 8/Capped 9 and any best grades were counted instead.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"265-271"},"PeriodicalIF":0.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472838","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}

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