British Journal of Special Education最新文献

Strengthening the relationship between the special educational needs and disabilities governor and the school SENCo

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British Journal of Special Education Pub Date : 2025-02-27 DOI: 10.1111/1467-8578.70002

Christopher Robertson

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Making the spoons last longer: Parents' views on flexischooling with their child with special educational needs

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British Journal of Special Education Pub Date : 2025-02-13 DOI: 10.1111/1467-8578.12577

Clare Lawrence

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Teaching argumentative text comprehension to secondary students with specific reading disability or low reading achievement

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British Journal of Special Education Pub Date : 2025-02-13 DOI: 10.1111/1467-8578.12575

Anatoli Kirpouiki, Ioannis Agaliotis

{"title":"Teaching argumentative text comprehension to secondary students with specific reading disability or low reading achievement","authors":"Anatoli Kirpouiki, Ioannis Agaliotis","doi":"10.1111/1467-8578.12575","DOIUrl":"https://doi.org/10.1111/1467-8578.12575","url":null,"abstract":"We examined the efficacy of two interventions aiming to strengthen argumentative text comprehension in Greek secondary students with specific reading disability or low reading achievement of unspecified cause. The first intervention (control group, n = 29) was based on principles of systematic explicit instruction, whereas in the second one (experimental group, n = 30) the repeated reading strategy (RRS) was added. Both the control and the experimental groups included students with specific reading disability or low reading achievement. The control group received 24 lessons of 60 min each, whereas the experimental group received one extra lesson to ensure participants' familiarisation with the use of RRS. Both groups presented significantly higher achievement at post-test than at pre-test, as shown by measurements for which a standardised and a researcher-made reading comprehension tool were used. The effect size of both interventions was high (control group: 0.85, experimental group: 0.81). Results are discussed in terms of the effectiveness of systematic explicit instruction in teaching argumentative text comprehension to secondary struggling readers.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"81-90"},"PeriodicalIF":0.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581545","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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The effectiveness of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of autistic children in Turkey

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British Journal of Special Education Pub Date : 2025-02-13 DOI: 10.1111/1467-8578.12576

Saliha Cetin-Sultanoglu, Neriman Aral

{"title":"The effectiveness of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of autistic children in Turkey","authors":"Saliha Cetin-Sultanoglu, Neriman Aral","doi":"10.1111/1467-8578.12576","DOIUrl":"https://doi.org/10.1111/1467-8578.12576","url":null,"abstract":"This study examines the impact of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of children with autism aged three to five years in Turkey. This mixed-methodology research combined quantitative and qualitative methods, and data were collected using a general information form, the individual needs determination form, the adapted autism behaviour checklist (ABC), the Gilliam autism rating scale-2-Turkish version (GARS-2-T), the sense and self-regulation checklist (SSC) and semi-structured interviews. An AB model was used to determine the effectiveness of the auditory integration programme in supporting the sensory and self-regulation skills of children with autism. The quantitative data were graphically analysed, while the qualitative data underwent content analysis. The findings establish that the children's final evaluation results were lower than their initial assessments, signifying that the intervention had a positive impact. The qualitative data obtained from interviews with the participating children's mothers concurred with the quantitative results, and the mothers expressed favourable views regarding the programme.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"100-110"},"PeriodicalIF":0.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581460","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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Equitable education: What everyone working in education should know about closing the attainment gap for all pupils By S. Choudry, St Albans: Critical Publishing. 2021. 248 pp. £24.99. ISBN: 9781913453978

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British Journal of Special Education Pub Date : 2025-02-10 DOI: 10.1111/1467-8578.12579

Ania Atkinson

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Equitable education: What everyone working in education should know about closing the attainment gap for all pupils By S. Choudry, St Albans: Critical Publishing. 2021. 248 pp. £24.99. ISBN: 9781913453978

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British Journal of Special Education Pub Date : 2025-02-07 DOI: 10.1111/1467-8578.12578

Francis Ebling

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The views and course practices of science teachers on the psychological resilience of students with learning disabilities

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British Journal of Special Education Pub Date : 2025-02-06 DOI: 10.1111/1467-8578.12562

Şenay Özen Altınkaynak, Devrim Erginsoy Osmanoğlu, Tufan Inaltekin, Arzu Kirman Bilgin, Selma Erdağı

{"title":"The views and course practices of science teachers on the psychological resilience of students with learning disabilities","authors":"Şenay Özen Altınkaynak, Devrim Erginsoy Osmanoğlu, Tufan Inaltekin, Arzu Kirman Bilgin, Selma Erdağı","doi":"10.1111/1467-8578.12562","DOIUrl":"https://doi.org/10.1111/1467-8578.12562","url":null,"abstract":"It is crucial for students with learning disabilities (SLDs) to possess psychological resilience in order to pursue their careers as entrepreneurial individuals. One of the areas where entrepreneurship skills are taught in middle school is in science courses. This shows the importance of teaching psychological resilience in science courses. On the basis of this idea, the present study aims to determine the views and suggestions of science teachers on the psychological resilience of SLDs as well as the course processes they carry out in order to foster this trait. Individual and focus group interviews were conducted with 15 science teachers and observations were recorded with two science teachers. Interview and observation forms were developed, taking into account the indicators of the four dimensions of resilience: coping with stress, communication, assertiveness and problem-solving skills. The study revealed that science teachers did not implement teaching processes to develop the psychological resilience of SLDs and that they considered themselves professionally inadequate in this regard. The science teachers suggested that activities based on learning by practice and experience, collaboration with different businesses and project-based teaching could be effective in improving the psychological resilience of SLDs.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"58-69"},"PeriodicalIF":0.9,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581839","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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Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions

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British Journal of Special Education Pub Date : 2025-02-06 DOI: 10.1111/1467-8578.12574

Fiona Smythe

{"title":"Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions","authors":"Fiona Smythe","doi":"10.1111/1467-8578.12574","DOIUrl":"https://doi.org/10.1111/1467-8578.12574","url":null,"abstract":"In England, a vertical equity model of inclusive schooling has been increasingly visible in both educational policy and school practices since the 2019 education reforms. Within this mixed model of provision, alongside and in complementarity to mainstream schooling, alternative provision (AP) and special educational needs and disabilities (SEND) settings offer schooling for disabled or excluded children. Within this national context, teachers across mainstream, AP and SEND schools were interviewed in a 2021-2022 study about their views and experiences of training for inclusive pedagogies. The findings reveal that teachers across the sectors face similar problems, such as a lack of time for further training in inclusive pedagogies and the difficulty of meeting all pupils' needs (both those with and without SEND). Teachers in both mainstream and specialised settings favoured in-house training to promote specific skills, while those working in the AP and SEND sectors also wanted more sharing of best practices through inter-school networks. Both mainstream and specialised settings further identified a place for university-based training in supporting teachers' understanding of diversity and inclusion, in addition to schools-based professional development. Teachers' views suggest that initial teacher training insufficiently prepares teachers for working with diverse pupils, and it is only by real-world practice that effective skills are developed.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"70-80"},"PeriodicalIF":0.9,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581794","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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Why, where and what to study? Exploring the university choices of Italian and Spanish graduates with disabilities

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British Journal of Special Education Pub Date : 2025-01-21 DOI: 10.1111/1467-8578.12573

Gilda Biagiotti, Anabel Moriña

{"title":"Why, where and what to study? Exploring the university choices of Italian and Spanish graduates with disabilities","authors":"Gilda Biagiotti, Anabel Moriña","doi":"10.1111/1467-8578.12573","DOIUrl":"https://doi.org/10.1111/1467-8578.12573","url":null,"abstract":"This article analyses the decisions and motivations that led 30 graduates with disabilities from Italy and Spain to pursue university studies, choose their degrees, and select their universities. Using a phenomenological approach, through semi-structured interviews and inductive data analysis, several reasons for graduates' university access were identified, such as vocation, the search for job opportunities and the desire to pursue an academic education. The results showed that both personal factors (disability or personal interest) and external factors (family, partners, friends and teachers) played a role in their choice of studies. Regarding university selection, participants considered proximity to their homes, the services offered, and the possibility of having an experience outside of their hometown. This article highlights the relevance of previous educational experiences, collaboration between secondary education institutions and universities, and the importance of providing information about the support and services available for students with disabilities during their university careers.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"49-57"},"PeriodicalIF":0.9,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143582097","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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Politics page: March 2025

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British Journal of Special Education Pub Date : 2025-01-08 DOI: 10.1111/1467-8578.12571

John Perry

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