British Journal of Special Education最新文献

Social barriers faced by students with sensory impairment in higher education in Tanzania 坦桑尼亚高等教育中感官障碍学生面临的社会障碍

IF 1.3

British Journal of Special Education Pub Date : 2024-09-09 DOI: 10.1111/1467-8578.12549

Sarah Ezekiel Kisanga

引用次数: 0

Translational science in the science of reading: A case study 阅读科学中的转化科学：案例研究

IF 1.3

British Journal of Special Education Pub Date : 2024-08-29 DOI: 10.1111/1467-8578.12548

Johny Daniel, Lauryn Clucas, Chen Wenqing, Katherine Collier, Jennifer Moss

{"title":"Translational science in the science of reading: A case study","authors":"Johny Daniel, Lauryn Clucas, Chen Wenqing, Katherine Collier, Jennifer Moss","doi":"10.1111/1467-8578.12548","DOIUrl":"https://doi.org/10.1111/1467-8578.12548","url":null,"abstract":"This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency, vocabulary development and comprehension strategies, addressing the diverse needs of students with SpLD. Past observational studies have shown a disconnect between recommended reading practices and actual teaching approaches, often leading to a neglect of crucial skills like vocabulary, reading fluency and reading comprehension instruction for this student population. The current study aimed to bridge this research‐to‐practice gap, involving educators in programme development to ensure its effectiveness and practicality. Findings from interviews with five TAs indicate a strong need for comprehensive programmes that integrate various reading skills. The open educational reading programme received positive feedback from TAs, highlighting its role in engaging students and supporting active participation. This research underscores the significance of translating scientific insights into practical, transformative educational resources, emphasising the critical role of public engagement in advancing reading education. Additionally, this study emphasises the imperative of developing educator‐oriented programmes that are research‐based and easily accessible, thereby enhancing the practical application of scientific knowledge.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213529","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

Education policy development in England: Effective ‘mainstreaming’ of SEND provision 英格兰的教育政策发展：有效 "主流化 "特殊教育需求的提供

IF 0.9

British Journal of Special Education Pub Date : 2024-08-26 DOI: 10.1111/1467-8578.12547

Christopher Robertson

引用次数: 0

The Portuguese version of the societal attitudes towards autism (SATA) scale: Psychometric properties, confirmatory factor analysis and reliability 葡萄牙语版自闭症社会态度量表（SATA）：心理特性、确认性因素分析和可靠性

IF 0.9

British Journal of Special Education Pub Date : 2024-08-18 DOI: 10.1111/1467-8578.12544

Hugo Fonseca, Andreia A. Manão, Laura Lemos, Marina Cunha, Diogo Carreiras

{"title":"The Portuguese version of the societal attitudes towards autism (SATA) scale: Psychometric properties, confirmatory factor analysis and reliability","authors":"Hugo Fonseca, Andreia A. Manão, Laura Lemos, Marina Cunha, Diogo Carreiras","doi":"10.1111/1467-8578.12544","DOIUrl":"https://doi.org/10.1111/1467-8578.12544","url":null,"abstract":"People with autism spectrum disorders (ASD) face discriminatory behaviours based on their condition, a consequence of prevailing negative attitudes in society. The main goal of this study was to adapt and validate the Societal Attitudes Towards Autism scale (SATA) for the Portuguese population. Additionally, we intended to examine possible factors that may influence current attitudes towards ASD. Participants were 377 adults from the general Portuguese population, with an average age of 38.55 years. The sample was collected online using self-reported questionnaires. Starting from the original factorial structure, four SATA models were tested. The final model showed adequate fit. This unifactorial model comprised 12 items, with two correlated error pairs. The internal consistency of the total scale was acceptable (α = 0.79), and the convergent validity was confirmed by significant correlations between the SATA and compassion, and empathy. Findings suggested temporal stability was adequate. Women aged 31 to 45 years, with more knowledge of and contact with ASD, and with an autistic family member, showed more positive attitudes towards ASD. The SATA seems to be a valid and reliable scale to measure the attitudes of the Portuguese population towards ASD.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158651","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

A comparison of psychosomatic symptoms and coping strategies of 14- to 19-year-old Czech students with and without specific learning disabilities in stressful circumstances 有和没有特殊学习障碍的 14 至 19 岁捷克学生在压力环境下的心身症状和应对策略比较

IF 0.9

British Journal of Special Education Pub Date : 2024-08-16 DOI: 10.1111/1467-8578.12545

Ivana Jůzová, Helena Vaďurová, Nikol Vicherková

{"title":"A comparison of psychosomatic symptoms and coping strategies of 14- to 19-year-old Czech students with and without specific learning disabilities in stressful circumstances","authors":"Ivana Jůzová, Helena Vaďurová, Nikol Vicherková","doi":"10.1111/1467-8578.12545","DOIUrl":"https://doi.org/10.1111/1467-8578.12545","url":null,"abstract":"The study focused on comparing the prevalence and type of psychosomatic symptoms in Czech students aged 14 to 19 years (N = 459) without and with specific learning disabilities (SpLDs), as well as their tendencies towards selected coping strategies. No statistically significant differences were found in the prevalence and type of psychosomatic symptoms between students without SpLDs (n = 366) and those with SpLDs (N = 93). The most common psychosomatic symptoms reported by both groups under stress were abdominal pain (61%; N = 459), extreme fatigue (60%; N = 459), tremor (56%; N = 459) and headache (53%; N = 459), with the frequency of occurrence ranging from sometimes to very often. There were no differences observed in the use of negative and positive coping strategies during stressful situations, except for alcohol use, which was more prevalent among students without SpLDs (p = 0.024). Correlations were found between anxiety, withdrawal and crying, and the six most frequent psychosomatic symptoms. Furthermore, students with SpLDs more frequently reported attempting to eliminate the cause of the problem (80%; N = 93) and searching for different solutions (80%; N = 93). Therefore, the study's findings suggest that SpLDs do not present a higher risk for increased psychosomatic symptoms or a preference for negative coping strategies.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12545","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158607","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

Meaningful gazes: Conditioned reinforcement for following gaze as a prerequisite for joint attention 有意义的凝视作为共同注意的先决条件，跟随凝视的条件强化

IF 0.9

British Journal of Special Education Pub Date : 2024-08-13 DOI: 10.1111/1467-8578.12543

Nicole Luke, Cherisse Chin, Hanan Kulmiye, Avery Keith

引用次数: 0

Politics page 政治页面

IF 0.9

British Journal of Special Education Pub Date : 2024-08-11 DOI: 10.1111/1467-8578.12542

John Perry

引用次数: 0

Factors in successful programme completion for postsecondary students with disabilities: A systematic review of the literature 中学后残疾学生成功完成课程的因素：文献系统回顾

IF 0.9

British Journal of Special Education Pub Date : 2024-08-02 DOI: 10.1111/1467-8578.12539

Erika Nail

{"title":"Factors in successful programme completion for postsecondary students with disabilities: A systematic review of the literature","authors":"Erika Nail","doi":"10.1111/1467-8578.12539","DOIUrl":"10.1111/1467-8578.12539","url":null,"abstract":"Enrolment of postsecondary students with disabilities continues to increase, yet completion rates of postsecondary students with disabilities are much lower than those of their non-disabled peers. The purpose of this systematic review is to examine the perceptions of postsecondary students with disabilities, solely within the USA, regarding factors they believe are influential in completing their postsecondary programme. Specifically, the study will focus on student-related factors as identified within the literature. A total of 19 studies were identified after meeting the inclusionary criteria for review. The results of the review identified the student's kindergarten (K) to grade 12 (K-12) transition services, the student's knowledge of their disability and related postsecondary disability services, the student's ability to self-advocate, the student's self-determination and the student's support system as student-related factors that influence their ability to successfully complete a postsecondary programme. According to the literature, these student-related factors are heavily impacted by the social interactions of their past and present instructors, peers, support systems, legislators and chosen postsecondary institution. Therefore, Critical Disability Theory was chosen as the lens for analysis to examine how students with disabilities, a marginalised group, continue to face obstacles within postsecondary environments. Postsecondary students with disabilities are more apt to be successful in completing their programme if the identified student factors are present. It is important for K-12 support systems, family support systems and postsecondary institution support systems to recognise that the identified factors are important for successful programme completion by students with disabilities. Implications for future research, policy and practice are discussed.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881288","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

Developing your expertise as a SENCo: Leading inclusive practice By H. Knowler, H. Richards, S. Brewster (Eds.), St Albans: Critical Publishing. 2023. pp. 196. £19.99 (pbk). ISBN: 9781915080868 发展你作为特殊教育需要教师的专业知识：H.Knowler, H.Richards, S.Brewster (Eds.), St Albans：Critical Publishing.pp.19.99 英镑（平装本）。ISBN: 9781915080868

IF 0.9

British Journal of Special Education Pub Date : 2024-07-25 DOI: 10.1111/1467-8578.12541

Louise Evans

引用次数: 0

Developing your expertise as a SENCo: leading inclusive practice By H. Knowler, H. Richards, S. Brewster (Eds.), St Albans: Critical Publishing. 2023. pp. 196. £19.99 (pbk). ISBN: 9781915080868 H.Knowler, H.Richards, S.Brewster (Eds.), St Albans：Critical Publishing.pp.19.99 英镑（平装本）。ISBN: 9781915080868

IF 0.9

British Journal of Special Education Pub Date : 2024-07-19 DOI: 10.1111/1467-8578.12540

Steve McNichol

引用次数: 0