British Journal of Special Education最新文献_第10页

Virtual reality as a tool for supporting dyslexic students: Insights from a systematic literature review 虚拟现实作为支持阅读困难学生的工具：来自系统文献综述的见解

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-06-13 DOI: 10.1111/1467-8578.70038

Shaorong Ji, Nur Azlina Mohamed Mokmin, Jiawei Wang

{"title":"Virtual reality as a tool for supporting dyslexic students: Insights from a systematic literature review","authors":"Shaorong Ji, Nur Azlina Mohamed Mokmin, Jiawei Wang","doi":"10.1111/1467-8578.70038","DOIUrl":"10.1111/1467-8578.70038","url":null,"abstract":"Over the past few decades, virtual reality (VR) has attracted significant academic interest due to its potential to transform traditional educational experiences into highly engaging and interactive environments. VR technology, with its immersive learning capabilities, has been rigorously tested and developed in STEM education and other disciplines, showing promising results. Students with dyslexia, who often struggle with accurate or fluent word recognition and spelling skills, face challenges that traditional learning materials do not effectively address. This study focuses on students with dyslexia, exploring the current state of VR-based learning materials in primary and secondary education. It presents a systematic literature review of articles published between 2018 and 2023 to analyse the development of this field over the past five years, the types of VR technology used, and the benefits for dyslexic students at different educational stages. The results reveal that the use of VR for developing learning materials for students with dyslexia is still in its early stages and relatively limited. These findings may guide teachers and curriculum designers in leveraging VR to better support students with dyslexia, and they highlight the need for further empirical research in this area.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"426-439"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022111","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

Understanding challenges among young Malaysian parents of children with autism spectrum condition: A thematic analysis of in-depth interviews 了解马来西亚自闭症谱系儿童的年轻父母面临的挑战：深度访谈的专题分析

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-03-22 DOI: 10.1111/1467-8578.70008

Nurul Khairani Ismail, Hasrul Hosshan, Nurbieta Abdul Aziz, Abdul Halim Masnan, Mohd Muslim Md Zali, Norsayyidatina Che Rozubi, Cathy Little

{"title":"Understanding challenges among young Malaysian parents of children with autism spectrum condition: A thematic analysis of in-depth interviews","authors":"Nurul Khairani Ismail, Hasrul Hosshan, Nurbieta Abdul Aziz, Abdul Halim Masnan, Mohd Muslim Md Zali, Norsayyidatina Che Rozubi, Cathy Little","doi":"10.1111/1467-8578.70008","DOIUrl":"10.1111/1467-8578.70008","url":null,"abstract":"Young parents of children with autism spectrum condition (ASC) can find the task of parenting challenging, due to the frequently idiosyncratic behaviours of their children. Thus, improved awareness of these challenges is essential for young parents in order to bring about positive outcomes. This study conducted in-depth interviews with four parents of children diagnosed with ASC, comprising three mothers and one father aged 29 to 35 years old, to discover the challenges they faced when parenting their children. Inadequate knowledge among parents, psychological stress, lack of support, and anxiety and worries about their child's future were significant issues reported by the parents. The present study explores how having an awareness of such issues enables parents to take the necessary steps to respond to their personal needs and reduce their stress. To address these concerns, all stakeholders and agencies must collaborate in order to strengthen parental resilience.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"322-330"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022313","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 critical commentary on the categorisation of students with diagnoses in Greek special schools 对希腊特殊学校学生诊断分类的批评评论

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-07-14 DOI: 10.1111/1467-8578.70040

Vassilios Papadimitriou

{"title":"A critical commentary on the categorisation of students with diagnoses in Greek special schools","authors":"Vassilios Papadimitriou","doi":"10.1111/1467-8578.70040","DOIUrl":"10.1111/1467-8578.70040","url":null,"abstract":"In accordance with Greek law, students with special educational needs and/or disabilities attend mainstream schools, unless an Interdisciplinary Assessment, Counselling and Support Centre recommends otherwise based on the type or severity of the disability. This paper presents quantitative data from the Greek Statistical Authority regarding the number of students per category of special educational needs and disabilities enrolled in special schools between 2017 and 2023. The findings reveal that the most common categorisations were intellectual disability, autism and multiple disabilities. Furthermore, within this six-year period, the number of students with learning disabilities, autism spectrum disorders, multiple disabilities and visual impairments enrolled in special schools notably increased, while the number of students with intellectual disabilities barely increased. The number of enrolments of students in the rest of the categories decreased. This study is pertinent because it provides information about the role of categorisation in the exclusion of a significant number of students with diagnosed special educational needs and disabilities from mainstream schools in Greece. Despite disjointed statutes addressing inclusion, the Greek education system essentially categorises students with special educational needs and disabilities according to the individual medical model of disability and educates them based on their diagnoses rather than their individual needs and interests.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"463-473"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022046","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

Understanding how secondary school students with dyslexia navigate their experiences and shape their identities 了解有阅读障碍的中学生如何驾驭他们的经历并塑造他们的身份

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-05-28 DOI: 10.1111/1467-8578.70033

Kerissa Nelson

{"title":"Understanding how secondary school students with dyslexia navigate their experiences and shape their identities","authors":"Kerissa Nelson","doi":"10.1111/1467-8578.70033","DOIUrl":"10.1111/1467-8578.70033","url":null,"abstract":"The experiences of dyslexic students within inclusive education have not yet been thoroughly investigated by research. This article explores identity formation and the experiences of students with dyslexia, by considering different views. It focuses on how these experiences both shape and are shaped by students' own perspectives and those of others in their environment. A qualitative, multi-temporal case study design was utilised, with data generated through semi-structured interviews and focus group discussions. The study sample included two participant groups: secondary students (Case 1) and university students (Case 2). Five dyslexic students from a mainstream secondary school participated in interviews, sharing their current experiences with dyslexia. Additionally, eight university students reflected on their past experiences of being dyslexic in mainstream secondary school through focus groups. The data were analysed using an adapted thematic analysis, along with concepts drawn from cultural-historical activity theory. The findings suggest that dyslexic students' understanding of their learning differences can shape how they perceive themselves. The insights in this article are valuable for dyslexic students, and for teachers and educational support providers, helping to strengthen their understanding and improve support strategies for students with dyslexia.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"407-415"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022401","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

University students with specific learning disabilities: Insights from instrumental, neuro-psychological and study-related profiles 有特殊学习障碍的大学生：来自仪器、神经心理学和学习相关概况的见解

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-03-21 DOI: 10.1111/1467-8578.70009

Giorgia Morosini, Alessandro Cuder, Elena Bortolotti, Valentina Bologna, Isabella Lonciari, Maria Chiara Passolunghi, Raffaela Brumat, Cristina Iannice, Milena Košak Babuder, Sandra Pellizzoni

{"title":"University students with specific learning disabilities: Insights from instrumental, neuro-psychological and study-related profiles","authors":"Giorgia Morosini, Alessandro Cuder, Elena Bortolotti, Valentina Bologna, Isabella Lonciari, Maria Chiara Passolunghi, Raffaela Brumat, Cristina Iannice, Milena Košak Babuder, Sandra Pellizzoni","doi":"10.1111/1467-8578.70009","DOIUrl":"10.1111/1467-8578.70009","url":null,"abstract":"In recent years, there has been a growing enrolment of students with specific learning disabilities (SLDs) in Italian higher-education programmes, underscoring the need for universities to support these students by identifying their strengths and weaknesses and developing targeted interventions. However, literature focusing on university students with SLDs remains limited. This study aims to describe the profiles of a sample of first-year Italian university students with SLDs, examining aspects such as instrumental skills, neuropsychological profiles and study-related abilities. Our results confirm that instrumental skills in students with SLDs are statistically lower than the normative average, indicating that difficulties in reading and arithmetic seem to persist into adulthood in students with SLDs. Additionally, a detailed neuropsychological assessment reveals significantly lower verbal working memory among students with SLDs, but statistically significant higher scores in visuospatial abilities. Furthermore, the results show that students with SLDs rate lower on learning approach scales; however, no differences were found in study strategies and learning goals. These findings highlight a unique profile among the university students with SLDs and underscore the need for tailored intervention programmes and support services to increase awareness and foster academic success among these students.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"310-321"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022377","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

Scoping review: Using virtual or augmented reality to teach children on the autism spectrum with intellectual disabilities 范围审查：使用虚拟或增强现实来教育患有智力残疾的自闭症儿童

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-05-27 DOI: 10.1111/1467-8578.70036

Emily M. Erb, Gabrielle T. Lee

引用次数: 0

Proactive teacher agency, participation of students with disabilities and progressing inclusive teacher identity in mainstream schools of Nepal 尼泊尔主流学校积极主动的教师代理、残疾学生的参与和包容性教师身份的进步

IF 1.4

British Journal of Special Education Pub Date : 2025-09-10 Epub Date: 2025-05-27 DOI: 10.1111/1467-8578.70032

Ram Chandra Giri

{"title":"Proactive teacher agency, participation of students with disabilities and progressing inclusive teacher identity in mainstream schools of Nepal","authors":"Ram Chandra Giri","doi":"10.1111/1467-8578.70032","DOIUrl":"10.1111/1467-8578.70032","url":null,"abstract":"Inclusive education is a priority in policy and programmes in most countries, irrespective of the numerous challenges in its implementation. This article aims to explore how teacher agency functions to implement inclusive education in mainstream schools in Nepal so that it provides a positive participatory experience for students with disabilities. It examines how teacher agency, the perceived identity of students with disabilities and their positive participatory experiences shape teacher identity. Eight teachers from three schools, two urban and one rural, were selected purposively as research participants for interviews. Reflexive thematic analysis was carried out to build a case study on inclusive education in Nepal. The findings suggest proactive teacher agency strives for more positive participatory experiences for students with disabilities. This requires a shift from traditional teacher identity towards a more inclusive teacher identity, while still functioning within the traditional curricular and pedagogical framework and operating in an environment that lacks resources. Teachers' personal factors mediated by the immediate school environment and the broader socio-cultural and political environment are noted as causal factors that shape teacher agency. This study shows how teacher agency, student participation and teacher identity constitute a mutually dependent system that generates momentum towards inclusive education in a resource-poor environment. It concludes that policymakers and school leaders should seek to develop this proactive teacher agency to enhance inclusive practice.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"379-389"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022329","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

SENCo leadership: Implementing whole-school practice By Gill Richards and Jane Starbuck (Eds). Abingdon: Routledge. 2024. 148 pp. £18.99 (pbk). 9781032738901 SENCo领导：实施全校实践吉尔·理查兹和简·斯达巴克（主编）。劳特利奇出版社，2024。148页，18.99英镑（每磅）。9781032738901

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British Journal of Special Education Pub Date : 2025-07-28 DOI: 10.1111/1467-8578.70048

Jo Turrell

引用次数: 0

‘I prefer to be alone than to be among them’: In-school experiences of learners with disabilities and their caregivers in inclusive schools in Ghana “我更喜欢独处，而不是和他们在一起”：加纳全纳学校残疾学习者及其照顾者的校内经历

IF 1.4

British Journal of Special Education Pub Date : 2025-06-25 Epub Date: 2025-02-11 DOI: 10.1111/1467-8578.12572

Ebenezer Mensah Gyimah, Ebenezer Dassah, Maxwell Peprah Opoku, William Nketsia, Philip Atta Mensah

{"title":"‘I prefer to be alone than to be among them’: In-school experiences of learners with disabilities and their caregivers in inclusive schools in Ghana","authors":"Ebenezer Mensah Gyimah, Ebenezer Dassah, Maxwell Peprah Opoku, William Nketsia, Philip Atta Mensah","doi":"10.1111/1467-8578.12572","DOIUrl":"10.1111/1467-8578.12572","url":null,"abstract":"Inclusive education affords all learners, particularly learners with disabilities, access to equitable educational services. Despite the widespread recognition and extensive scholarly attention of the 2015 Inclusive Education Policy, learners with disabilities in Ghana continue to struggle to fully participate in inclusive schools. Guided by provisions in the Disability Act of Ghana, Act 715 of 2006—a key legal framework protecting the rights of people with disabilities—this study seeks to evaluate the experiences of learners with disabilities and their families in navigating and accessing inclusive education. Employing the critical disability theory lens, the study adopted a qualitative descriptive design and purposively recruited learners with physical disabilities and visual impairments (n = 25) and their families (n = 20). Content analysis was subsequently applied to the data. Despite legal provisions for inclusive education, participants experienced financial barriers, inadequate inclusive education resources, difficulties with the built environment and labelling. This study calls for a multisectoral approach, including policy reforms, improved resource allocation, infrastructural investments and expedited public education, aimed towards promoting access to inclusive education for learners with disabilities.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"126-136"},"PeriodicalIF":1.4,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473134","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

Additional support for learning in Scotland: Rhetoric and reality 在苏格兰学习的额外支持：修辞和现实

IF 1.4

British Journal of Special Education Pub Date : 2025-06-25 Epub Date: 2025-03-18 DOI: 10.1111/1467-8578.70017

Catherine Reid, Margaret Sutherland, Ines Alves

引用次数: 0