British Journal of Special Education最新文献

{"title":"Inclusion bases and the improvement of special educational needs and disability provision in schools: Panacea or policy-patching?","authors":"Christopher Robertson","doi":"10.1111/1467-8578.70122","DOIUrl":"https://doi.org/10.1111/1467-8578.70122","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"425-428"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943678","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}

{"title":"Inclusion perspectives among Arab special education teachers in Israel","authors":"Alaa Wattad-Aziem,&nbsp;Aref Abu-Gweder","doi":"10.1111/1467-8578.70100","DOIUrl":"https://doi.org/10.1111/1467-8578.70100","url":null,"abstract":"<p>This qualitative study explores the lived experiences of Arab special education (SPED) teachers in Israel who support the inclusion of students with learning disabilities in mainstream classrooms. Drawing on in-depth semi-structured interviews with ten SPED teachers, the study examines challenges related to professional preparation, instructional practice and systemic support within culturally and structurally complex educational contexts. The findings indicate a persistent gap between theoretical knowledge acquired in academic training and the practical competencies required in inclusive classrooms. Participants described feelings of professional unpreparedness, limited access to applicable instructional tools and a need for more sustained experiential learning opportunities. In addition, teachers emphasized the importance of structured professional guidance, mentorship and collaboration with general education teachers, school leadership and parents. Participants also reported that limited resources, insufficient support staff and restricted time for individualized planning constrain their ability to implement inclusive practices effectively. Furthermore, the narratives highlight the role of cultural sensitivity within the Arab education system, where social stigma and limited awareness regarding learning disabilities continue to shape teachers' work. Rather than offering causal conclusions, the study provides context-specific insights into how Arab SPED teachers perceive and navigate the demands of inclusive education. The findings suggest that integrated training models, ongoing professional support and collaborative learning environments may contribute to strengthening teachers' sense of self-efficacy and professional confidence in inclusive settings.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 3","pages":"364-373"},"PeriodicalIF":1.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943401","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}

{"title":"Exploring the experiences of parents of children on the autism spectrum in inclusive education in Kosovo","authors":"Ereblir Kadriu,&nbsp;Natyra Agani Destani","doi":"10.1111/1467-8578.70080","DOIUrl":"https://doi.org/10.1111/1467-8578.70080","url":null,"abstract":"<p>This qualitative study explores the experiences of parents of children on the autism spectrum navigating inclusive education in Kosovo. The study involved 10 parents (six mothers and four fathers) of children diagnosed with autism spectrum disorder, all enrolled in mainstream primary schools in Prishtina, Kosovo, providing insight into inclusion within a post-conflict, transitional education system. Despite formal commitments to inclusive education through national legal frameworks, parents reported ongoing challenges in understanding their rights and accessing adequate support services. Semi-structured interviews were conducted with 10 parents, six mothers and four fathers, whose children (grades 2 to 5) were enrolled in mainstream primary schools in Prishtina. Thematic analysis revealed seven key themes: lack of guidance during school entry, procedural and limited parental involvement, reliance on individual staff members (particularly teachers and assistants for students with special educational needs), gaps in institutional services, financial strain, gendered caregiving roles and persistent cultural stigma surrounding the autism spectrum. The findings highlight that inclusive practices remain inconsistent and heavily reliant on informal networks rather than embedded institutional support. The study calls for a coordinated, transparent framework that recognizes parents, especially mothers, as key partners in inclusive education and addresses both structural and socio-cultural barriers to equitable participation.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"161-173"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148268922","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}

{"title":"Experiences of parents of children with special needs: Educational services, challenges and recommendations from parents' perspectives","authors":"Noah Agbo,&nbsp;Sylvia Yeboah Boamah","doi":"10.1111/1467-8578.70086","DOIUrl":"https://doi.org/10.1111/1467-8578.70086","url":null,"abstract":"<p>Parents of children with special needs in Nigeria are faced with several challenges. In most cases, decisions are taken without their active involvement, despite them being the primary carers for their children with special needs. This research utilised a qualitative research design with fifteen participants to understand parents' perspectives about the educational services provided for their children with special needs. Only parents of children diagnosed with autism, attention deficit hyperactivity disorder, Down syndrome and intellectual disability were involved. An inductive thematic analysis approach was used. The findings revealed five themes that describe the experiences of parents of children with special needs in managing their children's care. Parents stated that their children with special needs still encounter discrimination and segregation despite being in mainstream schools. Parents highlighted several challenges, including inadequately trained professionals, poor public sensitisation, the government's lack of attention/ambition and the unavailability of specific assistive devices. The participants suggested that training and retraining of professionals in special education, mass sensitisation and government funding/scholarship are factors that can mitigate some of these challenges. In conclusion, parents play essential roles in the lives of their children with special needs; if help must be provided, parents should be rightly considered.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"200-213"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148268931","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}

{"title":"An integrative review (IR) of (intersectional) inclusive pedagogies for students with special educational needs and/or disabilities (SEND)","authors":"Anastasia Liasidou,&nbsp;Katerina Mavrou,&nbsp;Maria Mouka","doi":"10.1111/1467-8578.70095","DOIUrl":"https://doi.org/10.1111/1467-8578.70095","url":null,"abstract":"<p>The article conducts an integrative review of articles published from 2013 to 2023 that discuss theoretical, empirical and intersectional dimensions of inclusive pedagogies for students with special educational needs and/or disabilities (SEND). The aim was to develop an understanding of definitions and applications of SEND-related inclusive pedagogies to create an integrated mapping of their disparate understandings and applications for this group of students. The following questions guide the analysis: (1) What are the different understandings and enactments of inclusive pedagogies for students designated as having SEND? (2) What is ‘special’ about inclusive pedagogies? (3) In what ways are these pedagogies informed by and address the intersectional needs of students with SEND? The necessity of this analysis lies in the fact that inclusive education reforms necessitate a clear articulation of the meaning and application of inclusive pedagogies in creating effective and non-discriminatory learning environments for students with SEND who might be located at the intersections of more than one minoritised status. Such an approach is a sine qua non in fulfilling the aims of a rights-based, equitable and effective education reform agenda towards inclusive education. Findings indicate that inclusive pedagogies captured through anti-ableist discourses and framed against teachers' role as agents of positive interactions and meaningful learning processes, combined with Universal Design and differentiation, including technology use, are signifiers of current perspectives on inclusive pedagogy. Findings also indicate the critical role of professional expertise and specialist/specialised knowledge for SEND and highlight the imperative of addressing the lack of attention to the intersectional dimensions of inclusive pedagogies.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"291-300"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269172","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}

{"title":"Enhancing learning outcomes for special education: Insights into classroom practices","authors":"Choo Ying Lau,&nbsp;Marguerite Hoerger","doi":"10.1111/1467-8578.70087","DOIUrl":"https://doi.org/10.1111/1467-8578.70087","url":null,"abstract":"<p>Positive learning environments are essential for improving learning outcomes for learners with special educational needs (SEN). This study explored educators' perspectives on learner needs and classroom practices in a North Wales special school, with a focus on Positive Behaviour Support (PBS) as a guiding framework for fostering functional skills and supportive environments. Through semi-structured interviews with 39 educators, we explored their views on essential skills for learners with SEN and effective classroom practices. Thematic Content Analysis revealed an emphasis on teaching functional skills, organising classrooms to support individual needs and fostering positive teacher-learner relationships. These elements, rooted in PBS strategies, were viewed as central to creating safe and inclusive learning environments. The findings contribute to a deeper understanding of teaching values in special education, offering valuable guidance for educators, policymakers and stakeholders striving to enhance inclusive practices.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"214-223"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148268941","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}

{"title":"Conceptualising and effectuating self-regulation, self-regulated learning and executive function in education contexts for children and adolescents: A scoping review","authors":"Kelsey Philpott-Robinson,&nbsp;Carl Leonard,&nbsp;Anne Southall,&nbsp;Alison Lane,&nbsp;Kylie Wales,&nbsp;Casey Regan","doi":"10.1111/1467-8578.70085","DOIUrl":"https://doi.org/10.1111/1467-8578.70085","url":null,"abstract":"<p>Self-regulation is a prominent area of concern in education, with many children and adolescents experiencing challenges engaging in learning tasks. Educators report difficulty measuring and documenting self-regulation challenges in school-aged children for the purpose of planning and implementation support and/or intervention. We sought to understand the self-regulation discourse in education literature. To investigate how self-regulation, self-regulated learning and executive function are described, defined and measured in education literature. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Review (PRISMA-ScR) and the Joanna Briggs Institute methodology guided the review. MEDLINE, Embase, CINAHL, PsychInfo and ERIC databases were searched with studies from 2000 to June 2, 2023. Data were extracted with results presented in figurative, tabular and narrative synthesis. A preliminary search was conducted to test the search strategy and refinements were made as required. Inclusion criteria were as follows: (1) English full-text, (2) children aged 0–17 years and 11 months, (3) peer-reviewed publications (4) studies published in education journals or a lead author holding an education qualification. Content analysis of construct descriptions within included studies was conducted. A total of 4159 articles were screened for eligibility, and 178 were reviewed at full text. One-hundred and twenty-one studies were included in this review. Descriptions and definitions of self-regulation and related constructs (executive function, self-regulated learning) were examined by content analysis using a priori codebook. Self-regulation, self-regulated learning and executive function were analysed via content analysis. Constructs were defined in several studies; however, there remained definitional ambiguity between the terms. Measures were used inconsistently across the constructs, which we hypothesise may be driven by challenges with the theoretical underpinnings of the constructs.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"234-247"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269205","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}

{"title":"The line it is drawn; the curse it is cast: A Bourdieusian exploration of inclusion","authors":"Sophie Potter,&nbsp;Gerry Bailey","doi":"10.1111/1467-8578.70090","DOIUrl":"https://doi.org/10.1111/1467-8578.70090","url":null,"abstract":"<p>The inclusion of children with special educational needs and disabilities (SEND) in mainstream schools requires leaders to manage external and internal pedagogical priorities. This paper uses Bourdieu's theoretical toolkit to explore the ways in which inclusion is considered and enacted in UK schools. We look at how school leaders must balance their inclusive priorities with legitimate external pressures of the standards agenda and curriculum learning. We also look at the ways in which a young person may feel unable to meet typical learning and behavioural expectations due to a mismatch in their disposition (habitus) and the success criteria of an educational setting. We suggest that these students may feel pressure to alter their dispositions to better meet the capital requirements of the field, leaving them experiencing hysteresis or feelings of discomfort and a lack of belonging in schools. Instead of focusing on how students need to adapt to meet typical academic and social behaviours, we suggest that school leaders and teachers should embrace individual habitus and put the onus on changing the types of capital we value to be more responsive to the individual needs of young people.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"271-280"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269198","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}

{"title":"Improving the quality of mainstream education: The promise of additional support raises more questions than answers for SENCos","authors":"Christopher Robertson","doi":"10.1111/1467-8578.70107","DOIUrl":"https://doi.org/10.1111/1467-8578.70107","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"301-304"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269224","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}

{"title":"The impact of Synaesthesia on inclusive teaching and learning: A systematic literature review","authors":"Alexandra Sewell,&nbsp;Alison Kington,&nbsp;Samantha Davies","doi":"10.1111/1467-8578.70083","DOIUrl":"https://doi.org/10.1111/1467-8578.70083","url":null,"abstract":"<p>Synaesthesia is a neurodevelopmental phenomenon involving consistent, involuntary cross-modal sensory experiences. Though well-documented in cognitive neuroscience, its implications for educational practice remain underexplored. This systematic narrative literature review investigates how synaesthesia may impact children's learning and inform inclusive classroom pedagogy. Using Xiao and Watson's (2019) review typology and the PRISMA framework for study selection, 23 studies were synthesised across four key themes: (1) cognitive and perceptual advantages, (2) educational impacts and learning strategies, (3) developmental trajectory and (4) broader cognitive and personality profiles. Findings indicate that synaesthetes often display enhanced memory, associative learning and creativity, traits that could be leveraged in classroom contexts. However, challenges arise when educational materials conflict with individual perceptual mappings. Despite these findings, current pedagogical guidance and intervention strategies for synaesthetic learners are scarce. The review underscores a need for greater professional awareness and tailored educational approaches aligned with the neurodiversity framework. It concludes that synaesthesia, while often overlooked, holds significant potential for informing strength-based and inclusive education.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 2","pages":"189-199"},"PeriodicalIF":1.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148268798","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}