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British Journal of Special Education最新文献

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The barriers to and facilitators of academic and social success for deafblind children and young people: A scoping review 视听障碍儿童和青少年在学业和社交方面取得成功的障碍和促进因素：范围审查
IF 0.9
British Journal of Special Education Pub Date : 2024-07-10 DOI: 10.1111/1467-8578.12537
Claire Manford, Saima Rajasingam, Peter M. Allen, Eldre Beukes
{"title":"The barriers to and facilitators of academic and social success for deafblind children and young people: A scoping review","authors":"Claire Manford,&nbsp;Saima Rajasingam,&nbsp;Peter M. Allen,&nbsp;Eldre Beukes","doi":"10.1111/1467-8578.12537","DOIUrl":"10.1111/1467-8578.12537","url":null,"abstract":"<p>Deafblind children and young people often perform poorly in education and social settings. The extent of this attainment gap is unknown. Following the Joanna Briggs protocol, a scoping review was conducted with the aim of establishing the barriers to and facilitators of academic and social success for this cohort. A database search was conducted seeking peer-reviewed studies relating to deafblind children and young people, in academic and social settings, from any country, published in English, between 1989 and 2022. The review included 38 articles with a range of methodological approaches. The main barriers to success were limited opportunities and options to communicate, a lack of awareness of deafblindness within schools and the wider community, and limited opportunities and adaptations to the curriculum, resources and the environment. The facilitators included improving access to communication and resources, increased awareness, and collaboration between families and professionals. Additional research is needed in this field, particularly to investigate the impact of modern technology to aid access and communication for deafblind children and young people.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 3","pages":"332-346"},"PeriodicalIF":0.9,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12537","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587787","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
Social language development and vocabulary characteristics of three- to six-year-old children with autism spectrum disorder 三至六岁自闭症谱系障碍儿童的社交语言发展和词汇特点
IF 0.9
British Journal of Special Education Pub Date : 2024-07-04 DOI: 10.1111/1467-8578.12536
Thanh Tran Thi Minh, Hien Thi Thu Nguyen, Quang Nhat Nguyen, Thuy Do Thi
{"title":"Social language development and vocabulary characteristics of three- to six-year-old children with autism spectrum disorder","authors":"Thanh Tran Thi Minh,&nbsp;Hien Thi Thu Nguyen,&nbsp;Quang Nhat Nguyen,&nbsp;Thuy Do Thi","doi":"10.1111/1467-8578.12536","DOIUrl":"10.1111/1467-8578.12536","url":null,"abstract":"<p>This study investigates the levels of social language and vocabulary characteristics of three- to six-year-old children with autism in Vietnam. The research is based on analysis of the developmental assessment reports of 151 children with autism, and 42 parents' reports on their children's vocabulary (recorded using the Child Word Inventory form). The findings show that about 85% of participants have a language level that is below average. The rate of accumulation of words and social language by children with autism is slower than that of typically developing children of the same age. It is also found that the participants' number of production words is 2.4 times greater than their number of reception words. Nonetheless, their receptive words have little correlation with their overall development and social language development. This implies that parents and teachers of children with autism should make a point of assisting them in enlarging and comprehending their vocabulary, to enable them to use their language (words) for effective communication.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 3","pages":"317-331"},"PeriodicalIF":0.9,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141575699","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
Equipping educators for learning support: A systematic review 为教育工作者提供学习支持：系统回顾
IF 0.9
British Journal of Special Education Pub Date : 2024-06-28 DOI: 10.1111/1467-8578.12522
Faith Johnson, C. J. Erasmus
{"title":"Equipping educators for learning support: A systematic review","authors":"Faith Johnson,&nbsp;C. J. Erasmus","doi":"10.1111/1467-8578.12522","DOIUrl":"10.1111/1467-8578.12522","url":null,"abstract":"<p>The study conducts a systematic review of relevant literature focusing on equipping educators to provide learning support in education. Electronic databases were searched for articles published from January 2012 to December 2022. This review incorporated nine articles that met the inclusion criteria, which indicates the paucity of international literature on equipping educators through learning support. Four levels of review – namely, identification, screening abstracts, eligibility and inclusion – were employed utilising the extracted findings. Extracted data underwent a descriptive meta-synthesis incorporating qualitative description of the findings extracted from the included articles. A narrative analysis was conducted on the emerging themes derived from the findings of the included articles. The findings showed a variety of challenges faced by educators in providing learning support within the educational field, particularly in terms of resources, professional development and training programmes, collaboration and communication. This review contributes to the existing body of literature through its focus on equipping educators through learning support.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 3","pages":"296-316"},"PeriodicalIF":0.9,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502461","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
Practice-focused reflections on adaptive behaviour assessment in autism specialist education 自闭症专科教育中适应行为评估的实践反思
IF 0.9
British Journal of Special Education Pub Date : 2024-06-12 DOI: 10.1111/1467-8578.12521
Alicia H. Eysenck, Samantha Sewell, SallyAnn Wakeford, Sophie Richards, Joanna Taylor, Rachel L. Moseley
{"title":"Practice-focused reflections on adaptive behaviour assessment in autism specialist education","authors":"Alicia H. Eysenck,&nbsp;Samantha Sewell,&nbsp;SallyAnn Wakeford,&nbsp;Sophie Richards,&nbsp;Joanna Taylor,&nbsp;Rachel L. Moseley","doi":"10.1111/1467-8578.12521","DOIUrl":"10.1111/1467-8578.12521","url":null,"abstract":"<p>Adaptive behaviour is crucial for well-being and independence. The Adaptive Behaviour Assessment System (ABAS-3) is often used to plan individualised support in specialist educational settings, drawing on both teacher and parent informants. In practice, however, little is known about the extent of variation between informants. We examined informant discrepancies in a naturally occurring dataset of 28 ABAS-3 assessments (21 male, seven female), performed by teachers and by parents post-admission at an autism specialist school. We found that in real-life practice, teachers rated the adaptive functioning capabilities of their students significantly more highly than parents across all ABAS-3 domains, a discrepancy significantly greater than validation studies with this instrument, and interestingly, non-uniform across domains. The magnitude of this discrepancy was largest in the Conceptual domain, where differences between informants were greater in older children. The skill area most affected was ‘self-direction’, which includes aspects of executive function. Existing guidance for adaptive functioning assessment in specialist education is extremely limited; while considering potential sources of informant discrepancy, our findings corroborate the need for further guidance on the use and scope of tools like the ABAS-3 in educational settings. While such discrepancies may confound population-level data, individually, these skills may be indicative of greater need to support generalisation across contexts, and may indicate the particular skill areas that are most amenable to intervention.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 3","pages":"284-295"},"PeriodicalIF":0.9,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352810","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
We're all neurodiverse By S. J. Wise, London: Jessica Kingsley. 2024. pp. 224. £12.99 (pbk). ISBN: 9781839975783 我们都是神经多样性 作者：S. J. Wise，伦敦：Jessica Kingsley.2024. pp.12.99英镑（平装本）。ISBN: 9781839975783
IF 1.3
British Journal of Special Education Pub Date : 2024-06-04 DOI: 10.1111/1467-8578.12523
Hannah Roberts
{"title":"We're all neurodiverse By S. J. Wise, London: Jessica Kingsley. 2024. pp. 224. £12.99 (pbk). ISBN: 9781839975783","authors":"Hannah Roberts","doi":"10.1111/1467-8578.12523","DOIUrl":"10.1111/1467-8578.12523","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 2","pages":"254"},"PeriodicalIF":1.3,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387021","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
Perspectives of young people with SEND on a supported internship programme in the UK 英国有特殊教育需要的青少年对辅助实习计划的看法
IF 0.9
British Journal of Special Education Pub Date : 2024-06-03 DOI: 10.1111/1467-8578.12526
Emma Stacey, Jessica Dewey
{"title":"Perspectives of young people with SEND on a supported internship programme in the UK","authors":"Emma Stacey,&nbsp;Jessica Dewey","doi":"10.1111/1467-8578.12526","DOIUrl":"10.1111/1467-8578.12526","url":null,"abstract":"<p>Individuals with special educational needs and disabilities (SEND) are currently underrepresented in employment, and supported internships have been promoted to increase the likelihood of young people with SEND gaining paid employment. The SEND Code of Practice and the Preparing for Adulthood agenda emphasise the need to improve future outcomes for young people with SEND. This study explored young people's views on a supported internship programme and perceived facilitators or barriers to preparing for adulthood. A qualitative approach was adopted, analysing semi-structured interviews with eight young people with SEND on one supported internship programme. The findings indicated that the young people positively evaluated the supported internship, appreciating the availability of opportunities and the support provided while on the programme. Perceived barriers included adults not understanding or meeting their needs, perceptions of still being treated like children and the lack of availability of certain opportunities. Findings are discussed with relevance to existing research, and implications for practice and future research are also outlined.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 3","pages":"274-283"},"PeriodicalIF":0.9,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272650","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
Politics page: June 2024 政治页面：2024 年 6 月
IF 1.3
British Journal of Special Education Pub Date : 2024-05-20 DOI: 10.1111/1467-8578.12520
John Perry
{"title":"Politics page: June 2024","authors":"John Perry","doi":"10.1111/1467-8578.12520","DOIUrl":"10.1111/1467-8578.12520","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 2","pages":"248-253"},"PeriodicalIF":1.3,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121397","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
National Professional Qualification (NPQ) for SENCos in England: Ready for launch, but who is it for? 英格兰特殊教育教师国家专业资格 (NPQ)：准备就绪，但它是为谁准备的？
IF 1.3
British Journal of Special Education Pub Date : 2024-05-20 DOI: 10.1111/1467-8578.12524
Christopher Robertson
{"title":"National Professional Qualification (NPQ) for SENCos in England: Ready for launch, but who is it for?","authors":"Christopher Robertson","doi":"10.1111/1467-8578.12524","DOIUrl":"10.1111/1467-8578.12524","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 2","pages":"246-247"},"PeriodicalIF":1.3,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141123098","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
The impact of using Social Stories with the creative arts for individuals on the autism spectrum: Professionals' perspectives 使用社交故事和创意艺术对自闭症谱系人士的影响：专业人士的观点
IF 0.9
British Journal of Special Education Pub Date : 2024-05-17 DOI: 10.1111/1467-8578.12518
Rasha Bawazir, Phil Jones
{"title":"The impact of using Social Stories with the creative arts for individuals on the autism spectrum: Professionals' perspectives","authors":"Rasha Bawazir,&nbsp;Phil Jones","doi":"10.1111/1467-8578.12518","DOIUrl":"10.1111/1467-8578.12518","url":null,"abstract":"<p>This study examined professionals' perspectives regarding the impact of using Social Stories with the creative arts for individuals on the autism spectrum. These perspectives were investigated using a theoretical framework which integrates Bandura's social learning theory and Gardner's multiple intelligences theory. A mixed-methods sequential design was used, starting with a questionnaire, followed by the use of a series of qualitative methods. The findings revealed that including the creative arts is seen as an active component that supports the use of Social Stories. A variety of views, attitudes and suggestions were expressed, along with some concerns and challenges that were raised in relation to the impact of using Social Stories in conjunction with the creative arts.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 3","pages":"259-273"},"PeriodicalIF":0.9,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962650","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
Reducing SENCo workload: A forgotten task? 减轻特殊教育需要老师的工作量：被遗忘的任务？
IF 1.3
British Journal of Special Education Pub Date : 2024-05-17 DOI: 10.1111/1467-8578.12519
Christopher Robertson
{"title":"Reducing SENCo workload: A forgotten task?","authors":"Christopher Robertson","doi":"10.1111/1467-8578.12519","DOIUrl":"10.1111/1467-8578.12519","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 2","pages":"243-245"},"PeriodicalIF":1.3,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140964525","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
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