British Journal of Special Education最新文献

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"1-2"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148074072","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":"Local area strategic leadership to support and enhance the role of SENCos","authors":"Christopher Robertson","doi":"10.1111/1467-8578.70094","DOIUrl":"10.1111/1467-8578.70094","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"151-153"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567965","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":"Thriving experiences of special education teachers in the Philippines: From the perspective of those committed to stay","authors":"Reynold P. Varela","doi":"10.1111/1467-8578.70076","DOIUrl":"10.1111/1467-8578.70076","url":null,"abstract":"<p>This study used descriptive phenomenology to describe the lived experiences of teachers managing children with special needs. It engaged the participation of nine special education teachers (SETs) from a public special education school in Manila, Philippines, Eight themes emerged from the narratives: (1) Challenging/frustrating experiences of the SET, (2) Thriving under the most challenging conditions in SPED teaching, (3) Reflective and adaptive teaching practices that foster thriving, (4) Empowering students as a source of teacher self-efficacy and thriving, (5) Peer and administrative support that fosters thriving, (6) Thriving becomes a pathway to fulfilment, (7) Enacting a sense of mission and calling, and (8) Expressed needs for continuous thriving. The themes reflect the process of healthy adaptation to challenging conditions, growth, fulfilment, and sense of calling. Thriving experiences are a blend of vitality (affective) and learning (cognitive) from both positive and negative experiences. Thriving consists of positive outcomes resulting from work activities, as well as the reinterpretation of negative experiences as transformative and meaningful enabling them to commit to staying as special education teachers.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"101-117"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568000","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":"Navigating dilemmas in inclusive education: An autoethnographic journey of a teacher in Australia","authors":"Tom Porta","doi":"10.1111/1467-8578.70081","DOIUrl":"10.1111/1467-8578.70081","url":null,"abstract":"<p>This critical autoethnography, situated in the Australian educational context, examines the challenges and systemic resistance encountered in fostering inclusive education within Australian schools, reflecting on three pivotal experiences from a decade-long teaching career. Using Windschitl's constructivist dilemmas framework, the narratives explore conceptual, pedagogical, cultural and political challenges, highlighting tensions between personal values and institutional practices. These dilemmas expose the entrenched barriers to implementing inclusive education, including ableist attitudes, exclusionary policies and pressures to prioritise institutional reputation over equity. Through evocative personal narratives, this study illuminates the lived realities of advocating for inclusivity amidst systemic constraints, offering insights into how schools and educators might address such challenges. This work contributes to the discourse on inclusive education by showcasing the potential of critical autoethnography to highlight and challenge broader systemic issues in inclusive education.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"84-95"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565913","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":"Examining barriers in education for students with dyslexia and their caregivers through Indian life writings","authors":"Vinaya Maria Francis,&nbsp;K. Rajaraman","doi":"10.1111/1467-8578.70073","DOIUrl":"10.1111/1467-8578.70073","url":null,"abstract":"<p>This article examines the systemic and attitudinal barriers faced by students with dyslexia and their caregivers in the formal Indian education system through a textual analysis of two disability life writings: <i>Homeless: Growing Up Lesbian and Dyslexic in India</i> by K. Vaishali and <i>This Kind of Child: The ‘Disability’ Story</i> by K. Srilata. The Indian education system is primarily designed for a homogeneous group of students, often excluding those with specific learning disabilities (SLD) like dyslexia. Both curriculum and assessment practices frequently lack inclusivity, failing to accommodate the diverse cognitive abilities of different students. As a result, students with disabilities often struggle to meet standard performance expectations, which can significantly affect their well-being. This struggle extends to their caregivers, who navigate these challenges alongside them. Using a thematic approach, the study explores key issues, such as societal attitudes, systemic exclusionary practices, testing and assessment issues, and students' and caregivers' emotional and functional resilience. The article identifies structural and attitudinal barriers encountered by students and their caregivers and discusses the actionable recommendations for inclusivity proposed in the texts. This article offers insight into the effect of educational discrimination on students and caregivers and evaluates students' learning experiences in different settings. Ultimately, this analysis contributes to the existing discourse on disability and education by emphasising the role of personal narratives in shaping more humanised and equitable policy discussions.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"140-150"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568526","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":"Development and psychometric evaluation of the psychosocial scale for hearing-impaired school children","authors":"Qurat Ul-Ain,&nbsp;Mehwish Jabeen,&nbsp;Shahid Rafiq,&nbsp;Ayesha Afzal","doi":"10.1111/1467-8578.70077","DOIUrl":"10.1111/1467-8578.70077","url":null,"abstract":"<p>This study aimed to develop and psychometrically evaluate the Psychosocial Scale for Hearing-Impaired School Children (PPSHISC), a culturally adapted instrument designed to assess psychosocial difficulties among children with severe hearing loss using sign language in Pakistan. The study employed a mixed-methods design. In the initial qualitative phase, individual interviews with 30 hearing-impaired students (aged 19–24, enrolled in secondary-level special education) were conducted to generate items. This was followed by expert validation, translation into sign language and a pilot test. The quantitative phase involved a larger sample (<i>N</i> = 230) and included psychometric evaluation through face validity, exploratory factor analysis (EFA) for construct validity, divergent validity testing via correlation with the Multidimensional Scale of Perceived Social Support (MSPSS) and assessment of internal consistency and test–retest reliability. Participants in the quantitative phase were divided into two subgroups: Group A (<i>n</i> = 115), consisting of students using hearing aids, and Group B (<i>n</i> = 115), comprising students using cochlear implants. EFA revealed a three-factor structure: depressive affect, social isolation and feeling of anger. The scale demonstrated satisfactory internal consistency (Cronbach's alpha = 0.85) and strong test–retest reliability (<i>r</i> = 0.87). Divergent validity was supported by a negative correlation with MSPSS (<i>r</i> = −0.16, <i>p</i> &gt; 0.05). Face validity was confirmed through expert review. Findings suggest that PPSHISC possesses adequate psychometric properties for assessing psychosocial difficulties in hearing-impaired students who use sign language. The scale can support early identification and educational or clinical intervention planning for this underserved population. This tool offers educators and clinicians a culturally and linguistically appropriate measure to assess and address the psychosocial well-being of hearing-impaired students in Pakistan.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"118-131"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567903","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":"Are the increasing number of children and young people with an education, health and care plan (EHCP) because of the plan’s perceived symbolic capital? A Bourdieusian perspective","authors":"Blanche Gibson","doi":"10.1111/1467-8578.70070","DOIUrl":"10.1111/1467-8578.70070","url":null,"abstract":"<p>In 2023 Marsh predicted that within 20 years, 10% of children and young people in England (0–19) will have an education, health and care plan (EHCP). This article is intended to contribute to the academic discussion regarding the increasing number of children and young people with an EHCP. It is based upon doctoral research using Bourdieu's thinking tools of habitus, capital and field to consider the symbolic capital of EHCPs. It is suggested that the perceived symbolic capital of an EHCP perpetuates an escalation in the number of children and young people with plans because of SEND policy which identifies EHCPs as the answer to a sociological problem. A Bourdieusian analysis is used to examine habitus and dispositions in the field of SEND the language surrounding EHCPs and their cross-field effects to demonstrate how they can act as a form of currency in both traditional and non-traditional ways. Language about EHCPs often describes them as a definitive object that can elicit change. It is suggested here that when considering the plan's perceived symbolic capital, it is unsurprising that the number of children and young people with an EHCP continues to rise.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"72-83"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565914","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":"Simulative and dissimulative masking: Resolving how educational practice that protects neurodivergent people from harm can suppress learning","authors":"Sam Grant,&nbsp;Ken Fero,&nbsp;Annelise Grant","doi":"10.1111/1467-8578.70066","DOIUrl":"10.1111/1467-8578.70066","url":null,"abstract":"<p>The issue of how best to support neurodivergent learners with high need in educational settings has received much attention, with many questioning how an individual can be safeguarded while maintaining their autonomy. Using Participatory Action Research (PAR), the authors draw on the experiences of neurodivergent learners, and their families, to examine the phenomena of restrictive practices and masking. This approach has been influenced by the lead author's own autism diagnosis, and how this impacted their educational experience. Two aspects of masking are presented: dissimulative (suppression of neurodivergent behaviours) and simulative (performance of accepted behaviours). The article describes a process where neurodivergent learners in a hostile environment learn to regulate and restrict their own behaviours, often without the provision noticing their distress and continuing to deliver inappropriate support, while misattributing blame to parents. This self-imposed mode of restraint is termed ‘internalised restraint’. Through understanding the nuances in neurodivergent behaviours of distress, educators can create a learning environment better suited to all.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"5-17"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566698","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":"Decolonizing barriers for inclusive education of learners with visual impairments in rural mainstream schools","authors":"Mamochana Anacletta Ramatea","doi":"10.1111/1467-8578.70064","DOIUrl":"10.1111/1467-8578.70064","url":null,"abstract":"<p>Inclusive education for Learners with Visual Impairments (LVIs) in rural schools is a significant concern in Global South countries. This concern is compounded by the colonial legacies that have contributed to exclusionary educational practices, creating barriers that hinder full learning participation and accessibility for these learners. This paper explores the decolonization of barriers to enhance inclusive education of Learners with Visual Impairments (LVIs) in Lesotho rural schools. African Communalism theory was adopted for decolonizing barriers and exploring culturally responsive and inclusive strategies that foster rural community participation. A single case study research design was used and the study involved focus group discussions with two groups of six purposively expert sampling of learners with and without visual impairment, totalling 12 from two rural mainstream primary schools. Thematic data analysis was used to identify key themes and research findings. The findings indicated that rural schools face unique challenges for effective inclusive learning of LVIs due to isolation, infrastructural limitations and teachers' resistance underpinned by negative attitudes towards impairments. These findings highlight the need to shift from colonial exclusive practices to highly localized communities, emphasizing the importance of cultural sensitivity, community empowerment and engagement in enhancing inclusive learning. The study offers practical recommendations for decolonizing rural school barriers through locally tailored strategies, underscoring the significance of community-driven approaches to disability awareness and inclusion. It advocates for a holistic, decolonial approach to transforming educational practices for quality education provision to LVIs in rural Lesotho schools.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"18-28"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568424","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":"Disruptive behaviour in the classroom: Why some children misbehave","authors":"David Brook","doi":"10.1111/1467-8578.70072","DOIUrl":"10.1111/1467-8578.70072","url":null,"abstract":"<p>Disruptive behaviour in the classroom (DB) is arguably the single most important factor preventing higher levels of attainment in schools. This paper synthesises from existing research a new account of its origins. Genetic, psychological, cultural and social factors make some children predisposed to DB before they begin school. But most DB is learned in the classroom. Teachers set tasks which require pupils to draw upon their cognitive and emotional resources. Pupils do so because they understand they will receive benefits in return: they invest. Teachers assess their work and provide feedback, essential to their pupils' learning and their own teaching. Some pupils receive mostly good news, most receive a mixture, a few disappointing news. Successful pupils experience relatively straightforward school careers. Less successful pupils' careers are less predictable and characterised by a series of dissonant self-perceptions: their existential need to see themselves as competent conflicts with the discovery at school they are not. Yet they continue to attend and invest personal resources in teacher-set tasks. Chronically unsuccessful pupils exhaust their personal resources. To resolve the dissonant self-perceptions, they attempt increasingly dysfunctional strategies resulting in withdrawn, impulsive-foolish and disruptive behaviours. Ego-depleted, they show uninhibited and careless behaviours. These prevent their own learning, disrupt that of their peers and stress their teachers. To reduce DB, reduce pupil error rates, especially those of chronically failing pupils. Governments have mostly used whole-school strategies to raise attainment levels, but these were not designed to reduce DB and had limited success.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"96-100"},"PeriodicalIF":1.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567999","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}