British Journal of Special Education最新文献_第4页

Politics page 政治页面

IF 1.3

British Journal of Special Education Pub Date : 2024-02-09 DOI: 10.1111/1467-8578.12508

John Perry

引用次数: 0

Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study 通过多元文学教学法打造包容性的第二语言写作课堂：双人民族志研究

IF 1.3

British Journal of Special Education Pub Date : 2024-02-06 DOI: 10.1111/1467-8578.12504

Mellisa Chin, Jia Rong Yap

{"title":"Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study","authors":"Mellisa Chin, Jia Rong Yap","doi":"10.1111/1467-8578.12504","DOIUrl":"10.1111/1467-8578.12504","url":null,"abstract":"Students with special educational needs face challenges in developing second language writing skills. These students lack specialised instruction and support, especially in mainstream classrooms, due to a lack of expertise and understanding of inclusive education. This article explores two teachers' conceptualisations of inclusive education and special educational needs, as well as investigating the application of a multiliteracies pedagogy in the context of fostering inclusivity within a second language writing classroom. Through duoethnography, the teachers share their experiences of tailoring lessons for students with special educational needs. The study highlights the complexities of inclusivity in second language writing classrooms with multiliteracies pedagogy and promotes professional learning through duoethnography. The analysis illustrates the challenges and opportunities for teachers catering to students with special educational needs. The article discusses whether using multiliteracies pedagogy for inclusive classrooms is a possible reality or an ideological pipedream.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763974","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

‘Sea-glass survivors’: Autistic testimonies about education experiences 海玻璃幸存者自闭症患者的教育经历见证

IF 1.3

British Journal of Special Education Pub Date : 2024-02-05 DOI: 10.1111/1467-8578.12506

Jacqui Shepherd, Beth Sutton, Simon Smith, Marysia Szlenkier

{"title":"‘Sea-glass survivors’: Autistic testimonies about education experiences","authors":"Jacqui Shepherd, Beth Sutton, Simon Smith, Marysia Szlenkier","doi":"10.1111/1467-8578.12506","DOIUrl":"10.1111/1467-8578.12506","url":null,"abstract":"This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic ‘voice’ through research presentations and lived experiences, and this co-authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted and analysed through the lens of the social model of disability exposing the ableist systems in which these adults had to operate. All share the challenge of trying to fit in to a socially, neuronormatively constructed education system, experiencing marginalisation, lack of understanding and lack of appropriate support. However, all three writers emerge as more than ‘sea-glass survivors’, weathered and worn, having developed survival strategies, but demonstrate their determination to improve lives for those who follow in their wake. This article draws attention to the need to listen to autistic people more frequently, but more importantly to involve them as architects of change for the future. The article was co-created by three autistic people, who identify as neurodivergent, in discussion and collaboration with the lead author who is an autism ally, autism and education researcher, and parent to an autistic son.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139763963","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

Continuing professional development for special educational needs and disabilities within the school workforce: The results of a national survey in England 学校工作人员队伍中特殊教育需求和残疾方面的持续专业发展：英格兰全国调查的结果

IF 1.3

British Journal of Special Education Pub Date : 2024-01-06 DOI: 10.1111/1467-8578.12505

Graeme Dobson, Helen Curran, Prithvi Perepa

引用次数: 0

Evaluating the effectiveness of key components of Zones of Regulation™ curriculum training on teachers' self-efficacy at managing self-regulation needs in autistic pupils 评估 "调节区™"课程培训的主要内容对教师管理自闭症学生自我调节需求的自我效能的影响

IF 1.3

British Journal of Special Education Pub Date : 2023-12-19 DOI: 10.1111/1467-8578.12501

Elisabeth Öhlböck, May Stinson, Katrina McClintock, Beverley Turtle

{"title":"Evaluating the effectiveness of key components of Zones of Regulation™ curriculum training on teachers' self-efficacy at managing self-regulation needs in autistic pupils","authors":"Elisabeth Öhlböck, May Stinson, Katrina McClintock, Beverley Turtle","doi":"10.1111/1467-8578.12501","DOIUrl":"10.1111/1467-8578.12501","url":null,"abstract":"There has been a rise in autistic pupils in the mainstream classroom. Teachers have often reported frustration caused by a lack of training on managing autistic pupils' presentations. The aim of this study was to investigate the effect of an online training programme comprising the main paradigms and resources of the Zones of Regulation™ curriculum on teachers' sense of self-efficacy when managing autistic pupils' self-regulation needs in the mainstream primary school classroom. Purposive sampling was used to identify primary 5, 6 and 7 teachers with at least one autistic pupil with self-regulation needs in their current class. An occupational therapist with post-graduate qualifications in autism and sensory processing provided a 2.5-hour online training session on the Zones of Regulation™ curriculum for participants. The Teachers' Sense of Efficacy Scale (TSES) was completed pre- and post-training and at two-month follow-up. The Usage Rating Profile-Intervention Revised was completed post-training and a survey exploring participants' experience of implementing the Zones of Regulation™ curriculum with their autistic pupils was completed at two-month follow-up. Findings showed that online training in the use of the Zones of Regulation™ curriculum significantly improved TSES scores for teachers (p < 0.001). The curriculum was also shown to be an acceptable, understandable and feasible intervention for primary school teachers in the mainstream classroom. This study suggests that education authorities should consider providing training opportunities on the Zones of Regulation™ curriculum to support teachers in the mainstream classroom. It also demonstrates the important role occupational therapists, with post-graduate qualifications in autism and sensory processing, have in capacity building within education.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962661","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

A new National Professional Qualification (NPQ) for SENCos in England 英格兰特殊教育需要教师的新国家专业资格 (NPQ)

IF 1.3

British Journal of Special Education Pub Date : 2023-12-14 DOI: 10.1111/1467-8578.12499

Christopher Robertson

引用次数: 0

Emotionally based school non-attendance: Development of a local authority, multi-agency approach to supporting regular attendance 基于情绪的旷课：制定支持正常出勤的地方当局多机构方法

IF 1.3

British Journal of Special Education Pub Date : 2023-12-10 DOI: 10.1111/1467-8578.12497

Shannon Corcoran, Catherine Kelly, Caroline Bond, Louise Knox

{"title":"Emotionally based school non-attendance: Development of a local authority, multi-agency approach to supporting regular attendance","authors":"Shannon Corcoran, Catherine Kelly, Caroline Bond, Louise Knox","doi":"10.1111/1467-8578.12497","DOIUrl":"10.1111/1467-8578.12497","url":null,"abstract":"According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi-agency approach to reduce rates of emotionally based school non-attendance. The Research and Development in Organisations model provided a structure for the action research process, which consisted of cycles of action and reflection, including awareness raising, reflections on current practice, and the integration of stakeholder views, resulting in an organisational culture shift and the production of professional guidance materials. Content analysis suggests that the development of a localised approach required time, with multi-agency collaboration to promote shared ownership of the products and processes across all stakeholders and to enhance uptake of positive changes to practice. Factors that facilitated the process included response to local need, multi-agency collaboration and positive feedback, while diminished capacity and misconceptions about roles and responsibilities in monitoring and improving attendance were barriers to change. The findings provide further evidence for the role of multi-agency working in the development of strategic support for school attendance difficulties to promote organisational change. Future research should evaluate the effectiveness of these approaches to better inform future support at an organisational level.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138580360","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

Researching special and inclusive educationBy K. Vincent and H. Benstead. London: Sage. 2022. pp. 208. £24.99 (pbk). ISBN: 9781529709070 K. Vincent 和 H. Benstead 著。London: Sage. 2022. pp.£24.99 (pbk).ISBN: 9781529709070

IF 1.3

British Journal of Special Education Pub Date : 2023-11-27 DOI: 10.1111/1467-8578.12492

Gaye Tyler-Merrick

引用次数: 0

Scotland: Children's rights legislation revisited 苏格兰：重新审视儿童权利立法

IF 1.3

British Journal of Special Education Pub Date : 2023-11-27 DOI: 10.1111/1467-8578.12495

John Perry

引用次数: 0

Researching special and inclusive educationBy K. Vincent and H. Benstead, London: Sage. 2022. pp. 208. £24.99 (pbk). ISBN: 9781529709070 研究特殊教育和全纳教育》，K. Vincent 和 H. Benstead 著，伦敦：Sage. 2022. pp.£24.99 (pbk).ISBN: 9781529709070

IF 1.3

British Journal of Special Education Pub Date : 2023-11-27 DOI: 10.1111/1467-8578.12493

James Hardy

引用次数: 0