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

Curriculum in alternative provision: Conversations with senior leaders 另类课程：与高层领导对话

IF 1.4

British Journal of Special Education Pub Date : 2025-04-16 DOI: 10.1111/1467-8578.70016

Philip Garner

引用次数: 0

Fostering inclusive teaching competences: Concrete practice-oriented suggestions for teachers to deal with diverse learning groups in inclusive settings 培养全纳教学能力：针对教师在全纳环境中处理不同学习群体的具体实践建议

IF 1.4

British Journal of Special Education Pub Date : 2025-03-27 DOI: 10.1111/1467-8578.70014

Verena Letzel-Alt, Marcela Pozas

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 : 2025-03-22 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":"2025-03-22","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

The problem is that inclusion in England is simply rhetoric with no real substance 问题在于，英国的包容性只是一种修辞，没有实质内容

IF 1.4

British Journal of Special Education Pub Date : 2025-03-21 DOI: 10.1111/1467-8578.70012

Garry Squires

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 : 2025-03-21 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":"2025-03-21","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

How to make schools more inclusive for children and young people with special education needs/disabilities: A deliberative democratic approach 如何让学校对有特殊教育需要/残疾的儿童和青少年更具包容性：协商民主的方法

IF 1.4

British Journal of Special Education Pub Date : 2025-03-20 DOI: 10.1111/1467-8578.70010

Brahm Norwich

{"title":"How to make schools more inclusive for children and young people with special education needs/disabilities: A deliberative democratic approach","authors":"Brahm Norwich","doi":"10.1111/1467-8578.70010","DOIUrl":"10.1111/1467-8578.70010","url":null,"abstract":"This article starts by reviewing the position that inclusion is a contested and difficult term to define and that there have been no attempts to link the policy challenges of inclusive education with the issues of democratic policymaking. The article then summarises contemporary ideas and practices about deliberative approaches to policymaking and politics (deliberative democratic approaches). This provides the context for an overview of a citizens' panel project that aimed to (i) obtain information about modifying a citizens' panel process to enhance the participation of young people with special educational needs and disabilities and (ii) generate more nuanced, grounded and integrated policy ideas about inclusion than can be found in recent English education policy. The organisation of the citizens' panel is then presented. It was planned as a two-stage process comprising a panel of young people with and without special educational needs and disabilities, their parents and education professionals. The panel was evaluated through interviews. The results show the importance of meticulously preparing a differentiated and strengths-based approach to running the panel. Almost all of the ideas about improving school inclusion were general school changes for all pupils, with some aspects pertinent to special educational needs and disabilities. The significance of the project is discussed in terms of preparing all young people for participation in democratic processes as a basic aspect of democratic citizenship.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"234-241"},"PeriodicalIF":1.4,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473101","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

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 : 2025-03-18 DOI: 10.1111/1467-8578.70017

Catherine Reid, Margaret Sutherland, Ines Alves

引用次数: 0

Do you really know me? Providing effective support for young people: The impact of labels, intersectionality and belonging 你真的了解我吗？为年轻人提供有效的支持：标签、交叉性和归属感的影响

IF 1.4

British Journal of Special Education Pub Date : 2025-03-18 DOI: 10.1111/1467-8578.70015

Gill Richards

{"title":"Do you really know me? Providing effective support for young people: The impact of labels, intersectionality and belonging","authors":"Gill Richards","doi":"10.1111/1467-8578.70015","DOIUrl":"10.1111/1467-8578.70015","url":null,"abstract":"Schools work with large numbers of young people, some of whom appear to have more noticeable needs than others. In a busy environment, it can be easy to notice and respond to those needs, while others may be missed or assumed to be less relevant. This can create situations where there are some young people that schools should be very concerned about and are not, or alternatively, schools may not always be concerned about the ‘real issues’ for particular students. It can also lead to excellent initiatives not working for some students, causing them to struggle because these are not matched to their real needs and are compounding feelings of failure. This article explores the importance of understanding students' individual circumstances and what can happen when some young people choose to not disclose very relevant parts of their lives, despite these impacting on their learning and social behaviour in school. Examples of students' situations within schools demonstrate how teacher investigations led to the design of more successful support strategies and increased inclusive practice.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"216-220"},"PeriodicalIF":1.4,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473022","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

‘It feels like we're out of the rat race’: Family reflections on traumatic school experiences leading to home education “感觉我们脱离了激烈的竞争”：家庭反思导致家庭教育的创伤学校经历

IF 1.4

British Journal of Special Education Pub Date : 2025-03-10 DOI: 10.1111/1467-8578.70004

Sarah Gillie

{"title":"‘It feels like we're out of the rat race’: Family reflections on traumatic school experiences leading to home education","authors":"Sarah Gillie","doi":"10.1111/1467-8578.70004","DOIUrl":"10.1111/1467-8578.70004","url":null,"abstract":"The rise in numbers of children experiencing school attendance difficulties in recent years makes this an important focus for UK school inclusion. Simultaneously, increases in school deregistration in favour of home education have caught media as well as regulator attention. These figures disproportionately include children on schools' special educational needs registers. This article presents findings from a doctoral study of families' reflections on their educational transitions leading to school deregistration and undertaking of home education. Through a UK-wide online survey and interviews with seven parents and six children, the research explored the experiences of 99 families. Participants described cumulative traumatic events and liminal experiences as they sought inclusive education, negotiating with under-resourced and/or underprepared professionals in unsupportive or even hostile systems. The study employed reflexive thematic analysis using an original Bronfenbrenner–Turner conceptual framework to understand the data. The framework underpins the research recommendations and has potential for policymakers and as a school inclusion tool to help educators and allied professionals recognise and support—rather than ostracise—vulnerable children and their families.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"298-309"},"PeriodicalIF":1.4,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022288","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

Perceptions of inclusion among parent members of school governing bodies in South Africa 南非学校管理机构中家长成员对包容的看法

IF 1.4

British Journal of Special Education Pub Date : 2025-03-07 DOI: 10.1111/1467-8578.70003

Anwynne Kern

引用次数: 0