British Journal of Special Education最新文献_第5页

Examining the impact of drama-based sessions on the social emotional well-being of Autistic pupils in a special school: A multi-informant qualitative study 以戏剧为基础的课程对特殊学校自闭症学生社会情绪健康的影响：一项多信息来源的定性研究

IF 1.4

British Journal of Special Education Pub Date : 2025-03-06 DOI: 10.1111/1467-8578.70000

Elise Robinson, Laura Crane

{"title":"Examining the impact of drama-based sessions on the social emotional well-being of Autistic pupils in a special school: A multi-informant qualitative study","authors":"Elise Robinson, Laura Crane","doi":"10.1111/1467-8578.70000","DOIUrl":"10.1111/1467-8578.70000","url":null,"abstract":"Drama is a subject through which pupils can explore and develop their social learning. Previous research into drama-based pedagogy has predominantly centred on outcomes that benchmark Autistic socialising against non-Autistic standards. This corrective ideology has been critiqued in the light of emerging research into the damaging impact of masking on Autistic psychological health, the increased recognition of diversity within social intelligence, and in view of Autistic people's lived experiences of approaches that promote a normative agenda. In response, we examined the potential of a drama programme – Northern Line Laughs (NLL) – that replaces corrective social skill outcomes with a more affirmative approach centred on nurturing social emotional well-being. A multi-informant qualitative study was used to examine the potential utility of NLL in supporting the social emotional well-being of four Autistic pupils educated at an autism-specific special school in London, England. Interview data from the four pupils and five of their staff members were triangulated with observational data on the pupils and analysed using reflexive thematic analysis. Results highlighted how the dramatic principles of play, openness and togetherness could positively contribute to Autistic pupils' experiences of social emotional well-being. Results resonate with both previous research in this area and broader neurodiversity-affirming literature. The project's inclusion of Autistic pupils with complex learning, sensory and regulatory support needs, including those who are non-speaking, also challenges theoretical assumptions that drama-based programmes are not suitable for this population.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"157-170"},"PeriodicalIF":1.4,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473031","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

Augmented reality's potential for addressing writing challenges in students with learning disabilities 增强现实在解决学习障碍学生写作挑战方面的潜力

IF 1.4

British Journal of Special Education Pub Date : 2025-03-06 DOI: 10.1111/1467-8578.70005

Barathan Selvam, Grace Annammal Gnana Piragasam

{"title":"Augmented reality's potential for addressing writing challenges in students with learning disabilities","authors":"Barathan Selvam, Grace Annammal Gnana Piragasam","doi":"10.1111/1467-8578.70005","DOIUrl":"10.1111/1467-8578.70005","url":null,"abstract":"The increasing use of mobile devices in educational settings is mainly attributable to the significant contributions made by technological advancements. These devices now make it possible to incorporate mobile applications, such as augmented reality (AR), in order to provide students with learning disabilities with assistance in improving their writing skills. A qualitative semi-structured interview was conducted with 12 expert special education teachers who specialised in learning disabilities to identify the challenges faced by students with learning disabilities in improving writing skills and the prospects of using AR to improve writing skills among these students. This study examines the specific challenges faced by students with learning disabilities in improving writing skills and explores the potential of AR to enhance their learning experiences. The research seeks to establish a foundation for designing and developing AR writing interventions designed to meet the distinct requirements of students with learning disabilities, based on analysis of the feedback and observations provided by special education teachers. The results emphasise the importance of incorporating cutting-edge educational technology, such as AR, to facilitate learning in special education settings. Interviews with special education teachers revealed themes related to students' challenges in improving their writing skills. Simultaneously, the study explores the potential of AR in delivering targeted interventions that actively involve students and enhance educational achievements. The findings of this research improve our understanding of how to effectively incorporate AR tools into special education settings to promote the development of students' writing skills.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"147-156"},"PeriodicalIF":1.4,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472803","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

Trauma-informed education for pupils with adverse childhood experiences and social, emotional and mental health needs: Special school headteachers' lessons learned from the coronavirus pandemic 为有不良童年经历和社会、情感和心理健康需求的学生提供创伤教育：特殊学校校长从冠状病毒大流行中吸取的教训

IF 1.4

British Journal of Special Education Pub Date : 2025-03-01 DOI: 10.1111/1467-8578.70001

James Waite

{"title":"Trauma-informed education for pupils with adverse childhood experiences and social, emotional and mental health needs: Special school headteachers' lessons learned from the coronavirus pandemic","authors":"James Waite","doi":"10.1111/1467-8578.70001","DOIUrl":"10.1111/1467-8578.70001","url":null,"abstract":"This doctoral study explored headteachers' lived experiences of leading trauma-informed education in their special schools for pupils with adverse childhood experiences (ACEs) and social, emotional and mental health (SEMH) needs throughout and since the coronavirus (Covid-19) pandemic. Five headteachers of SEMH special day schools in England participated in semi-structured interviews in late 2023. Transcripts were examined using interpretative phenomenological analysis. The interviews focused on participants' perspectives on their leadership during and since the pandemic, including in light of Government policy and guidance, and their perceived impacts on their schools, pupils and themselves. Key lessons include recommending that policymakers seek to understand the sector better by consulting those with lived experience of leading, working at, and attending SEMH special schools. In doing so, this understanding should inform smarter policy that better supports pupils with ACEs and SEMH needs in future emergencies. The research also identifies the need to provide more effective support to headteachers during times of crisis.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"137-146"},"PeriodicalIF":1.4,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144472833","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

Strengthening the relationship between the special educational needs and disabilities governor and the school SENCo 加强特殊教育需要和残疾总监与学校senko之间的关系

IF 1.4

British Journal of Special Education Pub Date : 2025-02-27 DOI: 10.1111/1467-8578.70002

Christopher Robertson

引用次数: 0

Making the spoons last longer: Parents' views on flexischooling with their child with special educational needs 让勺子用得更久：家长对有特殊教育需求的孩子实行弹性教育的看法

IF 1.4

British Journal of Special Education Pub Date : 2025-02-13 DOI: 10.1111/1467-8578.12577

Clare Lawrence

引用次数: 0

Teaching argumentative text comprehension to secondary students with specific reading disability or low reading achievement 对特殊阅读障碍或阅读成绩低的中学生进行议论文理解教学

IF 1.4

British Journal of Special Education Pub Date : 2025-02-13 DOI: 10.1111/1467-8578.12575

Anatoli Kirpouiki, Ioannis Agaliotis

{"title":"Teaching argumentative text comprehension to secondary students with specific reading disability or low reading achievement","authors":"Anatoli Kirpouiki, Ioannis Agaliotis","doi":"10.1111/1467-8578.12575","DOIUrl":"10.1111/1467-8578.12575","url":null,"abstract":"We examined the efficacy of two interventions aiming to strengthen argumentative text comprehension in Greek secondary students with specific reading disability or low reading achievement of unspecified cause. The first intervention (control group, n = 29) was based on principles of systematic explicit instruction, whereas in the second one (experimental group, n = 30) the repeated reading strategy (RRS) was added. Both the control and the experimental groups included students with specific reading disability or low reading achievement. The control group received 24 lessons of 60 min each, whereas the experimental group received one extra lesson to ensure participants' familiarisation with the use of RRS. Both groups presented significantly higher achievement at post-test than at pre-test, as shown by measurements for which a standardised and a researcher-made reading comprehension tool were used. The effect size of both interventions was high (control group: 0.85, experimental group: 0.81). Results are discussed in terms of the effectiveness of systematic explicit instruction in teaching argumentative text comprehension to secondary struggling readers.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"81-90"},"PeriodicalIF":1.4,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581545","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

The effectiveness of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of autistic children in Turkey 以听觉整合为基础的发展支持计划对土耳其自闭症儿童感官发展和自我调节技能的有效性

IF 1.4

British Journal of Special Education Pub Date : 2025-02-13 DOI: 10.1111/1467-8578.12576

Saliha Cetin-Sultanoglu, Neriman Aral

{"title":"The effectiveness of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of autistic children in Turkey","authors":"Saliha Cetin-Sultanoglu, Neriman Aral","doi":"10.1111/1467-8578.12576","DOIUrl":"10.1111/1467-8578.12576","url":null,"abstract":"This study examines the impact of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of children with autism aged three to five years in Turkey. This mixed-methodology research combined quantitative and qualitative methods, and data were collected using a general information form, the individual needs determination form, the adapted autism behaviour checklist (ABC), the Gilliam autism rating scale-2-Turkish version (GARS-2-T), the sense and self-regulation checklist (SSC) and semi-structured interviews. An AB model was used to determine the effectiveness of the auditory integration programme in supporting the sensory and self-regulation skills of children with autism. The quantitative data were graphically analysed, while the qualitative data underwent content analysis. The findings establish that the children's final evaluation results were lower than their initial assessments, signifying that the intervention had a positive impact. The qualitative data obtained from interviews with the participating children's mothers concurred with the quantitative results, and the mothers expressed favourable views regarding the programme.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"100-110"},"PeriodicalIF":1.4,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581460","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

‘I prefer to be alone than to be among them’: In-school experiences of learners with disabilities and their caregivers in inclusive schools in Ghana “我更喜欢独处，而不是和他们在一起”：加纳全纳学校残疾学习者及其照顾者的校内经历

IF 1.4

British Journal of Special Education Pub Date : 2025-02-11 DOI: 10.1111/1467-8578.12572

Ebenezer Mensah Gyimah, Ebenezer Dassah, Maxwell Peprah Opoku, William Nketsia, Philip Atta Mensah

{"title":"‘I prefer to be alone than to be among them’: In-school experiences of learners with disabilities and their caregivers in inclusive schools in Ghana","authors":"Ebenezer Mensah Gyimah, Ebenezer Dassah, Maxwell Peprah Opoku, William Nketsia, Philip Atta Mensah","doi":"10.1111/1467-8578.12572","DOIUrl":"10.1111/1467-8578.12572","url":null,"abstract":"Inclusive education affords all learners, particularly learners with disabilities, access to equitable educational services. Despite the widespread recognition and extensive scholarly attention of the 2015 Inclusive Education Policy, learners with disabilities in Ghana continue to struggle to fully participate in inclusive schools. Guided by provisions in the Disability Act of Ghana, Act 715 of 2006—a key legal framework protecting the rights of people with disabilities—this study seeks to evaluate the experiences of learners with disabilities and their families in navigating and accessing inclusive education. Employing the critical disability theory lens, the study adopted a qualitative descriptive design and purposively recruited learners with physical disabilities and visual impairments (n = 25) and their families (n = 20). Content analysis was subsequently applied to the data. Despite legal provisions for inclusive education, participants experienced financial barriers, inadequate inclusive education resources, difficulties with the built environment and labelling. This study calls for a multisectoral approach, including policy reforms, improved resource allocation, infrastructural investments and expedited public education, aimed towards promoting access to inclusive education for learners with disabilities.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 2","pages":"126-136"},"PeriodicalIF":1.4,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144473134","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

Equitable education: What everyone working in education should know about closing the attainment gap for all pupils By S. Choudry, St Albans: Critical Publishing. 2021. 248 pp. £24.99. ISBN: 9781913453978 《公平教育：每个从事教育工作的人都应该知道的关于缩小所有学生的成就差距》S.乔德里，圣奥尔本斯：关键出版社，2021。248页，24.99英镑。ISBN: 9781913453978

IF 1.4

British Journal of Special Education Pub Date : 2025-02-10 DOI: 10.1111/1467-8578.12579

Ania Atkinson

引用次数: 0

Equitable education: What everyone working in education should know about closing the attainment gap for all pupils By S. Choudry, St Albans: Critical Publishing. 2021. 248 pp. £24.99. ISBN: 9781913453978 《公平教育：每个从事教育工作的人都应该知道的关于缩小所有学生的成就差距》S.乔德里，圣奥尔本斯：关键出版社，2021。248页，24.99英镑。ISBN: 9781913453978

IF 1.4

British Journal of Special Education Pub Date : 2025-02-07 DOI: 10.1111/1467-8578.12578

Francis Ebling

引用次数: 0