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":"118-131"},"PeriodicalIF":1.4,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148088713","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"53 1","pages":"101-117"},"PeriodicalIF":1.4,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148091275","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":"Liberal perspectives on inclusion: Enlightenment values and debates on equity and democracy in the classroom By J. Mintz, London: Routledge. 2024. 145 pp. £130 (Amazon)/£135 (Routledge) – Both hardbacks. ISBN: 978-1-032-27996-1 (hbk)","authors":"Jolene Carter","doi":"10.1111/1467-8578.70062","DOIUrl":"10.1111/1467-8578.70062","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761190","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":"Scotland: Restraint and seclusion","authors":"John Perry","doi":"10.1111/1467-8578.70068","DOIUrl":"10.1111/1467-8578.70068","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"675-680"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761248","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":"From theory to practice: Exploring Nigerian student teachers' experiences of managing learners with special needs in inclusive classrooms","authors":"Kingsley Chinaza Nwosu,&nbsp;Verena Letzel-Alt,&nbsp;Marcela Pozas","doi":"10.1111/1467-8578.70042","DOIUrl":"10.1111/1467-8578.70042","url":null,"abstract":"<p>Nigeria is committed to implementing inclusive education. Because special schools are few and inadequate, many parents enrol their children with special needs in nearby regular schools. Teachers must therefore be trained to provide learning opportunities for all students, regardless of their individual learning needs. An effective way of training future teachers is to link theory with practical teaching experiences while studying teacher training at university. Consequently, all Nigerian student teachers must complete a 14–16-week teaching placement. During this placement, student teachers encounter inclusive classrooms for the first time, where they must teach learners with and without special needs. Despite the increasing emphasis on inclusive education in Nigeria, there is limited research on how student teachers experience and navigate inclusive classrooms during their teaching placement. To bridge this gap, this study examines the experiences of 20 Nigerian secondary school student teachers during their placement. Structured interviews were conducted and analysed using qualitative content analysis. The results reveal that the main challenge student teachers face in inclusive classrooms is how to address students' challenging behaviour. Notably, many student teachers associate challenging classroom behaviour primarily with learners with special needs, highlighting a need for deeper understanding and training in inclusive teaching strategies. They also clearly stated that they need more competence in managing students with special needs. In this vein, student teachers claimed that there is a need for better teacher trainers as well as more support in schools. The student teachers valued their placements for helping them develop their competencies in managing learners with special needs. The student teachers felt able to ‘accept’ students with special needs and limit their harshness. The study concludes with recommendations for enhancing teacher training courses, particularly in equipping student teachers with practical strategies for managing diverse learning needs in inclusive classrooms.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"511-522"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761288","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":"Global trends in STEM-based special education research: Bibliometric mapping of the literature","authors":"Ahsen Filiz,&nbsp;Cihan Albay","doi":"10.1111/1467-8578.70056","DOIUrl":"10.1111/1467-8578.70056","url":null,"abstract":"<p>This study maps global trends, thematic concentrations and collaboration networks in Science, Technology, Engineering and Mathematics (STEM)-based special education research by examining 458 publications published in the Web of Science database between 2010 and 2025 through bibliometric analysis. The results reveal that STEM education encompasses not only technical knowledge transfer for individuals with special needs, but also dimensions such as inclusion, equity and social justice. Keyword analysis shows that themes such as ‘inclusion’, ‘Universal Design for Learning (UDL)’ and ‘equity’ are central to the literature; however, the limited number of studies on individuals with visual and auditory disabilities indicates that systemic barriers remain. The USA leads in the number of publications, with notable contributions from Turkey, China, Germany and Australia. Collaboration networks emphasise the influence of physics education-focused researchers and journals in the field and highlight the growing importance of interdisciplinary and international collaborations. The discussion highlights the critical role of UDL-based curricula, teacher education and assistive technologies in increasing the accessibility of STEM education within the framework of the social model and inclusive pedagogy. The findings reveal the need to develop inclusive and disability-specific pedagogical strategies in teacher education, curriculum design and policy-making processes, and emphasise the importance of qualitative, long-term and participatory research designs to close the gaps in the field. The results provide an important foundation to guide global education policies to support equal participation of individuals with special needs in STEM fields.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"597-612"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145754528","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":"‘Permission to be different’ – An interpretative phenomenological analysis of mental health in the primary classroom: A practitioner perspective","authors":"Sarah Kellett,&nbsp;Simon Baverstock","doi":"10.1111/1467-8578.70061","DOIUrl":"10.1111/1467-8578.70061","url":null,"abstract":"<p>This qualitative small-scale study aimed to better understand practitioner perspectives and experiences relating to barriers, guidance and support systems associated with children and young people's mental health within the primary classroom. The research aims were explored through three role-defined focus groups: senior leaders, teachers and support staff comprising a total of seven participants with representation from mainstream and specialist primary schools. The resulting transcripts were analysed using interpretative phenomenological analysis. Findings suggest the need for an effective support framework encompassing hierarchical accountability and multifaceted professional support alongside a developmentally adapted extension of the Early Years Foundation Stage curriculum. Fundamentally, the ‘permission to be different’ should be embedded within a school's ethos, practice and guidance, allowing greater autonomy when adapting approaches to meet the needs of children and young people. Understanding how mental health sits within the primary classroom from practitioner perspectives is vital given the direct impact on children and young people's learning, development and relationships, and its potential longevity. Equally, having a range of practitioner perspectives is crucial for effective early identification and the deployment of timely and appropriate support through enabling learning environments where children and young people can thrive both academically and emotionally to holistically achieve their potential.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"633-645"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761370","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":"The realities of inclusive teaching: Insights from seasoned teachers","authors":"Romeo A. Fajardo,&nbsp;Edelberta C. Goce,&nbsp;Rolly R. Balbutin,&nbsp;Ferjilyn L. Matondo,&nbsp;Jessel A. Lozano,&nbsp;Gwyneth Marie M. Sabunod,&nbsp;Athea Faith M. Sarangani,&nbsp;Rezel B. Yamba","doi":"10.1111/1467-8578.70060","DOIUrl":"10.1111/1467-8578.70060","url":null,"abstract":"<p>Existing research on inclusive education often overlooks the role of teaching experience, particularly the perspectives of non-SPED (special education) seasoned teachers. This study addresses that gap by exploring the lived experiences of 20 non-SPED teachers teaching in inclusive classrooms in the Philippines, with over 10 years of experience and recommended by school administrators for their perceived exemplary instructional skills. Using descriptive phenomenology and semi-structured interviews, the study reveals contrasting experiences: while some participants reported frustration due to inadequate training, scarce instructional resources and excessive workload, others found the experience professionally enriching, highlighting gains in empathy, adaptability and personal fulfilment. The findings underscore the importance of training and professional development, as well as strong administrative and stakeholder support, in equipping non-SPED educators to implement inclusive pedagogies.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"646-658"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145754532","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":"Exploring experiences of the English special educational needs system through an online survey of young people, and parents and carers","authors":"Jacob Matthews,&nbsp;Isaac Winterburn,&nbsp;Jennifer Saxton,&nbsp;Nazneen Nazeer,&nbsp;Eleanor Chatburn,&nbsp;Ariadna Albajara Sáenz,&nbsp;Miyuki Komachi,&nbsp;William Farr,&nbsp;Kristine Black-Hawkins,&nbsp;Tamsin Ford,&nbsp;The HOPE Study","doi":"10.1111/1467-8578.70043","DOIUrl":"10.1111/1467-8578.70043","url":null,"abstract":"<p>Special educational needs and disability reforms were introduced in England in 2014 and further policy changes are imminent. Despite growing evidence of discontent with policy implementation, few peer-reviewed surveys have examined the involvement and satisfaction of young people and their parents/carers in special educational needs and disabilities assessment, identification and provision. In co-production with stakeholder groups, we developed an online survey to examine young people's and parents/carers' perceptions and experiences of special educational needs and disabilities identification, assessment and provision. Seventy-seven young people and 770 parents/carers from across all regions of England responded. Parents/carers reported predominantly negative experiences; most disagreed that key providers were supportive of special educational needs and disabilities identification or that the professionals had a good understanding of their children's support needs. The parents/carers' views about the inclusion of children's goals and aspirations in education, health and care plans were slightly more positive, but many disagreed that the listed support matched what their child received. Young people's perspectives were slightly more positive, but only 54% said their support allowed them to access the same classes as their peers, and fewer than half trusted either teachers or health professionals to make the right decisions about their learning support needs. Our findings contribute to the small body of literature about how special educational needs and disabilities processes are experienced, particularly as co-production of survey question anchors our findings in lived experience, the reporting of children and young people's experiences directly and questions addressing all agencies involved in special educational needs. Key providers may benefit from additional special educational needs and disabilities training, and parents/carers would value more support at the identification stage to ensure that young people receive timely and appropriate provision.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"498-510"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145754650","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":"A key role for SENCos in solving the SEND crisis in England","authors":"Christopher Robertson","doi":"10.1111/1467-8578.70063","DOIUrl":"10.1111/1467-8578.70063","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"672-674"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761189","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}