British Journal of Special Education最新文献_第6页

The views and course practices of science teachers on the psychological resilience of students with learning disabilities 科学教师对学习障碍学生心理弹性的看法与课程实践

IF 1.4

British Journal of Special Education Pub Date : 2025-02-06 DOI: 10.1111/1467-8578.12562

Şenay Özen Altınkaynak, Devrim Erginsoy Osmanoğlu, Tufan Inaltekin, Arzu Kirman Bilgin, Selma Erdağı

{"title":"The views and course practices of science teachers on the psychological resilience of students with learning disabilities","authors":"Şenay Özen Altınkaynak, Devrim Erginsoy Osmanoğlu, Tufan Inaltekin, Arzu Kirman Bilgin, Selma Erdağı","doi":"10.1111/1467-8578.12562","DOIUrl":"10.1111/1467-8578.12562","url":null,"abstract":"It is crucial for students with learning disabilities (SLDs) to possess psychological resilience in order to pursue their careers as entrepreneurial individuals. One of the areas where entrepreneurship skills are taught in middle school is in science courses. This shows the importance of teaching psychological resilience in science courses. On the basis of this idea, the present study aims to determine the views and suggestions of science teachers on the psychological resilience of SLDs as well as the course processes they carry out in order to foster this trait. Individual and focus group interviews were conducted with 15 science teachers and observations were recorded with two science teachers. Interview and observation forms were developed, taking into account the indicators of the four dimensions of resilience: coping with stress, communication, assertiveness and problem-solving skills. The study revealed that science teachers did not implement teaching processes to develop the psychological resilience of SLDs and that they considered themselves professionally inadequate in this regard. The science teachers suggested that activities based on learning by practice and experience, collaboration with different businesses and project-based teaching could be effective in improving the psychological resilience of SLDs.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"58-69"},"PeriodicalIF":1.4,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581839","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

Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions 英国全纳教学法的教师和教师培训。主流学校和SEND学校提供自己的解决方案

IF 1.4

British Journal of Special Education Pub Date : 2025-02-06 DOI: 10.1111/1467-8578.12574

Fiona Smythe

{"title":"Teachers and teacher training for inclusive pedagogies in England. Mainstream and SEND schools providing their own solutions","authors":"Fiona Smythe","doi":"10.1111/1467-8578.12574","DOIUrl":"10.1111/1467-8578.12574","url":null,"abstract":"In England, a vertical equity model of inclusive schooling has been increasingly visible in both educational policy and school practices since the 2019 education reforms. Within this mixed model of provision, alongside and in complementarity to mainstream schooling, alternative provision (AP) and special educational needs and disabilities (SEND) settings offer schooling for disabled or excluded children. Within this national context, teachers across mainstream, AP and SEND schools were interviewed in a 2021-2022 study about their views and experiences of training for inclusive pedagogies. The findings reveal that teachers across the sectors face similar problems, such as a lack of time for further training in inclusive pedagogies and the difficulty of meeting all pupils' needs (both those with and without SEND). Teachers in both mainstream and specialised settings favoured in-house training to promote specific skills, while those working in the AP and SEND sectors also wanted more sharing of best practices through inter-school networks. Both mainstream and specialised settings further identified a place for university-based training in supporting teachers' understanding of diversity and inclusion, in addition to schools-based professional development. Teachers' views suggest that initial teacher training insufficiently prepares teachers for working with diverse pupils, and it is only by real-world practice that effective skills are developed.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"70-80"},"PeriodicalIF":1.4,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12574","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581794","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

Why, where and what to study? Exploring the university choices of Italian and Spanish graduates with disabilities 为什么，在哪里，学什么？探讨意大利和西班牙残疾毕业生的大学选择

IF 1.4

British Journal of Special Education Pub Date : 2025-01-21 DOI: 10.1111/1467-8578.12573

Gilda Biagiotti, Anabel Moriña

{"title":"Why, where and what to study? Exploring the university choices of Italian and Spanish graduates with disabilities","authors":"Gilda Biagiotti, Anabel Moriña","doi":"10.1111/1467-8578.12573","DOIUrl":"10.1111/1467-8578.12573","url":null,"abstract":"This article analyses the decisions and motivations that led 30 graduates with disabilities from Italy and Spain to pursue university studies, choose their degrees, and select their universities. Using a phenomenological approach, through semi-structured interviews and inductive data analysis, several reasons for graduates' university access were identified, such as vocation, the search for job opportunities and the desire to pursue an academic education. The results showed that both personal factors (disability or personal interest) and external factors (family, partners, friends and teachers) played a role in their choice of studies. Regarding university selection, participants considered proximity to their homes, the services offered, and the possibility of having an experience outside of their hometown. This article highlights the relevance of previous educational experiences, collaboration between secondary education institutions and universities, and the importance of providing information about the support and services available for students with disabilities during their university careers.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"49-57"},"PeriodicalIF":1.4,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143582097","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

Politics page: March 2025 政治版：2025年3月

IF 1.4

British Journal of Special Education Pub Date : 2025-01-08 DOI: 10.1111/1467-8578.12571

John Perry

引用次数: 0

Teachers' perspectives on including children with disabilities in virtual motor play activities during online learning 教师对在线学习中将残疾儿童纳入虚拟运动游戏活动的看法

IF 1.4

British Journal of Special Education Pub Date : 2024-12-26 DOI: 10.1111/1467-8578.12567

W. Catherine Cheung, Panpan Chen, Michaelene M. Ostrosky

{"title":"Teachers' perspectives on including children with disabilities in virtual motor play activities during online learning","authors":"W. Catherine Cheung, Panpan Chen, Michaelene M. Ostrosky","doi":"10.1111/1467-8578.12567","DOIUrl":"10.1111/1467-8578.12567","url":null,"abstract":"Structured motor play is crucial to the motor and social development of children with disabilities. However, many teachers report that including children with disabilities in motor play is challenging, especially during virtual learning. The purpose of this interview study was to explore 26 preschool teachers' perspectives on engaging children with disabilities in motor play in virtual environments and the strategies they used to involve students. Teachers believed that including children with disabilities in virtual motor play activities is important for their physical development, sense of belonging, and exploration of potential. Teachers also indicated that understanding the motor abilities and interests of children with disabilities and making adaptations to support each child during virtual motor play is important. Additionally, seeing therapists as resources for motor play ideas and sharing resources with parents were strategies suggested by participants to facilitate the engagement of children with disabilities in motor play during virtual learning. Findings suggest that an interdisciplinary approach to teaching motor play is crucial for children with disabilities regardless of the service delivery model.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"27-36"},"PeriodicalIF":1.4,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12567","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143582011","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

Optimising the teaching and learning process for children with special educational needs in an inclusive school: A SOAR analysis in Karachi, Pakistan 在全纳学校为有特殊教育需求的儿童优化教学过程：巴基斯坦卡拉奇的一项SOAR分析

IF 1.4

British Journal of Special Education Pub Date : 2024-12-26 DOI: 10.1111/1467-8578.12569

Mahwish Kamran, Anjum Bano Kazimi, Sohni Siddiqui

{"title":"Optimising the teaching and learning process for children with special educational needs in an inclusive school: A SOAR analysis in Karachi, Pakistan","authors":"Mahwish Kamran, Anjum Bano Kazimi, Sohni Siddiqui","doi":"10.1111/1467-8578.12569","DOIUrl":"10.1111/1467-8578.12569","url":null,"abstract":"Even though inclusive education is one of the significant concerns of a wide-ranging civil rights agenda, many teachers and administrators have serious hesitations about promoting the extensive placement of learners with disabilities or special educational needs in mainstream schools. However, there is widespread rhetorical commitment to inclusion, as several countries, including Pakistan, are signatories to many international documents that demand its implementation. This research study aimed to use a qualitative research method to explore the strengths, opportunities, aspirations and results (SOAR) factors that could optimise the teaching and learning process for children with special educational needs in the context of an inclusive school located in Karachi, Pakistan. Semi-structured interviews were conducted with 16 participants. The interviews were transcribed and analysed using a case study research design. The research reveals that the school prioritises social bonds to create an inclusive environment, fostering acceptance of children with special needs. The integration of daily living activities into an inclusive classroom presents a valuable opportunity for training children with special needs and enhancing their functional abilities. The school serves as a commendable example by not only adopting inclusive pedagogical practices but also cultivating a supportive environment that fosters the acceptance and inclusion of children with special needs. The results suggest that an inclusive school caters to the strengths of children with special educational needs and allows them to sustain themselves in this setting. Moreover, the study also reveals how aspirations toward becoming an inclusive school motivated teachers to adopt pedagogical practices to facilitate teaching and learning for children with special educational needs.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"37-48"},"PeriodicalIF":1.4,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143582012","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

SENCos and the effective use of teaching assistants SENCos和助教的有效使用

IF 1.4

British Journal of Special Education Pub Date : 2024-12-13 DOI: 10.1111/1467-8578.12565

Christopher Robertson

引用次数: 0

Negotiating additional learning needs reform in Wales: The voice of the ALNCo 协商额外的学习需要改革在威尔士：ALNCo的声音

IF 1.4

British Journal of Special Education Pub Date : 2024-12-13 DOI: 10.1111/1467-8578.12568

Alison Murphy, Charlotte Greenway, Carmel Conn

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Exploring the strategic nature of the SENCo's role and the management of education and health care plans since the Covid-19 pandemic 探讨自2019冠状病毒病大流行以来SENCo角色的战略性质以及教育和医疗保健计划的管理

IF 1.4

British Journal of Special Education Pub Date : 2024-11-25 DOI: 10.1111/1467-8578.12556

Debbie Kilbride, Tanya Cotier, Richard Malthouse

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Quantitative methods for enhancing the teaching of manual skills to students with learning difficulties 以定量方法加强对学习困难学生的手工技能教学

IF 1.4

British Journal of Special Education Pub Date : 2024-11-13 DOI: 10.1111/1467-8578.12561

Wang Ziyi, Dong Xinchun, Chen Ye, Wang Zeyu, Marcin Białas

{"title":"Quantitative methods for enhancing the teaching of manual skills to students with learning difficulties","authors":"Wang Ziyi, Dong Xinchun, Chen Ye, Wang Zeyu, Marcin Białas","doi":"10.1111/1467-8578.12561","DOIUrl":"10.1111/1467-8578.12561","url":null,"abstract":"This article investigates whether the use of instruments providing quantifiable force feedback in manual skill learning can assist students with learning difficulties. Under the same theoretical teaching model, one group (intervention group, n = 10) received education with quantitative force feedback for manual skills, while the other group received traditional teaching methods (control group, n = 18). After conducting Levene's test to assess homogeneity of variances, t-tests were performed to compare point grades, and Mann–Whitney tests were used to compare rating grades between the groups. There is a significant difference in the point grades of the intervention group compared to the control group (p < 0.05), and also a significant difference in the rating evaluation grades (p < 0.05). Under the guidance of teachers, the application of feedback instruments providing a ‘time-force profile’ allows for the quantification of manual skill force, reinforcing students' practice of ‘force control’, leading to an enhancement in the manual skill proficiency of students with learning difficulties.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 4","pages":"407-415"},"PeriodicalIF":1.4,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252546","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