British Journal of Special Education最新文献_第7页

Politics page: December 2024 政治页面：2024 年 12 月

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British Journal of Special Education Pub Date : 2024-11-05 DOI: 10.1111/1467-8578.12563

John Perry

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Teacher perspectives and barriers in implementing inclusive education for Indian children with special needs: A pilot study 对有特殊需要的印度儿童实施全纳教育的教师观点和障碍：一项试点研究

IF 1.4

British Journal of Special Education Pub Date : 2024-11-05 DOI: 10.1111/1467-8578.12558

Ramandeep Kaur, Raveena H. Salian

{"title":"Teacher perspectives and barriers in implementing inclusive education for Indian children with special needs: A pilot study","authors":"Ramandeep Kaur, Raveena H. Salian","doi":"10.1111/1467-8578.12558","DOIUrl":"10.1111/1467-8578.12558","url":null,"abstract":"Inclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio-cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed-methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 1","pages":"4-17"},"PeriodicalIF":1.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143581537","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}

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In search of education, participation and inclusion: Embrace the uncertain By J. Rix, London: Routledge. 2023. 在寻找教育、参与和包容：拥抱不确定，J.里克斯，伦敦：劳特利奇出版社，2023。

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British Journal of Special Education Pub Date : 2024-10-21 DOI: 10.1111/1467-8578.12559

Natalie Morris Muir

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In search of education, participation and inclusion: embrace the uncertain By Jonathan Rix, Abingdon: Routledge. 2023. Pp. 214. £35.99 (pbk). ISBN: 9781032250724 寻找教育、参与和全纳：拥抱不确定性作者：Jonathan Rix，阿宾顿：Routledge. 2023.214 页。35.99 英镑（平装本）。ISBN: 9781032250724

IF 1.4

British Journal of Special Education Pub Date : 2024-10-21 DOI: 10.1111/1467-8578.12560

Paul Drury

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Attitudes towards assistive technology among teachers working in special education and rehabilitation centres in Turkey 土耳其特殊教育和康复中心的教师对辅助技术的态度

IF 1.4

British Journal of Special Education Pub Date : 2024-10-18 DOI: 10.1111/1467-8578.12557

Raziye Erdem

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Understanding Special Educational Needs and Disabilities Assessment and Review Team experiences to improve and inform special educational needs and disabilities systems in England 了解特殊教育需要和残疾评估和审查小组的经验，以改善和通知英国的特殊教育需要和残疾系统

IF 1.4

British Journal of Special Education Pub Date : 2024-10-10 DOI: 10.1111/1467-8578.12555

Tracy Laverick, Richard Baron

{"title":"Understanding Special Educational Needs and Disabilities Assessment and Review Team experiences to improve and inform special educational needs and disabilities systems in England","authors":"Tracy Laverick, Richard Baron","doi":"10.1111/1467-8578.12555","DOIUrl":"10.1111/1467-8578.12555","url":null,"abstract":"The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has been published for England and includes a recommendation for SEND Assessment and Review Teams guidance. These teams co-ordinate and monitor the statutory Education, Health and Care Plans detailing the needs and provision for children with SEND, but their views on this responsibility are absent from the literature and are essential to inform the proposed guidance. This study gathered the views of 58 SEND officers within a region. They completed an online survey with a mixture of both qualitative and quantitative items. SEND officers wish to work collaboratively with families but struggled with the capacity to be able to do this. Increasing numbers of assessment requests, reported experiences of abusive interactions and lack of clarity in their role contributed to the high turnover of SEND officers. They predominantly receive ‘on the job’ training for their role, contributing to inconsistencies both within and between local authorities. The study concludes by sharing the recommendations from the SEND officers on the improvements needed to support these teams and in turn provide a supportive and responsive service for families.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 4","pages":"479-490"},"PeriodicalIF":1.4,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187029","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}

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The effectiveness of perspective video modelling training on one-stage word problem-solving skills in children with autism spectrum disorder 透视视频建模训练对自闭症谱系障碍儿童单阶段文字问题解决能力的效果

IF 1.4

British Journal of Special Education Pub Date : 2024-10-07 DOI: 10.1111/1467-8578.12554

Gul Kahveci, Nerguz Bulut Serin

{"title":"The effectiveness of perspective video modelling training on one-stage word problem-solving skills in children with autism spectrum disorder","authors":"Gul Kahveci, Nerguz Bulut Serin","doi":"10.1111/1467-8578.12554","DOIUrl":"10.1111/1467-8578.12554","url":null,"abstract":"Single-subject research can provide adequate justification when developing successful evidence-based educational practices for children with autism spectrum disorder (ASD), which can help such students thrive academically. This research investigates whether point-of-view video modelling effectively improved the word problem-solving addition performances of primary-school-aged students with ASD. The effectiveness of the intervention on each participant's ability to solve single-digit addition by a single digit, effectively view the video on a tablet and generalise a learned skill was investigated by utilising a design that included several participant baselines. All participants saw an improvement in their ability to solve simple addition problems due to using point-of-view video modelling. Between the baseline and intervention phases, each participant's rate of digits correctly entered per minute and total number of steps completed significantly increased. A generalisation phase was performed at home. After receiving the intervention, people with ASD could independently complete word problems involving addition with a single digit. The findings suggest that this technology could practically support the education of the growing number of children and young people with ASD by mollifying the particular learning obstacles their impairment brings.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 4","pages":"468-478"},"PeriodicalIF":1.4,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143186389","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

Parental involvement in the education of students with visual impairment: Evidence from Woldia, Ethiopia 父母对视障学生教育的参与：来自埃塞俄比亚沃尔迪亚的证据

IF 1.4

British Journal of Special Education Pub Date : 2024-10-04 DOI: 10.1111/1467-8578.12551

Belete Mebrat Bogale

{"title":"Parental involvement in the education of students with visual impairment: Evidence from Woldia, Ethiopia","authors":"Belete Mebrat Bogale","doi":"10.1111/1467-8578.12551","DOIUrl":"10.1111/1467-8578.12551","url":null,"abstract":"This study examined the extent and nature of parental involvement in the education of students with visual impairment in the city of Woldia, Ethiopia, as well as the associated challenges these parents face. A qualitative approach was employed, utilising a case-study design. A purposive sample of 14 participants, consisting of parents of students with visual impairment, was selected for in-depth interviews and focus group discussions. The collected data underwent thematic analysis to identify key themes and patterns. The results indicate that parents of children with visual impairment actively engage in their child's education by providing materials, creating supportive environments and maintaining communication with schools. Challenges to parental involvement included poor communication with schools, a lack of involvement in at-home learning, limited participation in volunteer activities and minimal involvement in decision-making. These challenges were influenced by factors such as time constraints, false beliefs, scant knowledge of Braille-related activities and negative attitudes towards parental involvement. Additionally, the study revealed a lack of collaboration between parents and communities in the education of children with visual impairment. These challenges need addressing and parental involvement in the education of these students should be enhanced. Improving communication, providing support and resources, fostering inclusivity, and promoting collaboration among parents, teachers, schools and the community are key to improving educational outcomes and societal inclusion for students with visual impairment.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 4","pages":"458-467"},"PeriodicalIF":1.4,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143186414","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}

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Barriers to effective learning for students with visual impairments at an inclusive-education university in Nigeria 尼日利亚一所全纳教育大学中视觉障碍学生有效学习的障碍

IF 1.4

British Journal of Special Education Pub Date : 2024-10-02 DOI: 10.1111/1467-8578.12553

Kingsley Chinaza Nwosu, Chiamaka Orizu, William Emeka Obiozor, Anthony A. Apiti

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The professional structure required of primary school teachers in Japanese schools for the deaf 日本聋人学校小学教师的专业结构要求

IF 1.4

British Journal of Special Education Pub Date : 2024-09-30 DOI: 10.1111/1467-8578.12550

Risa Nara, Ayano Ikeda

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