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

The effect of Aquaexplorers module implementation on special education teachers' self-confidence: A mixed-methods analysis Aquaexplorers模块实施对特殊教育教师自信心的影响：一项混合方法分析

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-08-09 DOI: 10.1111/1467-8578.70051

N. A. Samsudin, M. Supermaniam, N. A. Izhar, F. Q. Rozaimi

{"title":"The effect of Aquaexplorers module implementation on special education teachers' self-confidence: A mixed-methods analysis","authors":"N. A. Samsudin, M. Supermaniam, N. A. Izhar, F. Q. Rozaimi","doi":"10.1111/1467-8578.70051","DOIUrl":"10.1111/1467-8578.70051","url":null,"abstract":"Although aquatic activities are commonly used in special education classes in Penang, Malaysia, there are no specific modules and training that can be used as guidance for the special education teachers conducting these activities. This drawback has contributed to teachers' low self-confidence when conducting their teaching and learning sessions, which can affect their students' level of comprehension and progress in their lessons. Therefore, this study focuses on the Aquaexplorers module to discover its effect on the self-confidence of special education teachers in Penang. A mixed-methods approach is used with 120 special education teachers on the implementation of the Aquaexplorers module. A pre-post test consisting of a questionnaire was given before and after the course to investigate the effect of module implementation on the participants' self-confidence in conducting water activities. A semi-structured interview was performed to acquire supportive qualitative data, analysed using NVivo. Results of a paired t-test showed that there is a significant difference (p < 0.05) between the pre- and post-test in participants' levels of self-confidence, and results from the analysis of the interview data using NVivo supported the quantitative findings, leading to our rejection of the null hypothesis.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"539-550"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761471","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

Conceptualising graduated approach guidance: A review of local authorities' resources and development of a reflective framework 概念化渐进式方法指导：地方当局资源的审查和反思性框架的发展

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-08-14 DOI: 10.1111/1467-8578.70049

Gail Johnson, Catherine Kelly

{"title":"Conceptualising graduated approach guidance: A review of local authorities' resources and development of a reflective framework","authors":"Gail Johnson, Catherine Kelly","doi":"10.1111/1467-8578.70049","DOIUrl":"10.1111/1467-8578.70049","url":null,"abstract":"Local authority-authored graduated approach guidance fulfils an important role in supporting schools to make provision for pupils with special educational needs. In the absence of a national framework, the content of guidance documents varies between local authorities. Understanding how graduated approach guidances are constructed can help identify best practice, but research about what the documents should contain is scarce. This review examines how graduated approach guidance is conceptualised across English local authorities using a two-phase process (analysis of documents to detail key themes and produce a framework to evaluate guidances, and applying this framework to a representative sample of English local authority guidances). Findings are presented under the nine framework sections. The wide range of graduated approach conceptualisations have led to calls for a uniform strategy to meet the needs of learners with special educational needs and disabilities, to avoid provision being ‘bolted on’. Implications for policy and practice and future research opportunities are considered.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"551-564"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145754607","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

Validating the Teachers' Attitudes Towards Inclusive Education scale: A psychometric study with pre-service teachers 教师对全纳教育态度量表的验证：职前教师的心理测量研究

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-08-09 DOI: 10.1111/1467-8578.70041

Ali Emad Muhammad

引用次数: 0

Reassessing special educational needs in rural China: Adopting the UK framework with a focus on left-behind children 中国农村特殊教育需求的再评估：以留守儿童为重点，采用英国框架

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-09-03 DOI: 10.1111/1467-8578.70055

Mengkun Li, Hannah Anglin-Jaffe

{"title":"Reassessing special educational needs in rural China: Adopting the UK framework with a focus on left-behind children","authors":"Mengkun Li, Hannah Anglin-Jaffe","doi":"10.1111/1467-8578.70055","DOIUrl":"10.1111/1467-8578.70055","url":null,"abstract":"This study investigates the prevalence and distribution of special educational needs and disabilities (SEND) among left-behind (LB) and non-left-behind (non-LB) children in rural China, adopting the UK's broader SEND framework to address the limitations of China's current classification system. Using quantitative data collected from 17 primary school teachers in seven rural schools, representing 593 children, this research explores the relationship between LB status and SEND. The results reveal that 22.8% of the children were identified with SEND. This rate surpasses currently available statistics based on China's narrow definition of disability, yet aligns with global estimates. Contrary to expectations, LB status was not significantly associated with the prevalence or type of SEND. Cognitive and learning difficulties were the most prevalent type of SEND in both groups. These results challenge deficit-based assumptions about LB children's vulnerability and suggest that under-identification, structural limitations in teacher training, and the cultural normalisation of migration may obscure actual patterns of need. The study highlights the potential of adopting more inclusive, needs-based SEND frameworks in under-resourced educational settings, while cautioning that successful adaptation requires consideration of local capacities and cultural contexts.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"585-596"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761333","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 experience of autistic students at a private Chilean university: Facilitators and barriers 智利一所私立大学自闭症学生的经历：促进者和障碍

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-08-22 DOI: 10.1111/1467-8578.70054

Benjamin Carcamo

引用次数: 0

Supporting transitions to special school: Co-constructing virtual tours to share important knowledge about school sites and practices 支持过渡到特殊学校：共同构建虚拟之旅，分享有关学校场地和实践的重要知识

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-09-11 DOI: 10.1111/1467-8578.70059

Sarah Parsons, Asha Ward, Rebecca Ward, Hanna Kovshoff

{"title":"Supporting transitions to special school: Co-constructing virtual tours to share important knowledge about school sites and practices","authors":"Sarah Parsons, Asha Ward, Rebecca Ward, Hanna Kovshoff","doi":"10.1111/1467-8578.70059","DOIUrl":"10.1111/1467-8578.70059","url":null,"abstract":"Transitions between stages of schooling present well-known challenges for children with special educational needs and disabilities, including navigating new sites, people, practices, timetables and expectations. Site visits are often recommended for helping with transition, and yet such visits can be difficult to achieve for practical and logistical reasons. This study piloted the development of virtual tours that were co-created with two special schools to support the transitions of children with complex communication and learning needs. We were interested in what the co-creation process revealed about the practices and site features that schools felt were important to share with others to help them understand what to expect. We were also interested in the ways in which the schools enabled the voices of young people with complex needs to be included in the tours. Accordingly, we examine whose and what knowledge was shared in the creation of the tours, and how this knowledge may be used to support transitions. We conclude that virtual tours could be a helpful transition tool to support children and families' familiarisation with a new school site. The findings offer a preliminary framework for planning virtual tours that could be applied and evaluated in future research.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"622-632"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761484","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

Examining teachers' perceived competence in implementing culturally responsive teaching practices in inclusive classrooms in the United Arab Emirates 考察教师在阿拉伯联合酋长国包容性课堂中实施文化响应教学实践的感知能力

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-11-12 DOI: 10.1111/1467-8578.70065

Rhoda Myra Garces-Bacsal, Daisy Loyd, Maxwell Peprah Opoku, Najwa Mohamed Alhosani, Hala Elhoweris, Osha Almuhairy, Ahmed Mohamed, Rachel Alison Takriti, Sana Butti Al Maktoum, Amani Mohamed, Hamdah Jibar, Zachary Walker

{"title":"Examining teachers' perceived competence in implementing culturally responsive teaching practices in inclusive classrooms in the United Arab Emirates","authors":"Rhoda Myra Garces-Bacsal, Daisy Loyd, Maxwell Peprah Opoku, Najwa Mohamed Alhosani, Hala Elhoweris, Osha Almuhairy, Ahmed Mohamed, Rachel Alison Takriti, Sana Butti Al Maktoum, Amani Mohamed, Hamdah Jibar, Zachary Walker","doi":"10.1111/1467-8578.70065","DOIUrl":"10.1111/1467-8578.70065","url":null,"abstract":"The United Arab Emirates (UAE) is a diverse, multicultural context which has introduced ambitious policies and strategic plans to accelerate inclusive education. The extent to which culturally responsive teaching is reflected in inclusive classrooms across the country has not been captured. This study used a cross-sectional survey methodology employing the culturally responsive teaching self-efficacy scale as a survey instrument to examine teachers' perceived competence in implementing culturally responsive teaching practices with students with disabilities in inclusive classrooms. All mainstream schools in the UAE were approached to participate and data were collected from 999 teachers from public and private schools across the seven Emirates of the UAE. Data were subjected to confirmatory factor analysis, mean scores, multivariate analysis and multiple regression. The results indicate that teachers perceive competence in implementing culturally responsive teaching practices in inclusive classrooms. Slightly higher competence was reported in implementing practices that build relationships with culturally and linguistically diverse (CLD) students and their families than those that require knowledge and skills in working with CLD students or knowledge of the impact of cultural and linguistic diversity on learning. Demographic variables contributed additional insight with recent professional development in inclusive and/or special education emerging as a significant predictor of perceived competence in implementing culturally responsive teaching practices in inclusive classrooms. Implications for practice and further research are considered.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 4","pages":"659-671"},"PeriodicalIF":1.4,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145761201","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

Bad apples or bad barrels? Preventing the misuse of restraint and seclusion with vulnerable children 坏苹果还是坏桶？防止对弱势儿童滥用约束和隔离

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-09-09 DOI: 10.1111/1467-8578.70057

Brodie Paterson, Christopher Stirling, James Taylor

引用次数: 0

Parental experiences of the UK special educational needs and disabilities (SEND) review consultation 英国特殊教育需要和残疾（SEND）审查咨询的父母经验

IF 1.4

British Journal of Special Education Pub Date : 2025-12-16 Epub Date: 2025-08-27 DOI: 10.1111/1467-8578.70052

Jill Pluquailec, Gill O'Connor, Emma Sadler

引用次数: 0

Intercultural deaf gain: Rethinking deaf identity through power, intersectionality and situated knowledge 跨文化聋人增益：通过权力、交叉性和情境知识重新思考聋人身份