British Journal of Special Education最新文献

{"title":"‘It feels like we're out of the rat race’: Family reflections on traumatic school experiences leading to home education","authors":"Sarah Gillie","doi":"10.1111/1467-8578.70004","DOIUrl":"10.1111/1467-8578.70004","url":null,"abstract":"<p>The rise in numbers of children experiencing school attendance difficulties in recent years makes this an important focus for UK school inclusion. Simultaneously, increases in school deregistration in favour of home education have caught media as well as regulator attention. These figures disproportionately include children on schools' special educational needs registers. This article presents findings from a doctoral study of families' reflections on their educational transitions leading to school deregistration and undertaking of home education. Through a UK-wide online survey and interviews with seven parents and six children, the research explored the experiences of 99 families. Participants described cumulative traumatic events and liminal experiences as they sought inclusive education, negotiating with under-resourced and/or underprepared professionals in unsupportive or even hostile systems. The study employed reflexive thematic analysis using an original Bronfenbrenner–Turner conceptual framework to understand the data. The framework underpins the research recommendations and has potential for policymakers and as a school inclusion tool to help educators and allied professionals recognise and support—rather than ostracise—vulnerable children and their families.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"298-309"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022288","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 WISE Room: An innovative multisensory space for self-regulation and immersive support for neurodivergent students","authors":"Tor Alexander Bruce,&nbsp;Eve Champney-Smith,&nbsp;Satu Eleftheropoulou,&nbsp;Tom Nicholson,&nbsp;Mark Lambert,&nbsp;Barry Hill","doi":"10.1111/1467-8578.70020","DOIUrl":"10.1111/1467-8578.70020","url":null,"abstract":"<p>The evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well-being. Recognising this gap, the well-being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in-situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one-month reflective follow-up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"367-378"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022189","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":"Parental concerns about the long-term impacts of Covid-19 pandemic restrictions on the health, education and development of their children with Down syndrome: A qualitative analysis","authors":"Laura Nixon,&nbsp;Gema Milla de la Fuente,&nbsp;Vassilis Sideropoulos,&nbsp;Monica Lakhanpaul","doi":"10.1111/1467-8578.70046","DOIUrl":"10.1111/1467-8578.70046","url":null,"abstract":"<p>The Covid-19 pandemic significantly limited access to vital services and resources required to support the health, education and development of neurodivergent children, especially children with Down syndrome (DS). We undertook qualitative analysis of responses to open-ended questions exploring caregiver (<i>n</i> = 194) concerns about the impact of the pandemic restrictions on their children with DS. Results showed that parents were concerned about their child's mental and physical health during lockdowns, and reported that children found the social isolation and lack of routine particularly challenging. Restrictions also raised ongoing longer-term concerns. Parents reported that limited social contact affected the development of children's communication and social skills, and fewer group activities impacted weight and motor development. School closures affected academic progress and development of the skills required to navigate a classroom environment. Restricted access to healthcare services delayed diagnosis and treatment, and cancelled therapies disrupted speech and motor development; ongoing disruptions continued to limit opportunities to mitigate concerns. The interlinking impacts of multiple restrictions compounded the challenges, highlighting the importance of accessible social resources and system-wide support for the health and development of neurodivergent children. We urge practitioners, researchers and policymakers to collaborate with families to mitigate the long-term implications of the pandemic for children with DS.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"449-462"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021919","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":"Scotland: Accreditation and inspection","authors":"John Perry","doi":"10.1111/1467-8578.70050","DOIUrl":"10.1111/1467-8578.70050","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"476-481"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021784","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":"How memories of childhood parental rejection and maladjustment predict academic performance among adults with special needs","authors":"Muhammad Mussaffa Butt,&nbsp;Ahmed Altaf,&nbsp;Brien K. Ashdown,&nbsp;Ronald P. Rohner","doi":"10.1111/1467-8578.70044","DOIUrl":"10.1111/1467-8578.70044","url":null,"abstract":"<p>Interpersonal acceptance–rejection theory (IPARTheory) claims that when people perceive themselves to be accepted (rather than rejected) by important others in their lives, they tend to have greater psychological adjustment. Previous research shows that higher levels of adjustment are related to better academic performance, for young adults both with and without disabilities or impairments. Participants (<i>n</i> = 202; 54.9% men, 45.1% women) who had visual impairments (<i>n</i> = 71; 49.2% men, 50.8% women), hearing impairments (<i>n</i> = 70; 58.6% men, 41.4% women) or other physical impairments (<i>n</i> = 61; 57.4% men, 42.6% women) completed questionnaires about their childhood experiences of parental acceptance–rejection and their current level of psychological adjustment. Additionally, the participants' grade point averages were collected from their instructors. Correlations, multivariate analysis of covariance (MANCOVA) and path analysis demonstrated that psychological maladjustment mediated the relationship between perceived parental rejection and academic achievement. Moreover, psychological maladjustment was shown to have a greater impact on academic achievement among respondents with ‘other’ physical impairments than those with visual or hearing impairments. These findings emphasise the importance for parents to be warm and accepting in their interactions with their offspring to maximise their offspring's psychological adjustment and academic performance.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"440-448"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022326","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":"A scoping review of the research related to special education placement decisions in Canada","authors":"Alexandra Minuk,&nbsp;Jordan Shurr,&nbsp;Kianna Mau","doi":"10.1111/1467-8578.70035","DOIUrl":"10.1111/1467-8578.70035","url":null,"abstract":"<p>This scoping review provides an overview of the research related to educational placement decisions for students with special educational needs over a 20-year period in Canada. While educational placement has received considerable research attention in countries such as the United States, few studies have focused on the nature of the decision-making process in the Canadian context. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) extension for scoping reviews, the study characteristics, research methods and research foci were identified in the included articles as well as the stakeholders and students represented in the research. While diverse stakeholders were represented, including students with special educational needs themselves, few studies featured multiple stakeholders. Themes are discussed relative to the research context, such as special education systems and structures and teacher training to support inclusive practice. The limitations and implications for future research are also discussed relative to the findings from the review.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"416-425"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021776","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":"Examining perceptions of school and teachers among children with specific learning disabilities through their drawings","authors":"Kürşat Öğülmüş,&nbsp;Emine Beyza İnce","doi":"10.1111/1467-8578.70018","DOIUrl":"10.1111/1467-8578.70018","url":null,"abstract":"<p>This study aimed to explore how children with specific learning disabilities perceive their school and teachers through an analysis of their drawings. The participants were four children aged seven to nine years (two girls and two boys) diagnosed with specific learning disabilities. The analysis revealed that the children primarily associated the classroom and formal lessons with their learning environment, often exhibiting an anxious and perfectionist attitude. Notably, their drawings placed less emphasis on elements such as learning through play, school gardens and peer relationships. These findings highlight that children with specific learning disabilities tend to view structured lessons as their primary learning context, underscoring the need for more holistic and supportive educational approaches tailored to their unique needs.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"331-340"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022325","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":"The Perceived Teacher's Competency Scale for teaching students with special educational needs: The development and validation of a scale to assess students' perspectives of their teachers","authors":"Manju Phor,&nbsp;Poonam Punia,&nbsp;Sushil Kumar","doi":"10.1111/1467-8578.70007","DOIUrl":"10.1111/1467-8578.70007","url":null,"abstract":"<p>This research was carried out to develop a reliable and valid instrument for assessing teachers' professional competence and skills from the perspective of students with special educational needs. Initially, a pool of 45 statements was generated to collect pupils' perceptions and use their ratings to measure teachers' pedagogical skills. These items were categorised into six dimensions or categories of perceived teacher competence, which were determined based on factors identified through exploratory factor analysis. These six dimensions are as follows: teaching strategies and skills, expository teaching, encouraging independent thinking, probing-inquiry style of teaching, communication skills and teacher openness. Standardisation of the scale was completed with 209 students with special educational needs, in the 12–15 age group, studying in grades 6 to 12 in various special and inclusive schools. The sample was taken using multistage random sampling. Four statements were rejected based on the Content Validity Index (CVI), and 41 statements were retained for further analysis. The calculated scale-level CVI (S-CVI)/Ave for 41 statements is 0.93. Item analysis was performed by calculating each statement's corrected item correlation value; two items were eliminated, and 39 items were retained. Finally, exploratory factor analysis was applied, and six factors were generated, explaining 53.88% of the total variance. The Cronbach's alpha coefficient for the final Perceived Teacher's Competency Scale, consisting of 29 items, was 0.83. The findings of the present study suggest that the Perceived Teacher's Competency Scale may be helpful in future research to measure a teacher's teaching skills using student ratings. Further, the results indicate that the Perceived Teacher's Competency Scale is reliable and valid. The Perceived Teacher's Competency Scale would benefit teachers and various stakeholders (such as school administration and government) by allowing them to assess students' perspectives on teachers' professional skills. Further, the ratings given by students can be used as feedback by teachers to improve their teaching skills and make teaching and learning experiences more compelling.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"341-354"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022373","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":"SENCo leadership: Implementing whole-school practice By Gill Richards, Jane Starbuck (Ed.), Abingdon: Routledge. 2024. 148 pp. £18.99 (pbk). ISBN: 9781032738901","authors":"Gaye Tyler-Merrick","doi":"10.1111/1467-8578.70047","DOIUrl":"10.1111/1467-8578.70047","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022409","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":"SENCos and the schools white paper","authors":"Christopher Robertson","doi":"10.1111/1467-8578.70053","DOIUrl":"10.1111/1467-8578.70053","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"52 3","pages":"474-475"},"PeriodicalIF":1.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022394","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}