Journal of Research in Special Educational Needs最新文献

Challenges in inclusion: Peer acceptance, rejection, belonging and bullying among SEND students in Chinese rural schools 融入的挑战：中国农村学校SEND学生的同伴接受、拒绝、归属感和欺凌

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-10-02 DOI: 10.1111/1471-3802.70040

Mengkun Li

引用次数: 0

Multimodal meaning-making: Exploring cultural expression through digital storytelling for students with dyslexia 多模态意义建构：为有阅读障碍的学生探索数位叙事的文化表达

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-09-18 DOI: 10.1111/1471-3802.70038

Kalliopi Kritsotaki, Susana Castro-Kemp, Leda Kamenopoulou

引用次数: 0

Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools: A cluster randomised controlled trial Headsprout早期阅读®在特殊教育需要学校的有效性：一项随机对照试验

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-09-12 DOI: 10.1111/1471-3802.70037

Samantha Flynn, Paul A. Thompson, Louise Denne, Rebecca Morris, Emily J. Roberts-Tyler, Corinna F. Grindle, Claire McDowell, J. Carl Hughes, Richard P. Hastings

{"title":"Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools: A cluster randomised controlled trial","authors":"Samantha Flynn, Paul A. Thompson, Louise Denne, Rebecca Morris, Emily J. Roberts-Tyler, Corinna F. Grindle, Claire McDowell, J. Carl Hughes, Richard P. Hastings","doi":"10.1111/1471-3802.70037","DOIUrl":"https://doi.org/10.1111/1471-3802.70037","url":null,"abstract":"Children with intellectual disabilities often find acquiring age-appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two-armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of Basic Early Literacy Skills® measure online before randomisation and 1 year later. Fifty-five SEN schools (382 children) were randomised to HER® or EAU. Children in HER® schools made no additional progress in reading, on average, compared to children in EAU schools (Hedges' g = −0.01, 95% CI [−0.28, 0.26]). HER® seemed to have a positive impact on oral reading fluency (IRR = 0.77, 95% CI [0.60, 0.98] SE = 0.1), but these data were only available for 55% of children. Intervention compliance was low, with only ten children completing ≥40% of HER®. HER® was not implemented as planned and attrition was relatively high in the intervention group, compared with EAU. It is therefore difficult to draw firm conclusions. We successfully recruited SEN schools and children, suggesting large-scale RCTs in SEN schools may be feasible; however, challenges must first be overcome to ensure acceptable implementation. ISRCTN 46208295.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1202-1216"},"PeriodicalIF":1.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242816","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

Overlooked and underserved: How inclusive education oversights exclude Black students 被忽视和服务不足：包容性教育的疏忽如何将黑人学生排除在外

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-09-05 DOI: 10.1111/1471-3802.70036

Johanne Jean-Pierre

{"title":"Overlooked and underserved: How inclusive education oversights exclude Black students","authors":"Johanne Jean-Pierre","doi":"10.1111/1471-3802.70036","DOIUrl":"https://doi.org/10.1111/1471-3802.70036","url":null,"abstract":"Empirical research about equity in schools seldom investigates how the intersectionality of race and disability shapes Canadian educational trajectories. This article shows how disability-related school procedures impede Black students' learning opportunities. The theory of racialized organizations posits that institutions such as schools reproduce societal racial hierarchies through seemingly race-neutral processes. Using an intersectional lens and the theory of racialized organizations, this article presents the findings of a qualitative study focusing on Black students' experiences. The analysis is drawn from interviews and focus groups conducted with 60 participants in Nova Scotia, Canada between 2018 and 2019. Participants' narratives revealed that school professionals could better support Black students by ending the misapplication of Individual Program Plans (IPPs) and addressing Black learners' learning disabilities and mental health needs through collaborative alliances with caregivers. This article shows that tighter coupling between anti-racist and inclusive education policies and disability-related procedures is needed to achieve equitable access to education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1187-1201"},"PeriodicalIF":1.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242998","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

Associations between language skills and emotional and behavioural problems: A systematic review 语言技能与情绪和行为问题之间的联系：一项系统综述

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-09-02 DOI: 10.1111/1471-3802.70030

Clara Schramm, Carolin Kölbel, Monika Merten, Jannik Nitz, Thomas Hennemann, Tanja Ulrich

{"title":"Associations between language skills and emotional and behavioural problems: A systematic review","authors":"Clara Schramm, Carolin Kölbel, Monika Merten, Jannik Nitz, Thomas Hennemann, Tanja Ulrich","doi":"10.1111/1471-3802.70030","DOIUrl":"https://doi.org/10.1111/1471-3802.70030","url":null,"abstract":"The association between emotional and behavioural problems and language skills is well documented. However, specific links between these developmental domains remain unclear. This review synthesises associations between components of language skills and emotional and behavioural problems in children aged 6–11 years. PRISMA guidelines were followed. After an extensive database search, studies were screened using Covidence according to predefined criteria. N = 21 studies were included. Systematic data extraction resulted in 97 statistical values. Ambiguous results with varying proportions and strengths of significant associations were found. The highest proportion of significant results was found for the association between symptoms of conduct disorders and language skills (88%), and the lowest for internalising problems (50%). Associations tended to be stronger for receptive than expressive skills. Results suggest the relevance of inattention in the interrelation with language skills. This review lays the groundwork for more detailed research on the interdependence of these domains. Implications for practice include monitoring language difficulties in children with symptoms of inattention. The comparability and validity of the results are limited by their heterogeneity.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1163-1186"},"PeriodicalIF":1.0,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242934","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

Mainstream or special education or somewhere in-between? What do parents of autistic students want and why? 主流教育，特殊教育还是介于两者之间？自闭症学生的家长想要什么？为什么？

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-08-25 DOI: 10.1111/1471-3802.70032

Jill Ashburner, Vicki Tomkins, Jennifer Taylor, Beth Saggers, Natasha Bobir

{"title":"Mainstream or special education or somewhere in-between? What do parents of autistic students want and why?","authors":"Jill Ashburner, Vicki Tomkins, Jennifer Taylor, Beth Saggers, Natasha Bobir","doi":"10.1111/1471-3802.70032","DOIUrl":"https://doi.org/10.1111/1471-3802.70032","url":null,"abstract":"Limited evidence is available on school placement types that Australian parents of autistic students prefer. This mixed methods study explored parents' school placement preferences, the impact of student characteristics on these preferences and parents' reasons for their preferences. Surveys with closed- and open-ended questions were used to gather data from 656 parents of autistic children, including parents of 83 children yet to start school, 400 primary school-aged children and 173 secondary school-aged children. Regular mainstream school classes were preferred by around half the parents, with the remainder preferring a range of specialised school options. Parents who preferred regular mainstream classrooms often wanted their child to learn to manage in real-world settings. However, many parents believed that their child needed more specialised support. Specialised school placement options were significantly more likely to be preferred by parents of autistic children who (a) are older and in the later stages of schooling (b) have conditions that impact on learning or mental health. As regular mainstream classrooms are not perceived by a sizeable proportion of parents to be accommodating their autistic child's needs, substantial systemic reform to ensure that schools are inclusive and sufficiently supportive is a priority.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1145-1162"},"PeriodicalIF":1.0,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242985","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

Parental engagement and advocacy: Exploring experiences of socio-economically disadvantaged families in inclusive early childhood education 父母参与与倡导：探讨社会经济弱势家庭在全纳幼儿教育中的经验

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-08-11 DOI: 10.1111/1471-3802.70035

Sara Movahedazarhouligh, Chelsea Warr

{"title":"Parental engagement and advocacy: Exploring experiences of socio-economically disadvantaged families in inclusive early childhood education","authors":"Sara Movahedazarhouligh, Chelsea Warr","doi":"10.1111/1471-3802.70035","DOIUrl":"https://doi.org/10.1111/1471-3802.70035","url":null,"abstract":"Early childhood (EC) education is increasingly becoming an inclusive environment where children with and without disabilities can learn and participate in shared daily activities and routines. Parental advocacy and engagement are pivotal factors in enhancing the quality of inclusion for children with special needs, meeting their unique requirements. Despite the inherent advantages of parental advocacy for children with special needs, research focusing on advocacy during the early childhood years remains limited. This study investigated the impact of parental advocacy and engagement among low-income parents on educational outcomes for children with disabilities in inclusive kindergarten settings in a southeastern state in the United States (US). The findings revealed notable disparities between the experiences of lower- and middle-income families. Participants discussed various elements that shaped their advocacy and engagement efforts, including knowledge, relationships and support. The paper presents a discussion of the findings and recommendations for future policy, research and practice.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1127-1144"},"PeriodicalIF":1.0,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242977","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

Supporting social justice in physical education teacher education programs: A qualitative analysis of adapted PE teachers' perspectives 支持体育教师教育计划中的社会正义：对适应体育教师观点的定性分析

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-08-09 DOI: 10.1111/1471-3802.70034

Ann-Catherine Sullivan, Christianna Blanchard-Alworth, Cynthia K. Piletic, Linda Hilgenbrinck

{"title":"Supporting social justice in physical education teacher education programs: A qualitative analysis of adapted PE teachers' perspectives","authors":"Ann-Catherine Sullivan, Christianna Blanchard-Alworth, Cynthia K. Piletic, Linda Hilgenbrinck","doi":"10.1111/1471-3802.70034","DOIUrl":"https://doi.org/10.1111/1471-3802.70034","url":null,"abstract":"Despite attention to sociocultural issues in Physical Education Teacher Education (PETE), the role of Adapted Physical Education (APE) teachers as social justice advocates remains underexplored. A primary responsibility of APE teachers is to provide specially designed instruction to students with disabilities (SWD), so they have access to the general physical education curriculum to make progress toward grade-level standards. This study presents a qualitative analysis of the perspectives of National Adapted Physical Education Teachers of the Year (APE TOYs) on advocating for social justice within PETE programs. A phenomenological approach with mixed-methods design was used. Findings emphasise the importance of fairness, equity, integrity, honesty and impartiality, which are essential in creating an inclusive and just environment for SWD. The study also highlights the role of APE TOYs as advocates for the rights of individuals with disabilities, ensuring that they have equal access to opportunities, resources, and high-quality physical education. By incorporating these values, educators work to promote goodness, virtue and moral responsibility of fairness in educational settings, reinforcing the ethical obligation to support students regardless of their abilities. Continued research and acknowledgment of APE TOYs' work are essential for advancing equity in education and fostering inclusive physical education environments.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1116-1126"},"PeriodicalIF":1.0,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145243023","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

Bridging the gap: AI and teacher training for inclusive Education 4.0 弥合差距：人工智能与全纳教育教师培训4.0

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-08-06 DOI: 10.1111/1471-3802.70033

Noris Barajas Motta, Andres Chiappe, Fabiola Mabel Sáez Delgado

{"title":"Bridging the gap: AI and teacher training for inclusive Education 4.0","authors":"Noris Barajas Motta, Andres Chiappe, Fabiola Mabel Sáez Delgado","doi":"10.1111/1471-3802.70033","DOIUrl":"https://doi.org/10.1111/1471-3802.70033","url":null,"abstract":"In the context of Education 4.0, inclusive teacher training must not only address enduring pedagogical and institutional barriers but also respond to emerging technological challenges and opportunities—particularly those posed by artificial intelligence (AI). Following PRISMA guidelines, this study presents a systematic literature review of 103 peer-reviewed articles published between 2000 and 2023, aiming to identify traditional key barriers and innovations in teacher training for diversity and inclusion, projecting them within a focus on the role of digital and intelligent technologies. The analysis reveals five dominant categories of barriers: pedagogical, technological, attitudinal, institutional/leadership-related and policy-level gaps. While traditional barriers persist across educational systems, the review highlights a growing body of literature exploring AI-supported solutions such as personalised professional development, early diagnosis of student needs and simulation-based training environments. These emerging approaches, though still incipient, suggest that AI can play a strategic role in enhancing inclusive competencies when integrated with ethical and pedagogically grounded frameworks. The study contributes to a more nuanced understanding of the interplay between inclusion, teacher education and digital transformation, and offers implications for research, policy and practice in rethinking teacher training for an inclusive and intelligent educational ecosystem.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1101-1115"},"PeriodicalIF":1.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242960","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

‘Look at solutions’: Teacher self-efficacy for differentiated instruction in senior-secondary mathematics “看解决方案”：高中数学差异化教学的教师自我效能感

IF 1

Journal of Research in Special Educational Needs Pub Date : 2025-07-28 DOI: 10.1111/1471-3802.70031

Tom Porta, Lorraine Gaunt

{"title":"‘Look at solutions’: Teacher self-efficacy for differentiated instruction in senior-secondary mathematics","authors":"Tom Porta, Lorraine Gaunt","doi":"10.1111/1471-3802.70031","DOIUrl":"https://doi.org/10.1111/1471-3802.70031","url":null,"abstract":"Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior-secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi-structured interviews to investigate mathematics teachers' self-efficacy in implementing DI in their senior secondary classrooms. A total of five key themes were constructed from the data. First, strategies to enable student voice and choice in mathematics. Second, strategies giving students choice that led to student success. Third, strategies supporting student voice using reflections and feedback. Fourth, supporting the process of learning mathematics, not just the content of mathematics. Last, DI implementation is for all students and takes time to master. Results indicated that DI in senior-secondary mathematics is complex, specifically in the navigation of DI through senior-secondary curriculum constraints. Similarly, teacher self-efficacy in DI for mathematics developed over the course of their teaching careers, and for these two teachers, was linked to their previous personal experiences and willingness to further develop their skills. Last, the DI strategies utilised by these teachers in different mathematics subjects were strikingly similar. Implications for future policy and practice are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 4","pages":"1089-1100"},"PeriodicalIF":1.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145243035","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