Journal of Research in Special Educational Needs最新文献

{"title":"A co-produced analysis of SEND policy for children and young people: Centring racial and ethnic equity, mental health and accountability","authors":"Sorcha Ní Chobhthaigh,&nbsp;Josephine Musanu,&nbsp;Camille Cox,&nbsp;Twyla Greenway-Bailey,&nbsp;Amie Buhari,&nbsp;Cyra Neave,&nbsp;Mina Mawi,&nbsp;Mel Green,&nbsp;Diana Ceccolini,&nbsp;Delan Devakumar,&nbsp;Rochelle A. Burgess,&nbsp;Ariel Lindorff,&nbsp;Matthew A. Jay","doi":"10.1111/1471-3802.70078","DOIUrl":"10.1111/1471-3802.70078","url":null,"abstract":"<p>Despite decades of documented ethnic inequalities in Special Educational Needs and Disability (SEND), the well-established role of social determinants of health and growing awareness of cultural safety and trauma-informed practices in supporting children's mental health, their integration into England's <i>SEND</i> policy remains unclear. This study, co-produced with peer researchers and community stakeholders, examined national and local <i>SEND</i> policy and guidelines in England across three domains: justice and equity; content related to mental health, cultural safety and trauma-informed practice; and effective implementation. Systematic searches of national documents (<i>n</i> = 129) and Local Authority websites (<i>n</i> = 152) identified eligible content analysed using a co-developed coding framework. We calculated the frequency of content meeting baseline criteria and examined patterns and implications. Findings revealed current policy does not align with aspects of equitable and effective policy. Inequalities are superficially acknowledged with little recognition of social determinants of health. Although <i>SEND</i> provision, particularly for mental health, sits at the crossroads of education and health/healthcare rights, this connection is rarely addressed and requirements for children's participation are inconsistently exemplified. The <i>SEND</i> system lacks clarity in supporting mental health, cultural safety approaches are absent, and clear direction on trauma-informed practices is missing. Accountability mechanisms are insufficient with poorly defined roles, lack of transparency in complaints processes, inadequate monitoring of inequalities and missing enforcement mechanisms. There is an urgent need to establish a unified rights-based vision with tangible accountability measures and explicit equity-orientation to achieve an inclusive and equitable system.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563247","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148064377","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":"Bridging the gap: Co-produced neurodiversity-affirming resources for undiagnosed children aged 7–11: Insights from children, families and stakeholders","authors":"E. Shore,&nbsp;L. Powell","doi":"10.1111/1471-3802.70077","DOIUrl":"https://doi.org/10.1111/1471-3802.70077","url":null,"abstract":"<p>This qualitative study investigated the acceptability and suitability of neurodiversity-affirming psychoeducational resources for children aged 7–11 years without formal autism or attention deficit hyperactivity disorder (ADHD) diagnoses. Using a reflexive thematic analysis of semi-structured interviews with 24 families and written feedback from seven stakeholders, the research explored perceptions of repurposed resources. One overarching theme ‘Empowering Individualised Engagement’ and six themes were developed: (1) Active Participation, (2) Harnessing Words, (3) Personal Resonance, (4) Communication, (5) Tailoring for Growth and (6) Strategies for Challenges. These were driven by the resources' engaging, co-produced design, strengths-based language non-clinical terminology, and ability to foster personal resonance. The resources enabled children to develop a shared vocabulary for their needs and equipped families with practical strategies, which fostered a positive identity. This study concludes that non-clinical, strength-based resources can bridge service gaps for children on diagnostic waitlists or with suspected neurodivergent traits, offering a scalable inclusive model for supporting child well-being by prioritising empowerment over deficit-based approaches.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562870","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":"Bridging the gap: Co-produced neurodiversity-affirming resources for undiagnosed children aged 7–11: Insights from children, families and stakeholders","authors":"E. Shore,&nbsp;L. Powell","doi":"10.1111/1471-3802.70077","DOIUrl":"10.1111/1471-3802.70077","url":null,"abstract":"<p>This qualitative study investigated the acceptability and suitability of neurodiversity-affirming psychoeducational resources for children aged 7–11 years without formal autism or attention deficit hyperactivity disorder (ADHD) diagnoses. Using a reflexive thematic analysis of semi-structured interviews with 24 families and written feedback from seven stakeholders, the research explored perceptions of repurposed resources. One overarching theme ‘Empowering Individualised Engagement’ and six themes were developed: (1) Active Participation, (2) Harnessing Words, (3) Personal Resonance, (4) Communication, (5) Tailoring for Growth and (6) Strategies for Challenges. These were driven by the resources' engaging, co-produced design, strengths-based language non-clinical terminology, and ability to foster personal resonance. The resources enabled children to develop a shared vocabulary for their needs and equipped families with practical strategies, which fostered a positive identity. This study concludes that non-clinical, strength-based resources can bridge service gaps for children on diagnostic waitlists or with suspected neurodivergent traits, offering a scalable inclusive model for supporting child well-being by prioritising empowerment over deficit-based approaches.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562868","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":"Inclusion going digital: An international perspective on empirical studies","authors":"Claudia Mertens,&nbsp;Carolin Quenzer-Alfred,&nbsp;Tim Homrighausen,&nbsp;Anna-Maria Kamin,&nbsp;Daniel Mays","doi":"10.1111/1471-3802.70063","DOIUrl":"10.1111/1471-3802.70063","url":null,"abstract":"<p>With this paper we present a systematic review of empirical studies published between January 2013 and December 2023 in English on the use of information and communication technology in inclusive and special educational needs school contexts. We are replicating – as far as possible – a prior review of studies conducted in German-speaking countries (Germany, Austria and Switzerland) from 2022 to 2023 aiming to provide an international perspective on the same research question. We begin with an overview of a ‘classical’ web-based search of existing meta-analyses and reviews from the international context before reviewing studies systematically. We then depict in detail the research question of our own international systematic review for studies published between 2013 and 2023 in English—including the inclusion criteria and the discussion of the applied research string. For each analytical category, we compare the results of our previous research (narrowed to the European German-speaking countries) to those of the international review. In the last step, we discuss our findings highlighting similarities and differences between German-speaking and international research.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569539","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":"Development and validation of the pre-service teacher perceived sources of self-efficacy for differentiated instruction scale","authors":"Pearl Subban,&nbsp;Gemma Scarparolo","doi":"10.1111/1471-3802.70069","DOIUrl":"10.1111/1471-3802.70069","url":null,"abstract":"<p>Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self-efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre-service teachers' perceived sources of self-efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this study was to develop and pilot an evaluation of a scale designed to measure pre-service teachers' perceived sources of self-efficacy regarding differentiated instruction. The scale was informed by Bandura's model of self-efficacy and Tomlinson's framework for differentiated instruction. A pilot study was conducted with pre-service teachers (<i>N</i> = 21) enrolled in a Master of Teaching (Initial Teacher Education) program in Australia. Exploratory factor analysis was used to inform systematic item reduction and to examine the plausibility of an underlying factor structure, alongside internal consistency reliability. This resulted in a 20-item instrument comprising four theoretically coherent factors aligned with Bandura's sources of self-efficacy. Preliminary findings suggest that observation of experienced teachers and mentoring during professional experience may be salient sources of self-efficacy during the preparatory phase of teacher education. Further large-scale validation is required to establish the stability and generalisability of the scale.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569289","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":"Inclusion going digital: An international perspective on empirical studies","authors":"Claudia Mertens,&nbsp;Carolin Quenzer-Alfred,&nbsp;Tim Homrighausen,&nbsp;Anna-Maria Kamin,&nbsp;Daniel Mays","doi":"10.1111/1471-3802.70063","DOIUrl":"10.1111/1471-3802.70063","url":null,"abstract":"<p>With this paper we present a systematic review of empirical studies published between January 2013 and December 2023 in English on the use of information and communication technology in inclusive and special educational needs school contexts. We are replicating – as far as possible – a prior review of studies conducted in German-speaking countries (Germany, Austria and Switzerland) from 2022 to 2023 aiming to provide an international perspective on the same research question. We begin with an overview of a ‘classical’ web-based search of existing meta-analyses and reviews from the international context before reviewing studies systematically. We then depict in detail the research question of our own international systematic review for studies published between 2013 and 2023 in English—including the inclusion criteria and the discussion of the applied research string. For each analytical category, we compare the results of our previous research (narrowed to the European German-speaking countries) to those of the international review. In the last step, we discuss our findings highlighting similarities and differences between German-speaking and international research.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569288","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148093052","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":"Addressing special education isolation in the context of teacher shortages and retention: A call for research","authors":"Doreen N. Myrie,&nbsp;Rodney Hurt,&nbsp;Sangita Pandey,&nbsp;Sathiyaprakash Ramdoss","doi":"10.1111/1471-3802.70074","DOIUrl":"10.1111/1471-3802.70074","url":null,"abstract":"<p>This position paper argues that addressing professional isolation is essential to strengthening teacher retention, promoting well-being and ensuring equitable educational outcomes for students with disabilities. While teacher isolation is the focal point of this discussion, related factors are also discussed, as they contribute to and are exacerbated by isolation. Drawing upon our experiences as special education teacher educators and former practitioners, we conceptualize isolation as a systemic issue that demands more explicit scholarly and policy attention.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569778","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":"Teaching and learning challenges for children with visual impairments in Ghana: A qualitative study of teachers' experiences","authors":"Frank Kyei-Arthur,&nbsp;Amanda Kyei-Gyamfi,&nbsp;Sylvester Kyei-Gyamfi","doi":"10.1111/1471-3802.70075","DOIUrl":"https://doi.org/10.1111/1471-3802.70075","url":null,"abstract":"<p>Education serves not merely as an individual benefit but as a significant instrument for societal transformation. For individuals with disabilities, including children with visual impairments (VIs), special education is essential in creating equal opportunities. This study aimed to examine teachers' perspectives on the barriers to teaching and learning for children with VIs and the coping strategies employed by teachers in teaching children with VIs in Ghana. This study used secondary qualitative data from the Ministry of Gender, Children and Social Protection, which involved 36 teachers across seven special schools in seven districts. The qualitative data were analysed thematically, following Braun and Clarke's six-step reflexive thematic analysis approach. The findings reveal substantial obstacles to children with VIs education, including inadequate infrastructure, limited learning materials, limited specialised training and support, social stigma and low self-esteem and confidence. These barriers restrict accessibility, inclusivity and quality of education for children with VIs, highlighting the need for strengthened policies and resources. Teachers employed peer support and orientation-based support strategies to address the challenges of children with VIs. A holistic, collaborative approach involving all stakeholders is essential for fostering an inclusive educational environment where children with VIs can thrive both academically and socially.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569666","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}