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Neuromyths about dyscalculia and dyslexia among educators in the UK British Journal of Special Education Pub Date : 2024-04-02 J. Van Herwegen, L. A. Outhwaite, E. Herbert
Dyslexia and dyscalculia are two examples of high‐incidence specific learning difficulties (SpLDs) that have similar prevalence and can often co‐occur. It is currently unclear how familiar educators in the UK are with dyscalculia and how this compares to dyslexia and what, if any, neuromyths educators might endorse. The current study examined the awareness and endorsement of neuromyths related to dyscalculia
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What priorities for change are we missing in inclusion? Symphony of voices with participatory interviews British Journal of Special Education Pub Date : 2024-03-18 María José Fiuza Asorey, Silvia Sierra Martínez, María Dolores Castro Pais, Ángeles Parrilla Latas
An interpretative qualitative research project has been carried out in north‐west Spain (Galicia) with the aim of identifying the priorities which, in the opinion of the different agents involved, constitute the major demands of inclusion for an inclusive social and educational transformation. The data collection technique used was the open interview, through which 44 participants, belonging to different
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Holistically bridging the gap between education and healthcare: A case study model of assessment British Journal of Special Education Pub Date : 2024-03-13 Penelope Hannant
In today's special educational needs and disability system, children spend an incomprehensible amount of time on waiting lists to see specialists, and teachers and parents spend an inordinate amount of time trying to target support when a child's needs are unidentified and unclear. This case study looks at the current pathway to support for children with neurodiversities in UK mainstream schools, considering
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Challenges faced by learners with multiple disabilities at a resource school in the Oshana region of Namibia British Journal of Special Education Pub Date : 2024-03-07 Johanna Ambili, Cynthy Kaliinasho Haihambo, Anna Niitembu Hako
Upon attaining freedom from the South African regime in 1990, Namibia adopted a constitution according to which access to education is a fundamental right. Before the Salamanca Statement in 1994 and Namibia's consequent ratification thereof, education in Namibia was mainly divided into two distinct streams: general education and special education. Post‐Salamanca, there has been a slight shift in the
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The teacher's introduction to pathological demand avoidance: Essential strategies for the classroom By ClareTruman, London: Jessica Kingsley, 2021. £14.99 (Paperback)The educator's experience of pathological demand avoidance: An illustrated guide to pathological demand avoidance and learning By LauraKerbey, London: Jessica Kingsley, 2021. £13.99 (Paperback) British Journal of Special Education Pub Date : 2024-03-01 Jolene Carter
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Deaf and hard‐of‐hearing EFL learners' perception of learning English: A narrative inquiry British Journal of Special Education Pub Date : 2024-02-22 Reza Rezvani, Hessameddin Ghanbar, Yasamin PourhematKhanshir
There is limited research on deaf and hard‐of‐hearing (D/HH) learners' learning English as a foreign language. It is even more scant in contexts such as Iran where D/HH learners are least visible and represented. This narrative inquiry aimed to explore Iranian D/HH English as a foreign language (EFL) learners' lived experience in learning English. The data were collected through semi‐structured interviews
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Social experiences of deaf and hard‐of‐hearing students at a Saudi Arabian university: A qualitative study British Journal of Special Education Pub Date : 2024-02-22 Munirah Alsamih
This study explored the social experiences of 12 deaf and hard‐of‐hearing female university students. Semi‐structured interviews identified four key themes: university environment, peer interactions, communication and personal barriers. The majority of participants described their social experiences as positive and better than their experiences at school. The participants experienced collaboration
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The attitudes of teaching staff in specialised education towards inclusion and integration British Journal of Special Education Pub Date : 2024-02-21 Christy Tenback, Anke de Boer, Jan Bijstra
The attitudes of teaching staff are key in developing more inclusive schools. In the Netherlands, different types of schools for special education use integration as a step towards inclusive education. The Dutch government supports this development by a policy rule that enables schools to integrate both pupils and staff. This cross‐sectional study focuses on the attitudes of teaching staff towards
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Creating an inclusive second language writing classroom through multiliteracies pedagogy: A duoethnography study British Journal of Special Education Pub Date : 2024-02-06 Mellisa Chin, Jia Rong Yap
Students with special educational needs face challenges in developing second language writing skills. These students lack specialised instruction and support, especially in mainstream classrooms, due to a lack of expertise and understanding of inclusive education. This article explores two teachers' conceptualisations of inclusive education and special educational needs, as well as investigating the
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‘Sea-glass survivors’: Autistic testimonies about education experiences British Journal of Special Education Pub Date : 2024-02-05 Jacqui Shepherd, Beth Sutton, Simon Smith, Marysia Szlenkier
This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic ‘voice’ through research presentations and lived experiences, and this co-authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted
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Continuing professional development for special educational needs and disabilities within the school workforce: The results of a national survey in England British Journal of Special Education Pub Date : 2024-01-06 Graeme Dobson, Helen Curran, Prithvi Perepa
Continuing professional development (CPD) is considered an important part of improving professional practice and its importance has been highlighted in Department of Education policies in England. However, very little research has explored what CPD school staff access and consider as effective for their roles. This research addressed this gap by conducting an online survey of child-facing school staff
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Evaluating the effectiveness of key components of Zones of Regulation™ curriculum training on teachers' self-efficacy at managing self-regulation needs in autistic pupils British Journal of Special Education Pub Date : 2023-12-19 Elisabeth Öhlböck, May Stinson, Katrina McClintock, Beverley Turtle
There has been a rise in autistic pupils in the mainstream classroom. Teachers have often reported frustration caused by a lack of training on managing autistic pupils' presentations. The aim of this study was to investigate the effect of an online training programme comprising the main paradigms and resources of the Zones of Regulation™ curriculum on teachers' sense of self-efficacy when managing
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Emotionally based school non-attendance: Development of a local authority, multi-agency approach to supporting regular attendance British Journal of Special Education Pub Date : 2023-12-10 Shannon Corcoran, Catherine Kelly, Caroline Bond, Louise Knox
According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi-agency approach to reduce rates of emotionally based school non-attendance. The Research and Development in Organisations model provided a structure for the action research process, which consisted of cycles of action and reflection
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The impact of remote learning on the social and emotional needs of students with exceptionalities British Journal of Special Education Pub Date : 2023-11-24 Agnieszka Petlik
The Covid-19 pandemic forced an international shutdown of in-person learning. Remote learning became the temporary model of education for students. The intention of this study was to investigate teacher perceptions and experiences of remote learning, in order to understand its impact on students with exceptionalities and their social and emotional learning (SEL). The research design for this qualitative
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Exploring a school-level inclusive practice index for meaningful inclusion in Zambian schools British Journal of Special Education Pub Date : 2023-11-12 Tamara Chansa-Kabali, Joachim Nyoni
The United Nations 2030 Agenda for Sustainable Development and, in particular, its Sustainable Development Goal no. 4, underline the relevance of quality education that translates into long-term benefits for all learners. This article reports findings of a collaborative research study that piloted an inclusive practice index to investigate inclusion in schools. We applied a mixed-methods design to
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Measuring safety perceptions of students with behavioural problems in special education: A validation study of the safe at school questionnaire British Journal of Special Education Pub Date : 2023-11-06 G. H. P. Van der Helm, G.J. Klapwijk, J. J. Roest, C. H. Z. Kuiper, R. H. J. Scholte, G. J. J. M. Stams
Assessment and monitoring of safety in special education schools is imperative to establish and maintain a safe environment in which students can develop academic and social–emotional skills. The present study describes the development of a student self-report measure, the Safe at School questionnaire. Factorial validity, reliability and concurrent validity was examined in a construction sample of
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Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates British Journal of Special Education Pub Date : 2023-11-06 Ashraf Mustafa, Maxwell Peprah Opoku, Ahmed Hamdan, Mohammed Safi, Enas Mohamed
Students with disabilities such as visual impairment (VI) face challenges in accessing education, mainly owing to their inability to participate in learning activities in the classroom. While experts in special education have discussed the deployment of assistive technology (AT) to support the learning of students with VI, research on its impact is very scarce, especially in non-western countries such
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Language and drawing development after a combined intervention: A single-subject case study British Journal of Special Education Pub Date : 2023-11-03 Ceyhun Servi
Language and drawing each have their own sets of symbols that they use to convey messages. It is still unclear whether the development of these two expression mechanisms is similar or distinct. There are various approaches to supporting language and communication skills, including structured and naturalistic methods. The goal of this in-depth case study is to find out how a combined intervention affects
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Increasing self-esteem for vulnerable young women: A case study of entrepreneurship training for vulnerable young women in Thailand British Journal of Special Education Pub Date : 2023-10-30 Auschala Chalayonnavin
Disadvantaged young people who have experienced violence often have low self-esteem due to the difficult circumstances to which they are exposed. Abuse, bullying and other forms of mistreatment have a permanent impact on their sense of self-worth, generating negative emotions and self-protective behaviour in order to shield themselves from further harm. As a result, these young people may struggle
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Keeping the child in mind in multi-professional working: Valuing the viewpoints of children and their parents British Journal of Special Education Pub Date : 2023-10-30 Carla Solvason, Jo Winwood
This survey-based research explores data from a diverse range of 54 professionals involved in collaborative team working to support children with specific needs. The survey investigated the individual's perception of their own role, and the interactions within the team. The survey collected some quantitative data, such as age and length of time in role, to explore correlations, but it also asked open-ended
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Teaching online amid the Covid-19 pandemic: Exploring first-time online lecturers' lived experiences British Journal of Special Education Pub Date : 2023-10-29 Jubilee Chikasha
The study explored the lived experiences of online teaching by first time online lecturers in institutions of higher education in South Africa during COVID-19. The study adopted a qualitative approach. Findings show positive and negative experiences influenced by variables related to personality, technology, workload and physical teaching environment among others. Personality traits like fear of risks
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The trauma challenge: How teachers experience students with complex trauma British Journal of Special Education Pub Date : 2023-10-20 Anne Southall
Research documenting the effects of trauma in early childhood describes the profound and long-term consequences of child abuse and neglect on the developing brain and the subsequent deficits in critical cognitive and social development. While educators have increasingly endeavoured to understand this impact and become more ‘trauma-informed’ in their classrooms, little is understood about the process
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Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment British Journal of Special Education Pub Date : 2023-10-10 Kirsty Young, Donna Rooney
This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data from 89 participants (questionnaires and interviews)
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School teachers' knowledge and perceptions of inclusive education in Fiji British Journal of Special Education Pub Date : 2023-10-04 Jonathan Chitiyo, Victor Alasa
This study examines teachers' level of knowledge of inclusive education as well as their perceptions of the practice. Participants were a sample of 162 teachers in Fiji. Results indicate that the participants demonstrated professional knowledge of inclusive education, with a good understanding of inclusive education as indicated by their high level of understanding of the important processes involved
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Teaching daily living skills to an adolescent with autism in a real-life setting British Journal of Special Education Pub Date : 2023-09-07 Serap Dogan
Individuals with autism spectrum disorder (ASD) experience difficulties with daily life skills (DLS). Difficulties with DLS create obstacles to independence. To move into adulthood more smoothly, it is critical to teach some DLS during certain periods, such as adolescence. In the present study, the skills of preparing an instant soup, setting the dinner table and placing dirty dishes in the dishwasher
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Dyslexia as ‘paradox’ British Journal of Special Education Pub Date : 2023-09-04 Craig Collinson
This article is written by a dyslexic scholar in opposition to the psychological discourse on dyslexia. The methodological approach adopted is ordinary language philosophy; I argue that dyslexia is a paradoxical concept. As such, dyslexia as a concept lacks clarity and cohesion. The alternative concept of Lexism (the Othering of and discrimination against dyslexics by normative practices and assumptions
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Implementation of inclusive education in Ghana: The mission of SENCos British Journal of Special Education Pub Date : 2023-08-17 Martha-Pearl Okai
This article investigates the roles of special education needs co-ordinators (SENCos) in the implementation of inclusive education (IE) in Ghana. The mixed-methods approach, specifically the convergent design, was adopted. Seventy-three SENCos responded to a questionnaire, and 15 SENCos were interviewed. The census approach was used for selecting the respondents for the quantitative phase, while the
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The design and development of a dyscalculia checklist based on a focus group interview British Journal of Special Education Pub Date : 2023-08-14 Soo May Yoong, Noor Aini Ahmad, Charanjit Kaur Swaran Singh, Wei Lun Wong
This article aims to explore the symptoms and characteristics of dyscalculia. This is a qualitative study. Five experts in the field of special education took part in a focus group interview. Each expert had more than ten years of experience in their area of expertise. To determine the content validity of the protocol, three experts in special education, language and qualitative research evaluated
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Vulnerable young people and post-16 educational aspirations during Covid-19 British Journal of Special Education Pub Date : 2023-08-13 Dimitra Hartas
This study used a longitudinal, probability sample survey, Understanding Society Covid-19, to examine young people's post-16 educational aspirations at the height of the Covid-19 pandemic, with a particular emphasis on four vulnerable groups (namely, young carers; Black, Asian and Minority Ethnic young people; young people with long-term illness and disability; and people with internalising and externalising
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The scope for using international indicators of inclusive education in Kuwait and GCC countries: A preliminary study involving special education teachers British Journal of Special Education Pub Date : 2023-08-08 Zaid N. Al-Shammari, Joseph Mintz
In both the literature on inclusive education and in international policy development, there has been considerable interest in the use of sets of indicators for the implementation of inclusive education at national and local levels. Drawing on sets of indicators developed in Europe and the Pacific Islands, this study proposes a set of such indicators for Kuwait. These indicators are then presented
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Home-schooling in the Republic of Ireland British Journal of Special Education Pub Date : 2023-07-30 Joanne Banks, Chris Forlin, Dianne Chambers
Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling
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Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial British Journal of Special Education Pub Date : 2023-06-04 Fatemah Almuwaiziri, Natthapoj Vincent Trakulphadetkrai, Timothy Williams
This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV
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Pre-service teachers' attitudes and the factors influencing their formation regarding inclusive education in Kosovo British Journal of Special Education Pub Date : 2023-05-11 Donika Koliqi, Kushtrim Koliqi, Naser Zabeli
This study investigates pre-service teachers' attitudes towards inclusive education in Kosovo and identifies the factors that influence and predict those attitudes. The data were collected using a quantitative method. The study involved 210 pre-service teachers. Data were analysed descriptively through comparative means, correlate analysis, and regression analysis. The results of the study found that
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The writing quality scale (WQS): A new tool to identify writing difficulties in students British Journal of Special Education Pub Date : 2023-04-30 N. J. Stuart, A. L. Barnett
Students in higher education (HE) are required to complete a variety of writing tasks for coursework and examinations. However, for some students writing presents a major challenge. In the UK, the availability of tools for specialist assessors to help identify difficulties with the quality of written composition is limited. The aim of this study was to develop a practical new tool, the Writing Quality
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Teaching early reading skills to non-vocal students with severe learning disabilities using Headsprout Early Reading© British Journal of Special Education Pub Date : 2023-02-28 Sian E. Thomas, Corinna F. Grindle, Vaso Totsika
Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading© (HER©), an online reading programme, with four non-vocal students with a severe learning disability (SLD), over the course of a nine-week period. Additional table-top
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Using iPads for the social communication and emotional regulation of autistic pupils: an exploration of key stakeholders' perspectives and practices British Journal of Special Education Pub Date : 2023-02-20 Alexia Achtypi, Karen K. Guldberg, Despina Papoudi
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United
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Parental satisfaction with programmes provided for children with learning difficulties in Oman British Journal of Special Education Pub Date : 2023-02-20 Ibrahim Al-Qaryouti, Laila Al-Salmi, Amur Al-Aiasare, Amani Adul-Hadi
This study aimed to explore parental satisfaction with programmes provided for children with learning difficulties (LD) in Oman. A sample was collected from 299 parents who filled out an electronic self-reporting questionnaire during the second semester of 2021. The researchers designed a 19-item questionnaire that was distributed over two domains: 14 items on parent satisfaction and five items on
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Exploring perspectives of whole-school attachment and trauma aware approaches in a specialist provision British Journal of Special Education Pub Date : 2023-02-14 Emma-Louise Jones, Emma Harding
A recent focus on attachment and trauma awareness (ATA) in schools has led to whole-school training programmes and evaluations. The outcomes have been positive; however, the dominant focus of research is on the implementation of whole-school ATA in mainstream settings. This project adopted a case study to explore how the training and approaches had been implemented in a school community, including
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The 2022 SEND Green Paper and the SENCo: more evidence on demographics, qualifications and leadership status British Journal of Special Education Pub Date : 2023-02-08 Graeme J. Dobson
The 2022 Special Educational Needs and Disability (SEND) Review in England has proposed changes to the way in which SENCos are trained before working in English schools. Although the DfE collects data relating to the demographics of all teachers, the 2022 SEND Review Green Paper does not draw on this to support or inform the changes being proposed. A Freedom of Information request was made to the DfE
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The impact of a Curriculum for Resilience Promotion in Deaf Children and Adolescents British Journal of Special Education Pub Date : 2023-01-31 Eunice Freitas, Celeste Simões, Ana Mineiro, Pedro J. Rosa, Anabela C. Santos
Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard-of-hearing (DHH) students. The study
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Advocacy leadership and the deprofessionalising of the special educational needs co-ordinator role British Journal of Special Education Pub Date : 2022-12-31 Elizabeth J. Done, Helen Knowler, Hazel Richards, Stephanie Brewster
The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely to reduce SENCos' capacity to exercise ‘advocacy leadership’
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Peer relationships and interaction between students with visual impairments and their sighted peers at Sirigu Senior High School in Ghana British Journal of Special Education Pub Date : 2022-12-20 Alexander Gariba, Adam Awini
Peer interaction and relationships are considered key factors in the academic success of students with disabilities, and serve as measurements of inclusive practice, since children with disabilities who are accepted tend to have positive relationships and interactions. This study explored the peer relationship and interaction patterns between students with visual impairments and their sighted peers
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Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education British Journal of Special Education Pub Date : 2022-12-18 Yolanda Muñoz Martínez, Cecilia Simón Rueda, Mª José de Dios Pérez
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire
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Social status, popularity goals and students with learning disabilities: an initial investigation British Journal of Special Education Pub Date : 2022-11-25 Martin H. Jones, Morgan T. James, Chalon Johnson
The current study examined whether students' social goals might help explain why students with learning disabilities (LD) often have lower social status in school. Participants included 336 rural and ethnically diverse high school students (of whom 16 had a LD diagnosis). Participants reported on their social status, popularity goals, and social preference goals. Findings support that students with
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‘The girls are out there’: professional perspectives on potential changes in the diagnostic process for, and recognition of, autistic females in the UK British Journal of Special Education Pub Date : 2022-11-14 Hannah McLinden, Felicity Sedgewick
There is widely growing recognition of autism in girls, and both researchers and community members have called for improvements in the diagnostic process. What is not yet known is whether these recommendations are being taken up by professionals. In this study, nine semi-structured interviews were conducted with a variety of professionals involved in the autism diagnostic process. The collected data
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Physical activity knowledge and confidence of education staff in a special education setting British Journal of Special Education Pub Date : 2022-10-28 J. Bellamy, S. Fensom, N. van Doorn
Children with intellectual disabilities (ID) are less likely to meet physical activity (PA) guidelines and have higher tendencies towards sedentary behaviors. Considering a large proportion of a child's day is spent at school, this setting provides a promising environment for increasing PA levels. Staff often significantly impact the success of PA within schools. Limited research has focused on PA
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Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England British Journal of Special Education Pub Date : 2022-10-12 Feyisa Demie
This research article aims to examine disproportionality in the attainment of pupils with special educational needs at the end of primary education. The sample consisted of 3,025 pupils who completed Key Stage 2 in one LA in London. Two methodological approaches were used in the data collection. The background data related to special educational needs were collected as part of the January school census
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Inclusive pedagogies in digital post-Covid-19 higher education British Journal of Special Education Pub Date : 2022-09-30 Anastasia Liasidou
The Covid-19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies
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Impact of ICT on university students with visual impairment British Journal of Special Education Pub Date : 2022-09-30 Marta Montenegro-Rueda, José María Fernández-Batanero, José Fernández-Cerero
Information and communication technology (ICT) are creating new horizons in the educational responses to students who have a disability in higher education. This study aims to provide the academic community with an overview of the research pertaining to ICT as a support for students with low vision or blindness. Data were obtained through a systematic literature review, covering the period from 2010
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Peer mentoring support for students with autism in school settings: a concept analysis British Journal of Special Education Pub Date : 2022-09-21 Tian Wu, Duu-chiang Wang
Peer mentoring support as an organized peer-run approach can be understood as an intentional support strategy for students with autism within the context of general schools. However, the increasing number of research-based articles on the peer support programme apply the concept with little consistency. The literature was searched using electronic databases. Any quantitative or qualitative studies
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An exploration into the implications of the Covid-19 restrictions on the transition from Early Years Education to Key Stage 1 for children with special educational needs and disability – a comparative study British Journal of Special Education Pub Date : 2022-08-18 Jessica Wythe
This small-scale comparative study explores how the coronavirus pandemic has impacted on the transition from Early Years Education to Key Stage 1 (KS1) for children with special educational needs and disability (SEND) in a SEND specialist school in the UK. Two focus group interviews were conducted with nine professionals who work across three KS1 classes for pupils with moderate learning difficulties
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The gap and the bridge: Brazilian Physical Education pre-service training for inclusion British Journal of Special Education Pub Date : 2022-08-18 Maria Luiza Tanure Alves, Mey A. van Munster, Isabella dos Santos Alves, Joslei Viana de Souza
Currently, the inclusion of disabled students in school still faces significant obstacles to its implementation. In Physical Education (PE) classes, these obstacles are mainly associated with failures in the pre-service training offered in undergraduate courses. This study aimed to investigate pre-service training on the inclusion of disabled students from the perspective of PE teachers. Four teachers
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Deconstructing insider–outsider researcher positionality British Journal of Special Education Pub Date : 2022-07-19 Hanin Bukamal
Reflexivity involves the researcher's attentiveness to cultural aspects of the research context. In this article, I deconstruct scenarios from a reflexive diary and interpret how these scenarios respond to an insider–outsider positionality that is determined by my cultural identity, profession, gender and educational background. I examine reflexive dialogue as pertaining to several factors: the influence
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Bodily health and bodily integrity capabilities of students with autism spectrum disorder British Journal of Special Education Pub Date : 2022-07-11 Seyedeh Tahmineh Mousavi
The purpose of this study was to explore the views of school staff about the bodily health and bodily integrity capabilities of students with autism spectrum disorder (ASD). These capabilities refer to being healthy and moving freely from place to place. Semi-structured interviews with 12 school staff (teaching and non-teaching staff) in Tehran, Iran, were carried out and thematically analyzed. ‘Nutritional
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Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis British Journal of Special Education Pub Date : 2022-07-08 Alexandra Sewell
Academic and practice-based research constructs specific learning difficulties as a collection of lifelong, within-person conditions that negatively affect learning and daily functioning. Investigation has historically adopted a medical model, specifically a neurodeficit perspective. Conversely, neurodiversity has emerged as a concept that seeks to understand these conditions as part of a person's
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Evident demands and absent changes: special education teachers' initial training in Chile British Journal of Special Education Pub Date : 2022-06-28 Rosario Palacios, Sofia Larrazabal, Manuel Monzalve
This article discusses special education teachers' initial training within public policies establishing teaching students with special educational needs and disabilities in mainstream classrooms. Based on the question of how special education teachers’ initial training in Chile is responding to inclusive education policy regulations, we describe and analyze discourses about training regarding special
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Playing to learn: Learning to TALK British Journal of Special Education Pub Date : 2022-05-16 Julia Lindley-Baker, Laura Mills
‘We love the fact she can learn through play, because she is learning but not realizing, and she does not feel pressurized to learn’ (parent of a child with neurodiverse developmental disorders [NDD]). Engaging children with NDD in meaningful learning can be challenging, and that challenge is exacerbated when children are neither motivated nor equipped with the skills to facilitate engagement. Communication
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Evaluating the use of reasonable adjustment plans for students with a specific learning difficulty British Journal of Special Education Pub Date : 2022-05-11 Suzy Beck
Despite calls for a move away from individual adjustments toward a fully inclusive design for learning, the practice of applying institutional reasonable adjustments for disabled students persists in UK higher education. Previous research suggests, however, that these adjustments are often generic and do not appropriately address individual students' learning needs. If the practice is to continue,