British Journal of Special Education最新文献

The United Arab Emirates (UAE) is a diverse, multicultural context which has introduced ambitious policies and strategic plans to accelerate inclusive education. The extent to which culturally responsive teaching is reflected in inclusive classrooms across the country has not been captured. This study used a cross-sectional survey methodology employing the culturally responsive teaching self-efficacy scale as a survey instrument to examine teachers' perceived competence in implementing culturally responsive teaching practices with students with disabilities in inclusive classrooms. All mainstream schools in the UAE were approached to participate and data were collected from 999 teachers from public and private schools across the seven Emirates of the UAE. Data were subjected to confirmatory factor analysis, mean scores, multivariate analysis and multiple regression. The results indicate that teachers perceive competence in implementing culturally responsive teaching practices in inclusive classrooms. Slightly higher competence was reported in implementing practices that build relationships with culturally and linguistically diverse (CLD) students and their families than those that require knowledge and skills in working with CLD students or knowledge of the impact of cultural and linguistic diversity on learning. Demographic variables contributed additional insight with recent professional development in inclusive and/or special education emerging as a significant predictor of perceived competence in implementing culturally responsive teaching practices in inclusive classrooms. Implications for practice and further research are considered.

Existing research on inclusive education often overlooks the role of teaching experience, particularly the perspectives of non-SPED (special education) seasoned teachers. This study addresses that gap by exploring the lived experiences of 20 non-SPED teachers teaching in inclusive classrooms in the Philippines, with over 10 years of experience and recommended by school administrators for their perceived exemplary instructional skills. Using descriptive phenomenology and semi-structured interviews, the study reveals contrasting experiences: while some participants reported frustration due to inadequate training, scarce instructional resources and excessive workload, others found the experience professionally enriching, highlighting gains in empathy, adaptability and personal fulfilment. The findings underscore the importance of training and professional development, as well as strong administrative and stakeholder support, in equipping non-SPED educators to implement inclusive pedagogies.

This qualitative small-scale study aimed to better understand practitioner perspectives and experiences relating to barriers, guidance and support systems associated with children and young people's mental health within the primary classroom. The research aims were explored through three role-defined focus groups: senior leaders, teachers and support staff comprising a total of seven participants with representation from mainstream and specialist primary schools. The resulting transcripts were analysed using interpretative phenomenological analysis. Findings suggest the need for an effective support framework encompassing hierarchical accountability and multifaceted professional support alongside a developmentally adapted extension of the Early Years Foundation Stage curriculum. Fundamentally, the ‘permission to be different’ should be embedded within a school's ethos, practice and guidance, allowing greater autonomy when adapting approaches to meet the needs of children and young people. Understanding how mental health sits within the primary classroom from practitioner perspectives is vital given the direct impact on children and young people's learning, development and relationships, and its potential longevity. Equally, having a range of practitioner perspectives is crucial for effective early identification and the deployment of timely and appropriate support through enabling learning environments where children and young people can thrive both academically and emotionally to holistically achieve their potential.

Transitions between stages of schooling present well-known challenges for children with special educational needs and disabilities, including navigating new sites, people, practices, timetables and expectations. Site visits are often recommended for helping with transition, and yet such visits can be difficult to achieve for practical and logistical reasons. This study piloted the development of virtual tours that were co-created with two special schools to support the transitions of children with complex communication and learning needs. We were interested in what the co-creation process revealed about the practices and site features that schools felt were important to share with others to help them understand what to expect. We were also interested in the ways in which the schools enabled the voices of young people with complex needs to be included in the tours. Accordingly, we examine whose and what knowledge was shared in the creation of the tours, and how this knowledge may be used to support transitions. We conclude that virtual tours could be a helpful transition tool to support children and families' familiarisation with a new school site. The findings offer a preliminary framework for planning virtual tours that could be applied and evaluated in future research.

This study maps global trends, thematic concentrations and collaboration networks in Science, Technology, Engineering and Mathematics (STEM)-based special education research by examining 458 publications published in the Web of Science database between 2010 and 2025 through bibliometric analysis. The results reveal that STEM education encompasses not only technical knowledge transfer for individuals with special needs, but also dimensions such as inclusion, equity and social justice. Keyword analysis shows that themes such as ‘inclusion’, ‘Universal Design for Learning (UDL)’ and ‘equity’ are central to the literature; however, the limited number of studies on individuals with visual and auditory disabilities indicates that systemic barriers remain. The USA leads in the number of publications, with notable contributions from Turkey, China, Germany and Australia. Collaboration networks emphasise the influence of physics education-focused researchers and journals in the field and highlight the growing importance of interdisciplinary and international collaborations. The discussion highlights the critical role of UDL-based curricula, teacher education and assistive technologies in increasing the accessibility of STEM education within the framework of the social model and inclusive pedagogy. The findings reveal the need to develop inclusive and disability-specific pedagogical strategies in teacher education, curriculum design and policy-making processes, and emphasise the importance of qualitative, long-term and participatory research designs to close the gaps in the field. The results provide an important foundation to guide global education policies to support equal participation of individuals with special needs in STEM fields.

Scandals involving the misuse of restraint and seclusion in schools emerge with such frequency that the issue might be argued to be an example of what has been termed a ‘wicked problem’; that is, one resistant to definitive formulation and thus any permanent resolution. This article critically examines such a characterisation and, drawing on the concepts of corrupted cultures and vulnerability theory, seeks to provide a comprehensive explanation of why patterns of individual and institutional abuse can develop and readily become pervasive. Having suggested what may be the root causes of the phenomenon, the article describes the implications for prevention and the nature of the challenges that may have to be overcome.