British Journal of Special Education最新文献

This research identifies new approaches to education health and care plan (EHCP) provision since the start of the Covid-19 (C-19) pandemic (March 2020 to March 2021). This qualitative research was conducted after the C-19 pandemic and used online questionnaires to identify the perceptions of 64 SENCos recruited from mainstream primary and secondary schools across southeast London and Essex in England. Thirteen of the 64 participants then consented to be interviewed. The findings show that where SENCos had the autonomy to act strategically, they could enact change for pupils with EHCPs as well as SEND. Furthermore, aspects of practice relating to staff SEND knowledge and understanding of SEND provision were enhanced during the pandemic, as was the SENCo's ability to adapt and allocate resources effectively.

This article investigates whether the use of instruments providing quantifiable force feedback in manual skill learning can assist students with learning difficulties. Under the same theoretical teaching model, one group (intervention group, n = 10) received education with quantitative force feedback for manual skills, while the other group received traditional teaching methods (control group, n = 18). After conducting Levene's test to assess homogeneity of variances, t-tests were performed to compare point grades, and Mann–Whitney tests were used to compare rating grades between the groups. There is a significant difference in the point grades of the intervention group compared to the control group (p < 0.05), and also a significant difference in the rating evaluation grades (p < 0.05). Under the guidance of teachers, the application of feedback instruments providing a ‘time-force profile’ allows for the quantification of manual skill force, reinforcing students' practice of ‘force control’, leading to an enhancement in the manual skill proficiency of students with learning difficulties.

This quantitative study used a survey model to examine the attitudes of teachers working in special education and rehabilitation centres (SERCs) towards assistive technology (AT). The sample consisted of 224 teachers working in 45 SERCs in Turkey. The Attitude Towards Assistive Technologies Scale (Aslan & Kaan, 2017) and Personal Information form were used for data collection, and data were analysed using descriptive statistics. The results found that the teachers had positive attitudes towards AT, with no difference in attitude according to gender. However, there were statistically significant differences in attitudes towards AT based on participation in in-service training and professional seniority. The findings revealed that the AT training for teachers working in SERCs is limited and more in-service training opportunities are needed.

The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has been published for England and includes a recommendation for SEND Assessment and Review Teams guidance. These teams co-ordinate and monitor the statutory Education, Health and Care Plans detailing the needs and provision for children with SEND, but their views on this responsibility are absent from the literature and are essential to inform the proposed guidance. This study gathered the views of 58 SEND officers within a region. They completed an online survey with a mixture of both qualitative and quantitative items. SEND officers wish to work collaboratively with families but struggled with the capacity to be able to do this. Increasing numbers of assessment requests, reported experiences of abusive interactions and lack of clarity in their role contributed to the high turnover of SEND officers. They predominantly receive ‘on the job’ training for their role, contributing to inconsistencies both within and between local authorities. The study concludes by sharing the recommendations from the SEND officers on the improvements needed to support these teams and in turn provide a supportive and responsive service for families.

Single-subject research can provide adequate justification when developing successful evidence-based educational practices for children with autism spectrum disorder (ASD), which can help such students thrive academically. This research investigates whether point-of-view video modelling effectively improved the word problem-solving addition performances of primary-school-aged students with ASD. The effectiveness of the intervention on each participant's ability to solve single-digit addition by a single digit, effectively view the video on a tablet and generalise a learned skill was investigated by utilising a design that included several participant baselines. All participants saw an improvement in their ability to solve simple addition problems due to using point-of-view video modelling. Between the baseline and intervention phases, each participant's rate of digits correctly entered per minute and total number of steps completed significantly increased. A generalisation phase was performed at home. After receiving the intervention, people with ASD could independently complete word problems involving addition with a single digit. The findings suggest that this technology could practically support the education of the growing number of children and young people with ASD by mollifying the particular learning obstacles their impairment brings.

This study examined the extent and nature of parental involvement in the education of students with visual impairment in the city of Woldia, Ethiopia, as well as the associated challenges these parents face. A qualitative approach was employed, utilising a case-study design. A purposive sample of 14 participants, consisting of parents of students with visual impairment, was selected for in-depth interviews and focus group discussions. The collected data underwent thematic analysis to identify key themes and patterns. The results indicate that parents of children with visual impairment actively engage in their child's education by providing materials, creating supportive environments and maintaining communication with schools. Challenges to parental involvement included poor communication with schools, a lack of involvement in at-home learning, limited participation in volunteer activities and minimal involvement in decision-making. These challenges were influenced by factors such as time constraints, false beliefs, scant knowledge of Braille-related activities and negative attitudes towards parental involvement. Additionally, the study revealed a lack of collaboration between parents and communities in the education of children with visual impairment. These challenges need addressing and parental involvement in the education of these students should be enhanced. Improving communication, providing support and resources, fostering inclusivity, and promoting collaboration among parents, teachers, schools and the community are key to improving educational outcomes and societal inclusion for students with visual impairment.