British Journal of Special Education最新文献

The experiences of dyslexic students within inclusive education have not yet been thoroughly investigated by research. This article explores identity formation and the experiences of students with dyslexia, by considering different views. It focuses on how these experiences both shape and are shaped by students' own perspectives and those of others in their environment. A qualitative, multi-temporal case study design was utilised, with data generated through semi-structured interviews and focus group discussions. The study sample included two participant groups: secondary students (Case 1) and university students (Case 2). Five dyslexic students from a mainstream secondary school participated in interviews, sharing their current experiences with dyslexia. Additionally, eight university students reflected on their past experiences of being dyslexic in mainstream secondary school through focus groups. The data were analysed using an adapted thematic analysis, along with concepts drawn from cultural-historical activity theory. The findings suggest that dyslexic students' understanding of their learning differences can shape how they perceive themselves. The insights in this article are valuable for dyslexic students, and for teachers and educational support providers, helping to strengthen their understanding and improve support strategies for students with dyslexia.

This thought piece is written by four dyslexic disability scholars who reject dyslexia as an explanatory account. Instead, we adopt Lexism – the othering of dyslexics by normative practices and assumptions of literacy. In asserting a political position and our self-identity, we explore our personal ambivalent experiences of diagnosis. The new concept of Lexism challenges the ‘power intellectual’ wielded by those who define and categorise dyslexics. We treat the ‘diagnosis’ of dyslexia as an expression of both Lexism (normative literacy) and the power intellectual. The purpose is to highlight the often inadequate diagnosis process, through the lens of ‘hermeneutic injustice’, which argues that the nomenclature surrounding dyslexia and other related psychological diagnoses leaves dyslexics disempowered and hampered in recognising instances of injustice. As dyslexic disability scholars, we struggled to understand our dyslexic identity; impaired by hermeneutic injustice, we made sense of our experiences of Lexism with difficulty. The injustice was present but invisible to us. This article focuses on how we came to perceive more clearly.

Both virtual reality (VR) and augmented reality (AR) technology have shown potential for the instruction of people on the autism spectrum by simulating real-world experiences in a safe and controlled environment. However, numerous reports indicate that this type of research has included few participants with intellectual disability (ID). The current scoping review included 20 studies which utilised VR/AR to teach various skills to children and youth on the autism spectrum with ID. The results indicated that the use of VR/AR interventions is a promising evidence-based practice for children and youth on the autism spectrum with ID. Within the small number of reviewed studies, there were variabilities in study design and intervention components (e.g. identification of ID, VR/AR equipment, target skills), highlighting the need for more uniformity and consistency to improve research and practice.

Inclusive education is a priority in policy and programmes in most countries, irrespective of the numerous challenges in its implementation. This article aims to explore how teacher agency functions to implement inclusive education in mainstream schools in Nepal so that it provides a positive participatory experience for students with disabilities. It examines how teacher agency, the perceived identity of students with disabilities and their positive participatory experiences shape teacher identity. Eight teachers from three schools, two urban and one rural, were selected purposively as research participants for interviews. Reflexive thematic analysis was carried out to build a case study on inclusive education in Nepal. The findings suggest proactive teacher agency strives for more positive participatory experiences for students with disabilities. This requires a shift from traditional teacher identity towards a more inclusive teacher identity, while still functioning within the traditional curricular and pedagogical framework and operating in an environment that lacks resources. Teachers' personal factors mediated by the immediate school environment and the broader socio-cultural and political environment are noted as causal factors that shape teacher agency. This study shows how teacher agency, student participation and teacher identity constitute a mutually dependent system that generates momentum towards inclusive education in a resource-poor environment. It concludes that policymakers and school leaders should seek to develop this proactive teacher agency to enhance inclusive practice.

The evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well-being. Recognising this gap, the well-being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in-situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one-month reflective follow-up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students.

Traumatic experiences trigger a constellation of psychological and emotional symptoms. Therapeutic interventions have been developed to support people in understanding and overcoming these symptoms. However, many approaches have a strong reliance on language. This can be problematic as traumatic experiences create significant barriers to the brain's ability to translate experiences into words. Many victims of trauma experience a phenomenon known as ‘speechless terror’—the inability to access language after trauma because of the extreme fear brought on by the event/series of events. This creates a challenge; how can someone benefit from an intervention that relies on verbal or written expression if trauma has made it difficult (or impossible) for them to translate their experiences into words? While both written and verbal communication can support individuals in recovering from trauma, sometimes words are not enough. And when words are not enough, the visual arts can serve as an alternative language that allows for open, non-verbal exploration of memories and emotions. As a survivor of trauma, I have used both verbal and non-verbal methods in my own journey toward trauma healing. Words are an essential tool in my verbal processing of trauma. But sometimes words are not enough. And when words are not enough, creative expression in the form of mixed media visual art has provided me with an alternative language to navigate my own speechless terror. In my creative use of verbal and non-verbal forms of expression, I experienced an increased sense of self-understanding. This article explores (1) the limitations of language in processing trauma, (2) the potential for creative approaches to serve as an antidote to speechless terror, and (3) my personal use of both written narratives and visual artwork to navigate my own traumatic experiences.

Cognitive training (CT) programmes have gained popularity, but their efficacy remains debated. This study evaluates the impact of technology-based CT intervention on cognitive skills in adolescents with autism spectrum disorder and/or mild intellectual disability, aiming to improve cognitive functioning. Four adolescents with autism spectrum disorder and/or mild intellectual disability participated in a 16-week home-based CT programme, undergoing neurocognitive assessments both before and after the intervention. The programme targeted a range of cognitive skills, including working memory, attention, inhibitory control and cognitive flexibility. The findings demonstrated significant improvements in spatial and visual working memory, attention, inhibitory control and cognitive flexibility among the participants. We conclude that technology-based CT interventions show promise in enhancing cognitive functioning and may contribute to improved educational outcomes for adolescents with autism spectrum disorder and/or mild intellectual disability.

This article explores the role of dyslexia identification within the broader shift toward inclusive education. While dyslexia is widely recognised as a neurobiological condition, ongoing debates question its validity, diagnostic criteria, and the fairness of access to support. Additionally, research presents conflicting findings on the impact of the dyslexia label on an individual's self-perception and academic outlook, with some studies highlighting its benefits in providing clarity and access to resources, while others suggest it may lower expectations and reinforce a deficit perspective. As countries increasingly prioritise inclusive education, the necessity of labelling students with dyslexia may be called into question. Inclusive education frameworks advocate for universal high-quality teaching practices without the need for formal diagnoses. However, education systems still rely on categorical diagnoses to determine access to specialist support, creating tensions between inclusive education ideals and traditional special education models. This article examines these tensions and argues for a fundamental shift in both mindset and practice – moving away from targeted provisions for those identified with dyslexia toward learning environments that are designed to accommodate and support all students.