British Journal of Special Education最新文献

This study examined professionals' perspectives regarding the impact of using Social Stories with the creative arts for individuals on the autism spectrum. These perspectives were investigated using a theoretical framework which integrates Bandura's social learning theory and Gardner's multiple intelligences theory. A mixed-methods sequential design was used, starting with a questionnaire, followed by the use of a series of qualitative methods. The findings revealed that including the creative arts is seen as an active component that supports the use of Social Stories. A variety of views, attitudes and suggestions were expressed, along with some concerns and challenges that were raised in relation to the impact of using Social Stories in conjunction with the creative arts.

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 and dyspraxia with 229 educators in the UK. Educators were asked to complete a short online survey that included questions about their awareness of SpLDs and some neuromyths, as well as some background questions. Despite educators being more familiar with dyslexia, they endorsed more neuromyths related to dyslexia than dyscalculia. However, being more familiar with dyslexia and being a maths lead did result in the endorsement of fewer neuromyths. These findings suggest that greater awareness of SpLDs in general might not reduce the endorsements of neuromyths, but that to counter the limited awareness of dyscalculia, educators need information about the cognitive mechanisms of learning in these students.

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 groups (headteachers, teacher-tutors, specialists, counsellors, families, students, associations and politicians), expressed their experiences in relation to the subject of the study. Content analysis was carried out, through a double coding process combining the deductive and inductive approach, supported by the professional software MAXQDA22. The results reveal three main priorities as the main demands of inclusion in order to move towards inclusive social and educational change: (1) reaching collective agreements, (2) creating micro support networks and (3) strengthening teacher commitment.

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 in detail the role of the professionals around the child, in particular the SENCo. In this case study, three children are discussed; in these cases, an additional layer of assessment was included in the referral system, using Frith's causal modelling. This resulted in a more accurate and timely diagnosis of neurodiversities, whether singular or co-occurring, in each case. The additional assessment level was undertaken by a developmental psychologist (DP) who acted as a catalyst for the assessment process and an advisor to target intervention. Following a holistic assessment by the DP, one child was diagnosed with autism on the NHS within three months of the assessment, one child was diagnosed with attention deficit/hyperactivity disorder on the NHS within six months of the assessment, and one child had a dual diagnosis of dyslexia and dyspraxia. Moreover, importantly, only one child's outcomes matched the SENCo's initial diagnostic hypothesis. Two possible, and probably controversial, assessment models are proposed, that take the guesswork out of the referral process for the SENCo, saving time and money across all sectors, while considering a child's needs holistically and wholly.

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, support, peer acceptance, friendship and high awareness of hearing disability among their hearing peers. Communication with peers was facilitated by using applications, sign language and lip reading. However, a lack of understanding from faculty members, isolation, and ignorance exhibited by some peers resulted in negative experiences for a few participants. Some participants reported personal barriers, such as personal characteristics, past negative experiences, and fear of disclosing their disability. Given the importance of social support and inclusion for students' success and well-being, universities must prioritise the social experiences of deaf and hard-of-hearing students as much as their academic experiences.

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 with 10 undergraduate students of English. The data were thematically analysed, yielding five themes: (1) learning English and its relevance to personal goals and aspirations; (2) perceived language-related difficulties; (3) awareness of the differences in their language learning experience as D/HH learners; (4) significance of visual communication for D/HH learners of English; and (5) the role and support of technology. These themes provided a multidimensional understanding of these learners' perception of their foreign language learning trajectory. The results of this study have implications for various stakeholders in the context of special needs language education.