British Journal of Special Education最新文献

Inclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio-cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed-methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India.

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.

The research investigated the obstacles faced by undergraduates with visual impairments while studying at a Nigerian university striving to establish an inclusive learning environment for students with disabilities. The aim was to generate empirical evidence that can inform policies at the university and other similar institutions. The research is anchored in Bronfenbrenner's ecological systems theory, and a qualitative descriptive research design was employed. Using purposive sampling, 11 (male = 7; female = 4) undergraduate students living with blindness were recruited. Data were collected using semi-structured interviews and subjected to inductive data analysis. It was found that students encounter various challenges, emanating from peers, lecturers, the university and their families. The results demonstrate how different contexts influence the learning outcomes of students with visual impairments, warranting more comprehensive intervention programmes.

This study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi-structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub-categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future.

This study explored the social barriers facing students with sensory impairment in Tanzanian higher learning institutions across different settings. Twenty-seven students were involved in semi-structured interviews, focus group discussions and open-ended questionnaires. Students with sensory impairment reported that across the different settings, other people view them as incapable and as a socio-economic burden. They also revealed that they were viewed as beggars. Their perceptions of these negative views resulted in their social isolation, and difficulties in forming and maintaining friendships. The study recommends setting up awareness-creation campaigns aimed at demonstrating the capabilities of disabled people in Tanzania. In addition, the law governing the employment of disabled people in Tanzania should be enforced accordingly to increase their employment opportunities in different sectors.