This study used a longitudinal, probability sample survey, Understanding Society Covid-19, to examine young people's post-16 educational aspirations at the height of the Covid-19 pandemic, with a particular emphasis on four vulnerable groups (namely, young carers; Black, Asian and Minority Ethnic young people; young people with long-term illness and disability; and people with internalising and externalising behavioural difficulties). The findings from this study showed young carers and young people with health conditions to be less likely to choose A levels, despite reporting roughly equal levels of school engagement and school-related support. The Covid-19 pandemic has laid bare the obstacles often faced by young carers and young people with pre-existing health conditions and behaviour difficulties. It is hoped that the findings will contribute to debates about social care and education and will have implications for public policy and action, especially as public services are under enormous strain and are less likely to reach those who need them most.
{"title":"Vulnerable young people and post-16 educational aspirations during Covid-19","authors":"Dimitra Hartas","doi":"10.1111/1467-8578.12477","DOIUrl":"10.1111/1467-8578.12477","url":null,"abstract":"<p>This study used a longitudinal, probability sample survey, Understanding Society Covid-19, to examine young people's post-16 educational aspirations at the height of the Covid-19 pandemic, with a particular emphasis on four vulnerable groups (namely, young carers; Black, Asian and Minority Ethnic young people; young people with long-term illness and disability; and people with internalising and externalising behavioural difficulties). The findings from this study showed young carers and young people with health conditions to be less likely to choose A levels, despite reporting roughly equal levels of school engagement and school-related support. The Covid-19 pandemic has laid bare the obstacles often faced by young carers and young people with pre-existing health conditions and behaviour difficulties. It is hoped that the findings will contribute to debates about social care and education and will have implications for public policy and action, especially as public services are under enormous strain and are less likely to reach those who need them most.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43677163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In both the literature on inclusive education and in international policy development, there has been considerable interest in the use of sets of indicators for the implementation of inclusive education at national and local levels. Drawing on sets of indicators developed in Europe and the Pacific Islands, this study proposes a set of such indicators for Kuwait. These indicators are then presented in a survey of 161 special education teachers working in public elementary mainstream schools across Kuwait. Analysis of the results is used to explore how such indicators could play a role in promoting policy implementation for inclusive education in Kuwait and more widely in Gulf Cooperation Council (GCC) countries.
{"title":"The scope for using international indicators of inclusive education in Kuwait and GCC countries: A preliminary study involving special education teachers","authors":"Zaid N. Al-Shammari, Joseph Mintz","doi":"10.1111/1467-8578.12473","DOIUrl":"10.1111/1467-8578.12473","url":null,"abstract":"<p>In both the literature on inclusive education and in international policy development, there has been considerable interest in the use of sets of indicators for the implementation of inclusive education at national and local levels. Drawing on sets of indicators developed in Europe and the Pacific Islands, this study proposes a set of such indicators for Kuwait. These indicators are then presented in a survey of 161 special education teachers working in public elementary mainstream schools across Kuwait. Analysis of the results is used to explore how such indicators could play a role in promoting policy implementation for inclusive education in Kuwait and more widely in Gulf Cooperation Council (GCC) countries.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46878540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.
{"title":"Home-schooling in the Republic of Ireland","authors":"Joanne Banks, Chris Forlin, Dianne Chambers","doi":"10.1111/1467-8578.12468","DOIUrl":"10.1111/1467-8578.12468","url":null,"abstract":"<p>Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41624943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.37745/bje.2013/vol11n92949
Prisca Rwezaura, Afrael M Sarakikya, Evans Ogoti Okendo
This study examined the prevalent forms of examination misconduct in Tanzanian universities. It was guided by the Theory of Planned Behaviour developed by Ajzen in 1991. The study employed convergent research design under mixed methods research approach. The target population consisted of 27 universities, which offer Bachelor of education degree in Tanzania mainland, 51,489 students, 708 lecturers, 27 Chief examination officers and 27 Directors of quality assurance from which the sample size of of 460 was selected through purposive and stratified random sampling techniques. Questionnaires, document analysis guide and interview guide were used to collect data. Source triangulation and research experts ensured validity. Reliability was ensured through Cronbach alpha and intercoder agreement techniques. Quantitative data was analysed using descriptive and inferential statistics whereas qualitative data was analysed through thematic analysis. The study found out that, the common forms of examination misconduct included the use of unauthorized materials, copying, collusion, examination leakage and impersonation. The study concluded that, there are diverse forms of examination misconduct in Tanzanian universities. The study recommends that, universities in Tanzania should provide moral education to students to sensitize them about the negative impact of embracing academic misconduct.
{"title":"Examining the Prevalent Forms of Examination Misconduct in Tanzanian Universities","authors":"Prisca Rwezaura, Afrael M Sarakikya, Evans Ogoti Okendo","doi":"10.37745/bje.2013/vol11n92949","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n92949","url":null,"abstract":"This study examined the prevalent forms of examination misconduct in Tanzanian universities. It was guided by the Theory of Planned Behaviour developed by Ajzen in 1991. The study employed convergent research design under mixed methods research approach. The target population consisted of 27 universities, which offer Bachelor of education degree in Tanzania mainland, 51,489 students, 708 lecturers, 27 Chief examination officers and 27 Directors of quality assurance from which the sample size of of 460 was selected through purposive and stratified random sampling techniques. Questionnaires, document analysis guide and interview guide were used to collect data. Source triangulation and research experts ensured validity. Reliability was ensured through Cronbach alpha and intercoder agreement techniques. Quantitative data was analysed using descriptive and inferential statistics whereas qualitative data was analysed through thematic analysis. The study found out that, the common forms of examination misconduct included the use of unauthorized materials, copying, collusion, examination leakage and impersonation. The study concluded that, there are diverse forms of examination misconduct in Tanzanian universities. The study recommends that, universities in Tanzania should provide moral education to students to sensitize them about the negative impact of embracing academic misconduct.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83197553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.37745/bje.2013/vol11n91628
A. Arwansyah, Dede Ruslan, Nasrullah Hidayat, Munzir Phonna
Learning during COVID-19, which is conducted through online tutorials, provides limited access to students to get information about teaching materials, including economics teaching materials, especially essential materials. As faculty, we are required to be more creative in anticipating this problem, so that the quality of learning has improved. For this reason, it is necessary to compile a module that can be prepared by students, especially modules of the economics course that are in accordance with the requirements of the curriculum of the Indonesian national qualification framework. This research aims to make a module that is relevant and suitable for use in the learning process. The method used is the research and development of Borg and Gall. This research was conducted with students of the Economics Studies Program of the Faculty of Economics of Medan State University with a population of all students who took the Microeconomics course 2022/2023. With samples divided into three, that is, 3 people for individuals, 6 people for small groups and 30 people for field groups. To see the feasibility, this draft of the module was validated by validators who are experts in their fields, and to see the technicality, this module was tested to the students. The results of this study show that this developed module should be used in economic
{"title":"Economics Modules for Students of the Economics Study Program, State University of Medan T.P. 2022/2023","authors":"A. Arwansyah, Dede Ruslan, Nasrullah Hidayat, Munzir Phonna","doi":"10.37745/bje.2013/vol11n91628","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n91628","url":null,"abstract":"Learning during COVID-19, which is conducted through online tutorials, provides limited access to students to get information about teaching materials, including economics teaching materials, especially essential materials. As faculty, we are required to be more creative in anticipating this problem, so that the quality of learning has improved. For this reason, it is necessary to compile a module that can be prepared by students, especially modules of the economics course that are in accordance with the requirements of the curriculum of the Indonesian national qualification framework. This research aims to make a module that is relevant and suitable for use in the learning process. The method used is the research and development of Borg and Gall. This research was conducted with students of the Economics Studies Program of the Faculty of Economics of Medan State University with a population of all students who took the Microeconomics course 2022/2023. With samples divided into three, that is, 3 people for individuals, 6 people for small groups and 30 people for field groups. To see the feasibility, this draft of the module was validated by validators who are experts in their fields, and to see the technicality, this module was tested to the students. The results of this study show that this developed module should be used in economic","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79823263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.37745/bje.2013/vol11n9115
Odunayo Tolulope Ojo, Atinuke Babalola, B. Omotosho
The importance of education in the development of individuals and society as a whole cannot be overemphasised. But when it is not indigenised, some of the aims may become defeated as traditional norms are destroyed and social productivity is curtailed. Studies have therefore advocated for a decolonised education as the probable solution to the socio-cultural and economic challenges facing the continent of Africa. Consequently, this paper examined decolonised education in Nigeria as an impetus for a holistic development. In addressing the subject, the paper examined decolonized education in Nigeria; the impacts of western education on Nigeria and indigenous education; and the importance of decolonising education for African centred development. The paper further argued that while the structure for a decolonised education exits in the country, nothing much has been done in the area of implementation in recent times. The paper therefore recommended that concerted efforts must be made to decolonise education at all levels in order to pave way for a holistic and Nigerian centred development.
{"title":"Decolonizing Nigerian Educational System as an Impetus for a Holistic Development","authors":"Odunayo Tolulope Ojo, Atinuke Babalola, B. Omotosho","doi":"10.37745/bje.2013/vol11n9115","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n9115","url":null,"abstract":"The importance of education in the development of individuals and society as a whole cannot be overemphasised. But when it is not indigenised, some of the aims may become defeated as traditional norms are destroyed and social productivity is curtailed. Studies have therefore advocated for a decolonised education as the probable solution to the socio-cultural and economic challenges facing the continent of Africa. Consequently, this paper examined decolonised education in Nigeria as an impetus for a holistic development. In addressing the subject, the paper examined decolonized education in Nigeria; the impacts of western education on Nigeria and indigenous education; and the importance of decolonising education for African centred development. The paper further argued that while the structure for a decolonised education exits in the country, nothing much has been done in the area of implementation in recent times. The paper therefore recommended that concerted efforts must be made to decolonise education at all levels in order to pave way for a holistic and Nigerian centred development.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83530231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.37745/bje.2013/vol11n95070
Geneveva Petro, E. Lyamtane, Philbert L. Vumilia
This study examines the extent to which school administrators involve pre-primary teachers in decision making related to implementation of structured play activities in Tanzanian government pre-primary schools where Longido and Monduli were used as study cases. Collegial Models of educational leadership and management developed by Tony Bush guided the study. The study adopted Convergent design of mixed methods approach. Sample of the study included 268 respondents where 34 were head teachers, 34 were academic teachers, 136 were internal school quality assurance team members, and 64 were pre-primary teachers who were obtained through stratification, purposive, and simple randomly respectively. Data were collected through structured questionnaire and semi-structured interview. Quantitative data were analysed descriptively and through inferential statistics while qualitative data were analysed thematically. Findings show that teachers’ involvement in school administrative decision making related to structured play activities is very low. Hypothesis testing shows existence of significant relationship between low level of teachers’ involvement in school administrative decision making and those teachers’ inadequate implementation of structured play activities in pre-primary classes. The study concludes that low level of implementing structured play activities by the pre-primary teachers is associated with low level of teachers’ involvement in school administrative decision making. The study recommends that administrators should involve pre-primary teachers in decision making so as to improve implementation of structured play activities.
{"title":"Assessing Pre-primary Teachers’ Involvement in Decision Making in Tanzanian Public Pre-primary Schools: A Look of Implementation of Structured Play Activities in Longido and Monduli Districts","authors":"Geneveva Petro, E. Lyamtane, Philbert L. Vumilia","doi":"10.37745/bje.2013/vol11n95070","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n95070","url":null,"abstract":"This study examines the extent to which school administrators involve pre-primary teachers in decision making related to implementation of structured play activities in Tanzanian government pre-primary schools where Longido and Monduli were used as study cases. Collegial Models of educational leadership and management developed by Tony Bush guided the study. The study adopted Convergent design of mixed methods approach. Sample of the study included 268 respondents where 34 were head teachers, 34 were academic teachers, 136 were internal school quality assurance team members, and 64 were pre-primary teachers who were obtained through stratification, purposive, and simple randomly respectively. Data were collected through structured questionnaire and semi-structured interview. Quantitative data were analysed descriptively and through inferential statistics while qualitative data were analysed thematically. Findings show that teachers’ involvement in school administrative decision making related to structured play activities is very low. Hypothesis testing shows existence of significant relationship between low level of teachers’ involvement in school administrative decision making and those teachers’ inadequate implementation of structured play activities in pre-primary classes. The study concludes that low level of implementing structured play activities by the pre-primary teachers is associated with low level of teachers’ involvement in school administrative decision making. The study recommends that administrators should involve pre-primary teachers in decision making so as to improve implementation of structured play activities.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87986972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.37745/bje.2013/vol11n95178
Théophile Munyangeyo
This paper explores and acknowledges the recurring theme of education in African literature, which is often depicted as both a means to reclaim African identity and culture and a tool for social mobility and economic empowerment. Using the Interpretive Interactionism methodology, the study identifies a growing emphasis on the representation of entrepreneurship as a form of vocational training, experiential and work-based learning that can supplement or even replace traditional educational qualifications. This evolving perspective reflects cultural shifts to self-fulfilment, where entrepreneurship is seen as a viable path to success. This study contributes to our understanding of the multifaceted role of education in postcolonial francophone African literature. The findings highlight the complex nature of education in many African societies and its potential for positive transformation as well as challenges to traditional notions of elitism, empowerment, and self-fulfilment.
{"title":"Representation of Educational Elitism and Entrepreneurship Merit in Contemporary Africa: A Cultural Shift to Self-Fulfilment","authors":"Théophile Munyangeyo","doi":"10.37745/bje.2013/vol11n95178","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n95178","url":null,"abstract":"This paper explores and acknowledges the recurring theme of education in African literature, which is often depicted as both a means to reclaim African identity and culture and a tool for social mobility and economic empowerment. Using the Interpretive Interactionism methodology, the study identifies a growing emphasis on the representation of entrepreneurship as a form of vocational training, experiential and work-based learning that can supplement or even replace traditional educational qualifications. This evolving perspective reflects cultural shifts to self-fulfilment, where entrepreneurship is seen as a viable path to success. This study contributes to our understanding of the multifaceted role of education in postcolonial francophone African literature. The findings highlight the complex nature of education in many African societies and its potential for positive transformation as well as challenges to traditional notions of elitism, empowerment, and self-fulfilment.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91180726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.37745/bje.2013/vol11n97990
V. C. Nkedishu
This study investigated security threat eventuality: strategies school administrators are planning to adopt in Delta state, Nigeria. This inquiry was based on two research questions and two hypotheses, using the descriptive survey. The population consisted of 476 school administrators in Delta State, of whom 190 were selected through stratified sampling. A Security Threat Questionnaire (STQ) was used to gather information. Data obtained were coded and analysed using mean and standard deviation and a t-test to test formulated hypotheses at a .05 significance level. Findings revealed that security threats school administrators in Delta State are prone to include stealing among students, fighting, kidnapping of teachers and students, and destruction of school property by students, among others. Also, strategies school administrators are planning to adopt in the event of a security threat include contacting security operatives, encouraging students to report any security threat, and informing teachers and students to be more vigilant during school hours, among others. It was thus recommended amid others that school administrators should contact security operatives like the Nigerian Police Force, community police, or those who volunteered to keep the community and schools safe from any security threat.
{"title":"Security Threat Eventuality: Strategies School Administrators Are Planning to Adopt in Delta State, Nigeria","authors":"V. C. Nkedishu","doi":"10.37745/bje.2013/vol11n97990","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n97990","url":null,"abstract":"This study investigated security threat eventuality: strategies school administrators are planning to adopt in Delta state, Nigeria. This inquiry was based on two research questions and two hypotheses, using the descriptive survey. The population consisted of 476 school administrators in Delta State, of whom 190 were selected through stratified sampling. A Security Threat Questionnaire (STQ) was used to gather information. Data obtained were coded and analysed using mean and standard deviation and a t-test to test formulated hypotheses at a .05 significance level. Findings revealed that security threats school administrators in Delta State are prone to include stealing among students, fighting, kidnapping of teachers and students, and destruction of school property by students, among others. Also, strategies school administrators are planning to adopt in the event of a security threat include contacting security operatives, encouraging students to report any security threat, and informing teachers and students to be more vigilant during school hours, among others. It was thus recommended amid others that school administrators should contact security operatives like the Nigerian Police Force, community police, or those who volunteered to keep the community and schools safe from any security threat.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88444704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Points from the SENCo-Forum","authors":"Christopher Robertson","doi":"10.1111/1467-8578.12472","DOIUrl":"https://doi.org/10.1111/1467-8578.12472","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50137372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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