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Lane, Danielle; Semon, Sarah; Catania, Nicholas; Jones, Phyllis – British Journal of Special Education, 2022
In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to…
Descriptors: Inclusion, Special Schools, Equal Education, Access to Education
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Murphy, Kerry; Harrison, Emily – British Journal of Special Education, 2022
Early intervention is a systematic approach for identifying and co-ordinating support for children up to five years of age with developmental delay. The increasing number of children needing early intervention is leading to longer waiting lists for assessment, treatment and diagnosis. Through a mixed-methods approach, this study examined the…
Descriptors: Early Intervention, Mothers, Self Efficacy, Time
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Collinson, Craig – British Journal of Special Education, 2022
Lexism (the Othering of dyslexics) currently lacks a clear definition. In this conceptual article, I argue that Lexism does not require any such definition; indeed definitions generally can be unhelpful. To understand Lexism I provide examples of how we might use the concept in a series of hypothetical cases. Exemplars avoid the need for…
Descriptors: Dyslexia, Definitions, Attitudes toward Disabilities, Social Bias
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Thompson, Samantha; Atkinson, Cathy – British Journal of Special Education, 2022
Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote…
Descriptors: Foreign Countries, Mental Health, Well Being, Special Schools
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McCarthy, Robyn; Blackburn, Carolyn; Mukherjee, Raja; Fleming, Kate; Allely, Clare; Kirby, Lauren; Cook, Penny A. – British Journal of Special Education, 2022
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their…
Descriptors: Parents, Experience, Pervasive Developmental Disorders, Autism
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Knight, Cathryn; Clegg, Zoe; Conn, Carmel; Hutt, Matt; Crick, Tom – British Journal of Special Education, 2022
Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments.…
Descriptors: Teacher Attitudes, Inclusion, Attitude Change, Foreign Countries
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Martin, Clare – British Journal of Special Education, 2021
Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers' conceptualisations of inclusion…
Descriptors: Inclusion, Visual Impairments, Students with Disabilities, Teacher Attitudes
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Kokko, Marjut; Takala, Marjatta; Pihlaja, Päivi – British Journal of Special Education, 2021
Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and…
Descriptors: Teacher Attitudes, Team Teaching, Teacher Characteristics, Teaching Experience
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Hipkiss, Amanda; Woods, Kevin A.; McCaldin, Tamsin – British Journal of Special Education, 2021
Access arrangements (AAs) in GCSE and GCE examinations are the reasonable adjustments made for students with special educational needs and disabilities (SEND) under the Equality Act 2010. The Joint Council for Qualifications (JCQ) sets out evidence requirements for allowing AAs on behalf of awarding bodies, although there is a lack of research…
Descriptors: Secondary School Students, Exit Examinations, Testing Accommodations, Students with Disabilities
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Apanasionok, Magdalena M.; Alallawi, Barah; Grindle, Corinna F.; Hastings, Richard P.; Watkins, Richard C.; Nicholls, Gemma; Maguire, Leanne; Staunton, Darragh – British Journal of Special Education, 2021
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils' mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental…
Descriptors: Numeracy, Students with Disabilities, Autism, Pervasive Developmental Disorders
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Antony Hughes, J.; Tree, Jeremy; Reed, Phil – British Journal of Special Education, 2021
Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate-fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of…
Descriptors: Cues, Speech Communication, Phonology, Reading Difficulties
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Yesilkaya, Eda – British Journal of Special Education, 2021
Interventions can be designed to support the interactions of children with visual impairments with their learning environments. However, there is a need to develop systematic and theory-based interventions for supporting children with visual impairments and additional disabilities in their learning environments. This exploratory qualitative study…
Descriptors: Intervention, Models, Children, Visual Impairments
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McKenzie, Judith; Shanda, Nozwelo; Aldersey, Heather Michelle – British Journal of Special Education, 2021
Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family-teacher…
Descriptors: Foreign Countries, Parent Teacher Cooperation, Family Involvement, Partnerships in Education
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Clarke, Amy L.; Done, Elizabeth J. – British Journal of Special Education, 2021
This article considers the role of the SENCo during COVID-19 pandemic conditions of school lockdown with partial reopening for children classified as 'vulnerable'. It is argued that the existing pressures and tensions already experienced by SENCos -- for example, related to time, workload, status, and their prescribed managerial "and"…
Descriptors: Stress Variables, School Closing, COVID-19, Pandemics
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Bagadood, Nizar H.; Sulaimani, Mona F. – British Journal of Special Education, 2021
In Saudi Arabia, it is generally perceived that private special education institutes (SEIs) provide a higher quality education than their public counterparts. Parents tend to trust and invest in private rather than public institutes. This is principally attributed to the greater financial capacity of private special institutes, which ensures…
Descriptors: Work Environment, School Culture, Differences, Private Schools
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