Reassessing special educational needs in rural China: Adopting the UK framework with a focus on left‐behind children

This study examines the inclusion experiences of children with Special Educational Needs and Disabilities (SEND) in rural Chinese primary schools, focusing on peer acceptance, rejection, belonging and bullying. A quantitative approach was adopted, involving 579 pupils aged 7–12 from seven rural schools. Data were collected using the Social Inclusion Survey (SIS), the ‘Guess Who’ peer nomination tool, the Belonging Scale and the Bullying and Victimisation Scale. The findings reveal that SEND pupils experience significantly higher levels of peer rejection and lower peer acceptance in both academic and social contexts. They report a weaker sense of belonging compared to their non‐SEND peers, with pupils with multiple SEND facing the greatest social challenges. The study also highlights an increased risk of victimisation and aggression among SEND pupils. Peer perceptions further indicate that pupils with SEND have lower ratings for cooperation and leadership, as well as being perceived as more disruptive, reinforcing patterns of exclusion.

Most countries expect children with special educational needs and disabilities (SEND) to attend mainstream schools (MS). English local authorities are committed to this ideal but vary widely in their use of non-mainstream schools (NMS) for pupils with SEND. This paper explores the consequences of these variations for the attainment of pupils with SEND in national examinations at age 16. The paper uses 9-years longitudinal data on an English national cohort of pupils with SEND (n = 136,522). We estimated the pupils’ propensities for NMS and their expected academic performance from demographic characteristics, prior attainment, type and severity of special educational need or difficulty, attendance, and suspensions/exclusions. Thirteen per cent of the sample were in NMS at age 16. Compared with authorities making “low” use of NMS those making “high” use of it had: (1) worse than expected average outcomes among the 10% of pupils most likely to use NMS, (2) slightly better than expected average outcomes among many pupils highly unlikely to enter it, (3) Overall average outcomes little different from statistical expectations. Our research suggests that in England at the time of this study (2013) NMS tended to constrain the attainment of its pupils within a band far below the potential of many of them. Placing them in mainstream schools could, however, have some negative consequences for them and for the schools to which they are relocated. We discuss the case for these hypotheses, solutions to the dilemmas posed, and the need for research to investigate both. Abbreviations: AP: alternative provision; ASD: autism spectrum disorder; BESD: behavioural/emotional/social disorder; KS: key stage; MLD: moderate learning difficulties; MS: mainstream school(s); NMS: non-mainstream school(s); NPD: National Pupil Database; SEND: special educational needs and disabilities; SMLD: severe or multiple learning difficulties; SP: Special School; UP: usual provision (i.e. not AP or SP)

The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options.

This article examines the current proposed initial teacher education (ITE) qualification framework from the perspective of pre‐service vocational post‐compulsory lecturers regarding the need to develop SEND (Special Educational Needs and Disabilities) inclusive classrooms. Considering the current post‐compulsory staffing crisis, general further education colleges are often choosing to employ industry subject specialists with little/no teaching experience to deliver entry‐level courses, often to learners with marked SEND needs. Due to the growing proportion of SEND learners choosing mainstream post‐compulsory educational providers, an analysis of the ways that these trainee teachers are prepared through their additional professional study is called for. Employing a desk‐based research approach, supported with a literature review, which ties together the seemingly disparate threads of the post‐compulsory teacher training curriculum and SEND enrolment data, this study shows that the current post‐compulsory teacher training qualifications need adaptations to support trainee teachers. With many lecturers only starting their teacher training after a period of employment, there is a disparity when perceiving inclusion theoretically versus practically. While equality, diversity and inclusion are a key factor in the ITE core content framework, the lack of strategies to support SEND learners within skill‐based subject specialisms is potentially a barrier to SEND inclusion.

The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.

Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.

In England, under the Children and Families Act 2014, and the Special Educational Needs and Disability (SEND) Code of Practice: 0–25 years, the needs of most young people with SEND are expected to be met within the mainstream classroom. A large proportion of young people with SEND have dyslexia or another specific learning difficulty. In this study, the experiences of young people with dyslexia at a mainstream secondary school in south-west England were studied during the first stages of the implementation of this framework via data from observations, focus groups and interviews involving nine young people aged 11–14. Through a Bourdieu-informed ethnography underpinned by Jenkins’ ‘Orders of Interaction,’ it was found that young people’s conceptualisation of their own dyslexia underpinned their interactions with others but was also influenced by those interactions. Young people’s interactions and ‘agentic capacity’ was limited by their status as ‘children’ within the field of education.

Kosovo’s government recognizes that children with Special Educational Needs and Disabilities (SEND) have a right to education, yet these children face significant challenges. This project uses teacher perception to identify the barriers to learning for children with SEND, then suggests ways to remove them. Children have the right to be educated in a mainstream school (alongside their peers or in a separate classroom) or in a special school. Using a pragmatic paradigm, questionnaires were distributed at a mainstream primary school (with a separate class for those with SEND) and a special school. A semi-structured interview was also carried-out. This project found that class size, a lack of accurate diagnoses, low attendance rates, poor resourcing, a lack of additional adults, and inadequate teacher training were perceived to be barriers to learning for those with SEND. Problems with the building were raised in the special school; problems with Individual Education Plans (IEPs) and teaching conditions were raised in the mainstream school. Intervention is, therefore, needed at national*, municipal and school levels to ensure appropriate training, resourcing and staffing, alongside improvements to the diagnostic process.

Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision has been identified as a human right in the United Nations Convention for the Rights of Persons with Disabilities (UNCRPD). The UK Children and Families Act of 2014 stipulates that children in mainstream school provision must have access to appropriate SEND support, and it protects the families right to be included in these decisions. The present study investigates the parent perspective of mainstream school SEND inclusion, highlighting the impact on family life. Thematic analysis was used to identify themes from the data, derived from answers to open‐ended questions presented in a questionnaire format. Master themes recorded were: the family experience of (1) discrimination, (2) lack of diversity and inclusion awareness from others, (3) advocacy, (4) well‐being and mental‐health decline (including economic decline) and (5) damage to the family relationships. This study unearthed that adherence to the SEND legislation has been sorely misunderstood by some schools. Future research could investigate the relation between the level of inclusion training that staff have received, with staff attitudes towards inclusion and the well‐being of families experiencing SEND inclusion to inform teacher training.

This chapter considers the development and current state of special education in New Zealand. The chapter provides a critique of current policies and practices regarding special and inclusive education for children with special educational needs and disabilities (SEND). It describes how New Zealand has followed similar patterns to other developed countries with regard to how special education facilities and specialist teacher training have evolved, and how the trend towards inclusive education has progressed. It points out that New Zealand has gone further in the inclusion of children with SEND within mainstream schools than most developed countries and that, at the same time, there has been less development of provision for children with SEND in mainstream schools. That has led to a situation where many children with SEND, who are in the lowest 20% of achievers, are not getting the specialist help that they need. As a result New Zealand has one of the largest gaps between high achieving and low achieving children in the developed world.

Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and—with less effort—develop self-motivated, self-regulated, and flexible behaviors.

This chapter recognises some of the special educational needs and disabilities (SEND), and individual differences amongst those pupils diagnosed with some learning difficulties, that a secondary school teacher is likely to encounter, even in their beginning years. It aims to encourage consideration of how a mentor might offer practical advice to a beginning teacher about how to plan for these pupils in lessons. Countries apply different conceptual frameworks in identifying teacher standards related to SEND. Kang and Martin investigated the impact of engaging beginning science teachers in experiential learning to improve learning opportunities for pupils with SEND. They suggested that any opportunity that can be given to the beginning teacher to teach science to pupils with SEND outside the classroom not only helps them to see that experiential learning improves attitudes towards the learning of science by pupils with a wide range of learning needs, but also enhances pupils’ interest in science and their feeling of competency in the subject.

Left-behind children are likely to experience peer victimization, which can have detrimental consequences in their developmental outcomes. Yet, limited longitudinal research have examined peer victimization trajectories over time or the factors associated with left-behind children in China. The purpose of the present study was to examine what, if any, distinct trajectories of peer victimization exist among left-behind children and whether these trajectories are related to school climate, left-behind status, and their interactions. Participants were 853 Chinese left-behind children (Mage = 14.25, SD = 2.39; 43.4% girls) who participated in a four-wave longitudinal study conducted in rural China. Participants reported school climate (indexed by safety and order, acceptance and support, equality and fairness, autonomy and cooperation) at T1 and peer victimization across T1 to T4 spanning 2 years. Latent class growth analyses identified four peer victimization trajectories, including a stably low-decreasing group, a moderate-decreasing group, a high-decreasing group, and an increasing group. Multinomial logistic regression analyses revealed that children who perceived more positive school climate were more likely to exhibit a stably low-decreasing trajectory compared to the other three groups. In addition, among left-behind children who perceived more positive school climate, children with single-parent migrating were more likely to be members of the stably low-decreasing group as compared to those with both-parent migrating. Peer victimization among left-behind children is a concern especially for those who were left behind by both parents and perceived less positive school climate. Targeted school-based interventions and services focused on reducing peer victimization and improving school climate are needed for left-behind children, especially those with both-parent migrating.

Rationale:The rationale for this small-scale research project arose from discussions at a national youth offending special interest group for educational psychologists (EPs). The Education Health and Care Plan (EHCP) was introduced following revisions to the SEND Code of Practice based on the Children and Families Act (2014) to support children and young people with special educational needs and disabilities (SEND). The EPs in the special interest group outlined mixed views in relation to the usefulness of Education Health and Care Plans (EHCPs) when issued to young people who have offended (YPwO) and whether they promote educational inclusion, or in fact play a role in the exclusion of these young people from educational settings. To the authors knowledge, there is currently no published academic research which examines the educational inclusion of YPwO and the role of an Education Health and Care Plan (EHCP) in relation to this. The present research explored EP’s perceptions of the EHCP for YPwO. The main interest of the research was to explore what EPs viewed as being the facilitating and hindering factors of an EHCP in providing educational provision and inclusion for YPwO. The study also explored what role EPs can play in promoting the inclusion of YPwO.Method:This research presents the views of seven EPs who took part in semi-structured interviews to explore their views. Participants volunteered to take part in this research based on their experiences of working with YPwO and have experienced the EHCP assessment process.Findings:The following factors were considered to facilitate educational inclusion:The EHCP being used to reintegrate YPwO back into educationRaising the profile of YPwO so SEND needs can be identified and addressedMulti-agency working between EPs, the family, the young person, school, and other professionals.The following factors were considered to lead to educational exclusion:The EHCP not conceptualising the needs of the young person effectively.A lack of continuity and inclusion in provision available for YPwO which has been stated in the EHCP.Failures in the review process of the EHCP.A lack of early identification and limited awareness of SEND and the EP role amongst professionals working with YPwO.Implications:The research has highlighted several implications for EP practice including a focus on more comprehensive resettlement planning, the need for greater awareness of SEN in the youth justice system, multiagency working, and inclusive and consistent provision available for YPwO.

Martial arts are a Broad set of Activities that Offer the Opportunity to Engage in a Physical Activity that can Produce a Range of Benefits for Young People. The Broad Nature of Martial arts also Brings Merits to Children with Special Educational Needs and Disability (SEND) as they have an Opportunity to Engage Better in more Activities and are not Limited to just Traditional Physical Activity Offered in Their Educational Settings. This Paper Draws on the Literature to show how Martial arts is Linked to Leisure Research and how it also fits into the Realm of Wellness Benefits for Young Children on SEND. The Paper Highlights the Potential Benefits of Martial arts Interventions and Discusses its Usefulness in Promoting Inclusion. The Preliminary Findings from a Pilot Study Suggest that SEND Children do Indicate some Changes in Their Behaviours through the Martial arts Interventions. Reduced Scores were Observed in Areas around those that might Cause Anxiety, Anger and Frustration, whilst Excitement and Calmness was Improved. The Reactions of Carers and Teaching Assistants Displayed Improvements in Anxiety and Positive Behaviours.