Special Educational Provision Research Articles

Remote Special Educational Consultation in Swedish Rural Schools

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.

Joining the dots? Special education and alternative provision

The English mass state education system, developing over 150 years, has created subsystems for children and young people who had difficulty in functioning at or beyond 'mainstream' schooling, or whose behaviour was deemed inappropriate. While many descriptions and labels proliferated in the education system, by 1981 children notionally had been categorised with 'special educational needs' (SEN) with disability added in 1995 (SEND) and/or were increasingly placed in what became alternative educational provisions (APs). By 2021, this dual subsystem was attempting to deal with around one and a half million children, a majority still in mainstream schooling in what was considered to be inclusion, others designated as 'high needs', mainly within (expensive) segregated special schools or units, and other children were subject to temporary or permanent exclusions from school. In March 2022, with a follow-up in 2023, the government, driven largely by financial considerations and a lack of oversight of existing provision, proposed that the expanding special educational needs and AP subsystems be formally linked. This article examines these emerging proposals through an historical lens, and considers what these may mean for teachers, associated professionals and the children.

Toward a High-Quality System: A Critique of Chinese Special Education Policy Development and the Guidelines for the Evaluation of the Quality of Special Education Schools

Purpose This study reviews the development of special education policies in China and analyzes the major characteristics of policy changes from a critical perspective within specific sociocultural contexts in China. Design/Approach/Methods Interpretations of the newly published Guidelines for the Evaluation of the Quality of Special Education Schools are highlighted to reveal the recent manifestations of policy mandates for special education in China. Findings China accelerated its policy formulation on special education after the 1980s, moving away from a focus on universalization to quality enhancement and a holistic high-quality “special education system” under the mandate of legislation rather than non-binding regulatory recommendations. This policy aims to develop a high-quality system with accountability that responds to global trends toward inclusive education and fulfills local needs in a pragmatic manner. The mandatory approach to appropriate student development indicates that the goals of equitable and high-quality inclusive education have been taken as core evaluation indicators of the provision of special education in China. Originality/Value The paper's findings indicate that future policies need to be more concrete and operational for special education to be implemented effectively.

Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools

ABSTRACT This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities. Drawing on our interview analyses, we suggest an analytical device for examining and comparing the provision of SEN support in school organizations from a comparative perspective. The device is a 9-dimensional matrix, understanding the phenomenon in terms of three levels (individual, group, organizational) related to three domains (educational, social, administrative). Employing this matrix, we explain national differences in operationalizing inclusive schools. Compared with Germany, in Sweden, special educators have much more power in the inclusive school, and significantly more important decisions regarding SEN are made at an organizational level, and not only regarding individual students in need of special support.

Parental experiences of accessing assessments for special educational needs

AbstractAn individual is considered to have special educational needs (SEN) if they require special educational provision to enable them to access education (British Educational Research Journal, 2011, 37, 421). In 2014, a new SEN code of conduct was established, which saw further amendments the following year (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf, 2015). Research has suggested that, prior to these reforms, many parents were dissatisfied with the process of accessing SEN assessments. Literature focusing on parental experiences since the reforms remains limited and often only relates to children with an Education and Health Care Plan (EHCP). This phenomenological research aims to provide an insight into the experiences of parents who have tried to access assessments for their child's possible SEN since the 2014 SEN reforms. Five participants, who had engaged with the SEN system, were selected using purposive sampling. Semi‐structured interviews were used to gain in‐depth qualitative data surrounding their experiences. Thematic analysis of the data indicates that parents are having to persistently fight to access assessments, which can affect the well‐being of the whole family.

Perceptions of Stakeholders Regarding China's Special Education and Inclusive Education Legislation, Law, and Policy: Implications for Student Wellbeing and Mental Health.

Laws and policies, no matter how well designed, can fail if they are not implemented correctly. This can occur when there is no interaction between policymakers and those who are working on the ground. The purpose of this study was to determine the understanding of Chinese stakeholders regarding legislation, policy, and law associated with the provision of special education and explore its implications for student wellbeing and mental health. Two questions were posed: (1) Does a stakeholder's attitude towards legislation, policy, and law regarding special education impact their role or responsibilities? (2) In what ways do stakeholders interact with legislation, laws, and policies regarding special education and their work experience in the field? Using in-depth interviews as the basis for the study, researchers gained valuable insight into how administrators, practitioners, and academics perceive laws and policies. Participants exhibited exaggerated attitudes and over-interpretations of some of these items, which we attribute to partly real factors, as well as nationalistic or patriotic feelings. The evidence included calls for specific laws and policies as well as a switch from a top-down to a bottom-up approach to reform to bridge the disparity between different regions in the country. As the participants agreed, there have also been remarkable achievements in building a more comprehensive and inclusive system over the last decade. However, the gaps between rural and urban areas, primary and middle schools, high schools and vocational schools need to be addressed urgently in specific laws and policies. Addressing these disparities will not only improve the overall quality of special education but also have significant implications for student wellbeing and mental health. By ensuring that all students have access to tailored support and resources, policymakers can foster a more inclusive and supportive environment that promotes positive mental health outcomes for all learners.

A Critical Analysis of State-Level Policies Impacting Racialized Emergent Bilinguals Suspected or Labeled as Dis/abled.

The purpose of this review article is to conduct a critical analysis of state-level policies focusing on the provision of speech-language therapy and special education to children and youth who are racialized emergent bilinguals (REBs) suspected or labeled as dis/abled. We analyzed the state-level policies focusing on speech-language therapy and/or special education of California, Kansas, Florida, and New York. We coded content in terms of labels used to describe REBs; the focus of states' policies, whether the policy mentioned the provision of bilingual services, and the orientation toward bilingualism. Thematic analyses and descriptive statistics were used to analyze the policies, and interrater reliability was calculated. The results of this review revealed that most state-level policies contain English-centric, deficit-based labels to describe REBs and that most focus primarily on the classification and eligibility for dis/ability. Only one state addresses the provision of bilingual education for REBs labeled as dis/abled. The bulk of policies are underpinned by an ideology of "bilingualism as a difference," meaning that the main idea of the policies is that emerging English skills does not result in a dis/ability. Policies do not exist in a vacuum and are influenced by sociopolitical ideologies. The findings of this review highlight the urgency of applying an intersectional, justice-focused approach to the policies and practices impacting REBs suspected and/or labeled as disabled in the fields of speech-language therapy and special education.

Disability and homeschooling: Parents experiences in Kazakhstan

AbstractThere are several special education provisions for children with disabilities in Kazakhstan, including home education which is characterized as an alternative model of education to mainstream and private educational organizations. Hence, parents become the central figure in managing the home education process as the meeting special needs of children depends on their knowledge and experience. The present study explores parents’ experiences in home educating a child with special needs in one town outside the capital city of Nursultan. The data was collected through face‐to‐face interviews with six parents in a qualitative multiple case study design. The findings highlight the way the diagnosis of a child’s special needs impacts the psychological, social and financial dimensions of parents’ life. Moreover, the findings of the present study illustrate some of the challenges and opportunities parents experience in home‐educating their children. These include teachers’ specialised knowledge and skills, social isolation, involvement in school activities, and the provision of educational resources for home education.

The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools

This article discusses the design and content of an online continuous professional development (CPD) course in special education provision for students in Irish immersion (IM) primary and post-primary schools. The course was developed using the data from a mixed methods study on the needs of teachers in this area. This article describes the ABC course design method used. It presents the five modules of the course: (1) bilingualism and second language acquisition, (2) assessment, (3) inclusive pedagogies, (4) universal design for learning, and (5) ICT for the inclusion of all students. It also includes data from a course evaluation form completed by participating teachers (N = 25) in relation of the areas of the course that were effective, areas that they would like to learn more about, and recommendations on how the course could be improved. It is anticipated that this article will be of interest to immersion teacher educators internationally.

Evaluation of Islamic Education in Tuna Grahita Students at The Extraordinary High School C (SMALB-C) Putera Asih Kediri

The government has committed to be providing educational services for its citizens who are born with various abnormalities through the provision of special education as a realization of UU No. 20 Tahun 2003 pasal 5 ayat (2) . The writing of this article aims to explore further the reality of Islamic Religious Education ( Pendidikan Agama Islam/PAI) implementation in special education institutions at the senior secondary level located at SMALB-C Putera Asih Kota Kediri. The approach used in this research is qualitative approach with case studies as the type of research. Meanwhile, the data in this study were collected through interviews, observation, and documentation. As for data analysis techniques, we adopt the Miles, Huberman, & Saldana model which includes data condensation, data display, and conclusions drawing. From the results of the research, it can be concluded that: 1) The planting of PAI in the classroom which is carried out through learning activities for mentally retarded students at SMALB-C Putera Asih Kota Kediri in general can be said to be good, considering that the implementation is in accordance with the prepared lesson plan. Meanwhile, the implementation of PAI outside the classroom, one of them is carried out through Dhuha prayers in congregation every day. 2) Evaluation of PAI for mentally retarded students at SMALB-C Putera Asih Kota Kediri can be said to have not run optimally, since the assessment still relies on the cognitive aspects only. Meanwhile, for the affective and psychomotor aspects, both have not been implemented properly.

Segregated special educational solutions designated for pupils diagnosed with neurodevelopmental disorders: School leaders’ understandings

ABSTRACT School leaders hold key roles in the organisation of educational support. In several Swedish municipalities, municipality organisers and school leaders provide segregated special educational solutions (SSESs) for pupils diagnosed with neurodevelopmental disorders (NDs). This article aims to contribute with knowledge about the Swedish special education system, more specifically to illuminate school leaders’ understanding of special educational provision designated for pupils diagnosed with NDs. Seven school leaders, with connections to SESSs in a Swedish educational jurisdiction, were interviewed. The article is influenced by the theory of critical pragmatism and the concept of systems thinking. The results indicate that, according to the school leaders, the regular school system is not adapted for pupils diagnosed with NDs, therefore SSESs are needed. However, the school leaders did not share a mutual understanding of SSESs. Equally, information flows and collaborations among the school leaders were limited. Several school leaders expressed scepticism about the municipality organiser’s engagement and interest in the SESSs. Accordingly, SSESs appear as units that are de-coupled from the rest of the regular educational system. Various obstacles regarding prerequisites for systems thinking were identified, complicating school leaders’ and the municipality organiser’s mutual understanding and critical scrutinising of SESSs.

Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders

ABSTRACT This study aims to investigate the characteristics of special educational assistance provided to children with language disorders (LDs) attending ordinary early childhood education and care institutions (ECECs) in Norway, with a focus on objectives for language development and language interventions. An in-depth document analysis of 71 pedagogical documents, such as expert assessments and individual development plans (IDPs), pertaining to four children with LDs was conducted. These documents play a large part in the documentation of the special education provision and were analysed and categorised in line with a hermeneutical approach. The findings show that the objectives and the language interventions recommended by the Educational Psychological Service (EPS) in the expert assessments are general or missing, and the language interventions recommended were seldom tailored to the children’s LDs. This propagates further among the IDPs. The findings further suggest a division in the responsibilities between the different institutions, with the result that the provision given to the children appears fragmented. Finally, the analysed documents reveal a variation in the quality recommended in special education assistance, which implies a need for improvement in both organisation and competence at ECECs and EPS, to be able to provide an integrated practice.

Conceptualising, defining and providing special education in China: stakeholder perspectives

Conceptualising and defining special education determine what services will be provided for learners with special educational needs (SENs). The focus of our study was two questions: (1) how are people with SENs in China defined, conceptualised and perceived by stakeholders, and (2) how does society in China view special education? This was accomplished by conducting a qualitative study using in‐depth interviews with nine Chinese stakeholders, including administrators, practitioners and academics. The findings revealed that China uses the traditional, social and medical models in the same manner as the rest of the world when conceptualising, defining and providing special education services. However, there are several additional context‐related differences, such as the provision of special education in four different ways (i.e., inclusion, mainstreaming, segregation and exclusion). Although the participants believe that society has made significant progress towards the acceptance of persons with disabilities, they assert that minor, unsystematic and atypical discrimination still exists according to the type of disability or socioeconomic status of each member. While this study sheds revealing light on contemporary conceptions about special education and disability expressed by participants, a deeper understanding of the Chinese educational system's eligibility model for special education, and inclusive education has been gained.

The Americans with Disabilities Act and the Individuals with Disabilities Education Act: Intersection, Divergence, and the Path Forward

The 30th anniversary of the Americans with Disabilities Act (ADA) offered an opportunity for reflection on ways that ADA has influenced—and might further shape—the provision of special education under the Individuals with Disabilities Education Act (IDEA), now in its 47th year of implementation. After reviewing the purposes, provisions, and contexts of the two laws, the authors discuss the interplay between IDEA and ADA within several important areas, including the delivery of student services, creation of system-wide frameworks, focus on postsecondary outcomes, and programs in higher education. The authors then consider three factors that create tensions for the ways in which IDEA currently defines disability and addresses student needs: changing demographics in public schools, standards-based reform in education, and the growth of disability rights and activism. The article concludes with recommendations for moving ahead by deepening and expanding the dialogue between special education and the disability rights communities; amplifying the voices of graduates of IDEA; engaging leadership of independent federal advisory agencies to infuse ADA principles into IDEA; and exploring international thinking, scholarship, and practice related to serving all students effectively and inclusively.

Incarceration Risk Among Girls With Behavior Disorders: An International Perspective

It is speculated that undiagnosed emotional and behavioral disorders are a contributing factor to the increasing number of incarcerated girls globally. Untreated, these disorders often lead to more severe maladaptive behaviors and contact with law enforcement. This article provides information available in Brazil, Costa Rica, Saudi Arabia, and the United States about incarcerated girls. Existing education laws are examined for purposes of establishing what special education provisions exist in each country that may be used to identify girls whose maladaptive behavior might benefit from early school-based interventions for their misconduct.

Incarcerated Girls With Disabilities: A Multinational Perspective

The number of incarcerated girls is increasing, but the study of the factors leading girls to engage in delinquency is an area of research which has been neglected. This multinational special issue focuses on incarcerated girls noting that many of them have a history of trauma and abuse, many suffer from anxiety and depression, and few are identified or treated for their mental health needs. Education laws are examined by authors from Brazil, Costa Rica, Mexico, Norway, Saudi Arabia, and the United States, and recommendations are made based on special education provisions within these laws that can be used to identify girls who have disabilities. The intent of this special issue is to provide a vision for early intervention to girls who present maladaptive social behavior or rehabilitation and reentry support to girls with disabilities who are incarcerated to minimize the risk they will return to correctional confinement.

Reviewing Inclusive Education for Children with Special Educational Needs in Bahrain Public Schools

ABSTRACT This study is an empirical investigation of special and inclusive education provision in Bahrain’s public schools by considering four schools as case studies. The initiative of inclusive education in Bahrain’s public schools was introduced in 2005 by the Ministry of Education (MoE). However, since its inception, there has been no quality review or diagnostic assessment of the effectiveness of the inclusion program and that of the provision, practice, and resources available to support students with special education needs (SEN) and/or disabilities. Thus, this study evaluates the effectiveness, efficiency, and quality of special education programs and services in Bahrain to determine whether the MoE is meeting the needs of students with SEN and/or disabilities, including their right to a free and appropriate public education. It is observed that the implementation of this initiative was challenging for the case study schools. The results of this study suggest that internal and external barriers to inclusive education at various levels include the overall cultures, policies, and practice towards the development of inclusive education in Bahrain’s public schools. This study provides a foundational base pertaining to this subject with respect to the Bahraini context.

The photographic representation of disability in the territory of Latvia in the second half of the nineteenth century

ABSTRACT This article focuses on approaches to the representation of disability in nineteenth-century photography and the institutionalized construction of the understanding of disability in the photograph album titled Idioten-Anstalt von Fr. Platz: Riga d. 9. Juli 1862 published in 1862 in Riga, Latvia (then part of the Russian Empire). The aim of this article is to analyze to what extent the album was an instrument of authority, reflected a certain understanding of power, and became a tool for helping to construct an understanding of disability. The representation reveals the categorization and concepts of disability of the period and presents the results and consequences of institutional actions and the importance of the provision of special education and social care, as well as the formation of an inclusive society.

Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review

Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.

Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support

ABSTRACT Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018–2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers’ qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability.