Special School Setting Research Articles

Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy

ABSTRACT This research aims to understand distributed leadership (DL) in special school settings. It differs from existing studies that have been focused on mainstream school settings. Unlike prior research primarily focused on mainstream schools, this study explores these leadership structures within the unique environment of special schools. Consequently, it provides new insights into the implementation and effects of DL in this distinct educational context. The research is based on mixed methods research of convergent parallel design involving semi-structured interviews, questionnaires, examination of school policies, and focus group session. Special schools in the United Kingdom were used as case studies. Among other findings, the research found that common knowledge and experience were shared by practitioners in special schools. In addition, contrary to existing studies indicating that workload and pressure are key issues that are detrimental in mainstream schools, the findings of this research did not identify similar concerns. Furthermore, it found that special schools have higher numbers of Teaching Assistants (TA) with a certain degree of independence in their roles when compared to experiences reported in mainstream schools in existing literature. An implication of these findings for the management of special schools is the identification of a ready, competent and flexible workforce capable of delivering its objectives.

Establishing Priorities for Improving Data Collection and Measurement of Mental Health and Well-Being of Adolescents With Special Educational Needs Within Nonmainstream Schools: Protocol for a Delphi Study.

There are more than 1.5 million children and young people in England with special educational needs (SEN), with over 160,000 young people in the United Kingdom attending a special school or alternative provision (AP) setting. Young people with SEN have been found to be at risk for poorer mental health and well-being than non-SEN peers. However, there is a range of both school-related and research challenges associated with identifying difficulties in a timely manner. This Delphi study aims to determine a list of stakeholder priorities for improving school-based measurement of mental health and well-being among young people with SEN, at an aggregated level, within secondary special school or AP settings. A secondary objective is to inform the implementation of school-based well-being surveys, improve engagement in special schools or AP settings, and improve survey response rates among children and young people with SEN. A mixed methods Delphi study will be conducted, including a scoping review and preliminary focus groups with school staff members and researchers to establish key issues. This will be followed by a 2-round Delphi survey to determine a list of stakeholder priorities for improving the measurement of mental health and well-being at an aggregate level within special schools and AP settings. A final stakeholder workshop will be held to discuss the findings. A list of recommendations will be drafted as a report for special schools and AP settings. The study has received ethical approval from the University College London Research Ethics Committee. The stage 1 scoping review has commenced. Recruitment for focus groups will begin in Autumn 2024. The first round of the Delphi survey will commence in early 2025, and the second round of the Delphi survey in the spring of 2025. The final workshop will commence in mid-2025 with final results expected in late 2025. There is a need for clear recommendations for special schools and AP settings on priorities for improving the measurement of mental health and well-being problems among young people with SEN. There is also a need for recommendations to researchers implementing school-based well-being surveys, including the #BeeWell program, to enable them to improve their engagement in special schools and AP settings and ensure surveys are accessible. PRR1-10.2196/58610.

Implementation of Learn to Play Therapy for Children in Special Schools.

Play is the primary occupation in childhood and fundamental to occupational therapy practice. To evaluate a play intervention in special school settings. Pre- and postinvolvement of a 7-mo play program. Four special schools in Victoria, Australia, for children with IQs < 70. Thirty-eight children with diagnoses including intellectual disability, autism, and global developmental delay, 7 teachers, 2 speech pathologists, and 2 occupational therapists. Learn to Play Therapy for 1 hr per week over a 7-mo period. Pre-post outcome measures included children's pretend play skills, language, social skills, emotional regulation, and academic competence. Mean age of 38 children (15 girls and 23 boys) at baseline was 5 yr 7 mo (SD = 0.46 yr). Results showed significant changes in children's pretend play (p = .03), ability to recall sentences (p = .02), social skills (p = .022), and academic competence (p = .012). Learn to Play had a large effect on children's narrative skills (d = 2.72). At follow-up, object substitution at baseline influenced expressive language (p < .001), narrative mean language utterance (MLU; p = .015), social skills (p < .001), and academic competence (p < .001); elaborate play at baseline plus time influenced social skills (p < .001); and elaborate play at baseline influenced narrative MLU (p =. 016), sentence recall (p = .009), and academic competence (p = .001). Embedding pretend play within practice positively influenced children's language, narrative, social, and academic skills. Plain-Language Summary: This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. Children participated in Learn to Play Therapy, during which an occupational therapist, who has observed and assessed the child's play and understands the child's play abilities, played beside the child. Learn to Play Therapy is a child-centered therapy that is used to increase a child's ability to self-initiate and enjoy pretend play. The positive impacts of supporting the children's pretend play ability were highlighted by increases in their pretend play, language, social skills, academic competence, and narrative language after participating in Learn to Play Therapy in their special schools.

Are you fun, funny and laughing? The friendships and social relationships of students with complex communication needs in and outside of special school settings

AbstractFriendships and social relationships are central to wellbeing but the friendships of those with complex needs are often ignored. This study explored the friendships and social relationships of students with complex communication needs (CCN) in and outside of special school settings, to understand how they view and experience them. There were 20 participants—6 students, 8 of their parents and 6 of their teachers. The research was conducted in two stages: Stage 1 included semi‐structured interviews with adults and unstructured observations of students in class and at breaktimes. Stage 2 included working with students through a Mosaic approach, using six tools (pyramid ranking activity, preferred activity with friends cards, best friends activity, school tours, collections from home and book‐making). Transcripts of recordings were analysed using reflexive thematic analysis. The four themes generated highlight how students with CCN have more accurate views of their social lives than adults, students and adults have differing views about what makes a good friend, students with CCN find ways to enact meaningful social contact through a connection beyond words, and reciprocity in friendships means no distinction between ‘helper’ and ‘needing help’. Strengths and limitations are highlighted and implications for researchers and practitioners are discussed.

Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting

PurposeThere is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible and not sustainable for the majority of special schools. The purpose of this study was to implementa train-the-trainer approach to train teaching staff to use the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme in a large special school in the UK, thereby significantly reducing researcher involvement in its implementation.Design/methodology/approachOne staff member was trained to become the school lead for TEN-DD and trained other teaching staff in the school on implementation. This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted.FindingsA train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months.Originality/valueVery little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors’ knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions.

Promoting Positive Self-Identity of Youths With Mental Disorders: Collaboration Between Academia and a Ministry of Education.

Inclusive schools reflect the dominant approach to education, yet many youths with mental disorders still attend special education schools. Although special education schools address educational, social, and developmental needs, they may increase students' self-stigma and hinder positive identity formation. Israel's Ministry of Education and an academic community mental health department partnered to address this challenge by developing a manual-based intervention for special education school settings. About 180 teachers were trained, and approximately 400 students participated in the self-management and positive identity group intervention. This partnership demonstrates the importance and potential of collaborations to address challenges that arise in real-world settings.

Commentary on “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting”

PurposeThis commentary discusses the paper by Reardon et al. (2024; this issue) entitled, “Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting.” This commentary outlines the necessary contribution this paper adds to the substantive area of research it is couched within while also identifying potential areas of future research to expand the understanding of this phenomenon and its impact upon practice.Design/methodology/approachWhat is fidelity of implementation, how do we measure it and how does it impact our interpretations of experimental findings? This commentary focuses specifically on the nebulous construct of fidelity in experimental studies and how this impacts experimental findings’ internal and external validity.FindingsAlthough fidelity is frequently referenced as an important aspect to consider, the measurement of the construct has been critiqued in experimental studies. To understand if an intervention was “implemented as intended,” the core dimensions of the intervention must be considered in the measurement process, as well as potential confounding variables.Originality/valueWith an increased need for experimental work to inform what works, for whom and under what conditions, there becomes a need to better investigate the implementation of the intervention in these contexts – thus, fidelity must be reconceptualized. This commentary provides an overview of this dilemma with potential ideas to investigate moving forward.

Impact of COVID‐19 lockdown in England on challenging behaviour and adaptive skills for children in a special school: A longitudinal study

AbstractLongitudinal research is crucial to fully assess the putative impact of the COVID‐19 pandemic on children with an intellectual disability in special school settings—ideally drawing on data pre‐pandemic to be able to evaluate later impact. Data on challenging behaviour and adaptive skills were collected annually for 348 students in one special school across four time points pre‐pandemic and one time point post‐pandemic. Data were analysed using multilevel models with repeated observations over the five time points. There was a decrease in aggressive and destructive behaviours and a decrease in adaptive skills at the post‐pandemic time point, after accounting for other important covariates. There was no evidence of a change in stereotyped or self‐injurious challenging behaviours. Other research using longitudinal methods is rare, but the current findings are consistent with previous research reporting on the impact of COVID‐19 on children and young people, particularly from parent reports. Future considerations for schools include adopting appropriate strategies to support learners to reintegrate back into education. Further research is needed to look at the longer‐term impact of the pandemic on challenging behaviour in children with an intellectual disability.

App-based self-monitoring as an intervention to support attention in students with learning difficulties

This study examines the effectiveness of an app-based self-monitoring intervention to support attention in students with learning difficulties. Two quantitative single-case studies were conducted in special education school settings. Study 1 used an AB design in which 12 seventh-grade students with learning difficulties were assessed for attentional behavior during a math exercise by systematic observation using the Munich Attention Inventory with five-second time sampling by two raters. Study 2 used a multiple baseline design to assess the attentional behavior of three students with combined learning and attention difficulties during a math exercise by systematic observation using Direct Behavior Rating to measure on-task and off-task behavior. Both studies also used a competency screening to elicit teacher ratings of change in attention behavior in a pre-post measurement. The results indicate that the app-based self-monitoring interventions were successful, highlighting the potential of app-based self-monitoring to support students with learning and attention difficulties. In particular, the development of personalized self-monitoring interventions holds promising potential for improving learning outcomes in this target group.

Collaboration within a curriculum of support in the classroom: occupational therapists' and educators' perceptions and experiences

Introduction: According to South Africa's key education policies, all children can learn and need support, necessitating collaboration between occupational therapists and educators. Collaboration between occupational therapists and educators within the classroom is however a relatively new practice in South Africa and there is a dearth of literature that report on studies in this regard. The aim of this study was thus to explore occupational therapists' and educators' experiences in adopting a classroom approach in three primary mainstream schools in the Metro North education district in the Western Cape. Methodology: A qualitative research approach andexploratory descriptive design was utilised. Data collection included semi-structured interviews and focus groups with educators and occupational therapists who participated in the curriculum of support in the classroom programme. Thematic data analysis was conducted. Findings: Three themes highlighting the meaning and value the participants assigned to classroom collaboration, andfactors that facilitate or limit the implementation of the curriculum of support emerged from the analysis. Conclusion: The study is useful in expanding the understanding of the changing role of occupational therapists within the context of inclusive education and contributes to the development of educator support strategies utilising the whole classroom approach. This approach entails the educator and occupational therapist working together in implementing activities in the classroom to all learners. These learning activities are based on curriculum themes and occupational therapy principles and components. IMPLICATIONS FOR PRACTICE Occupational therapists' roles in the education practice context are expanding from traditionally working in special school settings to providing support to educators within public mainstream schools. The role of the occupational therapist within public mainstream schools is evolving from a consultative role and providing input into the individual support of learners to providing hands-on support to educators and collaborating with them within the classroom.

We hear you: Listening to the perspectives of families regarding the education and opportunities for children in special school settings

AbstractThis article presents new insights into the views of families regarding the educational opportunities for their children in special school settings. It reports on a study designed to capture the perspectives of families regarding the opportunities to consult and engage with teachers on the education of their child or children with disabilities across special schools in Australia. The methodology provided a framework of investigation critical to the research in this study. Furthermore, a significant body of parental voices was manifested through the study providing a rich bank of perspectives regarding their preferred delivery models of education for their families and children with disabilities. Key points The findings of this study provide deep insights into families' perspectives on curriculum and inclusive programmes that add value to the learning experiences of their children with disabilities in special school settings in Australia. The paper articulates the reasons why an overwhelming majority of parents who completed a large mix methods survey expressed confidence in the expertise of teachers, staff and leaders in the provision of education for students with disabilities in special school settings in Australia. For the first time in recent research in Australia, the voices of parents of students with disabilities are heard, respected and valued through a set of open‐ended questions within a large‐scale survey. A strong call from parents to sustain the provision of special schools in Australia, in keeping with the UN Rights of the Child (1990), is expressed and is supported by evidence elicited from parents in over 300 schools in Australia.

Can the TGfU model affect the moral disengagement of children with social, emotional, and mental health needs in physical education?

Using the teaching games for understanding model (TGfU) as an intervention strategy, this study intended to establish whether it could affect the moral disengagement (MD) levels of students / participants with special educational needs and disabilities; (SEND) by enhancing their positive behaviours in physical education (PE). The study focused on male students (n = 12) aged 13-14 years old who all had a range of different SEND conditions and they were taught within a special school setting in the UK. The intervention activity focussed on the sport of Indoor Hockey and this was taught by an experienced Teacher of PE over a period of six-weeks. The study used several qualitative approaches to collect and analyse the data. For example, the students completed two questionnaires and the teacher-researcher gathered field notes over the course of the intervention period. The data collection methods which were used to triangulate the results were an adapted qualitative ‘Physical Education Classroom Instrument’, an instrument called the ‘Moral Disengagement tool in Physical Education’ (MDPE), which was specifically designed for the use within a physical education setting and the teacher-researcher field notes. In conclusion the results from study show that by implementing MD minimisation strategies such as the TGfU model, can reduce students’ misbehaviours in PE lessons focussed on games such as Indoor Hockey and also moral disengagment minimisation strategies can help reduce the misbehaviours of students in PE with SEND.

Evaluation of a Career Resiliency Intervention for Special Education Teachers in China: Effects of Healthy Teachers Program.

This mixed-methods research aimed to examine the impact of the Healthy Teachers Program (HTP) on special education teacher career resilience. Forty special education teachers recruited from Jilin, China, were randomly assigned to the intervention group (n =20) and the control (n =20) group. Data were collected using self-report questionnaires. The intervention group was taught eight program lessons by a school psychology teacher, which covered topics related to understanding career resilience, supporting self-awareness, changing career goals, and establishing interpersonal relationships. The researchers statistically analyzed the data collected at three-time points with repeated-measures analysis of variance and also conducted the focus group method to collect qualitative data for the social validity of HTP. The HTP positively influences the career resilience of special education teachers and has a high degree of social validity in the social significance of the goals and the social importance of the effects but an insufficient degree in the social appropriateness of the procedures. The findings of this study indicate the feasibility and applicability of the HTP to enhance the career resilience of teachers and its limitations in Chinese special school settings. The health teachers program can effectively improve the career resilience of special education teachers and has a high degree of social validity.

Exploring the psychometric properties of the Intellectual Disability versions of the Short Warwick-Edinburgh Mental Wellbeing Scale and Kidscreen10, self-reported by adolescents with intellectual disability.

There are no validated self-report measures that can be used to assess health and wellbeing in adolescents with intellectual disability (ID). The aim of this study was to explore the psychometric properties of two newly adapted self-report health-related quality of life (HRQoL) and mental wellbeing measures: the Intellectual Disability versions of the Short Warwick-Edinburgh Mental Wellbeing Scale (ID-SWEMWBS) and Kidscreen10 (ID-Kidscreen10). For this, we used data from a sample of 427 adolescents (aged 11-19) with ID recruited from special school settings. Confirmatory factor analysis (CFA) was conducted to validate the factor structure of both measures. Internal consistency was assessed using Cronbach's alpha and test-retest reliability was analysed using intra-class correlation coefficients. The internal consistency measured using Cronbach's alpha was found to be in the range of 0.70-0.78, test-retest reliabilities were expressed using intra-class correlation coefficients that were found to be high for both measures (ID-SWEMWBS, 0.758; ID-Kidscreen10, 0.723), and the CFA supported the unidimensional structure of both measures. The results of this study indicate that the ID-SWEMWBS and ID-Kidscreen10 have very good psychometric properties and can be used as self-report measures to assess HRQoL and mental wellbeing in adolescents with ID.

‘He knows he is safe; you are the safety net’. Key adult intervention with children with attachment difficulties: the TAs perspective

Children and young adults who are ‘looked after’ can present teachers and teaching assistants with a variety of day‐to‐day classroom challenges and a range of complex behaviours due to adverse childhood environments. This group of vulnerable young people have very complex social and emotional behaviours that require a considered approach of support and interventions. The types of interventions deployed in schools, however, may depend on staff knowledge, staff self‐confidence, and interpersonal skills to support the child's learning and complex behaviours. An example of an intervention is the key adult intervention programme, which is purported to develop staff knowledge and self‐confidence when working with looked after children. training in key adult intervention occurred at a special school, which had a high percentage of looked after children, situated in an East Midlands town. The purpose of the study was firstly to support the children through in‐depth knowledge development for supporting staff, and secondly to investigate staff confidence and understanding of the needs of looked after children. In addition, supporting factors of the key adult intervention and a discovery of any barriers to its implementation were sought. Using a mixed methods approach, data were collected from participating staff using questionnaires and focused conversations. Qualitative data were analysed using Cresswells six‐step process. Findings suggest that the key adult intervention is an effective means to support staff confidence and understanding and offer support for looked after children. Recommendations for future practice include increased training and support for teaching assistants, teachers and the school community as a whole. In addition, targeted professional and emotional support for the teaching assistants deployed, and increased communication between senior leaders and teaching assistants is crucial. The current research, therefore, adds to existing literature by providing an evaluation of the key adult intervention within a special school setting with evidence gathered from teaching assistants.

Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia

AimsChildren’s reading attainments in England continue to cause concern despite a national agenda focusing on the development of phonological skills. There is also a lack of guidance regarding how to support children who continue to struggle despite early support, including children with dyslexia and those in secondary education. Italian research groups found that playing action video games (AVGs) improved word and pseudo-word reading speed for children with dyslexia through increasing visual attention. The current study aims to build on this research, exploring whether AVGs boost the effects of a reading fluency intervention, Repeated Reading (RR). The effectiveness of RR alone is also analysed. Effects of the intervention on a range of measures are considered.MethodA single case experimental design (SCED) with alternating interventions, RR-alone and RR-plus-AVGs, was employed with eight Year 7 children with dyslexia in a UK special school.FindingsAll children demonstrated reading gains from the combined intervention, RR and AVGs. RR-alone was effective for two children and AVGs boosted the effects of RR for five children. Six children increased their reading comprehension. Children enjoyed playing AVGs. RR was viewed positively by teachers and viewed by children as improving their reading.LimitationsConfidence in results was reduced by variability and some effect sizes not reaching significance. The special school setting for children with dyslexia may affect generalisability to mainstream schools or to struggling readers without dyslexia.ConclusionsImplications for educational psychologists’ practice are discussed, particularly how to proceed, with what appears to be a promising intervention.

Psychological Functioning of Teachers Working in General and Special School Settings

Education develops human personality, refine thoughts, teach how to deal with others, and prepare better human beings for life. Teachers are the pivotal element of education system as they have to inculcate the purpose of education in individuals. This research aimed to explore the relationship between two elements of psychological functioning i.e. meaning in life and life satisfaction in teachers working in different educational settings. Purposive sampling technique was used to recruit N=140 teachers; n =70 from general and n =70 from special educational settings. A cross-sectional research design was employed. Meaning in Life Questionnaire, Satisfaction with Life Scale, and Demographic Information Sheet were used to collect the responses of school teachers. Results showed that teachers working in the special education setting reported high search for meaning in life as compared to teachers working in the general education setting. Furthermore, male teachers reported high search of meaning in life compared to female teachers. It was also revealed that there was a significant positive relationship between presence of meaning in life and satisfaction with life in teachers. Moreover, presence of meaning in life positively predicted life satisfaction. This research will lead the administration of the education system to introduce healthy reforms to improve psychological functioning of teachers and prepare them for upcoming challenges in the educational field.

Challenging behaviour and its risk factors in children and young people in a special school setting: A four wave longitudinal study.

Longitudinal research is needed to strengthen evidence for risk factors for challenging behaviour in children with intellectual disabilities and to understand patterns of change over time. Data on challenging behaviour were collected for 225 students in one school over four annual time points and a range of potential risk correlates. Data were analysed using Generalised Estimating Equations. Prevalence of challenging behaviour, aggression and self-injury did not vary significantly over time. Stereotyped behaviours increased over the 4-year period. Challenging behaviour was associated with lower levels of adaptive skills and autism. Stereotyped behaviour increased with age. Self-injurious behaviour was less likely to be shown in children with profound intellectual disabilities over time. These findings are consistent with previous research in terms of potential risk factors identified. Implications for schools include proactive interventions for children with intellectual disabilities at high risk; especially those with autism and poorer adaptive skills.

Attitudes Towards Evidence-Based Practice of Professionals Working with Children and Adolescents with Autism Spectrum Disorder in Bangladesh

Like in many lower-middle-income countries (LMIC), progress in implementing evidence-based practices (EBPs) for children with autism spectrum disorder (ASD) has been slow in Bangladesh. This cross-sectional study examined professionals’ attitudes towards evidence-based practice (EBP) for children and adolescents with ASD and explored how providers’ demographic factors are related to attitudes to and adoption of EBPs in Bangladesh. The sample consisted of 150 mental health professionals and special teachers from the urban area of Dhaka. Attitudes were assessed by the Evidence-based Practice Attitude Scale-36. Findings indicated that professionals have favorable attitudes towards EBP. Their attitudes varied depending on service settings (public clinical, private clinical, and special school) and caseload per year. Professionals who work in private and special school settings claimed to be more willing to adopt an EBP when required and perceived a higher fit of EBPs and their work than those in public clinical settings. The number of different EBPs used also differed by service setting. Every type of intervention (except medication) was used by more professionals in special schools than in private and public clinical settings. Many professionals reported few barriers to the implementation of EBPs. These findings indicate conditions that are often conducive to the implementation of EBPs. However, these results do not reflect the situation in rural areas, in which poverty is more widespread and the number of specialized professionals is low.

Parental involvement during COVID-19: experiences from the special school

ABSTRACT The closure of schools worldwide in response to the COVID-19 pandemic required parents to undertake key pedagogical roles to support their children’s education and movement to a remote, often virtual world of online teaching presented many challenges for families. For the parents of children attending special schools, the loss of educational, as well as therapeutic provision, added a further layer of complexity unique to this group. This paper presents findings from a Northern Ireland-wide survey undertaken during the first lockdown period. Using Hornby and Blackwell’s model of parental involvement (PI), the paper describes parents’ experiences relative to their child’s needs, family circumstances and societal expectations, and the intersection of these with teacher relationships and the wider school community. The findings reveal those factors that facilitated and inhibited PI and makes suggestions for improvements at school and policy levels in the short and longer term. The results have relevance and reach beyond the Northern Ireland context and should contribute to international dialogue on the synergy between PI and the special school setting.