Journal of Research in Special Educational Needs (JORSEN)

  Vol. 22, n°1, 01/2022

 

• Transition support for students on the autism spectrum: a multiple stakeholder perspective, Susan Bruck, Amanda A. Webster, Trevor Clark
• The effects of the Tripartite Intervention on students’ attitudes towards disability, John R. R. Freer
• Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre-pandemic conditions, Eleanor Warnes, Elizabeth J. Done, Helen Knowler
• Expanding toy play through visually structured tasks and scripting for young children with developmental disabilities, Patricia Korzekwa Hampshire, Michael Crawford
• Improving teacher evaluation outcomes for special educators: what do the ‘gatekeepers’ say?, Gordon Brobbey, Zaher Kmail
• Small steps and stronger relationships: parents' experiences of homeschooling children with special educational needs and disabilities (SEND), Shannon Ludgate, Clair Mears, Carolyn Blackburn
• Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: a scoping review, Tess Rendoth, Jill Duncan, Judith Foggett

https://nasenjournals.onlinelibrary.wiley.com/toc/14713802/2022/22/1