British Journal of Special Education (BJSE)

  Vol. 49, n°2, 6/2022

 

Editorial

• Editorial: a call to scholars, Graham Hallett, Fiona Hallet

Original Articles

• ‘What was required above all else was collaboration’: keeping the momentum for SEND partnership working in the wake of Covid-19, Beate Hellawell, Sharon Smith, Julie Wharton
• How did autistic children, and their parents, experience school transition during the Covid-19 pandemic?, Aimee Code, Laura Fox, Kathryn Asbury, Umar Toseeb
• Using Activity Theory to explore the management of General Certificate of Education (GCSE) access arrangements, Amanda Hipkiss, Kevin A. Woods
• Research priority setting with parents of students with learning exceptionalities and disabilities, Jennifer Baumbusch, Jennifer E. V. Lloyd
• Predicting word and pseudoword reading in Arabic-speaking children: the independent contributions of phonological and morphological awareness and visual attention, Smail Layes, Torkia Bouakkaz
• Cost-effective models for delivering behaviour analysis teaching in UK schools and local authorities, Susan McCandless, Marguerite Hoerger
• Peer-reading racetracks for word reading of low-achieving graduating students with learning disabilities and behavioural problems, Anne Barwasser, Kerstin Nobel, Matthias Grünke

https://nasenjournals.onlinelibrary.wiley.com/toc/14678578/2022/49/2