Journal of Research in Special Educational Needs (JORSEN)

 Vol. 22, n°4, 10/2022

 

• The experience of transitioning to adulthood for young people on the autistic spectrum in the UK: a framework synthesis of current evidence using an Ecosystemic model, Rebecca J. Crompton, Caroline Bond
• British teachers' knowledge and awareness of Tourette syndrome in children attending mainstream school, Amanda K. Ludlow, Alison Cutler, Saskia Keville
• A thematic analysis of the family experience of British mainstream school SEND inclusion: can their voices inform best practice?, April Dunleavy, Rossella Sorte
• Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’, Virginia Kay, Marlena Chrostowska, Amanda Henshall, Anne Mcloughlin, Fiona Hallett
• Conceptualising, defining and providing special education in China: stakeholder perspectives, Ahmed Alduais, Meng Deng
• Is transition an (adult) problem? – experiences of autistic students during the transition from primary to secondary school, Mechthild Richter, Céline Clément, Eric Flavier

https://nasenjournals.onlinelibrary.wiley.com/toc/14713802/current