British Journal of Special Education (BJSE)

  Vol. 49, n°4, 12/2022

 

• Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England, Feyisa Demie
• Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis, Alexandra Sewell
• Peer mentoring support for students with autism in school settings: a concept analysis, Tian Wu, Duu-chiang Wang
• Bodily health and bodily integrity capabilities of students with autism spectrum disorder, Seyedeh Tahmineh Mousavi
• An exploration into the implications of the Covid-19 restrictions on the transition from Early Years Education to Key Stage 1 for children with special educational needs and disability – a comparative study, Jessica Wythe
• Evident demands and absent changes: special education teachers' initial training in Chile, Rosario Palacios, Sofia Larrazabal, Manuel Monzalve
• The gap and the bridge: Brazilian Physical Education pre-service training for inclusion, Maria Luiza Tanure Alves, Mey A. van Munster, Isabella dos Santos Alves, Joslei Viana de Souza
• Points from the SENCo-Forum: The SENCo role in reviewing support for pupils with SEND, Christopher Robertson
• Politics Page, John Perry

Book Reviews

• Supporting the Emotional Well-Being of Children and Young People with Learning Disabilities: A Whole School Approach, Steve McNichol
• Supporting the Emotional Well-Being of Children and Young People with Learning Disabilities: A Whole School Approach, Katie Hawksley

https://nasenjournals.onlinelibrary.wiley.com/toc/14678578/2022/49/4