JournalTOCs

British Journal of Special Education
Journal Prestige (SJR): 0.439

Citation Impact (citeScore): 1
Number of Followers: 43

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0952-3383 - ISSN (Online) 1467-8578
Published by John Wiley and Sons

[1763 journals]

Politics Page
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  Authors: John Perry
  Abstract: British Journal of Special Education, Volume 49, Issue 1, Page 130-140, March 2022.
  PubDate: 2022-03-24T06:38:53-07:00
  DOI: 10.1111/1467-8578.12395
  Issue No: Vol. 49, No. 1 (2022)
Points from the SENCo‐Forum
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  Authors: Christopher Robertson
  Abstract: British Journal of Special Education, Volume 49, Issue 1, Page 125-129, March 2022.
  PubDate: 2022-03-24T06:38:53-07:00
  DOI: 10.1111/1467-8578.12401
  Issue No: Vol. 49, No. 1 (2022)
Editorial
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  Authors: Graham Hallett; Fiona Hallett
  Abstract: British Journal of Special Education, Volume 49, Issue 1, Page 2-5, March 2022.
  PubDate: 2022-03-24T06:38:53-07:00
  DOI: 10.1111/1467-8578.12402
  Issue No: Vol. 49, No. 1 (2022)
Issue Information ‐ TOC
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  Abstract: British Journal of Special Education, Volume 49, Issue 1, Page 1-1, March 2022.
  PubDate: 2022-03-24T06:38:53-07:00
  DOI: 10.1111/1467-8578.12367
  Issue No: Vol. 49, No. 1 (2022)
Issue Information
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  Abstract: British Journal of Special Education, Volume 49, Issue 1, Page i-iii, March 2022.
  PubDate: 2022-03-24T06:38:53-07:00
  DOI: 10.1111/1467-8578.12406
  Issue No: Vol. 49, No. 1 (2022)
‘What was required above all else was collaboration’: keeping the
momentum for SEND partnership working in the wake of Covid‐19
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  Authors: Beate Hellawell; Sharon Smith, Julie Wharton
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-05-10T09:53:29-07:00
  DOI: 10.1111/1467-8578.12413
Perspectives of college students' attitudes and knowledge about people
with disabilities
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  Authors: Diane M. Harnek Kegan; Cynthia M. Vejar, Lisa A. Martinelli Beasley
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-05-10T09:43:21-07:00
  DOI: 10.1111/1467-8578.12415
‘Be prepared and give it a go!’ Transitions into further education for
learners with additional learning needs
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  Authors: Rhiannon Packer; Emily Abbinett, Emily Morris
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-05-06T12:33:16-07:00
  DOI: 10.1111/1467-8578.12409
Phonological patterns in Greek language in toddlers and children with Down
syndrome and children with language impairment
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  Authors: Dimitra Katsarou; Georgia Andreou
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-05-06T12:19:21-07:00
  DOI: 10.1111/1467-8578.12410
How did autistic children, and their parents, experience school transition
during the Covid‐19 pandemic'
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  Authors: Aimee Code; Laura Fox, Kathryn Asbury, Umar Toseeb
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-04-28T09:43:45-07:00
  DOI: 10.1111/1467-8578.12414
Investigating the relationship between learning channel sets during the
mathematical practice of autistic students
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  Authors: Athanasios Vostanis; Ciara Padden, Peter E. Langdon
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-04-27T09:15:05-07:00
  DOI: 10.1111/1467-8578.12408
Peer‐reading racetracks for word reading of low‐achieving graduating
students with learning disabilities and behavioural problems
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  Authors: Anne Barwasser; Kerstin Nobel, Matthias Grünke
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-03-14T01:04:25-07:00
  DOI: 10.1111/1467-8578.12407
Using Activity Theory to explore the management of General Certificate of
Education (GCSE) access arrangements
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  Authors: Amanda Hipkiss; Kevin A. Woods
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-03-06T04:49:20-08:00
  DOI: 10.1111/1467-8578.12404
The weight of waiting: the impact of delayed early intervention on
parental self‐efficacy
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  Authors: Kerry Murphy; Emily Harrison
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-03-02T07:33:46-08:00
  DOI: 10.1111/1467-8578.12381
‘I'm always up against a brick wall with them’: parents' experiences
of accessing support for their child with a newly recognised developmental
disorder
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  Authors: Robyn McCarthy; Carolyn Blackburn, Raja Mukherjee, Kate Fleming, Clare Allely, Lauren Kirby, Penny A. Cook
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-03-01T11:28:35-08:00
  DOI: 10.1111/1467-8578.12398
Research priority setting with parents of students with learning
exceptionalities and disabilities
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  Authors: Jennifer Baumbusch; Jennifer E. V. Lloyd
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-25T12:49:43-08:00
  DOI: 10.1111/1467-8578.12405
Cost‐effective models for delivering behaviour analysis teaching in UK
schools and local authorities
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  Authors: Susan McCandless; Marguerite Hoerger
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-24T11:25:50-08:00
  DOI: 10.1111/1467-8578.12399
Predicting word and pseudoword reading in Arabic‐speaking children: the
independent contributions of phonological and morphological awareness and
visual attention
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  Authors: Layes Smail; Bouakkaz Torkia
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-21T06:34:13-08:00
  DOI: 10.1111/1467-8578.12403
Practitioners' views about effective mental health and well‐being
support for post‐16 students attending special school
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  Authors: Samantha Thompson; Cathy Atkinson
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-17T07:29:07-08:00
  DOI: 10.1111/1467-8578.12400
Inclusion in a multi‐academy trust: possibilities and perils
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  Authors: Danielle Lane; Sarah Semon, Nicholas Catania, Phyllis Jones
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-12T12:23:13-08:00
  DOI: 10.1111/1467-8578.12396
Aspiring to include versus implicit ‘othering’: teachers' perceptions
of inclusive education in Wales
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  Authors: Cathryn Knight; Zoe Clegg, Carmel Conn, Matt Hutt, Tom Crick
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-12T12:19:21-08:00
  DOI: 10.1111/1467-8578.12394
Dyslexics and Othering: an anti‐definitional approach to Lexism
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  Authors: Craig Collinson
  Abstract: British Journal of Special Education, EarlyView.
  PubDate: 2022-02-09T06:48:55-08:00
  DOI: 10.1111/1467-8578.12397