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Référence : Vol. 52, n°2, juin 2025

EDITORIAL

ORIGINAL ARTICLE

‘I prefer to be alone than to be among them’: In-school experiences of learners with disabilities and their caregivers in inclusive schools in Ghana, Ebenezer Mensah Gyimah, Ebenezer Dassah, Maxwell Peprah Opoku, William Nketsia, Philip Atta Mensah
Trauma-informed education for pupils with adverse childhood experiences and social, emotional and mental health needs: Special school headteachers' lessons learned from the coronavirus pandemic, James Waite
Augmented reality's potential for addressing writing challenges in students with learning disabilities, Barathan Selvam, Grace Annammal Gnana Piragasam
Examining the impact of drama-based sessions on the social emotional well-being of Autistic pupils in a special school: A multi-informant qualitative study, Elise Robinson, Laura Crane
Perceptions of inclusion among parent members of school governing bodies in South Africa, Anwynne Kern

SENCO FORUM

Ofsted and its ‘new’ approach to ensuring accountability for inclusive education, Christopher Robertson

POLITICS PAGE

BOOK REVIEW

Building community to create equitable, inclusive and compassionate schools through relational approaches, Emily Patterson
Building community to create equitable, inclusive and compassionate schools through relational approaches, Gemma Heathcote

Special Section: Editorial Advisory Board
EDITORIAL

ORIGINAL ARTICLE

The problem is that inclusion in England is simply rhetoric with no real substance, Garry Squires
Attitudes towards special educational needs: Dysconscious ableism?, Fiona Hallett, Graham Hallett
Additional support for learning in Scotland: Rhetoric and reality, Catherine Reid, Margaret Sutherland, Ines Alves
Accountability, scapegoating and encouraging rebellious joys: Teaching in England, Carla Solvason
Do you really know me? Providing effective support for young people: The impact of labels, intersectionality and belonging, Gill Richards
Fostering inclusive teaching competences: Concrete practice-oriented suggestions for teachers to deal with diverse learning groups in inclusive settings, Verena Letzel-Alt, Marcela Pozas
Curriculum in alternative provision: Conversations with senior leaders, Philip Garner
How to make schools more inclusive for children and young people with special education needs/disabilities: A deliberative democratic approach, Brahm Norwich

Special Section: Literacy and Power
GUEST EDITORIAL

British Journal of special education special issue: Literacy and power, Craig Collinson, Mahmoud Mohamed Emam, Rhiannon Packer

ORIGINAL ARTICLE

‘Through a glass darkly’: Dyslexic identity and hermeneutic injustice, Craig Collinson, Jessica Eccles-Padwick, Elizabeth Leach-Leung, Julien Villeneuve
Dyslexia: Identity, labelling and its place in inclusive education, Cathryn Knight
Small but mighty: Challenging hegemonic discourses in developing literacy in a minority language, Rhiannon Packer, Mirain Rhys
Is it time to ditch the notion of ‘core subjects’?, Marjorie Thomas
Decolonising literacy assessments in Oman: Curriculum-based measurements and power dynamics, Mahmoud Mohamed Emam, Ehab Mohamed Naguib Omara
Students with emotional and behavioural disabilities have inequitable opportunities to develop reading skills, John William McKenna, Michael Solis
When words are not enough: How creative storytelling helped me navigate trauma, Meagan Corrado

Informations complémentaires :
https://nasenjournals.onlinelibrary.wiley.com/.../2

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