British Journal of Special Education

The experiences of minority ethnic heritage parents having a child with SEND: a systematic literature review

Understanding the SENCo workforce: re‐examination of selected studies through the lens of an accurate national dataset

Supporting a child with dyslexia: how parents/carers engage with school‐based support for their children

Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

‘The SEND Code of Practice has given me clout’: a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms

Indian educators’ perceptions of their inclusion implementation practices in secondary schools

Teacher Attitudes in Italy after 40 Years of Inclusion.

Educational practitioners’ perceptions of ADHD. A qualitative study of views of the home lives of children with ADHD in the UK

Efficacy of a visuomotor‐based intervention for children with reading and spelling disabilities: a pilot study

Do educational practitioners invest in specialised discourses of autism? Professional knowledge landscapes of teachers and teaching assistants in mainstream schools

Aspiration, austerity and ableism: to what extent are the 2014 SEND reforms supporting young people with a life‐limiting impairment and their families to get the lives they want?

Pedagogy, Curriculum and Special Education: A Case Study in China.

Measuring the word recognition abilities of children who are both verbal and nonverbal with ASD using a traditional paper-based and a novel digital test format

Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities