International Journal of Special Education (IJSE)最新文献_第2页

The Role of School Nurses in the School Inclusion of Children with Chronic Health Conditions in Greece 希腊校医在学校接纳慢性病儿童中的作用

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.37

Maria Georgiadi, Maria Lithoxopoulou, Stefanos Plexousakis, D. Tomprou, N. Loizidou, Olga Lyra

引用次数: 0

Being the Subject of Education – Pandemic and Post-Pandemic Experiences of Students With Disabilities, Their Teachers and Parents 作为教育的主体--残疾学生、其教师和家长在大流行病和大流行病后的经历

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.43

Emilia Śmiechowska-Petrovskij, Marzena Dycht, Kamil Kuracki

{"title":"Being the Subject of Education – Pandemic and Post-Pandemic Experiences of Students With Disabilities, Their Teachers and Parents","authors":"Emilia Śmiechowska-Petrovskij, Marzena Dycht, Kamil Kuracki","doi":"10.52291/ijse.2023.38.43","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.43","url":null,"abstract":"Educational changes resulting from sanitary orders during the COVID-19 pandemic significantly affected the personal freedom and sense of subjectivity among participants in educational processes. The aim of the study was to identify the personal experiences of the sense of being the subject of education of three groups: students with special educational needs, including disabled students, their teachers and parents, during and after the pandemic. The article applies the concept of a sense of subjectivity, which includes 4 dimensions: a sense of: 1) freedom of choice, 2) agency, 3) responsibility for one’s actions, and 4) interpersonal contacts based on equality and partnership. Reconstructions of the experience of being a subject of education were carried out within the framework of qualitative study (focus group interviews), which was a part of the Polish national Psychological and Pedagogical Support Programme for Students and Teachers, conducted by Cardinal Stefan Wyszyński University in Warsaw and partners. The article discusses 4 dimensions of the sense of subjectivity in three groups of respondents. The study revealed a diversity of experiences. It was found that students with special educational needs experienced a low sense of subjectivity in education; however, the determinants of this condition were not only the result of the peculiarities of education in times of the pandemic, but above all to the specificity of the educational system itself. Among teachers and parents, the sense of subjectivity was higher and characterised by other qualitative indicators (mainly in the area of the sense of responsibility and agency).","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"6 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

One-on-one instruction in a fully inclusive preschool: A single case research design study 全纳幼儿园的一对一教学：单一案例研究设计

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.30

Johanna Lundqvist

{"title":"One-on-one instruction in a fully inclusive preschool: A single case research design study","authors":"Johanna Lundqvist","doi":"10.52291/ijse.2023.38.30","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.30","url":null,"abstract":"This study is about five children with disabilities in a fully inclusive preschool and their involvement in learning throughout teacher-initiated instruction sessions. Involvement matters for the children and refers to attendance, concentration on tasks and child’s interest in preschool activities. Its first aim is to investigate the children’s involvement in learning during group instruction sessions, such as circle times. Since their involvement is not observed to be high, the second aim of the study is to investigate and discuss (a) whether the children’s involvement in learning changes when instruction sessions are provided one-on-one and (b) if one-on-one instruction and full inclusion work together. One-on-one instruction refers to a teacher instructing a child and is often for children with difficulties in learning. The design used was a single case research study. The teachers also shared their views, and these were collected. The results show positive change across participants. For all children, the PEM was 100%, which is indicative of very effective intervention. The intervention provided new insights relating to children’s knowledge and one-on-one instruction in a fully inclusive preschool. The study can form a basis for important preschool discussions.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A holistic view on special education in Sweden exemplified by early reading instruction 以早期阅读教学为例全面审视瑞典的特殊教育

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.34

Siv Fischbein, Elisabeth Marx

引用次数: 0

Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia 融合残疾学生：佐治亚州特殊教师和普通教师的比较观点

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.28

Rusudan Chanturia

{"title":"Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia","authors":"Rusudan Chanturia","doi":"10.52291/ijse.2023.38.28","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.28","url":null,"abstract":"Within a global debate around inclusion, there is a shared understanding that teachers’ attitudes are decisive in making inclusive education a reality. Research examining teachers’ attitudes in Georgia towards inclusion is scarce. This paper utilizes an explanatory sequential mixed methods design to examine teachers' attitudes toward inclusion, uncovering their predictors and highlighting the persistent influence of the Soviet legacy of 'defectology' on disability perceptions. Drawing on data obtained from 811 regular and special education teachers of 308 public schools, the study contributes to the global knowledge of the role of teachers' attitudes in promoting inclusion. The study reveals that teachers of Georgia are mostly ‘ableist’ and have deficit views of disability. The paper argues that only long-term training in inclusive practices predicts positive attitudes for both groups of teachers. Special education teachers demonstrate higher willingness for inclusion. Regular teachers spotlight normalcy, reveal low expectations for academic achievement, and focus on behaviour management rather than broader teaching practices. Both groups associate inclusion benefits primarily with social and emotional development. Resistance to inclusion is more prevailing among secondary grades, STEM, Georgian, and English teachers. The findings have policy implications for enhancing education quality for children with disabilities and teachers’ professional development system in Georgia.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preschool Teachers’ Knowledge Level of Dyslexia in Turkey 土耳其学前教师对阅读障碍的认识水平

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.29

Alev Üstündağ, Deniz Çalışkan

引用次数: 0

The teacher-student relationship: A comparative study of the report of students with autism spectrum disorder and typical development 师生关系：自闭症谱系障碍学生与典型发展学生报告的比较研究

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.31

Isidora Zañartu, Claudia Pérez-Salas

{"title":"The teacher-student relationship: A comparative study of the report of students with autism spectrum disorder and typical development","authors":"Isidora Zañartu, Claudia Pérez-Salas","doi":"10.52291/ijse.2023.38.31","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.31","url":null,"abstract":"The teacher-student relationship (TSR) is an important factor for promoting academic success. Even though students with autism spectrum disorder (ASD) experience more educational difficulties, the TSR in ASD students has been understudied, and there is a significant empirical gap in the perception that ASD adolescent students themselves have of their relationships with their teachers. The present study followed a non-experimental, correlational, cross-sectional and comparative design to analyze the TSR in ASD adolescents in comparison to the TSR of their typically developing (TD) peers. Sixty-four students (33 females, 31 males) who were in their first year of secondary school ( participated in the study. 32 of them had ASD and 32 had TD. The TSR subscale of the SEI was applied (Appleton et al., 2006). The results show significant interaction effects between student condition and gender, where female ASD students reported a worse relationship than their male ASD peers. These findings differ from existing research indicating that ASD students experience worse TSR and that female students experience better relationships than male students. The important role of the existing school integration program in Chilean schools, and guidelines for future research to explain the gender differences found in this study are discussed.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Camouflage, self-esteem and gratitude in young adults with varying degrees of autistic traits in Poland 波兰具有不同程度自闭症特征的年轻人的伪装、自尊和感激之情

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.33

Filip Nieradka, Joanna Kossewska

{"title":"Camouflage, self-esteem and gratitude in young adults with varying degrees of autistic traits in Poland","authors":"Filip Nieradka, Joanna Kossewska","doi":"10.52291/ijse.2023.38.33","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.33","url":null,"abstract":"Autistic spectrum conditions (ASC) imply functioning difficulties in adulthood due to the fact that they are caused by early-onset problems in social communication, unusually restricted repetitive behavior, and narrow interests. Living with ASC might be difficult for young adults who face specific developmental tasks, such as undertaking a professional career and engaging in social and civic responsibilities. Because of the need to hide their dysfunctions and to conform to social norms and conventions, affected people use camouflage strategies. In order to improve their well-being and functioning, they may also use the regulatory function of self-esteem and gratitude. The presented research carried out in Poland aimed to determine the relations between the intensity of camouflage, self-esteem, and gratitude and to test for differences in the levels of these variables, taking into consideration the intensity of the autism spectrum conditions (ASC). The study comprised a total of 104 young adults (68 women = 65.38%, and 36 men = 34.62%) who graduated from secondary or tertiary education aged between 19 and 35 years. The entire group was divided into two subgroups based on the screening questionnaire Autism Spectrum Quotient (AQ10), a ten-item abridged version. One subgroup consisted of 52 adults with a high intensity of autistic traits, and the other consisted of individuals with a low intensity of autistic traits. The results showed a correlation between the level of autism spectrum conditions and camouflage. The level of camouflage was significantly higher in the subgroup with an increased severity of autistic traits compared with the subgroup with a low severity. In contrast, no significant differences were detected between the subgroups in the levels of self-esteem and gratitude, nor were any linear correlations between spectrum conditions and self-esteem and gratitude found.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changes in the Social Characteristics of General Classroom Communities Including Children with Mild Intellectual Disability in Three Years 包括轻度智障儿童在内的普通班级群体的社会特征在三年中的变化

International Journal of Special Education (IJSE) Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.32

Endre Horváth, Ágota Szekeres

{"title":"Changes in the Social Characteristics of General Classroom Communities Including Children with Mild Intellectual Disability in Three Years","authors":"Endre Horváth, Ágota Szekeres","doi":"10.52291/ijse.2023.38.32","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.32","url":null,"abstract":"This study aimed to follow Hungarian general primary school classroom communities (N = 12) that included children with mild intellectual disability (MID) (N = 20) over a three-year period to describe changes in the most important social characteristics of communities regarding group cohesion and see how communities develop on their own without planned support. A total of 291 students participated in the research. A peer nomination survey was conducted in each class in grades 4 and 5, and then three years later. The quantitative analysis revealed no significant difference in the values of the measured sociometric indicators after three years. Furthermore, a linear direction in the evolution of the indicators, which would contribute to the implicit development of a community alongside increased time spent together, could not be identified. This condition did not favor students with MID, as they had significantly fewer mutual choices than their peers. The results of this study emphasize the need for professionally designed community development to create and maintain an inclusive classroom community.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Caregiver Implemented Dialogic Reading: Impact on Children with and without Autism in Brazil 看护者实施对话阅读:对巴西自闭症儿童和非自闭症儿童的影响

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2022.38.5

Katia Fabiane Müller, Débora Paula Nunes, Carlos Schmidt

{"title":"Caregiver Implemented Dialogic Reading: Impact on Children with and without Autism in Brazil","authors":"Katia Fabiane Müller, Débora Paula Nunes, Carlos Schmidt","doi":"10.52291/ijse.2022.38.5","DOIUrl":"https://doi.org/10.52291/ijse.2022.38.5","url":null,"abstract":"There is evidence about the effectiveness of using caregiver-implemented, shared book reading protocols for mitigating language and literacy deficits in children with autism spectrum disorders (ASD). In Brazil, studies of this nature are scarce but essential for identifying successful early intervention practices for a population that has significantly grown in the last three decades. The aim of this investigation was to evaluate the effects of Reading to Engage Children with Autism in Language and Learning (RECALL), an intervention protocol that employs dialogic reading principles on the language and literacy skills of a 3-year-old child with ASD and a 4-year-old typically developing peer. Using a single-subject A-B research design, the effects of RECALL, employed by mothers, on their children's responses were evaluated. The results revealed that: (a) average effect size for strategy use following caregiver training was large for the mother of the child with ASD (Tau-U = 0,7) and moderate for the mother of the typically developing child (Tau-U = 0,5) ; (b) both children became more responsive, significantly increasing the frequency of communication interactions following caregiver intervention (Tau-U = 1); (d) the child with typical development showed an increase in the frequency of correct and spontaneous responses, and (c) the intervention was positively evaluated by the caregivers. Adaptations of the protocol, as well as its limitations, are discussed.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114971668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0