Exceptionality Education International最新文献

“We Need Structures in Place”: Educators’ Experiences With Special Education at International Schools "我们需要到位的结构"：国际学校教育工作者的特殊教育经验

Exceptionality Education International Pub Date : 2024-06-06 DOI: 10.5206/eei.v34i1.16826

Rebecca Stroud

{"title":"“We Need Structures in Place”: Educators’ Experiences With Special Education at International Schools","authors":"Rebecca Stroud","doi":"10.5206/eei.v34i1.16826","DOIUrl":"https://doi.org/10.5206/eei.v34i1.16826","url":null,"abstract":"This article engages the construct of the policyscape to explore how educators have experienced policy-to-practice dissonances when working at international schools overseas. Extracted from a qualitative study of educator acculturation in the context of the lived experiences of 17 kindergarten–Grade 12 expatriate teachers, counsellors, and school leaders at international schools in five regions in Southeast and East Asia, this subset of findings explores the most prevalent policyscape manifestations that emerged in the study. These manifestations involve issues about supporting students with known or probable “special education” needs. Findings include widespread perceptions by the participants of inadequate policy and program infrastructure to properly support students with special needs. These inadequacies ranged from identification processes, school and staff capacity, and leadership gaps, and they were further mired by ideological and cultural differences noted by stakeholder groups. Participants with local cultural mentors experienced greater self-efficacy and leadership capacity in addressing the policyscape manifestations. The study was exploratory, with the findings informing a research agenda to further investigate some of the gaps that emerged in the findings.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"98 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378063","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

Whereto From Here? A Discussion Among International Scholars of Inclusive Education 何去何从？国际全纳教育学者之间的讨论

Exceptionality Education International Pub Date : 2024-05-11 DOI: 10.5206/eei.v34i1.16941

Ian A. Matheson, Kerstin Merz-Atalik, Theodore Christou, Robert Kruschel, Lani Florian, Markku Jahnukainen, Andreas Köpfer, Jeffrey MacCormack, Jessica Whitley

引用次数: 0

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography 圣文森特和格林纳丁斯的包容性变革：合作自述

Exceptionality Education International Pub Date : 2024-05-11 DOI: 10.5206/eei.v34i1.16932

Monique Somma, John Freer, Margo Shuttleworth, Sheila Bennett

{"title":"Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography","authors":"Monique Somma, John Freer, Margo Shuttleworth, Sheila Bennett","doi":"10.5206/eei.v34i1.16932","DOIUrl":"https://doi.org/10.5206/eei.v34i1.16932","url":null,"abstract":"In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" October","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140989866","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

Predictors of Self-Efficacy for Inclusive Education: A Comparison of Canada and Germany 全纳教育自我效能感的预测因素：加拿大与德国的比较

Exceptionality Education International Pub Date : 2024-04-02 DOI: 10.5206/eei.v34i1.16920

Jacqueline Specht, Susanne Miesera, Jamie Metsala, Donna McGhie-Richmond

{"title":"Predictors of Self-Efficacy for Inclusive Education: A Comparison of Canada and Germany","authors":"Jacqueline Specht, Susanne Miesera, Jamie Metsala, Donna McGhie-Richmond","doi":"10.5206/eei.v34i1.16920","DOIUrl":"https://doi.org/10.5206/eei.v34i1.16920","url":null,"abstract":"This study investigated group and individual differences in beginning secondary school teachers’ self-efficacy for the inclusive classroom in Canada and Germany. This research complements previous Canadian and German research that compared the self-efficacy of pre-service teachers in each country, as well as those experiences that contributed to their self-efficacy. In the current study, 110 Canadian and 90 German beginning teachers completed the Teacher Efficacy for Inclusive Practice scale and the Beliefs About Learning and Teaching Questionnaire and described their experience with diverse populations. As a group, Canadian teachers were higher in their self-efficacy for implementing inclusive instruction and for engaging in collaboration with families and colleagues. The groups did not differ on self-efficacy for managing behaviour, though males felt more efficacious than females. Overall, country accounted for 18% and 11% of the variance in self-efficacy for inclusive instruction and for collaboration, respectively. Additional individual differences in self-efficacy for instruction and for managing behaviour were accounted for by participants’ experiences with diverse populations. Finally, participants’ beliefs that aligned with student-centred approaches accounted for unique variance in self-efficacy for inclusive instruction and collaboration. Results are discussed in the context of prior research and possible considerations for teacher education programs.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"253 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140752777","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

How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland 态度和自我效能如何预测教师采用全纳实践的意愿？加拿大、德国、希腊、意大利和瑞士的跨国比较

Exceptionality Education International Pub Date : 2024-04-01 DOI: 10.5206/eei.v34i1.16803

Caroline Sahli Lozano, S. Wüthrich, Harry Kullmann, Margarita Knickenberg, Umesh Sharma, T. Loreman, Alessandra Romano, Elias Avramidis, Stuart Woodcock, Pearl Subban

{"title":"How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland","authors":"Caroline Sahli Lozano, S. Wüthrich, Harry Kullmann, Margarita Knickenberg, Umesh Sharma, T. Loreman, Alessandra Romano, Elias Avramidis, Stuart Woodcock, Pearl Subban","doi":"10.5206/eei.v34i1.16803","DOIUrl":"https://doi.org/10.5206/eei.v34i1.16803","url":null,"abstract":"Inclusive education is a key goal of modern educational reforms, yet its implementation is complex. This study examines the roles of teacher attitudes and self-efficacy in predicting their intentions to use inclusive practices across five western countries: Canada, Germany, Greece, Italy, and Switzerland. The study identified both significant differences and commonalities in prediction patterns across these countries. For instance, beliefs about inclusion varied in their significance, being the most influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other predictors, no significant differences were found, and self-efficacy in collaboration was the strongest predictor nominally. The study suggests that, while aspects such as collaboration seem generally important across countries, effective strategies for promoting inclusive education may also need to be tailored to each country’s unique context, considering aspects of historical background of inclusive education, teacher training, and support. It also emphasizes the need to consider domain-specific aspects of teacher self-efficacy, as different facets differently affect teachers’ intentions.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"58 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140759175","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

What Are Picture Books About Autism Telling Our Children? 关于自闭症的图画书在告诉我们的孩子什么？

Exceptionality Education International Pub Date : 2024-03-22 DOI: 10.5206/eei.v33i1.14405

Christina Belcher, Kimberly Maich, Kristin Legault, Bethany Torraville

引用次数: 0

“Maybe We Have to Create Something Different”: Fostering Inclusion in Montessori Education "也许我们必须创造一些与众不同的东西"：在蒙特梭利教育中促进包容

Exceptionality Education International Pub Date : 2024-01-29 DOI: 10.5206/eei.v33i1.16594

Monique Somma, Lisa Ruggiero, Debra Harwood, Krystine Donato

{"title":"“Maybe We Have to Create Something Different”: Fostering Inclusion in Montessori Education","authors":"Monique Somma, Lisa Ruggiero, Debra Harwood, Krystine Donato","doi":"10.5206/eei.v33i1.16594","DOIUrl":"https://doi.org/10.5206/eei.v33i1.16594","url":null,"abstract":"How Does Learning Happen: Ontario’s Pedagogy for the Early Years, the early childhood education framework for Ontario (Canada), aims to guide early-years programs across the province by recognizing children as competent, capable, and curious individuals from diverse backgrounds. The policy highlights the significance of ensuring inclusive learning environments that foster a sense of belonging and enable every child to flourish (Ontario Ministry of Education, 2014). Many Montessori schools across the province share this view (Hunt et al., 2022) and strive for inclusive programs that meet the learning goals of children with special education needs; however, at times, this objective can seem daunting. In this article, we highlight findings from a study involving the educators at one Montessori school focusing on the self-described goal of improving the quality of their inclusive practices through an examination of beliefs and a continuous professional learning process. The main themes identified in the study related to educators’ attitudes to inclusion and their beliefs about how the Montessori method challenges inclusion pedagogies. Moreover, we found that educators’ understanding and implementation of differentiated instruction (Tomlinson & Imbeau, 2023) was lacking. The results indicate that Montessori educators’ inclusive practices and learning environments benefited from participating in ongoing, scaffolded professional learning specifically targeted to their needs and context.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"69 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485834","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

Evaluation of Multimedia-Based Intervention for Students With Autism Spectrum Disorder: A Pilot Study 自闭症谱系障碍学生的多媒体干预评估：试点研究

Exceptionality Education International Pub Date : 2023-12-07 DOI: 10.5206/eei.v33i1.16669

Susan Mostajo, Royce A. Salva, Olivia Legaspi, Jemerson Dominguez, Aquino Garcia

{"title":"Evaluation of Multimedia-Based Intervention for Students With Autism Spectrum Disorder: A Pilot Study","authors":"Susan Mostajo, Royce A. Salva, Olivia Legaspi, Jemerson Dominguez, Aquino Garcia","doi":"10.5206/eei.v33i1.16669","DOIUrl":"https://doi.org/10.5206/eei.v33i1.16669","url":null,"abstract":"This pilot study evaluated the possible risks and prospects of a multimedia-based intervention in improving the social and adaptive skills of students diagnosed with autism spectrum disorder (ASD). Thirty Filipino special education teachers served as evaluators and teacher-respondents. Using a validated and reliability-tested evaluation grid, they evaluated the intervention using the following constructs: alignment and appropriateness, utility and relevance, visual appeal, and overall engagement. The findings of this preliminary study indicate that the overall evaluation of this relatively unexplored multimedia-based intervention was favourable (M = 4.502); in other words, teacher-respondents found that the intervention has the potential to enhance the social and adaptive skills of students on the spectrum, including their attention, task performance, social learning, and engagement. Furthermore, the findings highlight the positive perception of the multimedia-based intervention among the participating teachers and suggest that its potentiality was contingent neither on their number of years in the field nor the number of students with ASD enrolled in their classes (p-values > 0.05). The results of both descriptive and inferential statistics, in conjunction with valuable recommendations from the teacher-respondents, led to the formulation of a targeted action plan for enhancing the efficacy of the proposed multimedia-based intervention.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"32 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591974","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

Learning the Learning Stages: An Examination of an Online Module for Training Pre-service Teachers 学习学习阶段：对培训职前教师在线模块的研究

Exceptionality Education International Pub Date : 2023-12-01 DOI: 10.5206/eei.v33i1.16706

J. Shurr, Bree Jimenez, Emily C. Bouck, Jenny R. Root, Alexandra Minuk

引用次数: 0

Evaluation of the Effects of Pyramid Model Training on the Attitudes and Practices of Early Childhood Educators 金字塔模型训练对幼儿教育工作者态度和行为的影响评价

Exceptionality Education International Pub Date : 2023-09-06 DOI: 10.5206/eei.v33i1.16749

Alexandra Rothstein, Mélina Rivard

{"title":"Evaluation of the Effects of Pyramid Model Training on the Attitudes and Practices of Early Childhood Educators","authors":"Alexandra Rothstein, Mélina Rivard","doi":"10.5206/eei.v33i1.16749","DOIUrl":"https://doi.org/10.5206/eei.v33i1.16749","url":null,"abstract":"There is growing evidence of the effectiveness of the pyramid model (PM) in promoting young children’s social-emotional competence and reducing challenging behaviours. In the province of Quebec (Canada), as in many other regions, many children with special needs are integrated into early childhood settings where educators have not had specific training in managing challenging behaviours. The current project’s objective was to evaluate, using a mixed-methods design, the effects of a two-day training session in PM practices provided to 33 educators working in inclusive early childhood settings in the province of Quebec. Before the session, educators had reported that inclusion is beneficial for the child but not for the early childhood educator, demonstrating a need for more training and resources to be provided to early childhood educators. Following the session, their perceptions of the usefulness and social validity of the training in PM were positive, and their implementation of PM practices significantly increased. Their perceptions of how inclusion affected them also became more positive; however, no differences were found in their overall attitudes when comparing results from pre- to post-test, indicating the need for further support.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41473014","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