British Journal of Special Education最新文献_第5页

Exploring a school-level inclusive practice index for meaningful inclusion in Zambian schools 探索学校层面的全纳实践指数，促进赞比亚学校的有意义全纳

IF 1.3

British Journal of Special Education Pub Date : 2023-11-12 DOI: 10.1111/1467-8578.12489

Tamara Chansa-Kabali, Joachim Nyoni

引用次数: 0

Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates 在阿拉伯联合酋长国的主流课堂上为视力障碍学生提供的辅助设备和支持服务的成效感知

IF 1.3

British Journal of Special Education Pub Date : 2023-11-06 DOI: 10.1111/1467-8578.12488

Ashraf Mustafa, Maxwell Peprah Opoku, Ahmed Hamdan, Mohammed Safi, Enas Mohamed

{"title":"Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates","authors":"Ashraf Mustafa, Maxwell Peprah Opoku, Ahmed Hamdan, Mohammed Safi, Enas Mohamed","doi":"10.1111/1467-8578.12488","DOIUrl":"10.1111/1467-8578.12488","url":null,"abstract":"Students with disabilities such as visual impairment (VI) face challenges in accessing education, mainly owing to their inability to participate in learning activities in the classroom. While experts in special education have discussed the deployment of assistive technology (AT) to support the learning of students with VI, research on its impact is very scarce, especially in non-western countries such as the United Arab Emirates (UAE). To bridge this gap, this study explored special education teachers' perceptions regarding the effectiveness of AT in supporting the learning and mobility of students with VI in schools. A total of 228 special education teachers from three regions in the Emirate of Abu Dhabi, UAE, participated in the study. The participants completed an assistive technology for VI scale, and the data were subjected to mean score computation, multivariate analyses of variance and correlation and hierarchical multiple regression. Participants rated the impact of AT highly with regard to the reading, writing and orientation and mobility skills of students with VI. Interestingly, the orientation/mobility sub-scale showed an association with teacher experience and location. The article discusses the practical implications of the findings as well as directions for future research.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 1","pages":"50-59"},"PeriodicalIF":1.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634018","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

Measuring safety perceptions of students with behavioural problems in special education: A validation study of the safe at school questionnaire 测量有行为问题的特殊教育学生的安全感：学校安全问卷验证研究

IF 1.3

British Journal of Special Education Pub Date : 2023-11-06 DOI: 10.1111/1467-8578.12494

G. H. P. Van der Helm, G.J. Klapwijk, J. J. Roest, C. H. Z. Kuiper, R. H. J. Scholte, G. J. J. M. Stams

{"title":"Measuring safety perceptions of students with behavioural problems in special education: A validation study of the safe at school questionnaire","authors":"G. H. P. Van der Helm, G.J. Klapwijk, J. J. Roest, C. H. Z. Kuiper, R. H. J. Scholte, G. J. J. M. Stams","doi":"10.1111/1467-8578.12494","DOIUrl":"10.1111/1467-8578.12494","url":null,"abstract":"Assessment and monitoring of safety in special education schools is imperative to establish and maintain a safe environment in which students can develop academic and social–emotional skills. The present study describes the development of a student self-report measure, the Safe at School questionnaire. Factorial validity, reliability and concurrent validity was examined in a construction sample of 280 students (68.6% male, age M = 13.29, SD = 2.52) and a validation sample of 1572 students (77.4% male; age M = 14.33, SD = 2.04), representing 233 classes from 20 schools for special education in the Netherlands. Multilevel confirmatory factor analysis was used to examine the factor structure of the Safe at School questionnaire. A model with three correlating factors at the within- and between-group level (Rules and Social Norms, Perceived Own Safety and Perceived Safety of Other Students) showed a satisfactory fit to the data. Reliabilities of the scales were good. Also, measurement invariance for gender was demonstrated, indicating no differences in latent means between boys and girls. Implications for practice and future research are discussed.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 1","pages":"60-70"},"PeriodicalIF":1.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language and drawing development after a combined intervention: A single-subject case study 综合干预后的语言和绘画发展：单个受试者案例研究

IF 1.3

British Journal of Special Education Pub Date : 2023-11-03 DOI: 10.1111/1467-8578.12496

Ceyhun Servi

引用次数: 0

Increasing self-esteem for vulnerable young women: A case study of entrepreneurship training for vulnerable young women in Thailand 增强弱势年轻女性的自尊：泰国弱势青年妇女创业培训案例研究

IF 1.3

British Journal of Special Education Pub Date : 2023-10-30 DOI: 10.1111/1467-8578.12486

Auschala Chalayonnavin

{"title":"Increasing self-esteem for vulnerable young women: A case study of entrepreneurship training for vulnerable young women in Thailand","authors":"Auschala Chalayonnavin","doi":"10.1111/1467-8578.12486","DOIUrl":"10.1111/1467-8578.12486","url":null,"abstract":"Disadvantaged young people who have experienced violence often have low self-esteem due to the difficult circumstances to which they are exposed. Abuse, bullying and other forms of mistreatment have a permanent impact on their sense of self-worth, generating negative emotions and self-protective behaviour in order to shield themselves from further harm. As a result, these young people may struggle to maintain their self-esteem in the context of the challenges they face. This article aims to explore how training can be used to combat this issue to build self-esteem among vulnerable young people, through a case study of a training entrepreneurship programme for vulnerable Thai young people residing in a home for girls. Through conducting a 16-week training programme and follow-up interviews, the study finds that entrepreneurship training has a positive effect on building self-esteem. Findings indicate that the young women who participated reported feeling more confident, with better self-reliance, and more capable of pursuing future endeavours, especially since the training enhances their understanding of long-term effects and outcomes, including employment and the impact of job creation and sustainable development. Ultimately, the study underlines the importance of entrepreneurship training to build self-esteem and confidence in young people who are vulnerable and in need of such an opportunity.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 1","pages":"24-34"},"PeriodicalIF":1.3,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069084","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

Keeping the child in mind in multi-professional working: Valuing the viewpoints of children and their parents 在多专业工作中以儿童为本：重视儿童及其父母的观点

IF 1.3

British Journal of Special Education Pub Date : 2023-10-30 DOI: 10.1111/1467-8578.12491

Carla Solvason, Jo Winwood

{"title":"Keeping the child in mind in multi-professional working: Valuing the viewpoints of children and their parents","authors":"Carla Solvason, Jo Winwood","doi":"10.1111/1467-8578.12491","DOIUrl":"10.1111/1467-8578.12491","url":null,"abstract":"This survey-based research explores data from a diverse range of 54 professionals involved in collaborative team working to support children with specific needs. The survey investigated the individual's perception of their own role, and the interactions within the team. The survey collected some quantitative data, such as age and length of time in role, to explore correlations, but it also asked open-ended questions, providing a wealth of qualitative data. While we have focused on relationship dynamics between professionals in previous work, in this article we revisit the data with a specific focus on the positionality and voice of the child and their parents within multi-professional teams. In doing so we find that professionals frequently forget that the child themselves is entitled to a say in the decisions made about them and that the concept of the parent as an expert on their own child is rarely recognised in practice. There is also evidence that the challenging emotions that many parents struggle with during multi-professional working can easily be misread as reluctance or disinterest. All of these findings highlight a need for professionals to take a far more reflective approach to their collaborative work with colleagues, families and children.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"51 1","pages":"15-23"},"PeriodicalIF":1.3,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136070371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching online amid the Covid-19 pandemic: Exploring first-time online lecturers' lived experiences 在 Covid-19 大流行中进行在线教学：探索首次在线讲师的生活经历

IF 1.3

British Journal of Special Education Pub Date : 2023-10-29 DOI: 10.1111/1467-8578.12490

Jubilee Chikasha

{"title":"Teaching online amid the Covid-19 pandemic: Exploring first-time online lecturers' lived experiences","authors":"Jubilee Chikasha","doi":"10.1111/1467-8578.12490","DOIUrl":"10.1111/1467-8578.12490","url":null,"abstract":"The study explored the lived experiences of online teaching by first time online lecturers in institutions of higher education in South Africa during COVID-19. The study adopted a qualitative approach. Findings show positive and negative experiences influenced by variables related to personality, technology, workload and physical teaching environment among others. Personality traits like fear of risks, attitudes to online teaching, emotional management skills serve to model experiences. Participants with negative attitude towards online teaching and low emotional intelligence generally had negative experiences of online teaching exacerbated by a lack of technical and psycho-social support. Positive experiences were found to be a result of positive attitude towards change, positive emotional intelligence and access to different kinds of support. This group experienced high levels of job satisfaction and positive online teaching experiences. Understanding lecturers’ experiences is thus crucial in establishing best practices in online teaching which ensure job satisfaction and quality of teaching.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":"50 4","pages":"483-491"},"PeriodicalIF":1.3,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12490","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The trauma challenge: How teachers experience students with complex trauma 创伤挑战：教师如何体验遭受复杂创伤的学生

IF 1.3

British Journal of Special Education Pub Date : 2023-10-20 DOI: 10.1111/1467-8578.12487

Anne Southall

引用次数: 0

Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment 发展软性（就业能力）技能和工作经验机会，为智障学生公开就业做好准备

IF 1.3

British Journal of Special Education Pub Date : 2023-10-10 DOI: 10.1111/1467-8578.12484

Kirsty Young, Donna Rooney

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School teachers' knowledge and perceptions of inclusive education in Fiji 斐济学校教师对全纳教育的认识和看法

IF 1.3

British Journal of Special Education Pub Date : 2023-10-04 DOI: 10.1111/1467-8578.12483

Jonathan Chitiyo, Victor Alasa

引用次数: 0