Journal of Research in Special Educational Needs最新文献

Neurodivergent pupils' school distress and attendance difficulties: Staff insights and experiences 神经发散性学生的学业困扰与出勤困难：教职员的见解与经验

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-09-18 DOI: 10.1111/1471-3802.70163

Chloe Fielding, Mary Hanley, Deborah M. Riby

{"title":"Neurodivergent pupils' school distress and attendance difficulties: Staff insights and experiences","authors":"Chloe Fielding, Mary Hanley, Deborah M. Riby","doi":"10.1111/1471-3802.70163","DOIUrl":"https://doi.org/10.1111/1471-3802.70163","url":null,"abstract":"Increasing numbers of children and young people (CYP) are experiencing attendance difficulties in the UK. A crucial underpinning reason for the increase is school distress, where CYP experience such high levels of distress and anxiety that they cannot attend. Evidence suggests that neurodivergent CYP disproportionately experience school distress and attendance difficulties. Previous research has predominantly focused on insights from parents and sometimes CYP. Insights from staff working with neurodivergent CYP experiencing school distress and attendance difficulties are relatively lacking. Therefore, online semi-structured interviews were conducted with 16 members of school staff. Three themes were constructed via reflexive thematic analysis: (1) A complex picture of needs and challenges; (2) Staff are only human; and (3) An education system where nobody is thriving. The findings highlighted that the school environment was challenging for neurodivergent pupils. Furthermore, staff could not sufficiently support CYP within the under-resourced education system and called for a more inclusive/sustainable system. The findings provide evidence to shift the focus away from child- and family-level factors and instead consider the school- and system-level factors underpinning neurodivergent pupils' school distress and attendance difficulties. We must not only consider these factors, however, but consider the complex, multifaceted interactions between them.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994513","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

Reorganising the conditions of participation: Effects of differentiated instruction on the social dimension of inclusive education 重构参与条件：差别化教学对全纳教育社会维度的影响

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-09-14 DOI: 10.1111/1471-3802.70165

Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras

{"title":"Reorganising the conditions of participation: Effects of differentiated instruction on the social dimension of inclusive education","authors":"Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras","doi":"10.1111/1471-3802.70165","DOIUrl":"https://doi.org/10.1111/1471-3802.70165","url":null,"abstract":"This study examines the effectiveness of a structured Differentiated Instruction (DI) programme, implemented as a universal practice for learning “Differentiation for All”, in enhancing the social dimension of inclusive education for students with mild intellectual disabilities in second and third-grade inclusive primary classrooms. A mixed-methods approach was adopted, using a pre–post design with an intervention and a comparison group. The study included 32 students with mild intellectual disabilities, 202 typically developing peers, and 30 general-education teachers. Data were collected through systematic observations, sociometric techniques, and semi-structured interviews. Quantitative findings showed that after the intervention, the intervention group demonstrated a statistically significant increase in social interaction with typically developing peers and an improvement in social acceptance, whereas the comparison group showed no comparable changes. Qualitative data indicated a trend toward increased perceived peer support, particularly in terms of invitations to participate, positive attention, and greater participation in school activities. Students' and teachers' narratives linked these changes to flexible grouping strategies, collaborative roles, shared outputs, accessible materials, and clear and cooperative routines. Overall, the findings suggest that the implementation of DI as a systematic and non-stigmatising universal practice within the context of environmental studies may contribute to enhancing social participation and school inclusion for students with mild intellectual disabilities in inclusive primary classrooms.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993950","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

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-09-12 DOI: 10.1111/1471-3802.70164

Nicola-Hans Schwarzer, Paula Dees, Sophia Köstler, Pierre-Carl Link, Hendrik Lohse-Bossenz

{"title":"Distinct or similar? Career choice motivation in preservice special education and secondary school teachers","authors":"Nicola-Hans Schwarzer, Paula Dees, Sophia Köstler, Pierre-Carl Link, Hendrik Lohse-Bossenz","doi":"10.1111/1471-3802.70164","DOIUrl":"https://doi.org/10.1111/1471-3802.70164","url":null,"abstract":"Career choice motives play a central role in teacher development, professional commitment and retention. Although special education is often assumed to attract individuals with strong pedagogical and altruistic motives and lower extrinsic orientations, empirical evidence is inconsistent. This study examines whether preservice special education teachers in Germany differ systematically in their career choice motives from preservice secondary school teachers. Data were drawn from two samples in Baden-Württemberg, Germany: 703 preservice special education teachers and 1012 preservice secondary school teachers. Career choice motives were assessed using self-reports. After establishing the factorial validity and partial scalar invariance, latent mean analyses were conducted controlling for age and gender. Preservice special education teachers reported higher self-efficacy and lower instrumental motives than preservice secondary school teachers. No group differences emerged for pedagogical interest. Unexpectedly, preservice special education teachers reported higher subject-related interest. Social influences did not differ between groups. Findings suggest that preservice special education teachers do not exhibit a uniform motivational pattern but rather a hybrid configuration of motivational orientations that combines theoretically expected and unexpected elements. The results highlight the need for refined motivational models and further longitudinal research.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943548","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

When inclusion meets the curriculum: How students with and without SEN in Croatia see their teachers' inclusive practices 当包容性符合课程：克罗地亚有特殊教育背景和没有特殊教育背景的学生如何看待教师的包容性做法

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-09-11 DOI: 10.1111/1471-3802.70166

Marijana Vrankić Pavon, Anamarija Žic Ralić

{"title":"When inclusion meets the curriculum: How students with and without SEN in Croatia see their teachers' inclusive practices","authors":"Marijana Vrankić Pavon, Anamarija Žic Ralić","doi":"10.1111/1471-3802.70166","DOIUrl":"https://doi.org/10.1111/1471-3802.70166","url":null,"abstract":"This study examines lower secondary students' perceptions of inclusive teaching practices in Croatia, with a focus on personalisation and differentiation. It also evaluates the psychometric properties and measurement invariance of the Croatian version of the Inclusive Teaching Practices Scale—Students' version (ITPS-S). The sample comprised 1317 sixth- and seventh-grade students, including students with and without special educational needs (SEN). Confirmatory factor analysis supported the expected two-factor structure of the ITPS-S, and the scale demonstrated strong reliability and full measurement invariance across SEN status, gender, grade level and partial invariance across subject domain (Croatian language & Mathematics). Overall, students reported moderate use of inclusive practices, indicating that personalisation and differentiation are present but not yet implemented intensively. No differences were found between students with SEN and their peers or between genders. However, younger students perceived higher levels of inclusive practices than older students. Additionally, Croatian language teachers were rated as using inclusive practices more frequently than Mathematics teachers, particularly in differentiation. Results highlight the need for strengthening the implementation of inclusive teaching strategies across subjects. Implications for teacher education and professional support are discussed, emphasising the importance of enhancing teachers' competencies in differentiation and personalisation to address diverse student needs.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943030","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

Exploring neuro-inclusivity by design in assessment: A scoping review 通过评估设计探索神经包容性：范围回顾

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-09-08 DOI: 10.1111/1471-3802.70161

Louise Badham, Rebecca Chivers

{"title":"Exploring neuro-inclusivity by design in assessment: A scoping review","authors":"Louise Badham, Rebecca Chivers","doi":"10.1111/1471-3802.70161","DOIUrl":"https://doi.org/10.1111/1471-3802.70161","url":null,"abstract":"Understanding of neurodivergent characteristics remains limited in educational assessment, which hinders inclusive design approaches. Consequently, assessment design processes can fail to prevent unintended barriers being introduced in assessment, which can negatively impact neurodivergent learners' academic performance and emotional wellbeing. Guided by PRISMA-ScR guidelines, a scoping review was conducted to examine neurodivergent learners' assessment challenges and neuro-inclusive assessment design strategies. Overall, 23 studies were reviewed. Autism, attention deficit hyperactivity disorder (ADHD) and dyslexia were most frequently examined in the literature, with neurodevelopmental differences such as dyspraxia and dyscalculia underrepresented. Following a grounded theory approach to qualitative data analysis, three broad themes emerged from the review: (1) pedagogical considerations, (2) understanding neurodivergent learners and (3) approaches to assessment. Pedagogical considerations include a need for greater awareness amongst educators and improved institutional infrastructures to foster inclusive learning environments. Understanding neurodivergent learners involves recognising specific neurodivergent characteristics that pose challenges in assessments, such as difficulties with sensory sensitivity and distorted time perception in formal, timed exams. Finally, approaches to assessment prioritise inclusion-by-design, such as participatory design methods, rather than relying exclusively on post hoc accommodations. Such approaches can support fairer, more valid assessments that more accurately capture the strengths and abilities of neurodivergent learners.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942628","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

Autistic Children's self-reported social satisfaction: Comparison with observer- and teacher-reported perspectives 自闭症儿童自我报告的社会满意度：与观察者和教师报告观点的比较

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-08-31 DOI: 10.1111/1471-3802.70162

Amy Hoffman, Katharine O'Brien, Abbey Eisenhower, Narmene Hamsho, Jan Blacher

{"title":"Autistic Children's self-reported social satisfaction: Comparison with observer- and teacher-reported perspectives","authors":"Amy Hoffman, Katharine O'Brien, Abbey Eisenhower, Narmene Hamsho, Jan Blacher","doi":"10.1111/1471-3802.70162","DOIUrl":"https://doi.org/10.1111/1471-3802.70162","url":null,"abstract":"We conducted a small-scale exploratory study of how autistic children report on their loneliness and social (dis)satisfaction in the classroom, and whether child self-reports related to teacher-reported peer social integration or observed positive peer interactions. Child participants (n = 18) were in kindergarten through second grade, identified by their teachers (n = 18) as either having been diagnosed with or demonstrating the characteristics of autism. At three time points over roughly 4 months, teachers were surveyed about the peer social integration of their student, researchers observed student-peer interactions and students reported on their social satisfaction. Teacher reports of student social integration were positively correlated with observers' positive peer social interaction scores. However, child-reported loneliness was not correlated with either teacher-reported social integration or observer ratings of peer interactions. Autistic children consistently reported less loneliness than teacher and researcher observations of their socializing might suggest. We conclude that these young students may be using different criteria to evaluate their social satisfaction. We also reflect on neuro-normative measurement of autistic sociality. In future studies, autistic student self-reports about social connectedness and peer relationships should be considered, and more research on self-report and adult measurement tools in autism research is needed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943741","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

Transforming south African special schools for autism inclusion: Strengthening teachers' knowledge and practices 改造南非特殊学校，使其融入自闭症：加强教师的知识和实践

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-08-23 DOI: 10.1111/1471-3802.70157

H. P. Buthelezi, T. P. Mngomezulu, M. A. Ramatea, L. O. Makhonza, N. P. A. Buthelezi

{"title":"Transforming south African special schools for autism inclusion: Strengthening teachers' knowledge and practices","authors":"H. P. Buthelezi, T. P. Mngomezulu, M. A. Ramatea, L. O. Makhonza, N. P. A. Buthelezi","doi":"10.1111/1471-3802.70157","DOIUrl":"https://doi.org/10.1111/1471-3802.70157","url":null,"abstract":"Implementation of inclusive education in South Africa faces significant challenges, particularly in supporting learners with Autism Spectrum Disorder (ASD). A key issue is the lack of teachers' preparedness to create autism-inclusive learning environments. This challenge remains insufficiently addressed, particularly in under-resourced contexts and limits teachers' ability to practise inclusive education. Guided by Variation Theory, this study utilised qualitative research approach and phenomenological case study design to gain participants' in-depth understanding of ASD and how these influence their pedagogical practices in special schools. The research design was employed in four special schools in the King Cetshwayo District. Data were generated through semi-structured interviews and analysed using a thematic approach. The findings indicate that teachers employ adaptive strategies such as differentiated instruction, visual support, concrete materials, concise instructions, and structured routines for inclusion of learners with ASD. While these strategies enhance learner participation, rigid classroom structures and insufficient resources constrain teachers' ability to implement flexible and inclusive assessment practices aligned with curriculum demands. These challenges limit opportunities for independent learning among learners with ASD. The study highlights the need for sustained professional development, enhanced autism inclusion, improved resourcing, and more flexible assessment frameworks to strengthen autism-inclusive practices in South African special schools.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848759","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

When coping is not inclusion: Practitioner assessment narratives and the sustainability of autistic participation in mainstream schools 当应对不是包容：从业者评估叙述和主流学校自闭症参与的可持续性

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-08-18 DOI: 10.1111/1471-3802.70160

Marc Wheeler

{"title":"When coping is not inclusion: Practitioner assessment narratives and the sustainability of autistic participation in mainstream schools","authors":"Marc Wheeler","doi":"10.1111/1471-3802.70160","DOIUrl":"https://doi.org/10.1111/1471-3802.70160","url":null,"abstract":"Inclusive education is often evaluated through visible indicators such as classroom engagement, behaviour, attendance and academic participation. For autistic learners, however, visible functioning may not fully reflect the accessibility of the educational environment or the regulatory effort required to sustain participation. This paper examines a purposively selected set of cases in which autistic learners were described as coping or participating in mainstream education while assessment documentation also recorded evidence of strain, environmental dependence or difficulty sustaining participation across contexts and time. Drawing on qualitative analysis of nine anonymised practitioner assessment narratives integrating school and family perspectives, the study explores how participation was represented within real-world assessment documentation. Reflexive thematic analysis identified recurring patterns in which participation depended on environmental structuring, behavioural adaptation, adult mediation and sustained self-regulation. Home-school divergence, post-school exhaustion and increased difficulty during transitions suggested that participation was often environmentally contingent rather than inherently secure. The study develops a distinction between observable participation and sustainable participation, arguing that inclusive environments should be evaluated not only by whether autistic learners appear to cope, but by how participation is achieved, what it costs and whether it can be sustained over time.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784154","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

‘I'm still guessing what's happening and what I'm meant to do’: Special educator experiences of supporting echolalic students “我还在猜测发生了什么事，我应该做什么”：支持有创造力的学生的特殊教育经验

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-08-15 DOI: 10.1111/1471-3802.70156

Eli G. Cohn, Matthew J. Harrison, Jess Rowlings

引用次数: 0

A call-out for AAC professional development training: Special education teachers speak-up AAC专业发展培训的号召：特殊教育教师发言

IF 1.8

Journal of Research in Special Educational Needs Pub Date : 2026-08-15 DOI: 10.1111/1471-3802.70158

Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Margaret F. Davis, Stephanie Camacho, Kate E. Ulmer, Barbara N. De La Pena, Grace O. May

{"title":"A call-out for AAC professional development training: Special education teachers speak-up","authors":"Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Margaret F. Davis, Stephanie Camacho, Kate E. Ulmer, Barbara N. De La Pena, Grace O. May","doi":"10.1111/1471-3802.70158","DOIUrl":"https://doi.org/10.1111/1471-3802.70158","url":null,"abstract":"Evidence suggests that special education teachers are not well-prepared to implement services for students who may benefit from augmentative and alternative communication. The lack of training often emerges during their pre-service teacher preparation programs. To alleviate the knowledge gap, special education teachers may rely on professional development training opportunities. As a result, to better understand the perspectives of special education teachers on the state of AAC professional development training an online survey was conducted across the United States. A total of 772 special education teachers provided their views through five identified themes. These included that AAC professional development ‘training is available,’ there is a ‘need for training,’ there are ‘systemic barriers’ to training, ‘team support’ was used as a means for training, and participants were ‘unclear or did not know’ if AAC professional development training was available. Results suggested that most participants indicated that AAC professional development training is lacking, and that training is needed. Various influencing factors were identified between participants' demographics and their views on AAC professional development training. Practical implications, a call to action and future research directions are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754124","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