Journal of Research in Special Educational Needs最新文献

Recommendation section of psychoeducational reports: A barrier or opportunity to promote inclusion in early education and care? 心理教育报告建议部分：促进早期教育和护理的融合是障碍还是机会？

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-25 DOI: 10.1111/1471-3802.12749

Agnete Vaags, Marit Uthus

{"title":"Recommendation section of psychoeducational reports: A barrier or opportunity to promote inclusion in early education and care?","authors":"Agnete Vaags, Marit Uthus","doi":"10.1111/1471-3802.12749","DOIUrl":"https://doi.org/10.1111/1471-3802.12749","url":null,"abstract":"Psychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings. This qualitative study examines the characteristics of recommended goals and support measures in these reports, and how they promote or inhibit inclusion. Through a holistic approach, the study explores individual and social contextual considerations within the recommendation sections of seven reports for children aged 3–5 years. Employing reflexive thematic analysis, our findings suggest that while certain measures promote children's participation in inclusive communities, there is a predominant focus on the individual child. This emphasis often centres on skill acquisition and ability development through performance-based goals and compensatory measures. However, while most recommendations are individually oriented, certain measures appear generalised and broadly applicable to most children, highlighting the challenges of addressing each child's unique needs in their specific context. The study's implications underscore the necessity for a holistic approach in the field of special education, both at the policy and legislative levels. Such an approach is essential for enabling psychoeducational reports to promote inclusion in early childhood education and care settings.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"631-643"},"PeriodicalIF":1.3,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589966","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

Systematic review on flexi-schooling of autistic students 自闭症学生弹性学制的系统评价

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-25 DOI: 10.1111/1471-3802.12748

Mechthild Richter, Julian Nishnik, Alina Borrmann, Marek Grummt, Christian Lindmeier

{"title":"Systematic review on flexi-schooling of autistic students","authors":"Mechthild Richter, Julian Nishnik, Alina Borrmann, Marek Grummt, Christian Lindmeier","doi":"10.1111/1471-3802.12748","DOIUrl":"https://doi.org/10.1111/1471-3802.12748","url":null,"abstract":"Flexi-schooling, an approach involving at least some instruction both at home and at school, has potential to adapt education to meet the needs of autistic students while also providing in-person school benefits. This systematic international literature review of flexi-schooling for autistic students aims to understand the advantages and disadvantages of this practice, why flexi-schooling is chosen and the factors for a successful implementation. Eight hundred and fifty-five studies were screened, of which eight met the search criteria and were analysed using thematic analysis. Flexi-schooling is seen as a way to provide autistic students with an education that is constructed to meet individual needs and is flexible enough to address changes. Nevertheless, it can also be a challenging process that requires commitment, trust and additional effort from parents and teachers and may face various barriers. Flexi-schooling can be difficult to implement due to power imbalances between school and home and a lack of communication and cooperation. Flexi-schooling is an idea that has not yet been widely implemented in practice, and there is little information available about how it is put into action. Although it is rarely a first choice, it is often considered as a positive solution to a challenging and constantly changing situation.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"616-630"},"PeriodicalIF":1.3,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12748","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589972","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

Investigating potential tactile strategies of students with deafblindness: An exploratory study 聋哑学生潜在触觉策略的探索性研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-21 DOI: 10.1111/1471-3802.12746

Maria Papazafiri, Vassilios Argyropoulos

{"title":"Investigating potential tactile strategies of students with deafblindness: An exploratory study","authors":"Maria Papazafiri, Vassilios Argyropoulos","doi":"10.1111/1471-3802.12746","DOIUrl":"https://doi.org/10.1111/1471-3802.12746","url":null,"abstract":"The purpose of this study was to investigate and describe tactile exploratory behaviours and strategies applied by students with deafblindness when they actively explore objects by touch in terms of their texture and weight. For the needs of the present study, a Delphi consultation methodology was applied by the authors and special education teachers. The students were invited to participate in matching activities with familiar objects focusing on texture and weight, respectively. The analysis revealed that the students adopted a combination of tactile exploratory behaviours and strategies in order to identify an object's texture and weight. It seemed that the tactile exploratory strategy ‘Pressure’ in combination with a variety of tactile behaviours such as banging, shaking or/and rotating was in common. The results may contribute to the formation of more sophisticated individualized educational plans giving emphasis on active touch. Tactile exploratory strategies procedures are considered to be of high importance for students with deafblindness since they constitute ‘roadmaps’ for them to build-up their knowledge following a ‘kinesthetic reasoning’.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"590-602"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589976","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

Ethical issues in special needs educators' consultation: Examples from the Swedish context 特殊需要教育者咨询中的伦理问题：来自瑞典背景的例子

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-21 DOI: 10.1111/1471-3802.12747

Susanne Hansson, Anne Lindblom

引用次数: 0

Martin-Denham, S. (2024) ‘Nana, don't bother buying us new shoes, 'cos I'll not be there two minutes’: Evaluating the effectiveness of assessment hubs in re-integrating children at risk of school exclusion into mainstream school Martin-Denham， S.（2024）“奶奶，别麻烦给我们买新鞋了，因为我两分钟都不会到”：评估评估中心在重新整合有被学校排斥风险的儿童进入主流学校方面的有效性

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-18 DOI: 10.1111/1471-3802.12743

Sarah Martin-Denham

{"title":"Martin-Denham, S. (2024) ‘Nana, don't bother buying us new shoes, 'cos I'll not be there two minutes’: Evaluating the effectiveness of assessment hubs in re-integrating children at risk of school exclusion into mainstream school","authors":"Sarah Martin-Denham","doi":"10.1111/1471-3802.12743","DOIUrl":"https://doi.org/10.1111/1471-3802.12743","url":null,"abstract":"This mixed-methods study sought to determine the effectiveness of assessment hubs in re-integrating children at risk of school exclusion into mainstream school. First, the assessment hubs provided attendance and exclusion data for 39 children who attended the hubs (KS2, n = 11 and KS3, n = 28) between January 2020 and January 2022. Second, 23 semi-structured interviews adopting a hermeneutic phenomenological approach were conducted with caregivers of children who attended a hub. Third, three theographs depicting children's schooling were created. Quantitative data showed that 2/11 KS2 and 10/28 KS3 children successfully reintegrated into mainstream secondary school after attending an assessment hub. The remaining children were in alternative provision, either permanently or awaiting an EHC plan for specialist provision. Three themes were developed through thematic analysis of the interviews: a perfect storm; it's not rocket science; and hang on. The caregivers needed confidence in the ability of mainstream secondary schools to provide the right support at the right time in the right environment. The study found that the assessment hubs were effective in building positive relationships and supporting caregivers to understand reasons for their children's behaviours. In some cases, the assessment hubs effectively secured the most appropriate provision to meet children's needs. Most of the children needed to remain in AP permanently or await an EHC needs assessment to secure a place in specialist provision.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"569-589"},"PeriodicalIF":1.3,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589766","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

Teachers' knowledge of dyslexia in one of the largest regions of Kazakhstan 哈萨克斯坦最大地区之一的教师对阅读障碍的了解

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-10 DOI: 10.1111/1471-3802.12745

Gulnara Galimzhanova

引用次数: 0

Parent coaching behaviours in in-person and telepractice early intervention for children with hearing loss 听力损失儿童面对面和远程实践早期干预的家长指导行为

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2025-01-03 DOI: 10.1111/1471-3802.12744

Hülya Ceren Tutuk, Tezcan Çavuşoğlu, Hilal Atlar Yıldırım, Hasan Gürgür

{"title":"Parent coaching behaviours in in-person and telepractice early intervention for children with hearing loss","authors":"Hülya Ceren Tutuk, Tezcan Çavuşoğlu, Hilal Atlar Yıldırım, Hasan Gürgür","doi":"10.1111/1471-3802.12744","DOIUrl":"https://doi.org/10.1111/1471-3802.12744","url":null,"abstract":"Family-Centered Early Intervention (FCEI) involves developing parents' knowledge and skills through parent coaching to support the listening and language development of their children with hearing loss. The traditional delivery of parent coaching at FCEI has been in in-person settings. With the advancement of technology, telepractice has become widespread. This has increased the diversity of service delivery, especially for children with hearing loss who face difficulty accessing a qualified interventionist. This study examined the parent coaching behaviours of an educator providing early intervention services to children with hearing loss and their parents in in-person and telepractice settings. The research is a qualitative case study. Data were collected through observation, an interview, documents and a research diary. The results indicated that implementing feedback, modelling and guided practice varied due to challenges in engaging children during telepractice sessions. In-person, these behaviours were applied within the activity involving both parent and child. In telepractice, feedback and modelling were limited to discussions with the parent, and guided practice was not demonstrated. The results suggest that, despite the educator's efforts to find solutions, structural limitations may have limited the support parents received from telepractice sessions compared to in-person sessions.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"540-554"},"PeriodicalIF":1.3,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589640","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

Enhancing motivation in Filipino learners with ADHD: Insights from kindergarten mesosystems 提高菲律宾ADHD学习者的学习动机：来自幼儿园中介系统的见解

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-12-13 DOI: 10.1111/1471-3802.12740

Abylyn S. Lukban, Zhanina U. Custodio, Jesus Alfonso D. Datu, Cherie Lou A. Arrieta, Albenett Josanne J. Estacio, Abigail F. Julian, Mariel G. Paet, Li Daphne V. Andrada

{"title":"Enhancing motivation in Filipino learners with ADHD: Insights from kindergarten mesosystems","authors":"Abylyn S. Lukban, Zhanina U. Custodio, Jesus Alfonso D. Datu, Cherie Lou A. Arrieta, Albenett Josanne J. Estacio, Abigail F. Julian, Mariel G. Paet, Li Daphne V. Andrada","doi":"10.1111/1471-3802.12740","DOIUrl":"https://doi.org/10.1111/1471-3802.12740","url":null,"abstract":"Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that impacts approximately 5% of children worldwide. Children with this ADHD often struggle with behavioural issues that disrupt their ability to meet the demands of learning in educational settings. This research aims to identify the motivational strategies used by primary caregivers to address the challenging behaviours of Filipino kindergarteners diagnosed with ADHD via a qualitative research design. Focus group discussions and one-on-one interviews were conducted with 11 primary caregivers of children with ADHD. The findings identified the challenges faced and support strategies used by caregivers—parents or guardians—in supporting children with this neurodevelopmental disorder. This study highlights the motivational and academic benefits associated with employing preparatory, remediation, and teacher-caregiver collaborative, and activity engagement strategies to address the needs of young children with ADHD. These findings underscore the importance of capacity-building initiatives aimed at supporting caregivers of children with ADHD.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"527-539"},"PeriodicalIF":1.3,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589749","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

Modelling inclusive education. The Didactic Model for Inclusive Teaching and Learning as a heuristic for inclusion research and teacher education 示范全纳教育。全纳教与学的教学模式：对全纳研究与教师教育的启发

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-12-05 DOI: 10.1111/1471-3802.12741

Julia Frohn

{"title":"Modelling inclusive education. The Didactic Model for Inclusive Teaching and Learning as a heuristic for inclusion research and teacher education","authors":"Julia Frohn","doi":"10.1111/1471-3802.12741","DOIUrl":"https://doi.org/10.1111/1471-3802.12741","url":null,"abstract":"Research on inclusive education has gained major importance over the last decade. However, in the English-speaking discourse, empirical studies on inclusive teaching and learning often lack connections to existing educational theories that focus on the interrelation of teachers, learners and content as the three focal points of teaching and learning in a greater societal context. This corresponds with a lack of comprehensive models of inclusive education for teacher education. This theoretical paper therefore presents the ‘Didactic Model for Inclusive Teaching and Learning’ (DIMILL), developed in an interdisciplinary research team as a theoretical and practical framework for inclusion research and teacher education. Following an introduction on the necessity of modelling inclusive education in school settings, the German tradition of ‘didactics’ will be contextualized in the international field, pointing out its potential for educational theory and teacher education. Then, individual parts of DIMILL are introduced and related to one another. Finally, modes of practical implementation as well as possible implications for educational research and inclusive teacher education will be discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"514-526"},"PeriodicalIF":1.3,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589476","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

School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities 学校教职员与有严重或深度智力残疾及多重残疾的学生进行辅助及另类交流的观点

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-12-03 DOI: 10.1111/1471-3802.12742

Anna Rensfeldt Flink, Sofia Wallin, Johanna Larsson, Ellen Westling, Jakob Åsberg Johnels

{"title":"School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities","authors":"Anna Rensfeldt Flink, Sofia Wallin, Johanna Larsson, Ellen Westling, Jakob Åsberg Johnels","doi":"10.1111/1471-3802.12742","DOIUrl":"https://doi.org/10.1111/1471-3802.12742","url":null,"abstract":"This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study's respondents consisted of school staff who worked with students with severe or profound intellectual and multiple disabilities (S/PIMD) in Swedish schools. Results showed that almost all staff reported using AAC with students at least half of the time. The frequency of AAC use did not seem to differ between staff with different educational backgrounds, apart from teachers/special educators appearing slightly more inclined to use AAC in planned classroom activities when compared to staff with other educational backgrounds. The results also corroborate previous research stating that collaboration between stakeholders (such as school, family and the habilitation services) is fundamental to successful AAC implementation but that there are challenges when establishing efficient collaborations between stakeholders.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 3","pages":"500-513"},"PeriodicalIF":1.3,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12742","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589639","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