Journal of Research in Special Educational Needs最新文献

Parents' lived experiences regarding the decision‐making process on reasonable accommodations for their child with SEN—An IPA analysis 为有特殊教育需要的儿童提供合理便利的决策过程中家长的生活经验--IPA 分析

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-09-18 DOI: 10.1111/1471-3802.12724

Laura Fluyt, S. Vandesande, S. Nijs

引用次数: 0

Trends in instructional technologies used in education of people with special needs due to intellectual disability and autism 在智障和自闭症特殊需求者教育中使用教学技术的趋势

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-09-17 DOI: 10.1111/1471-3802.12723

Fatih Kalemkuş

{"title":"Trends in instructional technologies used in education of people with special needs due to intellectual disability and autism","authors":"Fatih Kalemkuş","doi":"10.1111/1471-3802.12723","DOIUrl":"https://doi.org/10.1111/1471-3802.12723","url":null,"abstract":"The purpose of this study is to analyse trends in articles on the use of instructional technologies in the education of individuals with special needs, specifically those with mental disabilities and autism. The research was conducted in accordance with the PRISMA statement, and the studies were analysed through content analysis. Between 2015 and 2023, 452 articles were retrieved from ScienceDirect, Web of Science, SpringerLink, ERIC, Google Scholar, SOBIAD, Taylor & Francis and SCOPUS databases on the use of instructional technologies in the education of students with intellectual disabilities or autism. The analysis included 128 articles that met the research criteria. The research indicates that publications on instructional technologies for individuals diagnosed with intellectual disabilities were mostly published in 2019, 2020 and 2021. Among these technologies, technology‐supported learning and augmented reality were found to be the most preferred. These studies focused on the effects of instructional technologies on communication and social skills. They were mostly conducted on students aged 15–25. Publications for individuals diagnosed with autism were mostly published in 2022. These individuals have mostly preferred technology‐supported learning, virtual reality and robot‐assisted learning as instructional technologies. These studies focused on the effects of instructional technologies on communication and social skills in students aged 5–10.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142258733","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

Teachers' relational competence towards students with neurodevelopmental symptoms: A microscopic relational analysis 教师与有神经发育症状学生的关系能力：微观关系分析

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-09-12 DOI: 10.1111/1471-3802.12721

Linda Plantin Ewe, Jonas Aspelin

引用次数: 0

Theory is inclusive, practice is integrative? Discourses on inclusion in the education community 理论是全纳的，实践是融合的？教育界关于全纳的讨论

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-09-09 DOI: 10.1111/1471-3802.12720

Silvia Sierra-Martínez, Irene Crestar, Isabel Fernández-Menor, Ángeles Parrilla Latas

{"title":"Theory is inclusive, practice is integrative? Discourses on inclusion in the education community","authors":"Silvia Sierra-Martínez, Irene Crestar, Isabel Fernández-Menor, Ángeles Parrilla Latas","doi":"10.1111/1471-3802.12720","DOIUrl":"10.1111/1471-3802.12720","url":null,"abstract":"Defining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated curriculum or teacher training, among others. A qualitative research project was carried out with the aim of identifying the portraits that the different informant agents make of inclusion. The technique used to collect information was an open interview with 44 participants, representatives of different groups (head teachers, classroom teachers, specialists, counsellors, families, students, associations and politicians). The information was analysed using the content analysis model, supported by MAXQDA22 software. The results delve into (1) the dissonant issues with inclusion and (2) the rupture they perceive between legislation and daily practice, and (3) reveal five dominant discourses on the concept: as a legal measure, as a category, as an educational measure, as wealth and as participation. In conclusion, the vision of inclusion in this study remains confused, diffuse and utopian.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"209-221"},"PeriodicalIF":1.3,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12720","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206292","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 impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-09-05 DOI: 10.1111/1471-3802.12719

Fatema Y. Jangbarwala, Frank Reichert

{"title":"The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong","authors":"Fatema Y. Jangbarwala, Frank Reichert","doi":"10.1111/1471-3802.12719","DOIUrl":"https://doi.org/10.1111/1471-3802.12719","url":null,"abstract":"Children with special educational needs (CSEN) in the early years have been identified as vulnerable to the pandemic restrictions. This study explored the lived experiences of educators teaching CSEN online in Hong Kong during the COVID-19 school closures. Semi-structured interviews with 21 educators revealed that educators perceived the prolonged school closures and online learning as adversely affecting CSEN's development. In educators' observations, during school closures and upon returning to school, CSEN's academic learning was less affected compared to CSEN's social skills. Still, educators found that some autistic children coped better than CSEN with other types of needs (e.g. with attention-deficit hyperactivity disorder) in academic learning due to fewer classroom distractions and less social pressure. The insights from the educators provide key areas of focus for CSEN in the early years to recover from the aftermath of the pandemic and for future unforeseen school closures.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"194-208"},"PeriodicalIF":1.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112432","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

A movement-integration approach for the comprehension of punctuation marks in students with dyslexia 针对阅读障碍学生理解标点符号的运动整合方法

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-09-04 DOI: 10.1111/1471-3802.12718

F. Topouzeli, E. Konstantinidou, C. Evaggelinou, V. Barkoukis, E. Fotiadou

{"title":"A movement-integration approach for the comprehension of punctuation marks in students with dyslexia","authors":"F. Topouzeli, E. Konstantinidou, C. Evaggelinou, V. Barkoukis, E. Fotiadou","doi":"10.1111/1471-3802.12718","DOIUrl":"10.1111/1471-3802.12718","url":null,"abstract":"Embodied cognition and movement-integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six-week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12 middle-school literature classes for children with dyslexia. The perceptions and experiences of four literature teachers for special educational needs and their selected 12 middle-school students with dyslexia were recorded through semi-structured interviews after the implementation of PunMoves. A reflexive thematic analysis revealed that PunMoves was more than welcomed from teachers and students, as it stimulated the students' interest and motivation in the reading process and the comprehension of punctuation marks. The acceptability of the approach from teachers and students was also reflected through its multidimensional impact on children's behaviours. Game-based elements detected as some significant points of the program.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"175-193"},"PeriodicalIF":1.3,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206294","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

Transition from upper secondary to university in students who identify as autistic: A systematic review 自闭症学生从高中到大学的过渡：系统回顾

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-27 DOI: 10.1111/1471-3802.12711

Diego González-Rodríguez, Cintia Pereira Marqués, Jorge Carlos Lafuente

{"title":"Transition from upper secondary to university in students who identify as autistic: A systematic review","authors":"Diego González-Rodríguez, Cintia Pereira Marqués, Jorge Carlos Lafuente","doi":"10.1111/1471-3802.12711","DOIUrl":"10.1111/1471-3802.12711","url":null,"abstract":"The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post-compulsory education to university for students identifying as autistic. A systematic review was performed of scientific articles about the transition from high school to university for these students. The databases used in the review were: EBSCOhost, SCOPUS and Web of Science. The final sample comprised 38 studies published between 2007 and 2023. The analysis followed an inductive process, in which the selected studies were subject to content analysis. The data were coded qualitatively. The extracted results were summarized in two tables based on their content, which fell into two categories: (1) non-academic and academic variables that pose a problem for proper transition and (2) academic and non-academic variables that can benefit the transition process. A wide variety of different variables influence the transition process, and it is important to know each person's life history in order to give them the most suitable educational response possible.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"145-158"},"PeriodicalIF":1.3,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12711","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206379","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

Individual differences in text processing and recall in children with and without ADHD 有多动症和无多动症儿童在文本处理和回忆方面的个体差异

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-27 DOI: 10.1111/1471-3802.12717

Olivia Ward, Deanna C. Friesen

{"title":"Individual differences in text processing and recall in children with and without ADHD","authors":"Olivia Ward, Deanna C. Friesen","doi":"10.1111/1471-3802.12717","DOIUrl":"10.1111/1471-3802.12717","url":null,"abstract":"The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty-seven children between 10 and 14 years old performed a self-paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine the relationships between text processing and individual differences in these abilities (working memory, oral sentence recognition, verbal and non-verbal intelligence, word reading fluency and decoding ability). Results indicate that the non-ADHD group modulated their reading behaviour based on the presence of inconsistent information, whereas the ADHD group did so in response to the consistent information. However, this task effect in the ADHD group was primarily observed with children who scored low on background measures (e.g., verbal intelligence, working memory). Additionally, the children with ADHD recalled fewer units of information than their non-ADHD peers. Correlations demonstrated that the pattern of relationships between the text comprehension measures (i.e., true-false test and text recall) and the background measures differed between the two groups, such that measures were more closely associated with each other in the ADHD group. Results are discussed in terms of educational implications to support children with ADHD who experience reading comprehension difficulties.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"159-174"},"PeriodicalIF":1.3,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206320","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

Inclusive education in Zimbabwe: An assessment of teachers' self-efficacy and attitudes in Masvingo 津巴布韦的全纳教育：对马斯温戈教师自我效能和态度的评估

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-26 DOI: 10.1111/1471-3802.12716

Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, George Chitiyo, Morgan Chitiyo

{"title":"Inclusive education in Zimbabwe: An assessment of teachers' self-efficacy and attitudes in Masvingo","authors":"Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, George Chitiyo, Morgan Chitiyo","doi":"10.1111/1471-3802.12716","DOIUrl":"10.1111/1471-3802.12716","url":null,"abstract":"Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self-efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in-service teachers in support of inclusive education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"132-144"},"PeriodicalIF":1.3,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206295","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

Pre-service teachers' preparation for inclusive practices in Cambodia: Experience, self-efficacy and concerns about inclusion 柬埔寨职前教师的全纳实践准备：经验、自我效能感和对全纳教育的担忧

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-20 DOI: 10.1111/1471-3802.12715

Sokunrith Pov, Norimune Kawai

{"title":"Pre-service teachers' preparation for inclusive practices in Cambodia: Experience, self-efficacy and concerns about inclusion","authors":"Sokunrith Pov, Norimune Kawai","doi":"10.1111/1471-3802.12715","DOIUrl":"10.1111/1471-3802.12715","url":null,"abstract":"This study evaluated the self-efficacy and concerns regarding inclusive practices among 148 pre-service teachers enrolled in newly reformed teacher training programmes in Cambodia. It explored variations in pre-service teachers' concerns and self-efficacy based on their experience-related factors. This survey study used the Concern about Inclusive Education Scale (CIES) and Teacher Efficacy for Inclusive Practices (TEIP) scale as research instruments. Data analysis involved descriptive statistics, confirmatory factor analysis, reliability tests and one-way ANOVA. The findings revealed that while pre-service teachers had moderate levels of self-efficacy, they exhibited high levels of concerns about including students with disabilities in regular schools, particularly regarding resources and acceptance. Their concerns and self-efficacy significantly varied based on their experiences of interacting with individuals with disabilities and teaching students with disabilities. These findings underscore the pressing need for improvements in the new teacher training programmes. Teacher education colleges should align their inclusive education courses with the new inclusive education training guide and make this course compulsory. By emphasising practical skills, incorporating field experience and focusing on local inclusive education policies, pre-service teachers can be better prepared for inclusive classrooms, thereby enhancing their confidence in implementing inclusive practices.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"118-131"},"PeriodicalIF":1.3,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206319","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