Journal of Research in Special Educational Needs最新文献_第10页

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Journal of Research in Special Educational Needs Pub Date : 2026-02-26

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Development and validation of the pre-service teacher perceived sources of self-efficacy for differentiated instruction scale 差异化教学量表职前教师自我效能感感知来源的开发与验证

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Journal of Research in Special Educational Needs Pub Date : 2026-02-26 DOI: 10.1111/1471-3802.70069

Pearl Subban, Gemma Scarparolo

{"title":"Development and validation of the pre-service teacher perceived sources of self-efficacy for differentiated instruction scale","authors":"Pearl Subban, Gemma Scarparolo","doi":"10.1111/1471-3802.70069","DOIUrl":"10.1111/1471-3802.70069","url":null,"abstract":"Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self-efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre-service teachers' perceived sources of self-efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this study was to develop and pilot an evaluation of a scale designed to measure pre-service teachers' perceived sources of self-efficacy regarding differentiated instruction. The scale was informed by Bandura's model of self-efficacy and Tomlinson's framework for differentiated instruction. A pilot study was conducted with pre-service teachers (N = 21) enrolled in a Master of Teaching (Initial Teacher Education) program in Australia. Exploratory factor analysis was used to inform systematic item reduction and to examine the plausibility of an underlying factor structure, alongside internal consistency reliability. This resulted in a 20-item instrument comprising four theoretically coherent factors aligned with Bandura's sources of self-efficacy. Preliminary findings suggest that observation of experienced teachers and mentoring during professional experience may be salient sources of self-efficacy during the preparatory phase of teacher education. Further large-scale validation is required to establish the stability and generalisability of the scale.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569540","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}

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Addressing special education isolation in the context of teacher shortages and retention: A call for research 在教师短缺和留用的背景下解决特殊教育孤立问题：呼吁进行研究

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Journal of Research in Special Educational Needs Pub Date : 2026-02-26 DOI: 10.1111/1471-3802.70074

Doreen N. Myrie, Rodney Hurt, Sangita Pandey, Sathiyaprakash Ramdoss

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Journal of Research in Special Educational Needs Pub Date : 2026-02-26

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IF 1

Journal of Research in Special Educational Needs Pub Date : 2026-02-26

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Teaching and learning challenges for children with visual impairments in Ghana: A qualitative study of teachers' experiences 加纳视障儿童的教学挑战：教师经验的定性研究

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Journal of Research in Special Educational Needs Pub Date : 2026-02-26 DOI: 10.1111/1471-3802.70075

Frank Kyei-Arthur, Amanda Kyei-Gyamfi, Sylvester Kyei-Gyamfi

{"title":"Teaching and learning challenges for children with visual impairments in Ghana: A qualitative study of teachers' experiences","authors":"Frank Kyei-Arthur, Amanda Kyei-Gyamfi, Sylvester Kyei-Gyamfi","doi":"10.1111/1471-3802.70075","DOIUrl":"10.1111/1471-3802.70075","url":null,"abstract":"Education serves not merely as an individual benefit but as a significant instrument for societal transformation. For individuals with disabilities, including children with visual impairments (VIs), special education is essential in creating equal opportunities. This study aimed to examine teachers' perspectives on the barriers to teaching and learning for children with VIs and the coping strategies employed by teachers in teaching children with VIs in Ghana. This study used secondary qualitative data from the Ministry of Gender, Children and Social Protection, which involved 36 teachers across seven special schools in seven districts. The qualitative data were analysed thematically, following Braun and Clarke's six-step reflexive thematic analysis approach. The findings reveal substantial obstacles to children with VIs education, including inadequate infrastructure, limited learning materials, limited specialised training and support, social stigma and low self-esteem and confidence. These barriers restrict accessibility, inclusivity and quality of education for children with VIs, highlighting the need for strengthened policies and resources. Teachers employed peer support and orientation-based support strategies to address the challenges of children with VIs. A holistic, collaborative approach involving all stakeholders is essential for fostering an inclusive educational environment where children with VIs can thrive both academically and socially.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569299","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}

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Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature 辅导作为特殊教育教师的教学策略：评估文献的严谨性和质量

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22 DOI: 10.1111/1471-3802.70072

Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis

{"title":"Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature","authors":"Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis","doi":"10.1111/1471-3802.70072","DOIUrl":"10.1111/1471-3802.70072","url":null,"abstract":"Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single-case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q-BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567668","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

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22

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How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio-emotional variables 我老师的差异化教学实践效果如何？差别化教学对学生社会情绪变量的影响研究

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22 DOI: 10.1111/1471-3802.70073

Marcela Pozas, Verena Letzel-Alt

{"title":"How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio-emotional variables","authors":"Marcela Pozas, Verena Letzel-Alt","doi":"10.1111/1471-3802.70073","DOIUrl":"10.1111/1471-3802.70073","url":null,"abstract":"In consideration of the substantial increase in students' learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students' academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students' achievement outcomes. Consequently, the potential impact of DI on students' socio-emotional outcomes has, up until now, received very little attention. In order to address this gap in research, the current study sought to investigate the effects of DI on students' emotional well-being, social inclusion and academic self-concept. Survey participants in this study included 602 lower secondary school students from 25 inclusive and regular classes in secondary schools in Mexico. Following multilevel analyses, the results have indicated that students' rating of their teachers' DI practice was not positively associated with their emotional well-being, social inclusion and academic self-concept. A further t-test for dependent samples demonstrated that students perceive their teachers' DI practice to be quite seldom. Implications and further lines of research are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568019","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}

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IF 1

Journal of Research in Special Educational Needs Pub Date : 2026-02-22

引用次数: 0