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

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools 小学低年级一般学习困难学生社交能力的发展：学校心理辅导计划的必要性

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-02-25 DOI: 10.1111/1471-3802.12653

Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras, Georgios Vleioras

{"title":"The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools","authors":"Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras, Georgios Vleioras","doi":"10.1111/1471-3802.12653","DOIUrl":"10.1111/1471-3802.12653","url":null,"abstract":"Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8-month social empowerment programme, following a mixed-methods approach with the use of semi-structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"578-596"},"PeriodicalIF":1.3,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140017333","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

MultiSensory Music Drama with a student with severe/profound intellectual and multiple disabilities: A case study of teacher–researcher co-production 多感官音乐剧与重度/智力和多重残疾学生的合作：教师与研究人员共同制作的案例研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-02-22 DOI: 10.1111/1471-3802.12649

Linn Johnels, Jenny Wilder, Simo Vehmas

{"title":"MultiSensory Music Drama with a student with severe/profound intellectual and multiple disabilities: A case study of teacher–researcher co-production","authors":"Linn Johnels, Jenny Wilder, Simo Vehmas","doi":"10.1111/1471-3802.12649","DOIUrl":"10.1111/1471-3802.12649","url":null,"abstract":"The feasibility of a pedagogical approach—MultiSensory Music Drama (MSMD)—was investigated in collaboration with a teacher and a student with severe/profound intellectual and multiple disabilities (S/PIMD). Educational research for this group of learners is scarce, but research has suggested the potential of integrating music and multisensory storytelling to promote interactive engagement. A case study using co-production between a teacher and researchers was conducted. The development, implementation and evaluation of MSMD lessons were performed, by carrying out the lessons, iteratively refining them through stimulated recall interviews and ratings of student engagement. The long-term feasibility was investigated through a post-intervention survey and a follow-up interview. Inductive content analysis was used for data analysis. In-depth descriptions of the implementation process are provided. The teacher found the MSMD approach useful in relation to the syllabus and motivating for the student. She reported that she had continued to use MSMD with all of her students and that several of her colleagues had started to use it as well. Our results suggest that MSMD can be a meaningful approach for practitioners working with these learners. The study also reveals aspects of professional knowledge when working with students with S/PIMD.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"530-541"},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950074","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 to adulthood of youth with disabilities: Mapping declared practices to recommended practices 残疾青年的成年过渡：将已宣布的做法与建议的做法相结合

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-02-22 DOI: 10.1111/1471-3802.12652

Élody Ross-Lévesque, Sarah Martin-Roy, Francine Julien-Gauthier, Steve Jacob, Marie Grandisson, Marie-Catherine St-Pierre, Noémie Dahan-Oliel, Marie-Ève Lamontagne, Chantal Desmarais

{"title":"Transition to adulthood of youth with disabilities: Mapping declared practices to recommended practices","authors":"Élody Ross-Lévesque, Sarah Martin-Roy, Francine Julien-Gauthier, Steve Jacob, Marie Grandisson, Marie-Catherine St-Pierre, Noémie Dahan-Oliel, Marie-Ève Lamontagne, Chantal Desmarais","doi":"10.1111/1471-3802.12652","DOIUrl":"10.1111/1471-3802.12652","url":null,"abstract":"Positive transition to adulthood of youth with disabilities is influenced by the type of support they receive. This study aims to analyse current transition to adulthood practices in the province of Quebec to map them to recommended practices and present an overview of the situation and needs. A multiple case study methodology included focus groups in six schools with 65 participants as well as internet searches and interviews with experts. A thematic analysis within and across cases was used. Results underscore the best practices in place concerning student-focused planning, student development, interagency collaboration and family engagement. They also highlight youths' and parents' opinions about strategies to better support transition. While inspiring practices are present, further efforts with regards to programme structures are required to ensure adequate support for transition to adulthood.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"542-554"},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956464","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

Tensions and contradictions: Exploring post-primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder 紧张与矛盾：探索小学后教师对注意力缺陷多动症学生的看法和经验

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Journal of Research in Special Educational Needs Pub Date : 2024-02-22 DOI: 10.1111/1471-3802.12648

Andrea Lynch, Kevin Davison

引用次数: 0

Implementing targeted social and emotional learning interventions in schools—Are more specific models needed? 在学校实施有针对性的社会和情感学习干预--是否需要更具体的模式？

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-02-22 DOI: 10.1111/1471-3802.12655

Caroline Bond, Vanessa Evans, Neil Humphrey

{"title":"Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?","authors":"Caroline Bond, Vanessa Evans, Neil Humphrey","doi":"10.1111/1471-3802.12655","DOIUrl":"10.1111/1471-3802.12655","url":null,"abstract":"Schools are increasingly encouraged to adopt evidence-based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"555-565"},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950073","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 the learning experiences of neurodivergent college students in STEM courses 探索神经变异大学生在 STEM 课程中的学习经历

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-02-21 DOI: 10.1111/1471-3802.12650

Karen D. Wang, Jake McCool, Carl Wieman

{"title":"Exploring the learning experiences of neurodivergent college students in STEM courses","authors":"Karen D. Wang, Jake McCool, Carl Wieman","doi":"10.1111/1471-3802.12650","DOIUrl":"10.1111/1471-3802.12650","url":null,"abstract":"Neurodivergent students exhibit an inclination towards Science, Technology, Engineering and Mathematics (STEM) fields, yet their learning experiences in STEM courses remain underexamined. Utilizing an online survey of neurodivergent (n = 60) and neurotypical (n = 83) US college students, this study identified various factors influencing their self-perceived learning experiences, including interest in the course content, instruction quality and performance outcomes. Compared to their neurotypical peers, neurodivergent students attributed negative experiences in STEM courses less frequently to performance-related factors and more often to a mismatch between their interests and the course content. Both groups also articulated a variety of strengths and challenges encountered in their STEM studies. Neurodivergent students were more likely to report having interest and passion for STEM and less likely to report having peer support and effective study skills and habits as their primary strength for studying STEM. Conversely, while neurotypical students cited difficult content as their central challenge, neurodivergent students more commonly faced challenges with focus and attention. Despite the study's limited sample size, it revealed emerging patterns that emphasize the importance of developing inclusive teaching methods and specific support mechanisms to cater to the unique strengths and challenges of neurodivergent students in higher education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"505-518"},"PeriodicalIF":1.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952545","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

Developing the emotion regulation skills of autistic pupils in educational settings: A systematic literature review 在教育环境中培养自闭症学生的情绪调节能力：系统文献综述

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-01-30 DOI: 10.1111/1471-3802.12646

Joanne Bennett, Sarah Parsons, Hanna Kovshoff

{"title":"Developing the emotion regulation skills of autistic pupils in educational settings: A systematic literature review","authors":"Joanne Bennett, Sarah Parsons, Hanna Kovshoff","doi":"10.1111/1471-3802.12646","DOIUrl":"10.1111/1471-3802.12646","url":null,"abstract":"Moderating the intensity and expression of our emotions is necessary for successful engagement in learning. This systematic review explored, “what are schools doing to support autistic children and young people to develop their emotion regulation skills?” Critical analyses considered the inclusiveness of interventions and whether/how autistic pupils were asked about their participation. PsycINFO, Web of Science (Core Collection) and ERIC were searched on 18 July 2022. Eight studies were included, incorporating 419 autistic pupils, aged three to 17, from at least 955 schools in the USA, Australia and France. A narrative synthesis was used to provide an overview of the literature. Seven different approaches to emotion regulation were utilised, and only one was used in the school prior to the research. Forty out of 419 autistic pupils were asked for their views of the intervention they received. There is a lack of research considering school-led approaches to embedding emotion regulation skill development in everyday school practices and a lack of involvement of autistic pupil's views about emotion-regulation interventions. More research is needed to enable educational professionals to provide evidence-informed support for autistic pupils to develop their emotion regulation skills.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"475-491"},"PeriodicalIF":1.3,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646594","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

‘Trying to stay afloat’: Education professionals' perspectives on the impact of the COVID-19 pandemic on children with special educational needs and disabilities 努力维持生计"：教育专业人员对 COVID-19 大流行对有特殊教育需求和残疾儿童的影响的看法

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-01-30 DOI: 10.1111/1471-3802.12647

Emma Ashworth, Lucy Bray, Amel Alghrani, Joanna Kirkby

{"title":"‘Trying to stay afloat’: Education professionals' perspectives on the impact of the COVID-19 pandemic on children with special educational needs and disabilities","authors":"Emma Ashworth, Lucy Bray, Amel Alghrani, Joanna Kirkby","doi":"10.1111/1471-3802.12647","DOIUrl":"10.1111/1471-3802.12647","url":null,"abstract":"This study aimed to investigate the experiences of education professionals in their efforts to provide education and support to children with special educational needs and disabilities (SEND) amid the COVID-19 pandemic, and to gain insights into the perceived repercussions of pandemic-related restrictions on the educational development and overall wellbeing of these children. Mixed-methods surveys (N = 100) and semi-structured qualitative interviews (N = 6) were utilised. Data were analysed using descriptive statistics and thematic analysis. Findings indicate substantial challenges faced by education professionals in delivering appropriate and effective education and well-being support to children with SEND during periods of school ‘closures’, resulting in hindered academic progression and adverse impacts on the well-being of children with SEND, their families and the education professionals themselves. It is vital that effective support strategies and appropriate training are implemented, in addition to further research to establish what would be most beneficial for all teachers, and particularly those supporting children with SEND.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"492-504"},"PeriodicalIF":1.3,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646755","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

What could be considered as effective support for autistic females in high school? Asystematic literature review 如何为高中自闭症女性提供有效支持？系统文献综述

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-01-15 DOI: 10.1111/1471-3802.12641

Katie Ayirebi, George Thomas

{"title":"What could be considered as effective support for autistic females in high school? Asystematic literature review","authors":"Katie Ayirebi, George Thomas","doi":"10.1111/1471-3802.12641","DOIUrl":"10.1111/1471-3802.12641","url":null,"abstract":"It could be argued that autistic females, attending high school, have a distinct set of needs when compared to their male counterparts. The purpose of this review is to synthesise reported findings on what could be considered as effective for supporting the needs of autistic females in high school settings. The review adhered to PRISMA guidelines. Searches identified 12 papers that included direct perspectives of autistic females, their families and the professionals supporting them. Data were analysed using thematic synthesis. The findings indicate seven main themes for support related to: mental health; identification of specific needs and post-diagnostic support; friendship interventions and skills development; tiered support; relationships between home and school; transitions between levels of education; self, peer and staff advocacy, and sense of belonging. Social and emotional experiences of autistic females in high school are key areas to target in ensuring successful education. Findings are discussed in relation to integrated, inclusive practices that high schools may adopt to support this cohort of students. Implications for professional practice, policy and research are discussed, which will be of interest to educators and helping professionals alike.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"441-453"},"PeriodicalIF":1.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496608","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

Inclusion in Russian schools: Exploring parents' perspectives 俄罗斯学校的全纳教育：探索家长的观点

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-01-15 DOI: 10.1111/1471-3802.12645

Irina Malinina

{"title":"Inclusion in Russian schools: Exploring parents' perspectives","authors":"Irina Malinina","doi":"10.1111/1471-3802.12645","DOIUrl":"10.1111/1471-3802.12645","url":null,"abstract":"As schools in Russia become more inclusive for students with special educational needs (SEN), there is a scarcity of research on stakeholders' perspectives. Parents are one of the main actors in education, who possess valuable knowledge about their children and can represent their children's needs in a vicarious manner. This study gives voice to the parents of children with SEN and offers parents' perspectives on the liaison between families and schools. The article focuses on the experience of two families with children with special educational needs (namely, Autistic Spectrum Disorder and intellectual disability). Data was collected through semi-structured interviews and questionnaires and analysed using the Interpretative Phenomenological Analysis (IPA). The main findings demonstrate that parents' expertise is sometimes neglected and marginalized for different reasons and the school system in Russia is rigid and not able to adjust its approaches to different learners as well as address and allay parents' concerns. Lack of direct interaction blocks the pathway for compromises and mutual understanding. In the parents' view, teachers act on their own assumptions which are oftentimes emotionally loaded and not clearly articulated for the parents. However, parents believe that all the actors of the educational process, that is, teachers, learners and parents, would benefit if teacher-parent relationships involved a more sensitive and attentive attitude towards each other's requirements and wishes, providing opportunities for negotiating and discussing arguable issues. The paper demonstrates two cases of misunderstanding between teachers and parents and offers implications for practice in teacher education, policy-making and social work.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"465-474"},"PeriodicalIF":1.3,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496618","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