Journal of Research in Special Educational Needs最新文献

{"title":"A multidimensional learning outcomes instrument for students with special educational needs: Evidence from content validity index analysis","authors":"Siti Norfatin Abdullah,&nbsp;Bity Salwana Alias,&nbsp;Mohd Norazmi Nordin,&nbsp;Azlin Moktar","doi":"10.1111/1471-3802.70145","DOIUrl":"https://doi.org/10.1111/1471-3802.70145","url":null,"abstract":"<p>Valid assessment in special and inclusive education requires instruments capable of capturing the multidimensional learning outcomes of students with Special Educational Needs (SEN). This study examined the content validity of a newly developed, teacher-rated SEN outcomes instrument grounded in Bloom's Taxonomy, which assesses cognitive, affective, and psychomotor development in school settings. Using the Content Validity Index (CVI) approach, eight experts in educational management, special education and educational assessment evaluated 19 items on a four-point relevance scale. Item-level (I-CVI) and scale-level (S-CVI/Ave and S-CVI/UA) indices were computed following established guidelines. Seventeen items achieved full agreement (I-CVI = 1.00), one met the acceptable threshold (I-CVI = 0.88) and one was removed for insufficient relevance (I-CVI = 0.75). Initial values (S-CVI/Ave = 0.98, S-CVI/UA = 0.89) exceeded recommended standards. After the item was removed, the final 18-item instrument reached S-CVI/Ave = 0.99 and S-CVI/UA = 0.94, indicating excellent content validity. The instrument shows strong conceptual coherence and alignment across all three domains. It offers educators a theoretically grounded framework to support Individualised Education Plans (IEPs), data-informed instructional planning and systematic monitoring of holistic learner development in inclusive settings.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148647780","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}

{"title":"“I think people's perception that her reading is good enough. That would be a worry to me.” Mother and child perspectives of school-related reading for children with Down syndrome","authors":"Katie Cebula,&nbsp;Sarah McGeown","doi":"10.1111/1471-3802.70150","DOIUrl":"https://doi.org/10.1111/1471-3802.70150","url":null,"abstract":"<p>There is growing interest in children's reading experiences, both volitional and those initiated by, or connected to, school-related reading. However, the majority of this research focuses on the reading experiences of neurotypical children; limiting understanding and the potential to improve support for other groups of children. This study examined the school-related reading experiences of children with Down syndrome, through semi-structured interviews with 10 mothers and 9 children (aged 5–13, mean age 10) from the UK. Utilising an inductive approach to thematic analysis, school factors (staff and provision) were reported by mothers to be essential to support their child's reading, with specialist training, knowledge of their child, personalised reading instruction/support and high aspirations all important. Parents also discussed: the blending of mainstream (e.g. phonics) and specialist (e.g. specific reading scheme) reading instructional approaches and resources; reading within a broader picture of their child's development; and the importance of home-school connections to support their child's reading. Meanwhile, children's experiences of reading at school varied in terms of whether they reported reading in school or not, who helped them with reading (staff, friends) and the connections between their home and school reading. Implications for supporting school-related reading for children with Down syndrome are discussed.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148617335","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}

{"title":"Exploring factors influencing self-advocacy in students with learning disabilities: A qualitative study","authors":"Ali Aghaziarati,&nbsp;Kamdin Parsakia","doi":"10.1111/1471-3802.70151","DOIUrl":"https://doi.org/10.1111/1471-3802.70151","url":null,"abstract":"<p>Self-advocacy is a central component of educational inclusion for students with learning disabilities because it enables students to recognize their learning needs, communicate those needs, request accommodations and participate more actively in decisions affecting their education. However, students often develop self-advocacy within emotionally demanding and institutionally inconsistent contexts. This study aimed to explore the lived experiences of students with learning disabilities and identify the internal, relational and institutional factors that shape their self-advocacy in secondary and post-secondary educational settings. A qualitative descriptive-interpretive design was used. Semi-structured interviews were conducted with 26 students aged 14–22 years in Richmond Hill, Canada, all of whom had a formal learning disability diagnosis. Participants were recruited from secondary and post-secondary educational settings and support networks. Interviews were audio-recorded, transcribed verbatim and analysed in NVivo-15 using open, axial and selective coding. Trustworthiness was enhanced through member checking, peer debriefing, analytic memoing, audit-trail documentation and consensus coding. Five interrelated themes were identified: internal psychological factors, social and relational influences, structural and institutional conditions, personal growth and coping strategies and empowerment through self-advocacy. Participants described self-advocacy as a developmental process shaped by fear of judgement, disability identity, communication confidence, teacher responsiveness, peer and family support, accommodation procedures, access to legal-rights knowledge, technology use and prior successful advocacy experiences. The findings indicate that self-advocacy among students with learning disabilities is not merely an individual skill but a situated process produced through the interaction of emotional readiness, relational validation and institutional accessibility. Schools and post-secondary institutions should therefore provide explicit self-advocacy instruction, consistent accommodation systems, teacher training and supportive opportunities for students to participate in their own educational planning.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616848","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}

{"title":"Implementation fidelity and outcomes of a psychomotor intervention program for preschool children on the autism spectrum and neurotypically developed peers","authors":"Adriana Frazão,&nbsp;Sofia Santos,&nbsp;Celeste Simões,&nbsp;Ester Pereira,&nbsp;Paula Lebre","doi":"10.1111/1471-3802.70119","DOIUrl":"https://doi.org/10.1111/1471-3802.70119","url":null,"abstract":"<p>Research on psychomotor interventions that support the diverse developmental profiles of preschool children, including those on the autism spectrum (ASD) and their neurotypical peers (ND), in inclusive settings is still limited. This pilot study used a quasi-experimental, pre- and post-test design to evaluate the effects of a psychomotor intervention program on psychomotor functions, social skills and behavioural problems. The intervention group included six children with ASD and 38 ND peers, while the comparison group had seven children with ASD and 35 ND peers. Assessments used the Neuropsychomotor Function Evaluation Battery (NPmot.pt) and the Preschool and Kindergarten Behavior Scales (PKBS-2). The psychomotor intervention program, comprising 12 weekly sessions, was implemented in Portuguese preschool classrooms. After adjusting for age, sex, and baseline scores, the intervention significantly reduced teacher-reported behavioural problems (<i>F</i> (1, 57) = 5.53, <i>p</i> = 0.02), with a medium effect size (<i>η</i>² = 0.09). Improvements in psychomotor functions and social skills were observed over time in intervention and comparison groups, although between-group differences did not reach statistical significance. The program was implemented with high fidelity and with positive participant responsiveness. Practical and research implications are discussed, underscoring the need for longitudinal studies with larger samples, particularly among children with ASD.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166974","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}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148093101","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}

{"title":"Literacy provision for students with intellectual disability in Malta: A mixed-methods analysis of policy and practice","authors":"Loredana Muscat,&nbsp;Helen Grech","doi":"10.1111/1471-3802.70109","DOIUrl":"https://doi.org/10.1111/1471-3802.70109","url":null,"abstract":"<p>This study examined literacy services and practices for students with intellectual disabilities in Malta using a mixed-methods design. The researchers analysed 17,345 individualised education plan (IEP) goals and conducted semi-structured interviews with 12 inclusion coordinators in state, church and independent schools. Findings showed that literacy support is prioritised in early and primary education, with goals concentrated in primary years (<i>n</i> = 1886) and declining in secondary (<i>n</i> = 881). While early intervention is emphasised, support appears to diminish over time, raising concerns about continuity. Church schools had more structured literacy frameworks, while state schools showed variability and less consistent implementation. Challenges included gaps in professional development, rigid views of inclusion and inconsistent leadership. Educators also expressed uncertainty in bilingual literacy instruction. This study is the first to triangulate national IEP data with stakeholder perspectives in Malta, offering a system-level account of inconsistencies in literacy provision and highlighting the need for evidence-based frameworks, improved training and sustained support.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024119","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}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148090163","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}

{"title":"Primary teachers' information source use and the student role in adaptive teaching and differentiation","authors":"M. C. J. van der Sprong,&nbsp;M. van Hooijdonk,&nbsp;C. A. Espin,&nbsp;E. J. P. G. Denessen","doi":"10.1111/1471-3802.70118","DOIUrl":"https://doi.org/10.1111/1471-3802.70118","url":null,"abstract":"<p>Differentiation is a key instructional approach that enables teachers to tailor their teaching to students' diverse learning needs. An essential component of differentiation is the use of valid information sources. However, little is known about which sources teachers use, at what stage they gather information, and to what extent they actively involve students in differentiation decisions. This study employed a mixed-methods sequential explanatory design, combining questionnaire data from 24 primary school teachers with follow-up interviews with 11 teachers. The questionnaire assessed teachers' use of information sources in the preparation, implementation, and evaluation phases of differentiation, while the interviews explored teachers' reasoning behind their use of information sources and their inclusion of student voice. Findings indicate that teachers relied primarily on student work samples, observations, and tests related to teaching methods, while student involvement remained limited. Teachers predominantly used student input to verify differentiation decisions rather than to actively engage students in differentiation. These findings highlight the teacher-centered nature of differentiation and suggest a need for stronger integration of student voice. Future research could explore how professional development can support teachers to use student voices for adaptive teaching and differentiation.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70118","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024227","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}

{"title":"Learning under lockdown: A global synthesis of postsecondary disability research in the COVID-19 era (2020–2024)","authors":"Nicholas W. Gelbar,&nbsp;Shea Charles,&nbsp;Joseph W. Madaus,&nbsp;Lyman L. Dukes III,&nbsp;Michael Faggella-Luby,&nbsp;Camryn Collins","doi":"10.1111/1471-3802.70114","DOIUrl":"https://doi.org/10.1111/1471-3802.70114","url":null,"abstract":"<p>The COVID-19 pandemic disrupted universities across the world, amplifying pre-existing accessibility gaps that disproportionately impact postsecondary students with disabilities. This PRISMA-guided systematic review synthesized 74 peer-reviewed studies published between January 2020 and December 2024 focusing on research related to the experiences of postsecondary students with disabilities, accessibility staff and faculty during the pandemic. Attention was focused on research methodology, disability representation, geographic distribution and key student-level study outcomes. Results show a preponderance of data related to students' experiences accessing online learning, accommodations, technology and social–emotional supports during lockdown periods mainly through qualitative methodologies. Subject populations tended to be heterogenous, most frequently including students with visual impairments, ADHD and mental health disabilities. While global in scale, study sites were predominantly from North America, limiting insights into global variation in policy, infrastructure and outcomes. Implications and recommendations are suggested to improve institutional accessibility systems especially in the areas of digital access, faculty readiness and disability-responsive policies.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024226","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}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148090162","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}