Journal of Research in Special Educational Needs最新文献_第2页

Perceived social support and academic resilience as predictors of psychological distress and wellbeing among students with disabilities in the University of Education, Winneba 预测温尼巴教育大学残疾学生心理压力和幸福感的社会支持感和学习适应力

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-08-14 DOI: 10.1111/1471-3802.12712

Delight Abla Klutsey, Alhassan Lukman Chinto, Gifty Nana Yaa Rockson, Godwin Avi, Joseph Kaningenye Foba‐Engmen, Peace Korkukorkor, Joyce Kankam

{"title":"Perceived social support and academic resilience as predictors of psychological distress and wellbeing among students with disabilities in the University of Education, Winneba","authors":"Delight Abla Klutsey, Alhassan Lukman Chinto, Gifty Nana Yaa Rockson, Godwin Avi, Joseph Kaningenye Foba‐Engmen, Peace Korkukorkor, Joyce Kankam","doi":"10.1111/1471-3802.12712","DOIUrl":"https://doi.org/10.1111/1471-3802.12712","url":null,"abstract":"Students with impairment whether physical, sensory or intellectual face challenges in their quest to have inclusive education predisposing them to various stressors. Yet, studies have rarely explored this important psychological construct. This cross‐sectional study assessed the prevalence of psychological distress and how perceived social support and academic resilience predict distress in this population. A total of 101 students with hearing, visual and physical impairments were purposively sampled and administered questionnaires that measured psychological distress, social support and academic resilience. Results revealed the prevalence of psychological distress was 75.5%. Also, perceived social support (β = −0.25, p < 0.01) and academic resilience (β = −0.34, p < 0.001) significantly predicted psychological distress with perseverance (β = −0.51, p < 0.001) being the only dimension of academic resilience that predicted psychological distress. This study concludes that students with impairments have a high prevalence of psychological distress, which can be reduced through social support and resilience building interventions at both individual and group levels. We recommend that these counselling interventions be provided for students with impairment to help them deal with the challenges or stressors they encounter.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"28 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206321","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

How signature strengths develop positive interdependence and empowerment in an inclusive education context 特色优势如何在全纳教育背景下发展积极的相互依存关系和增强能力

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-08-12 DOI: 10.1111/1471-3802.12713

Nicolas Bressoud, Andrea Christiane Samson, Philippe Gay, Gabija Garbaliauskaite ‐ Plagnol, Catherine Audrin, Elena Lucciarini, Rebecca Shankland

{"title":"How signature strengths develop positive interdependence and empowerment in an inclusive education context","authors":"Nicolas Bressoud, Andrea Christiane Samson, Philippe Gay, Gabija Garbaliauskaite ‐ Plagnol, Catherine Audrin, Elena Lucciarini, Rebecca Shankland","doi":"10.1111/1471-3802.12713","DOIUrl":"https://doi.org/10.1111/1471-3802.12713","url":null,"abstract":"This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179 students, ages 8 to 12, divided into an experimental group that received specific training and an active control group that had access to program resources, regardless of their SEND status. The study used the Strengths Use Scale (SUS) and the Gratitude Questionnaire to measure students' awareness of their strengths and gratitude. In addition, a sociometric measure, the Peer Acceptance Index (PAI), was developed to assess classroom dynamics. Results indicate that strengths‐based interventions significantly expanded students' vocabulary of strengths and increased positive discourse, particularly among girls. Time and age were the main predictors of positive peer commentary, rather than the interventions themselves, which had no significant effect on PAI scores. The study suggests that strengths‐based tools, even without guided use, can positively influence students' language about strengths, although they did not change classroom relationships within the 9‐week period. Further research is recommended to explore the specific effects and mechanisms of strengths‐based interventions in inclusive settings.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"2 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206325","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

‘Where are we in this process’? Teachers' attitudes regarding the amendment to the special education law in Israel 我们在这一进程中处于什么位置？教师对以色列特殊教育法修正案的态度

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-08-07 DOI: 10.1111/1471-3802.12710

Orna Huri, Avihu Shoshana

引用次数: 0

The impact of communication: A practical guide for teachers in fostering positive self‐concept in children with learning disability 沟通的影响：教师培养学习障碍儿童积极自我概念的实用指南

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-07-31 DOI: 10.1111/1471-3802.12709

Tamas Rotschild

{"title":"The impact of communication: A practical guide for teachers in fostering positive self‐concept in children with learning disability","authors":"Tamas Rotschild","doi":"10.1111/1471-3802.12709","DOIUrl":"https://doi.org/10.1111/1471-3802.12709","url":null,"abstract":"Self‐concept is a precursor to a spectrum of mental, emotional and behavioural challenges, exerting a profound influence on how children perceive themselves, interact with their peers, navigate the educational landscape, and respond to life events. A learning disability is likely to negatively impact self‐concept development, rendering children with learning disability particularly vulnerable to its detrimental effects. Addressing negative self‐concept in school settings and providing appropriate support to students, especially those with learning disabilities, is a potentially effective way to mitigate the long‐term risks of mental health, emotion regulation and behavioural problems. One powerful tool at teachers' disposal is verbal communication that is free from threat or judgement, characterized by empathetic and appreciative tones that convey goodwill and acceptance. This paper offers practical guidance to teachers on using language endowed with distinct semantic nuances and pragmatic choices, with the potential to significantly enhance children's self‐concept and promote their overall healthy development.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"49 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864119","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

Special education eligibility trends and related factors: An analysis of the context in Ontario, Canada 特殊教育资格趋势及相关因素：加拿大安大略省背景分析

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-07-26 DOI: 10.1111/1471-3802.12708

Jordan Shurr, Alexandra Minuk, Saad Chahine

{"title":"Special education eligibility trends and related factors: An analysis of the context in Ontario, Canada","authors":"Jordan Shurr, Alexandra Minuk, Saad Chahine","doi":"10.1111/1471-3802.12708","DOIUrl":"https://doi.org/10.1111/1471-3802.12708","url":null,"abstract":"While there has been movement from disability, or special education needs (SEN), eligibility identification as a prerequisite for special education services, formal school‐based identification remains critical in understanding the educational experience of students with disabilities. This study examined data from Ontario, Canada between 2006 and 2020. Descriptive statistics described trends in SEN status over the 14 years across 13 SEN categories. In addition, variance in the proportion of students identified per enrolled each year was examined to determine whether significant relationships existed with school level (i.e., elementary or secondary), school board type (i.e., English public, English Catholic, French public and French Catholic) and school board size. Analysis revealed an increase in special education eligibility determinations with statistically significant increase in autism and non‐identified eligibility and a decrease in mild intellectual disability. Hierarchical regression analysis revealed that school level, school board type and school board size were also significant predictors of identification. The multidirectional effects of each variable and their implications are explored.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"73 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785750","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

Dynamic testing of learning potential of children with moderate to severe intellectual disabilities: A Delphi study 中重度智障儿童学习潜能动态测试：德尔菲研究

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-07-24 DOI: 10.1111/1471-3802.12706

M. L. Eding, M. Meeter, C. Schuengel

{"title":"Dynamic testing of learning potential of children with moderate to severe intellectual disabilities: A Delphi study","authors":"M. L. Eding, M. Meeter, C. Schuengel","doi":"10.1111/1471-3802.12706","DOIUrl":"https://doi.org/10.1111/1471-3802.12706","url":null,"abstract":"Education of children with moderate to severe intellectual disabilities requires adequate assessment of their educational needs and potential to learn. Dynamic testing using analogical reasoning tasks may be a promising way to perform such an assessment. However, it remains unclear how dynamic testing with these children may be done in practice. Therefore, we sought expert opinions on operationalizing learning potential and dynamic testing. We performed a three‐round online Delphi study (N = 37) with experts in psychological educational assessment of children with moderate to severe intellectual disabilities in special schools and specialized day‐care centres in the Netherlands. Consensus was found on a conceptual and an operational definition of learning potential, describing step‐by‐step how learning potential could be measured in daily practice. This included a pre‐test, training, post‐test design with the inclusion of a graduated prompts protocol for mediation and an observation checklist focussing on response to mediation. Based on examples from the Analogical Reasoning Learning Test, we assessed consensus on adapted design requirements for dynamic testing using analogical reasoning. Experts agreed that dynamic testing using analogical reasoning tasks might be suitable for children with moderate intellectual disabilities. A key concern was whether performance on analogical reasoning task was within reach of children with severe intellectual disabilities. The panel recommended research into the type of mediation needed to support the learning of analogical reasoning tasks. Further development and evaluation of dynamic testing for children with moderate to severe intellectual disabilities may build on the recommendations of this panel of experts.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"62 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779336","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

Experience matters in special educators' preparation in intervention planning for autistic students 特殊教育工作者在为自闭症学生制定干预计划的准备工作中，经验很重要

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-07-22 DOI: 10.1111/1471-3802.12704

Maria L. Hugh, Stefan Horbanczuk, Angel Fettig, Jill Locke

{"title":"Experience matters in special educators' preparation in intervention planning for autistic students","authors":"Maria L. Hugh, Stefan Horbanczuk, Angel Fettig, Jill Locke","doi":"10.1111/1471-3802.12704","DOIUrl":"https://doi.org/10.1111/1471-3802.12704","url":null,"abstract":"Educators struggle to select evidence‐based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and after completing a university course on evidence‐based practices for autistic students. We used the Theoretical Domains Framework (TDF), a comprehensive compilation of research‐based factors that influence behaviour change, to guide qualitative and quantitative data collection and analysis to identify factors that influenced SETs' decision difficulty and intention to implement instructional plans. At the beginning of the course, most SETs described a lack of familiarity, weak intentions and surface understanding of factors. At the end of the course, SETs described and reported less difficulty in intervention planning and improved knowledge of EBP, but this was not statistically significant. We discuss important individual differences related to their difficulty, consideration of collaborative and environmental factors and intentions to implement their plans, which often corresponded with their reports of applied experience. Future directions for the pre‐service preparation of special educators service autistic students are shared.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"63 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779335","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

Unlocking the path: Exploring parental perception and coping strategies amidst special education challenges within mainstream educational settings in Israel 开辟道路：探索以色列主流教育环境中家长对特殊教育挑战的看法和应对策略

IF 1.5

Journal of Research in Special Educational Needs Pub Date : 2024-07-17 DOI: 10.1111/1471-3802.12707

Carmit Gal, Chen Hanna Ryder, Shani Raveh Amsalem

{"title":"Unlocking the path: Exploring parental perception and coping strategies amidst special education challenges within mainstream educational settings in Israel","authors":"Carmit Gal, Chen Hanna Ryder, Shani Raveh Amsalem","doi":"10.1111/1471-3802.12707","DOIUrl":"https://doi.org/10.1111/1471-3802.12707","url":null,"abstract":"Within the dynamic context of inclusive education for children with special needs in Israel, parents play a crucial role in addressing these challenges. The present study focuses on the experiences of parents with children who have special needs in inclusive educational frameworks in Israel. Using an interpretive phenomenological approach, qualitative semi‐structured interviews were conducted with 10 parents of children with special needs who are enrolled in inclusive educational settings, either in mainstream classrooms or kindergartens. The interviews were transcribed and analysed using theoretical thematic analysis, which yielded four main themes: persistent conflict, challenges in choosing educational settings, proactive coping strategies and interaction with educational settings. The study highlights conflicts with other parents, difficulties in decision‐making, and lack of adequate support from the system. Findings underscore the necessity for enhanced organizational frameworks, more proficient staff and supportive environments to effectively include children with special needs into mainstream education in Israel.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"182 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737142","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

Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate 全纳课堂中的社会参照过程--教师态度、学生态度、社会融合与课堂氛围之间的关系

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-07-16 DOI: 10.1111/1471-3802.12703

Jenny Lenkeit, Stefanie Bosse, Michel Knigge, Anne Hartmann, Antje Ehlert, Nadine Spörer

{"title":"Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate","authors":"Jenny Lenkeit, Stefanie Bosse, Michel Knigge, Anne Hartmann, Antje Ehlert, Nadine Spörer","doi":"10.1111/1471-3802.12703","DOIUrl":"10.1111/1471-3802.12703","url":null,"abstract":"<p>Attitudes have gained much attention for supporting the successful implementation of inclusive education. There is evidence that students' attitudes towards joint lessons with students with special educational needs (SEN) affect peer relations in classrooms. But much less is currently known about the relationships between teachers' and students' attitudes and their effects on inclusive processes. This paper draws on social referencing theory to frame how teachers may affect students' attitudes. It postulates that students' attitudes towards peers with SEN and inclusive practices are affected by their teachers' attitudes towards students with SEN and inclusive practices. It also examines how teachers' and students' attitudes relate to classroom climate and social integration. Using a sample of 1.365 German 6th and 7th graders from 64 classes, we run a series of multilevel path models to investigate relationships between teachers' and students' attitudes with social integration and classroom climate. Attitudes are differentiated by a cognitive and affective facet and by whether they relate to students with emotional–social difficulties (SEN-ESD) or learning difficulties. Results show social referencing for cognitive attitudes towards inclusive practices for students with SEN-ESD. Results also indicate that teachers' cognitive attitudes and students' affective attitudes directly affect social integration and classroom climate.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1190-1205"},"PeriodicalIF":1.3,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641674","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

Non-routine mathematical problems and the strategies used by gifted students: A case study 非例行数学问题和资优学生使用的策略：个案研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-07-12 DOI: 10.1111/1471-3802.12695

Melody García-Moya, Susana Marcos, Raquel Fernández-Cézar

{"title":"Non-routine mathematical problems and the strategies used by gifted students: A case study","authors":"Melody García-Moya, Susana Marcos, Raquel Fernández-Cézar","doi":"10.1111/1471-3802.12695","DOIUrl":"10.1111/1471-3802.12695","url":null,"abstract":"<p>Many gifted students fail to be diagnosed, preventing them from receiving an education that is adapted to their characteristics, with activities that challenge their minds. Mathematics is one of the subjects in which they can demonstrate talent, where they often exhibit high skills in solving problems, handling numbers and performing spatial representations. One of the contexts in which these characteristics can be addressed is the resolution of non-routine problems. Thus, the purpose of this exploratory, observational and descriptive case study was to present a battery of challenging activities to a 10-year-old gifted student and identify the strategies he uses when solving non-routine problems, with Pólya's method being used to guide him to reach one or more solutions. The results show that the activities proposed were challenging for the student, who used four strategies when solving the non-routine problems, with partial goals being the most widely used in problems of visual discrimination, and the use of patterns being the most frequently leveraged in numerical skills problems. This study provides teachers with resources that foster motivation among talented students and address their needs.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1175-1189"},"PeriodicalIF":1.3,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609813","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