Journal of Research in Special Educational Needs最新文献_第3页

Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools 一起还是分开？家庭对特殊教育中种族隔离和主流学校融合的看法

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Journal of Research in Special Educational Needs Pub Date : 2026-05-25 DOI: 10.1111/1471-3802.70117

Claudia Guiral, Eduardo Díaz-Velázquez, Yolanda Muñoz-Martínez, Susana Domínguez-Santos

{"title":"Together or separate? Families' perceptions of segregation in special education and inclusion in mainstream schools","authors":"Claudia Guiral, Eduardo Díaz-Velázquez, Yolanda Muñoz-Martínez, Susana Domínguez-Santos","doi":"10.1111/1471-3802.70117","DOIUrl":"https://doi.org/10.1111/1471-3802.70117","url":null,"abstract":"Despite advances towards a more inclusive educational system in Spain, a strong dichotomy persists between models that support the inclusion of students with SEN in mainstream schools and those defending special education. This is especially notable in Madrid, where special schooling is protected under a regional policy promoting freedom of choice. Within this context, the objectives are: to describe families' discourses on schooling in both special education and mainstream schools; and to understand how the structure of the education system shapes families' positions towards segregation and inclusion. Four discussion groups were conducted with families of children with SEN enrolled in different types of schools: (1) mainstream schools; (2) special schools; (3) those who moved from mainstream to special; and (4) those who returned to mainstream schools after special schooling. Results indicate that families' perceptions of segregation are influenced both by their direct experiences within the education system and by a broader conception of freedom of choice, a notion largely inaccessible to families without the financial means to secure their preferred educational options. The findings highlight the challenges of achieving inclusion within a quasi-market educational system, emphasising the need for equity-driven policies and a strong public sector to guarantee education for all.","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/10.1111/1471-3802.70117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024228","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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Journal of Research in Special Educational Needs Pub Date : 2026-05-25

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Journal of Research in Special Educational Needs Pub Date : 2026-05-23

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What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica) 名字里有什么？意大利语教师对差异化教学的理解、语言和信心（differenziazione didattica）

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Journal of Research in Special Educational Needs Pub Date : 2026-05-23 DOI: 10.1111/1471-3802.70110

Tom Porta, Gemma Scarparolo, Anna Monauni, Silvia Maggiolini, Elena Zanfroni, Luigi d'Alonzo

{"title":"What's in a name? Italian teachers' understanding, language, and confidence in differentiated instruction (differenziazione didattica)","authors":"Tom Porta, Gemma Scarparolo, Anna Monauni, Silvia Maggiolini, Elena Zanfroni, Luigi d'Alonzo","doi":"10.1111/1471-3802.70110","DOIUrl":"https://doi.org/10.1111/1471-3802.70110","url":null,"abstract":"Differentiated instruction (or differentiation) is widely recognised internationally as an inclusive pedagogical approach for addressing learner diversity; however, how it is understood and used within the Italian schooling context has been underexplored. The study points to the need for ongoing research into teachers' pedagogical thinking about differentiation, reflecting its increasingly central role in today's diverse classrooms. This study explored how Italian teachers understand, define, and use differentiated instruction (differenziazione didattica) and how professional development relates to teachers' confidence in meeting diverse learning needs. Using a cross-sectional mixed-methods survey, data were collected from 47 primary and secondary teachers across multiple Italian regions. Qualitative responses were analysed inductively and deductively, alongside descriptive and inferential statistical analyses. Findings indicate that the term differentiated instruction is not widely or consistently used, with many teachers conflating it with personalisation or individualisation, or associating it primarily with disability support. While most teachers expressed a commitment to inclusive practice, only a minority had received formal professional development in differentiation. Importantly, professional development was significantly associated with higher teacher confidence, regardless of years of teaching experience. These findings highlight a conceptual dilemma in Italian teachers' understanding of differentiation and underscore the need for greater clarity and professional development.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024502","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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Journal of Research in Special Educational Needs Pub Date : 2026-05-21

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Journal of Research in Special Educational Needs Pub Date : 2026-05-21

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Inclusive education and family approach for enhancing equal learning opportunities: A wellness perspective 促进平等学习机会的全纳教育和家庭方法：健康视角

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Journal of Research in Special Educational Needs Pub Date : 2026-05-21 DOI: 10.1111/1471-3802.70105

Racheal Mafumbate

{"title":"Inclusive education and family approach for enhancing equal learning opportunities: A wellness perspective","authors":"Racheal Mafumbate","doi":"10.1111/1471-3802.70105","DOIUrl":"https://doi.org/10.1111/1471-3802.70105","url":null,"abstract":"This study examined how inclusive education is experienced by key stakeholders within Eswatini's sociocultural and rural high school contexts, addressing the overarching research question: How does inclusive education ‘feel like’ for stakeholders in Eswatini's socio-cultural and school settings? Using a qualitative design, data were generated through semi-structured interviews with purposively selected participants from rural schools and their catchment communities, complemented by field notes. Data were analysed thematically following transcription and coding. Findings reveal a disjunction between progressive inclusive education policy rhetoric and lived practice, with barriers including inadequate teacher training and institutional support, overcrowded classrooms, limited resources, insufficient parental involvement and persistent sociocultural stigmatization. Enabling factors were identified, notably strong family school continuum dynamics, emotionally responsive classroom practices, health promotion initiatives, and stakeholder commitment to inclusive principles. Drawing on a holistic wellness theoretical lens—encompassing physical, emotional, social and psychological dimensions—the study recommends a contextually grounded, evidence-informed wellness framework that strengthens policy implementation through coherent stakeholder collaboration, structured parent training, sustained home–school communication, counselling and positive behaviour support systems and community mental health programmes. It advances an emergent wellness-oriented, family-inclusive model designed to enhance equitable learning opportunities, foster resilience and promote multidimensional learner development in Eswatini and comparable contexts.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024069","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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Professional identity and late-career transitions: A narrative study of Swedish retired special educators 职业认同与职业后期转型：瑞典退休特殊教育工作者的叙事研究

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Journal of Research in Special Educational Needs Pub Date : 2026-05-21 DOI: 10.1111/1471-3802.70116

Jana Hanzel Krátká, Mikael Ring

{"title":"Professional identity and late-career transitions: A narrative study of Swedish retired special educators","authors":"Jana Hanzel Krátká, Mikael Ring","doi":"10.1111/1471-3802.70116","DOIUrl":"https://doi.org/10.1111/1471-3802.70116","url":null,"abstract":"This paper examines how teacher identity shapes late-career decisions and post-retirement trajectories among Swedish special educators within a policy context encouraging extended working lives. The term special educator refers to professionals currently designated as special educational needs coordinators (SENCOs) and special education teachers. Drawing on narrative interviews with 11 retired women (ages 64–84), the study conceptualizes identity as dynamic, relational and performed in interaction. Three themes structure the findings. First, an enduring pedagogical self (‘I know how’) sustains meaning and commitment but may hinder adaptation when reforms or digitalization conflict with core professional values. Second, an ‘us–them’ dynamic highlights how organizational change and lack of recognition can prompt exit as an identity-protective act rather than a response to declining capacity. Third, professional identity persists beyond retirement, relocating into family, community and occasional consultancy, though its enactment depends on receptive audiences. The study reframes late-career ‘resistance’ as value-based refusal and introduces the concepts of identity-protective exit and distributed teacherhood. Policy implications suggest that extending working life requires extending recognition—of expertise, professional values, and identity-congruent work conditions.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70116","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024075","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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Whose role is it anyway? Paraprofessionals' conceptualisations, actions and challenges in promoting social participation 这到底是谁的角色？辅助专业人士在促进社会参与方面的概念、行动和挑战

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Journal of Research in Special Educational Needs Pub Date : 2026-05-21 DOI: 10.1111/1471-3802.70113

Eva Kemler, Ulla Licandro

{"title":"Whose role is it anyway? Paraprofessionals' conceptualisations, actions and challenges in promoting social participation","authors":"Eva Kemler, Ulla Licandro","doi":"10.1111/1471-3802.70113","DOIUrl":"https://doi.org/10.1111/1471-3802.70113","url":null,"abstract":"Paraprofessional support is considered a key resource for promoting the inclusion and social participation of students with special educational needs. Despite ongoing debates surrounding its effectiveness, little is known about how paraprofessionals themselves conceptualise social participation, or whether they view its facilitation as part of their professional responsibilities. This exploratory study examines the experiences of paraprofessionals working in Germany. A total of 25 semi-structured interviews were conducted and analysed using reflexive thematic analysis. Four themes emerged from the interview data, reflecting paraprofessionals' conceptualisations of and approaches to promoting social participation. These themes were subsequently analysed deductively in relation to existing research on social participation and inclusive education. The four themes reflect the considerable variation in paraprofessionals' experiences. The current study provides new and valuable insights into paraprofessionals' perceptions of their role in supporting students' social participation and discusses various starting points for further development. The results highlight the crucial role of teachers in guiding and supporting paraprofessionals to promote social participation effectively and sustainably.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148024074","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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Journal of Research in Special Educational Needs Pub Date : 2026-05-21

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