Journal of Research in Special Educational Needs最新文献_第4页

The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong 新冠肺炎疫情对早期有特殊教育需要儿童的影响：来自香港教育工作者的证据

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-09-05 DOI: 10.1111/1471-3802.12719

Fatema Y. Jangbarwala, Frank Reichert

{"title":"The impact of COVID restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong","authors":"Fatema Y. Jangbarwala, Frank Reichert","doi":"10.1111/1471-3802.12719","DOIUrl":"https://doi.org/10.1111/1471-3802.12719","url":null,"abstract":"Children with special educational needs (CSEN) in the early years have been identified as vulnerable to the pandemic restrictions. This study explored the lived experiences of educators teaching CSEN online in Hong Kong during the COVID-19 school closures. Semi-structured interviews with 21 educators revealed that educators perceived the prolonged school closures and online learning as adversely affecting CSEN's development. In educators' observations, during school closures and upon returning to school, CSEN's academic learning was less affected compared to CSEN's social skills. Still, educators found that some autistic children coped better than CSEN with other types of needs (e.g. with attention-deficit hyperactivity disorder) in academic learning due to fewer classroom distractions and less social pressure. The insights from the educators provide key areas of focus for CSEN in the early years to recover from the aftermath of the pandemic and for future unforeseen school closures.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"194-208"},"PeriodicalIF":1.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143112432","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

A movement-integration approach for the comprehension of punctuation marks in students with dyslexia 针对阅读障碍学生理解标点符号的运动整合方法

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-09-04 DOI: 10.1111/1471-3802.12718

F. Topouzeli, E. Konstantinidou, C. Evaggelinou, V. Barkoukis, E. Fotiadou

{"title":"A movement-integration approach for the comprehension of punctuation marks in students with dyslexia","authors":"F. Topouzeli, E. Konstantinidou, C. Evaggelinou, V. Barkoukis, E. Fotiadou","doi":"10.1111/1471-3802.12718","DOIUrl":"10.1111/1471-3802.12718","url":null,"abstract":"Embodied cognition and movement-integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six-week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12 middle-school literature classes for children with dyslexia. The perceptions and experiences of four literature teachers for special educational needs and their selected 12 middle-school students with dyslexia were recorded through semi-structured interviews after the implementation of PunMoves. A reflexive thematic analysis revealed that PunMoves was more than welcomed from teachers and students, as it stimulated the students' interest and motivation in the reading process and the comprehension of punctuation marks. The acceptability of the approach from teachers and students was also reflected through its multidimensional impact on children's behaviours. Game-based elements detected as some significant points of the program.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"175-193"},"PeriodicalIF":1.3,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206294","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 from upper secondary to university in students who identify as autistic: A systematic review 自闭症学生从高中到大学的过渡：系统回顾

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-27 DOI: 10.1111/1471-3802.12711

Diego González-Rodríguez, Cintia Pereira Marqués, Jorge Carlos Lafuente

{"title":"Transition from upper secondary to university in students who identify as autistic: A systematic review","authors":"Diego González-Rodríguez, Cintia Pereira Marqués, Jorge Carlos Lafuente","doi":"10.1111/1471-3802.12711","DOIUrl":"10.1111/1471-3802.12711","url":null,"abstract":"The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post-compulsory education to university for students identifying as autistic. A systematic review was performed of scientific articles about the transition from high school to university for these students. The databases used in the review were: EBSCOhost, SCOPUS and Web of Science. The final sample comprised 38 studies published between 2007 and 2023. The analysis followed an inductive process, in which the selected studies were subject to content analysis. The data were coded qualitatively. The extracted results were summarized in two tables based on their content, which fell into two categories: (1) non-academic and academic variables that pose a problem for proper transition and (2) academic and non-academic variables that can benefit the transition process. A wide variety of different variables influence the transition process, and it is important to know each person's life history in order to give them the most suitable educational response possible.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"145-158"},"PeriodicalIF":1.3,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12711","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206379","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

Individual differences in text processing and recall in children with and without ADHD 有多动症和无多动症儿童在文本处理和回忆方面的个体差异

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-27 DOI: 10.1111/1471-3802.12717

Olivia Ward, Deanna C. Friesen

{"title":"Individual differences in text processing and recall in children with and without ADHD","authors":"Olivia Ward, Deanna C. Friesen","doi":"10.1111/1471-3802.12717","DOIUrl":"10.1111/1471-3802.12717","url":null,"abstract":"The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty-seven children between 10 and 14 years old performed a self-paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine the relationships between text processing and individual differences in these abilities (working memory, oral sentence recognition, verbal and non-verbal intelligence, word reading fluency and decoding ability). Results indicate that the non-ADHD group modulated their reading behaviour based on the presence of inconsistent information, whereas the ADHD group did so in response to the consistent information. However, this task effect in the ADHD group was primarily observed with children who scored low on background measures (e.g., verbal intelligence, working memory). Additionally, the children with ADHD recalled fewer units of information than their non-ADHD peers. Correlations demonstrated that the pattern of relationships between the text comprehension measures (i.e., true-false test and text recall) and the background measures differed between the two groups, such that measures were more closely associated with each other in the ADHD group. Results are discussed in terms of educational implications to support children with ADHD who experience reading comprehension difficulties.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"159-174"},"PeriodicalIF":1.3,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206320","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

Inclusive education in Zimbabwe: An assessment of teachers' self-efficacy and attitudes in Masvingo 津巴布韦的全纳教育：对马斯温戈教师自我效能和态度的评估

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-26 DOI: 10.1111/1471-3802.12716

Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, George Chitiyo, Morgan Chitiyo

{"title":"Inclusive education in Zimbabwe: An assessment of teachers' self-efficacy and attitudes in Masvingo","authors":"Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, George Chitiyo, Morgan Chitiyo","doi":"10.1111/1471-3802.12716","DOIUrl":"10.1111/1471-3802.12716","url":null,"abstract":"Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self-efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in-service teachers in support of inclusive education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"132-144"},"PeriodicalIF":1.3,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206295","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

Pre-service teachers' preparation for inclusive practices in Cambodia: Experience, self-efficacy and concerns about inclusion 柬埔寨职前教师的全纳实践准备：经验、自我效能感和对全纳教育的担忧

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-20 DOI: 10.1111/1471-3802.12715

Sokunrith Pov, Norimune Kawai

{"title":"Pre-service teachers' preparation for inclusive practices in Cambodia: Experience, self-efficacy and concerns about inclusion","authors":"Sokunrith Pov, Norimune Kawai","doi":"10.1111/1471-3802.12715","DOIUrl":"10.1111/1471-3802.12715","url":null,"abstract":"This study evaluated the self-efficacy and concerns regarding inclusive practices among 148 pre-service teachers enrolled in newly reformed teacher training programmes in Cambodia. It explored variations in pre-service teachers' concerns and self-efficacy based on their experience-related factors. This survey study used the Concern about Inclusive Education Scale (CIES) and Teacher Efficacy for Inclusive Practices (TEIP) scale as research instruments. Data analysis involved descriptive statistics, confirmatory factor analysis, reliability tests and one-way ANOVA. The findings revealed that while pre-service teachers had moderate levels of self-efficacy, they exhibited high levels of concerns about including students with disabilities in regular schools, particularly regarding resources and acceptance. Their concerns and self-efficacy significantly varied based on their experiences of interacting with individuals with disabilities and teaching students with disabilities. These findings underscore the pressing need for improvements in the new teacher training programmes. Teacher education colleges should align their inclusive education courses with the new inclusive education training guide and make this course compulsory. By emphasising practical skills, incorporating field experience and focusing on local inclusive education policies, pre-service teachers can be better prepared for inclusive classrooms, thereby enhancing their confidence in implementing inclusive practices.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"118-131"},"PeriodicalIF":1.3,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206319","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

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data 有特殊教育需求学生的学校安置轨迹--对行政数据的纵向分析

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-18 DOI: 10.1111/1471-3802.12714

Romana Snozzi, Christoph M. Müller, Carmen L. A. Zurbriggen

{"title":"School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data","authors":"Romana Snozzi, Christoph M. Müller, Carmen L. A. Zurbriggen","doi":"10.1111/1471-3802.12714","DOIUrl":"10.1111/1471-3802.12714","url":null,"abstract":"School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory education, using administrative data from a Swiss canton (i.e. federal state) about students with intensive SEN support. We employed sequence analysis to describe individual characteristics of placement trajectories (type of placements attended, number and timing of transfers), and to identify typical placement trajectories. Findings indicate that students with SEN experience frequent placement transfers, however, high variability between individual placement trajectories exists. Four clusters representing typical placement trajectories emerged. The clusters differed in the placements predominately attended by students, the number of transfers experienced, as well as in the distribution of students' age, gender and first language. These differences may reflect variations between clusters in the type and severity of students' SEN. Our study results underscore the importance of understanding the dynamics of placement trajectories for students with SEN, contributing valuable insights into the complexities of their educational journeys.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":"103-117"},"PeriodicalIF":1.3,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206326","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

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 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-13 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":"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":"25 1","pages":"94-102"},"PeriodicalIF":1.3,"publicationDate":"2024-08-13","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 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-11 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":"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":"25 1","pages":"82-93"},"PeriodicalIF":1.3,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12713","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206325","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

‘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 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-08-06 DOI: 10.1111/1471-3802.12710

Orna Huri, Avihu Shoshana

引用次数: 0