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

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":"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.","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

Interviewing students with special needs: Developing ethical considerations and interviewing protocols 采访有特殊需要的学生：制定伦理考虑因素和访谈协议

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-07-11 DOI: 10.1111/1471-3802.12702

Amjad Islam Amjad, Muhammad Abid Malik

{"title":"Interviewing students with special needs: Developing ethical considerations and interviewing protocols","authors":"Amjad Islam Amjad, Muhammad Abid Malik","doi":"10.1111/1471-3802.12702","DOIUrl":"10.1111/1471-3802.12702","url":null,"abstract":"Interviewing students with special needs (SSNs) comes with a unique set of ethical and practical challenges that require highly specialised skills and interviewing protocols. Our objectives were to identify the most appropriate tools for collecting data from SSNs, key differences in interviewing students with and without special needs, and ethical and practical challenges during it. The ultimate goal was to develop ethical considerations and interviewing protocols for SSNs (ECIP4SSN). It was done through a two-step Delphi method, collecting data from 11 special education experts from 11 different countries. The experts believed the tools should be selected based on the study's nature; however, many of them preferred the interviews. They believed that interviewing special students is challenging due to their special needs. Challenges pertaining to consent, hyperactivity, emotional distress, and wrong and irrelevant answers were among the top challenges mentioned by them. Final ECIP4SSN consisted of the key ethical considerations and interviewing protocols i.e. obtaining the background information and support, training and preparations, consent, data collection, building rapport, emotional support, confidentiality, and anonymity, using supporting tools, language, methods of asking questions and validating responses. The ECIP4SSN will guide the university teachers, students and researchers in interviewing special students.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1161-1174"},"PeriodicalIF":1.3,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609810","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

Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey 确定柬埔寨教师对将残疾学生纳入普通课堂的担忧：来自全国性调查的证据

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-07-04 DOI: 10.1111/1471-3802.12701

Sokunrith Pov, Norimune Kawai, Nagako Matsumiya

{"title":"Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey","authors":"Sokunrith Pov, Norimune Kawai, Nagako Matsumiya","doi":"10.1111/1471-3802.12701","DOIUrl":"10.1111/1471-3802.12701","url":null,"abstract":"This study examined teachers' concerns about including students with disabilities (SWDs) in regular classrooms and identified the background variables that were significantly associated with their concerns. A total of 1008 primary school teachers from 236 schools across all 25 provinces and cities in Cambodia participated in the study. The Concern about Inclusive Education Scale (CIES) was used as a research instrument. Descriptive statistics, a principal component analysis, reliability tests, Pearson correlation coefficients and a multiple regression analysis were used for data analysis. The result of the principal component analysis confirmed a four-factor model for the CIES. The study found that Cambodian teachers had high levels of concern about including SWDs in regular classrooms. They expressed the deepest concerns about the inadequate availability of special education instructional materials and teaching aids, the lack of knowledge and skills required to teach SWDs, the increased workloads and the challenges of providing equal attention to all students. The experience of inclusive education training, years of teaching in regular classrooms, and experience of teaching SWDs were significantly associated with their concerns about inclusion. The findings were discussed with practical implications for improved policy and practice to address Cambodian teachers' concerns and promote their inclusive practices.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1148-1160"},"PeriodicalIF":1.3,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141546665","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

Development of special education in Jordan as a model: Reality and challenges 约旦特殊教育的发展模式：现实与挑战

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-30 DOI: 10.1111/1471-3802.12700

Kholoud Adeeb Al-Dababneh, Eman K. Al-Zboon

{"title":"Development of special education in Jordan as a model: Reality and challenges","authors":"Kholoud Adeeb Al-Dababneh, Eman K. Al-Zboon","doi":"10.1111/1471-3802.12700","DOIUrl":"10.1111/1471-3802.12700","url":null,"abstract":"Special education plays a critical role in ensuring equal educational opportunities for individuals with diverse learning needs. In the context of Jordan, the development of special education has made significant progress over the years, reflecting the country's commitment to inclusivity and diversity, with notable efforts from the government and various stakeholders to enhance the inclusivity and accessibility of education for students with disabilities (SWDs). This scoping review aims to explore the reality of special education development in Jordan, and identify the challenges faced in implementing an effective model. By conducting a comprehensive literature search, analysing relevant government and non-government reports and studies, this research aims to shed light on historical context, policies, progress made, practices and highlight existing challenges and gaps, and propose potential solutions to enhance special education practices in the field of special education in Jordan. This study emphasizes the importance of continuous improvement and implementation of effective strategies to enhance education services for SWDs in the country. By exploring relevant literature, this research also intends to create a roadmap for policymakers and stakeholders to enhance special education services in Jordan and promote a more supportive environment for learners with diverse needs.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1128-1147"},"PeriodicalIF":1.3,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529482","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

Viewing inclusion through the lens of democracy—Conceptualizations and enactments in three early childhood educational settings 从民主的视角看全纳--三种幼儿教育环境中的概念化和具体化

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-28 DOI: 10.1111/1471-3802.12699

Mimmi Örberg, Ingrid Olsson, Nina Klang

{"title":"Viewing inclusion through the lens of democracy—Conceptualizations and enactments in three early childhood educational settings","authors":"Mimmi Örberg, Ingrid Olsson, Nina Klang","doi":"10.1111/1471-3802.12699","DOIUrl":"10.1111/1471-3802.12699","url":null,"abstract":"Research on inclusion in early childhood educational (ECE) settings points to the need for a deeper understanding of professionals' perceptions of the dilemmas and challenges situated in the varying contexts of these settings. Viewing inclusion as a complex phenomenon, this study uses the Deweyan theory of democracy as a lived experience to describe how professionals in three ECE settings understand the values of inclusion and democracy and how these values are enacted in their everyday practices of creating democratic communities. Three case studies were conducted, including individual interviews with head teachers, focus-group interviews with professionals and semi-structured observations in three ECE settings. The results show that the three settings present unique prerequisites and challenges for the building of democratic communities related to the varying views on inclusion and democracy. The understandings of values of inclusion and democracy and how these are enacted in the three ECE settings are discussed with regard to the possibilities and obstacles involved in the creation of democratic communities.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1115-1127"},"PeriodicalIF":1.3,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507363","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: Voices from elementary school principals in the United States 全纳教育：来自美国小学校长的声音

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-23 DOI: 10.1111/1471-3802.12698

Fabián Arroyo-Rojas, Felipe Hidalgo-Kawada, Rio Watanabe, Danene Fast

{"title":"Inclusive education: Voices from elementary school principals in the United States","authors":"Fabián Arroyo-Rojas, Felipe Hidalgo-Kawada, Rio Watanabe, Danene Fast","doi":"10.1111/1471-3802.12698","DOIUrl":"10.1111/1471-3802.12698","url":null,"abstract":"Currently, schools in the United States are highly diversified and integrated. In other words, the integration of students representing multiple identities and positionalities existing in the same educational spaces is much more common. The purpose of this study was to examine elementary school principals' perspectives on inclusive education. Grounded in social constructionism, the research design was a descriptive case study positioned using qualitative methodology. The primary data sources were semi-structured one-on-one Zoom interviews with four elementary school principals from the Midwestern region of the United States; and researchers' reflexive notes in order to understand how principals understand and deploy inclusion within their respective schools. Based on thematic analysis, in this paper, we constructed the following interrelated themes: (a) building discourses around inclusion from prior educational experiences; (b) culturally responsive leadership as a practice to inclusion; (c) collective feelings of safety, comfort and harmony and (d) the negotiation of privilege. These themes highlighted that the conceptualization and implementation of inclusion heavily prioritize the perspectives of professionals within schools rather than those of the individuals being included.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1105-1114"},"PeriodicalIF":1.3,"publicationDate":"2024-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529484","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

Empowering hearing-impaired students: A mobile learning intervention in Israeli Arab elementary education 增强听障学生的能力：以色列阿拉伯小学教育中的移动学习干预

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-20 DOI: 10.1111/1471-3802.12697

Haneen Vasel, Noa Ragonis

{"title":"Empowering hearing-impaired students: A mobile learning intervention in Israeli Arab elementary education","authors":"Haneen Vasel, Noa Ragonis","doi":"10.1111/1471-3802.12697","DOIUrl":"10.1111/1471-3802.12697","url":null,"abstract":"This study evaluates an intervention program that uses mobile learning, designed for Israeli Arab hearing-impaired elementary school students, focused on language and mathematics. Participants included 23 hearing-impaired students, 39 teachers, and 46 parents. The evaluation combined quantitative and qualitative methods, using questionnaires, knowledge mapping, observations, individual semi-structured interviews, and focus group discussions. Findings revealed: (1) integrating mobile learning promoted learning enjoyment of learning, and satisfaction with program implementation; (2) content knowledge development contributed to mathematical knowledge and all language components except grammar; (3) inequality among students persisted since only hearing-impaired students benefited from the program, leading to another kind of inequality; (4) teachers coped with various challenges: lack of technological skills, need for differential teaching for different populations in the classroom, and general lack of attention in the classroom when using apps with audible instructions and (5) parents have vital role in implementing new learning approaches for special needs students.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1093-1104"},"PeriodicalIF":1.3,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141515674","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

Are you fun, funny and laughing? The friendships and social relationships of students with complex communication needs in and outside of special school settings 你风趣、幽默、爱笑吗？有复杂沟通需求的学生在特殊学校内外的友谊和社交关系

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-19 DOI: 10.1111/1471-3802.12696

Hui Jun Ho, Leda Kamenopoulou, Cynthia Pinto

{"title":"Are you fun, funny and laughing? The friendships and social relationships of students with complex communication needs in and outside of special school settings","authors":"Hui Jun Ho, Leda Kamenopoulou, Cynthia Pinto","doi":"10.1111/1471-3802.12696","DOIUrl":"10.1111/1471-3802.12696","url":null,"abstract":"Friendships and social relationships are central to wellbeing but the friendships of those with complex needs are often ignored. This study explored the friendships and social relationships of students with complex communication needs (CCN) in and outside of special school settings, to understand how they view and experience them. There were 20 participants—6 students, 8 of their parents and 6 of their teachers. The research was conducted in two stages: Stage 1 included semi-structured interviews with adults and unstructured observations of students in class and at breaktimes. Stage 2 included working with students through a Mosaic approach, using six tools (pyramid ranking activity, preferred activity with friends cards, best friends activity, school tours, collections from home and book-making). Transcripts of recordings were analysed using reflexive thematic analysis. The four themes generated highlight how students with CCN have more accurate views of their social lives than adults, students and adults have differing views about what makes a good friend, students with CCN find ways to enact meaningful social contact through a connection beyond words, and reciprocity in friendships means no distinction between ‘helper’ and ‘needing help’. Strengths and limitations are highlighted and implications for researchers and practitioners are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1073-1092"},"PeriodicalIF":1.3,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507364","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 skills of youths with disabilities: The impact of individual characteristics, social support and self-esteem 残疾青少年的过渡技能：个人特征、社会支持和自尊的影响

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-16 DOI: 10.1111/1471-3802.12690

Elena Chronopoulou

{"title":"Transition skills of youths with disabilities: The impact of individual characteristics, social support and self-esteem","authors":"Elena Chronopoulou","doi":"10.1111/1471-3802.12690","DOIUrl":"https://doi.org/10.1111/1471-3802.12690","url":null,"abstract":"The aims of this study were the investigation of the transition knowledge-skills of adolescents and young adults with visual impairments, learning difficulties, or mobility impairments, and the impact of disability, individual characteristics, social support, and self-esteem, on their transition knowledge-skills. Apart from the questionnaire concerning the demographic/ individual characteristics of the participants, three more instruments were used: (a) the Transition Planning Inventory-2, (b) the Child and Adolescent Social Support Scale (CASSS), and (c) the Rosenberg Self-esteem Scale. The sample consisted of 169 youths with disabilities. The variable “disability” is a statistically significant predictor of transition knowledge-skills. The total transition knowledge-skills of participants with mobility impairments were worse than those of participants with learning difficulties and those of participants with visual impairments. Participants' transition knowledge-skills were better when the received close friends' social support was higher. The findings of the present study also indicate that the self-esteem of young people with disabilities has a positive effect on their transition knowledge-skills. Moreover, the age of the participants, the number of their siblings and their parents' educational level influence their transition knowledge-skills.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1060-1072"},"PeriodicalIF":1.3,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142430118","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

‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with SEN in mainstream schools in England? 与英格兰主流学校有特殊教育需要的学生融入社会有关的教育政策中的 "问题表象 "是什么？

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-14 DOI: 10.1111/1471-3802.12692

Georgina Nnamani, Sylvie Lomer

{"title":"‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with SEN in mainstream schools in England?","authors":"Georgina Nnamani, Sylvie Lomer","doi":"10.1111/1471-3802.12692","DOIUrl":"10.1111/1471-3802.12692","url":null,"abstract":"The social inclusion of learners with special educational needs (SEN) in mainstream schools has been a dominant discourse in global education and academic research. Concerns have been raised globally, and in England, that learners with SEN underachieve compared with non-SEN learners. Studies have linked challenges faced by learners with SEN to inadequate training of teachers, delayed intervention and the lack of clarity in educational policies relating to learners with SEN. This paper draws on Carol Bacchi's (2009) ‘What is the Problem Represented to be’ (WPR) framework to analyse 10 policy documents relating to the education of learners with SEN in mainstream schools in England. This analysis aims to identify ‘problems’, tensions and gaps in educational policies relating to learners with SEN and to establish the effectiveness of these policies in addressing the social inclusion of learners with SEN in mainstream schools. The analysis revealed that the educational policies create ‘problems’ for learners with SEN due to their outcomes-focused approach. There is little consideration given to inclusive education and the social inclusion of learners with SEN in mainstream schools. This paper argues that for successful social inclusion of learners with SEN, policies must prioritise empowering teachers to effectively promote inclusive education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1046-1059"},"PeriodicalIF":1.3,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12692","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343919","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