Journal of Research in Special Educational Needs最新文献_第5页

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 1.3

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":"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":"25 1","pages":"58-70"},"PeriodicalIF":1.3,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864119","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

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 1.3

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":"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":"25 1","pages":"44-57"},"PeriodicalIF":1.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785750","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

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 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-07-23 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":"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":"25 1","pages":"32-43"},"PeriodicalIF":1.3,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12706","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141779336","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

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 1.3

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":"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":"25 1","pages":"17-31"},"PeriodicalIF":1.3,"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 1.3

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":"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":"25 1","pages":"3-16"},"PeriodicalIF":1.3,"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":"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.","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":"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