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

Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale: A study of teachers in Bosnia and Herzegovina 全纳实践教师效能量表的确认因素分析：对波斯尼亚和黑塞哥维那教师的研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-09 DOI: 10.1111/1471-3802.12693

Edinalda Jakubovic, Haris Memisevic

{"title":"Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale: A study of teachers in Bosnia and Herzegovina","authors":"Edinalda Jakubovic, Haris Memisevic","doi":"10.1111/1471-3802.12693","DOIUrl":"10.1111/1471-3802.12693","url":null,"abstract":"The Teacher Efficacy for Inclusive Practices (TEIP) scale is a widely used instrument for assessing teachers' effectiveness in implementing inclusive practices. The TEIP has not been validated in Bosnia and Herzegovina (BIH). The goal of the present study was to conduct a confirmatory factor analysis (CFA) of the TEIP in a sample of teachers in BIH. The sample consisted of 239 elementary school teachers (204 females, 35 males; mean age- 43.5 years, SD- 8.3 years). The results of the CFA found that the original TEIP structure was not a good fit for our data. However, through some modifications on the item level, we created a satisfactory model that retained the same structure as the original TEIC. The composite reliability and construct maximal reliability were well above the recommended cut point of 0.70 for all factors. Our findings suggest that the modified version of the TEIP has the potential to be an effective and useful instrument for assessing teachers' efficacy in inclusive practices in BIH. This study represents an important step towards the cultural adaptation and validation of the TEIP in BIH, highlighting areas for future research and application in diverse educational contexts.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1026-1034"},"PeriodicalIF":1.3,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366347","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

The power of ‘research conversations’ in analysing and interpreting the views and perspectives of children identified with SEND 研究对话 "在分析和解释被确定为有特殊教育需要的儿童的观点和看法方面的作用

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-09 DOI: 10.1111/1471-3802.12694

Helen Benstead, Vicky Graham, Vicki Jowett

{"title":"The power of ‘research conversations’ in analysing and interpreting the views and perspectives of children identified with SEND","authors":"Helen Benstead, Vicky Graham, Vicki Jowett","doi":"10.1111/1471-3802.12694","DOIUrl":"10.1111/1471-3802.12694","url":null,"abstract":"The use of multi-sensory data collection tools with children in special and inclusive education is increasing in popularity. Many studies in this area have highlighted the potential for photography, drawings and other visual data collection methods to capture children's perspectives on inclusive practice. However, these tools are likely to be less successful in generating accurate findings if the data arising from them are not effectively interpreted by the researcher. There is a need to highlight appropriate ways to involve child participants as collaborators throughout the research process, with the aim of better accessing the understandings contained in multi-sensory data collected from children as participants. This paper presents and explores the findings from an empirical participatory study, piloting a multi-sensory research approach involving children identified with Special Educational Needs and/or Disabilities (SEND) in an English primary school. ‘Research conversations’ were found to be a highly appropriate way of ensuring that important multi-perspective understandings contained in visual forms of data are better accessed by the researcher, highlighting the importance of involving child participants as collaborators in an iterative analysis process.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1035-1045"},"PeriodicalIF":1.3,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367511","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

Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment 特殊教育学校和特殊教育班级的教师留任问题：社会支持和心理赋权的重要性

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-09 DOI: 10.1111/1471-3802.12691

Raaya Alon, Ayelet Harel-Gadassi

{"title":"Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment","authors":"Raaya Alon, Ayelet Harel-Gadassi","doi":"10.1111/1471-3802.12691","DOIUrl":"10.1111/1471-3802.12691","url":null,"abstract":"The current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non-significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"1014-1025"},"PeriodicalIF":1.3,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368075","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

Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development 探索智利全纳教育中教师与言语和语言治疗师之间的合作实践以及影响其发展的条件

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-06-03 DOI: 10.1111/1471-3802.12689

Daniela González-Fernández, Carolina Iturra

引用次数: 0

“We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID-19 "我们没有被倾听"：从业人员对通过 COVID-19 应对特殊教育环境中的挑战和机遇的看法

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-27 DOI: 10.1111/1471-3802.12688

Carolina Gaona, Arif Mahmud, Susana Castro-Kemp

引用次数: 0

Feasibility and acceptability of a parent-toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD: Pilot findings 支持自闭症或多动症高发儿童执行功能发展的家长-幼儿计划的可行性和可接受性：试点结果

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-27 DOI: 10.1111/1471-3802.12679

Victoria Hulks, Gaia Scerif, Sinead Rhodes, Sally Smith, Tony Charman, Sandra Mathers, Alexandra Hendry

{"title":"Feasibility and acceptability of a parent-toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD: Pilot findings","authors":"Victoria Hulks, Gaia Scerif, Sinead Rhodes, Sally Smith, Tony Charman, Sandra Mathers, Alexandra Hendry","doi":"10.1111/1471-3802.12679","DOIUrl":"10.1111/1471-3802.12679","url":null,"abstract":"This study reports feasibility, fidelity and acceptability of a pilot of START; a 12-week parent-toddler, group-based, neurodiversity-affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio-recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one-to-one interviews at programme end-point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session-specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small-scale pilot indicate START is feasible and acceptable as a parent-mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"972-985"},"PeriodicalIF":1.3,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141196511","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

Addressing social disparities in special education placement in three welfare states: Student demographic correlates of the share of students identified with special educational needs at the school level using TALIS data 解决三个福利州在特殊教育安置方面的社会差异：利用 TALIS 数据了解在学校层面被认定有特殊教育需求的学生比例与学生人口统计学的相关性

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-22 DOI: 10.1111/1471-3802.12675

Monica Reichenberg, Girma Berhanu

{"title":"Addressing social disparities in special education placement in three welfare states: Student demographic correlates of the share of students identified with special educational needs at the school level using TALIS data","authors":"Monica Reichenberg, Girma Berhanu","doi":"10.1111/1471-3802.12675","DOIUrl":"10.1111/1471-3802.12675","url":null,"abstract":"The number of students with special educational needs (SEN) is growing rapidly. This study compared the correlations between the share of students identified with SEN and student diversity (socioeconomic status and ethnicity) at the school level in three countries. We used the principal questionnaire from the 2018 Teaching and Learning International Survey (TALIS) to examine data from principals in three welfare states (the United Kingdom, France, and Sweden) and whether minority students in these three countries also receive special education. We conducted an ordinal regression analysis to examine the data. First, our results suggest that the share of immigrants in schools does not reliably predict the share of students placed in SEN. Second, the schools' share of refugees predicts the share of students placed in SEN, although the results vary by educational stage and country. Third, the schools' share of socioeconomically disadvantaged students predicts the share of students with SEN in all countries. We conclude that our study both agrees and disagrees with overrepresentation theory and equity theory. Finally, we suggest that welfare state theory may explain these differences.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"960-971"},"PeriodicalIF":1.3,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109307","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

The violences of disability disclosure and the aberrant possibilities of the crip 披露残疾信息的侵权行为和残疾人的反常可能性

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-20 DOI: 10.1111/1471-3802.12682

Brad Bierdz

{"title":"The violences of disability disclosure and the aberrant possibilities of the crip","authors":"Brad Bierdz","doi":"10.1111/1471-3802.12682","DOIUrl":"10.1111/1471-3802.12682","url":null,"abstract":"This article delves into the processes of disability disclosure, cripped experiences and a particular theoretical flight with posthuman subjectivity. The article critiques disability disclosure for coercively reifying cripped experiences into normative narratives. Moreover, disclosures determine coercive and performative regimes in educational contexts, where disciplinary power defines possible experiences for cripped folks. Drawing on Foucault's and Butler's works to ground our conversations of reification and coercion, I then pull on and complement Deleuze and Guattari's works to argue that disclosure places the nonsensicality of disability outside conventional determinations of sense, defining the cripped being as nonbeing to maintain the productive boundaries of sense/nonsense. Finally, I play with crippedness that refuses definition and disclosure as a posthuman subjectivity that celebrates fluidity, multiplicity and nonsense. My final section of the article offers a cripped path where the disabled, posthuman subject resists sense-making and embraces multiplicity, fluidity and nonsensicality as a particularly embodied refusal. This article critically explores the reifying nature of disclosure while envisioning possibilities where crip and posthuman studies converge, promising a shift towards imagining posthuman subjects that honour the nonsensical and multiplicitous nature of cripped experiences that refuse disclosure/definition qua reification, coercion and sense.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"948-959"},"PeriodicalIF":1.3,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120691","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

The research status of augmentative and alternative communication for children with special needs in mainland China: A bibliometric analysis 中国大陆特殊需要儿童辅助和替代性交流的研究现状：文献计量分析

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-15 DOI: 10.1111/1471-3802.12680

Shiyuan Tang, Shulan Zeng, Shengping Li, Miloň Potměšil

{"title":"The research status of augmentative and alternative communication for children with special needs in mainland China: A bibliometric analysis","authors":"Shiyuan Tang, Shulan Zeng, Shengping Li, Miloň Potměšil","doi":"10.1111/1471-3802.12680","DOIUrl":"10.1111/1471-3802.12680","url":null,"abstract":"Augmentative and alternative communication (AAC) refers to methods and tools that facilitate communication for individuals with limited functional speech. This study aims to present and analyse the research status of AAC interventions for children with special needs in mainland China using a bibliometric analysis approach. The researcher conducted a literature search in the China National Knowledge Infrastructure (CNKI) database to identify relevant studies. Based on the literature search, 80 articles met the inclusion criteria. The research literature spans from 2007 to 2022, with a notable increase in publications after 2015. The majority of studies focus on children with autism, while other disabilities, such as intellectual disabilities and cerebral palsy, receive less attention. AAC interventions primarily utilize low-technology communication aids, with limited use of high-technology tools. Research on AAC interventions for children with special needs in mainland China has grown recently. However, it still falls short of meeting the potential demand to promote the application and development of AAC. More diverse research is needed, including various disabilities and higher-technology AAC tools. The effectiveness of AAC in impacting users and their communication partners will increase their quality of life and social interactions.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"936-947"},"PeriodicalIF":1.3,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973191","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

Dyslexia concealment in higher education: Exploring students' disclosure decisions in the face of UK universities' approach to dyslexia 高等教育中的阅读障碍隐瞒问题：探究学生在英国大学对待阅读障碍的态度下做出的披露决定

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-13 DOI: 10.1111/1471-3802.12683

Charlotte H. Hamilton Clark

{"title":"Dyslexia concealment in higher education: Exploring students' disclosure decisions in the face of UK universities' approach to dyslexia","authors":"Charlotte H. Hamilton Clark","doi":"10.1111/1471-3802.12683","DOIUrl":"10.1111/1471-3802.12683","url":null,"abstract":"This paper explores the lived experience of university students with dyslexia, focusing on identity and self-esteem. The qualitative study used semi-structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's stigma on students' academic self-concept and self-efficacy in their studies, including how students manage stigma through decisions on when and with whom to declare dyslexia: some even rejected study support. Concealing dyslexia led to identity conflict and low self-esteem, compounding students' already low academic self-concept, particularly when dyslexia had been unrecognised through school. The study highlights significant academic, practical and identity consequences for students who hide dyslexia from their peers, subject lecturers or study support. The conclusions outline priorities to lessen dyslexia's stigma at university, increase student agency in their support and open dialogue on dyslexia, particularly important between students with dyslexia and subject lecturers. By exploring dyslexia's identity impacts and disclosure, this paper contributes to wider conversations on increasing the representation, achievement and retention of students with dyslexia.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"922-935"},"PeriodicalIF":1.3,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982477","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