Journal of Research in Special Educational Needs最新文献_第6页

Studying online with special needs: A student perspective 有特殊需求的在线学习：学生视角

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-04-12 DOI: 10.1111/1471-3802.12670

Maria Öhrstedt, Annika Käck, Helena Reierstam, Gebrenegus Ghilagaber

{"title":"Studying online with special needs: A student perspective","authors":"Maria Öhrstedt, Annika Käck, Helena Reierstam, Gebrenegus Ghilagaber","doi":"10.1111/1471-3802.12670","DOIUrl":"10.1111/1471-3802.12670","url":null,"abstract":"As diversity is increasing in higher education, the number of students with disabilities (SWD) grows. In parallel, technological development and online education change the conditions for teaching and learning. Previous research indicates that the digitalisation provides both challenges and opportunities for equal participation. This study explores the experiences of SWD in online higher education, using the Communities of Inquiry model as a theoretical framework. A questionnaire with 6256 students (430 SWD) examines the differences and similarities between SWD and other students in online courses. The results show that SWD are a heterogeneous group with diverse needs and preferences, and that online education can offer both advantages and disadvantages for them. The main advantages are using technology to compensate for disabilities, enabling more equal participation, and the flexibility and convenience of online courses. The main challenges are difficulties in planning and self-regulation, decreased motivation and increased stress, perceived uncertainties about examination requirements and proceedings and the unfulfilled need for interactive environments and feedback. The importance of faculty–student relationships is highlighted, and the significance of clarity and accessibility, feedback and interaction and flexibility and variation in creating inclusive online courses is emphasised. Implications for policy and practice are suggested.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"771-785"},"PeriodicalIF":1.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140562017","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-based anti-bullying approaches for children and young people with special educational needs and disabilities: A systematic review and synthesis 针对有特殊教育需求和残疾的儿童和青少年的校本反欺凌方法：系统回顾与综述

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-26 DOI: 10.1111/1471-3802.12665

Julia R. Badger, Atiyya Nisar, Richard P. Hastings

{"title":"School-based anti-bullying approaches for children and young people with special educational needs and disabilities: A systematic review and synthesis","authors":"Julia R. Badger, Atiyya Nisar, Richard P. Hastings","doi":"10.1111/1471-3802.12665","DOIUrl":"10.1111/1471-3802.12665","url":null,"abstract":"Mainstream anti-bullying interventions can reduce primary school-level victimisation by 15–16% and bullying perpetration by 19%–20% (Aggression and Violent Behavior, 2019; 45: 111–133). Less is known about anti-bullying interventions for pupils with special educational needs and disabilities (SEND) even though they are at least 2–4 times more likely to be involved in bullying. This systematic review aimed to identify reported anti-bullying approaches for pupils with SEND, what the evidence is for these approaches reducing bullying and which design factors are linked to a reduction in bullying. We searched 10 databases and four grey literature sources for articles that evaluated school-based anti-bullying strategies for children and young people aged 4–18 years with SEND. This review included 15 studies and used the Mixed Methods Appraisal Tool for quality and risk of bias. Ten reported a reduction in bullying involvement, but the evidence was variable. A further 27 articles formed a ‘suggested strategies’ review which synthesised articles without evaluations of interventions but that suggested anti-bullying strategies for use with pupils with SEND. The main suggestion was encouraging social skills and networks. Interventions should be evaluated for feasibility, acceptability and effectiveness. High-quality randomised controlled trials are required to build an evidence base to support pupils with SEND.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"742-757"},"PeriodicalIF":1.3,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379765","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

‘I never feel like I am prepared enough’: Teachers' self-efficacy, challenges and experiences teaching students with disabilities 我总觉得自己准备得不够充分"：教师的自我效能感、挑战和教授残疾学生的经验

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-26 DOI: 10.1111/1471-3802.12666

Hind Alharbi, Shehreen Iqtadar

{"title":"‘I never feel like I am prepared enough’: Teachers' self-efficacy, challenges and experiences teaching students with disabilities","authors":"Hind Alharbi, Shehreen Iqtadar","doi":"10.1111/1471-3802.12666","DOIUrl":"10.1111/1471-3802.12666","url":null,"abstract":"This article investigated teachers' self-efficacy, educational practices, challenges and support for students with disabilities in the inclusive classroom. Students with disabilities face many adversities today, such as rejection, stigma, discrimination and lack of support in the classroom. We employed an interdisciplinary and pluralistic approach (Baglieri et al., 2011; Connor et al., 2011) embedded in disability studies in education (DSE) and self-efficacy theory to explore in-service teachers' experiences in the field of inclusive education. We used a phenomenological approach and conducted eight teachers' semi-structured interviews and classroom observations. We used purposeful sampling among teachers who work with students with disabilities. We used inductive analysis techniques to analyse the qualitative data collected from interviews and classroom observations. This study's findings reveal the importance of teachers' preparation, attitude and self-efficacy to support students with disabilities in inclusive classrooms; the use of differentiated instruction strategies to meet the student's needs and increase their academic outcomes; and highlight the challenges, which include the lack of professional development, lack collaboration among teachers lack of parents' communication and lack of regular IEP meeting.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"758-770"},"PeriodicalIF":1.3,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380131","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

Early life risk factors for adolescent mental health difficulties for individuals at risk of developmental language disorder 有发育性语言障碍风险的个体青春期心理健康困难的早期生活风险因素

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-22 DOI: 10.1111/1471-3802.12654

Kathryn Fradley, Jeremy Oldfield, Julie Marshall, Umar Toseeb

引用次数: 0

Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers 葡萄牙的全纳教育：探索教师的情感、关切和态度

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-22 DOI: 10.1111/1471-3802.12663

Marisa Carvalho, David Simó-Pinatella, Helena Azevedo, Ana Luisa Adam Alcocer

引用次数: 0

Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion? 学习障碍 "标签对教师绩效预期的影响--对全纳教育的态度问题？

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-20 DOI: 10.1111/1471-3802.12664

Linda Kashikar, Lara Soemers, Timo Lüke, Michael Grosche

{"title":"Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion?","authors":"Linda Kashikar, Lara Soemers, Timo Lüke, Michael Grosche","doi":"10.1111/1471-3802.12664","DOIUrl":"10.1111/1471-3802.12664","url":null,"abstract":"Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitigate the negative effects of the LD label on teachers' performance expectations. Teachers were randomly assigned to the experimental (n = 214) or control group (n = 215). Both groups read the same description of a fictitious student with learning problems. In addition, the student was labelled as ‘learning disabled’ in the experimental group only. Results show that teachers' expected graduation level and school track recommendation were negatively affected by the LD label. It also led to a more frequent assumption that the student has an LD. Regardless of the LD label, special education teachers had lower performance expectations than regular education teachers. A positive implicit attitude towards inclusion reduced the likelihood that teachers believe that the labelled student has an LD. The findings are placed in the context of international research on disability labels and inclusive education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"696-712"},"PeriodicalIF":1.3,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202843","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

‘I have it, so I understand it, I feel it’: The secondary school experiences of adolescent females with ADHD in England 我有，所以我理解，我感觉得到"：英格兰患有多动症的青少年女性的中学经历

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-20 DOI: 10.1111/1471-3802.12660

Eleanor M. G. Mansfield, Anita Soni

{"title":"‘I have it, so I understand it, I feel it’: The secondary school experiences of adolescent females with ADHD in England","authors":"Eleanor M. G. Mansfield, Anita Soni","doi":"10.1111/1471-3802.12660","DOIUrl":"10.1111/1471-3802.12660","url":null,"abstract":"This research explores how adolescent females who have been diagnosed with attention deficit hyperactivity disorder (ADHD) experience secondary education in England and make sense of their identity. Within schools, responsibility for supporting this population is placed in the hands of teachers, though prior research suggests that teachers feel underconfident in their ability to do so. Informed by a notion from the disability rights movement ‘nothing about us, without us’ (Charlton, Nothing about us without us: disability oppression and empowerment. Berkeley, CA: University of California Press, 2000), this study places the voice of people with ADHD at the centre of research. Using an interpretivist approach, qualitative data was gathered through unstructured interviews with five participants and was analysed using interpretative phenomenological analysis (IPA). Findings suggested that participants' experiences of education and identity formation were shaped by internal cognitive differences in skills relating to executive function (EF) and sensory differences. The implications of social construction of the ADHD label had an impact, both on how participants understood their identities, and how teaching staff were reported to respond to ADHD-traits which participants felt they had little control over. Participants reported differences in their perceived ability to self-advocate and described experiences of attempting to adapt their ADHD-traits to reduce the risk of social or educational sanction in response to their differences.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"681-695"},"PeriodicalIF":1.3,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203149","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

Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden 扩大特殊教育专业工具箱：瑞典数字化特殊教育实践案例研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-18 DOI: 10.1111/1471-3802.12662

Martin Holmgren

引用次数: 0

Expectations and experiences of a dance programme for autistic children: A qualitative study of parents, teachers and therapists 自闭症儿童对舞蹈课程的期望和体验：对家长、教师和治疗师的定性研究

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-18 DOI: 10.1111/1471-3802.12661

Ali Golding, Zoe Ambrose, Joanne Lara, Christina Malamateniou, Dido Green

{"title":"Expectations and experiences of a dance programme for autistic children: A qualitative study of parents, teachers and therapists","authors":"Ali Golding, Zoe Ambrose, Joanne Lara, Christina Malamateniou, Dido Green","doi":"10.1111/1471-3802.12661","DOIUrl":"10.1111/1471-3802.12661","url":null,"abstract":"This study explores the expectations of dance therapists/practitioners and parents and teachers of autistic children engaging in a developmental dance programme. Information gathered will support development of an evaluation tool aligned with the International Classification of Functioning Disability and Health (ICF) Core Sets for autism spectrum disorders (ASD). A qualitative study included a convenience cohort of teachers (n = 6), parents (n = 2) of children with ASD and therapists (n = 3). Three role specific focus groups were undertaken considering potential benefits and challenges of the programme. Content and thematic analysis was undertaken using NVivo12. Findings reflected four positive themes relating to behaviour, skills, social interaction and environmental supports. Therapists, teachers and parents focused differently on stereotypical and restricted behaviours, environmental supports and habits and routines respectively. These themes also emerged as challenges (to implement/achieve); with parents identifying more emotional and behavioural restrictions. A fourth challenge theme of transferability of skills emerged from teachers and therapists. Items mapped against 28 ICF Core Sets (across the lifespan) and six to ICF categories, with creativity and imagination mismatched. Findings highlight need for a specific outcome measure for dance and/or movement programmes for autistic individuals that captures meaningful functions across ICF domains for differing stakeholders.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"653-666"},"PeriodicalIF":1.3,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170323","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

Validity and reliability of a needs analysis questionnaire for the development of a creativity module 用于开发创造力模块的需求分析问卷的有效性和可靠性

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-11 DOI: 10.1111/1471-3802.12659

Parthiban Govindasamy, Therese M. Cumming, Noraini Abdullah

{"title":"Validity and reliability of a needs analysis questionnaire for the development of a creativity module","authors":"Parthiban Govindasamy, Therese M. Cumming, Noraini Abdullah","doi":"10.1111/1471-3802.12659","DOIUrl":"10.1111/1471-3802.12659","url":null,"abstract":"Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school students with learning disabilities, focusing on Torrance's four creativity elements: (a) Originality, (b) Fluency, (c) Flexibility, and (d) Elaboration. This study, emphasizing content validity and reliability testing, comprised rigorous validation by a panel of nine special education experts, resulting in high content validity scores. In Part II, all items were accepted, yielding an overall S-CVI score of 0.97, indicating a ‘very suitable’ construct. In Part III two items were rejected; the overall S-CVI score remained at 0.80, signifying ‘very suitable’. A pilot test with 30 special education teachers demonstrated Cronbach's Alpha values 0.87, indicating high reliability for all questionnaire parts. The study emphasizes the questionnaire's efficacy in assessing teachers' understanding of creativity skills and their perspectives on the importance of a customized creativity module. This tool holds substantial potential for educators and curriculum developers, providing insights to address specific student needs, foster creativity in classrooms and enhance overall educational experiences.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"637-652"},"PeriodicalIF":1.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140108086","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