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

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

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