Journal of Research in Special Educational Needs最新文献_第7页

“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

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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

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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}

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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

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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

Protective and risk factors at school level during the COVID-19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia COVID-19 大流行期间学校层面的保护因素和风险因素：克罗地亚、斯洛文尼亚和塞尔维亚患有 LD 和 ADHD 的小学生的观点

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-13 DOI: 10.1111/1471-3802.12677

Dragan Janković, Daniela Cvitković, Milena Košak Babuder

{"title":"Protective and risk factors at school level during the COVID-19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia","authors":"Dragan Janković, Daniela Cvitković, Milena Košak Babuder","doi":"10.1111/1471-3802.12677","DOIUrl":"10.1111/1471-3802.12677","url":null,"abstract":"The COVID-19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi-structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"895-907"},"PeriodicalIF":1.3,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985650","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

Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports 在技术支持下，利用 SRSD 教有学习障碍的初中生进行议论文写作

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-13 DOI: 10.1111/1471-3802.12681

Amber B. Ray, Tara Mason

{"title":"Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports","authors":"Amber B. Ray, Tara Mason","doi":"10.1111/1471-3802.12681","DOIUrl":"10.1111/1471-3802.12681","url":null,"abstract":"Teaching middle school students with learning disabilities strategies for writing essays that incorporate information from source texts helps prepare them for academic success. The purpose of this pilot study was to investigate the effects of self-regulated strategy development (SRSD) writing instruction using technology tools implemented by special education teachers on the source-based argumentative writing performance of middle school students with learning disabilities. In this quasi-experimental, pretest–posttest design study, three middle school special education teachers engaged in online Practice-Based Professional Development. The teachers then implemented SRSD writing instruction to teach source-based argumentative writing with technology tools. Implementation of the SRSD writing instruction by special education teachers positively impacted the number of argumentative elements, quality, number of transitions and length of students' source-based argumentative essays. Teachers implemented the intervention with high fidelity and quality and felt that the intervention supported their students' writing. Teachers and students were positive about the SRSD writing instruction. This study adds to the evidence base that SRSD is an effective writing intervention for middle school students with learning disabilities.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"908-921"},"PeriodicalIF":1.3,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983352","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 complex ecologies of migrant children with special educational needs: Practitioner perspectives of information needs and implications for education 有特殊教育需求的移民儿童的复杂生态：从业人员对信息需求的看法及对教育的影响

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-13 DOI: 10.1111/1471-3802.12676

Graeme J. Dobson, Clara Rübner Jørgensen

{"title":"The complex ecologies of migrant children with special educational needs: Practitioner perspectives of information needs and implications for education","authors":"Graeme J. Dobson, Clara Rübner Jørgensen","doi":"10.1111/1471-3802.12676","DOIUrl":"10.1111/1471-3802.12676","url":null,"abstract":"This paper presents findings from a series of focus group interviews with three groups of professionals in England, in the period immediately preceding the COVID-19 global pandemic, on the information needed by professionals to support migrant children with special educational needs (SEN) in the English education system. The data gathered were subjected to a thematic analysis revealing four themes: (1) Information about the needs of migrant children with SEN, (2) Information about parents and families, (3) Information about strategies to support migrant children with SEN, (4) The importance of clear and understandable information. The findings emphasise that when information is sought about migrant children with SEN, professionals must account for and understand the different experiences that the children and their families have experienced across different educational systems and the different educational ecologies associated with migration. Ecological theory helps identify potential tensions at different levels between and within different ecologies, but also suggests ways in which these may be bridged by information gathering, trust and relationship building within and across ecologies.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"882-894"},"PeriodicalIF":1.3,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982840","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

Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education 教师对多样性的理解及其在向全纳教育过渡中的作用进行反思的情况

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Journal of Research in Special Educational Needs Pub Date : 2024-05-09 DOI: 10.1111/1471-3802.12674

Carolina Becerra Sepúlveda, Carolina Picol Córdova, Estefanía Silva Martínez, Valentina Tapia Pavez

{"title":"Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education","authors":"Carolina Becerra Sepúlveda, Carolina Picol Córdova, Estefanía Silva Martínez, Valentina Tapia Pavez","doi":"10.1111/1471-3802.12674","DOIUrl":"10.1111/1471-3802.12674","url":null,"abstract":"This research focuses on including people with disabilities in higher education. It proposes that reflective teaching is a tool to move from an integrative to an inclusive approach. Using a qualitative methodology, it analyzes teachers' positions on integration and inclusion, using focus groups to collect information. The results show that most teachers are close to the integration approach, although they recognize difficulties in implementing inclusion. Academics highlight the importance of curricular adaptation, flexible methodology and universal learning design to enable the participation of students with disabilities in higher education. The analyses also highlight the constant need for teachers to adapt, which generates additional pressure, especially for those who adhere to an inclusive approach. Teachers should base their reflection on the emotional and rational components of teaching, which play a crucial role in balancing the individual and objective freedoms of teachers and students, thus ensuring a fair and equitable educational environment for all.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 4","pages":"869-881"},"PeriodicalIF":1.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140935581","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