Journal of Research in Special Educational Needs最新文献_第8页

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools 乌克兰难民学生的全纳教育--德国学校差异化教学探索

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-08 DOI: 10.1111/1471-3802.12678

Verena Letzel-Alt, Marcela Pozas

引用次数: 0

Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates 考察阿拉伯联合酋长国教师在实施全纳教育实践中的认知能力

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-05-02 DOI: 10.1111/1471-3802.12673

Daisy Loyd, Maxwell Peprah Opoku, Zachary Walker, Najwa Mohamed Alhosani, Hala Elhoweris, Osha Almuhairy, Ahmed Mohamed, Rachel Alison Takriti, Sana Butti Al Maktoum, Amani Mohamed, Hamdah Jibar, Emmanuel Baja, Rhoda Myra Garces-Bacsal

{"title":"Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates","authors":"Daisy Loyd, Maxwell Peprah Opoku, Zachary Walker, Najwa Mohamed Alhosani, Hala Elhoweris, Osha Almuhairy, Ahmed Mohamed, Rachel Alison Takriti, Sana Butti Al Maktoum, Amani Mohamed, Hamdah Jibar, Emmanuel Baja, Rhoda Myra Garces-Bacsal","doi":"10.1111/1471-3802.12673","DOIUrl":"10.1111/1471-3802.12673","url":null,"abstract":"Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"837-854"},"PeriodicalIF":1.3,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140834957","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 digital citizenship of children with autism: Challenges, considerations and educational needs of paediatric practitioners 自闭症儿童的数字公民身份：儿科从业人员的挑战、考虑因素和教育需求

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-04-22 DOI: 10.1111/1471-3802.12672

Yael Mayer, Tessa Goldberger, Nicole Di Spirito, Mor Cohen-Eilig, Tal Jarus

引用次数: 0

Social and emotional competencies of students with special educational needs in inclusive education 全纳教育中有特殊教育需求的学生的社交和情感能力

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-04-22 DOI: 10.1111/1471-3802.12671

Anamarija Žic Ralić, Jelena Marković

{"title":"Social and emotional competencies of students with special educational needs in inclusive education","authors":"Anamarija Žic Ralić, Jelena Marković","doi":"10.1111/1471-3802.12671","DOIUrl":"10.1111/1471-3802.12671","url":null,"abstract":"The social and emotional development of students is one of the important goals of inclusive education. The aim of this paper is to provide a comprehensive understanding of the multidimensional social and emotional competencies of students with special educational needs (SEN), with a focus on identifying the areas in which they achieve the highest and lowest levels of proficiency. Furthermore, it will be investigated whether there are gender differences in the social and emotional competencies of students with SEN, and differences in comparison to students without SEN. This research is based on the CASEL conceptual framework of social and emotional learning. A random sample of teachers (N = 54) assess the social and emotional competencies of both students with SEN (N = 54) and students without SEN (N = 54) with Devereux Student Strengths Assessment (DESSA). Participants completed questionnaires online in spring of 2021. The results show that students with SEN exhibit the highest level of competence in relationship skills and optimistic thinking, whereas the lowest level of competence is found in goal-directed behaviour and self-management. There were no discernible gender differences observed in the social and emotional competences of students with SEN. Compared to students without SEN, they exhibit statistically significant lower levels of every social and emotional competency. The findings indicate the necessity of implementing interventions targeting goal-directed behaviours and self-management of students with SEN.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"809-820"},"PeriodicalIF":1.3,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673253","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

When we came back the ball was just not rolling: Special needs educators' perspectives of improvisation through the COVID-19 pandemic 当我们回来时，球还没有滚动：特需教育工作者在 COVID-19 大流行中的即兴观点

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-04-22 DOI: 10.1111/1471-3802.12667

Heidi Lourens, Jacqueline Moodley, Noorjehan Joosub

{"title":"When we came back the ball was just not rolling: Special needs educators' perspectives of improvisation through the COVID-19 pandemic","authors":"Heidi Lourens, Jacqueline Moodley, Noorjehan Joosub","doi":"10.1111/1471-3802.12667","DOIUrl":"10.1111/1471-3802.12667","url":null,"abstract":"While the COVID-19 pandemic disrupted education across the globe, special needs schools in middle- and low-income countries were particularly affected. Learners in these contexts often did not have access to assistive technologies and individualised adaptations of materials in their home environment. This study aimed to explore the experiences of special needs educators regarding how lockdown restrictions had impacted their educational practices. In-depth, semistructured interviews were conducted with 12 special needs educators across the Gauteng and Western Cape provinces of South Africa and were analysed through the lens of interpretive phenomenological analysis. Three themes emerged from the interviews. First, the teachers discussed the ways in which they ensured that the curriculum continued during the period of hard lockdown. Second, they discussed the challenges of remote teaching, and lastly, they addressed the challenges when the learners returned to face-to-face learning. These themes shed light on the teachers' flexibility, creativity and ability to improvise within uncertain, unpredictable and unfamiliar educational terrains. We draw the conclusion that it was largely due to positive teacher–learner relationships and the commitment by teachers that improvisation and creativity were possible and effective.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"796-808"},"PeriodicalIF":1.3,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12667","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677802","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

Inclusion of children with autism spectrum disorder in preschool: Investigation of adult–child interactions in two inclusive classes over one school year 自闭症谱系障碍儿童的学前融合：调查一个学年中两个全纳班的成人与儿童互动情况

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-04-16 DOI: 10.1111/1471-3802.12668

J. Despois, A. André

{"title":"Inclusion of children with autism spectrum disorder in preschool: Investigation of adult–child interactions in two inclusive classes over one school year","authors":"J. Despois, A. André","doi":"10.1111/1471-3802.12668","DOIUrl":"10.1111/1471-3802.12668","url":null,"abstract":"Based on a complex dynamic system approach, this study examined the dynamic of interactions between adults (a teacher and teaching assistant) and two children with ASD. We observed two preschool classrooms, each containing one child with contrasting ASD characteristics. Child engagement and adult participation during welcome time activities were observed once a month for 9 months; dramatic differences in interaction dynamics between the two classes were revealed. In the class including an autistic child with high support needs and low language ability, the active participation of adults associated with active child engagement gradually increased over the year. In the class including an autistic child with a high level of challenging behaviours (but with low support needs and typical language skills), increased variability resulted in a deep change in the landscape of attractors. Whereas the child was mostly engaged with adult participation during the first trimester, he was actively engaged without adult participation in the final trimester.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"786-795"},"PeriodicalIF":1.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561992","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

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