Journal of Research in Special Educational Needs最新文献_第9页

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？

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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}

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‘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

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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

Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article 神经多样性的概念和学校全纳教学法的障碍：透视文章

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-11 DOI: 10.1111/1471-3802.12656

Anna Cook

{"title":"Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article","authors":"Anna Cook","doi":"10.1111/1471-3802.12656","DOIUrl":"10.1111/1471-3802.12656","url":null,"abstract":"Teachers agree on the pivotal role of inclusion for social justice, but reductive conceptualisations of neurodiversity as akin to deficit or impairment inhibit the capacity or willingness of teachers to adapt pedagogical strategies to meet diverse student needs. Existing research underscores the association between positive attitudes towards inclusion and effective inclusive practice. Less research focuses on ideological assumptions held by teachers arising from their own experiential narratives or engagement with theories underpinning social equity and neurodiversity as accepted facets of mainstream education. Several factors may influence teacher conceptualisations. Regulatory frameworks for teacher training and development can foster the internalisation of technicist approaches to teaching that are less personalised and responsive to a broad range of pupil needs. Explicit reflection on beliefs, goals and self-perceptions pertaining to teaching practice can broaden conceptualisations and galvanise change, but these aspects are frequently overlooked within teacher education programmes. Further research is needed to increase our understanding of prevailing conceptions and misconceptions of neurodiversity within the education landscape. By challenging societal assumptions of ‘normalcy’, future research should provide conceptual and pedagogical tools to advance understanding of the barriers to inclusive practice in schools and increase teachers' capacity to embrace a more inclusive pedagogical approach.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"627-636"},"PeriodicalIF":1.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140105125","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 effect of social support on attitudes towards inclusive education and self-efficacy among pre-service special education teachers in Egypt 社会支持对埃及职前特殊教育教师全纳教育态度和自我效能的影响

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-08 DOI: 10.1111/1471-3802.12658

Fayrouz Ramadan Elwakil

{"title":"The effect of social support on attitudes towards inclusive education and self-efficacy among pre-service special education teachers in Egypt","authors":"Fayrouz Ramadan Elwakil","doi":"10.1111/1471-3802.12658","DOIUrl":"10.1111/1471-3802.12658","url":null,"abstract":"The primary socializing agents have been found to play a key role in shaping teachers' attitudes. In the realm of inclusive education (IE), one of the most extensively researched themes is teachers' attitudes regarding inclusion. Contrary to a plethora of attitudinal studies that are solely concentrating on describing teacher attitudes, the present study sought to investigate the perceived social support (PSS) perceptions of pre-service special education teachers in terms of their attitudes towards inclusive education and their self-efficacy beliefs (TSE). The population of this correlational research design study consists of 525 pre-service special education teachers from six different colleges of education in Egypt's northern, central and southern big cities. Using a correlation technique and structural equation modeling (SEM) analysis, the research data were analysed. The findings revealed that the PSS scales' sub-dimensions indicate having a significant and positive relationship with TSE as well as attitudes towards IE. In addition, research revealed that pre-service special education teachers' PSS significantly predicted their TSE beliefs and attitudes towards IE. The study's findings reflect crucial implications for teacher education policymakers in addressing pre-service teachers' needs of professional learning programmes that should include a career development stage targeted at generating socially supportive role models.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"612-626"},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073864","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

Female school leadership in the United Arab Emirates: Validation of a ‘heuristic’ inclusive education leadership model 阿拉伯联合酋长国的女性学校领导：启发式 "全纳教育领导力模型的验证

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-03-01 DOI: 10.1111/1471-3802.12657

Aysha Alnuaimi, Maxwell Peprah Opoku

{"title":"Female school leadership in the United Arab Emirates: Validation of a ‘heuristic’ inclusive education leadership model","authors":"Aysha Alnuaimi, Maxwell Peprah Opoku","doi":"10.1111/1471-3802.12657","DOIUrl":"10.1111/1471-3802.12657","url":null,"abstract":"Inclusive education has been widely accepted as a useful policy to offer equal access to education to all children. However, practices have stalled in many countries, including the United Arab Emirates (UAE), necessitating support for system strengthening to enhance the existing practices in schools. While leadership is at the heart of effective practices, there is little discussion on the leadership required to leverage inclusive practices. In the UAE, little information is available regarding inclusive education leadership at early school levels, which is dominated by female teachers. This study examined the structural validity of the heuristic leadership framework, which focuses on leadership tenets (transaction, transformation and instruction) controlled by school leaders, to explain female leadership practices in the implementation of inclusive education in early education schools in the UAE. A scale based on the study framework (heuristics leadership framework) was used to collect data from 151 school leaders, including principals, vice principals, faculty heads and lead teachers, working at early school levels across the UAE. The results of this study provide theoretical support for the heuristic leadership framework and some demographics, providing valuable insights into leadership practices among female education leaders in the UAE.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"597-611"},"PeriodicalIF":1.3,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054646","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

Identifying critical employability skills for employment success of autistic individuals: A content analysis of job postings 识别自闭症患者成功就业的关键就业技能：招聘信息内容分析

IF 1.3

Journal of Research in Special Educational Needs Pub Date : 2024-02-25 DOI: 10.1111/1471-3802.12651

Amy Jane Griffiths, Amy E. Hurley-Hanson, Cristina M. Giannantonio, Angel Miles Nash, Wallace Walrod, Petersen Walrod, Rachel Torres, Raquel Delgado

{"title":"Identifying critical employability skills for employment success of autistic individuals: A content analysis of job postings","authors":"Amy Jane Griffiths, Amy E. Hurley-Hanson, Cristina M. Giannantonio, Angel Miles Nash, Wallace Walrod, Petersen Walrod, Rachel Torres, Raquel Delgado","doi":"10.1111/1471-3802.12651","DOIUrl":"10.1111/1471-3802.12651","url":null,"abstract":"This study aimed to examine the literature on the skill sets of autistic individuals and determine how these skills align with current and projected future labour market needs. Based on a literature review, researchers identified the following skill categories common to autistic individuals: visual skills, attention to detail and systemizing composite skills. Researchers then gathered aggregated data on occupations and industries from over 90 state and federal sources in the United States. Next, they collected data on the most in-demand jobs, their industries and relevant skills by analysing hundreds of millions of online job postings. The results indicate the most viable occupations aligned with each skill category. There is minimal available research using labour market data to generate special education goals and transition plans for autistic students. By providing educators and practitioners with critical information regarding viable employment pathways, all stakeholders can more effectively and equitably prepare autistic individuals for the 21st-century workforce.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"24 3","pages":"566-577"},"PeriodicalIF":1.3,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140017411","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