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European Journal of Special Needs Education最新文献

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Examining the effects of special education support on students’ affective and motivational outcomes: an analysis using propensity score matching 检验特殊教育支持对学生情感和动机结果的影响：一项使用倾向得分匹配的分析
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-30 DOI: 10.1080/08856257.2023.2195073
Jukka Sivola, V. Närhi, A. Tolvanen, T. Virtanen, H. Savolainen
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引用次数: 0
Measuring collective efficacy for inclusion in a global context 衡量全球范围内包容性的集体效能
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-26 DOI: 10.1080/08856257.2023.2195075
U. Sharma, T. Loreman, Fiona May, A. Romano, C. S. Lozano, E. Avramidis, Stuart Woodcock, Pearl Subban, Harry Kullmann
{"title":"Measuring collective efficacy for inclusion in a global context","authors":"U. Sharma, T. Loreman, Fiona May, A. Romano, C. S. Lozano, E. Avramidis, Stuart Woodcock, Pearl Subban, Harry Kullmann","doi":"10.1080/08856257.2023.2195075","DOIUrl":"https://doi.org/10.1080/08856257.2023.2195075","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Addressing Challenging Behaviours in the Classroom: Perceptions of Teachers in Poland 应对课堂上的挑战行为：波兰教师的看法
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-24 DOI: 10.1080/08856257.2023.2191109
M. Skura, John J. Wheeler
{"title":"Addressing Challenging Behaviours in the Classroom: Perceptions of Teachers in Poland","authors":"M. Skura, John J. Wheeler","doi":"10.1080/08856257.2023.2191109","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191109","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46488404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
ADHD-symptoms and transition to middle school: the effects of academic and social adjustment adhd症状与中学过渡:学业和社会适应的影响
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-19 DOI: 10.1080/08856257.2023.2191106
Iines Palmu, Sami Määttä, V. Närhi, H. Savolainen
{"title":"ADHD-symptoms and transition to middle school: the effects of academic and social adjustment","authors":"Iines Palmu, Sami Määttä, V. Närhi, H. Savolainen","doi":"10.1080/08856257.2023.2191106","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191106","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42091147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study 为具有挑战性行为的学生提供包容性教育：通过课堂学习培养教师的适应信念和思想
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-17 DOI: 10.1080/08856257.2023.2191107
Hanne Kristin Aas, M. Uthus, A. Løhre
{"title":"Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study","authors":"Hanne Kristin Aas, M. Uthus, A. Løhre","doi":"10.1080/08856257.2023.2191107","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191107","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48845241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effectiveness of realistic math education on mathematical problem-solving skills of students with learning disability 现实数学教育对学习障碍学生数学问题解决能力的影响
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-15 DOI: 10.1080/08856257.2023.2191110
Seda Ozer Sanal, F. Elmali
{"title":"Effectiveness of realistic math education on mathematical problem-solving skills of students with learning disability","authors":"Seda Ozer Sanal, F. Elmali","doi":"10.1080/08856257.2023.2191110","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191110","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48879645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Determinants of School Satisfaction in Times of Crisis According to Parents of Children with Special Educational Needs 特殊教育需要儿童家长对危机时期学校满意度的影响因素
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-15 DOI: 10.1080/08856257.2023.2191108
B. Hygen, O. Mjøen, J. Caspersen, M. Nilsen
{"title":"Determinants of School Satisfaction in Times of Crisis According to Parents of Children with Special Educational Needs","authors":"B. Hygen, O. Mjøen, J. Caspersen, M. Nilsen","doi":"10.1080/08856257.2023.2191108","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191108","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42295786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implicit and explicit measurement of pre-service teachers’ attitudes toward autism spectrum disorder 职前教师对自闭症谱系障碍态度的内隐和外显测量
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-06 DOI: 10.1080/08856257.2023.2185858
Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, R. Tárraga‐Mínguez, Timo Lüke
{"title":"Implicit and explicit measurement of pre-service teachers’ attitudes toward autism spectrum disorder","authors":"Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, R. Tárraga‐Mínguez, Timo Lüke","doi":"10.1080/08856257.2023.2185858","DOIUrl":"https://doi.org/10.1080/08856257.2023.2185858","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Relationships and psychosocial aspects in inclusive secondary schools in Germany 德国包容性中学的关系和社会心理方面
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-06 DOI: 10.1080/08856257.2023.2185857
C. Weber, Sarah Bebermeier, Leen Vereenooghe
{"title":"Relationships and psychosocial aspects in inclusive secondary schools in Germany","authors":"C. Weber, Sarah Bebermeier, Leen Vereenooghe","doi":"10.1080/08856257.2023.2185857","DOIUrl":"https://doi.org/10.1080/08856257.2023.2185857","url":null,"abstract":"ABSTRACT This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study 父母认为支持学校健康和多动症儿童融入社会的影响是什么？：定性研究
IF 2.6 3区 教育学
European Journal of Special Needs Education Pub Date : 2023-03-04 DOI: 10.1080/08856257.2022.2050972
Ruzena Krtkova, Arnost Krtek, M. Pešoutová, Zdenek Meier, P. Tavel, Klara Malinakova, Radek Trnka
{"title":"What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study","authors":"Ruzena Krtkova, Arnost Krtek, M. Pešoutová, Zdenek Meier, P. Tavel, Klara Malinakova, Radek Trnka","doi":"10.1080/08856257.2022.2050972","DOIUrl":"https://doi.org/10.1080/08856257.2022.2050972","url":null,"abstract":"ABSTRACT A growing body of a literature recognises the importance of special educational needs (SEN) of adolescents with attention-deficit/hyperactivity disorder (ADHD). Therefore, there is a current need for more in-depth insights into the factors that may help meet the SEN, well-being, and educational inclusion of ADHD students. The aim of this qualitative study was to assess the factors that parents perceive as being helpful for the school well-being, adaptation, and inclusion of their ADHD adolescents. The sample comprised 20 parents, aged from 30 to 60 years old, of ADHD adolescents. From the viewpoint of the parents, the teachers’ knowledge of ADHD symptoms, the use of educational methods respecting the determination of ADHD, special school aids and equipment, and the help of various professionals and psychotherapy with social skills training were considered to be supportive for school well-being and the inclusion of ADHD adolescents. Practical implications emerging from the results of the present study involve training focused on the development of secure attachment of teachers, awareness-raising campaigns about ADHD, and activities supporting teacher-parent cooperation.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45565403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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