European Journal of Special Needs Education最新文献_第5页

Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities 透视智障学生包容政策的万花筒

3区教育学

European Journal of Special Needs Education Pub Date : 2023-11-06 DOI: 10.1080/08856257.2023.2273642

Anna-Lena Andersson, Anette Bagger, Anne Lillvist

{"title":"Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities","authors":"Anna-Lena Andersson, Anette Bagger, Anne Lillvist","doi":"10.1080/08856257.2023.2273642","DOIUrl":"https://doi.org/10.1080/08856257.2023.2273642","url":null,"abstract":"In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635945","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

Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools 葡萄牙学校特殊教育需要学生全纳教育背景下教师自我效能感和合作实践的态度和看法

3区教育学

European Journal of Special Needs Education Pub Date : 2023-11-02 DOI: 10.1080/08856257.2023.2275407

Raquel Batista de Oliveira, Graça Bidarra, Piedade Vaz Rebelo, Valentim Alferes

{"title":"Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools","authors":"Raquel Batista de Oliveira, Graça Bidarra, Piedade Vaz Rebelo, Valentim Alferes","doi":"10.1080/08856257.2023.2275407","DOIUrl":"https://doi.org/10.1080/08856257.2023.2275407","url":null,"abstract":"ABSTRACTThe aim of this study is to analyse attitudes, perceptions of teacher self-efficacy and collaborative practices and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. The methodology involves a survey based on a questionnaire administered to teachers in three school groups in the central region of mainland Portugal, including scales for the assessment of attitudes towards inclusion, perceptions of teacher self-efficacy and collaboration between teachers. The data was processed using descriptive and inferential statistics with the aid of SPSS software. The results indicate that the teachers have favourable attitudes towards inclusion and a high perception of self-efficacy, and also provide evidence of collaborative practices. In addition, a positive and statistically significant relationship between teachers’ attitudes and perceptions of self-efficacy with regard to inclusion was identified, affirming a statistically significant relationship between these variables and teachers’ opinions of the most appropriate placement for students with severe/permanent SEN. What is still at stake is that, despite inclusive policies, the placement of students with SEN in regular classrooms can still be influenced by the type of SEN. It was also noted that the diversity of students, the reinforcement of collaborative practices represent challenges for the inclusion of these students.KEYWORDS: Attitudes towards inclusionteacher self-efficacycollaborative practicesspecial educational needsinclusion Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"49 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934062","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

Interprofessional collaborative practices for children with speech, language and communication needs in early childhood education and care: comparing Dutch and Norwegian perspectives 儿童早期教育和护理中言语、语言和交流需求的跨专业合作实践:比较荷兰和挪威的观点

3区教育学

European Journal of Special Needs Education Pub Date : 2023-10-29 DOI: 10.1080/08856257.2023.2275408

Jana Langner, Ruben G. Fukkink, Ellen Beate Hansen Sandseter

{"title":"Interprofessional collaborative practices for children with speech, language and communication needs in early childhood education and care: comparing Dutch and Norwegian perspectives","authors":"Jana Langner, Ruben G. Fukkink, Ellen Beate Hansen Sandseter","doi":"10.1080/08856257.2023.2275408","DOIUrl":"https://doi.org/10.1080/08856257.2023.2275408","url":null,"abstract":"Interprofessional collaboration and practice (IPCP) is considered the cornerstone for effective service delivery for children with speech language and communication needs (SLCN). Following Stutsky and Spence Laschinger’s framework, we investigated IPCP-related differences between Dutch and Norwegian professionals in a cross-national comparative survey study. The personal relational skills of communication, trust and situational factor support structures were related to interprofessional collaboration in both countries. Trust was a stronger predictor for the Dutch sample than the Norwegian sample. A moderated moderation analysis revealed that the relationship between IPCP and perceived team effectiveness is moderated by trust for the Dutch professionals but not for their Norwegian colleagues. Trust may play a vital role for interprofessional teams in the Dutch context because service delivery is mainly characterised by the pull-out intervention of specialised professionals. In the integrated early intervention context of Norway, emphasis on professional communication skills seems a fruitful strategy to enhance the effectiveness of teams. Early intervention service delivery may be strengthened by structural facilitation and building networks to develop trust across professionals and organisations, which supports the development of professional competence relevant to IPCP in early intervention service delivery.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"21 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134884","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

Effects of a reading dog programme on reading skills and task-related behaviour in special needs education 狗狗阅读计划对特殊需要教育学生阅读技巧及任务相关行为的影响

3区教育学

European Journal of Special Needs Education Pub Date : 2023-10-23 DOI: 10.1080/08856257.2023.2273643

Steffie Van Der Steen, Ivonne Douma, Ilse Snippe

{"title":"Effects of a reading dog programme on reading skills and task-related behaviour in special needs education","authors":"Steffie Van Der Steen, Ivonne Douma, Ilse Snippe","doi":"10.1080/08856257.2023.2273643","DOIUrl":"https://doi.org/10.1080/08856257.2023.2273643","url":null,"abstract":"In this study, we randomly assigned struggling readers in special needs education (n = 23; 8–12 years of age) to a dog-assisted reading intervention or a similar intervention without a dog present. Students participated in 30-minute reading sessions twice a week for a total of six weeks. Using two standardised tests we measured reading skills before, immediately after, and three months after the intervention. In addition, the task-related behaviours and emotional expressions of a sub-group of these students (n = 17) were observed during the sessions. Results show that students who received the dog-assisted intervention had a higher increase between the pre- and post-test in their reading scores on two standardised tests, for both single-word reading and full-text reading. Differences between the groups at the follow-up measurement were present, but not significant. Observations indicated that the group receiving the dog-assisted reading intervention showed a longer duration of on-task behaviour and positive emotions during the sessions. No differences in the duration of off-task behaviour and negative emotions were found.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"28 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413149","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

Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory 用计划行为理论和自我决定理论解释教师对差别化包容教学的行为意向

3区教育学

European Journal of Special Needs Education Pub Date : 2023-10-08 DOI: 10.1080/08856257.2023.2263717

Elisa Kupers, Anke de Boer, Alianne Bakker, Frank de Jong, Alexander Minnaert

{"title":"Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory","authors":"Elisa Kupers, Anke de Boer, Alianne Bakker, Frank de Jong, Alexander Minnaert","doi":"10.1080/08856257.2023.2263717","DOIUrl":"https://doi.org/10.1080/08856257.2023.2263717","url":null,"abstract":"A cornerstone of inclusive education is teacher’s readiness to respond adequately to different educational needs of students in their diverse classroom. Differentiated instruction, referring to the process by which teachers carefully monitor students’ needs and progress, and adapt their instruction according to these differences, is a means to meet the needs of students of different levels. High-quality differentiated instruction is a complex process for teachers which needs careful preparation. This makes teachers’ intentions relating to differentiated instruction particularly relevant. In this article we compare two theoretical models to explain teachers’ intentions to differentiate: the Theory of Planned Behavior (TPB) and Self-determination theory (SDT). Secondary school teachers (n = 180) responded to a questionnaire in which we measured their intentions and predictor variables relating to both of the theoretical models. Linear regression showed that both the TPB as well as the SDT model significantly predicted teachers’ intentions (p < .01), but that the TPB model showed a better fit with the data (48 versus 32% explained variance). We conclude that in addition to the factors included in the TPB, autonomy might be a relevant factor in explaining teachers’intentions.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198875","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

A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs 困境空间:教师代理与早期特殊需求识别的定性研究

3区教育学

European Journal of Special Needs Education Pub Date : 2023-09-28 DOI: 10.1080/08856257.2023.2263715

Kristin Westerholm, Henrik Lindqvist

{"title":"A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs","authors":"Kristin Westerholm, Henrik Lindqvist","doi":"10.1080/08856257.2023.2263715","DOIUrl":"https://doi.org/10.1080/08856257.2023.2263715","url":null,"abstract":"The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecological model of teacher agency as an overarching theoretical framework and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a ‘dilemmatic space’ (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils’ number sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study’s results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386648","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

A systematic review on Syrian refugee children with disabilities in Türkiye 对<s:1>基耶省叙利亚难民残疾儿童的系统回顾

3区教育学

European Journal of Special Needs Education Pub Date : 2023-09-26 DOI: 10.1080/08856257.2023.2263716

Hatice Bayraklı

{"title":"A systematic review on Syrian refugee children with disabilities in Türkiye","authors":"Hatice Bayraklı","doi":"10.1080/08856257.2023.2263716","DOIUrl":"https://doi.org/10.1080/08856257.2023.2263716","url":null,"abstract":"ABSTRACTSchool-age children constitute a significant portion of the Syrian refugee population in Türkiye. However, the number of studies examining the Syrian refugee children with disabilities (SRCwDs) is very limited. This paper examines intersections of race, disability, and refugee status by providing a systematic review of the available research focusing on SRCwDs residing in Türkiye. After giving contextual information regarding the status of Syrian refugees and presenting research on Syrian refugee children in Türkiye, this paper analyses existing studies on SRCwDs within the theoretical framework of DisCrit. This analysis reveals that research focusing on SRCwDs living in Türkiye is very limited and reliable and comprehensive data is necessary to identify their number in the country. There are also numerous problems regarding their access to services and schooling. Finally, this paper offers recommendations for practice and further research.KEYWORDS: Syrian refugeeschildren with disabilitiesDis/Ability Critical Race TheoryTürkiyeintersectionality AcknowledgementI would like to thank Prof. Dr. Bülbin Sucuoğlu for reading and commenting on the earlier version of this paper.Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135718967","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

Reliability of a shortened single-target implicit association Test (ST-IAT) as an implicit measure of attitudes towards inclusion. Replication and extension of “implicitly measuring attitudes towards inclusive Education: a new attitude Test based on single-target implicit associations” (Lüke and Grosche, 2018, European journal of special needs Education) 缩短单目标内隐联想测验(ST-IAT)作为包容态度内隐测量的信度。“内隐测量对全纳教育的态度:一种基于单目标内隐关联的新态度测试”的复制和扩展(l<s:1> ke和Grosche, 2018，欧洲特殊需要教育杂志)

3区教育学

European Journal of Special Needs Education Pub Date : 2023-09-07 DOI: 10.1080/08856257.2023.2253061

Christina Mechler, David Scheer, Vera Heyl

引用次数: 0

Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens 父母对将残疾儿童纳入约旦幼儿园的态度

IF 2.6 3区教育学

European Journal of Special Needs Education Pub Date : 2023-09-05 DOI: 10.1080/08856257.2023.2253062

Eman Al-Zboon, Ali Alelaimat, K. Al-Dababneh, Jamaliah Ahmad

引用次数: 0

To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye? 远程学习在多大程度上支持发展对包容性教育的积极态度：英国和土耳其小学教育实习教师的比较？

IF 2.6 3区教育学

European Journal of Special Needs Education Pub Date : 2023-08-28 DOI: 10.1080/08856257.2023.2242028

Oguzhan Hazir, Richard Harris

引用次数: 0