European Journal of Special Needs Education最新文献_第9页

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

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

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

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":"38 1","pages":"894 - 908"},"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":"38 1","pages":"218 - 232"},"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

Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development 特殊教育教师和视觉艺术教育教师在处理有严重特定学习困难的学生方面的合作及其与专业发展的关系

IF 2.6 3区教育学

European Journal of Special Needs Education Pub Date : 2023-03-03 DOI: 10.1080/08856257.2023.2185859

Janja Rihter, Milena Košak Babuder, M. Zuljan

引用次数: 1

What different education professionals know about ADHD and their attitudes towards it 不同的教育专业人员对多动症的了解和态度是多么不同啊

IF 2.6 3区教育学

European Journal of Special Needs Education Pub Date : 2023-03-02 DOI: 10.1080/08856257.2023.2185860

M. Cueli, Laura M Cañamero, C. Rodríguez, P. González-Castro

引用次数: 0

Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities 一门关于西班牙体育科学大学学生自我效能感的本科课程的有效性，以纳入残疾人

3区教育学

European Journal of Special Needs Education Pub Date : 2023-02-26 DOI: 10.1080/08856257.2023.2182103

Laura Jiménez-Monteagudo, Raul Reina, Alba Roldan

{"title":"Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities","authors":"Laura Jiménez-Monteagudo, Raul Reina, Alba Roldan","doi":"10.1080/08856257.2023.2182103","DOIUrl":"https://doi.org/10.1080/08856257.2023.2182103","url":null,"abstract":"This study assessed the self-efficacy gains of higher education students concerning the inclusion of people with disabilities throughout the delivery of a face-to-face training course (four months, 28 sessions of two hours each). The sample comprised 158 sports sciences undergraduates (109 intervention group, 49 control group; 69.4% males, 31.6% females) from two Spanish universities: 77% did not know about adapted physical activity or para-sport before the course was delivered. The course was based on three blocks: 1) concepts of adapted physical activity and disability awareness; 2) inclusion in physical education; and 3) para-sports, including teaching about the Paralympics and other para-sports. Simulation was a main teaching strategy across the content blocks—i.e. limitations of body functions, simulating inclusive physical education settings, or practising different para-sports. Significant improvements were found in participants’ perception of self-efficacy when responding in a physical education scenario that requires the inclusion of an individual with an intellectual, physical, or visual disability (p < 0.01, moderate-to-large effect sizes). An undergraduate course that combines information, different types of contact with people with disabilities, and simulation seems effective to improve SE among pre-service physical educators in relation to the inclusion in their sessions of students with disabilities.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136041443","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

Experiences of children with learning disabilities living in low-income households during the Covid-19 pandemic 2019冠状病毒病大流行期间低收入家庭学习障碍儿童的经历

IF 2.6 3区教育学

European Journal of Special Needs Education Pub Date : 2023-02-22 DOI: 10.1080/08856257.2023.2172893

G. Yazici, Ibrahim H. Acar

引用次数: 0

Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education 老师们赞成包容所有的学生吗?小学教师对全纳教育态度的系统检讨

IF 2.6 3区教育学

European Journal of Special Needs Education Pub Date : 2023-02-22 DOI: 10.1080/08856257.2023.2172894

Katharina Lindner, S. Schwab, Mona Emara, E. Avramidis

{"title":"Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education","authors":"Katharina Lindner, S. Schwab, Mona Emara, E. Avramidis","doi":"10.1080/08856257.2023.2172894","DOIUrl":"https://doi.org/10.1080/08856257.2023.2172894","url":null,"abstract":"ABSTRACT It has been decades since inclusive education was introduced as the most favourable approach to educating students with special educational needs and disabilities. Still, according to research and practice, teachers’ attitudes are seen as the most important key factor for its successful implementation. Therefore, there is an ongoing process of researchers investigating teachers’ attitudes towards inclusive schooling. The aim of the current study was to do a follow-up of previous reviews on primary schoolteachers’ attitudes (Avramidis and Norwich 2002; de Boer, Pijl, and Minnaert 2011). In total, 36 studies were analysed. The results indicate that primary school teachers tend to hold rather neutral or ambivalent attitudes towards inclusive education. Similar to previous review results, inclusion still seems to be a matter of students’ type of disability. Therefore, regular primary school teachers do not favour the inclusion of all students when it comes to the concept of inclusion for all students. Directions for improving teachers’ attitudes are widely missing in the studies of the last years.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"766 - 787"},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951084","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