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Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion? Journal of Research in Special Educational Needs Pub Date : 2024-03-21 Linda Kashikar, Lara Soemers, Timo Lüke, Michael Grosche
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
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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 Journal of Research in Special Educational Needs Pub Date : 2024-03-21 Eleanor M. G. Mansfield, Anita Soni
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
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Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden Journal of Research in Special Educational Needs Pub Date : 2024-03-19 Martin Holmgren
Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results
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Expectations and experiences of a dance programme for autistic children: A qualitative study of parents, teachers and therapists Journal of Research in Special Educational Needs Pub Date : 2024-03-18 Ali Golding, Zoe Ambrose, Joanne Lara, Christina Malamateniou, Dido Green
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
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Validity and reliability of a needs analysis questionnaire for the development of a creativity module Journal of Research in Special Educational Needs Pub Date : 2024-03-11 Parthiban Govindasamy, Therese M. Cumming, Noraini Abdullah
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
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Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article Journal of Research in Special Educational Needs Pub Date : 2024-03-11 Anna Cook
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
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The effect of social support on attitudes towards inclusive education and self‐efficacy among pre‐service special education teachers in Egypt Journal of Research in Special Educational Needs Pub Date : 2024-03-08 Fayrouz Ramadan Elwakil
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
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Female school leadership in the United Arab Emirates: Validation of a ‘heuristic’ inclusive education leadership model Journal of Research in Special Educational Needs Pub Date : 2024-03-01 Aysha Alnuaimi, Maxwell Peprah Opoku
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
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The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools Journal of Research in Special Educational Needs Pub Date : 2024-02-26 Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras, Georgios Vleioras
Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency
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Identifying critical employability skills for employment success of autistic individuals: A content analysis of job postings Journal of Research in Special Educational Needs Pub Date : 2024-02-26 Amy Jane Griffiths, Amy E. Hurley‐Hanson, Cristina M. Giannantonio, Angel Miles Nash, Wallace Walrod, Petersen Walrod, Rachel Torres, Raquel Delgado
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
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Implementing targeted social and emotional learning interventions in schools—Are more specific models needed? Journal of Research in Special Educational Needs Pub Date : 2024-02-23 Caroline Bond, Vanessa Evans, Neil Humphrey
Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted
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Tensions and contradictions: Exploring post‐primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder Journal of Research in Special Educational Needs Pub Date : 2024-02-22 Andrea Lynch, Kevin Davison
This article presents findings from a mixed methods study which explored the perspectives and experiences of post‐primary teachers in Ireland regarding students with Attention Deficit Hyperactivity Disorder (ADHD). Using an anonymous online questionnaire (n = 239) and semi‐structured interviews (n = 8), this research examined teachers' views and opinions of ADHD, its impact in the classroom and their
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MultiSensory Music Drama with a student with severe/profound intellectual and multiple disabilities: A case study of teacher–researcher co‐production Journal of Research in Special Educational Needs Pub Date : 2024-02-22 Linn Johnels, Jenny Wilder, Simo Vehmas
The feasibility of a pedagogical approach—MultiSensory Music Drama (MSMD)—was investigated in collaboration with a teacher and a student with severe/profound intellectual and multiple disabilities (S/PIMD). Educational research for this group of learners is scarce, but research has suggested the potential of integrating music and multisensory storytelling to promote interactive engagement. A case study
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Transition to adulthood of youth with disabilities: Mapping declared practices to recommended practices Journal of Research in Special Educational Needs Pub Date : 2024-02-22 Élody Ross‐Lévesque, Sarah Martin‐Roy, Francine Julien‐Gauthier, Steve Jacob, Marie Grandisson, Marie‐Catherine St‐Pierre, Noémie Dahan‐Oliel, Marie‐Ève Lamontagne, Chantal Desmarais
Positive transition to adulthood of youth with disabilities is influenced by the type of support they receive. This study aims to analyse current transition to adulthood practices in the province of Quebec to map them to recommended practices and present an overview of the situation and needs. A multiple case study methodology included focus groups in six schools with 65 participants as well as internet
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Exploring the learning experiences of neurodivergent college students in STEM courses Journal of Research in Special Educational Needs Pub Date : 2024-02-22 Karen D. Wang, Jake McCool, Carl Wieman
Neurodivergent students exhibit an inclination towards Science, Technology, Engineering and Mathematics (STEM) fields, yet their learning experiences in STEM courses remain underexamined. Utilizing an online survey of neurodivergent (n = 60) and neurotypical (n = 83) US college students, this study identified various factors influencing their self‐perceived learning experiences, including interest
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‘Trying to stay afloat’: Education professionals' perspectives on the impact of the COVID-19 pandemic on children with special educational needs and disabilities Journal of Research in Special Educational Needs Pub Date : 2024-01-30 Emma Ashworth, Lucy Bray, Amel Alghrani, Joanna Kirkby
This study aimed to investigate the experiences of education professionals in their efforts to provide education and support to children with special educational needs and disabilities (SEND) amid the COVID-19 pandemic, and to gain insights into the perceived repercussions of pandemic-related restrictions on the educational development and overall wellbeing of these children. Mixed-methods surveys
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Developing the emotion regulation skills of autistic pupils in educational settings: A systematic literature review Journal of Research in Special Educational Needs Pub Date : 2024-01-30 Joanne Bennett, Sarah Parsons, Hanna Kovshoff
Moderating the intensity and expression of our emotions is necessary for successful engagement in learning. This systematic review explored, “what are schools doing to support autistic children and young people to develop their emotion regulation skills?” Critical analyses considered the inclusiveness of interventions and whether/how autistic pupils were asked about their participation. PsycINFO, Web
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What could be considered as effective support for autistic females in high school? Asystematic literature review Journal of Research in Special Educational Needs Pub Date : 2024-01-15 Katie Ayirebi, George Thomas
It could be argued that autistic females, attending high school, have a distinct set of needs when compared to their male counterparts. The purpose of this review is to synthesise reported findings on what could be considered as effective for supporting the needs of autistic females in high school settings. The review adhered to PRISMA guidelines. Searches identified 12 papers that included direct
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Inclusion in Russian schools: Exploring parents' perspectives Journal of Research in Special Educational Needs Pub Date : 2024-01-15 Irina Malinina
As schools in Russia become more inclusive for students with special educational needs (SEN), there is a scarcity of research on stakeholders' perspectives. Parents are one of the main actors in education, who possess valuable knowledge about their children and can represent their children's needs in a vicarious manner. This study gives voice to the parents of children with SEN and offers parents'
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Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis Journal of Research in Special Educational Needs Pub Date : 2024-01-15 Giavrimis Panagiotis
Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis
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Prevalence of attention deficit hyperactivity disorder symptomatology in Ecuadorian schoolchildren (aged 6–11) Journal of Research in Special Educational Needs Pub Date : 2023-12-18 Ximena Vélez-Calvo, Raúl Tárraga-Mínguez, Heydi Mariana Roa-López, María José Peñaherrera-Vélez
Although the estimated prevalence of ADHD in the school population is 5%, various studies carried out in Latin America have obtained higher figures. This descriptive-cross-sectional research analysed the prevalence of ADHD symptomatology in a random and probabilistic sample of 1535 schoolchildren from Cuenca-Ecuador (aged from 72 to 164 months, 51.3% were female and 50% attended public schools). IQ
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One step forward or two steps back? The attitudes of parents of students with disabilities regarding the amendment to the special education law in Israel Journal of Research in Special Educational Needs Pub Date : 2023-12-17 Orna Huri, Avihu Shoshana
One prominent change in the amendment to the Special Education Law in the State of Israel (2018) concerns the dissolution of placement committees and their transformation into characterization and eligibility committees. These characterization and eligibility committees determine children's eligibility for special education, whereas parents decide the nature of their school placement. Through in-depth
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Special education Teachers' attitudes to teaching students with disabilities in the regular school system in the United Arab Emirates Journal of Research in Special Educational Needs Pub Date : 2023-12-17 Razan Numan Alkhatib, Mahmoud Gharaibeh, Samir Jabra Dukmak, Mervat Amin Ijha
Special education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly correlated with age, place of residence, education, teaching
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‘Trips are the thing we all remember from our school days’: The learning value of school trips for children with special educational needs from the perspective of primary school teachers Journal of Research in Special Educational Needs Pub Date : 2023-11-30 Jessica Wythe
Various childhood and education theorists affirm the benefits of hands-on and contextual learning opportunities for children and young people. Learners with special educational needs and disability (SEND) often display low levels of engagement. Teachers may utilise innovative pedagogical approaches to increase learning engagement and participation, such as taking their classes on a school trip. This
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Perspectives of pupils with additional support needs and their parents on the learning support during the COVID-19 pandemic in Croatia Journal of Research in Special Educational Needs Pub Date : 2023-11-27 Zrinka Ristić Dedić, Jasmina Ivšac Pavliša
The concept of inclusive education is well established in policy documents worldwide, but its implementation for pupils with additional support needs (ASN) still raises questions. The challenges of educating pupils with ASN increased significantly during the COVID-19 pandemic due to changes in organisation of the teaching and learning process and the heightened need for support. To gain in-depth insights
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‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates Journal of Research in Special Educational Needs Pub Date : 2023-11-27 Mahra Saeed Haj Ali, Maxwell Peprah Opoku
There are efforts being taken to provide students with disabilities access to education in a dual context, namely, some days at inclusive schools and others at special schools. However, there is limited information regarding how teachers are contending with such practices. This study explored teachers' perceptions of students with disabilities' education in the dual enrolment education system of the
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‘A learner is like a snowflake, each unique’: Uncovering pre-service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions Journal of Research in Special Educational Needs Pub Date : 2023-11-27 Anssi Roiha, Pilvi Heinonen
This article examines pre-service language teachers' perceptions of learning and teaching and how differentiation manifests itself in them. The 67 participants visualised ‘an ideal language learning situation’ and complemented a number of teaching-related metaphors, for instance, ‘A teacher is like…’ and ‘A learner is like…’ in the first session of their pedagogical studies. Seven participants returned
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Single mother parenting of children with autism spectrum disorder: A qualitative photo-narrative study Journal of Research in Special Educational Needs Pub Date : 2023-11-27 Rivka Hillel Lavian, Yael Kimhi, Tamar Shmuelovich
Over the past few decades, there has been a shift from the traditional family structure, with more acceptance of different structures, including those led by single parents. This qualitative photo-narrative study aimed at making the voices of single mothers raising children with autism spectrum disorder (ASD) heard. According to the literature, parenting a child with a disability can be very stressful
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Do ADHD and SLD children differ in executive functions and behavioural problems? A comparative study Journal of Research in Special Educational Needs Pub Date : 2023-11-13 Ali Sharifi, Faramarz Asanjarani
It is well-known that children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) often exhibit behavioural and emotional problems. However, little is known about how these problems compare between the two groups of children. This study sought to fill this gap in knowledge by comparing the executive functions and behavioural–emotional problems of children with
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Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low-SES Chilean students with ADHD Journal of Research in Special Educational Needs Pub Date : 2023-11-06 Verónica López, Claudio Allende, Christina Bosch, Sebastián Ortiz-Mallegas, Juan Pablo Valenzuela, Luis González
Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize
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‘After a long period of being in hibernation – These little green shoots were growing’. Lived experiences of effective support for autistic young people who have experienced extended school nonattendance Journal of Research in Special Educational Needs Pub Date : 2023-10-23 Claire Neilson, Caroline Bond
Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic
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Construction of learning environments: A multiple case study in special education settings Journal of Research in Special Educational Needs Pub Date : 2023-10-13 Susanne Hansson, Karin Bengtsson, Gunilla Lindqvist, Nina Klang, Kerstin Göransson
Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study
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Evaluation of a pilot physical activity intervention for children with ADHD symptoms and reading difficulties Journal of Research in Special Educational Needs Pub Date : 2023-10-13 Josephine N. Booth, Iain A. Mitchell, Philip D. Tomporowski, Bryan A. McCullick, James M. E. Boyle, John J. Reilly
Physical activity (PA) benefits children's cognition, in particular executive functions (EF). Children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Difficulties (RD) and co-occurring ADHD/RD have low levels of PA and difficulties with EF. This study evaluated a PA programme to determine recruitment, attrition, feasibility (e.g. in-school or after-school hours), intensity of PA during
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Gifted and typically developing students' friendship quality: Does empathy make a difference? Journal of Research in Special Educational Needs Pub Date : 2023-10-07 Gülendam Akgül, Nisa Gökden Kaya
Gifted students differ from their peers in cognitive, social and emotional development. This study aims to compare gifted and typically developing students in terms of friendship quality and empathy level and examine the gender differences in a sample of Turkish students. In addition, the predictive role of empathy in friendship quality among gifted and typically developing students was investigated
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Attitude and knowledge of dyslexia among elementary school teachers in Turkey Journal of Research in Special Educational Needs Pub Date : 2023-10-07 Özlem Altındağ Kumaş, Adile Emel Sardohan Yıldırım
The purpose of this study is to examine the teachers' attitude and knowledge about students with dyslexia and to see whether their attitudes differ according to their socio-demographic characteristics. The study group of this research, which was designed in the relational screening model, is made up of 300 classroom teachers. The participants filled out the Scale of Teachers' Attitudes towards Teaching
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Understanding teachers' responses to anxiety in children with autism at elementary schools and preschools Journal of Research in Special Educational Needs Pub Date : 2023-10-05 Osvaldo Hernández González, Rosario Elena Spencer Contreras, Juan Francisco Lagos Luciano, Pilar Sanz-Cervera, Raúl Tárraga-Mínguez
A total of 40% of children with ASD have clinical symptoms of anxiety. However, there is little research on how teachers respond to this type of behaviour in the classroom. This study aimed to compare teachers' responses towards the anxiety of students with ASD and to explore the relationship between these responses and their ASD awareness and emotional regulation strategies. A quantitative study was
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Assessing the efficacy of online teacher training programs in preparing pre-service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study Journal of Research in Special Educational Needs Pub Date : 2023-10-03 Mohammad Al-Rashaida, Ayman Massouti
The study aimed to explore the challenges and potential benefits of online delivery in preparing pre-service teachers in the United Arab Emirates (UAE) for inclusive teaching. The study specifically examined their readiness to assist students with special educational needs (SEN) within the K-12 education system. It employed semi-structured interviews to comprehensively understand the perspectives and
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Young people's views and experiences of person-centred planning: A systematic literature review Journal of Research in Special Educational Needs Pub Date : 2023-09-21 Richard Gregory, Cathy Atkinson
Person-centred planning (PCP) is both a philosophy and method of service delivery across varied contexts. It is used in pathway planning for young people with special educational needs and disabilities (SEND) to promote positive transition outcomes. Due to idiosyncratic use, it is unclear how PCP meetings are organised and structured and to what extent this reflects fidelity to PCP as a philosophy
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Resourced provision in mainstream schools for students with special educational needs and/or disabilities: Inclusive service or safe space? Journal of Research in Special Educational Needs Pub Date : 2023-09-07 Vasilis Strogilos, Rebecca J. Ward
Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to (i) evaluate with the participants the effective practices
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Using ‘I am’ Digital Stories to facilitate autistic young people to have a voice in their transition to adulthood Journal of Research in Special Educational Needs Pub Date : 2023-08-18 Stephanie Lewis-Dagnell, Louisa Burden, Kirsty Marsden, Sarah Parsons, Hanna Kovshoff
The voices of autistic young people are frequently excluded from transition planning and decision-making, especially when they have more complex needs and may not use speech to communicate. The aim of this research, based at a residential special school in England, was to extend and evaluate the use of the ‘I am’ Digital Stories methodology. ‘I am’ Digital Stories are short (c.3–5 min) videos that
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Meaning-making within inclusion: Exploring parents, teachers and students lay theories of ADHD and their implications for inclusive practice Journal of Research in Special Educational Needs Pub Date : 2023-08-17 Kate Carr-Fanning
This paper explores the Lay Theories of ADHD of stakeholders (teacher, parent and student) in an Irish context. Academic theories of difference have and continue to evolve, moving from medicalisation, through more socially oriented ideas, to more current trend around neurodivergence. However, inclusion as a process is socially negotiated within classrooms and the wider community. An understanding of
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Special education documents and young children's right to be heard Journal of Research in Special Educational Needs Pub Date : 2023-08-15 Karianne Franck
The aim of this article was to explore whether and how special education documents incorporate efforts to hear young children. The study is based on an in-depth analysis of expert assessments and individual education plans (IEP) pertaining to 17 children enrolled in early education and care (ECEC) institutions in Norway. The documents are scrutinized for explicit attempts to hear young children, as
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The impact of labelling students with learning difficulties on teacher self-efficacy in differentiated instruction Journal of Research in Special Educational Needs Pub Date : 2023-08-14 Tom Porta, Nicole Todd
Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior-secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian
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The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners Journal of Research in Special Educational Needs Pub Date : 2023-08-08 Olufemi Timothy Adigun, Chedza Denise Kent, Fumane Khanare, Nthama Matsie
There is yet a concerted effort directed to ameliorate mathematics anxiety (MA) among deaf learners especially in Nigeria. Hence, this study examined the effects of rational emotive behavioural and relaxation therapies on MA among deaf learners. The study adopted the quantitative quasi-experimental research design. A purposive sampling method was adopted to select three schools for the deaf in Oyo
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Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator Journal of Research in Special Educational Needs Pub Date : 2023-08-01 Kingsley Chinaza Nwosu, Willem Petrus Wahl, Nkechi Uzochukwu Okeke, Mary Nneka Nwikpo, Elizabeth Ifeoma Anierobi, Victor C. Nwasor, Emmanuel Nkemakolam Okwuduba, Adeline Nne Anyanwu, Azukaego Eluemuno
We examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) and their willingness to include children with special educational needs (SENs) in their classes, as well as the mediating function of teacher job satisfaction. We sampled 502 teachers in Anambra State, Nigeria. Our findings revealed that while teachers' tolerance of frustration
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Wireless microphones for students who are deaf and hard of hearing: Czech teachers' perspective Journal of Research in Special Educational Needs Pub Date : 2023-07-27 Kristyna Gabova, Jana Furstova, Peter Tavel
Wireless remote microphones (WRM) are used as secondary assistive listening devices for students with hearing aids or cochlear implants to limit the negative effects of noise and distance for understanding speech. WRM technology is not yet widespread in the Czech Republic. The aim of this study was to use teachers' perspectives to compare the benefit of WRM in different situations and settings for
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Changes experienced in primary education by teachers, autistic students and students' parents after a professional development intervention Journal of Research in Special Educational Needs Pub Date : 2023-07-20 Linda Petersson-Bloom, Mona Holmqvist
We aimed to explore the experiences of teachers, autistic students and students' parents, before and after professional development intervention for teachers in primary school. The main participants were five autistic students aged 7–11 years in three primary schools (intervention schools), their parents and teachers. Five school contexts were studied, with three interventions and two comparisons.
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Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff Journal of Research in Special Educational Needs Pub Date : 2023-07-18 Rebecca Wood
Autistic individuals can have poor outcomes from school, including high rates of unemployment. Despite a growing focus on the work experiences of autistic people, and various approaches to remediate the difficulties they undergo, the school sector remains largely unexplored, as are the insights available from former autistic employees. In a discourse analysis of 12 former autistic school staff previously
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Preparing German pre-service teachers in special needs education for school development—Can we do otherwise? Journal of Research in Special Educational Needs Pub Date : 2023-07-13 Katharina Resch, Eva Hartmüller, Sarah Walczuch, Sabine Marschall
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap in the professionalisation of pre-service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre-service teachers in school development
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The impact of the coronavirus pandemic on the lives of children and young people who have special educational needs and/or disabilities in the UK: A scoping review Journal of Research in Special Educational Needs Pub Date : 2023-07-12 Jacqueline Paterson, Michelle McCarthy, Paraskevi Triantafyllopoulou
The COVID-19 pandemic impacted everyone in the United Kingdom when restrictions were put in place to prevent the spread of the disease. However, it is thought that children and young people (CYP) with special educational needs and disabilities (SEND) would be more affected than others due to existing inequalities and vulnerabilities. A scoping review methodology was used to ascertain what is known
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Parental experiences of accessing assessments for special educational needs Journal of Research in Special Educational Needs Pub Date : 2023-07-12 Zoe Starkie
An individual is considered to have special educational needs (SEN) if they require special educational provision to enable them to access education (British Educational Research Journal, 2011, 37, 421). In 2014, a new SEN code of conduct was established, which saw further amendments the following year (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file
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Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP-SF) Journal of Research in Special Educational Needs Pub Date : 2023-06-22 C. Sahli Lozano, S. Wüthrich, N. Baumli, U. Sharma, T. Loreman, C. Forlin
High self-efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently
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The relationship between quality of the present level of academic achievement and functional performance statement and student learning Journal of Research in Special Educational Needs Pub Date : 2023-06-21 Matthew K. Burns, Erica S. Lembke, McKinzie D. Duesenberg-Marshall, Stephanie Hopkins, Stacy Hirt, Monica E. Romero, Elizabeth Thomas, Jo Ann Steinbauer, Amber Del Gaiso, Scott Crooks
The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement
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Coping with distance learning during COVID-19 and its impact on students' emotional experiences: Differences between students with and without special education needs Journal of Research in Special Educational Needs Pub Date : 2023-06-08 Marcela Pozas, Verena Letzel-Alt
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still
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Nonword reading and other reading-related skills in Down syndrome Journal of Research in Special Educational Needs Pub Date : 2023-05-29 Loredana Muscat, Helen Grech
The performance of children and young adults with Down syndrome (DS) on reading subskills and nonword reading was investigated. The performance of the participants with DS (N = 42) was compared to that of typically developing (N = 36) peers matched on fluid intelligence abilities. The study accounted for the different depths in orthography presented by the two languages. The independent samples t-test
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The attitudes of parents of typically developing students towards including students with disabilities in mainstream classrooms in the United Arab Emirates Journal of Research in Special Educational Needs Pub Date : 2023-05-28 Samir Jabra Dukmak, Mahmoud Gharaibeh, Razan Numan Alkhatib, Mervat Amin Ijha
This study investigates the attitudes of parents of typically developing students towards teaching students with disabilities in the mainstream classrooms, in relation to various family characteristics. This quantitative research employed a descriptive questionnaire survey to investigate the attitudes of parents of typically developing students towards teaching learners with disabilities in regular
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The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile Journal of Research in Special Educational Needs Pub Date : 2023-05-19 Katherine Andrea Dinamarca-Aravena
The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes
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Promoting basic arithmetic competence in early school years–using a response to intervention model Journal of Research in Special Educational Needs Pub Date : 2023-05-11 Helena Roos, Linda Fälth, Lena Karlsson, Camilla Nilvius, Heidi Selenius, Idor Svensson
This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from
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Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis Journal of Research in Special Educational Needs Pub Date : 2023-04-29 Darren D. Chadwick, Susan Buell
Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access
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Using a 10-day mindfulness-based app intervention to reduce burnout in special educators Journal of Research in Special Educational Needs Pub Date : 2023-04-25 Amy Russell, Sinéad Smyth
The field of special education is thought to be a stressful profession due to the complex needs of the students. The current study aimed to assess the effectiveness of a mindfulness-based smartphone application intervention for reducing burnout in special educators. We used the Copenhagen Burnout Inventory scale (with three subscales; personal, work-related and student-related) to measure burnout and