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An intervention programme to promote social communication skills for prelinguistic children with autism spectrum disorders: “Kids in the Kitchen” European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-03-26 Ceyhun Servi, Gözde Çinbay, Serap Yüce
Prelinguistic children with autism often struggle with social communication and language skills. Therefore, fostering these abilities is crucial, especially during early childhood. Teaching parents...
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Face to face: dialogues around visual impairment European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-03-21 S. Sierra Martínez, M. Fiuza Asorey, A. Parrilla Latas
This study aims to find out how society views vision impairment (VI) by bringing it closer to citizens through a specific strategy to encourage contact and dialogue with people with VI. A ‘Human Li...
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Effect of a four-day inclusive basketball campus on the self-efficacy of youths with or without a physical disability: the case of the Real Madrid Foundation European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-03-10 C Ocete, A Roldan, R Reina, G Ortega, J Pérez-Tejero
This study aims to analyse the impact of a four-day inclusive basketball campus on the self-efficacy (SE) of players with or without a disability (pre- vs. post-intervention design). A sample of 44...
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Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-03-05 Jonny Wåger, Anette Bagger
Decisions schools make about teaching content fundamentally shape students’ educational experience and their later life. These decisions often take a particular shape for students with intellectual...
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Future career expectations of college students - the contribution of disability status, self-advocacy, self-efficacy, and support European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-02-28 Rinat Michael, Mati Zakai-Mashiach, Pnina Shavit
This study examined future career expectations of college students with and without learning disabilities (LD) and/or Attention-Deficit/Hyperactivity Disorders (ADHD) while focusing on the contribu...
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Academic support for students with learning disabilities: the role of psychological capital in their academic adjustment European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-02-27 Batel Hazan-Liran, Ofra Walter
The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who ...
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Examining long-term impacts of a training programme to improve quality of IEP goals European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-02-10 Salih Rakap, Serife Balikci, Sinan Kalkan, Heather Coleman, Burak Aydin, Emrah Gulboy
High-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with...
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Professional collaboration for children and adolescents with neurodevelopmental disorders: a scoping review European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-02-09 Jaanet Salminen, Miia Laasanen, Leena Leinonen, Max Karukivi, Riitta Vornanen, Minna Alin, Minna Kyttälä
This scoping review aims to synthesise what is known about professional collaboration among schools, healthcare and social care for children with neurodevelopmental disorders. Papers (N = 29; discu...
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The relationship between direct or indirect therapy and language profiles in children with developmental language disorder (DLD) across European countries European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-01-31 Niloufar Jalali-Moghadam, Hanne B. Søndergaard Knudsen, Ewa Czaplewska, Silvia Nieva, Marja Laasonen, Ellen Gerrits, Cristina McKean, James Law
The present study aimed to investigate 1) whether country categories and type of DLD predict the type of therapy (direct, indirect, and mixed) the child receives, and 2) whether there is an associa...
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The scoping review of systematic instruction literature for individuals with disabilities: trends in Türkiye from 1983 to 2022 European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-01-30 Serife Yucesoy-Ozkan, Sima Mart, Kubra Sayar, Dilara Ecem Altun, Emrah Gulboy, Feyat Kaya, Nuray Oncul
This study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983–2022) in Türkiye. We included 332 single-ca...
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Additional Reviewers Volume 38 European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-01-29
Published in European Journal of Special Needs Education (Vol. 39, No. 1, 2024)
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CORRECTION European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-01-09
Published in European Journal of Special Needs Education (Ahead of Print, 2024)
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The association among executive functions, academic motivation, anxiety and depression: a comparison between students with specific learning disabilities and undiagnosed peers European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-01-02 Alesi Marianna, Giordano Giulia, Ingoglia Sonia, Inguglia Cristiano
Since COVID-19 pandemic started, schools had to face environmental changes, one was shifting from a face-to-face educational approach to online learning. It represented an unfavourable learning env...
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International perspectives on inclusive education: In the light of educational justice European Journal of Special Needs Education (IF 1.93) Pub Date : 2024-01-02 Brahm Norwich, Simone Seitz, Alison Mackenzie, Gunnlaugur Magnússon, Thomas Barow
Published in European Journal of Special Needs Education (Vol. 39, No. 2, 2024)
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Creating optimal educational settings for children with rare diseases – a working method European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-20 AnnCatrin Röjvik, Gunilla Jaeger, Erland Hjelmquist, Kerstin W. Falkman
Rare diseases are usually complex syndromes, which sometimes cause extensive functional impairments affecting everyday life. The number of rare diseases and of people having one is increasing. Chil...
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CORRECTION European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-14
Published in European Journal of Special Needs Education (Ahead of Print, 2023)
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Understanding professors’ and students with disabilities’ perceptions of inclusive higher education: a systematic literature review European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-13 Andrea Osuna-Juárez, Nuria González-Castellano
This systematic literature review explores professors’ role in implementing inclusive education for students with disabilities in higher education. Findings from 22 articles reveal diverse barriers...
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Quality in special education from teacher perspectives European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-13 M. Abdulbaki Karaca, Necati Çobanoglu, Osman Tayyar Çelik
In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected da...
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Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-12 Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, Raúl Tárraga-Mínguez, Timo Lüke
This paper aims to understand how teachers’ attitudes are contributing to or hindering the educational inclusion of students with autism spectrum disorder (ASD). Implicit and explicit measurement o...
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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 European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-06 Janja Rihter, Milena Košak Babuder, Milena Valenčič Zuljan
Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia ...
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What different education professionals know about ADHD and their attitudes towards it European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-12-05 Marisol Cueli, Laura M. Cañamero, Celestino Rodríguez, Paloma González-Castro
Teachers and school counsellors play a key role in the detection of symptoms associated with attention-deficit/hyperactivity disorder (ADHD) and in interventions. The present study aimed to analyse...
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A study on parents’ awareness of inclusive education European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-27 Özgür Sirem
This study aims to reveal the school-related problems experienced by students of inclusive education in primary school from the perspective of parents, in an effort to offer solutions to these prob...
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Resisting the standards agenda? Swedish subject teachers and special educators’ discourses on teaching students with different needs European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-23 David Paulsrud
This article presents an analysis of Swedish subject teachers and special educators’ discourses on the teaching of students with different needs in order to study their enactment of inclusive educa...
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Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-20 Lara Checa-Domene, Inmaculada García-Martínez, Óscar Gavín-Chocano, Marina García-Valdecasas Prieto
The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reaso...
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The relationships between burnout profiles, teacher agency, and meaningful work of special education teachers European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-17 Esra Sözer-Boz, Sedat Turgut, Mahir Uğurlu
Burnout is an increasing issue among special education teachers (SETs), impacting students, the education system, and society. This study aimed to identify burnout profiles of SETs and explore the ...
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The role of primary-school support staff in Italy: a case for re-thinking their professional characteristics European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-16 Lorenzo Ciletti
Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities ...
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Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-06 Anna-Lena Andersson, Anette Bagger, Anne Lillvist
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 organisatio...
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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 European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-11-02 Raquel Batista de Oliveira, Graça Bidarra, Piedade Vaz Rebelo, Valentim Alferes
The 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/per...
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Interprofessional collaborative practices for children with speech, language and communication needs in early childhood education and care: comparing Dutch and Norwegian perspectives European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-10-29 Jana Langner, Ruben G. Fukkink, Ellen Beate Hansen Sandseter
Interprofessional collaboration and practice (IPCP) is considered the cornerstone for effective service delivery for children with speech language and communication needs (SLCN). Following Stutsky ...
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Effects of a reading dog programme on reading skills and task-related behaviour in special needs education European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-10-23 Steffie Van Der Steen, Ivonne Douma, Ilse Snippe
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....
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CORRECTION European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-10-11
Published in European Journal of Special Needs Education (Ahead of Print, 2023)
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Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-10-08 Elisa Kupers, Anke de Boer, Alianne Bakker, Frank de Jong, Alexander Minnaert
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...
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A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-09-28 Kristin Westerholm, Henrik Lindqvist
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,...
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A systematic review on Syrian refugee children with disabilities in Türkiye European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-09-26 Hatice Bayraklı
School-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 ...
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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) European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-09-07 Christina Mechler, David Scheer, Vera Heyl
ABSTRACT Attitudes towards inclusion (ATI) are regarded as an important aspect for the implementation of inclusive education. Yet, explicit measures of ATI have some limitations. Single-target implicit association tests (ST-IAT) provide an opportunity to an implicit ATI measure based on differences in reaction times. However, this can be a time-consuming procedure. The present study is a replication
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Parental attitudes towards the inclusion of children with disabilities in Jordanian kindergartens European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-09-05 Eman Al-Zboon, Ali Alelaimat, Kholoud Al-Dababneh, Jamal Ahmad
ABSTRACT The present study aimed to explore parents’ attitudes towards including children with disabilities (CWDs) in public kindergartens (KGs) in Jordan. A questionnaire was developed and distributed to 250 parents of CWDs and others without disabilities at the kindergarten stage. The results revealed that most respondents had neutral attitudes towards including CWD issues in public KG, and about
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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? European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-08-28 Oguzhan Hazir, Richard Harris
ABSTRACT This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English
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Paradoxes of using psychiatric diagnoses as organising principles for special educational support European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-08-05 Thyge Tegtmejer, Roger Säljö
ABSTRACT In educational systems around the world, there is a long tradition of using psychiatric diagnoses when providing support in the special educational field. For instance, many countries have special schools and special classes for students with psychiatric diagnoses such as Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder and general learning disabilities. This case study draws
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Ethnic prejudice and the perception of inclusion of immigrant children: the mediating role of teachers’ resilience European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-08-03 Carla Zappulla, Ugo Pace, Melina Aparici Aznar, Olga Soler Vilageliu, Riccardo Crispo, Giulio D’Urso, Alessia Passanisi, Marinella Muscarà
ABSTRACT We aimed to investigate the relationship between ethnic prejudice and the perception of inclusion of immigrant children among primary and middle school teachers, focusing on the mediating role of resilience. Participants were 261 teachers, 233 women and 28 men, ages 34 to 66 (M = 51.67; SD = 8.27), recruited in primary and middle schools in Sicily (Italy). Participants completed the Classical
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Call for Papers for Special Issue The Nordic experience of inclusive and special education: distinctive and diverse approaches to social and educational values and practices European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-08-03 Florian Kiuppis
ABSTRACT This special issue is going to address Nordic conceptions of inclusive and special education. In particular, the issue will explore the potential contribution of theoretical and empirical approaches of Nordic scholarship, including academic work focusing on Nordic approaches from abroad, to the analysis of inclusive and special education. Emphasis will be made on the distinctiveness and diversity
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The role of educational psychologists in the framework of the right to inclusive education: between reality and desire European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-08-01 Raquel Palomo, Cecilia Simón, Gerardo Echeita
ABSTRACT The aim of this study was to analyse the role that Educational Psychologists (EPs) could play within the framework of the right to inclusive education and the barriers they perceive at different levels of the education system. A reflexive Thematic Analysis study was conducted in Madrid (Spain), which gathered the opinions of 177 professionals working in Counselling Teams. These are multidisciplinary
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Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-07-11 Gunita Mudhar, Sigrun K. Ertesvåg, Eija Pakarinen
ABSTRACT Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled trial study. Latent profile analysis identified
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Schooling children and youth with chronic illness in a medical facility —an educational paradigm in the perception of special education teacher candidates European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-07-10 Iwona Konieczna
ABSTRACT The article presents the findings of a study that examines the perception of the educational paradigm in the context of educating a child with a chronic illness in either a school or medical facility by special education teacher candidates. It was assumed that the beliefs of educators largely reflect the educational paradigm, which reveals the thought process regarding children with chronic
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The effects of accommodations and curriculum modifications on academic performance and perceived inclusion: a prospective longitudinal study among students in Switzerland European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-06-26 Caroline Sahli Lozano, Kathrin Brandenberg, Matthias Wicki, Larissa Maria Troesch, Sergej Wüthrich
ABSTRACT Although inclusion generally affects students with special educational needs positively, it remains unclear whether specific integrative school measures have beneficial or detrimental effects on their academic performance and perceived inclusion. Unlike previous studies, the present paper differentiates between various types of integrative school measures, such as curriculum modifications
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Pathways to Inclusion: Exploring Early Childhood School Administrators’ Attitudes towards Including Children with Disabilities in Türkiye European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-06-23 Salih Rakap
ABSTRACT Inclusion has been recognised as an educational practice to support development and learning of children with disabilities in general education settings in Türkiye since 1980s. Numerous studies have examined the attitudes of various stakeholder towards inclusive education. However, there is limited research examining early childhood school administrators’ attitudes towards inclusion. The purpose
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Ethical competence in German teacher training for inclusive schools European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-06-19 Silvia Wiedebusch, Pia Jauch, Michael Quante
ABSTRACT Teaching in inclusive schools comes with a variety of ethical challenges, for which student teachers of general and special needs education should acquire ethical competence as part of their inclusion-oriented teacher training. Due to the lack of empirical studies on this area of teacher training in Germany to date, students in Masters degree programmes (N = 585; age: M = 25.35; SD = 3.28;
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The Inclusion Illusion. How children with special educational needs experience mainstream schools European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-06-04 Dr Rob Webster, Professor Gerardo Echeita, Professor Dr Sabine Weiss, Dr Ian Thompson, Professor Brahm Norwich
Published in European Journal of Special Needs Education (Vol. 38, No. 4, 2023)
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The path to independent living: lived experiences of inclusive education for one of a set of twins with disabilities and her parents European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-25 Dagmar Sedláčková, Liliana Belkin, Jiří Kantor
ABSTRACT This study describes the case of a student with congenital intestinal perforations and her experience with inclusive education in the Czech Republic. She is also a sister of an identical twin with cerebral palsy. The data were gained from semi-structured interviews and bio-graphical narratives of the student during her studies at the grammar school and from her parents. Van Manen’s analyses
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Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-25 Batel Hazan-Liran, Nirit Karni-Vizer
ABSTRACT Teaching is a stressful profession, and rates of departure are high. We examined whether teachers’ levels of psychological capital (PsyCap), a concept integrating four positive psychological resources (hope, self-efficacy, resilience, optimism), affects their job satisfaction and burnout. Israeli schools are now required to be inclusive; consequently, teachers in standard educational settings
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Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-25 Yeshayahu Hutzler, N. Choresh
ABSTRACT The inclusion of children with disabilities in physical education (PE) classes is of the utmost importance and is addressed in teacher training programmes through a range of courses, aimed at providing teachers with knowledge and tools for enhancing inclusion in their PE classes. This paper provides a scoping review of research papers on such courses that are conducted online. The search was
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Students’ perceptions of co-teaching in the general classroom European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-24 Maria Rönn-Liljenfeldt, C Sundqvist, K. Ström, J. Korhonen
This study examined how Finnish primary school students perceive teachers’ roles and responsibilities, their own learning and participation, and the social climate during co-taught lessons. Data we...
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Adaptation and validation of an instrument for assessing the digital competence of special education teachers European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-23 Marta Montenegro-Rueda, José María Fernández-Batanero
ABSTRACT The instruments for the evaluation of teachers’ digital competence are abundant, however, there is still a lack of instruments oriented to the context of Special Education. In this sense, this study presents the validation process of an instrument that aims to determine the level of knowledge and digital competence of Special Education teachers with respect to the use of Information and Communication
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Adaptation of the Concerns About Inclusive Education Scale Short Form (CIES-SF) into Turkish European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-23 Sedat Turgut, Mahir Uğurlu
ABSTRACT One of the factors that affect inclusion is teachers’ concerns about it. Teachers may believe that they will not be successful in inclusion due to the concerns they have experienced. Therefore, understanding teachers’ concerns about inclusion plays a critical role in achieving the purpose of education. This research aimed to adapt The Concerns about Inclusive Education Scale Short Form (CIES-SF)
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Executive functions and emotion regulation in children with autism spectrum disorders European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-18 Cristina Costescu, Rosan Adrian, David Carmen
ABSTRACT Children with autism spectrum disorders (ASD) present deficits in regulation of their emotions which have a great impact on their mental health and well-being. There are several studies showing the connection between executive functions deficits and emotion dysregulation in the context of an ASD diagnosis. Our study aims to investigate which among the executive functions can predict the emotional
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How school placement and parental social capital influence children’s perceptions of inclusion in school. A survey of Norwegian children with physical disabilities European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-14 Jon Erik Finnvold, Therese Dokken
The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the childre...
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Implementing positive behaviour intervention and support in Finnish early childhood education and care: leadership team’s perspective European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-03 Noora Heiskanen, Anne Karhu, Hannu Savolainen, Vesa Närhi
The effective implementation of positive behaviour intervention and support (PBIS) requires both organisational and professional change. This means that the whole community including all educators ...
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School transfers in special education: frequency, direction, and timing of transfers between different school settings European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-05-03 Romana Snozzi, Carmen L. A. Zurbriggen, Christoph M. Müller
Many countries provide multiple school settings for students with special educational needs (SEN), such as inclusive schooling in mainstream school, special classes, and special schools. However, e...
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Teaching for all: profile of faculty members who facilitate the success and inclusion of students with disability European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-04-27 Beatriz Morgado, María Nieves Sánchez-Díaz
The presence of students with disability in university classrooms is a current reality, which implies the need to develop inclusive teaching practices. The purpose of this study was to analyze the ...
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Morphological and phonological errors in the written language production of children with DLD European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-04-26 Georgia Andreou, Vasiliki Aslanoglou, Vasiliki Lymperopoulou, Filippos Vlachos
The present study aims to investigate the written language production in Greek of Developmental Language Disorder (DLD) children and compare it to that of typically developing (TD) children matched...
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Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care European Journal of Special Needs Education (IF 1.93) Pub Date : 2023-04-12 Simone Schaub, Matthias Lütolf
Educators’ preparedness to include children with disability in day-care is key to the success of early childhood inclusion. This study examines the relationship between attitudes and self-efficacy ...