Reasonable accommodations (RA) for children with special educational needs (SEN) need to be decided in collaboration with all stakeholders. Even though parents play a crucial part in the inclusive school trajectory or their child with SEN, they often miss a clear role in this decision‐making process. In this research, using interpretative phenomenological analysis (IPA), six parents of children with SEN were questioned. The analysis showed that parents are bound to the decisive character of school professionals and find themselves along the spectrum of being actively involved to being followers. There are often opposite perspectives, and in many cases insufficient RA are decided upon according to parents. This resulted in diagnostic trajectories and a search for support outside the school environment. In many cases, parents perceived the decision‐making process on RA for their child with SEN as a life‐long journey and a never‐ending process. In the end, enabling factors were expressed by parents that facilitated the decision‐making process on RA.
为有特殊教育需要（SEN）的儿童提供合理便利（RA），需要与所有利益相关者共同决定。尽管家长在全纳学校的发展轨迹或其有特殊教育需要的子女的发展轨迹中扮演着至关重要的角色，但他们在这一决策过程中往往没有发挥明确的作用。本研究采用解释现象学分析法（IPA），对六位有特殊教育需要儿童的家长进行了询问。分析结果表明，家长受到学校专业人员决定性特征的束缚，发现自己处于积极参与和追随的两难境地。他们的观点往往截然相反，在许多情况下，家长对 RA 的决定并不充分。这就导致了诊断轨迹和在学校环境之外寻求支持。在许多情况下，家长认为为其有特殊教育需要的子女决定康复服务的过程是一个终身的旅程和永无止境的过程。最後，家長表達了一些有利因素，以促進康復服務的決策過程。
{"title":"Parents' lived experiences regarding the decision‐making process on reasonable accommodations for their child with SEN—An IPA analysis","authors":"Laura Fluyt, S. Vandesande, S. Nijs","doi":"10.1111/1471-3802.12724","DOIUrl":"https://doi.org/10.1111/1471-3802.12724","url":null,"abstract":"Reasonable accommodations (RA) for children with special educational needs (SEN) need to be decided in collaboration with all stakeholders. Even though parents play a crucial part in the inclusive school trajectory or their child with SEN, they often miss a clear role in this decision‐making process. In this research, using interpretative phenomenological analysis (IPA), six parents of children with SEN were questioned. The analysis showed that parents are bound to the decisive character of school professionals and find themselves along the spectrum of being actively involved to being followers. There are often opposite perspectives, and in many cases insufficient RA are decided upon according to parents. This resulted in diagnostic trajectories and a search for support outside the school environment. In many cases, parents perceived the decision‐making process on RA for their child with SEN as a life‐long journey and a never‐ending process. In the end, enabling factors were expressed by parents that facilitated the decision‐making process on RA.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142258732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to analyse trends in articles on the use of instructional technologies in the education of individuals with special needs, specifically those with mental disabilities and autism. The research was conducted in accordance with the PRISMA statement, and the studies were analysed through content analysis. Between 2015 and 2023, 452 articles were retrieved from ScienceDirect, Web of Science, SpringerLink, ERIC, Google Scholar, SOBIAD, Taylor & Francis and SCOPUS databases on the use of instructional technologies in the education of students with intellectual disabilities or autism. The analysis included 128 articles that met the research criteria. The research indicates that publications on instructional technologies for individuals diagnosed with intellectual disabilities were mostly published in 2019, 2020 and 2021. Among these technologies, technology‐supported learning and augmented reality were found to be the most preferred. These studies focused on the effects of instructional technologies on communication and social skills. They were mostly conducted on students aged 15–25. Publications for individuals diagnosed with autism were mostly published in 2022. These individuals have mostly preferred technology‐supported learning, virtual reality and robot‐assisted learning as instructional technologies. These studies focused on the effects of instructional technologies on communication and social skills in students aged 5–10.
{"title":"Trends in instructional technologies used in education of people with special needs due to intellectual disability and autism","authors":"Fatih Kalemkuş","doi":"10.1111/1471-3802.12723","DOIUrl":"https://doi.org/10.1111/1471-3802.12723","url":null,"abstract":"The purpose of this study is to analyse trends in articles on the use of instructional technologies in the education of individuals with special needs, specifically those with mental disabilities and autism. The research was conducted in accordance with the PRISMA statement, and the studies were analysed through content analysis. Between 2015 and 2023, 452 articles were retrieved from ScienceDirect, Web of Science, SpringerLink, ERIC, Google Scholar, SOBIAD, Taylor & Francis and SCOPUS databases on the use of instructional technologies in the education of students with intellectual disabilities or autism. The analysis included 128 articles that met the research criteria. The research indicates that publications on instructional technologies for individuals diagnosed with intellectual disabilities were mostly published in 2019, 2020 and 2021. Among these technologies, technology‐supported learning and augmented reality were found to be the most preferred. These studies focused on the effects of instructional technologies on communication and social skills. They were mostly conducted on students aged 15–25. Publications for individuals diagnosed with autism were mostly published in 2022. These individuals have mostly preferred technology‐supported learning, virtual reality and robot‐assisted learning as instructional technologies. These studies focused on the effects of instructional technologies on communication and social skills in students aged 5–10.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142258733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher–student relationships (TSRs) are key factors for at‐risk students. However, little is known regarding how TSRs are built through interactions with students with neurodevelopmental disorders (NDDs). This study provides an in‐depth analysis of a teacher's relational competence in relation to a student with NDD symptoms. We used microscopic relational analysis to scrutinise a TSR, focusing on a brief classroom episode selected from a sample of seven video‐recorded lessons set in an elementary school. Our findings demonstrate the critical role of teachers' relational competence in nurturing positive and supportive TSRs. Teachers' relational competence manifests through continuously reading, understanding, and empathising with students. Furthermore, teachers can promote mutual understanding and respect, regulate the degree of closeness and distance, and manage the emotional indicators of ongoing TSR. We propose that such microsocial artistry is an essential part of teachers' competencies when interacting with students with NDDs.
师生关系（TSR）是高危学生的关键因素。然而，人们对如何通过与神经发育障碍（NDD）学生的互动建立师生关系知之甚少。本研究深入分析了教师与有 NDD 症状的学生之间的关系能力。我们使用微观关系分析法仔细研究了一次 TSR，重点是从一所小学的七节录像课样本中选取的一个简短课堂插曲。我们的研究结果表明，教师的关系能力在培养积极和支持性的 TSR 方面发挥着关键作用。教师的关系能力体现在不断阅读、理解和同情学生。此外，教师还能促进相互理解和尊重，调节亲近和疏远的程度，管理正在进行的 TSR 的情绪指标。我们认为，在与有 NDD 的学生互动时，这种微观社会艺术是教师能力的重要组成部分。
{"title":"Teachers' relational competence towards students with neurodevelopmental symptoms: A microscopic relational analysis","authors":"Linda Plantin Ewe, Jonas Aspelin","doi":"10.1111/1471-3802.12721","DOIUrl":"https://doi.org/10.1111/1471-3802.12721","url":null,"abstract":"Teacher–student relationships (TSRs) are key factors for at‐risk students. However, little is known regarding how TSRs are built through interactions with students with neurodevelopmental disorders (NDDs). This study provides an in‐depth analysis of a teacher's relational competence in relation to a student with NDD symptoms. We used microscopic relational analysis to scrutinise a TSR, focusing on a brief classroom episode selected from a sample of seven video‐recorded lessons set in an elementary school. Our findings demonstrate the critical role of teachers' relational competence in nurturing positive and supportive TSRs. Teachers' relational competence manifests through continuously reading, understanding, and empathising with students. Furthermore, teachers can promote mutual understanding and respect, regulate the degree of closeness and distance, and manage the emotional indicators of ongoing TSR. We propose that such microsocial artistry is an essential part of teachers' competencies when interacting with students with NDDs.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"23 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Defining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated curriculum or teacher training, among others. A qualitative research project was carried out with the aim of identifying the portraits that the different informant agents make of inclusion. The technique used to collect information was an open interview with 44 participants, representatives of different groups (head teachers, classroom teachers, specialists, counsellors, families, students, associations and politicians). The information was analysed using the content analysis model, supported by MAXQDA22 software. The results delve into (1) the dissonant issues with inclusion and (2) the rupture they perceive between legislation and daily practice, and (3) reveal five dominant discourses on the concept: as a legal measure, as a category, as an educational measure, as wealth and as participation. In conclusion, the vision of inclusion in this study remains confused, diffuse and utopian.
{"title":"Theory is inclusive, practice is integrative? Discourses on inclusion in the education community","authors":"Silvia Sierra‐Martínez, Irene Crestar, Isabel Fernández‐Menor, Ángeles Parrilla Latas","doi":"10.1111/1471-3802.12720","DOIUrl":"https://doi.org/10.1111/1471-3802.12720","url":null,"abstract":"Defining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated curriculum or teacher training, among others. A qualitative research project was carried out with the aim of identifying the portraits that the different informant agents make of inclusion. The technique used to collect information was an open interview with 44 participants, representatives of different groups (head teachers, classroom teachers, specialists, counsellors, families, students, associations and politicians). The information was analysed using the content analysis model, supported by MAXQDA22 software. The results delve into (1) the dissonant issues with inclusion and (2) the rupture they perceive between legislation and daily practice, and (3) reveal five dominant discourses on the concept: as a legal measure, as a category, as an educational measure, as wealth and as participation. In conclusion, the vision of inclusion in this study remains confused, diffuse and utopian.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Topouzeli, E. Konstantinidou, C. Evaggelinou, V. Barkoukis, E. Fotiadou
Embodied cognition and movement‐integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six‐week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12 middle‐school literature classes for children with dyslexia. The perceptions and experiences of four literature teachers for special educational needs and their selected 12 middle‐school students with dyslexia were recorded through semi‐structured interviews after the implementation of PunMoves. A reflexive thematic analysis revealed that PunMoves was more than welcomed from teachers and students, as it stimulated the students' interest and motivation in the reading process and the comprehension of punctuation marks. The acceptability of the approach from teachers and students was also reflected through its multidimensional impact on children's behaviours. Game‐based elements detected as some significant points of the program.
{"title":"A movement‐integration approach for the comprehension of punctuation marks in students with dyslexia","authors":"F. Topouzeli, E. Konstantinidou, C. Evaggelinou, V. Barkoukis, E. Fotiadou","doi":"10.1111/1471-3802.12718","DOIUrl":"https://doi.org/10.1111/1471-3802.12718","url":null,"abstract":"Embodied cognition and movement‐integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six‐week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12 middle‐school literature classes for children with dyslexia. The perceptions and experiences of four literature teachers for special educational needs and their selected 12 middle‐school students with dyslexia were recorded through semi‐structured interviews after the implementation of PunMoves. A reflexive thematic analysis revealed that PunMoves was more than welcomed from teachers and students, as it stimulated the students' interest and motivation in the reading process and the comprehension of punctuation marks. The acceptability of the approach from teachers and students was also reflected through its multidimensional impact on children's behaviours. Game‐based elements detected as some significant points of the program.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"30 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, George Chitiyo, Morgan Chitiyo
Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self‐efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in‐service teachers in support of inclusive education.
{"title":"Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo","authors":"Jonathan Chitiyo, Kinsey Simone, Edson Muresherwa, George Chitiyo, Morgan Chitiyo","doi":"10.1111/1471-3802.12716","DOIUrl":"https://doi.org/10.1111/1471-3802.12716","url":null,"abstract":"Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self‐efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in‐service teachers in support of inclusive education.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"22 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diego González‐Rodríguez, Cintia Pereira Marqués, Jorge Carlos Lafuente
The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post‐compulsory education to university for students identifying as autistic. A systematic review was performed of scientific articles about the transition from high school to university for these students. The databases used in the review were: EBSCOhost, SCOPUS and Web of Science. The final sample comprised 38 studies published between 2007 and 2023. The analysis followed an inductive process, in which the selected studies were subject to content analysis. The data were coded qualitatively. The extracted results were summarized in two tables based on their content, which fell into two categories: (1) non‐academic and academic variables that pose a problem for proper transition and (2) academic and non‐academic variables that can benefit the transition process. A wide variety of different variables influence the transition process, and it is important to know each person's life history in order to give them the most suitable educational response possible.
对每个学生而言，从高中到大学的过渡通常都很复杂，尤其是对少数群体而言。这主要是因为需要创建更具包容性的大学。本研究旨在确定影响自闭症学生从义务教育后过渡到大学的变量。我们对有关自闭症学生从高中升入大学的科学文章进行了系统性综述。综述中使用的数据库包括EBSCOhost、SCOPUS 和 Web of Science。最终样本包括 2007 年至 2023 年间发表的 38 篇研究报告。分析采用归纳法，对所选研究进行内容分析。对数据进行了定性编码。提取的结果根据其内容归纳为两个表格，分为两类：(1) 对适当过渡造成问题的非学术和学术变量；(2) 有利于过渡过程的学术和非学术变量。影响过渡进程的变量多种多样，重要的是要了解每个人的生活史，以便尽可能给他 们最合适的教育对策。
{"title":"Transition from upper secondary to university in students who identify as autistic: A systematic review","authors":"Diego González‐Rodríguez, Cintia Pereira Marqués, Jorge Carlos Lafuente","doi":"10.1111/1471-3802.12711","DOIUrl":"https://doi.org/10.1111/1471-3802.12711","url":null,"abstract":"The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post‐compulsory education to university for students identifying as autistic. A systematic review was performed of scientific articles about the transition from high school to university for these students. The databases used in the review were: EBSCOhost, SCOPUS and Web of Science. The final sample comprised 38 studies published between 2007 and 2023. The analysis followed an inductive process, in which the selected studies were subject to content analysis. The data were coded qualitatively. The extracted results were summarized in two tables based on their content, which fell into two categories: (1) non‐academic and academic variables that pose a problem for proper transition and (2) academic and non‐academic variables that can benefit the transition process. A wide variety of different variables influence the transition process, and it is important to know each person's life history in order to give them the most suitable educational response possible.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty‐seven children between 10 and 14 years old performed a self‐paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine the relationships between text processing and individual differences in these abilities (working memory, oral sentence recognition, verbal and non‐verbal intelligence, word reading fluency and decoding ability). Results indicate that the non‐ADHD group modulated their reading behaviour based on the presence of inconsistent information, whereas the ADHD group did so in response to the consistent information. However, this task effect in the ADHD group was primarily observed with children who scored low on background measures (e.g., verbal intelligence, working memory). Additionally, the children with ADHD recalled fewer units of information than their non‐ADHD peers. Correlations demonstrated that the pattern of relationships between the text comprehension measures (i.e., true‐false test and text recall) and the background measures differed between the two groups, such that measures were more closely associated with each other in the ADHD group. Results are discussed in terms of educational implications to support children with ADHD who experience reading comprehension difficulties.
{"title":"Individual differences in text processing and recall in children with and without ADHD","authors":"Olivia Ward, Deanna C. Friesen","doi":"10.1111/1471-3802.12717","DOIUrl":"https://doi.org/10.1111/1471-3802.12717","url":null,"abstract":"The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty‐seven children between 10 and 14 years old performed a self‐paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine the relationships between text processing and individual differences in these abilities (working memory, oral sentence recognition, verbal and non‐verbal intelligence, word reading fluency and decoding ability). Results indicate that the non‐ADHD group modulated their reading behaviour based on the presence of inconsistent information, whereas the ADHD group did so in response to the consistent information. However, this task effect in the ADHD group was primarily observed with children who scored low on background measures (e.g., verbal intelligence, working memory). Additionally, the children with ADHD recalled fewer units of information than their non‐ADHD peers. Correlations demonstrated that the pattern of relationships between the text comprehension measures (i.e., true‐false test and text recall) and the background measures differed between the two groups, such that measures were more closely associated with each other in the ADHD group. Results are discussed in terms of educational implications to support children with ADHD who experience reading comprehension difficulties.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"185 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluated the self‐efficacy and concerns regarding inclusive practices among 148 pre‐service teachers enrolled in newly reformed teacher training programmes in Cambodia. It explored variations in pre‐service teachers' concerns and self‐efficacy based on their experience‐related factors. This survey study used the Concern about Inclusive Education Scale (CIES) and Teacher Efficacy for Inclusive Practices (TEIP) scale as research instruments. Data analysis involved descriptive statistics, confirmatory factor analysis, reliability tests and one‐way ANOVA. The findings revealed that while pre‐service teachers had moderate levels of self‐efficacy, they exhibited high levels of concerns about including students with disabilities in regular schools, particularly regarding resources and acceptance. Their concerns and self‐efficacy significantly varied based on their experiences of interacting with individuals with disabilities and teaching students with disabilities. These findings underscore the pressing need for improvements in the new teacher training programmes. Teacher education colleges should align their inclusive education courses with the new inclusive education training guide and make this course compulsory. By emphasising practical skills, incorporating field experience and focusing on local inclusive education policies, pre‐service teachers can be better prepared for inclusive classrooms, thereby enhancing their confidence in implementing inclusive practices.
{"title":"Pre‐service teachers' preparation for inclusive practices in Cambodia: Experience, self‐efficacy and concerns about inclusion","authors":"Sokunrith Pov, Norimune Kawai","doi":"10.1111/1471-3802.12715","DOIUrl":"https://doi.org/10.1111/1471-3802.12715","url":null,"abstract":"This study evaluated the self‐efficacy and concerns regarding inclusive practices among 148 pre‐service teachers enrolled in newly reformed teacher training programmes in Cambodia. It explored variations in pre‐service teachers' concerns and self‐efficacy based on their experience‐related factors. This survey study used the Concern about Inclusive Education Scale (CIES) and Teacher Efficacy for Inclusive Practices (TEIP) scale as research instruments. Data analysis involved descriptive statistics, confirmatory factor analysis, reliability tests and one‐way ANOVA. The findings revealed that while pre‐service teachers had moderate levels of self‐efficacy, they exhibited high levels of concerns about including students with disabilities in regular schools, particularly regarding resources and acceptance. Their concerns and self‐efficacy significantly varied based on their experiences of interacting with individuals with disabilities and teaching students with disabilities. These findings underscore the pressing need for improvements in the new teacher training programmes. Teacher education colleges should align their inclusive education courses with the new inclusive education training guide and make this course compulsory. By emphasising practical skills, incorporating field experience and focusing on local inclusive education policies, pre‐service teachers can be better prepared for inclusive classrooms, thereby enhancing their confidence in implementing inclusive practices.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"17 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Romana Snozzi, Christoph M. Müller, Carmen L. A. Zurbriggen
School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory education, using administrative data from a Swiss canton (i.e. federal state) about students with intensive SEN support. We employed sequence analysis to describe individual characteristics of placement trajectories (type of placements attended, number and timing of transfers), and to identify typical placement trajectories. Findings indicate that students with SEN experience frequent placement transfers, however, high variability between individual placement trajectories exists. Four clusters representing typical placement trajectories emerged. The clusters differed in the placements predominately attended by students, the number of transfers experienced, as well as in the distribution of students' age, gender and first language. These differences may reflect variations between clusters in the type and severity of students' SEN. Our study results underscore the importance of understanding the dynamics of placement trajectories for students with SEN, contributing valuable insights into the complexities of their educational journeys.
{"title":"School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data","authors":"Romana Snozzi, Christoph M. Müller, Carmen L. A. Zurbriggen","doi":"10.1111/1471-3802.12714","DOIUrl":"https://doi.org/10.1111/1471-3802.12714","url":null,"abstract":"School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory education, using administrative data from a Swiss canton (i.e. federal state) about students with intensive SEN support. We employed sequence analysis to describe individual characteristics of placement trajectories (type of placements attended, number and timing of transfers), and to identify typical placement trajectories. Findings indicate that students with SEN experience frequent placement transfers, however, high variability between individual placement trajectories exists. Four clusters representing typical placement trajectories emerged. The clusters differed in the placements predominately attended by students, the number of transfers experienced, as well as in the distribution of students' age, gender and first language. These differences may reflect variations between clusters in the type and severity of students' SEN. Our study results underscore the importance of understanding the dynamics of placement trajectories for students with SEN, contributing valuable insights into the complexities of their educational journeys.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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