Journal of Research in Special Educational Needs最新文献_第2页

Perceived social support and academic resilience as predictors of psychological distress and wellbeing among students with disabilities in the University of Education, Winneba 预测温尼巴教育大学残疾学生心理压力和幸福感的社会支持感和学习适应力

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-08-14 DOI: 10.1111/1471-3802.12712

Delight Abla Klutsey, Alhassan Lukman Chinto, Gifty Nana Yaa Rockson, Godwin Avi, Joseph Kaningenye Foba‐Engmen, Peace Korkukorkor, Joyce Kankam

Students with impairment whether physical, sensory or intellectual face challenges in their quest to have inclusive education predisposing them to various stressors. Yet, studies have rarely explored this important psychological construct. This cross‐sectional study assessed the prevalence of psychological distress and how perceived social support and academic resilience predict distress in this population. A total of 101 students with hearing, visual and physical impairments were purposively sampled and administered questionnaires that measured psychological distress, social support and academic resilience. Results revealed the prevalence of psychological distress was 75.5%. Also, perceived social support (β = −0.25, p < 0.01) and academic resilience (β = −0.34, p < 0.001) significantly predicted psychological distress with perseverance (β = −0.51, p < 0.001) being the only dimension of academic resilience that predicted psychological distress. This study concludes that students with impairments have a high prevalence of psychological distress, which can be reduced through social support and resilience building interventions at both individual and group levels. We recommend that these counselling interventions be provided for students with impairment to help them deal with the challenges or stressors they encounter.

有身体、感官或智力障碍的学生在寻求全纳教育的过程中面临着各种挑战，容易产生各种压力。然而，很少有研究探讨这一重要的心理结构。这项横断面研究评估了心理困扰的发生率，以及感知到的社会支持和学业适应力如何预测这一人群的困扰。研究有目的地抽取了 101 名有听力、视力和肢体障碍的学生，并对他们进行了心理困扰、社会支持和学业适应能力的问卷调查。结果显示，心理困扰的发生率为 75.5%。此外，感知到的社会支持（β = -0.25，p <0.01）和学业适应力（β = -0.34，p <0.001）能显著预测心理困扰，而毅力（β = -0.51，p <0.001）是学业适应力中唯一能预测心理困扰的维度。本研究的结论是，有障碍的学生心理困扰的发生率很高，可以通过个人和团体层面的社会支持和复原力建设干预来减少心理困扰。我们建议为有障碍的学生提供这些辅导干预，帮助他们应对所遇到的挑战或压力。

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引用次数: 0

How signature strengths develop positive interdependence and empowerment in an inclusive education context 特色优势如何在全纳教育背景下发展积极的相互依存关系和增强能力

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-08-12 DOI: 10.1111/1471-3802.12713

Nicolas Bressoud, Andrea Christiane Samson, Philippe Gay, Gabija Garbaliauskaite ‐ Plagnol, Catherine Audrin, Elena Lucciarini, Rebecca Shankland

This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179 students, ages 8 to 12, divided into an experimental group that received specific training and an active control group that had access to program resources, regardless of their SEND status. The study used the Strengths Use Scale (SUS) and the Gratitude Questionnaire to measure students' awareness of their strengths and gratitude. In addition, a sociometric measure, the Peer Acceptance Index (PAI), was developed to assess classroom dynamics. Results indicate that strengths‐based interventions significantly expanded students' vocabulary of strengths and increased positive discourse, particularly among girls. Time and age were the main predictors of positive peer commentary, rather than the interventions themselves, which had no significant effect on PAI scores. The study suggests that strengths‐based tools, even without guided use, can positively influence students' language about strengths, although they did not change classroom relationships within the 9‐week period. Further research is recommended to explore the specific effects and mechanisms of strengths‐based interventions in inclusive settings.

本研究评估了 "个人的优势，集体的力量！"计划在瑞士全纳教育环境中促进学生使用优势词汇和改善课堂关系的效果。这项研究涉及 179 名 8 至 12 岁的学生，他们被分为实验组和积极对照组，前者接受了专门的培训，而后者则可以使用项目资源，与他们的特殊教育需要和残疾状况无关。该研究使用 "优势利用量表"（SUS）和 "感恩问卷 "来测量学生对自身优势和感恩的认识。此外，还开发了一种社会测量法--同伴接纳指数（PAI），以评估课堂动态。结果表明，基于优势的干预措施极大地扩展了学生的优势词汇量，增加了积极的话语，尤其是在女生中。时间和年龄是预测积极同伴评论的主要因素，而不是干预措施本身，后者对 PAI 分数没有明显影响。这项研究表明，以优势为基础的工具，即使没有指导使用，也能对学生的优势语言产生积极影响，尽管这些工具并没有在 9 周内改变课堂关系。建议进一步开展研究，探讨基于优势的干预措施在全纳环境中的具体效果和机制。

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引用次数: 0

‘Where are we in this process’? Teachers' attitudes regarding the amendment to the special education law in Israel 我们在这一进程中处于什么位置？教师对以色列特殊教育法修正案的态度

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-08-07 DOI: 10.1111/1471-3802.12710

Orna Huri, Avihu Shoshana

The study's primary research question is how teachers whose inclusive classes include children with disabilities experienced the most recent amendment (2018) to Israel's Special Education Law. Interviews with 20 teachers revealed four key findings: a sense of professional isolation when having to cope with the challenges of having students with disabilities in general classrooms; concealing emotions (e.g., shame) linked to their ambivalent views of the amendment; dealing with the new dynamics of teacher‐parent relationships; sensing internal conflict regarding the implementation of inclusion. The article discusses the relationship between top‐down educational policy and bottom‐up implementation through teachers' accounts.

本研究的主要研究问题是，包容性班级中包括残疾儿童的教师如何体验以色列《特殊教育法》的最新修正案（2018 年）。对 20 名教师的访谈揭示了四个主要发现：当不得不应对普通班级中残疾学生所带来的挑战时，会产生职业孤立感；隐藏与他们对修正案的矛盾看法有关的情绪（如羞耻感）；处理教师与家长关系的新动态；感觉到与实施全纳有关的内部冲突。文章通过教师的叙述，讨论了自上而下的教育政策与自下而上的实施之间的关系。

引用次数: 0

The impact of communication: A practical guide for teachers in fostering positive self‐concept in children with learning disability 沟通的影响：教师培养学习障碍儿童积极自我概念的实用指南

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-31 DOI: 10.1111/1471-3802.12709

Tamas Rotschild

Self‐concept is a precursor to a spectrum of mental, emotional and behavioural challenges, exerting a profound influence on how children perceive themselves, interact with their peers, navigate the educational landscape, and respond to life events. A learning disability is likely to negatively impact self‐concept development, rendering children with learning disability particularly vulnerable to its detrimental effects. Addressing negative self‐concept in school settings and providing appropriate support to students, especially those with learning disabilities, is a potentially effective way to mitigate the long‐term risks of mental health, emotion regulation and behavioural problems. One powerful tool at teachers' disposal is verbal communication that is free from threat or judgement, characterized by empathetic and appreciative tones that convey goodwill and acceptance. This paper offers practical guidance to teachers on using language endowed with distinct semantic nuances and pragmatic choices, with the potential to significantly enhance children's self‐concept and promote their overall healthy development.

自我概念是一系列心理、情感和行为挑战的先兆，对儿童如何看待自己、如何与同伴互动、如何适应教育环境以及如何应对生活事件有着深远的影响。学习障碍很可能对自我概念的发展产生负面影响，使学习障碍儿童特别容易受到其有害影响。在学校环境中解决消极的自我概念问题，并为学生（尤其是有学习障碍的学生）提供适当的支持，是减轻心理健康、情绪调节和行为问题的长期风险的潜在有效途径。教师可以利用的一个强有力的工具就是没有威胁或评判的语言交流，其特点是以同情和赞赏的语气传递善意和接纳。本文将为教师提供实用的指导，帮助他们使用具有独特语义细微差别和语用选择的语言，从而显著增强儿童的自我概念，促进他们的全面健康发展。

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引用次数: 0

Special education eligibility trends and related factors: An analysis of the context in Ontario, Canada 特殊教育资格趋势及相关因素：加拿大安大略省背景分析

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-26 DOI: 10.1111/1471-3802.12708

Jordan Shurr, Alexandra Minuk, Saad Chahine

While there has been movement from disability, or special education needs (SEN), eligibility identification as a prerequisite for special education services, formal school‐based identification remains critical in understanding the educational experience of students with disabilities. This study examined data from Ontario, Canada between 2006 and 2020. Descriptive statistics described trends in SEN status over the 14 years across 13 SEN categories. In addition, variance in the proportion of students identified per enrolled each year was examined to determine whether significant relationships existed with school level (i.e., elementary or secondary), school board type (i.e., English public, English Catholic, French public and French Catholic) and school board size. Analysis revealed an increase in special education eligibility determinations with statistically significant increase in autism and non‐identified eligibility and a decrease in mild intellectual disability. Hierarchical regression analysis revealed that school level, school board type and school board size were also significant predictors of identification. The multidirectional effects of each variable and their implications are explored.

虽然残疾或特殊教育需求（SEN）资格鉴定已不再是特殊教育服务的先决条件，但以学校为基础的正式鉴定对于了解残疾学生的教育经历仍然至关重要。本研究考察了加拿大安大略省 2006 年至 2020 年间的数据。描述性统计描述了 14 年间 13 个特殊教育需要类别中特殊教育需要状况的变化趋势。此外，还研究了每年每名注册学生中被确认的学生比例的差异，以确定与学校级别（即小学或中学）、校董会类型（即英国公立学校、英国天主教学校、法国公立学校和法国天主教学校）和校董会规模是否存在显著关系。分析表明，特殊教育资格认定有所增加，自闭症和非识别资格认定在统计上有显著增加，轻度智障有所减少。分层回归分析表明，学校级别、校董会类型和校董会规模也是鉴定的重要预测因素。本文探讨了每个变量的多向效应及其影响。

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引用次数: 0

Dynamic testing of learning potential of children with moderate to severe intellectual disabilities: A Delphi study 中重度智障儿童学习潜能动态测试：德尔菲研究

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-24 DOI: 10.1111/1471-3802.12706

M. L. Eding, M. Meeter, C. Schuengel

Education of children with moderate to severe intellectual disabilities requires adequate assessment of their educational needs and potential to learn. Dynamic testing using analogical reasoning tasks may be a promising way to perform such an assessment. However, it remains unclear how dynamic testing with these children may be done in practice. Therefore, we sought expert opinions on operationalizing learning potential and dynamic testing. We performed a three‐round online Delphi study (N = 37) with experts in psychological educational assessment of children with moderate to severe intellectual disabilities in special schools and specialized day‐care centres in the Netherlands. Consensus was found on a conceptual and an operational definition of learning potential, describing step‐by‐step how learning potential could be measured in daily practice. This included a pre‐test, training, post‐test design with the inclusion of a graduated prompts protocol for mediation and an observation checklist focussing on response to mediation. Based on examples from the Analogical Reasoning Learning Test, we assessed consensus on adapted design requirements for dynamic testing using analogical reasoning. Experts agreed that dynamic testing using analogical reasoning tasks might be suitable for children with moderate intellectual disabilities. A key concern was whether performance on analogical reasoning task was within reach of children with severe intellectual disabilities. The panel recommended research into the type of mediation needed to support the learning of analogical reasoning tasks. Further development and evaluation of dynamic testing for children with moderate to severe intellectual disabilities may build on the recommendations of this panel of experts.

中重度智障儿童的教育需要对他们的教育需求和学习潜力进行充分的评估。使用类比推理任务进行动态测试，可能是进行此类评估的一种有前途的方法。然而，在实践中如何对这些儿童进行动态测试仍不清楚。因此，我们就学习潜能和动态测试的可操作性征求了专家的意见。我们与荷兰特殊学校和专门日托中心的中重度智障儿童心理教育评估专家进行了三轮在线德尔菲研究（N = 37）。研究就学习潜能的概念和操作定义达成了共识，并逐步描述了如何在日常实践中测量学习潜能。这包括一个前测、培训、后测的设计，其中包括一个用于调解的分级提示协议和一个侧重于调解反应的观察核对表。根据类比推理学习测试中的实例，我们对使用类比推理进行动态测试的适应性设计要求进行了评估，并达成了共识。专家们一致认为，使用类比推理任务进行动态测试可能适合中度智障儿童。一个关键问题是，重度智障儿童是否能够完成类比推理任务。专家小组建议对支持类比推理任务学习所需的中介类型进行研究。针对中度至重度智障儿童的动态测试的进一步发展和评估，可能会以该专家组的建议为基础。

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引用次数: 0

Experience matters in special educators' preparation in intervention planning for autistic students 特殊教育工作者在为自闭症学生制定干预计划的准备工作中，经验很重要

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-22 DOI: 10.1111/1471-3802.12704

Maria L. Hugh, Stefan Horbanczuk, Angel Fettig, Jill Locke

Educators struggle to select evidence‐based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and after completing a university course on evidence‐based practices for autistic students. We used the Theoretical Domains Framework (TDF), a comprehensive compilation of research‐based factors that influence behaviour change, to guide qualitative and quantitative data collection and analysis to identify factors that influenced SETs' decision difficulty and intention to implement instructional plans. At the beginning of the course, most SETs described a lack of familiarity, weak intentions and surface understanding of factors. At the end of the course, SETs described and reported less difficulty in intervention planning and improved knowledge of EBP, but this was not statistically significant. We discuss important individual differences related to their difficulty, consideration of collaborative and environmental factors and intentions to implement their plans, which often corresponded with their reports of applied experience. Future directions for the pre‐service preparation of special educators service autistic students are shared.

教育工作者很难为自闭症学生选择循证实践（EBPs），而这是接受培训的特殊教育工作者（SETs）需要培养的一项重要技能。为了研究这些接受培训的特殊教育工作者如何学习并开始为自闭症学生的教学实践做出决策，以实现他们的目标，我们对 11 名接受培训的特殊教育工作者进行了访谈，并调查了他们在完成关于自闭症学生循证实践的大学课程前后的情况。我们使用理论领域框架（TDF）来指导定性和定量数据的收集和分析，该框架全面汇编了基于研究的影响行为改变的因素，以确定影响 SETs 决策难度和实施教学计划意向的因素。在课程开始时，大多数 SET 表示对各种因素不熟悉、意向不强、理解肤浅。在课程结束时，SETs 描述并报告在干预计划方面遇到的困难减少了，对 EBP 的了解增加了，但这并不具有统计学意义。我们讨论了与他们的困难、对合作和环境因素的考虑以及实施计划的意图有关的重要个体差异，这些差异往往与他们对应用经验的报告相符。我们还分享了特殊教育工作者服务自闭症学生的职前准备的未来方向。

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引用次数: 0

Unlocking the path: Exploring parental perception and coping strategies amidst special education challenges within mainstream educational settings in Israel 开辟道路：探索以色列主流教育环境中家长对特殊教育挑战的看法和应对策略

IF 1.5 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-17 DOI: 10.1111/1471-3802.12707

Carmit Gal, Chen Hanna Ryder, Shani Raveh Amsalem

Within the dynamic context of inclusive education for children with special needs in Israel, parents play a crucial role in addressing these challenges. The present study focuses on the experiences of parents with children who have special needs in inclusive educational frameworks in Israel. Using an interpretive phenomenological approach, qualitative semi‐structured interviews were conducted with 10 parents of children with special needs who are enrolled in inclusive educational settings, either in mainstream classrooms or kindergartens. The interviews were transcribed and analysed using theoretical thematic analysis, which yielded four main themes: persistent conflict, challenges in choosing educational settings, proactive coping strategies and interaction with educational settings. The study highlights conflicts with other parents, difficulties in decision‐making, and lack of adequate support from the system. Findings underscore the necessity for enhanced organizational frameworks, more proficient staff and supportive environments to effectively include children with special needs into mainstream education in Israel.

在以色列为有特殊需要的儿童提供全纳教育的动态背景下，家长在应对这些挑战方面发挥着至关重要的作用。本研究侧重于以色列全纳教育框架内有特殊需求儿童的家长的经历。本研究采用解释现象学方法，对 10 名有特殊需要儿童的家长进行了半结构式定性访谈，这些儿童在全纳教育环境中（主流教室或幼儿园）就读。对访谈内容进行了誊写，并采用理论主题分析法对访谈内容进行了分析，得出了四大主题：持续存在的冲突、选择教育机构时遇到的挑战、积极主动的应对策略以及与教育机构的互动。研究强调了与其他家长的冲突、决策方面的困难以及缺乏来自系统的充分支持。研究结果强调，有必要加强组织框架，配备更精通业务的工作人员，营造有利的环境，以便有效地将有特殊需要的儿童纳入以色列的主流教育。

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引用次数: 0

Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate 全纳课堂中的社会参照过程--教师态度、学生态度、社会融合与课堂氛围之间的关系

IF 1.3 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-16 DOI: 10.1111/1471-3802.12703

Jenny Lenkeit, Stefanie Bosse, Michel Knigge, Anne Hartmann, Antje Ehlert, Nadine Spörer

Attitudes have gained much attention for supporting the successful implementation of inclusive education. There is evidence that students' attitudes towards joint lessons with students with special educational needs (SEN) affect peer relations in classrooms. But much less is currently known about the relationships between teachers' and students' attitudes and their effects on inclusive processes. This paper draws on social referencing theory to frame how teachers may affect students' attitudes. It postulates that students' attitudes towards peers with SEN and inclusive practices are affected by their teachers' attitudes towards students with SEN and inclusive practices. It also examines how teachers' and students' attitudes relate to classroom climate and social integration. Using a sample of 1.365 German 6th and 7th graders from 64 classes, we run a series of multilevel path models to investigate relationships between teachers' and students' attitudes with social integration and classroom climate. Attitudes are differentiated by a cognitive and affective facet and by whether they relate to students with emotional–social difficulties (SEN-ESD) or learning difficulties. Results show social referencing for cognitive attitudes towards inclusive practices for students with SEN-ESD. Results also indicate that teachers' cognitive attitudes and students' affective attitudes directly affect social integration and classroom climate.

态度对成功实施全纳教育的支持作用备受关注。有证据表明，学生对与有特殊教育需要（SEN）的学生共同上课的态度会影响课堂上的同伴关系。但是，目前人们对教师和学生的态度之间的关系及其对全纳过程的影响还知之甚少。本文以社会参照理论为基础，探讨教师如何影响学生的态度。本文假定，学生对有特殊教育需要的同学和全纳实践的态度会受到教师对有特殊教育需要的学生和全纳实践的态度的影响。研究还探讨了教师和学生的态度与课堂气氛和社会融合的关系。我们以来自 64 个班级的 1365 名德国六年级和七年级学生为样本，建立了一系列多层次路径模型，以研究教师和学生的态度与社会融合和课堂氛围之间的关系。我们从认知和情感两个方面对态度进行了区分，并根据态度是否与有情感-社会障碍（SEN-ESD）或学习障碍的学生相关进行了区分。结果表明，对有情感和社会障碍（SEN-ESD）学生的全纳教学实践的认知态度具有社会参照性。结果还表明，教师的认知态度和学生的情感态度会直接影响社会融合和课堂气氛。

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引用次数: 0

Non-routine mathematical problems and the strategies used by gifted students: A case study 非例行数学问题和资优学生使用的策略：个案研究

IF 1.3 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs

Pub Date : 2024-07-12 DOI: 10.1111/1471-3802.12695

Melody García-Moya, Susana Marcos, Raquel Fernández-Cézar

Many gifted students fail to be diagnosed, preventing them from receiving an education that is adapted to their characteristics, with activities that challenge their minds. Mathematics is one of the subjects in which they can demonstrate talent, where they often exhibit high skills in solving problems, handling numbers and performing spatial representations. One of the contexts in which these characteristics can be addressed is the resolution of non-routine problems. Thus, the purpose of this exploratory, observational and descriptive case study was to present a battery of challenging activities to a 10-year-old gifted student and identify the strategies he uses when solving non-routine problems, with Pólya's method being used to guide him to reach one or more solutions. The results show that the activities proposed were challenging for the student, who used four strategies when solving the non-routine problems, with partial goals being the most widely used in problems of visual discrimination, and the use of patterns being the most frequently leveraged in numerical skills problems. This study provides teachers with resources that foster motivation among talented students and address their needs.

许多资优学生未能被诊断出来，这使他们无法接受适合其特点的教育，无法参加挑战其思维的活动。数学是他们能够展示才华的学科之一，他们往往在解决问题、处理数字和进行空间表征方面表现出高超的技能。解决非例行性问题是能够体现这些特点的情境之一。因此，这项探索性、观察性和描述性案例研究的目的，是向一名 10 岁的资优学生展示一系列具有挑战性的活动，并确定他在解决非例行问题时所使用的策略，同时使用 Pólya 的方法指导他达成一个或多个解决方案。结果表明，所建议的活动对该学生来说具有挑战性，他在解决非例行问题时使用了四种策略，其中在视觉辨别问题中最广泛使用的是部分目标，而在数字技能问题中最常使用的是模式。这项研究为教师提供了培养优秀学生学习动机的资源，满足了他们的需求。

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引用次数: 0