Journal of Research in Special Educational Needs最新文献

Teachers play a pivotal role in ensuring the successful implementation of inclusive education within preschool classrooms. However, preschool teachers should present competencies in implementing inclusive education practices. Given the importance of professional development for preschool teachers working in inclusive settings, the training programs developed should align with their needs. In this case, needs assessment is a fundamental tool to identify teachers' needs. This study aims to determine preschool teachers' professional development needs regarding inclusive education in Türkiye. A basic interpretive qualitative design was employed for the study. A semi-structured interview was conducted to collect the data from the teachers. In this study, in which sixteen teachers participated, it was found that teachers' professional development needs emerge within the framework of early childhood inclusion. Access, participation and support are three dimensions that provide the theoretical background for the findings. Within this framework, teachers' professional development needs for classroom organisation (access), practices to support children's learning and social relationships (participation) and professional development for inclusive preschool education (support) were addressed and discussed.

This study analysed the strategies developed by support professionals working in Chilean schools with inclusive education programs during the COVID-19 lockdown to sustain educational support for students with special educational needs. Based on 52 semi-structured interviews, a qualitative thematic analysis revealed how professionals reshaped their roles and professional identity in a context marked by a lack of institutional guidelines and high levels of uncertainty. The findings showed a shift towards more collaborative interprofessional practices, creative use of telepractice and strengthened relationships with families. Tensions were also identified, including professional burnout, limited digital literacy and the need to redefine the roles prescribed in educational policies. The study highlights that the articulation between clinical and educational dimensions through practices situated in everyday life was key to sustaining support during the health emergency. These results invite educational stakeholders to rethink the role of support professionals in schools with inclusive education programs, and to recognise their potential to foster meaningful learning and sustained connections between school and families.

This study examines the inclusion experiences of children with Special Educational Needs and Disabilities (SEND) in rural Chinese primary schools, focusing on peer acceptance, rejection, belonging and bullying. A quantitative approach was adopted, involving 579 pupils aged 7–12 from seven rural schools. Data were collected using the Social Inclusion Survey (SIS), the ‘Guess Who’ peer nomination tool, the Belonging Scale and the Bullying and Victimisation Scale. The findings reveal that SEND pupils experience significantly higher levels of peer rejection and lower peer acceptance in both academic and social contexts. They report a weaker sense of belonging compared to their non-SEND peers, with pupils with multiple SEND facing the greatest social challenges. The study also highlights an increased risk of victimisation and aggression among SEND pupils. Peer perceptions further indicate that pupils with SEND have lower ratings for cooperation and leadership, as well as being perceived as more disruptive, reinforcing patterns of exclusion.

This study examines how digital storytelling (DST) facilitates multimodal composition, enabling students with dyslexia to construct meaning through diverse modes. Framed within the cultural dimension of Green's 3D model and applying a socio-semiotic approach, the study explores how students integrate their perspectives and cultural backgrounds into their narratives. A mixed-methods approach with a single-subject design was employed, incorporating semi-structured interviews, socio-semiotic analysis of multimodal texts and descriptive statistics. Findings indicate that DST provides alternative pathways for self-expression, assisting students to mitigate writing challenges.

Children with intellectual disabilities often find acquiring age-appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two-armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of Basic Early Literacy Skills® measure online before randomisation and 1 year later. Fifty-five SEN schools (382 children) were randomised to HER® or EAU. Children in HER® schools made no additional progress in reading, on average, compared to children in EAU schools (Hedges' g = −0.01, 95% CI [−0.28, 0.26]). HER® seemed to have a positive impact on oral reading fluency (IRR = 0.77, 95% CI [0.60, 0.98] SE = 0.1), but these data were only available for 55% of children. Intervention compliance was low, with only ten children completing ≥40% of HER®. HER® was not implemented as planned and attrition was relatively high in the intervention group, compared with EAU. It is therefore difficult to draw firm conclusions. We successfully recruited SEN schools and children, suggesting large-scale RCTs in SEN schools may be feasible; however, challenges must first be overcome to ensure acceptable implementation. ISRCTN 46208295.

Empirical research about equity in schools seldom investigates how the intersectionality of race and disability shapes Canadian educational trajectories. This article shows how disability-related school procedures impede Black students' learning opportunities. The theory of racialized organizations posits that institutions such as schools reproduce societal racial hierarchies through seemingly race-neutral processes. Using an intersectional lens and the theory of racialized organizations, this article presents the findings of a qualitative study focusing on Black students' experiences. The analysis is drawn from interviews and focus groups conducted with 60 participants in Nova Scotia, Canada between 2018 and 2019. Participants' narratives revealed that school professionals could better support Black students by ending the misapplication of Individual Program Plans (IPPs) and addressing Black learners' learning disabilities and mental health needs through collaborative alliances with caregivers. This article shows that tighter coupling between anti-racist and inclusive education policies and disability-related procedures is needed to achieve equitable access to education.

The association between emotional and behavioural problems and language skills is well documented. However, specific links between these developmental domains remain unclear. This review synthesises associations between components of language skills and emotional and behavioural problems in children aged 6–11 years. PRISMA guidelines were followed. After an extensive database search, studies were screened using Covidence according to predefined criteria. N = 21 studies were included. Systematic data extraction resulted in 97 statistical values. Ambiguous results with varying proportions and strengths of significant associations were found. The highest proportion of significant results was found for the association between symptoms of conduct disorders and language skills (88%), and the lowest for internalising problems (50%). Associations tended to be stronger for receptive than expressive skills. Results suggest the relevance of inattention in the interrelation with language skills. This review lays the groundwork for more detailed research on the interdependence of these domains. Implications for practice include monitoring language difficulties in children with symptoms of inattention. The comparability and validity of the results are limited by their heterogeneity.

Limited evidence is available on school placement types that Australian parents of autistic students prefer. This mixed methods study explored parents' school placement preferences, the impact of student characteristics on these preferences and parents' reasons for their preferences. Surveys with closed- and open-ended questions were used to gather data from 656 parents of autistic children, including parents of 83 children yet to start school, 400 primary school-aged children and 173 secondary school-aged children. Regular mainstream school classes were preferred by around half the parents, with the remainder preferring a range of specialised school options. Parents who preferred regular mainstream classrooms often wanted their child to learn to manage in real-world settings. However, many parents believed that their child needed more specialised support. Specialised school placement options were significantly more likely to be preferred by parents of autistic children who (a) are older and in the later stages of schooling (b) have conditions that impact on learning or mental health. As regular mainstream classrooms are not perceived by a sizeable proportion of parents to be accommodating their autistic child's needs, substantial systemic reform to ensure that schools are inclusive and sufficiently supportive is a priority.

Early childhood (EC) education is increasingly becoming an inclusive environment where children with and without disabilities can learn and participate in shared daily activities and routines. Parental advocacy and engagement are pivotal factors in enhancing the quality of inclusion for children with special needs, meeting their unique requirements. Despite the inherent advantages of parental advocacy for children with special needs, research focusing on advocacy during the early childhood years remains limited. This study investigated the impact of parental advocacy and engagement among low-income parents on educational outcomes for children with disabilities in inclusive kindergarten settings in a southeastern state in the United States (US). The findings revealed notable disparities between the experiences of lower- and middle-income families. Participants discussed various elements that shaped their advocacy and engagement efforts, including knowledge, relationships and support. The paper presents a discussion of the findings and recommendations for future policy, research and practice.

Despite attention to sociocultural issues in Physical Education Teacher Education (PETE), the role of Adapted Physical Education (APE) teachers as social justice advocates remains underexplored. A primary responsibility of APE teachers is to provide specially designed instruction to students with disabilities (SWD), so they have access to the general physical education curriculum to make progress toward grade-level standards. This study presents a qualitative analysis of the perspectives of National Adapted Physical Education Teachers of the Year (APE TOYs) on advocating for social justice within PETE programs. A phenomenological approach with mixed-methods design was used. Findings emphasise the importance of fairness, equity, integrity, honesty and impartiality, which are essential in creating an inclusive and just environment for SWD. The study also highlights the role of APE TOYs as advocates for the rights of individuals with disabilities, ensuring that they have equal access to opportunities, resources, and high-quality physical education. By incorporating these values, educators work to promote goodness, virtue and moral responsibility of fairness in educational settings, reinforcing the ethical obligation to support students regardless of their abilities. Continued research and acknowledgment of APE TOYs' work are essential for advancing equity in education and fostering inclusive physical education environments.