Journal of Research in Special Educational Needs最新文献

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.

In the context of Education 4.0, inclusive teacher training must not only address enduring pedagogical and institutional barriers but also respond to emerging technological challenges and opportunities—particularly those posed by artificial intelligence (AI). Following PRISMA guidelines, this study presents a systematic literature review of 103 peer-reviewed articles published between 2000 and 2023, aiming to identify traditional key barriers and innovations in teacher training for diversity and inclusion, projecting them within a focus on the role of digital and intelligent technologies. The analysis reveals five dominant categories of barriers: pedagogical, technological, attitudinal, institutional/leadership-related and policy-level gaps. While traditional barriers persist across educational systems, the review highlights a growing body of literature exploring AI-supported solutions such as personalised professional development, early diagnosis of student needs and simulation-based training environments. These emerging approaches, though still incipient, suggest that AI can play a strategic role in enhancing inclusive competencies when integrated with ethical and pedagogically grounded frameworks. The study contributes to a more nuanced understanding of the interplay between inclusion, teacher education and digital transformation, and offers implications for research, policy and practice in rethinking teacher training for an inclusive and intelligent educational ecosystem.

Differentiated instruction (DI) is a philosophical and pedagogical approach addressing student diversity in the classroom, supporting student engagement in learning. There is, however, limited research into the application of DI in senior-secondary mathematics. This research reports on two mathematics teachers in two Australian states, using semi-structured interviews to investigate mathematics teachers' self-efficacy in implementing DI in their senior secondary classrooms. A total of five key themes were constructed from the data. First, strategies to enable student voice and choice in mathematics. Second, strategies giving students choice that led to student success. Third, strategies supporting student voice using reflections and feedback. Fourth, supporting the process of learning mathematics, not just the content of mathematics. Last, DI implementation is for all students and takes time to master. Results indicated that DI in senior-secondary mathematics is complex, specifically in the navigation of DI through senior-secondary curriculum constraints. Similarly, teacher self-efficacy in DI for mathematics developed over the course of their teaching careers, and for these two teachers, was linked to their previous personal experiences and willingness to further develop their skills. Last, the DI strategies utilised by these teachers in different mathematics subjects were strikingly similar. Implications for future policy and practice are discussed.

Negative educational, social and emotional outcomes regarding dyslexia are evident in the literature. The purpose of this scoping review is to examine the international research to identify the theoretical frameworks, key components, teacher and student outcome measures and barriers/facilitators of professional development (PD) interventions aimed at helping teachers and/or classroom assistants (CAs) support children with dyslexia in primary schools. Arksey and O'Malley's (2005) six-step framework for conducting a scoping review was used to explore the literature. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses screening guidelines (PRISMA-ScR, 2018) for a scoping review were implemented. Findings showed that PD underpinned by theoretical frameworks and evidence-based reading instruction strategies, known to be successful in improving reading attainment, is the most effective model. Coaching should be a key component of any PD intervention, further facilitated by various effective overlapping components. Individual and contextual factors are considerations when targeting teacher and student outcomes. Common barriers and facilitators, including time, resources and staffing, need to be addressed to ensure a PD intervention's success. Future research is needed to ensure effective PD interventions are available to teachers and CAs supporting students with dyslexia.

Increasing use of tiered service delivery models that include universal, whole-class programming, is reshaping school-based speech-language therapists (SLTs)’ roles in supporting inclusive education. Interactive reading programs, designed to enhance language and literacy skills of diverse learners, offer SLTs an evidence-based means to promote inclusive practices. However, SLTs' experiences in implementing such programs requires further investigation, particularly within Canadian francophone contexts. This qualitative study examined the experiences of seven SLTs across two Canadian francophone contexts—minority and majority—about their roles in implementing an interactive reading program. Through semi-structured interviews and focus groups, a reflexive thematic analysis revealed two overarching themes. The first, Key factors contributing to success co-exist amidst challenges, included four primary themes: SLT-teacher partnership as fundamental to effective collaboration; a centralized mandate and coordinated implementation of the program as key; the value of a well-structured program while maintaining a flexible approach; and the challenging journey of overcoming resistance to change. The second, Unexpected benefits for school-based SLT practice, highlighted three primary themes: benefits for SLTs' own professional development; benefits for SLTs' roles within the educational context; and paving the way for future opportunities. Study findings offer insights into facilitating SLTs' vital role in promoting inclusive education.