Journal of Research in Special Educational Needs最新文献

The Teacher Efficacy for Inclusive Practices (TEIP) scale is a widely used instrument for assessing teachers' effectiveness in implementing inclusive practices. The TEIP has not been validated in Bosnia and Herzegovina (BIH). The goal of the present study was to conduct a confirmatory factor analysis (CFA) of the TEIP in a sample of teachers in BIH. The sample consisted of 239 elementary school teachers (204 females, 35 males; mean age- 43.5 years, SD- 8.3 years). The results of the CFA found that the original TEIP structure was not a good fit for our data. However, through some modifications on the item level, we created a satisfactory model that retained the same structure as the original TEIC. The composite reliability and construct maximal reliability were well above the recommended cut point of 0.70 for all factors. Our findings suggest that the modified version of the TEIP has the potential to be an effective and useful instrument for assessing teachers' efficacy in inclusive practices in BIH. This study represents an important step towards the cultural adaptation and validation of the TEIP in BIH, highlighting areas for future research and application in diverse educational contexts.

The current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non-significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools.

This study examined the collaborative practices between teachers and speech and language therapists (SLTs) within an inclusive setting, interviewing 17 professionals’ couples. Three distinct phases of collaboration were identified: planning (e.g. reviewing student performance), co-teaching in the classroom, and evaluation (reflecting upon joint activities). Conditions fostering collaboration were categorized into individual (interpersonal relationships), school-based (directive management) and policy (current regulations) dimensions. Findings suggest that the extent of collaboration varies and is influenced by interconnected conditions. This research enriches the literature by offering a classification of collaborative work between teachers and SLTs and underscores the conditions impacting it, and is invaluable for stakeholders aiming to advance inclusive educational settings.

With the increase of special schools in UK and around the world, this study seeked to explore in-depth the reality of practitioners working with children with SEND in specialist settings throughout the COVID-19 pandemic. Utilising semi-structured interviews with 11 special school teachers and leaders, this study found that professionals working in specialist settings experienced parental conflict, challenges related to personal life and working arrangements during this time, and highlighted concerns and opportunities for the future and sustainability of the SEND system. The professionals highlighted some essential components needed to support the development of meaningful careers and the reduction of attrition in the sector such as an increase in pay and greater appreciation of the role. This study has implications for policy and practice in a time of uncertainty pre-election and during national crises such as high teacher turnover coupled with low teacher recruitment.

This study reports feasibility, fidelity and acceptability of a pilot of START; a 12-week parent-toddler, group-based, neurodiversity-affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio-recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one-to-one interviews at programme end-point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session-specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small-scale pilot indicate START is feasible and acceptable as a parent-mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive.

The number of students with special educational needs (SEN) is growing rapidly. This study compared the correlations between the share of students identified with SEN and student diversity (socioeconomic status and ethnicity) at the school level in three countries. We used the principal questionnaire from the 2018 Teaching and Learning International Survey (TALIS) to examine data from principals in three welfare states (the United Kingdom, France, and Sweden) and whether minority students in these three countries also receive special education. We conducted an ordinal regression analysis to examine the data. First, our results suggest that the share of immigrants in schools does not reliably predict the share of students placed in SEN. Second, the schools' share of refugees predicts the share of students placed in SEN, although the results vary by educational stage and country. Third, the schools' share of socioeconomically disadvantaged students predicts the share of students with SEN in all countries. We conclude that our study both agrees and disagrees with overrepresentation theory and equity theory. Finally, we suggest that welfare state theory may explain these differences.

This article delves into the processes of disability disclosure, cripped experiences and a particular theoretical flight with posthuman subjectivity. The article critiques disability disclosure for coercively reifying cripped experiences into normative narratives. Moreover, disclosures determine coercive and performative regimes in educational contexts, where disciplinary power defines possible experiences for cripped folks. Drawing on Foucault's and Butler's works to ground our conversations of reification and coercion, I then pull on and complement Deleuze and Guattari's works to argue that disclosure places the nonsensicality of disability outside conventional determinations of sense, defining the cripped being as nonbeing to maintain the productive boundaries of sense/nonsense. Finally, I play with crippedness that refuses definition and disclosure as a posthuman subjectivity that celebrates fluidity, multiplicity and nonsense. My final section of the article offers a cripped path where the disabled, posthuman subject resists sense-making and embraces multiplicity, fluidity and nonsensicality as a particularly embodied refusal. This article critically explores the reifying nature of disclosure while envisioning possibilities where crip and posthuman studies converge, promising a shift towards imagining posthuman subjects that honour the nonsensical and multiplicitous nature of cripped experiences that refuse disclosure/definition qua reification, coercion and sense.

Augmentative and alternative communication (AAC) refers to methods and tools that facilitate communication for individuals with limited functional speech. This study aims to present and analyse the research status of AAC interventions for children with special needs in mainland China using a bibliometric analysis approach. The researcher conducted a literature search in the China National Knowledge Infrastructure (CNKI) database to identify relevant studies. Based on the literature search, 80 articles met the inclusion criteria. The research literature spans from 2007 to 2022, with a notable increase in publications after 2015. The majority of studies focus on children with autism, while other disabilities, such as intellectual disabilities and cerebral palsy, receive less attention. AAC interventions primarily utilize low-technology communication aids, with limited use of high-technology tools. Research on AAC interventions for children with special needs in mainland China has grown recently. However, it still falls short of meeting the potential demand to promote the application and development of AAC. More diverse research is needed, including various disabilities and higher-technology AAC tools. The effectiveness of AAC in impacting users and their communication partners will increase their quality of life and social interactions.

The COVID-19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi-structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education.

This paper explores the lived experience of university students with dyslexia, focusing on identity and self-esteem. The qualitative study used semi-structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's stigma on students' academic self-concept and self-efficacy in their studies, including how students manage stigma through decisions on when and with whom to declare dyslexia: some even rejected study support. Concealing dyslexia led to identity conflict and low self-esteem, compounding students' already low academic self-concept, particularly when dyslexia had been unrecognised through school. The study highlights significant academic, practical and identity consequences for students who hide dyslexia from their peers, subject lecturers or study support. The conclusions outline priorities to lessen dyslexia's stigma at university, increase student agency in their support and open dialogue on dyslexia, particularly important between students with dyslexia and subject lecturers. By exploring dyslexia's identity impacts and disclosure, this paper contributes to wider conversations on increasing the representation, achievement and retention of students with dyslexia.