Journal of Research in Special Educational Needs最新文献

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.

This longitudinal study aims to examine Austrian lower secondary grade students' (N = 415) emotional school well-being, social inclusion and academic self-concept regarding school placement over time (beginning of 5th till end of 6th grade). Using the Perception of Inclusion Questionnaire (PIQ), students with and without learning disability (LD) from lower secondary schools attending regular, inclusive and special class settings were surveyed. Results show that about 20 per cent of sixth-grade students indicated low emotional school well-being. Students without LD exhibited higher academic self-concept, social inclusion and emotional well-being in regular classes compared to inclusive classes. For students with LD, emotional school well-being was generally higher in inclusive classes at the beginning of 5th grade compared to special educational classes. At the end of 5th grade and the beginning of 6th grade, students with LD in special classes showed slightly higher values for academic self-concept, social inclusion and emotional school well-being compared to students with LD in inclusive classes. Overall, the study results indicate that Austria is struggling with implementing inclusion.

Early school adjustment is an important process for children with autism spectrum disorder, as it influences not only their academic success but also the development of social communication and interaction skills. Several factors influence school adjustment, but the quality of the teacher-child relationship plays a decisive role. Therefore, the characteristics of children with autism spectrum disorder and how they affect the teacher-child relationship, as well as the impact of this relationship on the children's school adjustment process, should be examined. This study explored the direct and indirect relationships between preschoolers' with autism spectrum disorder repetitive behaviours, teacher-child relationship quality, and school adjustment, addressing a significant gap in the literature. Ninety-six (16 females, 80 males) children diagnosed with autism spectrum disorder and aged between 24 and 93 months participated in the study. The children in the study attend MoNE-affiliated preschools and special education centres in Ankara. The path analysis results demonstrated that self-injurious behaviours and insistence on sameness affected conflictual teacher-child relationships, while restricted interests negatively and indirectly impacted school adjustment through close teacher-child relationships. The findings highlight the need for school-based interventions for repetitive behaviours to improve teacher-child relationships and enhance school adjustment in children with autism spectrum disorder.

Despite advances in the inclusion of people with intellectual disabilities in society, there are still negative attitudes toward them. For this reason, it is considered necessary to carry out interventions aimed at changing attitudes toward this group and the characteristics of such interventions should be analysed. To this end, a review of the scientific literature was carried out, consulting Web Of Science (WOS), Psycinfo, Scielo and Scopus, identifying 31 articles that met the selection criteria and were analysed. The analysis of the results of the interventions confirms that, in general, the programmes have been effective in changing attitudes. However, there is a lack of unanimity in the design and type of interventions, as well as in the measurement instruments used to measure their efficacy. The present review confirms the need to design and implement specific interventions to bring about a change in attitudes and thus avoid the maintenance of negative attitudes toward people with intellectual disabilities.

Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of self-efficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated in this study. A sociodemographic questionnaire, the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES; (International Journal of Special Education, 23, 2008, 82); Portuguese version from European Journal of Special Needs Education, 31, 2016, 111), the Teacher Efficacy for Inclusive Practices (TEIP; (Journal of Research in Special Educational Needs, 12, 2012, 12); Portuguese version from Ensaio, 25, 2017, 7), the School level Environment questionnaire climate questionnaire (R-SLEQ; Educational and Psychological Measurement, 67, 2007, 833; translated by researchers) were used. Results showed that participant teachers possess positive attitudes, although moderate, towards inclusive education. In addition, findings suggested a significant positive relationship between self-efficacy, school climate and teachers' attitudes. Self-efficacy mediates the relationship between school climate and teachers' attitudes regarding inclusive education. Implications for teachers' training and collaborative practices are discussed.

Selective mutism (SM) is an anxiety disorder where children can speak in some situations but are unable to do so in others, despite having age-appropriate language skills. There is limited awareness and understanding of SM in both school settings and society, often leading to misunderstandings of affected children. Early intervention is crucial to alleviating the anxiety associated with SM, helping children find their voice. Given the significant challenges children with SM face in school, it is vital that schools play a central role in reducing anxiety and creating a supportive environment. Research shows that outcomes improve when parents and schools collaborate to provide consistent support. This study used semi-structured interviews and a critical realist approach to explore the experiences of parents and teachers supporting children with SM, focussing on effective partnership working. Reflexive thematic analysis of data from four parents and three teachers revealed that while parents' experiences were predominantly negative, teachers reported more positive experiences. Effective partnerships were marked by teachers and settings that actively listen, engage with parents and value their expertise. Shared priorities and mutual trust were also identified as crucial elements.

As the number of students with autism enrolled in general education increases, there remains a need to support their academic achievement. While much of the existing literature presents the ways that teachers can support the social, emotional or sensory needs of students with autism, research into the academic supports for school-aged students with autism is limited. Educational researchers commonly acknowledge the importance of the perspectives of students with autism, but in research that explores academic adjustments for this population, their perspectives are rarely sought or considered. This systematic review seeks to identify common research practices and the extent to which research accurately represents academic adjustments for students with autism. This review was conducted in accordance with the PRISMA guidelines, and database searches were finalised in October 2023. Results revealed included research often involved the perspectives of students with autism, their family members, and their teachers. However, academic topics were more commonly discussed with teachers, while the voices of students with autism were often omitted. Although the included articles illustrate a variety of methods for eliciting the voices of students with autism, barriers to including their perspectives have been reported, and the need for alternative methods is recommended.