Journal of Research in Special Educational Needs最新文献

Globally, many learners with severe intellectual disability face multiple adversities. These include poverty, abuse and lack of resources. Resilience factors need to be made accessible to enable learners to bounce back from these adversities. However, few studies were found on the resilience of learners with severe intellectual disability. The study sought to investigate factors that enable the resilience of learners with severe intellectual disability in learners with special educational needs school. Six learners with severe intellectual disability were purposefully chosen from learners with special educational needs school. Data were collected using individual semi-structured interviews and a focus group. This qualitative study used a phenomenological design and data were analysed using thematic data analysis. The study's results showed that individual factors (independence, self-care, perseverance, coping mechanisms and social skills), relationships (interaction with family and interaction with friends) and contextual factors (supportive school environment, role models, serving the community and opportunity to do vocational skills at an LSEN school) enable learners with severe intellectual disability to develop resilience. Thus, learners' interactions with their social and ecological surroundings support their resilience. The study highlights the need for a holistic approach when promoting the resilience of learners with severe intellectual disability.

This qualitative interview study explores how parents and special educational needs and disabilities (SEND) case officers understand the term informed preference for placement decisions following an education, health and care (EHC) needs assessment in England and examines how these preferences are constructed. Semi-structured explorative online interviews with seven parents and five case officers revealed that parents and case officers are unclear what informed preference asks of them, and they are burdened by this lack of clarity. Thematic analysis of data shows that the outcome of the EHC needs assessment is often less significant in shaping a parental preference than other influencers and that the 20-week statutory timeline can work against constructing informed preferences and offering supportive casework. This study concludes that expressing an informed preference should not be seen as an event on a statutory timeline, but rather as a deliberative process of construction that requires ethically nuanced and timeconsuming trade-offs which are currently not acknowledged in the literature or by policy architects.

Pedagogical support in early childhood education and care (ECEC) is often based on individually designed methods, although the most relevant support is the building up of organisational culture as part of the activities of all children and the whole institution. Constructing this kind of socioemotional and behavioural support practice can be linked to the creation of inclusive communities. In this paper, we analyse the actions that Finnish ECEC communities perform in their everyday life practices when they start implementing positive behaviour intervention and support (PBIS) practices. We use a year and a half pilot project as an example of the process of developing an inclusive community in ECEC. This qualitative study used inductive content analysis from longitudinal leadership team diaries (N = 18) to illustrate how the adoption of the whole-setting wide PBIS framework requires the integration of new working methods received during in-service training and the application of the practices in each of the participating ECEC communities. Results indicate that change in organisational routines is both an individual and a collective process. The three key components of development are structure, comprehension, and experimentation. The results can inform the development of inclusive institutions and practices, both in ECEC and in other educational institutions.

Inclusive education in Oman aimed to integrate students with special educational needs into mainstream schools. The success of these practices hinges on factors such as teacher job involvement (JI), teacher satisfaction (TS) and attitudes towards inclusive education (TATIE). This study tested a mediational model exploring the relationship between job involvement and attitudes towards inclusive education, with teacher satisfaction as a mediator. A cross-sectional survey of 535 general education teachers from public inclusive schools in Oman was conducted. Structural Equation Modelling (SEM) assessed the relationships between JI, TS and TATIE, while bootstrapping techniques evaluated the mediational role of TS. Results indicated that job involvement significantly influenced both teacher satisfaction (β = 0.73, p < 0.01) and attitudes towards inclusive education (β = 0.40, p < 0.01). Teacher satisfaction mediated 64% of the total effect of job involvement on attitudes towards inclusive education. These findings underscore the importance of enhancing teacher satisfaction and job involvement to foster positive attitudes towards inclusive education. Policy-makers should prioritize strategies that boost teacher satisfaction to support effective inclusive practices in Oman.

The popularity of online multiplayer gaming among primary-school students, including autistic students, has rapidly increased over the past decade. Social characteristics and interactions of autistic students have been a focus of research, but less attention has been given to the relationship between online multiplayer gaming and social communication, and repetitive behaviours. This paper reports on a case study that described three students' at-screen behaviours with Minecraft and peer face-to-face interactions with Minecraft resources. Video-recorded observations were conducted in home and school sites. Empirical evidence from multimodal interactional analysis demonstrated that Minecraft enabled autistic students to engage socially in a strengths-based way with benefits for communication, socialisation and collaboration. Recommendations are made for teachers to consider using online multiplayer games in multimodal ways that support students' effective use of social communication by targeting their repetitive tendencies.

Children living with the consequences of paediatric acquired brain injury (pABI) may experience persistent challenges that impact their social interactions, academic performance and community integration. Participating in activities is of paramount importance for the development of social and academic skills. The participants in this qualitative interview study were recruited from the Child in Context Intervention study, a pragmatic randomised controlled trial aimed at improving the daily lives of the children and their families in the chronic phase of pABI, which involves persistent challenges that children face for more than a year following their brain injury. This study, conducted after the CICI intervention, aimed to understand how paediatric pABI affects children's participation in educational and social settings, as well as the challenges faced by parents and teachers and the benefits of their collaboration. The findings show that fatigue presents a considerable barrier to children's participation and that accommodating their participation requires parents and teachers to manage challenges such as fatigue collaboratively and separately. The findings also highlight the importance of timely access to expertise about pABI and specialised support from professionals when necessary to facilitate effective collaboration among children, parents and teachers with a long-term perspective in mind.

It has been noted that children with autism seem to experience sensory stimuli in a way that differs from other children without autism; this significantly affects their everyday life in preschool in many ways. This study focuses on how Special Educational Needs Coordinators (SENCOs) perceive, consider, and reason about perception in children with autism in preschool. As SENCOs guide preschool staff in their inclusive work, extending our knowledge about how perception may differ for children with and without autism is crucial. It is also important to understand how children with autism perceive and relate to their world. A lifeworld phenomenological approach guided the research. The empirical material was collected through two unstructured focus groups based on a topic guide. Eight SENCOs participated. The results showed that their interpretation of children's perception was mainly based on their pre-understanding and past experiences of children's hyperreactions. The meaning of perception is multifaceted, but only parts were made visible in the participants' reasoning, and it was seldom linked to interaction, communication and teaching situations. This indicates that finding more knowledge and increasing our understanding of perception in children with autism is important, so children's perception and being in the world are better understood.

No previous systematic reviews have focused on which targeted interventions successfully raise educational outcomes (i.e. reading, writing, mathematics, science and general attainment outcomes) for students with Down syndrome. This study reports on the findings from a larger pre-registered systematic review of targeted interventions for students with special educational needs and disabilities (SEND). Here, we examined studies that have used a randomised controlled trial (RCT) or quasi-experimental design (QED) to evaluate a targeted intervention for students with Down syndrome to establish evidence of positive outcomes and to identify any research gaps. Six studies were identified. Four of these focused on interventions designed to improve reading abilities, and two focused on improving mathematical outcomes. Some positive outcomes were reported, despite the studies using small sample sizes and reporting on interventions that were implemented for less than one school term. This study highlights that individualised programmes delivered by an adult rather than by computer provide the most likely success for raising educational outcomes in students with Down syndrome. However, there are few RCT and QED studies that have evaluated what interventions can be beneficial for this population. The implications of these results and directions for future research are discussed.

Inclusive education is a globally preferred value and practice, but according to research evidence, inclusion does not always occur as intended. Inclusion is hindered not only by various structures but also by people's attitudes, perceptions and mindsets. The aim of this research is to describe the social reality of inclusive early childhood education (ECE) constructed in professionals' speech. The data consisted of interviews of 26 ECE professionals in Finnish ECE, and a discursive approach was used in the analysis. According to this study, ECE professionals have various discourses in their speech that shape the social reality in ECE environments, further interpretable as either promoting inclusion or causing exclusion. This study highlights the importance of understanding different discourses and their role in shaping the social reality in inclusive ECE on our path towards desired inclusiveness.

According to the declaration of the International Office of Education of UNESCO, inclusive education is not only a privilege but an inalienable right of every child. Meanwhile, students with special needs are one of the largest groups that are marginalized and denied access to education in a meaningful way. The present study seeks to identify the factors affecting inclusive education for children with special needs with a focus on the role of the family. The data in this qualitative and grounded theory were collected through semi-structured interviews with 18 respondents including authorities, experts, and mothers (stakeholders) who were selected through purposive sampling in Tehran in 2023. Data analysis was performed using a constant comparison method. Data analysis revealed 221 open codes, 44 axial codes, and 12 selective codes (family engagement and actions, awareness and attitudes, culture building and awareness, effective family factors, harms and challenges, benefits, opportunities, governance and policies, adaptation, human resources, educational system, and strategic measures). The findings revealed that the basic right to access an inclusive education is not being met.