Journal of Research in Special Educational Needs最新文献

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.

This study investigates the extent to which inclusive practices are embedded in the Initial Teacher Training (ITT) programmes of primary education faculties in Türkiye. It seeks to examine the multiple factors that come together to influence the approaches used by teacher educators in different departments. Data were collected through semi-structured interviews with 12 teacher educators and 11 student teachers from three departments of primary education, selected through purposive sampling to ensure diversity in institutional contexts and snowball sampling to reach more participants. The results have indicated that there is a serious neglect of inclusive education in these ITT programmes, where many trainees reported minimal opportunities for practical experience with students with special educational needs and disabilities during their placements. This study provides recommendations on how the ITT curriculum can be redesigned to develop a more inclusive educational framework.

The purpose of this article is to (a) provide a detailed description of how one school in the United States developed decision-making guidelines for implementing a speech-language/mental health (SLP/MHP) co-therapy service delivery model, and (b) summarize study findings based on interviews conducted with school-based speech-language pathologists (SLPs), school-based licensed mental health providers (MHPs), and administrators about their perceptions of using this co-therapy model to provide services to students with intellectual/developmental disabilities (e.g., autism) and co-occurring language and mental health support needs. We used qualitative analysis to identify key themes from the 19 interviews we conducted with school-based staff, including SLPs, MHPs and administrators. Thematic analysis indicated that: (a) students demonstrated progress during co-therapy and benefited from its more holistic approach to complex, interdisciplinary content and skills; (b) SLPs felt more confident handling their students' emotional regulation needs, challenging behaviours and/or other mental health support needs; and (c) MHPs felt more confident adapting language to make therapeutic content accessible to their students with language support needs. Interviewees also discussed logistical challenges and recommendations for further guidance/training. Findings from interviews indicate that SLP/MHP co-therapy may offer a promising service delivery option for students with intellectual/developmental disabilities receiving both speech-language and mental health services through their individualized education programs (IEPs).

In times of crisis, resilience—the ability to cope with challenges—has become crucial, especially for primary school students facing issues such as the climate crisis, the war in Ukraine, educational disadvantages, or family-related struggles. This is particularly true for students with special educational needs (SEN) or those from migrant backgrounds. The present study explores the factors that foster resilience in these students. Using a sequential explanatory design, the study involved two phases. In the first phase, resilience was measured through a paper-and-pencil questionnaire (N = 882 primary school students from Germany). In the second phase, 13 highly resilient students were interviewed using a semi-structured guide. Quantitative results showed that overall, students demonstrated a high tendency towards resilience. Multilevel regression analysis revealed that personal factors (e.g., family language, SEN), relationships with peers and teachers, and school resources were significant predictors of resilience. Qualitative findings indicated that personal resources—such as self-efficacy and emotional regulation—were more influential for resilience than external factors like family or community resources.

Flexi-schooling, an approach involving at least some instruction both at home and at school, has potential to adapt education to meet the needs of autistic students while also providing in-person school benefits. This systematic international literature review of flexi-schooling for autistic students aims to understand the advantages and disadvantages of this practice, why flexi-schooling is chosen and the factors for a successful implementation. Eight hundred and fifty-five studies were screened, of which eight met the search criteria and were analysed using thematic analysis. Flexi-schooling is seen as a way to provide autistic students with an education that is constructed to meet individual needs and is flexible enough to address changes. Nevertheless, it can also be a challenging process that requires commitment, trust and additional effort from parents and teachers and may face various barriers. Flexi-schooling can be difficult to implement due to power imbalances between school and home and a lack of communication and cooperation. Flexi-schooling is an idea that has not yet been widely implemented in practice, and there is little information available about how it is put into action. Although it is rarely a first choice, it is often considered as a positive solution to a challenging and constantly changing situation.