Journal of Research in Special Educational Needs最新文献

Family-Centered Early Intervention (FCEI) involves developing parents' knowledge and skills through parent coaching to support the listening and language development of their children with hearing loss. The traditional delivery of parent coaching at FCEI has been in in-person settings. With the advancement of technology, telepractice has become widespread. This has increased the diversity of service delivery, especially for children with hearing loss who face difficulty accessing a qualified interventionist. This study examined the parent coaching behaviours of an educator providing early intervention services to children with hearing loss and their parents in in-person and telepractice settings. The research is a qualitative case study. Data were collected through observation, an interview, documents and a research diary. The results indicated that implementing feedback, modelling and guided practice varied due to challenges in engaging children during telepractice sessions. In-person, these behaviours were applied within the activity involving both parent and child. In telepractice, feedback and modelling were limited to discussions with the parent, and guided practice was not demonstrated. The results suggest that, despite the educator's efforts to find solutions, structural limitations may have limited the support parents received from telepractice sessions compared to in-person sessions.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition that impacts approximately 5% of children worldwide. Children with this ADHD often struggle with behavioural issues that disrupt their ability to meet the demands of learning in educational settings. This research aims to identify the motivational strategies used by primary caregivers to address the challenging behaviours of Filipino kindergarteners diagnosed with ADHD via a qualitative research design. Focus group discussions and one-on-one interviews were conducted with 11 primary caregivers of children with ADHD. The findings identified the challenges faced and support strategies used by caregivers—parents or guardians—in supporting children with this neurodevelopmental disorder. This study highlights the motivational and academic benefits associated with employing preparatory, remediation, and teacher-caregiver collaborative, and activity engagement strategies to address the needs of young children with ADHD. These findings underscore the importance of capacity-building initiatives aimed at supporting caregivers of children with ADHD.

Research on inclusive education has gained major importance over the last decade. However, in the English-speaking discourse, empirical studies on inclusive teaching and learning often lack connections to existing educational theories that focus on the interrelation of teachers, learners and content as the three focal points of teaching and learning in a greater societal context. This corresponds with a lack of comprehensive models of inclusive education for teacher education. This theoretical paper therefore presents the ‘Didactic Model for Inclusive Teaching and Learning’ (DIMILL), developed in an interdisciplinary research team as a theoretical and practical framework for inclusion research and teacher education. Following an introduction on the necessity of modelling inclusive education in school settings, the German tradition of ‘didactics’ will be contextualized in the international field, pointing out its potential for educational theory and teacher education. Then, individual parts of DIMILL are introduced and related to one another. Finally, modes of practical implementation as well as possible implications for educational research and inclusive teacher education will be discussed.

This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study's respondents consisted of school staff who worked with students with severe or profound intellectual and multiple disabilities (S/PIMD) in Swedish schools. Results showed that almost all staff reported using AAC with students at least half of the time. The frequency of AAC use did not seem to differ between staff with different educational backgrounds, apart from teachers/special educators appearing slightly more inclined to use AAC in planned classroom activities when compared to staff with other educational backgrounds. The results also corroborate previous research stating that collaboration between stakeholders (such as school, family and the habilitation services) is fundamental to successful AAC implementation but that there are challenges when establishing efficient collaborations between stakeholders.

The Attitudes to Inclusion Scale (AIS) and the Intention to Teach in Inclusive Classroom Scale (ITICS) are instruments widely used internationally for researching teachers' attitudes and intentions towards inclusive education (IE). This study presents information on psychometric analysis of the AIS and ITICS as well as their functioning in the Czech environment. Using a sample of 1434 teachers (88% female) from 140 regular public primary schools in the Czech Republic, confirmatory factor analysis was used to verify the two-factor structure of the AIS, which measures beliefs and feelings, as well as the structure of the ITICS, a unidimensional construct that measures the general intention of teachers in relation to IE. Both instruments achieved high reliability (ω ≥ 0.75), and convergent, discriminant, concurrent, and criterion validity were confirmed. The partially scalar for ITICS and fully strict invariance for AIS for the compared groups of teachers in terms of their age was achieved. The AIS and ITICS scales work well in the Czech sociocultural context and can be considered valid and reliable instruments for (international) comparisons of teachers' attitudes and intentions towards IE. Limitations of the study and suggestions for future research directions are also discussed.

Teachers serve as role models in dealing with errors. They play a crucial role in creating a positive error climate in the classroom. Students with emotional and behavioural disorders (EBD) make more errors during learning activity, tend to dysregulate error-specific emotions, and are more likely to receive negative teacher feedback. In particular, externalizing behaviour problems are a risk factor for maladaptive individual error processing. Consequently, it is of significant interest to examine the students' perception of teacher behaviours in addressing errors, particularly in terms of the degree of adaptivity of individual error responses. For the first time, students with EBD attending German special schools were asked to provide their perceptions of error handling in the classroom. A total of 279 adolescents completed a questionnaire. The results of a path analysis indicate that the absence of negative teacher reactions and teacher support following errors have a significant direct effect on the adaptivity of individual error responses. The study recommends that teachers adopt positive responses and teacher support to promote students' adaptive individual error responses. In order to acquire professional error competence, teachers must develop an understanding of social–emotional competencies in children and adolescents related to error management in students with EBD.

In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well-being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to ECSETs. However, because of ECSETs unique and ambivalent role as part of inclusive early childhood education and care (ECEC) system in Finland, they are in a particular risk to get burdened by the increasing demands of coordinating and organizing support. In the study, we utilized the writings of 55 ECSETs, collected using empathy-based method and analysed them with position analysis methodology to investigate how ECSETs position themselves in such challenging situations. As a result, we show how ECSETs positions include (1) reflective controller of coping, (2) burdened support organizer, and (3) self-blaming survivor. As a conclusion, we illustrate that while ECSETs hold no official or managerial positions in ECEC community, they strongly position themselves as the ones ultimately responsible for supporting the child but also other ECEC professionals, as well as maintaining their own wellbeing and coping in difficult situations.

The benefits of recreational reading for academic success are clear. However, the full potential of recreational reading for socialisation and well-being remains untapped by young readers. Studies of young readers' recreational reading intentions and perceived barriers to translating intentions into reading are scarce. Deaf and hard-of-hearing students have been particularly excluded from research on leisure reading. Using a mixed methods approach, this study investigates Finnish and Georgian students' attitudes towards leisure reading and the relationship between their reading intentions and actual reading. Students' engagement in recreational reading is assessed through a quantitative survey, while their attitudes and intentions towards reading are revealed through focus group interviews. The results of this study suggest that students generally have positive attitudes towards reading, regardless of their country of origin and degree of hearing loss. Furthermore, the analysis reveals a wide range of barriers to reading, the most common of which are long school days, large amounts of homework, limited free time and preferences for other leisure activities. Some speculative findings from this study will be used as a basis for further research, focusing on reading during COVID-19.

Recent years have seen a growing shift toward global inclusive policies. Previous research highlighted the development of inclusive education, which notably requires collaboration among multiple actors (i.e., teachers, paraprofessionals, families). Among the barriers and levers to this implementation, attitudes toward inclusive education have been the subject of particular scholarly inquiry. This article reports two studies conducted to develop a French-speaking scale to address the emerging challenges in inclusive education by virtue of its suitability for a variety of actors. The 12 items of the Cognitive Attitudes Toward Inclusive Education Scale (CATIES) were derived from nine pre-existing scales. Two studies (N = 180 and N = 228) involving teachers and paraprofessionals (e.g. psychologists, special educators, nurses, and other paraprofessionals working in medical-educational facilities) were conducted within the French context to establish the scale's psychometric properties, such as internal consistency and convergent validity. Results reveal a reliable and valid tool with a three-dimensional structure measuring teachers' attitudes toward teaching students with special educational needs, benefits and risks of inclusive education on students with and without special educational needs and classroom management. In light of its relevance to a variety of inclusion stakeholders, this scale offers perspectives for more reliable inclusive education research.

Teachers play a key role in the implementation of inclusive education. Many studies investigate cross-country differences in teacher perceptions of inclusive education, but there is a research gap in investigating the perspectives of special education teachers. This study examines attitudes, concerns, self-efficacy and intentions of Italian (n = 180) and Swiss (n = 221) special education teacher students (SETS). Despite many similarities, Italian SETS held more positive beliefs, had fewer concerns regarding workload, and had higher intentions to use inclusive practices than Swiss SETS. No differences were found in self-efficacy to use inclusive instructions, managing student behaviour, or collaboration. Apart from inclusive legislation and policies, which might account for more positive attitudes, fewer concerns, and higher intentions to use inclusive practices in Italian SETS, absence of differences in efficacy-beliefs point to the importance of adequate support systems and teacher training in both countries. More research investigating the roles and perspectives of special education teachers across different inclusive education systems is necessary.