Pub Date : 2023-02-19DOI: 10.1080/08856257.2023.2179308
Constantinos Vouyoukas, Dimitra Sortsi
ABSTRACT This study explored emotion situation knowledge of 6–8-year-old primary schoolchildren with language impairment (LI) and its relationship with their peer relations. Emotion situation knowledge contains experience-based predictions and anticipations of what will a person likely feel based on information about a particular social situation. To select study participants, the Detroit Test of Learning Aptitude (DTLA) was applied. Emotion situation knowledge was assessed with the use of vignettes, and peer relations were assessed with a peer relation checklist. Research findings indicated that: (i) children with LI had significant difficulties in understanding simple and mixed emotions as compared to their typically developing peers and (ii) emotion situation knowledge was a significant predictor for the participation of children with LI in academic activities and friendship relations. It is argued that the emotion-situated knowledge, which contains normative emotion expectations, may promote the peer relations of children with LI because it can help them respond to others in a more predictable way. Future research is needed to investigate the predictive utility of different facets of emotion knowledge on various domains of peer relations of children with LI.
{"title":"An investigation into the emotion situation knowledge of early primary school-aged children with language impairment and the impact on their peer relations","authors":"Constantinos Vouyoukas, Dimitra Sortsi","doi":"10.1080/08856257.2023.2179308","DOIUrl":"https://doi.org/10.1080/08856257.2023.2179308","url":null,"abstract":"ABSTRACT This study explored emotion situation knowledge of 6–8-year-old primary schoolchildren with language impairment (LI) and its relationship with their peer relations. Emotion situation knowledge contains experience-based predictions and anticipations of what will a person likely feel based on information about a particular social situation. To select study participants, the Detroit Test of Learning Aptitude (DTLA) was applied. Emotion situation knowledge was assessed with the use of vignettes, and peer relations were assessed with a peer relation checklist. Research findings indicated that: (i) children with LI had significant difficulties in understanding simple and mixed emotions as compared to their typically developing peers and (ii) emotion situation knowledge was a significant predictor for the participation of children with LI in academic activities and friendship relations. It is argued that the emotion-situated knowledge, which contains normative emotion expectations, may promote the peer relations of children with LI because it can help them respond to others in a more predictable way. Future research is needed to investigate the predictive utility of different facets of emotion knowledge on various domains of peer relations of children with LI.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"850 - 864"},"PeriodicalIF":2.6,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41686595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/08856257.2023.2177944
H. Lifshitz, Shlomit Shnitzer Meirovich, E. Vakil
ABSTRACT This follow-up study aimed to examine (a) the impact of 4.5 years participation in postsecondary education (PSE) on students with intellectual disability (ID) compared to adults with ID who did not participate in PSE, (b) whether a different impact on crystallized and fluid intelligence after 4.5 years would be found among PSE students with higher and lower initial IQ, (c) micro-level individual differences in each PSE group. The WAIS-III was administered at Time 1 and after 4.5 years to PSE students in an inclusive full requirements model (n = 6; IQ = 66-72) and to the PSE students in the inclusive adapted requirements model (n = 6; IQ = 54 -61) and adults with ID who did not participate in the PSE (n = 12). Only PSE students showed improvement in FSIQ, verbal and performance IQ in this Time 2 evaluation, with individual differences between the students. FSIQ and verbal IQ of students with a higher IQ exceeded the diagnostic cutoff of ID (IQ < 70-75). Despite the small sample size, the findings indicate that time extension and mediation strategies enable adults with mild ID to achieve academic goals, thus, supporting the Compensation Age and the Mastery Learning theories.
{"title":"Postsecondary University Education Improves Intelligence of Adult Students with Intellectual Disability: A Preliminary Study","authors":"H. Lifshitz, Shlomit Shnitzer Meirovich, E. Vakil","doi":"10.1080/08856257.2023.2177944","DOIUrl":"https://doi.org/10.1080/08856257.2023.2177944","url":null,"abstract":"ABSTRACT This follow-up study aimed to examine (a) the impact of 4.5 years participation in postsecondary education (PSE) on students with intellectual disability (ID) compared to adults with ID who did not participate in PSE, (b) whether a different impact on crystallized and fluid intelligence after 4.5 years would be found among PSE students with higher and lower initial IQ, (c) micro-level individual differences in each PSE group. The WAIS-III was administered at Time 1 and after 4.5 years to PSE students in an inclusive full requirements model (n = 6; IQ = 66-72) and to the PSE students in the inclusive adapted requirements model (n = 6; IQ = 54 -61) and adults with ID who did not participate in the PSE (n = 12). Only PSE students showed improvement in FSIQ, verbal and performance IQ in this Time 2 evaluation, with individual differences between the students. FSIQ and verbal IQ of students with a higher IQ exceeded the diagnostic cutoff of ID (IQ < 70-75). Despite the small sample size, the findings indicate that time extension and mediation strategies enable adults with mild ID to achieve academic goals, thus, supporting the Compensation Age and the Mastery Learning theories.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"818 - 834"},"PeriodicalIF":2.6,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/08856257.2023.2179309
J. Udd, Inger Berndtsson
ABSTRACT This article explores nine SENCOs’ lived experiences of the changes, challenges and opportunities which arose when working in Swedish upper secondary schools through the spring term of 2021, during the COVID-19 pandemic. This article provides further insights into the particulars of the SENCOs’ line of work and also aims to say something about the existential aspects of the SENCO profession. The study draws on empirical material generated from semi-structured lifeworld interviews and open-ended diaries. The study design and analysis were conceived and performed using a lifeworld phenomenological approach and hermeneutics. The lived experiences of the SENCOs reveal that they took on new tasks during the pandemic and, at the same time, long-standing issues regarding their professional role seem to have been exacerbated. These findings give insights into the difficulties faced by SENCOs in claiming professional jurisdiction and ask whether SENCOs inadvertently contribute to this problem when driven by a sense of moral obligation towards students with special educational needs. This moral obligation might stand at the heart of what it means to be a SENCO, and is possibly thoroughly intertwined with SENCOs’ agency.
{"title":"SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools","authors":"J. Udd, Inger Berndtsson","doi":"10.1080/08856257.2023.2179309","DOIUrl":"https://doi.org/10.1080/08856257.2023.2179309","url":null,"abstract":"ABSTRACT This article explores nine SENCOs’ lived experiences of the changes, challenges and opportunities which arose when working in Swedish upper secondary schools through the spring term of 2021, during the COVID-19 pandemic. This article provides further insights into the particulars of the SENCOs’ line of work and also aims to say something about the existential aspects of the SENCO profession. The study draws on empirical material generated from semi-structured lifeworld interviews and open-ended diaries. The study design and analysis were conceived and performed using a lifeworld phenomenological approach and hermeneutics. The lived experiences of the SENCOs reveal that they took on new tasks during the pandemic and, at the same time, long-standing issues regarding their professional role seem to have been exacerbated. These findings give insights into the difficulties faced by SENCOs in claiming professional jurisdiction and ask whether SENCOs inadvertently contribute to this problem when driven by a sense of moral obligation towards students with special educational needs. This moral obligation might stand at the heart of what it means to be a SENCO, and is possibly thoroughly intertwined with SENCOs’ agency.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"865 - 878"},"PeriodicalIF":2.6,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/08856257.2023.2172890
S. Birch, S. Bow, J. Lang, S. Dunsmuir
ABSTRACT In the UK, speech and language therapists (SLTs) and educational psychologists (EPs) are professionals who support children with speech, language and communication needs (SLCN). Legislative and socio-economic changes within the UK and continuing concern about poor outcomes for children with SLCN provided the impetus for a focus on interprofessional collaboration between these two groups. An online survey was distributed to qualified EPs and SLTs in the UK enquiring about facilitators and barriers to collaboration. Responses from 125 EPs and 182 SLTs were content analysed. Responses indicated that communication and working environments were key factors impacting interprofessional collaboration. Relationships and commitment to joint working were also cited as facilitators. Challenges related to reduced resourcing, staffing and changes to working environments as a result of austerity. A framework illustrating possible inter-relationships between factors is presented, indicating hypothesised pathways that could underpin planning for development and change. In summary, despite positive moves towards shared policy and guidance for children with SLCN, findings suggest that a continued focus on maximising effective interprofessional collaboration is crucial to ensure that assessment and early intervention are available to support children with speech, language and communication needs.
{"title":"Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers","authors":"S. Birch, S. Bow, J. Lang, S. Dunsmuir","doi":"10.1080/08856257.2023.2172890","DOIUrl":"https://doi.org/10.1080/08856257.2023.2172890","url":null,"abstract":"ABSTRACT In the UK, speech and language therapists (SLTs) and educational psychologists (EPs) are professionals who support children with speech, language and communication needs (SLCN). Legislative and socio-economic changes within the UK and continuing concern about poor outcomes for children with SLCN provided the impetus for a focus on interprofessional collaboration between these two groups. An online survey was distributed to qualified EPs and SLTs in the UK enquiring about facilitators and barriers to collaboration. Responses from 125 EPs and 182 SLTs were content analysed. Responses indicated that communication and working environments were key factors impacting interprofessional collaboration. Relationships and commitment to joint working were also cited as facilitators. Challenges related to reduced resourcing, staffing and changes to working environments as a result of austerity. A framework illustrating possible inter-relationships between factors is presented, indicating hypothesised pathways that could underpin planning for development and change. In summary, despite positive moves towards shared policy and guidance for children with SLCN, findings suggest that a continued focus on maximising effective interprofessional collaboration is crucial to ensure that assessment and early intervention are available to support children with speech, language and communication needs.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"735 - 750"},"PeriodicalIF":2.6,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47361379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/08856257.2023.2179311
P. Arnaiz-Sánchez, Patricia Zorrilla Carriquí, S. Alcaraz, C. Caballero
ABSTRACT After the declaration of the State of Emergency in Spain in 2020 due to the Coronavirus pandemic, essential services were paralysed, including education. This change brought about consequences in the quality of education, especially in the support of students with hearing impairment. The general objective is to analyse the barriers to learning for students with hearing impairments at a Spanish university due to the COVID-19 pandemic. A qualitative descriptive study is presented in which 6 semi-structured interviews were conducted -four with hearing impaired university students, one with a Spanish Sign Language Interpreter and another with a technician from the university’s diversity service. The results show students with hearing impaired became vulnerable students, suffering processes of educational exclusion. The Coronavirus and the consequences arising from its appearance have had a great impact on the academic and social lives of the participants. This research identifies which specific barriers were experienced by the group with hearing impaired, different from those found by the rest of the groups. The conclusions show that barriers to communication increased significantly due to the use of masks, the delivery of classes in a digital format and the lack of preparation of the faculty members regarding online teaching.
{"title":"A study of the barriers to communication and learning of university students with hearing impairment during the COVID-19 pandemic","authors":"P. Arnaiz-Sánchez, Patricia Zorrilla Carriquí, S. Alcaraz, C. Caballero","doi":"10.1080/08856257.2023.2179311","DOIUrl":"https://doi.org/10.1080/08856257.2023.2179311","url":null,"abstract":"ABSTRACT After the declaration of the State of Emergency in Spain in 2020 due to the Coronavirus pandemic, essential services were paralysed, including education. This change brought about consequences in the quality of education, especially in the support of students with hearing impairment. The general objective is to analyse the barriers to learning for students with hearing impairments at a Spanish university due to the COVID-19 pandemic. A qualitative descriptive study is presented in which 6 semi-structured interviews were conducted -four with hearing impaired university students, one with a Spanish Sign Language Interpreter and another with a technician from the university’s diversity service. The results show students with hearing impaired became vulnerable students, suffering processes of educational exclusion. The Coronavirus and the consequences arising from its appearance have had a great impact on the academic and social lives of the participants. This research identifies which specific barriers were experienced by the group with hearing impaired, different from those found by the rest of the groups. The conclusions show that barriers to communication increased significantly due to the use of masks, the delivery of classes in a digital format and the lack of preparation of the faculty members regarding online teaching.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"928 - 938"},"PeriodicalIF":2.6,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1080/08856257.2023.2179310
Marja Syrjämäki, Jyrki Reunamo, H. Pesonen, Raija Pirttimaa, E. Kontu
ABSTRACT Research on the involvement of autistic children in daily activities in inclusive early childhood education is scarce. In Finland, all children, including autistic children, under the age of seven (before basic education) are entitled to participate in early childhood education and care. Children also attend compulsory, free-of-charge pre-primary education during the year before their basic education begins. Furthermore, attending early childhood education and care is not dependent whether a child requires day care because of their parents’ work. Autistic children attend early childhood education in inclusive day care centres. Thus, in this study, we examined the involvement of autistic children by focusing on the objects of their attention during daily activities in inclusive day care centres in Finland. The data were collected between 2017 and 2020, during the research and development project Progressive Feedback, in which children were observed using systematic sampling. The study material consisted of observations of seven autistic children as part of a larger sample of children. The data were analysed using statistical methods. The results indicated that, during their deepest involvement, autistic children expressed positive emotions regarding participation and collaborated with and directed their focus towards other children. Moreover, autistic children demonstrated the most intensive involvement during adult-supported play.
{"title":"The involvement of autistic children in early childhood education","authors":"Marja Syrjämäki, Jyrki Reunamo, H. Pesonen, Raija Pirttimaa, E. Kontu","doi":"10.1080/08856257.2023.2179310","DOIUrl":"https://doi.org/10.1080/08856257.2023.2179310","url":null,"abstract":"ABSTRACT Research on the involvement of autistic children in daily activities in inclusive early childhood education is scarce. In Finland, all children, including autistic children, under the age of seven (before basic education) are entitled to participate in early childhood education and care. Children also attend compulsory, free-of-charge pre-primary education during the year before their basic education begins. Furthermore, attending early childhood education and care is not dependent whether a child requires day care because of their parents’ work. Autistic children attend early childhood education in inclusive day care centres. Thus, in this study, we examined the involvement of autistic children by focusing on the objects of their attention during daily activities in inclusive day care centres in Finland. The data were collected between 2017 and 2020, during the research and development project Progressive Feedback, in which children were observed using systematic sampling. The study material consisted of observations of seven autistic children as part of a larger sample of children. The data were analysed using statistical methods. The results indicated that, during their deepest involvement, autistic children expressed positive emotions regarding participation and collaborated with and directed their focus towards other children. Moreover, autistic children demonstrated the most intensive involvement during adult-supported play.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"879 - 893"},"PeriodicalIF":2.6,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42649237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/08856257.2023.2177945
M. Takala, K. Sutela, Sonja Ojala, Minna Saarinen
ABSTRACT The aim of this study was to explore the core of teaching practice as a part of the curricula for master’s degree in special teacher education. The data consisted of the curricula of teaching practice of all six universities in Finland that offer this program, along with the results of an electronic questionnaire administered to students. The curricula were obtained from the internet and the questionnaire was delivered to special education students at two of the six universities. Content analysis was used as a method. According to the results the curricula could be compressed into eight key elements, main of which were basic special education competence, advanced methods, collaboration, and interaction skills. Unfortunately, just 54 students responded to the questionnaire. However, they considered teaching practice a relevant part of their studies. They were satisfied with the supervision although, they commented, it could have been more frequent. The results are discussed using a four point frame of curriculum, pointing to the rare possibilities of students to negotiate or to feel empowered.
{"title":"Teaching practice in the training of special education teachers in Finland","authors":"M. Takala, K. Sutela, Sonja Ojala, Minna Saarinen","doi":"10.1080/08856257.2023.2177945","DOIUrl":"https://doi.org/10.1080/08856257.2023.2177945","url":null,"abstract":"ABSTRACT The aim of this study was to explore the core of teaching practice as a part of the curricula for master’s degree in special teacher education. The data consisted of the curricula of teaching practice of all six universities in Finland that offer this program, along with the results of an electronic questionnaire administered to students. The curricula were obtained from the internet and the questionnaire was delivered to special education students at two of the six universities. Content analysis was used as a method. According to the results the curricula could be compressed into eight key elements, main of which were basic special education competence, advanced methods, collaboration, and interaction skills. Unfortunately, just 54 students responded to the questionnaire. However, they considered teaching practice a relevant part of their studies. They were satisfied with the supervision although, they commented, it could have been more frequent. The results are discussed using a four point frame of curriculum, pointing to the rare possibilities of students to negotiate or to feel empowered.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"835 - 849"},"PeriodicalIF":2.6,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46823604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-13DOI: 10.1080/08856257.2023.2177943
Caterina Buzzai, A. Passanisi, Alessandro Romano, N. Pastena, Marinella Muscarà, Ugo Pace
ABSTRACT The present study was aimed at contributing to the understanding of the role of pre-service special education teachers’ attachment styles and empathy dimensions in sentiments, attitudes, and concerns towards disability. Participants were 536 pre-service special education teachers (78.4% females and 21.6% males), Results of the path analysis showed that some empathy dimensions (fantasy and personal distress) played a mediating role in the association between preoccupied and fearful attachment styles and teachers’ sentiments and concerns towards disability. Moreover, a direct positive association was reported from preoccupied attachment style to sentiments and concerns towards disability, from fantasy and personal distress (both dimensions of empathy) to sentiments towards disability, from personal distress to concerns towards disability, and from empathic concerns to attitudes towards disability, whereas negative relationships were found from perspective-taking to concerns and sentiments towards disability, as well as from empathic concern to sentiments towards disability.
{"title":"Attitudes toward disability among preservice special education teachers: the role of attachment style and empathy","authors":"Caterina Buzzai, A. Passanisi, Alessandro Romano, N. Pastena, Marinella Muscarà, Ugo Pace","doi":"10.1080/08856257.2023.2177943","DOIUrl":"https://doi.org/10.1080/08856257.2023.2177943","url":null,"abstract":"ABSTRACT The present study was aimed at contributing to the understanding of the role of pre-service special education teachers’ attachment styles and empathy dimensions in sentiments, attitudes, and concerns towards disability. Participants were 536 pre-service special education teachers (78.4% females and 21.6% males), Results of the path analysis showed that some empathy dimensions (fantasy and personal distress) played a mediating role in the association between preoccupied and fearful attachment styles and teachers’ sentiments and concerns towards disability. Moreover, a direct positive association was reported from preoccupied attachment style to sentiments and concerns towards disability, from fantasy and personal distress (both dimensions of empathy) to sentiments towards disability, from personal distress to concerns towards disability, and from empathic concerns to attitudes towards disability, whereas negative relationships were found from perspective-taking to concerns and sentiments towards disability, as well as from empathic concern to sentiments towards disability.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"803 - 817"},"PeriodicalIF":2.6,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47416650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-10DOI: 10.1080/08856257.2023.2172895
H. Sigstad, Veerle Garrels
ABSTRACT People with intellectual disability are only marginally represented in the labour market, and research has identified several school-related barriers to their labour market participation. This study uses a qualitative method triangulation with eight teacher interviews and nine individualised educational plans (IEPs) to explore how teachers prepare students with mild intellectual disability (MID) for future employment in Norway. Document analysis illustrates which work-related goals teachers incorporate in students’ IEPs. In-depth interviews with teachers provide additional information about teachers’ efforts about helping their students become valued employees. Findings from this study indicate wide variation and room for improvement in how schools prepare students with MID for employment. Recommendations for research and practice are discussed in the article.
{"title":"Norwegian teachers’ efforts in preparing students with mild intellectual disability for working life","authors":"H. Sigstad, Veerle Garrels","doi":"10.1080/08856257.2023.2172895","DOIUrl":"https://doi.org/10.1080/08856257.2023.2172895","url":null,"abstract":"ABSTRACT People with intellectual disability are only marginally represented in the labour market, and research has identified several school-related barriers to their labour market participation. This study uses a qualitative method triangulation with eight teacher interviews and nine individualised educational plans (IEPs) to explore how teachers prepare students with mild intellectual disability (MID) for future employment in Norway. Document analysis illustrates which work-related goals teachers incorporate in students’ IEPs. In-depth interviews with teachers provide additional information about teachers’ efforts about helping their students become valued employees. Findings from this study indicate wide variation and room for improvement in how schools prepare students with MID for employment. Recommendations for research and practice are discussed in the article.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"788 - 802"},"PeriodicalIF":2.6,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42349272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1080/08856257.2023.2172892
Eleni Patoulioti, C. Nilholm
ABSTRACT Research on inclusive education often derives from a broader understanding of inclusion, namely as a radical change in schooling. Within this strand of research, several authors in the field have envisioned this change to be materialised in the image of schools and classrooms as communities with various characteristics where differences are seen as resources. Nevertheless, the word ‘community’ can carry a variety of meanings, especially when used in the field of education in which multiple theoretical traditions co-exist. The aim of this paper is to provide an analysis of the meanings of the word ‘community’ throughout influential educational research and in relation to the different theoretical traditions that inform it. The meanings are analysed through a reading of the 50 most highly cited educational research papers in the database Web of Science that are concerned with communities in schools and classrooms. Through a thematic analysis of the definitions and descriptions of community in the sample, four metaphors were identified – community as Idealised-Home, Idealised-Academia, Idealised-Polis, and Power-Resisting Space. These meanings are discussed in relation to the theoretical traditions discerned and their implicit societal purposes. Moreover, implications of the review for research on inclusive education are discussed.
摘要：对包容性教育的研究往往源于对包容性的更广泛理解，即对学校教育的根本改变。在这一系列研究中，该领域的几位作者设想，这种变化将以学校和教室的形象体现出来，学校和教室是具有各种特征的社区，差异被视为资源。尽管如此，“社区”一词可以有多种含义，尤其是在多种理论传统共存的教育领域。本文的目的是分析“社区”一词在整个有影响力的教育研究中的含义，以及与之相关的不同理论传统。这些含义是通过阅读数据库Web of Science中50篇被引用率最高的教育研究论文来分析的，这些论文与学校和课堂上的社区有关。通过对样本中社区的定义和描述进行主题分析，确定了四个隐喻——社区，即理想化的家、理想化的学院、理想的波利斯和权力抵抗空间。这些意义是结合所辨别的理论传统及其隐含的社会目的来讨论的。此外，还讨论了该综述对包容性教育研究的影响。
{"title":"What is meant by ‘community’ in different theoretical traditions? An analysis of influential educational research","authors":"Eleni Patoulioti, C. Nilholm","doi":"10.1080/08856257.2023.2172892","DOIUrl":"https://doi.org/10.1080/08856257.2023.2172892","url":null,"abstract":"ABSTRACT Research on inclusive education often derives from a broader understanding of inclusion, namely as a radical change in schooling. Within this strand of research, several authors in the field have envisioned this change to be materialised in the image of schools and classrooms as communities with various characteristics where differences are seen as resources. Nevertheless, the word ‘community’ can carry a variety of meanings, especially when used in the field of education in which multiple theoretical traditions co-exist. The aim of this paper is to provide an analysis of the meanings of the word ‘community’ throughout influential educational research and in relation to the different theoretical traditions that inform it. The meanings are analysed through a reading of the 50 most highly cited educational research papers in the database Web of Science that are concerned with communities in schools and classrooms. Through a thematic analysis of the definitions and descriptions of community in the sample, four metaphors were identified – community as Idealised-Home, Idealised-Academia, Idealised-Polis, and Power-Resisting Space. These meanings are discussed in relation to the theoretical traditions discerned and their implicit societal purposes. Moreover, implications of the review for research on inclusive education are discussed.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"751 - 765"},"PeriodicalIF":2.6,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49122568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：