Pub Date : 2023-12-13DOI: 10.1080/08856257.2023.2294239
M. Abdulbaki Karaca, Necati Çobanoglu, Osman Tayyar Çelik
In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected da...
{"title":"Quality in special education from teacher perspectives","authors":"M. Abdulbaki Karaca, Necati Çobanoglu, Osman Tayyar Çelik","doi":"10.1080/08856257.2023.2294239","DOIUrl":"https://doi.org/10.1080/08856257.2023.2294239","url":null,"abstract":"In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected da...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138688500","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 : 2023-12-12DOI: 10.1080/08856257.2023.2291271
Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, Raúl Tárraga-Mínguez, Timo Lüke
This paper aims to understand how teachers’ attitudes are contributing to or hindering the educational inclusion of students with autism spectrum disorder (ASD). Implicit and explicit measurement o...
{"title":"Implicit and explicit measurement of pre-service teachers’ attitudes towards autism spectrum disorder","authors":"Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, Raúl Tárraga-Mínguez, Timo Lüke","doi":"10.1080/08856257.2023.2291271","DOIUrl":"https://doi.org/10.1080/08856257.2023.2291271","url":null,"abstract":"This paper aims to understand how teachers’ attitudes are contributing to or hindering the educational inclusion of students with autism spectrum disorder (ASD). Implicit and explicit measurement o...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138572625","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}
Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia ...
{"title":"Collaboration between special education teachers and visual arts education teachers in working with pupils with severe specific learning difficulties and its relationship to professional development","authors":"Janja Rihter, Milena Košak Babuder, Milena Valenčič Zuljan","doi":"10.1080/08856257.2023.2291272","DOIUrl":"https://doi.org/10.1080/08856257.2023.2291272","url":null,"abstract":"Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia ...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562421","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 : 2023-12-05DOI: 10.1080/08856257.2023.2291273
Marisol Cueli, Laura M. Cañamero, Celestino Rodríguez, Paloma González-Castro
Teachers and school counsellors play a key role in the detection of symptoms associated with attention-deficit/hyperactivity disorder (ADHD) and in interventions. The present study aimed to analyse...
{"title":"What different education professionals know about ADHD and their attitudes towards it","authors":"Marisol Cueli, Laura M. Cañamero, Celestino Rodríguez, Paloma González-Castro","doi":"10.1080/08856257.2023.2291273","DOIUrl":"https://doi.org/10.1080/08856257.2023.2291273","url":null,"abstract":"Teachers and school counsellors play a key role in the detection of symptoms associated with attention-deficit/hyperactivity disorder (ADHD) and in interventions. The present study aimed to analyse...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539057","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 : 2023-11-27DOI: 10.1080/08856257.2023.2283271
Özgür Sirem
This study aims to reveal the school-related problems experienced by students of inclusive education in primary school from the perspective of parents, in an effort to offer solutions to these prob...
{"title":"A study on parents’ awareness of inclusive education","authors":"Özgür Sirem","doi":"10.1080/08856257.2023.2283271","DOIUrl":"https://doi.org/10.1080/08856257.2023.2283271","url":null,"abstract":"This study aims to reveal the school-related problems experienced by students of inclusive education in primary school from the perspective of parents, in an effort to offer solutions to these prob...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562714","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 : 2023-11-23DOI: 10.1080/08856257.2023.2283270
David Paulsrud
This article presents an analysis of Swedish subject teachers and special educators’ discourses on the teaching of students with different needs in order to study their enactment of inclusive educa...
{"title":"Resisting the standards agenda? Swedish subject teachers and special educators’ discourses on teaching students with different needs","authors":"David Paulsrud","doi":"10.1080/08856257.2023.2283270","DOIUrl":"https://doi.org/10.1080/08856257.2023.2283270","url":null,"abstract":"This article presents an analysis of Swedish subject teachers and special educators’ discourses on the teaching of students with different needs in order to study their enactment of inclusive educa...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539016","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}
The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reaso...
信息和通信技术在整个社会中的渗透，尤其是沉浸式技术，在教育领域发挥着重要作用，其中一个原因是……
{"title":"Augmented and virtual reality as a teaching resource to attend to the diversity of students with special educational needs: a systematic review","authors":"Lara Checa-Domene, Inmaculada García-Martínez, Óscar Gavín-Chocano, Marina García-Valdecasas Prieto","doi":"10.1080/08856257.2023.2282247","DOIUrl":"https://doi.org/10.1080/08856257.2023.2282247","url":null,"abstract":"The irruption of Information and Communication Technologies in society in general, and immersive technology, in particular, are playing an important role in the educational field, among other reaso...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539010","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 : 2023-11-17DOI: 10.1080/08856257.2023.2282246
Esra Sözer-Boz, Sedat Turgut, Mahir Uğurlu
Burnout is an increasing issue among special education teachers (SETs), impacting students, the education system, and society. This study aimed to identify burnout profiles of SETs and explore the ...
{"title":"The relationships between burnout profiles, teacher agency, and meaningful work of special education teachers","authors":"Esra Sözer-Boz, Sedat Turgut, Mahir Uğurlu","doi":"10.1080/08856257.2023.2282246","DOIUrl":"https://doi.org/10.1080/08856257.2023.2282246","url":null,"abstract":"Burnout is an increasing issue among special education teachers (SETs), impacting students, the education system, and society. This study aimed to identify burnout profiles of SETs and explore the ...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539035","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 : 2023-11-16DOI: 10.1080/08856257.2023.2282248
Lorenzo Ciletti
Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities ...
{"title":"The role of primary-school support staff in Italy: a case for re-thinking their professional characteristics","authors":"Lorenzo Ciletti","doi":"10.1080/08856257.2023.2282248","DOIUrl":"https://doi.org/10.1080/08856257.2023.2282248","url":null,"abstract":"Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities ...","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539011","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 : 2023-11-06DOI: 10.1080/08856257.2023.2273642
Anna-Lena Andersson, Anette Bagger, Anne Lillvist
In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.
{"title":"Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities","authors":"Anna-Lena Andersson, Anette Bagger, Anne Lillvist","doi":"10.1080/08856257.2023.2273642","DOIUrl":"https://doi.org/10.1080/08856257.2023.2273642","url":null,"abstract":"In Sweden, the Compulsory School for Students with Intellectual Disabilites (CSSID) is currently experiencing political change, as this type of school is being renamed and is undergoing organisational changes. The inclusion of children with intellectual disabilities (ID) in schooling, and in general society, has been challenged and debated for decades; such debates are at the heart of some of these changes. In this study, we have systematically investigated the policy work (e.g. government reports and statements) preceding and governing the changes. Hence, the purpose of the study is to contribute knowledge on how policy documents inscribe meaning to the inclusion of children with ID. Results show that discourses on inclusion are connected to neoliberal values and practices, such as assessment, global comparison, and accountability. It has been suggested that this may have a profound and long-term effect on how children with ID are fabricated and hence, how the child with ID and their education can be understood in terms of being included in the idea of ‘all students’ in policy, and in addition, in practice.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635945","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}
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