Pub Date : 2023-03-15DOI: 10.1080/08856257.2023.2191110
Seda Ozer Sanal, F. Elmali
{"title":"Effectiveness of realistic math education on mathematical problem-solving skills of students with learning disability","authors":"Seda Ozer Sanal, F. Elmali","doi":"10.1080/08856257.2023.2191110","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191110","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48879645","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 : 2023-03-15DOI: 10.1080/08856257.2023.2191108
B. Hygen, O. Mjøen, J. Caspersen, M. Nilsen
{"title":"Determinants of School Satisfaction in Times of Crisis According to Parents of Children with Special Educational Needs","authors":"B. Hygen, O. Mjøen, J. Caspersen, M. Nilsen","doi":"10.1080/08856257.2023.2191108","DOIUrl":"https://doi.org/10.1080/08856257.2023.2191108","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42295786","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 : 2023-03-06DOI: 10.1080/08856257.2023.2185858
Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, R. Tárraga‐Mínguez, Timo Lüke
{"title":"Implicit and explicit measurement of pre-service teachers’ attitudes toward autism spectrum disorder","authors":"Irene Lacruz-Pérez, Gemma Pastor-Cerezuela, R. Tárraga‐Mínguez, Timo Lüke","doi":"10.1080/08856257.2023.2185858","DOIUrl":"https://doi.org/10.1080/08856257.2023.2185858","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010715","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 : 2023-03-06DOI: 10.1080/08856257.2023.2185857
C. Weber, Sarah Bebermeier, Leen Vereenooghe
ABSTRACT This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.
{"title":"Relationships and psychosocial aspects in inclusive secondary schools in Germany","authors":"C. Weber, Sarah Bebermeier, Leen Vereenooghe","doi":"10.1080/08856257.2023.2185857","DOIUrl":"https://doi.org/10.1080/08856257.2023.2185857","url":null,"abstract":"ABSTRACT This study examines how the proportion of students with special educational needs (SEN) in class and their individual victimisation experiences may affect student-student and student-teacher relationships, social inclusion, and emotional well-being in school. The interaction of students’ SEN status and their victimisation experiences is also investigated. The convenience sample consists of 248 students (114 female, 134 male students) from the ages of 9 to 16 years (M = 11.53, SD = 1.43) enrolled in seven secondary schools in North Rhine-Westphalia, Germany. Results of hierarchical regression analyses revealed that a higher proportion of SEN in class was associated with lower ratings for student-teacher relationships, and that victimisation experiences were a significant predictor for student-student relationships and for social inclusion. Individual SEN status was related to lower ratings of social inclusion. Probing the interaction of SEN status and victimisation experiences on emotional well-being revealed non-significant simple slopes irrespective of SEN status. The corresponding statistical models yielded low to moderate variance explanations, indicating that the proportion of SEN in class, victimisation experiences, and individual SEN status may play a role in mental health related psychosocial outcome variables.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"894 - 908"},"PeriodicalIF":2.6,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530472","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 : 2023-03-04DOI: 10.1080/08856257.2022.2050972
Ruzena Krtkova, Arnost Krtek, M. Pešoutová, Zdenek Meier, P. Tavel, Klara Malinakova, Radek Trnka
ABSTRACT A growing body of a literature recognises the importance of special educational needs (SEN) of adolescents with attention-deficit/hyperactivity disorder (ADHD). Therefore, there is a current need for more in-depth insights into the factors that may help meet the SEN, well-being, and educational inclusion of ADHD students. The aim of this qualitative study was to assess the factors that parents perceive as being helpful for the school well-being, adaptation, and inclusion of their ADHD adolescents. The sample comprised 20 parents, aged from 30 to 60 years old, of ADHD adolescents. From the viewpoint of the parents, the teachers’ knowledge of ADHD symptoms, the use of educational methods respecting the determination of ADHD, special school aids and equipment, and the help of various professionals and psychotherapy with social skills training were considered to be supportive for school well-being and the inclusion of ADHD adolescents. Practical implications emerging from the results of the present study involve training focused on the development of secure attachment of teachers, awareness-raising campaigns about ADHD, and activities supporting teacher-parent cooperation.
{"title":"What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study","authors":"Ruzena Krtkova, Arnost Krtek, M. Pešoutová, Zdenek Meier, P. Tavel, Klara Malinakova, Radek Trnka","doi":"10.1080/08856257.2022.2050972","DOIUrl":"https://doi.org/10.1080/08856257.2022.2050972","url":null,"abstract":"ABSTRACT A growing body of a literature recognises the importance of special educational needs (SEN) of adolescents with attention-deficit/hyperactivity disorder (ADHD). Therefore, there is a current need for more in-depth insights into the factors that may help meet the SEN, well-being, and educational inclusion of ADHD students. The aim of this qualitative study was to assess the factors that parents perceive as being helpful for the school well-being, adaptation, and inclusion of their ADHD adolescents. The sample comprised 20 parents, aged from 30 to 60 years old, of ADHD adolescents. From the viewpoint of the parents, the teachers’ knowledge of ADHD symptoms, the use of educational methods respecting the determination of ADHD, special school aids and equipment, and the help of various professionals and psychotherapy with social skills training were considered to be supportive for school well-being and the inclusion of ADHD adolescents. Practical implications emerging from the results of the present study involve training focused on the development of secure attachment of teachers, awareness-raising campaigns about ADHD, and activities supporting teacher-parent cooperation.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"218 - 232"},"PeriodicalIF":2.6,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45565403","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 : 2023-03-03DOI: 10.1080/08856257.2023.2185859
Janja Rihter, Milena Košak Babuder, M. Zuljan
{"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, M. Zuljan","doi":"10.1080/08856257.2023.2185859","DOIUrl":"https://doi.org/10.1080/08856257.2023.2185859","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49436992","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 : 2023-03-02DOI: 10.1080/08856257.2023.2185860
M. Cueli, Laura M Cañamero, C. Rodríguez, P. González-Castro
{"title":"What different education professionals know about ADHD and their attitudes towards it","authors":"M. Cueli, Laura M Cañamero, C. Rodríguez, P. González-Castro","doi":"10.1080/08856257.2023.2185860","DOIUrl":"https://doi.org/10.1080/08856257.2023.2185860","url":null,"abstract":"","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48200983","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 : 2023-02-26DOI: 10.1080/08856257.2023.2182103
Laura Jiménez-Monteagudo, Raul Reina, Alba Roldan
This study assessed the self-efficacy gains of higher education students concerning the inclusion of people with disabilities throughout the delivery of a face-to-face training course (four months, 28 sessions of two hours each). The sample comprised 158 sports sciences undergraduates (109 intervention group, 49 control group; 69.4% males, 31.6% females) from two Spanish universities: 77% did not know about adapted physical activity or para-sport before the course was delivered. The course was based on three blocks: 1) concepts of adapted physical activity and disability awareness; 2) inclusion in physical education; and 3) para-sports, including teaching about the Paralympics and other para-sports. Simulation was a main teaching strategy across the content blocks—i.e. limitations of body functions, simulating inclusive physical education settings, or practising different para-sports. Significant improvements were found in participants’ perception of self-efficacy when responding in a physical education scenario that requires the inclusion of an individual with an intellectual, physical, or visual disability (p < 0.01, moderate-to-large effect sizes). An undergraduate course that combines information, different types of contact with people with disabilities, and simulation seems effective to improve SE among pre-service physical educators in relation to the inclusion in their sessions of students with disabilities.
{"title":"Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities","authors":"Laura Jiménez-Monteagudo, Raul Reina, Alba Roldan","doi":"10.1080/08856257.2023.2182103","DOIUrl":"https://doi.org/10.1080/08856257.2023.2182103","url":null,"abstract":"This study assessed the self-efficacy gains of higher education students concerning the inclusion of people with disabilities throughout the delivery of a face-to-face training course (four months, 28 sessions of two hours each). The sample comprised 158 sports sciences undergraduates (109 intervention group, 49 control group; 69.4% males, 31.6% females) from two Spanish universities: 77% did not know about adapted physical activity or para-sport before the course was delivered. The course was based on three blocks: 1) concepts of adapted physical activity and disability awareness; 2) inclusion in physical education; and 3) para-sports, including teaching about the Paralympics and other para-sports. Simulation was a main teaching strategy across the content blocks—i.e. limitations of body functions, simulating inclusive physical education settings, or practising different para-sports. Significant improvements were found in participants’ perception of self-efficacy when responding in a physical education scenario that requires the inclusion of an individual with an intellectual, physical, or visual disability (p < 0.01, moderate-to-large effect sizes). An undergraduate course that combines information, different types of contact with people with disabilities, and simulation seems effective to improve SE among pre-service physical educators in relation to the inclusion in their sessions of students with disabilities.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136041443","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 : 2023-02-22DOI: 10.1080/08856257.2023.2172893
G. Yazici, Ibrahim H. Acar
ABSTRACT All children, particularly those with special needs, have been adversely affected by the COVID-19 pandemic. This qualitative study explored the experiences of children with learning disabilities (LD) during the COVID-19 Pandemic. A criterion sample of twenty-three children ages 7 to 10 (M = 8.56, SD = 1.12) from Turkey was interviewed. Thematic analysis was used to analyse the collected data. Three themes were generated: 1) Perceived changes in Children’s Daily Lives, 2) Educational Process, and 3) Support During the Pandemic. Overall, findings from the present study provided insights into children’s experiences with LD during the COVID-19 pandemic.
{"title":"Experiences of children with learning disabilities living in low-income households during the Covid-19 pandemic","authors":"G. Yazici, Ibrahim H. Acar","doi":"10.1080/08856257.2023.2172893","DOIUrl":"https://doi.org/10.1080/08856257.2023.2172893","url":null,"abstract":"ABSTRACT All children, particularly those with special needs, have been adversely affected by the COVID-19 pandemic. This qualitative study explored the experiences of children with learning disabilities (LD) during the COVID-19 Pandemic. A criterion sample of twenty-three children ages 7 to 10 (M = 8.56, SD = 1.12) from Turkey was interviewed. Thematic analysis was used to analyse the collected data. Three themes were generated: 1) Perceived changes in Children’s Daily Lives, 2) Educational Process, and 3) Support During the Pandemic. Overall, findings from the present study provided insights into children’s experiences with LD during the COVID-19 pandemic.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"916 - 927"},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47207589","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 : 2023-02-22DOI: 10.1080/08856257.2023.2172894
Katharina Lindner, S. Schwab, Mona Emara, E. Avramidis
ABSTRACT It has been decades since inclusive education was introduced as the most favourable approach to educating students with special educational needs and disabilities. Still, according to research and practice, teachers’ attitudes are seen as the most important key factor for its successful implementation. Therefore, there is an ongoing process of researchers investigating teachers’ attitudes towards inclusive schooling. The aim of the current study was to do a follow-up of previous reviews on primary schoolteachers’ attitudes (Avramidis and Norwich 2002; de Boer, Pijl, and Minnaert 2011). In total, 36 studies were analysed. The results indicate that primary school teachers tend to hold rather neutral or ambivalent attitudes towards inclusive education. Similar to previous review results, inclusion still seems to be a matter of students’ type of disability. Therefore, regular primary school teachers do not favour the inclusion of all students when it comes to the concept of inclusion for all students. Directions for improving teachers’ attitudes are widely missing in the studies of the last years.
自全纳教育作为教育有特殊教育需要和残疾学生的最有利方法引入以来，已有几十年的历史。然而，根据研究和实践，教师的态度被认为是其成功实施的最重要的关键因素。因此，研究人员一直在调查教师对全纳教育的态度。当前研究的目的是对先前关于小学教师态度的评论进行后续调查(Avramidis and Norwich 2002;de Boer, Pijl, and Minnaert 2011)。总共分析了36项研究。结果表明，小学教师对全纳教育的态度趋于中立或矛盾。与之前的审查结果类似，纳入似乎仍然是学生残疾类型的问题。因此，普通小学教师在“全纳”的概念上并不赞成“全纳”。在过去几年的研究中，改善教师态度的方向普遍缺失。
{"title":"Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education","authors":"Katharina Lindner, S. Schwab, Mona Emara, E. Avramidis","doi":"10.1080/08856257.2023.2172894","DOIUrl":"https://doi.org/10.1080/08856257.2023.2172894","url":null,"abstract":"ABSTRACT It has been decades since inclusive education was introduced as the most favourable approach to educating students with special educational needs and disabilities. Still, according to research and practice, teachers’ attitudes are seen as the most important key factor for its successful implementation. Therefore, there is an ongoing process of researchers investigating teachers’ attitudes towards inclusive schooling. The aim of the current study was to do a follow-up of previous reviews on primary schoolteachers’ attitudes (Avramidis and Norwich 2002; de Boer, Pijl, and Minnaert 2011). In total, 36 studies were analysed. The results indicate that primary school teachers tend to hold rather neutral or ambivalent attitudes towards inclusive education. Similar to previous review results, inclusion still seems to be a matter of students’ type of disability. Therefore, regular primary school teachers do not favour the inclusion of all students when it comes to the concept of inclusion for all students. Directions for improving teachers’ attitudes are widely missing in the studies of the last years.","PeriodicalId":47639,"journal":{"name":"European Journal of Special Needs Education","volume":"38 1","pages":"766 - 787"},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951084","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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