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Page, Angela; Charteris, Jennifer; Anderson, Joanna; Boyle, Christopher – European Journal of Special Needs Education, 2021
Over the first few months of 2020, the schooling sector shifted to distance education as governments moved to bring the virus, COVID-19, under control. Education sectors rapidly developed online environments. In this milieu teachers have made swift changes to accommodate their students' diverse range of learning needs. In this article, we draw on…
Descriptors: Foreign Countries, Student Diversity, Student Needs, Special Education
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Maelan, Ellen Nesset; Gustavsen, Ann Margareth; Stranger-Johannessen, Espen; Nordahl, Thomas – European Journal of Special Needs Education, 2021
Norwegian teachers and school leaders had to organise and provide homeschooling for their students from March to May 2020 due to the COVID-19 pandemic. A survey conducted in May 2020 examined lower secondary school students' experiences of distance learning. How students at different levels of academic achievement (based on grades) experienced…
Descriptors: Student Experience, Secondary School Students, Home Schooling, Distance Education
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Couper-Kenney, Fiona; Riddell, Sheila – European Journal of Special Needs Education, 2021
Recently, as a result of international treaties and domestic legislation, children's rights have moved to centre stage. In Scotland, under the terms of the Education (Scotland) Act 2016, those with additional support needs and disabilities (ASND) enjoy enhanced and legally enforceable rights, described by the Scottish Government as the most…
Descriptors: Foreign Countries, Students with Disabilities, Childrens Rights, Access to Education
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Kast, Julia; Lindner, Katharina-Theresa; Gutschik, Alexandra; Schwab, Susanne – European Journal of Special Needs Education, 2021
The lockdown of schools in Austria and many other countries due to COVID-19 posed challenges to the school system and especially for teachers of at-risk students. Within the INCL-LEA (INCLusive Home LEArning) study, 3,467 teachers (2,839 females) from all nine Federal States in Austria participated in an online survey after the first school…
Descriptors: Foreign Countries, Teacher Attitudes, Self Efficacy, At Risk Students
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Nusser, Lena – European Journal of Special Needs Education, 2021
School closures due to the worldwide COVID-19 pandemic put challenges on teachers, students and their parents. In particular, students with special educational needs or students with low achievement levels who need more support in learning may have more difficulties coping compared to their peers. Using longitudinal data of the German National…
Descriptors: Distance Education, COVID-19, Pandemics, School Closing
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Canning, Natalie; Robinson, Beryl – European Journal of Special Needs Education, 2021
This paper examines experiences of families and children with special educational needs and disabilities (SEND) with a focus on Autism during a 9-week period in 2020 of 'lockdown' due to COVID-19 where the UK Government's message was 'stay home, stay safe'. For these families, home is where children can be themselves, shut out the outside world…
Descriptors: Foreign Countries, COVID-19, Pandemics, Students with Disabilities
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Börnert-Ringleb, Moritz; Casale, Gino; Hillenbrand, Clemens – European Journal of Special Needs Education, 2021
The school closures during the COVID-19 outbreak triggered a shift towards digital learning. Whilst this is a major challenge for mainstream education, the implementation of digital learning poses an even bigger challenge for special education teachers, as they are confronted with different learning requirements which might hinder digital learning…
Descriptors: Predictor Variables, Electronic Learning, Special Education Teachers, Elementary Secondary Education
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Ng, Kwok; Klavina, Aija; Ferreira, José Pedro; Barrett, Ursula; Pozeriene, Jurate; Reina, Raul – European Journal of Special Needs Education, 2021
When schools were closed due to the COVID-19 restrictions, teachers were challenged to engage children with Special Educational Needs (SEN) through remote teaching, particularly in physical education. The European Standards in Adapted Physical Activity (EUSAPA) have been used to define the competencies of adapted physical education (APE) teachers.…
Descriptors: Teacher Attitudes, Distance Education, Adapted Physical Education, Foreign Countries
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Quenzer-Alfred, Carolin; Schneider, Lisa; Soyka, Vivien; Harbrecht, Maxi; Blume, Vera; Mays, Daniel – European Journal of Special Needs Education, 2021
The early educational support of basic school skills during nursery can have a positive impact on a successful transition into primary school and future school success and achievement -- especially for in this context low-performing children. Therefore, most German nurseries developed additional concepts to support the acquisition of basic school…
Descriptors: Foreign Countries, Preschool Education, School Readiness, COVID-19
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Pozas, Marcela; Letzel, Verena; Schneider, Christoph – European Journal of Special Needs Education, 2021
The Corona virus (COVID-19) crisis forced many countries to follow strict protocols ordering schools to close. With schools under lockdown, homeschooling has become the only form of schooling available. Reports have indicated that parents and students have struggled with the challenges of homeschooling. Against this background, this study explored…
Descriptors: Home Schooling, Elementary School Students, Cross Cultural Studies, COVID-19
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Östlund, Daniel; Barow, Thomas; Dahlberg, Kajsa; Johansson, Anette – European Journal of Special Needs Education, 2021
Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special…
Descriptors: Special Education, Paraprofessional School Personnel, Self Contained Classrooms, Work Environment
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Zhao, Yu; Rose, Richard; Shevlin, Michael – European Journal of Special Needs Education, 2021
Paraprofessional support to enable access to education has developed in differing directions in a range of countries. In Ireland, the role of the special needs assistant has focused on supporting the additional care needs of children with special educational needs to ensure their participation in lessons. The role of the special needs assistant…
Descriptors: Foreign Countries, Paraprofessional School Personnel, Inclusion, Special Needs Students
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Griffin, Claire; Blatchford, Peter – European Journal of Special Needs Education, 2021
A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish…
Descriptors: Criticism, Special Needs Students, Educational Practices, Foreign Countries
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Webster, Rob; De Boer, Anke A. – European Journal of Special Needs Education, 2021
In this paper, the guest editors consider the direction of research on teaching assistants (TAs), and how academics can elevate the field within the spheres of education and the social sciences. We begin by unpicking, and endorsing, Giangreco's idea of applying the 'Maslow's Hammer test' (expressed in this special issue) to manuscripts about…
Descriptors: Teaching Assistants, Paraprofessional School Personnel, Educational Research, Administrator Surveys
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Jardí, Andrea; Puigdellívol, Ignasi; Petreñas, Cristina; Sabando, Dorys – European Journal of Special Needs Education, 2021
Inclusive behaviour management and the roles of the various stakeholders involved continues to be of concern in education. As paraprofessionals within mainstream classrooms, many teaching assistants (TAs) assist with managing disruptive behaviour. This article explores how TA and teacher teams manage disruptive behaviour situations in 14 inclusive…
Descriptors: Teacher Aides, Behavior Problems, Classroom Techniques, Elementary School Students
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