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Wienen, Albert W.; Batstra, Laura; Thoutenhoofd, Ernst; Bos, Elisabeth H.; de Jonge, Peter – European Journal of Special Needs Education, 2019
The widely supported wish for more inclusive education places ever greater expectations on teachers' abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in…
Descriptors: Inclusion, Student Behavior, Behavior Problems, Teacher Attitudes
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Rytioja, Marleene; Lappalainen, Kristiina; Savolainen, Hannu – European Journal of Special Needs Education, 2019
Many behavioural and emotional characteristics are associated with children's peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and…
Descriptors: Peer Acceptance, Rejection (Psychology), Peer Relationship, Elementary School Students
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Banks, Joanne; McCoy, Selina; Frawley, Denise – European Journal of Special Needs Education, 2018
Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN.…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Mainstreaming
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Jones, Leah; Gold, Eluned; Totsika, Vasiliki; Hastings, Richard P.; Jones, Mariel; Griffiths, Annee; Silverton, Sarah – European Journal of Special Needs Education, 2018
Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance…
Descriptors: Metacognition, Parent Education, Special Schools, Autism
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Sointu, Erkko; Lambert, Matthew C.; Nordness, Philip D.; Geležiniene, Renata; Epstein, Michael H. – European Journal of Special Needs Education, 2018
In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study…
Descriptors: Screening Tests, At Risk Students, Emotional Disturbances, Behavior Disorders
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Kvande, Marianne Nilsen; Belsky, Jay; Wichstrøm, Lars – European Journal of Special Needs Education, 2018
Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade…
Descriptors: Special Education, Student Placement, Disproportionate Representation, Foreign Countries
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Stampoltzis, Aglaia; Defingou, Georgia; Antonopoulou, Katerina; Kouvava, Sofia; Polychronopoulou, Stavroula – European Journal of Special Needs Education, 2014
This study investigates the psycho-social characteristics of typically developing children who have siblings with autism and their sibling relationship. Children's adjustment at school, their self-esteem and social relations, as well as their friends' attitudes towards their autistic siblings were examined. Participants were 22 siblings of…
Descriptors: Individual Characteristics, Children, Siblings, Autism
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Kemp, Steven; Petriwskyj, Anne; Shakespeare-Finch, Jane; Thorpe, Karen – European Journal of Special Needs Education, 2013
Evaluation of the Get REAL programme in an inclusive primary school setting has indicated its effectiveness in promoting pro-social behaviour for children with high functioning Autism. However, two children with co-morbid diagnoses and complex personal circumstances showed less consistent improvements. In order to explain their unique…
Descriptors: Foreign Countries, Inclusion, Prosocial Behavior, Autism
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McCoy, Selina; Banks, Joanne – European Journal of Special Needs Education, 2012
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special…
Descriptors: Educational Needs, Cross Cultural Studies, Disabilities, Self Concept Measures