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Showing 1 to 15 of 40 results Save | Export
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Gibbs, Simon; Beckmann, Jens F.; Elliott, Julian; Mets├Ąpelto, Riitta-Leena; Vehkakoski, Tanja; Aro, Mikko – European Journal of Special Needs Education, 2020
In this paper, we report an investigation of the possible influence on teachers' essentialist thinking and efficacy beliefs of category labels used to describe children's educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child…
Descriptors: Labeling (of Persons), Teacher Attitudes, Self Efficacy, Teacher Effectiveness
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Takriti, Rachel A.; Atkinson, Susan J.; Elhoweris, Hala – European Journal of Special Needs Education, 2019
Starting school has been shown to correlate with later school outcomes. Teachers working in early years' settings either in the United Arab Emirates (UAE) or the United Kingdom completed a questionnaire asking them to rate the importance of 20 statements in answer to the question 'How important are the following for deciding whether a child with…
Descriptors: Foreign Countries, Comparative Education, Teacher Expectations of Students, Students with Disabilities
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Casserly, Ann Marie; Tiernan, Bairbre; Maguire, Gabrielle – European Journal of Special Needs Education, 2019
Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers' perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students…
Descriptors: Elementary School Teachers, Teacher Attitudes, Inclusion, Mixed Age Grouping
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Fairbairn, Judith; Spiby, Richard – European Journal of Special Needs Education, 2019
Language test developers have a responsibility to ensure that their tests are accessible to test takers of various backgrounds and characteristics and also that they have the opportunity to perform to the best of their ability. This principle is widely recognised by educational and language testing associations in guidelines for the production and…
Descriptors: Testing, Language Tests, Test Construction, Testing Accommodations
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Fayette, Rainart; Bond, Caroline – European Journal of Special Needs Education, 2018
Recent systematic reviews have found that the participation of adolescents and young people with Autism Spectrum Disorder (ASD) within research is limited despite an increasing international recognition of the importance of incorporating the views of all children and young people on matters that affect their lives. The purpose of this current…
Descriptors: Qualitative Research, Research Methodology, Pervasive Developmental Disorders, Autism
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Naik, Nitin – European Journal of Special Needs Education, 2017
In higher education, supporting students with special educational needs (SEN) necessitates an understanding of these needs, additional teaching aids and innovative ideas. The teacher must be an integral part of this support process, and this is difficult for the majority of teachers, due to their lack of core understanding of SEN. However,…
Descriptors: Visual Aids, Teaching Methods, Special Needs Students, Notetaking
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Hewett, Rachel; Douglas, Graeme; McLinden, Michael; Keil, Sue – European Journal of Special Needs Education, 2017
Drawing on the findings of a unique longitudinal qualitative study, this article investigates the experiences of 32 young people with visual impairment (VI) in higher education (HE) in the United Kingdom (UK) to explore how well they were able to participate on their courses. We propose and apply a Bioecological Model of Inclusive HE to interpret…
Descriptors: Inclusion, Visual Impairments, Longitudinal Studies, Qualitative Research
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Koca-Atabey, Mujde – European Journal of Special Needs Education, 2017
This study aimed to investigate the system designed to support disabled university students from the perspective of disability coordinators. The research on this topic specifically is limited. Disability coordinators from a particular UK university were interviewed to better understand the support system from their own perspective. Interpretative…
Descriptors: Foreign Countries, Coordinators, Student Personnel Workers, Disabilities
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O'Hagan, Siobhan; Hebron, Judith – European Journal of Special Needs Education, 2017
Establishing and maintaining friendships is frequently challenging for young people with autism spectrum conditions (ASC). However, few studies have explored influences on friendship development, meaning that knowledge of friendship formation processes remains limited at a critical point in social development. As friendship can impact on…
Descriptors: Friendship, Pervasive Developmental Disorders, Autism, Mainstreaming
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Denne, Louise D.; Hastings, Richard P.; Hughes, J. Carl – European Journal of Special Needs Education, 2017
Research into factors underlying the dissemination of evidence-based practice is limited within the field of Applied Behaviour Analysis (ABA). This is pertinent, particularly in the UK where national policies and guidelines do not reflect the emerging ABA evidence base, or policies and practices elsewhere. Theories of evidence-based practice in…
Descriptors: Parent Attitudes, Beliefs, Autism, Functional Behavioral Assessment
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Potter, Carol – European Journal of Special Needs Education, 2016
Father involvement in education has been shown to result in a range of positive outcomes for typically developing children. However, the nature of paternal involvement in the education of children with disabilities and especially autism has been under-researched and is little understood. This study aimed to explore the nature of the involvement of…
Descriptors: Foreign Countries, Fathers, Children, Autism
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Ezzamel, Nadia; Bond, Caroline – European Journal of Special Needs Education, 2016
There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Intervention
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Norwich, Brahm; Ylonen, Annamari – European Journal of Special Needs Education, 2015
This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three…
Descriptors: Classroom Techniques, Alternative Assessment, Educational Principles, Program Descriptions
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Griffith, G. M.; Barbakou, A.; Hastings, R. P. – European Journal of Special Needs Education, 2014
Background: Little is known about the work-related well-being of applied behaviour analysis (ABA) therapists who work in school-based contexts and deliver ABA interventions to children with autism. Methods: A questionnaire on work-related stress (burnout), general distress, perceived supervisor support and coping was completed by 45 ABA therapists…
Descriptors: Foreign Countries, Coping, Autism, Burnout
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Perepa, Prithvi – European Journal of Special Needs Education, 2014
There is very little research that specifically looks at how autism spectrum disorders are perceived in various communities. This qualitative research was conducted with parents who had children on the autistic spectrum belonging to four different ethnic communities (White British, Somali, West African and South Asian--63 in total) and living in…
Descriptors: Qualitative Research, Pervasive Developmental Disorders, Autism, Racial Differences
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