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Nicholls, Gemma; Hastings, Richard P.; Grindle, Corinna – European Journal of Special Needs Education, 2020
Previous research is not conclusive in detailing the prevalence of challenging behaviour and its correlates in children with intellectual disabilities in school settings in particular. In the current study, an amended version of the Behaviour Problems Inventory -- Short Form was used to collect data from a sample of 321 students in a special…
Descriptors: Student Behavior, Behavior Problems, Intellectual Disability, Special Schools
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Tomlinson, Carla; Bond, Caroline; Hebron, Judith – European Journal of Special Needs Education, 2020
The purpose of the current review is to provide an overview of research relating to the school experiences of autistic females throughout childhood and adolescence. Web and database searches were conducted between December 2017 and April 2018 to identify studies exploring school experiences of autistic females. Eight studies met the inclusion…
Descriptors: Females, Adolescents, Student Experience, Autism
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Richter, Mechthild; Flavier, Eric; Popa-Roch, Maria; Clément, Céline – European Journal of Special Needs Education, 2020
The transition from primary to secondary school is a challenge, particularly for students with Autism Spectrum Disorder (ASD). International studies report the perceptions and experiences of different involved stakeholders during the primary-secondary transition in this specific context. Since the 1980s, the French education system has put in…
Descriptors: Foreign Countries, Student Adjustment, Elementary School Students, Secondary School Students
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Goodall, Craig; MacKenzie, Alison – European Journal of Special Needs Education, 2019
Recognition of inclusion in mainstream schools for all people with disabilities is enshrined in the Convention on the Rights of Persons with Disabilities (CRPD). General Comment 4 on Article 24 (Right to inclusive education) of the CRPD provides a concept of inclusion and its core features which we discuss here. Article 7 of the same enjoins state…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Asperger Syndrome
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Salomone, Erica; Bulgarelli, Daniela; Thommen, Evelyne; Rossini, Emanuelle; Molina, Paola – European Journal of Special Needs Education, 2019
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Emotional Response
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Garrels, Veerle – European Journal of Special Needs Education, 2019
For students with autism spectrum disorders (ASD), learning social skills is an intricate but essential task to facilitate social inclusion and participation. Limited research is available on social skills interventions for adolescents with ASD and intellectual disabilities (ID). This article presents a case study that illustrates how the…
Descriptors: Interpersonal Competence, Autism, Pervasive Developmental Disorders, Intellectual Disability
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Petry, Katja – European Journal of Special Needs Education, 2018
Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A…
Descriptors: Peer Acceptance, Peer Relationship, Friendship, Attitudes toward Disabilities
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Cook, Anna; Ogden, Jane; Winstone, Naomi – European Journal of Special Needs Education, 2018
To date little is known about the experiences of girls with autism, or how they live with and manage their autism. This qualitative study explored experiences of learning, friendships and bullying of girls with autism. Semi-structured interviews were conducted with 11 girls with autism, aged 11-17 years, and one parent of each girl. Thematic…
Descriptors: Friendship, Bullying, Females, Autism
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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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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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Kerins, Pauline; Casserly, Ann Marie; Deacy, Evelyn; Harvey, Deirdre; McDonagh, Dolores; Tiernan, Bairbre – European Journal of Special Needs Education, 2018
According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated…
Descriptors: Foreign Countries, Special Needs Students, Teacher Aides, Educational Policy
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Jansen, Dorien; Petry, Katja; Ceulemans, Eva; Noens, Ilse; Baeyens, Dieter – European Journal of Special Needs Education, 2017
Students with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which…
Descriptors: Foreign Countries, College Students, Autism, Pervasive Developmental Disorders
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Bell, Sheena; Devecchi, Cristina; Mc Guckin, Conor; Shevlin, Michael – European Journal of Special Needs Education, 2017
Internationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post-school educational goals and actively participate in transition planning meetings. Services within higher education are primarily…
Descriptors: Transitional Programs, Autism, Pervasive Developmental Disorders, Foreign Countries
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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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Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.; Baibers, Haitham – European Journal of Special Needs Education, 2017
This study aims to identify the beliefs of Jordanian parents of children with disabilities (CWD), including intellectual disabilities, specific learning disorders and Autism Spectrum Disorder: both in terms of the causes of these disabilities, and the ability of their children to make progress. A qualitative interpretive methodology was employed.…
Descriptors: Foreign Countries, Parents, Parent Attitudes, Beliefs
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