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Magnússon, Gunnlaugur – European Journal of Special Needs Education, 2020
While school choice and marketisation have been studied extensively, some areas remain under-researched, for instance, the consequences of choice for the development of inclusive education. The aim of this article is to illustrate the consequences of school choice for inclusive education, as it relates to special education, using Sweden as a case…
Descriptors: Foreign Countries, Inclusion, School Choice, Immigrants
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Moberg, Sakari; Muta, Etsuko; Korenaga, Kanako; Kuorelahti, Matti; Savolainen, Hannu – European Journal of Special Needs Education, 2020
The aim of this study was to analyse and compare teachers' attitudes towards inclusive education in two culturally different countries: Finland and Japan. A sample of 362 Finnish and 1518 Japanese teachers participated in this survey. The teachers' attitudes varied and were rather critical. The Finnish teachers were more worried about teachers'…
Descriptors: Teacher Attitudes, Inclusion, Cultural Differences, Students with Disabilities
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Bahdanovich Hanssen, Natallia – European Journal of Special Needs Education, 2020
The present study explores special educational needs (SEN) practices for children with a developmental language disorder (DLD) in Belarus and Norway. The theory of practice architectures is used to portray a comprehensive picture of the SEN practices employed in the studied countries. Drawing on empirical data, the results of the research were…
Descriptors: Foreign Countries, Special Education, Educational Needs, Comparative Education
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Chen, Li Ju – European Journal of Special Needs Education, 2019
This research identified the potential special education transition development trajectories by tracing the priorities and hierarchical structure of published transition issues in special education. Social network analysis (SNA) of the 1900-2015 data from the Web of Science (WOS) database achieves a transition exploration flow by citation-based…
Descriptors: Special Education, Self Determination, Accountability, Social Networks
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Weymeis, Henk; Van Leeuwen, Karla; Braet, Caroline – European Journal of Special Needs Education, 2019
School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children's adaptive emotion regulation plays a…
Descriptors: Self Control, Academic Achievement, Behavior Problems, School Readiness
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Räty, Lauri; Vehkakoski, Tanja; Pirttimaa, Raija – European Journal of Special Needs Education, 2019
The individual education plan (IEP) is an essential part of special education and is used widely in Western countries for documenting both the learning goals and support measures for children with special needs. This study focused on the documentation of support measures in the IEPs of Finnish students with intellectual disability (ID) (N = 21).…
Descriptors: Individualized Education Programs, Special Education, Special Needs Students, Intellectual Disability
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Palikara, Olympia; Castro, Susana; Gaona, Carolina; Eirinaki, Vasiliki – European Journal of Special Needs Education, 2019
In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence…
Descriptors: Foreign Countries, Educational Policy, Special Education, Educational Needs
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Webster, Rob; Blatchford, Peter – European Journal of Special Needs Education, 2019
This paper reports on results from a descriptive study of the nature and quality of the day-to-day educational experiences of 49 13-14 year olds with special education needs and/or disabilities (SEND). All pupils had either an Education Health and Care Plan (EHCP) or a Statement, and attended in mainstream secondary school in England. Pupils…
Descriptors: Individualized Instruction, Teaching Methods, Teacher Role, Teaching Assistants
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Kvande, Marianne Nilsen; Bjørklund, Oda; Lydersen, Stian; Belsky, Jay; Wichstrøm, Lars – European Journal of Special Needs Education, 2019
As traditional teaching methods may fail to serve children with special needs, special education (SE) services aim to compensate for the shortcomings of conventional schooling. However, despite of numerous studies on the effectiveness of SE services, the influence of potential selection bias remains a real challenge, and only a few studies have…
Descriptors: Outcomes of Education, Special Education, Academic Achievement, Special Needs Students
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Koenen, Anne-Katrien; Vervoort, Eleonora; Kelchtermans, Geert; Verschueren, Karine; Spilt, Jantine L. – European Journal of Special Needs Education, 2019
Research stresses the importance of teacher sensitivity for the development of special needs students, including students with attachment problems. However, little is known about the antecedents of teacher sensitivity. This study investigated associations between teachers' daily negative emotions and teacher sensitivity towards individual…
Descriptors: Teacher Student Relationship, Special Needs Students, Teacher Attitudes, Negative Attitudes
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Fagerlid Festøy, Anne Randi; Haug, Peder – European Journal of Special Needs Education, 2019
This article concerns special education for pupils in forms 1-4, and to what extent pupils, parents and teachers have a coherent understanding of the conditions for learning. To study coherence we focused on three key areas for learning: "expectations," "relationships" and "cooperation." The findings reveal a…
Descriptors: Special Education, Elementary School Students, Expectation, Interpersonal Relationship
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Sandoval Mena, Marta; Simón Rueda, Cecilia; Echeita Sarrionandia, Gerardo – European Journal of Special Needs Education, 2019
The objective of this study is to analyse different models of educational support that are used in schools with public funding from the perspective of support teachers, counsellors and members of management teams. Participants were 79 professionals from the three areas mentioned above. The methodological approach was a phenomenological qualitative…
Descriptors: Foreign Countries, Educational Practices, Public Schools, Models
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Tah, Jude K. – European Journal of Special Needs Education, 2019
This study examines the development of the special education market through changes in demand and supply and discusses its implications on the system of education of students in need of special support informed by two theoretical perspectives. The study found out that the number of students and schools in the special education market has…
Descriptors: Foreign Countries, Special Education, Supply and Demand, Public Schools
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Liasidou, Anastasia; Hadjiyiannakou, Anastasia – European Journal of Special Needs Education, 2019
The paper aims to explore ways in which mothers of children with cerebral palsy (CP) attempt to voice their concerns about current discourses and power imbalances enshrined in special education policy and provision. Mothers' narratives are important in making transparent the multiple forms of 'disablism' experienced by them in their attempts to…
Descriptors: Special Education, Educational Policy, Mothers, Cerebral Palsy
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Snipstad, Øyvind Ibrahim Marøy – European Journal of Special Needs Education, 2019
Democracy in an inclusive discourse in education relates to all children's rights to comment upon and influence matters concerning their interest in education. The article's empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school,…
Descriptors: Peer Relationship, Democracy, Student Participation, Inclusion
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