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Salmerón, Ladislao; Fajardo, Inmaculada; Gómez-Puerta, Marcos – European Journal of Special Needs Education, 2019
Internet offers people with intellectual disabilities (ID) unique opportunities to access information and to participate in society. But concerns have been raised about the potential risks they face when accessing the Internet (e.g. giving credit to false information, being exposed to manipulative content). As part of the current debate between…
Descriptors: Intellectual Disability, Adults, Internet, Information Literacy
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Yngve, Moa; Lidström, Helene; Ekbladh, Elin; Hemmingsson, Helena – European Journal of Special Needs Education, 2019
The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students' perceived accommodation needs. Accommodation needs and…
Descriptors: Special Needs Students, Academic Accommodations (Disabilities), Secondary Schools, Student School Relationship
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Magnússon, Gunnlaugur; Göransson, Kerstin – European Journal of Special Needs Education, 2019
Special needs educators (SNEs) have important roles in many education systems. However, their roles are often poorly defined, and differ greatly both between and within education systems. Studies show that SNEs have diverse tasks, have problems defining their jurisdiction, and approach special support with different perspectives than other…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Role, Regular and Special Education Relationship
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Lübke, Laura; Pinquart, Martin; Schwinger, Malte – European Journal of Special Needs Education, 2019
The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers' attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers,…
Descriptors: Inclusion, Regular and Special Education Relationship, Learning Disabilities, Emotional Disturbances
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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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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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Krischler, Mireille; Powell, Justin J. W.; Pit-Ten Cate, Ineke M. – European Journal of Special Needs Education, 2019
Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people's attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying an influential systematisation of…
Descriptors: Inclusion, Definitions, Attitudes toward Disabilities, Students with Disabilities
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Wienen, Albert W.; Sluiter, Maruschka N.; Thoutenhoofd, Ernst; de Jonge, Peter; Batstra, Laura – European Journal of Special Needs Education, 2019
In Western countries, the number of ADHD diagnoses and medical treatments of children has risen spectacularly over the last decennia, as has the amount of criticism about this trend. Various studies have shown that children receiving an ADHD classification often follow from initial signals that were raised in a school context. Hence, it becomes…
Descriptors: Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Classification, Teacher Attitudes
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Rakap, Salih; Yucesoy-Ozkan, Serife; Kalkan, Sinan – European Journal of Special Needs Education, 2019
Development of high-quality individualized education programmes (IEP) is vital for students with disabilities. Although legislations and literature provide guidelines for which components to be included in IEPs, there is limited research about whether these components are actually included in IEPs developed for students with disabilities served in…
Descriptors: Foreign Countries, Individualized Education Programs, Students with Disabilities, Inclusion
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Funderud, Tonje; Mononen, Riikka; Radišic, Jelena; Laine, Anu – European Journal of Special Needs Education, 2019
The study aimed to investigate variations in addition and subtraction fluency by observing grade three students in Norway (n = 253, M[ subscript age] = 8.38 y.) and Finland (n = 209, M[subscript age] = 9.35 y.) while controlling for their age and non-verbal reasoning. Gender differences were also examined. The focus of the study was on the…
Descriptors: Arithmetic, Numeracy, Grade 3, Elementary School Students
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Jovanovic, Vesna; Karic, Jasmina; Mihajlovic, Goran; Džamonja-Ignjatovic, Tamara; Hinic, Darko – European Journal of Special Needs Education, 2019
The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of…
Descriptors: Teacher Burnout, Special Education Teachers, Developmental Disabilities, Correlation
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Riitaoja, Anna-Leena; Helakorpi, Jenni; Holm, Gunilla – European Journal of Special Needs Education, 2019
Although Finnish basic education is based on inclusion, 37% of students receiving special support still study in either separate schools or separate classes in comprehensive schools. In this study we explore how policies of inclusion are implemented in a school with separated special educational needs (SEN) and general education (GE) classes. More…
Descriptors: Regular and Special Education Relationship, Inclusion, Secondary School Students, Foreign Countries
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Sundqvist, C.; Björk-Åman, C.; Ström, K. – European Journal of Special Needs Education, 2019
In 2010, new amendments regarding special education were made to the Finnish Basic Education Act (642/2010), and they were officially adopted in 2011. The three-tiered support system that was introduced can be considered the Finnish approach to moving education toward a more inclusive system since it emphasises all teachers' responsibility to…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Role, Inclusion
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Shilshtein, Evguenia; Margalit, Malka – European Journal of Special Needs Education, 2019
This study compared discrepancies between children's academic and social self-perceptions and parents' and teachers' perceptions of children's academic and social competence among 89 first-grade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among…
Descriptors: Elementary School Students, At Risk Students, Grade 1, Learning Disabilities
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Barow, Thomas; Östlund, Daniel – European Journal of Special Needs Education, 2019
In the context of the North Rhine-Westphalian school reform towards an inclusive education system, this article problematises the practice of categorisation. Our research aims to investigate the assessment of special educational needs (SEN) and thereby enrich the discussion of the relation between inclusion and diagnostics. For this study, we…
Descriptors: Foreign Countries, Special Education, Inclusion, Intelligence Tests
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