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Alsuhaibani, Aseel S.; Evmenova, Anya S.; Graff, Heidi J.; Duke, Jodi M. – Journal of International Special Needs Education, 2021
There is limited recognition of the concept of self-determination in Middle Eastern cultures. Consequently, there are no adapted measures of self-determination for Arabic adolescents with intellectual disabilities, learning disabilities, or multiple disabilities (intellectual disability and physical impairment). The purpose of this study was to…
Descriptors: Foreign Countries, Self Determination, Females, Adolescents
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Hassanein, Elsayed Elshabrawi A.; Adawi, Taha Rabie; Johnson, Evelyn S. – Journal of International Special Needs Education, 2021
This study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked…
Descriptors: Barriers, Inclusion, Students with Disabilities, Foreign Countries
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Taylor, Annalise; Beamish, Wendi; Tucker, Madonna; Paynter, Jessica; Walker, Sue – Journal of International Special Needs Education, 2021
Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Elementary School Teachers
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Alqahtani, Abdulaziz; Luckner, John – Journal of International Special Needs Education, 2021
This study was conducted to investigate the perceptions of parents of children who are deaf or hard of hearing (DHH) in the Kingdom of Saudi Arabia (KSA) regarding the support and services provided to them and their children. One hundred fifty-eight parents of children who are DHH were surveyed. The survey questions focused on five areas: early…
Descriptors: Parent Attitudes, Family Needs, Deafness, Hearing Impairments
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Kealy, Mary; DeClouette, Nicole; Martin, Catherine Creighton; Brendli, Katie; Collins, Emily – Journal of International Special Needs Education, 2021
Given the benefits of inclusive education on children with and without disabilities, the Division of International Special Education and Services (DISES) developed an Information Brief to acquaint the international community with effective global inclusive education practices, policies, and frameworks for engaging students with disabilities, while…
Descriptors: Inclusion, Special Education, Students with Disabilities, Educational Practices
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Alqahtani, Rashed Fehaid; Alshuayl, Mohammed; Ryndak, Diane L. – Journal of International Special Needs Education, 2021
Saudi Arabia has produced more peer-reviewed research in the past 10 years than ever before (El-Showk, 2016). The country is leading its Arab counterparts in the annual number of both published scientific research and obtained patents. A review of the published research across topics and fields of study, the research designs used, and the…
Descriptors: Foreign Countries, Special Education, Educational Research, Research Design
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Ineland, Jens; Karhina, Kateryna; Vikström, Lotta – Journal of International Special Needs Education, 2021
Having a job, or being employed, is associated with a number of positive effects. Although policies in Sweden support the right of people with disabilities to work and highlight access to employment as a priority, this group of people continues to lose out in employment against other citizens. However, little is known about actions or initiatives…
Descriptors: Individualized Transition Plans, High School Students, High School Teachers, Teacher Attitudes
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Kim, Sunyoung; Yan, Min-Chi; Wang, Jing; Lequia, Jenna – Journal of International Special Needs Education, 2021
Poverty as a cultural factor affects students' school success and outcomes. In the current literature review, we aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students aged 3 to 21 years with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies…
Descriptors: Poverty, Students with Disabilities, At Risk Students, Intervention
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Layes, Smail; Kaddouri, Amel; Lalonde, Robert; Rebai, Mohamed – Journal of International Special Needs Education, 2021
We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean…
Descriptors: Morphology (Languages), Metalinguistics, Comparative Analysis, Phonological Awareness
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Jozwik, Sara; Karlan, George Peterson; Kaczorowski, Tara – Journal of International Special Needs Education, 2020
This study investigated students' use of assistive technology (AT) tools within the context of Plan, Organize, Write, Edit, Revise (POWER) strategy instruction for writing explanations. Instruction took place in a fifth-grade classroom that included four students with learning, attention, or emotional disabilities and 19 peers without…
Descriptors: Instructional Effectiveness, Assistive Technology, Students with Disabilities, Learning Disabilities
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Ntiakoh-Ayipah, Daniel; Dogbe, Joslin Alexei; Opoku, Maxwell Peprah; Twum, Frank; Owusu, Michael; Kumi, Hammond; Afari, Priscilla; Donnir, Gordon – Journal of International Special Needs Education, 2020
In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of…
Descriptors: Foreign Countries, Attention Deficit Hyperactivity Disorder, Elementary School Students, Incidence
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Baker, Diana; Ackerman, Lyndsey; Pohl, Phoebe; Kim, Hyejung – Journal of International Special Needs Education, 2020
This study examines collaboration between American special educators and Somali American families of boys with autism through the lens of capital theory. Subthemes are organized according to phases in the educational planning process, from ongoing and pre-meeting interactions through finalization of the Individualized Education Program (IEP).…
Descriptors: Foreign Countries, Males, Special Education Teachers, Parent Teacher Cooperation
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Macdonald, Libby; Trembath, David; Ashburner, Jill; Costley, Debra; Haas, Kaaren; Keen, Deb – Journal of International Special Needs Education, 2020
A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on task and work independently. However, evidence of effectiveness does not ensure a timely implementation of interventions in applied educational contexts. The translatability of interventions depends, to a…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Teacher Attitudes
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Grindle, Corinna; Kurzeja, Olivia; Tyler, Emily; Saville, Maria; Hughes, J. Carl; Hastings, Richard P.; Brown, Freddy Jackson – Journal of International Special Needs Education, 2020
Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehensiont. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary…
Descriptors: Teaching Methods, Reading Instruction, Autism, Pervasive Developmental Disorders
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Ottley, Jennifer R.; Hartman, Sara L.; Bates, Perianne; Baker, Sarah – Journal of International Special Needs Education, 2020
Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The…
Descriptors: Global Approach, Inclusion, Preservice Teacher Education, Preservice Teachers
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