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Bruck, Susan; Webster, Amanda A.; Clark, Trevor – Journal of Research in Special Educational Needs, 2022
Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non-matched Australia-wide sample of…
Descriptors: Transitional Programs, Students with Disabilities, Autism, Pervasive Developmental Disorders
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Rendoth, Tess; Duncan, Jill; Foggett, Judith – Journal of Research in Special Educational Needs, 2022
The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Learning Disabilities, Inclusion
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Warnes, Eleanor; Done, Elizabeth J.; Knowler, Helen – Journal of Research in Special Educational Needs, 2022
A survey-based investigation of teachers' concerns was conducted the following adaptation of Sharma and Desai's 'Concerns about Integrated Education (CIE) Scale' two decades ago. The terminology was adjusted and 'integrated' became 'inclusive', and 'Special Educational Needs and/or Disability (SEND)' replaced 'disability' in a novel 'Concerns…
Descriptors: Foreign Countries, Teacher Attitudes, Inclusion, Students with Disabilities
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Brobbey, Gordon; Kmail, Zaher – Journal of Research in Special Educational Needs, 2022
Teacher evaluation has been at the forefront of accountability-related reforms in the United States due to the realization that teacher effectiveness is a major contributor to student success. Data from evaluations have revealed vital insights into contributing factors to teacher effectiveness and generated valuable information for hiring,…
Descriptors: Teacher Evaluation, Special Education Teachers, Accountability, Knowledge Level
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Freer, John R. R. – Journal of Research in Special Educational Needs, 2022
Poor attitudes towards disability held by one's peers can negatively impact the social experiences of students with exceptionalities. Fortunately, educational intervention efforts can serve to enhance children's attitudes towards disability. This quasi-experimental study tested the effectiveness of the Tripartite Intervention (TI), a 12-lesson…
Descriptors: Intervention, Attitude Change, Attitudes toward Disabilities, Rural Schools
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Hampshire, Patricia Korzekwa; Crawford, Michael – Journal of Research in Special Educational Needs, 2022
Children first establish the foundations of subsequent social interactions by learning basic toy manipulations skills (Weiss and Harris, 2001). Once the child has established these skills in isolation, they can then be expanded into the symbolic and dramatic levels of play. For children who do not display these foundational toy play skills, the…
Descriptors: Toys, Play, Developmental Disabilities, Interpersonal Competence
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Ludgate, Shannon; Mears, Clair; Blackburn, Carolyn – Journal of Research in Special Educational Needs, 2022
During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to 'home school' their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in…
Descriptors: Parents, Children, Child Caregivers, COVID-19
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Cataldo, Brad – Journal of Research in Special Educational Needs, 2022
This research study examined the lived experiences of high school aged students with cognitive impairments in substantially separate education settings in reference to their social skill development. Semi-structured interviews were conducted with five students aged 15-20 years placed in a special education collaborative in New England. Transcripts…
Descriptors: Interpersonal Competence, High School Students, Intellectual Disability, Special Education
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Zadunaisky-Ehrlich, Sara; Yifat, Rachel – Journal of Research in Special Educational Needs, 2022
The promotion of literacy skills is considered a cornerstone in the work of special education teachers (SETs) and speech-language pathologists (SLPs). The present study examined the self-reported literacy knowledge of Israeli 67 SETs and 72 SLPs along three dimensions: development, assessment and intervention, and emergent literacy. Participants…
Descriptors: Literacy, Special Education, Likert Scales, Emergent Literacy
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Laxman, Kumar – Journal of Research in Special Educational Needs, 2022
This pilot study set out to examine the impact of a regular practice of yoga within schooling curricular hours on the well-being and behaviors of atypically developing children. The design of this study was based on a qualitative hermeneutic-phenomenology approach. The intervention consisted of 5 weekly sessions of yoga of 15 minutes each and…
Descriptors: Social Emotional Learning, Physical Activities, Autism, Pervasive Developmental Disorders
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Lubin, Jacqueline; Fernal, Fabienne S. – Journal of Research in Special Educational Needs, 2022
Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on…
Descriptors: Barriers, Special Education, Special Education Teachers, Inclusion
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Boddison, Adam; Soan, Sue – Journal of Research in Special Educational Needs, 2022
This comparative study examines success and efficiency rates for Education, Health and Care (EHC) needs assessments in England when requested by families or education professionals. England is the only nation in the UK with EHC needs assessments. These are requested from the Local Authority (LA) if the school's ordinarily-available provision is…
Descriptors: Foreign Countries, Needs Assessment, Parents, Students
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Al-Shammari, Zaid; Mintz, Joseph – Journal of Research in Special Educational Needs, 2022
This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher…
Descriptors: Foreign Countries, Special Education Teachers, Elementary School Teachers, Evidence Based Practice
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Morse, Timothy E.; Habib, Amany; Carr, Monica; Evans, William – Journal of Research in Special Educational Needs, 2022
Flipped classrooms represent a new instructional paradigm for presenting K-12 instruction. Whereas in traditional classrooms new content is taught during the school day and application activities are assigned for homework, in flipped classrooms students are expected to acquire new content by working through assigned tasks at home prior to the next…
Descriptors: Flipped Classroom, Elementary Secondary Education, Educational Technology, Technology Uses in Education
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Alduais, Ahmed; Deng, Meng – Journal of Research in Special Educational Needs, 2022
A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
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