NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 529 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sanderson, Kelli A.; Rojas, Amanda J. – Journal of Research in Special Educational Needs, 2023
As key members of the Individualised Education Program (IEP) team and strong child advocates, parents play a critical role in special education. In this study, we sought to understand a crucial, yet underexamined, aspect of special education -- parent perceptions regarding student participation in IEP development. Specifically, we asked parents…
Descriptors: Parent Attitudes, Student Participation, Individualized Education Programs, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Chesnais, Nolwenn; Cabagno, Geneviève; Verret, Claudia – Journal of Research in Special Educational Needs, 2023
This study investigated students' perceptions of their behavioural and emotional self-regulation after a six-to-eight week implementation of classroom physical activity breaks (CPAB). It also explored students' perceptions of their affective states before and after CPAB, as well as their interest and engagement during CPAB. Eighty-two elementary…
Descriptors: Recess Breaks, Behavior Problems, Metacognition, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Samsen-Bronsveld, H. Elise; Van der Ven, Sanne H. G.; Speetjens, Paula P. A. M.; Bakx, Anouke W. E. A. – Journal of Research in Special Educational Needs, 2023
This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and…
Descriptors: COVID-19, Pandemics, Academically Gifted, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Brooks, Sarah Westerfield; Schwartz, Rachel; Ampuero, Miguel; Kokina, Anastasia – Journal of Research in Special Educational Needs, 2023
The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP)…
Descriptors: Teacher Attitudes, Students with Disabilities, Family School Relationship, Parent Teacher Cooperation
Peer reviewed Peer reviewed
Direct linkDirect link
Delisio, Lauren A.; Casale-Giannola, Diane; Bukaty, Caitlyn A. – Journal of Research in Special Educational Needs, 2023
Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder…
Descriptors: Students, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Mental Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Gómez-Marí, Irene; Pastor-Cerezuela, Gemma; Lacruz-Pérez, Irene; Tárraga-Mínguez, Raúl – Journal of Research in Special Educational Needs, 2023
Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the…
Descriptors: Labeling (of Persons), Autism Spectrum Disorders, Self Efficacy, Negative Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Haitembu, Rauna Keshemunhu; Maarman, Rouaan – Journal of Research in Special Educational Needs, 2023
The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to…
Descriptors: Foreign Countries, Inclusion, Educational Policy, Sexual Orientation
Peer reviewed Peer reviewed
Direct linkDirect link
Nwosu, Kingsley Chinaza; Wahl, Williem Petrus; Anyanwu, Adeline Nne; Ezenwosu, Ngozi Elizabeth; Okwuduba, Emmanuel Nkemakolam – Journal of Research in Special Educational Needs, 2023
Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using…
Descriptors: Teacher Characteristics, Emotional Intelligence, Predictor Variables, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Dimitrellou, Eleni; Macmillan, Philip; Norwich, Brahm – Journal of Research in Special Educational Needs, 2023
School closures due to the COVID-19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students' learning. This paper focuses on the online evaluation of Own-Voice Intensive Phonics (OVIP) approach, a computer-assisted instruction programme used during the COVID restrictions to help 15 pupils aged…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Difficulties, Electronic Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Doyle, Alison; Kenny, Neil – Journal of Research in Special Educational Needs, 2023
Pathological demand avoidance (PDA) is contended to be a distinct presentation within autism characterised by extreme levels of anxiety in response to the demands of everyday life, manifested in excessive levels of demand avoidance. This results in complex interactions with service providers in education and health settings, impacting on outcomes…
Descriptors: Autism Spectrum Disorders, Anxiety, Interpersonal Relationship, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
ElSaheli-Elhage, Rasha – Journal of Research in Special Educational Needs, 2023
Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID-19, educational systems were interrupted, including the access of…
Descriptors: Students with Disabilities, Teachers, Educational Practices, Transitional Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Corcoran, Shannon; Kelly, Catherine – Journal of Research in Special Educational Needs, 2023
The views of the children and young people experiencing Extended School Non-Attendance difficulties are scarcely represented in the literature. This systematic literature review provides a much needed overview of the existing research evidence through a detailed synthesis of the lived experiences of persistently non-attending young people, using a…
Descriptors: Attendance Patterns, Truancy, Student Attitudes, Meta Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Dobosz, Dagmara; Gierczyk, Marcin; Hornby, Garry – Journal of Research in Special Educational Needs, 2023
The purpose of this paper is to review recent literature on parental perspectives of the impact of the COVID-19 pandemic on the home-schooling of children with special educational needs and disabilities, as well as to consider implications for their education and well-being. Eleven papers were reviewed, published between 2020 and 2021, selected…
Descriptors: Parent Attitudes, COVID-19, Pandemics, Home Schooling
Peer reviewed Peer reviewed
Direct linkDirect link
Shauli, Sophie; Heiman, Tali; Olenik-Shemesh, Dorit – Journal of Research in Special Educational Needs, 2023
In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision-making skills and the ability to face and resolve ethical dilemmas. College students and pre and in-service…
Descriptors: Decision Making, Inclusion, Mainstreaming, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Tan, Peng Chian; Poon, Kenneth – Journal of Research in Special Educational Needs, 2023
Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers…
Descriptors: School Support, Foreign Countries, Preschool Teachers, Inclusion
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  36