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Silvia Sierra-Martínez; Irene Crestar; Isabel Fernández-Menor; Ángeles Parrilla Latas – Journal of Research in Special Educational Needs, 2025
Defining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated…
Descriptors: Theory Practice Relationship, Inclusion, Discourse Analysis, Student Participation
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Nicolas Bressoud; Andrea Christiane Samson; Philippe Gay; Gabija Garbaliauskaite - Plagnol; Catherine Audrin; Elena Lucciarini; Rebecca Shankland – Journal of Research in Special Educational Needs, 2025
This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179…
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Inclusion
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Maria L. Hugh; Stefan Horbanczuk; Angel Fettig; Jill Locke – Journal of Research in Special Educational Needs, 2025
Educators struggle to select evidence-based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and…
Descriptors: Intervention, Autism Spectrum Disorders, Special Education Teachers, Evidence Based Practice
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M. L. Eding; M. Meeter; C. Schuengel – Journal of Research in Special Educational Needs, 2025
Education of children with moderate to severe intellectual disabilities requires adequate assessment of their educational needs and potential to learn. Dynamic testing using analogical reasoning tasks may be a promising way to perform such an assessment. However, it remains unclear how dynamic testing with these children may be done in practice.…
Descriptors: Delphi Technique, Moderate Intellectual Disability, Severe Intellectual Disability, Foreign Countries
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Carmit Gal; Chen Hanna Ryder; Shani Raveh Amsalem – Journal of Research in Special Educational Needs, 2025
Within the dynamic context of inclusive education for children with special needs in Israel, parents play a crucial role in addressing these challenges. The present study focuses on the experiences of parents with children who have special needs in inclusive educational frameworks in Israel. Using an interpretive phenomenological approach,…
Descriptors: Foreign Countries, Inclusion, Special Needs Students, Parent Attitudes
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Tamas Rotschild – Journal of Research in Special Educational Needs, 2025
Self-concept is a precursor to a spectrum of mental, emotional and behavioural challenges, exerting a profound influence on how children perceive themselves, interact with their peers, navigate the educational landscape, and respond to life events. A learning disability is likely to negatively impact self-concept development, rendering children…
Descriptors: Learning Disabilities, Students with Disabilities, Self Concept, Teacher Student Relationship
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Delight Abla Klutsey; Alhassan Lukman Chinto; Gifty Nana Yaa Rockson; Godwin Avi; Joseph Kaningenye Foba-Engmen; Peace Korkukorkor; Joyce Kankam – Journal of Research in Special Educational Needs, 2025
Students with impairment whether physical, sensory or intellectual face challenges in their quest to have inclusive education predisposing them to various stressors. Yet, studies have rarely explored this important psychological construct. This cross-sectional study assessed the prevalence of psychological distress and how perceived social support…
Descriptors: Social Support Groups, Student Attitudes, Resilience (Psychology), Well Being
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Romana Snozzi; Christoph M. Müller; Carmen L. A. Zurbriggen – Journal of Research in Special Educational Needs, 2025
School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are…
Descriptors: Student Placement, Special Education, Foreign Countries, Student Characteristics
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Orna Huri; Avihu Shoshana – Journal of Research in Special Educational Needs, 2025
The study's primary research question is how teachers whose inclusive classes include children with disabilities experienced the most recent amendment (2018) to Israel's Special Education Law. Interviews with 20 teachers revealed four key findings: a sense of professional isolation when having to cope with the challenges of having students with…
Descriptors: Foreign Countries, Teacher Attitudes, Students with Disabilities, Educational Legislation
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Jordan Shurr; Alexandra Minuk; Saad Chahine – Journal of Research in Special Educational Needs, 2025
While there has been movement from disability, or special education needs (SEN), eligibility identification as a prerequisite for special education services, formal school-based identification remains critical in understanding the educational experience of students with disabilities. This study examined data from Ontario, Canada between 2006 and…
Descriptors: Students with Disabilities, Special Education, Eligibility, Disability Identification
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Jonathan Chitiyo; Kinsey Simone; Edson Muresherwa; George Chitiyo; Morgan Chitiyo – Journal of Research in Special Educational Needs, 2025
Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Self Efficacy
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F. Topouzeli; E. Konstantinidou; C. Evaggelinou; V. Barkoukis; E. Fotiadou – Journal of Research in Special Educational Needs, 2025
Embodied cognition and movement-integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six-week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12…
Descriptors: Reading Comprehension, Punctuation, Dyslexia, Cognitive Processes
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Olivia Ward; Deanna C. Friesen – Journal of Research in Special Educational Needs, 2025
The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty-seven children between 10 and 14 years old performed a self-paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine…
Descriptors: Individual Differences, Recall (Psychology), Attention Deficit Hyperactivity Disorder, Students
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Diego González-Rodríguez; Cintia Pereira Marqués; Jorge Carlos Lafuente – Journal of Research in Special Educational Needs, 2025
The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post-compulsory education to university for students identifying…
Descriptors: Student Adjustment, Students with Disabilities, Autism Spectrum Disorders, High School Students
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Fatema Y. Jangbarwala; Frank Reichert – Journal of Research in Special Educational Needs, 2025
Children with special educational needs (CSEN) in the early years have been identified as vulnerable to the pandemic restrictions. This study explored the lived experiences of educators teaching CSEN online in Hong Kong during the COVID-19 school closures. Semi-structured interviews with 21 educators revealed that educators perceived the prolonged…
Descriptors: COVID-19, Pandemics, Students with Disabilities, Foreign Countries
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