NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 422 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rose, Richard; Shevlin, Michael – Journal of Research in Special Educational Needs, 2020
The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a…
Descriptors: Foreign Countries, Special Needs Students, Inclusion, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Saloviita, Timo – Journal of Research in Special Educational Needs, 2020
Teachers' positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was…
Descriptors: Foreign Countries, Resource Teachers, Special Education Teachers, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Kantavong, Pennee; Kiettikunwong, Narong – Journal of Research in Special Educational Needs, 2020
This study investigated how support from other organisations compliments or reinforces the activities of teachers and parents in order to optimise the development and improvement of students in inclusive classrooms in Thailand. The objectives of this study include: (1) investigating the changes in teachers and parents who joined a municipal Human…
Descriptors: Foreign Countries, Inclusion, Special Education Teachers, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
McLure, Felicity – Journal of Research in Special Educational Needs, 2020
Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant…
Descriptors: Inclusion, Case Studies, Special Needs Students, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Dunsmuir, Sandra; Cline, Tony; Crafter, Sarah; Lang, Jane – Journal of Research in Special Educational Needs, 2020
This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger's 'community of practice' theoretical framework was used to examine how groups…
Descriptors: Transitional Programs, Educational Planning, Special Needs Students, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Roberts-Tyler, Emily J.; Hughes, John Carl; Hastings, Richard P. – Journal of Research in Special Educational Needs, 2020
Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics-based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Clark, Megan; Adams, Dawn; Roberts, Jacqueline; Westerveld, Marleen – Journal of Research in Special Educational Needs, 2020
This study investigated the supports and modifications made available to students on the autism spectrum in Australian schools. Teachers rated the importance of several factors in determining the grades of their students and reported on the frequency of student engagement with a range of instructional materials. Eighty-seven teachers identified…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Dimitrellou, Eleni; Male, Dawn – Journal of Research in Special Educational Needs, 2020
Since the advent of the ideology of inclusion, several concerns have been raised worldwide regarding the effectiveness of its implementation. In the UK, governmental evidence suggests that maintaining pupils with special educational needs and/or disability (SEND) within mainstream school settings, is one of the greatest challenges (DfE, 2018).…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Mainstreaming
Peer reviewed Peer reviewed
Direct linkDirect link
Duff, Celeste; McPherson, Amy C.; King, Gillian; Kingsnorth, Shauna – Journal of Research in Special Educational Needs, 2020
Residential Immersive Life Skills (RILS) programs are unique programs for youth with disabilities. Situated, experiential, psychoeducational and strengths-based learning approaches expose youth to opportunities and experiences that can facilitate the development of adaptive behaviours. This study examined the pedagogy of RILS programs to…
Descriptors: Daily Living Skills, Youth, Disabilities, Skill Development
Peer reviewed Peer reviewed
Direct linkDirect link
Allan, David; Hallett, Fiona; Hallett, Graham – Journal of Research in Special Educational Needs, 2020
This article uses the views of student teachers and serving teachers from a post-Soviet context in order to better understand current thinking around teachers' perceptions of children with what might be termed 'hidden' disabilities. Drawing on social comparison theory, and adopting a phenomenographical approach, the study explores teachers'…
Descriptors: Foreign Countries, Teacher Attitudes, Student Teacher Attitudes, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Spjut Janson, Birgitta; Heimann, Mikael; Tjus, Tomas – Journal of Research in Special Educational Needs, 2020
The present study examined the effectiveness of two interventions, Imitation Responding (IR) and Intensive Behavior Treatment (IBT) used as initial treatment programs for autistic children enrolled in ordinary preschools. The interventions were carried out by parents and/or preschool teachers with supervision from Child Adolescent Habilitation and…
Descriptors: Imitation, Intervention, Autism, Pervasive Developmental Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Schoop-Kasteler, Noemi; Müller, Christoph M. – Journal of Research in Special Educational Needs, 2020
Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in…
Descriptors: Peer Relationship, Students with Disabilities, Intellectual Disability, Special Classes
Peer reviewed Peer reviewed
Direct linkDirect link
Svensson, Idor; Fälth, Linda; Tjus, Tomas; Heimann, Mikael; Gustafson, Stefan – Journal of Research in Special Educational Needs, 2019
The main aim of this study was to investigate the effect of a tier three intervention, response-to-intervention design, on children with low reading ability in grade three. Twenty-eight children (12 females and 16 males) participated in this study. The participants were given out a battery of reading tests including decoding and reading…
Descriptors: Children, Elementary School Students, Grade 3, Response to Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Ashburner, Jill; Saggers, Beth; Campbell, Marilyn A.; Dillon-Wallace, Julie A.; Hwang, Yoon-Suk; Carrington, Suzanne; Bobir, Natasha – Journal of Research in Special Educational Needs, 2019
Previous research has focused on the prevalence of bullying of students with autism spectrum disorder (ASD), with little attention given to its emotional effect. This mixed methods study examined levels of worry about bullying and bullying experiences reported by students and parents. To determine whether some students with ASD are differentially…
Descriptors: Autism, Pervasive Developmental Disorders, Bullying, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Hellawell, Beate – Journal of Research in Special Educational Needs, 2019
This exploratory qualitative interview study addresses some of the ethical challenges encountered by professionals in response to demands made by the special educational needs and disability (SEND) Code of Practice 2015 and considers how this may impact on partnership working. I identify two problems associated with the 2015 Code. One is a…
Descriptors: Special Education, Educational Needs, Disabilities, Special Needs Students
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  29