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Umesh Sharma; Tim Loreman; Fiona May; Alessandra Romano; Caroline Sahli Lozano; Elias Avramidis; Stuart Woodcock; Pearl Subban; Harry Kullmann – European Journal of Special Needs Education, 2024
Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The…
Descriptors: Foreign Countries, Elementary School Teachers, Secondary School Teachers, Self Efficacy
Bulgarelli, Daniela; Bianquin, Nicole; Barron, Carol; Emmett, Mary-Jane – European Journal of Special Needs Education, 2023
Several factors might affect outdoor play (individual and family aspects, neighbourhood environment, policy and socio-cultural factors). The Covid-19 lockdowns became a barrier to outdoor play and had a greater impact on children with disabilities. This study describes the outdoor activities and play and the contextual factors that affected them…
Descriptors: Foreign Countries, Play, COVID-19, Pandemics
Buzzai, Caterina; Passanisi, Alessia; Aznar, Melina Aparici; Pace, Ugo – European Journal of Special Needs Education, 2023
The present study aimed to contribute to the understanding of the antecedents of teaching styles in multicultural classrooms. In particular, research has investigated whether teachers' attitudes towards multicultural education played a mediating role in the relationships among teachers' efficacy for inclusive practices and motivating teaching…
Descriptors: Student Diversity, Inclusion, Self Efficacy, Teacher Effectiveness
Buzzai, Caterina; Passanisi, Alessia; Romano, Alessandro; Pastena, Nicolina; Muscarà, Marinella; Pace, Ugo – European Journal of Special Needs Education, 2023
The present study was aimed at contributing to the understanding of the role of pre-service special education teachers' attachment styles and empathy dimensions in sentiments, attitudes, and concerns towards disability. Participants were 536 pre-service special education teachers (78.4% females and 21.6% males), Results of the path analysis showed…
Descriptors: Preservice Teachers, Special Education Teachers, Attachment Behavior, Empathy
Subban, Pearl; Bradford, Brent; Sharma, Umesh; Loreman, Tim; Avramidis, Elias; Kullmann, Harry; Sahli Lozano, Caroline; Romano, Alessandra; Woodcock, Stuart – European Journal of Special Needs Education, 2023
Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex…
Descriptors: Inclusion, Students with Disabilities, Equal Education, Teacher Attitudes
Frizzarin, Anna; Demo, Heidrun; de Boer, Anke A. – European Journal of Special Needs Education, 2023
Former literature found that various 'different' students experience exclusion and rejection by their peers in schools. This may be linked with the attitudes that their school and classmates hold towards them. Identifying someone as 'Other' may indeed result in prejudicial attitudes which, in turn, can lead to his/her marginalisation and…
Descriptors: Adolescent Attitudes, Diversity, Peer Acceptance, Power Structure
Ghislanzoni, Laura; Tobia, Valentina; Gambarini, Andrea; Rossi, Eleonora; Tombini, Giulia; Ogliari, Anna – European Journal of Special Needs Education, 2022
Individuals with Specific Learning Disorders (SLD) are at risk of increased psychological distress, such as internalising (e.g. anxiety) or externalising (e.g. aggressive behaviour) symptoms. This study investigates the psychopathological profile of children and adolescents with SLD from their point of view and the point of view of their mothers.…
Descriptors: Learning Disabilities, At Risk Persons, Mental Disorders, Aggression
Benassi, Erika; Camia, Michela; Giovagnoli, Sara; Scorza, Maristella – European Journal of Special Needs Education, 2022
A growing body of literature indicates that children with Specific Learning Disorder (SpLD) are at risk of internalising and externalising problems. Instead, less is known about the factors that may influence this symptomatology. For instance, a few studies investigated the extent to which impaired school well-being could predict internalising and…
Descriptors: Well Being, Learning Disabilities, Behavior Problems, Symptoms (Individual Disorders)
Passanisi, Alessia; Buzzai, Caterina; Romano, Alessandro; Muscarà, Marinella; Pace, Ugo – European Journal of Special Needs Education, 2022
The purpose of this study was to investigate the mediating role of problem-solving coping strategies in the relationship between thinking styles (legislative, executive, and judicial) and teachers' attitudes towards distance education (difficulties related to distance education and efficacy in distance education). The study sample consisted of 556…
Descriptors: Special Education Teachers, Problem Solving, Coping, Cognitive Style
Ginevra, Maria Cristina; Di Maggio, Ilaria; Valbusa, Isabella; Santilli, Sara; Nota, Laura – European Journal of Special Needs Education, 2022
Teachers' attitudes towards students with disabilities have a crucial role in the effective implementation of the school inclusion process. This study examined the relationship of relevant teachers' personal variables (gender, age, length of professional experience, and the grade of the school in which they teach), characteristics of the students…
Descriptors: Teacher Attitudes, Students with Disabilities, Profiles, Inclusion
Alesi, Marianna; Pecoraro, Donatella; Pepi, Annamaria – European Journal of Special Needs Education, 2019
Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk…
Descriptors: Executive Function, Kindergarten, Young Children, At Risk Students
Salomone, Erica; Bulgarelli, Daniela; Thommen, Evelyne; Rossini, Emanuelle; Molina, Paola – European Journal of Special Needs Education, 2019
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Emotional Response
Zanobini, Mirella; Viterbori, Paola; Garello, Valentina; Camba, Roberta – European Journal of Special Needs Education, 2018
The principal aim of the present study is to examine the level of parental satisfaction with inclusive education for their children with disability attending Italian schools of any grade level. The survey involved 285 parents of pupils randomly selected from the population of students with disability certificates. On average, parents expressed a…
Descriptors: Parents, Satisfaction, Disabilities, Inclusion
Ianes, D.; Cappello, S.; Demo, H. – European Journal of Special Needs Education, 2017
Student voice has become increasingly important in educational research at an international level. Research in Italy on school integration of students with disabilities has almost entirely left behind student voice. The very few researches based on student voice suggest that there is a mismatch between student and teacher voices when faced with…
Descriptors: Foreign Countries, Teacher Attitudes, Student Attitudes, Comparative Analysis
Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo – European Journal of Special Needs Education, 2015
Inclusion of students with disabilities when appropriate is an important goal of special education for students with special needs. Full inclusion, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full inclusion on the…
Descriptors: Inclusion, Disabilities, Regular and Special Education Relationship, Student Needs
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