Journal of Research in Special Educational Needs (JORSEN)

 Vol. 22, n°3, 07/2022

 

• Parents’ perceptions of secondary school students’ motivation and well-being before and during the COVID-19 lockdown: the moderating role of student characteristics, Lisette Hornstra, Linda van den Bergh, Jaap J. A. Denissen, Isabelle Diepstraten, Anouke Bakx
• Investigating the impact of at-home learning on secondary school-aged children with ADHD: a qualitative study, Brad Hatton, Lauren Powell
• The role that schools hold in supporting young people with selective mutism: a systematic literature review, Joe White, Caroline Bond
• Peer acceptance and peer status in relation to students’ special educational needs, migration biography, gender and socio-economic status, Sebastian Wahl, Mike Trauntschnig, Lisa Hoffmann, Susanne Schwab
• Inclusion of children living with disability in early childhood development and education: construction of a stakeholder-informed framework, Divya Dawadi
• Twice exceptionality in neoliberal education cultures: Implications for special educational needs co-ordinators, Yunus Demir, Elizabeth J. Done
• How the existence of special schools affects the placement of students with special needs in inclusive primary schools, Nikola Ebenbeck, Jakob Rieser, Jana Jungjohann, Markus Gebhardt
• Exploring the participation and agency of students with special education needs in a Macau-Chinese secondary school, Ana M. Correia, Chris Forlin, Eva Sio
• ‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self-efficacy and attitudes towards implementation of differentiated instruction, Tom Porta, Nicole Todd, Lorraine Gaunt

https://nasenjournals.onlinelibrary.wiley.com/toc/14713802/2022/22/3