Journal of Research in Special Educational Needs (JORSEN)

 Vol. 24, n°4, 10/2024

 

ORIGINAL ARTICLE

• Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education, Carolina Becerra Sepúlveda, Carolina Picol Córdova, Estefanía Silva Martínez, Valentina Tapia Pavez
• The complex ecologies of migrant children with special educational needs: Practitioner perspectives of information needs and implications for education, Graeme J. Dobson, Clara Rübner Jørgensen
• Protective and risk factors at school level during the COVID-19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia, Dragan Janković, Daniela Cvitković, Milena Košak Babuder
• Teaching middle school students with learning disabilities argumentative writing using SRSD with technology supports, Amber B. Ray, Tara Mason
• Dyslexia concealment in higher education: Exploring students' disclosure decisions in the face of UK universities' approach to dyslexia, Charlotte H. Hamilton Clark
• The research status of augmentative and alternative communication for children with special needs in mainland China: A bibliometric analysis, Shiyuan Tang, Shulan Zeng, Shengping Li, Miloň Potměšil
• The violences of disability disclosure and the aberrant possibilities of the crip, Brad Bierdz
• Addressing social disparities in special education placement in three welfare states: Student demographic correlates of the share of students identified with special educational needs at the school level using TALIS data, Monica Reichenberg, Girma Berhanu
• Feasibility and acceptability of a parent-toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD: Pilot findings, Victoria Hulks, Gaia Scerif, Sinead Rhodes, Sally Smith, Tony Charman, Sandra Mathers, Alexandra Hendry
• “We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID-19, Carolina Gaona, Arif Mahmud, Susana Castro-Kemp
• Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development, Daniela González-Fernández, Carolina Iturra
• Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment, Raaya Alon, Ayelet Harel-Gadassi
• Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale: A study of teachers in Bosnia and Herzegovina, Edinalda Jakubovic, Haris Memisevic
• The power of ‘research conversations’ in analysing and interpreting the views and perspectives of children identified with SEND, Helen Benstead, Vicky Graham, Vicki Jowett
• ‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with SEN in mainstream schools in England?, Georgina Nnamani, Sylvie Lomer
• Transition skills of youths with disabilities: The impact of individual characteristics, social support and self-esteem, Elena Chronopoulou
• Are you fun, funny and laughing? The friendships and social relationships of students with complex communication needs in and outside of special school settings, Hui Jun Ho, Leda Kamenopoulou, Cynthia Pinto
• Empowering hearing-impaired students: A mobile learning intervention in Israeli Arab elementary education, Haneen Vasel, Noa Ragonis
• Inclusive education: Voices from elementary school principals in the United States, Fabián Arroyo-Rojas, Felipe Hidalgo-Kawada, Rio Watanabe, Danene Fast
• Viewing inclusion through the lens of democracy—Conceptualizations and enactments in three early childhood educational settings, Mimmi Örberg, Ingrid Olsson, Nina Klang
• Development of special education in Jordan as a model: Reality and challenges, Kholoud Adeeb Al-Dababneh, Eman K. Al-Zboon
• Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey, Sokunrith Pov, Norimune Kawai, Nagako Matsumiya
• Interviewing students with special needs: Developing ethical considerations and interviewing protocols, Amjad Islam Amjad, Muhammad Abid Malik
• Non-routine mathematical problems and the strategies used by gifted students: A case study, Melody García-Moya, Susana Marcos, Raquel Fernández-Cézar
• Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate, Jenny Lenkeit, Stefanie Bosse, Michel Knigge, Anne Hartmann, Antje Ehlert, Nadine Spörer

https://nasenjournals.onlinelibrary.wiley.com/toc/14713802/current