Research

14 pages, 283 KiB

Open AccessArticle

The Voices of Autistic Adolescents on Diversity, Education and School Learning in Poland

by Sabina Pawlik, Jolanta Rzeźnicka-Krupa, Marcin Gierczyk and Garry Hornby

Educ. Sci. 2023, 13(4), 368; https://doi.org/10.3390/educsci13040368 - 03 Apr 2023

Cited by 1 | Viewed by 1519

This article presents qualitative research results on the education of students who are on the autistic spectrum (ASD) in Poland, viewed from their own perspectives and analyzed within the conditions of the Polish education system. This research is theoretically based on sociology of [...] Read more.

This article presents qualitative research results on the education of students who are on the autistic spectrum (ASD) in Poland, viewed from their own perspectives and analyzed within the conditions of the Polish education system. This research is theoretically based on sociology of education, pedagogy and disability studies assumptions. The main goal of this study was to explore the educational experiences and needs of pupils, and to recognize the most significant barriers and facilitators of educational change as formulated by teenagers who identify as self-advocates and are involved in non-governmental organizations’ activism. The primary research method was desk-based research and qualitative content analysis. The analysis of the research material allowed the reconstruction of the educational experiences of adolescents with ASD related to social relations, the sensory environment, school learning and teachers’ attitudes towards students as the most important barriers to achieving equal access to education. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

23 pages, 1607 KiB

Open AccessArticle

‘Getting into the Nucleus of the School’: Experiences of Collaboration between Special Educational Needs Coordinators, Senior Leadership Teams and Educational Psychologists in Irish Post-Primary Schools

by Maria Holland and Johanna Fitzgerald

Educ. Sci. 2023, 13(3), 286; https://doi.org/10.3390/educsci13030286 - 07 Mar 2023

Cited by 1 | Viewed by 2645

Abstract

This research study explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs), and Senior Leadership Teams (SLT) in Irish post-primary schools (students aged between 12 and 18 years). NEPS’ role in facilitating collaboration is [...] Read more.

This research study explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs), and Senior Leadership Teams (SLT) in Irish post-primary schools (students aged between 12 and 18 years). NEPS’ role in facilitating collaboration is uncertain, exacerbated by the absence of policy outlining the SENCO role and tensions between special and inclusive education. It is unclear what the experiences of collaboration between NEPS psychologists and post-primary schools might be within this nebulous policy context. A sequential explanatory mixed-methods design was used, framed by Dynamic Systems Theory. Participants were NEPS psychologists, SENCOs, and SLT. Phase 1 involved an online survey (n = 278), which identified barriers and facilitators to collaboration and informed Phase 2. This paper presents Phase 2, comprising semi-structured interviews (n = 9). Interviews were analysed using multi-perspectival interpretative phenomenological analysis, facilitating experiential exploration of collaboration between NEPS, SLT, and SENCOs. Participants described the experience of transitioning from working in silos to collaborative hubs. Systemic and interpersonal factors facilitated deliberate construction of evolving, dynamic, collaborative spaces between post-primary schools and NEPS. Policy gaps arise regarding consultation, collaboration, special education, and inclusion. This research begins to clarify the varied ways in which practice occurs in these gaps and indicates ways in which NEPS psychologists can collaborate with SENCOs and SLT to create active, effective hubs of knowledge to support students. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

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12 pages, 572 KiB

Open AccessArticle

Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?

by Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches and Chloe Regan

Educ. Sci. 2023, 13(3), 280; https://doi.org/10.3390/educsci13030280 - 06 Mar 2023

Cited by 7 | Viewed by 5106

Abstract

Inclusive education caters for all students and embraces their unique characteristics, backgrounds, and abilities. While many challenges persist that prevent inclusion from being fully embraced and implemented, such as varying definitions of what inclusion is at an international, national, and intra-national level, teachers’ [...] Read more.

Inclusive education caters for all students and embraces their unique characteristics, backgrounds, and abilities. While many challenges persist that prevent inclusion from being fully embraced and implemented, such as varying definitions of what inclusion is at an international, national, and intra-national level, teachers’ attitudes towards inclusion and their belief in their capabilities may play an important role. This paper examined the relationship between 208 Australian primary and secondary teachers’ beliefs in inclusive education and their levels of teacher self-efficacy using t-tests. The relationship between these factors and teachers’ years of teaching experience, age, and qualifications were also investigated. The findings show that teachers who believe inclusive education is an effective way to teach all students reported higher levels of teacher self-efficacy than those who did not. Differences across teacher demographics raised a number of questions, including the role of additional qualifications and the potential influence of social attitudes towards inclusion over time on teachers’ own beliefs, each of which warrants investigation. Recommendations from the findings suggest that professional learning which supports teachers to successfully implement inclusive teaching strategies, may assist to bolster their belief in their capabilities in inclusive classrooms and in the effectiveness of inclusive education for all. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

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11 pages, 247 KiB

Open AccessArticle

How Sustainable Are Claims about Evidence-Based Content in Australian Courses for Preparing Special Educators?

by Jennifer Stephenson, Rahul Ganguly, Coral Kemp and Catherine Salisbury

Educ. Sci. 2023, 13(2), 105; https://doi.org/10.3390/educsci13020105 - 19 Jan 2023

Viewed by 1735

Abstract

We reviewed the content of units in master’s-level special and/or inclusive education courses in Australia to determine whether the content relating to instructional practices and behaviour support and intervention included evidence-based practices (practices drawn from sound research). We identified claims about evidence-based practices [...] Read more.

We reviewed the content of units in master’s-level special and/or inclusive education courses in Australia to determine whether the content relating to instructional practices and behaviour support and intervention included evidence-based practices (practices drawn from sound research). We identified claims about evidence-based practices made in publicly available materials describing unit content and determined whether these claims were supported by the actual content described. Of the 28 courses examined, six made no claims about evidence-based practices, 19 courses included supported claims and 15 courses included unsupported claims. Interpretation of the results should be cautious given the limited material available for some courses, but overall, the results are cause for concern. We believe there is a need for formal standards for special/inclusive education courses and certification for qualified special educators in Australia. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

22 pages, 361 KiB

Open AccessArticle

Imagining and Reimagining the Future of Special and Inclusive Education

by James M. Kauffman, Dimitris Anastasiou, Garry Hornby, Joao Lopes, Mack D. Burke, Marion Felder, Bernd Ahrbeck and Andrew Wiley

Educ. Sci. 2022, 12(12), 903; https://doi.org/10.3390/educsci12120903 - 09 Dec 2022

Cited by 5 | Viewed by 5988

Abstract

“Reimagination” is required to create a new vision of education that better serves individuals with disabilities. Imagination is a way of conceiving possibilities and probabilities. The future of special education is imagined within the limits of possibility and probability of “appropriate” education for [...] Read more.

“Reimagination” is required to create a new vision of education that better serves individuals with disabilities. Imagination is a way of conceiving possibilities and probabilities. The future of special education is imagined within the limits of possibility and probability of “appropriate” education for children with special educational needs and disabilities. Education is reimagined for full inclusion without special education and an alternative reimagination of inclusive special education. Particular attention is given to the administrative structure of public education and to the training of teachers for the imagined approaches to special education. The importance of imagining special and inclusive education being based on science and rationality and the limitations of proposed approaches to including students with disabilities in education are explained. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

11 pages, 214 KiB

Open AccessArticle

A Series of Happenstances: How the Pandemic Created Opportunities with Technology

by Jean Kiekel, Jennifer Courduff and Peter Hessling

Educ. Sci. 2022, 12(11), 835; https://doi.org/10.3390/educsci12110835 - 19 Nov 2022

Cited by 1 | Viewed by 2157

Abstract

The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are [...] Read more.

The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes “in the moment”. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

Review

Jump to: Research, Other

25 pages, 1350 KiB

Open AccessReview

Creating Inclusive Schools for Autistic Students: A Scoping Review on Elements Contributing to Strengths-Based Approaches

by Jia White, Sarah McGarry, Marita Falkmer, Melissa Scott, P. John Williams and Melissa H. Black

Educ. Sci. 2023, 13(7), 709; https://doi.org/10.3390/educsci13070709 - 12 Jul 2023

Cited by 3 | Viewed by 5239

Abstract

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised [...] Read more.

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers’ attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

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Other

Jump to: Research, Review

26 pages, 1122 KiB

Open AccessSystematic Review

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

by Linda Plantin Ewe and Tracy Galvin

Educ. Sci. 2023, 13(9), 867; https://doi.org/10.3390/educsci13090867 - 25 Aug 2023

Cited by 1 | Viewed by 2570

Abstract

Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused [...] Read more.

Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of this article is to highlight empirical studies conducted across Europe that specifically focus on UDL in the formal school years. The study employed a systematic literature review, conducting an extensive search across three databases (Libsearch, Ebsco and Scopus). Empirical studies were selected based on predefined inclusion and exclusion criteria, and the results were analyzed using descriptive narrative synthesis. The results revealed that the included articles mainly explored students’ and/or teachers’ perceptions of various phenomena related to the learning process, predominantly employing a qualitative approach. The findings suggest a need for further research in this area, with a particular emphasis on explicit learning outcomes. Moreover, there appears to be a lack of research on UDL implementation in preschool and early years education. Full article

(This article belongs to the Special Issue Global Special and Inclusive Education: Current Issues and Ways Forward)

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