International journal of special education (Int J Spec Educ )

Description

The International Journal of Special Education publishes original articles concerning special education. Experimental as well as theoretical articles are sought. Potential contributors are encouraged to submit reviews of research, historical, and philosophical studies, case studies and content analyses in addition to experimental correlation studies, surveys and reports of the effectiveness of innovative programs.

  • Impact factor
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  • 5-year impact
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  • Website
    International Journal of Special Education website
  • Other titles
    International journal of special education (Online)
  • ISSN
    0827-3383
  • OCLC
    53314469
  • Material type
    Periodical, Internet resource
  • Document type
    Internet Resource, Journal / Magazine / Newspaper

Publications in this journal

  • International journal of special education 01/2014; 29(3):4-15.
  • International journal of special education 10/2013; 28(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the Italian education system, pupils with special education needs (SEN) are fully included in mainstream education and receive extra support from special education teachers (SET). Starting from this point, it is reasonable to expect some degree of difference between special education teachers (SETs) and general education teachers (GETs) in term of occupational stress stemming from job demands as well as students' challenging behaviours. The study explored the connection between "students' challenging behaviours" and "teachers' occupational stress" in a sample of Italian inservice primary teachers (N = 306). Data from the Italian version of the "Challenging Students Standard Questionnaire" were analysed to understand the impact of six different categories of "challenging students' behaviours" on eliciting "occupational stress" responses in SETs and GETs. Descriptive, comparative t-test analyses and effect sizes for all measures were reported. Results were consistent with the idea that SETs and GETs experience different degrees of occupational stress as a result of experiencing different "challenging students' behaviours." Recommendations for planning more targeted in-service training for primary teachers are discussed.
    International journal of special education 06/2013; 28(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this study is to explore the differences in personality traits amongst adults with blindness, adults with low vision and sighted adults. Moreover, the relationship between the four scales of Eysenck’s personality questionnaire and the demographic characteristics of participants with visual impairments was examined. Τhere are no statistically significant differences amongst the three groups in scales P, N and E. However, the sighted adults have a lower score on the L scale. Τhe older individuals with visual impairment reveal less extraversion and greater neuroticism. Moreover, the women with visual impairments show greater neuroticism than the men with visual impairments.
    International journal of special education 01/2013; 28(3):1-7.
  • [Show abstract] [Hide abstract]
    ABSTRACT: ADHD in India is culturally viewed as a school specific condition. Parents perceive accessing child psychiatric services as stigmatizing and prefer educational interventions for ADHD. There is a crucial need for research that restructures information and intervention paradigms about ADHD within a school context. The objectives of the present study were to understand teacher perspectives in relation to ADHD behaviours as they present in mainstream elementary classrooms. Located in Bangalore Urban district, India, the purposive sample consisted of teachers and students from the elementary section of 5 regular schools. Data was obtained through in-depth interviews, classroom observations and responses to vignettes. Responses were qualitatively analysed for themes and main concepts. Results indicate that teachers use a framework model to locate the construct of ADHD in a developmental context. ADHD behaviours are attributed to parent disciplining styles and environmental factors such as over exposure to electronic media. Teachers respond to classroom challenging behaviours using directive and heuristic strategies. The study highlights the need to recognize cultural complexities in understanding the ADHD construct.
    International journal of special education 01/2013; 2.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The study assessed the prevalence and predictors of post-traumatic symptomatology and emotional and behavioral difficulties in siblings of children who incurred war-related injuries. It was predicted that injury severity, gender and attributional style would account for a significant amount of the variance in post-traumatic stress symptoms and emotional and behavioral difficulties in those siblings. The sample consisted of 406 siblings of both genders with a mean age of 12.50 years. The results indicated that injury severity, gender and attributional style were related to emotional and behavioral difficulties and symptoms of post-traumatic stress, except for gender and post-traumatic stress .Siblings of children with severe injury appeared to be at greater risk for intrusive thoughts and avoidance as well as emotional and behavioral difficulties. Females exhibited more emotional and behavioral problems than did males. Siblings with more maladaptive attributional styles endorsed more emotional-behavioral problems and symptoms of post-traumatic stress. Techniques for strengthening coping abilities designed to enhance cognitive control may be used with siblings at risk, particularly females and siblings of children who sustained a severe injury. Treatments such as trauma-focused cognitive behavior therapy may incur positive results.
    International journal of special education 01/2013;
  • International journal of special education 08/2012; 27(3).
  • International journal of special education 03/2012; 27(2).