International journal of special education (Int J Spec Educ)

Journal 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.

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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

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    ABSTRACT: This study presents findings from an investigation of student response systems (SRS) in an undergraduate preservice teacher education classroom to investigate the impact of SRS use during lecture on the topic of learning disabilities (LDs). Participants were randomly assigned to the SRS group, a written response group, or a no response group, and evaluated at pre- and posttest for content knowledge, during lecture for reading accountability and engagement, at posttest regarding satisfaction with the learning experience, and following lecture, participants were asked to respond to a case study of a student with LD. Findings indicated that all participants performed significantly better at posttest on the measure of content knowledge, with no significant differences between groups. On the during lecture measure of engagement, students in the written response group outperformed peers in the SRS group on reading accountability items, but students in the SRS group demonstrated significantly better understanding of content and reported higher efficacy for their learning in comparison with peers. Participants were satisfied with the learning experience created by SRS use and reported that it improved their accountability for reading, increased their engagement with content, and that given a choice, they would prefer to use SRS in future classes. However, in response to the case study, relatively low percentages of participants were able to generate viable suggestions for evidence-based practices that could improve academic and social outcomes for students with LD like the case student. Future research should further investigate the impact of SRS on learning and transfer.
    Preview · Article · Dec 2015 · International journal of special education
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    ABSTRACT: The purpose of this study was to investigate the educational pathways of a group of children with and without special educational needs from the last year in preschool to 1st grade. Fifty-six children participated and 65 educational settings were visited. A longitudinal and mixed method approach was adopted. Data was collected via observations, conversations, interviews and a questionnaire. Over the early school years, the number of children with special educational needs increased. Their need of support ranged from some needs, to high and to very high needs. The support was integrated into ongoing activities and offered among peers, as well as provided in the form of one-on-one training and therapy, one-on-one conversation and after school training. The settings were comprehensive or specialised in a certain diagnosis, and the application of inclusion ranged from non-existent, to integrated activities and partial and full inclusion. The findings are related to national and international discussions on the topics of inclusive education, support provisions and early childhood educational pathways.
    No preview · Article · Dec 2015 · International journal of special education
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    ABSTRACT: Extensive efforts have been made to maximize the potential of children with disabilities in Oman. The establishment of Al-Wafaa centers of disabilities served as a channel to help families secure a variety of services provided to children with different disabling conditions. The purpose of this study was to explore the burnout of staff working in the disability centers in Oman. A related purpose was to compare their burnout levels in relation to the type of disability (intellectual disability and hearing impairment) and years of experience (1-5 years, 6-10 years, and above 10 years). Also, the study explored the association between burnout and work stress. The participants were 81 female staff in the disability centers from different areas. The participants completed the Maslach Burnout Inventory and the Teacher Occupational Stress Factor Questionnaire (TOSFQ). The results of the study showed that disability centers staff had a moderate level in both emotional exhaustion and personal accomplishment while they had a high level of depersonalization. The Kruskall Wallis test showed a significant effect of the experience level in the depersonalization subscale, χ 2 (2, N = 81) = 6.07, p = 0.048. Post-hoc analyses using the Mann-Whitney test indicated that staff with the experience level (6-10 years) had a higher depersonalization level than the experience level (above 10 years). The results also indicated that a significant relationship was found between burnout and work stress. The results of the study are discussed in relation to the early intervention services provided to children with disabilities and how the study variables relate to the policy and practice in the disability centers in Oman.
    No preview · Article · Mar 2015 · International journal of special education

  • No preview · Article · Jan 2014 · International journal of special education

  • No preview · Article · Jan 2014 · International journal of special education
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    ABSTRACT: Researchers have found that cultural factors may lead to lower rates of diagnosis in Hispanic children with autism and that parents lack the knowledge of therapies and practices used in the treatment of the autism spectrum disorder (ASD). Five research questions guided this phenomenological study. The focus of the first two questions was how culture may affect families seeking assistance; the third question queried how professionals play a part in the choice of therapies; the fourth question dealt with how do families choose a therapy to aid their child with ASD. The focus of the last question was the involvement of other family members. The major themes included professional influences, concerns for children’s futures as adults, parental involvement, and personalismo/familismo. The outcomes of the study demonstrate the influence professionals have on the families and the choices families make to aid their children with ASD. These findings will assist professionals to understand the Hispanic culture as it may relate to having a child with ASD and thus assist families to understand how to acquire the services needed. © 2014, International Journal of Special Education. All rights reserved.
    No preview · Article · Jan 2014 · International journal of special education
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    ABSTRACT: The prevalence of autism is increasing globally. While most of the published works are done in the Western and European countries, the trend in autism research is shifting towards the Asian continent recently. In this review, we aimed to highlight the current prevalence, diagnosis, treatment and research on Autism Spectrum Disorders (ASD) in Singapore and Malaysia. Based on database searches, we found that the awareness about autism among lay and professional public is higher in Singapore compared to Malaysia. The special education system and approach towards autism treatment is also different between both societies although the culture is similar and the geographic location is close. Main findings and implications were discussed in this review. The lack of study on autism prevalence in this part of the world commands a critical need for further research. Perhaps more collaborative work between both countries could be done to expand the knowledge in autism.
    No preview · Article · Jan 2014 · International journal of special education