Abstract

The purpose of this study was to investigate and describe tactile exploratory behaviours and strategies applied by students with deafblindness when they actively explore objects by touch in terms of their texture and weight. For the needs of the present study, a Delphi consultation methodology was applied by the authors and special education teachers. The students were invited to participate in matching activities with familiar objects focusing on texture and weight, respectively. The analysis revealed that the students adopted a combination of tactile exploratory behaviours and strategies in order to identify an object's texture and weight. It seemed that the tactile exploratory strategy ‘Pressure’ in combination with a variety of tactile behaviours such as banging, shaking or/and rotating was in common. The results may contribute to the formation of more sophisticated individualized educational plans giving emphasis on active touch. Tactile exploratory strategies procedures are considered to be of high importance for students with deafblindness since they constitute ‘roadmaps’ for them to build-up their knowledge following a ‘kinesthetic reasoning’.

Abstract

The purpose of this study is to produce new insights of ethical issues in special needs educators' (SNEs) consultation with teachers in Swedish schools, by using the theoretical lens of Løgstrup's (1997) theory the Ethical Demand. The research questions concern (1) how the SNEs describe the content of their consultation and (2) how the SNEs describe how they deal with resistance to consultation. Semi-structured interviews with eight SNEs were analysed by using the theory of The Ethical Demand by Løgstrup. Main results are that consultation is viewed as widening the thinking of the teachers and resistance is dealt with by SNEs avoiding undesired consultation. Resistance to consultation is regarded as a way for teachers to maintain their integrity when being forced to consultation. The study reveals that ethical issues are deeply integrated in consultation and the use of the theory of the Ethical Demand sheds new light on the ethical-philosophical grounds in SNEs' consultation practice.

Abstract

This mixed-methods study sought to determine the effectiveness of assessment hubs in re-integrating children at risk of school exclusion into mainstream school. First, the assessment hubs provided attendance and exclusion data for 39 children who attended the hubs (KS2, n = 11 and KS3, n = 28) between January 2020 and January 2022. Second, 23 semi-structured interviews adopting a hermeneutic phenomenological approach were conducted with caregivers of children who attended a hub. Third, three theographs depicting children's schooling were created. Quantitative data showed that 2/11 KS2 and 10/28 KS3 children successfully reintegrated into mainstream secondary school after attending an assessment hub. The remaining children were in alternative provision, either permanently or awaiting an EHC plan for specialist provision. Three themes were developed through thematic analysis of the interviews: a perfect storm; it's not rocket science; and hang on. The caregivers needed confidence in the ability of mainstream secondary schools to provide the right support at the right time in the right environment. The study found that the assessment hubs were effective in building positive relationships and supporting caregivers to understand reasons for their children's behaviours. In some cases, the assessment hubs effectively secured the most appropriate provision to meet children's needs. Most of the children needed to remain in AP permanently or await an EHC needs assessment to secure a place in specialist provision.

Abstract

The purpose of the present research was to measure teachers' knowledge about dyslexia in mainstream schools of Akmola region in Kazakhstan and to analyse if there is any relationship between teachers' knowledge of dyslexia and their training experiences. The data was collected via an online survey with the use of the Scale of Knowledge and Beliefs about Developmental Dyslexia (Soriano-Ferrer & Echegaray-Bengoa, 2014). Overall, 1435 teachers participated in the survey. The research revealed that surveyed teachers have limited knowledge about dyslexia across three layers: neurological, cognitive and behavioural. Cross-tabulation analysis showed that there is no relationship between teachers' knowledge of dyslexia and their training experiences. These findings highlight a high need for quality training on dyslexia for teachers in Kazakhstan.

Journal of Research in Special Educational Needs, Volume 25, Issue 1, Page 1-2, January 2025.

Abstract

Family-Centered Early Intervention (FCEI) involves developing parents' knowledge and skills through parent coaching to support the listening and language development of their children with hearing loss. The traditional delivery of parent coaching at FCEI has been in in-person settings. With the advancement of technology, telepractice has become widespread. This has increased the diversity of service delivery, especially for children with hearing loss who face difficulty accessing a qualified interventionist. This study examined the parent coaching behaviours of an educator providing early intervention services to children with hearing loss and their parents in in-person and telepractice settings. The research is a qualitative case study. Data were collected through observation, an interview, documents and a research diary. The results indicated that implementing feedback, modelling and guided practice varied due to challenges in engaging children during telepractice sessions. In-person, these behaviours were applied within the activity involving both parent and child. In telepractice, feedback and modelling were limited to discussions with the parent, and guided practice was not demonstrated. The results suggest that, despite the educator's efforts to find solutions, structural limitations may have limited the support parents received from telepractice sessions compared to in-person sessions.