Veille et analyses de l'ifé

Entre recherches et pratiques

   Vous êtes ici : Accueil » Sommaires des revues » Sommaires » Détails du sommaire

à propos de la revuesommaires des autres numéros

Journal of Research in Special Educational Needs (JORSEN)

Référence :  Vol. 24, n°1, janvier 2024

  • The relationship between emotional regulation of teachers and the participation of students with autism in inclusive primary and preschool schools, Osvaldo Hernández González, Rosario Elena Spencer Contreras, Pilar Sanz-Cervera, Raúl Tárraga-Mínguez
  • The impact of the coronavirus pandemic on the lives of children and young people who have special educational needs and/or disabilities in the UK: A scoping review, Jacqueline Paterson, Michelle McCarthy, Paraskevi Triantafyllopoulou
  • Parental experiences of accessing assessments for special educational needs, Zoe Starkie
  • Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff, Rebecca Wood
  • Changes experienced in primary education by teachers, autistic students and students' parents after a professional development intervention, Linda Petersson-Bloom, Mona Holmqvist
  • Wireless microphones for students who are deaf and hard of hearing: Czech teachers' perspective, Kristyna Gabova, Jana Furstova, Peter Tavel
  • Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator, Kingsley Chinaza Nwosu, Willem Petrus Wahl, Nkechi Uzochukwu Okeke, Mary Nneka Nwikpo, Elizabeth Ifeoma Anierobi, Victor C. Nwasor, Emmanuel Nkemakolam Okwuduba, Adeline Nne Anyanwu, Azukaego Eluemuno
  • The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners, Olufemi Timothy Adigun, Chedza Denise Kent, Fumane Khanare, Nthama Matsie
  • The impact of labelling students with learning difficulties on teacher self-efficacy in differentiated instruction, Tom Porta, Nicole Todd
  • Special education documents and young children's right to be heard, Karianne Franck
  • Meaning-making within inclusion: Exploring parents, teachers and students lay theories of ADHD and their implications for inclusive practice, Kate Carr-Fanning
  • Using ‘I am’ Digital Stories to facilitate autistic young people to have a voice in their transition to adulthood, Stephanie Lewis-Dagnell, Louisa Burden, Kirsty Marsden, Sarah Parsons, Hanna Kovshoff
  • Resourced provision in mainstream schools for students with special educational needs and/or disabilities: Inclusive service or safe space?, Vasilis Strogilos, Rebecca J. Ward
  • Young people's views and experiences of person-centred planning: A systematic literature review, Richard Gregory, Cathy Atkinson
  • Assessing the efficacy of online teacher training programs in preparing pre-service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study, Mohammad Al-Rashaida, Ayman Massouti
  • Understanding teachers' responses to anxiety in children with autism at elementary schools and preschools, Osvaldo Hernández González, Rosario Elena Spencer Contreras, Juan Francisco Lagos Luciano, Pilar Sanz-Cervera, Raúl Tárraga-Mínguez

Informations complémentaires :

mot(s) clé(s) :  besoins éducatifs particuliers, recherche en éducation