Social-emotional characteristics and special educational needs

2006 ◽  
Vol 21 (4) ◽  
pp. 385-400 ◽  
Author(s):  
Joost Meijer ◽  
Miriam Fossen ◽  
Cornelis M. van Putten ◽  
Aryan van der Leij
Keyword(s):  
Educational Needs ◽  
Special Educational Needs ◽  
Social Emotional

scholarly journals Perspectives of Parents of Children with Special Educational Needs: Self-Efficacy and School Supports During COVID-19

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Ian Matheson ◽  
Jacqueline Specht ◽  
Jeffrey MacCormack
Keyword(s):  
Self Efficacy ◽  
Online Survey ◽  
Well Being ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social Emotional ◽  
Academic Supports ◽  
Role Of Parents ◽  
Emotional Supports ◽  
Remote Learning

The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self‑efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self‑efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID‑19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved.  

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

2020 ◽  
Vol 23 (2) ◽  
pp. 159-174
Author(s):  
David Mc Keon
Keyword(s):  
Special Education Teachers ◽  
National Policy ◽  
Educational Needs ◽  
Small Scale ◽  
Special Educational Needs ◽  
Structured Interviews ◽  
Social Emotional ◽  
Inclusive Practice ◽  
Traditional Structures ◽  
The Impact

The use of ‘soft barriers’ to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how schools operate, how they present themselves and how they are perceived by the public. Findings from a small-scale, qualitative research study are used to illustrate this. In the study, the understandings and attitudes of principals, special education teachers and guidance counsellors in mainstream schools in relation to students with Social, Emotional and Behavioural Difficulties (SEBD) are investigated through the use of questionnaires and semi-structured interviews. In line with international experiences, an argument is presented suggesting that many sections of the education system in Ireland, while seemingly having been irrevocably transformed in response to national policy on inclusion, preserve very traditional structures, organisation and attitudes due to issues of ethos and culture remaining largely unchallenged in the inclusion debate. This phenomenon appears to have greater impact at post-primary level. Cosmetic, surface-level changes impede meaningful, systemic change in terms of access and inclusive practice.

scholarly journals Ethnic Disproportionality in the Identification of High-Incidence Special Educational Needs: A National Longitudinal Study Ages 5 to 11

2021 ◽  
pp. 001440292199089
Author(s):  
Steve Strand ◽  
Ariel Lindorff
Keyword(s):  
Ethnic Minority ◽  
Minority Groups ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Social Emotional Development ◽  
Ethnic Minority Groups ◽  
Social Emotional ◽  
Black African ◽  
Level Data ◽  
Black Caribbean

We used pupil-level data from the National Pupil Database in England to conduct a longitudinal analysis of the identification of moderate learning difficulties (MLD) and social, emotional, and mental health difficulties (SEMH) among 550,000 pupils ages 5 to 11 years. Survival analysis was used to determine the hazard ratios (HRs) for time to first identification, controlling for prior attainment and social-emotional development at age 5 as well as socioeconomic variables. For MLD, the overrepresentation of Black Caribbean and Pakistani pupils compared with White British pupils was eliminated following age 5 controls, and the predominant picture was of ethnic-minority underrepresentation. For SEMH, Black Caribbean and mixed White and Black Caribbean (MWBC) pupils continued to be overrepresented even after age 5 controls (HR = 1.36 and 1.44, respectively), although this was not true for the larger group of Black African pupils, who were underrepresented in the adjusted analyses (HR = 0.62), as were most other ethnic-minority groups. The results indicate most ethnic-minority groups are underrepresented for special educational needs after adjusting for pupil characteristics on entry to school, though this varies by ethnic group and type of need.

scholarly journals Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Sepideh Hassani ◽  
Susanne Schwab
Keyword(s):  
Systematic Review ◽  
Intervention Studies ◽  
Social Emotional Learning ◽  
The United States ◽  
Educational Needs ◽  
Emotional Learning ◽  
Special Educational Needs ◽  
Social Emotional ◽  
Current Systematic Review ◽  
Learning Interventions

In the last decades, social-emotional learning interventions have been implemented in schools with the aim of fostering students’ non-academic competences. Evaluations of these interventions are essential to assess their potential effects. However, effects may vary depending on students’ variables. Therefore, the current systematic review had three main objectives: 1) to identify the effectiveness of social-emotional learning interventions with students with special educational needs, 2) to assess and evaluate those intervention conditions leading to effective outcomes in social-emotional competences for this population, and 3) to draw specific conclusions for the population of students with special educational needs. For this purpose, studies were retrieved from the databases Scopus, ERIC, EBSCO and JSTOR, past meta-analysis and (systematic) reviews, as well as from journal hand searches including the years 1994–2020. By applying different inclusion criteria, such as implementation site, students’ age and study design, a total of eleven studies were eligible for the current systematic review. The primary findings indicate that most of the intervention studies were conducted in the United States and confirm some positive, but primarily small, effects for social-emotional learning interventions for students with special educational needs. Suggestions for future research and practice are made to contribute to the improvement of upcoming intervention studies.

scholarly journals “Everyone knows me …. I sort of like move about”: The friendships and encounters of young people with Special Educational Needs in different school settings

2017 ◽  
Vol 49 (6) ◽  
pp. 1361-1378 ◽  
Author(s):  
Louise Holt ◽  
Sophie Bowlby ◽  
Jennifer Lea
Keyword(s):  
Young People ◽  
Participant Observation ◽  
Educational Needs ◽  
Social Experiences ◽  
Special Educational Needs ◽  
Social Emotional ◽  
Special Schools ◽  
School Settings ◽  
Mental Health Difficulties ◽  
Educational Need

This paper examines the peer-related social experiences and friendships of young people (aged 11–17) diagnosed with Special Educational Needs in four different school settings: two mainstream schools with special units and two special schools in Southeast England, UK. Findings from qualitative research involving young people with Special Educational Needs and adults, and participant observation, are presented. The young people had one or a combination of the following diagnoses of Special Educational Need: ‘Moderate Learning Difficulties’, on the ‘Autistic Spectrum’, and ‘Social, Emotional and Mental Health Difficulties’. We use the term ‘differences’ rather than ‘difficulties’ to express the interconnected socio-spatial construction of, and corporeality of, the experiences of these differences. There has been limited scholarship about the social experiences of young people with these diagnoses. In our study, young people’s experiences of friendships, exclusion, inclusion and bullying were socio-spatially shifting. Young people had varying experiences in the different school settings. In all settings, most had friends within the school, although those in special schools and units tended to have more friends within the school. However, bullying and ‘othering’ were also experienced in all three settings based on a variety of perceived ‘differences’. All young people needed opportunities for ‘encounter’ to forge friendships. Encounters are risky and can reproduce and reinforce difference as well as generating social connections and friendships. In many spaces, young people’s opportunities for encounter were constrained by the socio-spatial organisation of schools.

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