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.  

scholarly journals FAMÍLIA E BEM-ESTAR: CONTRIBUTOS PARA UMA EDUCAÇÃO INCLUSIVA

2017 ◽  
Vol 6 (1) ◽  
pp. 375
Author(s):  
Sara Alexandre Felizardo ◽  
Esperança Do Rosário Ribeiro ◽  
Ana Paula Cardoso ◽  
Sofia Campos
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Well Being ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Subjective Well Being ◽  
Special Educational Needs ◽  
Role Of Parents ◽  
Health And Well Being

Abstract.FAMILY AND WELL-BEING: CONTRIBUTIONS TO INCLUSIVE EDUCATIONIn our times, research on the well-being and quality of life have come to assume a central role in the discourses and practices of professionals working in the area of people with psychosocial frailty. The scientific literature emphasizes the vastness of this line of study, which also has gained visibility in research on families of children and young people with Special Educational Needs (SEN), in particular, the influence of social support (formal and informal) in dimensions related to health and well-being of caregivers. Diener (2009) provides a definition of subjective well-being as an evaluative response of individuals with regard to his own life, in terms of satisfaction (cognitive element of the evaluation), in terms of affectivity (stable emotional element). In an inclusive approach and in line with national and international guidelines, we recognize the role of parents in defending the interests of the children and educational decision-makers participating in the educational process, so that the promotion of health and well-being are key areas in the context of educational and therapeutic intervention. This study aims to make a comparative analysis of parents of children with and without special educational needs, with regard to social support (size of social network and satisfaction with support) and parental well-being (life satisfaction). The study sample consists of 152 and 149 caregivers, respectively, parents of children with and without SEN. The statistical analysis reveals that the two groups of parents have significant differences in well-being and partly on social support (satisfaction with support). Regarding the subgroups of parents of children with SEN (cognitive, motor and Autism Spectrum Disorders) we observed statistical differences; parents of children with autism showed significantly higher values in social support (availability of support and satisfaction with support) and satisfaction with life.Keywords: inclusive education, life satisfaction, parental well-being, social supportResumo.Hodiernamente, as pesquisas sobre o bem-estar e qualidade de vida têm vindo a assumir uma centralidade nos discursos e nas práticas dos profissionais que intervêm na área das populações com fragilidade psicossocial. A literatura científica acentua a vastidão desta linha de estudo, a qual também tem ganho visibilidade no âmbito da investigação sobre as famílias de crianças e jovens com Necessidades Educativas Especiais (NEE), em particular, sobre a influência do suporte social (formal e informal) nas dimensões relacionadas com a saúde e o bem-estar dos cuidadores. Diener (2009) apresenta uma definição de bem-estar subjetivo como sendo uma resposta avaliativa das pessoas relativamente à sua própria vida, quer em termos de satisfação (elemento cognitivo da avaliação), quer em termos de afectividade (elemento emocional estável). No quadro de uma abordagem inclusiva e, em convergência com as orientações nacionais e internacionais, reconhecemos o papel dos pais na defesa dos interesses educativos dos filhos e decisores participantes no processo educativo, pelo que a promoção da sua saúde e bem-estar constituem áreas chave no contexto da intervenção educativa e terapêutica. O presente estudo tem como propósito fazer uma análise comparativa dos pais de crianças com e sem necessidades educativas especiais, no que concerne ao suporte social (dimensão da rede social e satisfação com o apoio) e ao bem-estar parental (satisfação com a vida). A amostra é constituída por 152 e 149 cuidadores, respetivamente, pais de crianças com e sem NEE. As análises estatísticas revelam que os dois grupos de pais apresentam diferenças significativas no bem-estar e, parcialmente, no suporte social (satisfação com o suporte). Relativamente aos subgrupos de pais de crianças com NEE (problemas cognitivos, motores e Perturbações do Espectro do Autismo) observamos diferenças estatísticas; os progenitores das crianças com autismo revelam valores significativamente mais elevados no suporte social (disponibilidade do suporte e satisfação com o suporte) e na satisfação com a vida.Palavras-chave: educação inclusiva, bem-estar parental, satisfação com a vida, suporte social, necessidades educativas especiais

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

scholarly journals 4024 Theory and Scale Development for Cancer-Related Self-Efficacy in Partners of Breast Cancer Survivors

2020 ◽  
Vol 4 (s1) ◽  
pp. 149-149
Author(s):  
Andrea Cohee ◽  
Claire Draucker ◽  
Patrick Monahan ◽  
Victoria Champion
Keyword(s):  
Breast Cancer ◽  
Factor Analysis ◽  
Construct Validity ◽  
Sample Size ◽  
Internal Consistency ◽  
Self Efficacy ◽  
Online Survey ◽  
Well Being ◽  
Fear Of Recurrence ◽  
Cross Sectional

OBJECTIVES/GOALS: Specific aims are to: (Qualitative aim) Develop a new measure of cancer-related self-efficacy in partners (BCSES-P) and obtain feedback on the items (Quantitative) Evaluate the psychometric properties of the BCSES-P including: dimensionality, factor analysis, and construct validity assessing the relationships posited METHODS/STUDY POPULATION: 2-Phase Approach: 1) Item development and 1) Item testing Phase 1 Stage 1: Literature review to identify additional covariates Stage 2: Focus groups and individual interviews to determine partners’ needs Sample size: 20 partners (18 years of age or older, identifying as being in a committed relationship with a BCS) Design: cross-sectional, qualitative interviews Stage 3: Develop candidate items Stage 4: Cognitive interviews Stage 5: Finalize items with research team Phase 2 Preliminary psychometric testing Dimensionality Internal consistency reliability Construct validity Sample size: 150 partners Design: cross-sectional, online survey RESULTS/ANTICIPATED RESULTS: The BCSES-P will be unidimensional as assessed by exploratory factor analysis. The BCSES-P will demonstrate an internal consistency coefficient of 0.70 or above. Construct validity of the BCSES-P will be demonstrated by support of the following theoretical relationships: Cancer-related self-efficacy will be positively related to marital satisfaction and sexual functioning (social well-being) and the distal outcome, overall QoL. Cancer-related self-efficacy will be negatively related to fatigue (physical well-being), fear of recurrence, depression, and anxiety (psychological well-being). DISCUSSION/SIGNIFICANCE OF IMPACT: Findings will guide intervention development to improve partners’ quality of life The BCSES-P will be the first scale to measure partners’ cancer-related self-efficacy. This study will highlight a holistic approach to studying the long-term effects of breast cancer on partners.

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

‘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.

Experiences of children with special educational needs and disabilities and their families in the United Kingdom during the coronavirus pandemic

2020 ◽  
Vol 25 (4) ◽  
pp. 229-235
Author(s):  
Brian O’Hagan ◽  
Stephen Kingdom
Keyword(s):  
Family Support ◽  
Well Being ◽  
Educational Needs ◽  
External Support ◽  
Special Educational Needs ◽  
Children And Families ◽  
Content Type ◽  
The United Kingdom ◽  
Need For Support ◽  
Withdrawal Of Support

Purpose The purpose of this paper is to outline the experiences of children with special educational needs and disabilities (SEND) and their families during the coronavirus pandemic. Design/methodology/approach This paper draws on research gathered and collated by three different organisations working with families of children and young people with SEND. Findings There were a number of common findings across all three surveys. In particular: the rapid collapse of external support for children and families; the reduction/withdrawal of support exacerbated the stress and exhaustion already experienced by many families; it proved very difficult to establish home learning and get adequate support from schools; there was little government recognition of families’ vulnerability and need for support; and, paradoxically, a significant minority of children and families reported increased well-being. Originality/value Findings carry clear implications both for the provision of child and family support during any further lockdowns and, more generally, in respect of government policy and funding of family support.

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