NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Syrjämäki, Marja; Sajaniemi, Nina; Suhonen, Eira; Alijoki, Alisa; Nislin, Mari – European Journal of Special Needs Education, 2017
The aim of this article is to investigate the pedagogical learning environment in early childhood special education (ECSE). The theoretical framework is based on a conception of interaction being as well a basic human need as, according to sociocultural theories, the basis of learning. Our study was conducted in ECSE kindergarten groups (N = 17)…
Descriptors: Foreign Countries, Early Childhood Education, Special Education, Peer Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Feder, Kim Michéle; Bak, Carsten Kronborg; Petersen, Kirsten Schultz; Vardinghus-Nielsen, Henrik; Kristiansen, Tine Mechlenborg – European Journal of Special Needs Education, 2017
The aim of this ethnographic field study was to investigate the influence of school-day social interactions on the well-being and social inclusion of children diagnosed with ADHD. The empirical data consisted of participant observations and informal interviews over a three-month period at a Danish primary school. Two ADHD-diagnosed 11-year-old…
Descriptors: Ethnography, Well Being, Interaction, Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Moyse, R.; Porter, J. – European Journal of Special Needs Education, 2015
This article presents the findings of ethnographic case studies of three girls on the autistic spectrum attending mainstream primary schools and illustrates the difficulties they experience and the ways in which these are often unrecognised. The observations of the girls and subsequent individual interviews with their mothers, class teachers,…
Descriptors: Autism, Females, Mainstreaming, Hidden Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
Dolva, Anne-Stine; Gustavsson, Anders; Borell, Lena; Hemmingsson, Helena – European Journal of Special Needs Education, 2011
This study addresses the support provided by class staff in order to facilitate social participation of pupils with Down syndrome and peers in regular classes, and how they experience the interaction between the pupils. Data were collected through field observations of six pupils with Down syndrome in their class in mainstream schools, their six…
Descriptors: Down Syndrome, Interaction, Peer Relationship, Mainstreaming
Peer reviewed Peer reviewed
Direct linkDirect link
Young, Hannah; Fenwick, Maggi; Lambe, Loretto; Hogg, James – European Journal of Special Needs Education, 2011
The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social…
Descriptors: Multiple Disabilities, Interviews, Interpersonal Relationship, Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Dolva, Anne-Stine; Hemmingsson, Helena; Gustavsson, Anders; Borell, Lena – European Journal of Special Needs Education, 2010
The objective of this qualitative study was to explore peer interaction in the context of school activities in mainstream classes that included pupils with Down syndrome together with their peers without disabilities in order to identify enabling conditions. Six children with Down syndrome, each of whom was the only one with Down syndrome in a…
Descriptors: Down Syndrome, Interaction, Special Needs Students, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Mortier, Kathleen; Hunt, Pam; Desimpel, Lore; Van Hove, Geert – European Journal of Special Needs Education, 2009
The focus of this study was a parent-teacher collaborative teaming model in which knowledge and practice of designing and implementing supports was based on a dynamic and creative interaction of people committed to the inclusion of a child with disabilities in a general education setting. The effectiveness of the teaming model on the academic and…
Descriptors: Inclusive Schools, Disabilities, Regular and Special Education Relationship, Parent Teacher Cooperation