Frontiers in Education | Special Educational Needs

Original Research

Published on 19 Aug 2021

Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices

in Special Educational Needs

Constanze Weber
Merle Rehder
Leen Vereenooghe

Frontiers in Education

doi 10.3389/feduc.2021.719357

5,113 views
4 citations

Brief Research Report

Published on 25 Jun 2021

Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students’ Prosocial School Behaviors

in Special Educational Needs

Carina Wikman
Mara Westling Allodi
Laura Ferrer-Wreder

Frontiers in Education

doi 10.3389/feduc.2021.681873

2,659 views
2 citations

Original Research

Published on 02 Jun 2021

The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study

in Special Educational Needs

Imam Yuwono
John Baptist Okech

Frontiers in Education

doi 10.3389/feduc.2021.630806

23,728 views
6 citations

Perspective

Published on 25 May 2021

Vulnerable and Forgotten: The Impact of the COVID-19 Pandemic on Autism Special Schools in England

in Special Educational Needs

Laura Crane
Freddie Adu
Francesca Arocas
Rachel Carli
Simon Eccles
Stewart Harris
Jayne Jardine
Chloe Phillips
Sue Piper
Lucia Santi

Frontiers in Education

doi 10.3389/feduc.2021.629203

10,994 views
26 citations

Original Research

Published on 24 May 2021

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

in Special Educational Needs

Shannon Hall-Mills

Frontiers in Education

doi 10.3389/feduc.2021.676646

10,259 views
3 citations

Original Research

Published on 20 May 2021

“I just want to stay out there all day”: A Case Study of Two Special Educators and Five Autistic Children Learning Outside at School

in Special Educational Needs

Samantha Friedman
Scott A. Morrison

Frontiers in Education

doi 10.3389/feduc.2021.668991

14,429 views
5 citations

Original Research

Published on 18 May 2021

Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

in Special Educational Needs

Myriam Squillaci
Verena Hofmann

Frontiers in Education

doi 10.3389/feduc.2021.640227

7,915 views
8 citations

Original Research

Published on 13 May 2021

School Closures and Returning to School: Views of Parents of Children With Disabilities in England During the Covid-19 Pandemic

in Special Educational Needs

Susana Castro-Kemp
Arif Mahmud

Frontiers in Education

doi 10.3389/feduc.2021.666574

9,406 views
33 citations

Original Research

Published on 11 May 2021

Albanian Preschool Personnel’s Perceived Obstacles to Implementing Effective Inclusive Education

in Special Educational Needs

Zamira Hyseni Duraku
Genta Jahiu
Eglantina Likaj Shllaku
Loreta Boci
Hysnie Shtylla

Frontiers in Education

doi 10.3389/feduc.2021.645254

3,734 views
1 citation

Brief Research Report

Published on 05 May 2021

Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context

in Special Educational Needs

Mickaël Jury
Anne-Laure Perrin
Odile Rohmer
Caroline Desombre

Frontiers in Education

doi 10.3389/feduc.2021.655356

23,840 views
44 citations

Original Research

Published on 29 Apr 2021

The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions

in Special Educational Needs

Susanne Schwab
Mike Lehofer
Norbert Tanzer

Frontiers in Education

doi 10.3389/feduc.2021.561662

68,184 views
9 citations

Original Research

Published on 27 Apr 2021

Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context

in Special Educational Needs

Lisa Fohlin
Mina Sedem
Mara Westling Allodi

Frontiers in Education

doi 10.3389/feduc.2021.663846

6,935 views
3 citations

Original Research

Published on 26 Apr 2021

Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support

in Special Educational Needs

Teija Koskela

Frontiers in Education

doi 10.3389/feduc.2021.652355

4,442 views
5 citations

Perspective

Published on 15 Apr 2021

Considerations About How Emotional Intelligence can be Enhanced in Children With Autism Spectrum Disorder

in Special Educational Needs

Dominic A. Trevisan
Emily A. Abel
Marc A. Brackett
James C. McPartland

Frontiers in Education

doi 10.3389/feduc.2021.639736

35,981 views
3 citations

Original Research

Published on 12 Apr 2021

The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

in Special Educational Needs

Nida Khaleel
Mohamed Alhosani
Ibrahim Duyar

Frontiers in Education

doi 10.3389/feduc.2021.603241

46,880 views
36 citations

Hypothesis and Theory

Published on 12 Apr 2021

Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching

in Special Educational Needs

Giuliana Pastore
Reto Luder

Frontiers in Education

doi 10.3389/feduc.2021.643617

48,653 views
11 citations

Navigation group

Articles

Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices

Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students’ Prosocial School Behaviors

The Classroom Impact of Trained Special Needs Education Teachers in Selected Schools: An Evaluation Study

Vulnerable and Forgotten: The Impact of the COVID-19 Pandemic on Autism Special Schools in England

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

“I just want to stay out there all day”: A Case Study of Two Special Educators and Five Autistic Children Learning Outside at School

Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

School Closures and Returning to School: Views of Parents of Children With Disabilities in England During the Covid-19 Pandemic

Albanian Preschool Personnel’s Perceived Obstacles to Implementing Effective Inclusive Education

Attitudes Toward Inclusive Education: An Exploration of the Interaction Between Teachers’ Status and Students’ Type of Disability Within the French Context

The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions

Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context

Promoting Well-Being of Children at School: Parental Agency in the Context of Negotiating for Support

Considerations About How Emotional Intelligence can be Enhanced in Children With Autism Spectrum Disorder

The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching