Search Results (81)

Background: Animal-assisted therapy (AAT) is a targeted intervention that supports participants’ development by involving animals in the therapeutic process. This study aimed to investigate the effectiveness of AAT with preschool and primary school children, including children with special educational needs (SEN). Methods: A total of 201 children (114 experimental, 87 control; including children with and without special educational needs) participated in the study. Behavioural functioning was assessed using the parent-rated Conners questionnaire and the Strengths and Difficulties Questionnaire (SDQ). Data were analysed using the Wilcoxon test and repeated measures ANOVA. Results: Mixed-design repeated measures ANOVA showed no significant Group × Time interaction for the primary behavioural outcomes, indicating that behavioural changes over time did not differ significantly between the intervention and control groups. Within-group analyses showed improvements in parent-reported oppositional behaviour, cognitive problems/inattention, hyperactivity, and conduct problems in the intervention group; however, similar improvements were also observed for some outcomes in the control group. Conclusions: Although behavioural improvements were observed over time, the intervention did not result in significantly greater improvements than those observed in the control group. Dog-assisted AAT may provide a supportive therapeutic environment that facilitates engagement and behavioural practice; however, further adequately powered randomised controlled trials are needed to determine its effectiveness. Full article

This study investigates the readiness of future teachers in Romania to meet the requirements of inclusive education, with a specific focus on curricular deficits and student teachers’ perceptions of competence. Respecting the right to education for students with Special Educational Needs (SEN) is a central policy commitment. Yet, the capacity of initial teacher education (ITE) programs to operationalize this mandate remains uncertain. Using a convergent parallel mixed-methods design, the research combines a systematic documentary analysis of national regulations and psycho-pedagogical curricula (Orders No. 4139/2022 and 4524/2020; Law No. 199/2023) with a survey of 327 student teachers across eight universities. Systematic Content Analysis, based on a three-level depth protocol, reveals a structural curricular deficit: Level 1 outcomes (theoretical awareness of SEN and inclusion) appear in approximately 40% of compulsory subjects, whereas Level 2 outcomes (operational competence, such as designing adapted lessons or differentiated assessments) are almost completely absent from the mandatory core and are confined to electives. Survey results mirror this gap: although 81% of respondents anticipate working with pupils with SEN, 29.9% feel poorly or very poorly prepared, 25.5% report a lack of basic knowledge of SEN, and only 14.6% report high confidence in designing adapted activities. Analysis of Covariance (ANCOVA) shows that training level has a statistically significant but small effect on technical inclusive skills (p = 0.043; η²_p = 0.013), while inclusive attitudes are mainly associated with age. The study concludes with a roadmap for reforming ITE through mandatory SEN-focused practicum placements and transversal integration of inclusive pedagogy. Full article

Inclusive education for students with special educational needs (SEN) has become a major international policy and research priority since the Salamanca Statement (1994). Yet no recent synthesis has mapped how review-level evidence in this field has developed over time. This umbrella review examined 53 review studies, which together synthesized approximately 2000 primary studies on inclusive education for students with SEN. Using Joanna Briggs Institute (JBI) umbrella review methodology and PRISMA (2020) reporting procedures, records were identified through five databases, screened in Covidence, appraised using the JBI Critical Appraisal Checklist, and analyzed to examine thematic emphases, bibliometric patterns, and methodological shifts. The findings show an expansion and diversification of studies, particularly after 2015, with dominant themes focusing on teacher attitudes and professional development, inclusive practices and outcomes, specific student populations, social inclusion, and policy, systems, and implementation barriers. The review also identified a shift from early narrative overviews to more rigorous systematic qualitative reviews and meta-analyses, alongside increasing international representation. Overall, findings indicate that review-level research on inclusive education for students with SEN has matured considerably since Salamanca, reflecting both the growing complexity of inclusive schooling and the influence of global policy agendas on the production of evidence syntheses. Full article

For students with Special Educational Needs in their Emotional and Social Development (SEN-ESD), school interactions can intensify distrust in adults or foster corrective relational experiences. Physical Education (PE) presents a dual-natured context for this group: while curricula promote social–emotional skill development, students are particularly dependent on sensitive teacher interactions. Yet, no study has examined how recognition, as the prerequisite for inclusion, is negotiated in these teacher–student interactions. This Grounded Theory study reconstructed these negotiation processes and explains them through a Honneth–Prengel recognition framework. Using an iterative design, we conducted and analysed semi-structured interviews with 18 PE teachers and 22 students with SEN-ESD in German regular secondary schools until theoretical saturation. Constant comparative analysis and iterative open and axial coding revealed the dimension of interactional dignity (property: level of affirmation; ranging from low ↔ high). Five patterns detail its constitution through three core domains: relational security, fairness and voice, and valuing individual skills. Interactions are strained by perceptual discrepancies, one concerning what counts as just and the other whose reality is recognised. Furthermore, a systemic grading paradox emerged, which may function as institutional misrecognition and may risk double marginalization for students with SEN-ESD, who are assessed on their very area of need in PE. Findings suggest that addressing this requires structural reform beyond teacher practice. Inclusive PE needs resources for individualised pedagogy, teachers who acknowledge individual needs and realities, and systemic reform of assessment practices. Full article

This study examines the role of religious–moral values in supporting the inclusion of students with special educational needs (SEN) within the broader framework of inclusive education. Using a sequential explanatory mixed-methods design, the research combines a qualitative phase based on semi-structured interviews with special education teachers (N = 9 participants) and a quantitative phase involving a questionnaire administered to a larger sample (N = 324 respondents). The qualitative findings indicate that teachers associate religious–moral values with the development of socio-emotional competencies, such as empathy, respect, solidarity, and a sense of belonging, which are considered essential for inclusion. The quantitative results support these perspectives, showing high levels of agreement regarding the contribution of these values to fostering positive attitudes, social acceptance, and the classroom integration of students with SEN. The findings also suggest that teachers attribute greater importance to core values than to formal religious instruction and prefer adaptive, student-centered strategies, including narrative and experiential approaches. Overall, the study highlights the potential of religious–moral values as a resource for inclusive education when applied in a flexible, interdisciplinary, and context-sensitive manner. These findings contribute to ongoing discussions on the role of religion in education, particularly in relation to inclusion, equality, and respect for diversity. Full article

Serving students with special educational needs (SENs) involves recognising that their learning is closely linked to their emotional needs. Self-esteem and socio-emotional well-being play a key role in their motivation and adaptation to school. In this context, physical activity-based interventions at school emerge as a possible way to strengthen their self-esteem and socio-emotional well-being. The aim of this study was to analyse the effects of a web-based active break programme on self-esteem in students aged 6 to 10 years with SENs and on socio-emotional well-being in the subgroup of first–second-grade students. A pre-specified sub-analysis was conducted of a multicentre randomised controlled trial with a sample of 161 students with special educational needs (7.8 ± 1.1 years, 32% girls), divided into a control group (85 students) and an experimental group (76 students). A programme of video-guided active breaks was implemented in the classroom, applied twice a day, five days a week for 12 weeks, via a web platform. Self-esteem was assessed using the School Self-Esteem Test (SSET), and socio-emotional well-being was assessed using the Self-Report of Socio-Emotional Well-Being (SRSEWB). A significant Time × Group interaction was observed for self-esteem, F_{(1, 157)} = 5.43, p = 0.021, η²_p = 0.033, but no statistically significant effects were detected for socio-emotional well-being. These findings suggest that active break interventions may help strengthen self-esteem in students with SENs. Future research should examine the temporal stability of these improvements, determine the optimal intervention duration required to generate sustained changes, and evaluate longer-term socio-emotional outcomes. Full article

This study examines primary school teachers’ theoretical and practical knowledge of special educational needs (SEN) in order to identify knowledge gaps and support competency development through targeted online training. The study aims to demonstrate that teachers’ current knowledge is often incomplete and that the year of qualification does not necessarily confer an advantage, as teacher training content has remained largely unchanged over recent decades. A simple random sampling method was applied, and in spring 2023, 121 primary school teachers completed a questionnaire. Descriptive statistics were used to assess prior knowledge, while repeated measures ANOVA examined the relationships between graduation year, teaching practice during training, theoretical knowledge, and practical application. Teachers who graduated in 2010 or later were more likely to have encountered students with SEN, and 83.6% of respondents reported an increase in the number of students requiring developmental support. Significant and large differences were found in the type of advice provided (t = −9.05, p < 0.001, Cohen’s d = −1.31), with referrals to professionals occurring more frequently than recommendations of online resources. The findings underscore the need to integrate multidisciplinary competencies into teacher education to support appropriate referral practices and highlight the potential of targeted online training to enhance teachers’ preparedness for SEN education. Adequate and up-to-date training is essential for educators to effectively support children’s cognitive and learning development. Full article

Peer victimization during preadolescence constitutes a significant public mental health concern, particularly for children with special educational needs (SEN). Family relational factors, and especially paternal acceptance–rejection, may influence children’s psychosocial adjustment and vulnerability to victimization. The present study examined the associations between perceived paternal acceptance–rejection, multidimensional self-perception, and peer victimization among preadolescents with and without SEN. A total of 660 students attending the final grades of Greek primary schools (553 without SEN; 107 with formally identified SEN) completed standardized self-report measures of peer victimization, perceived paternal acceptance–rejection, and self-perception domains. Separate path analyses were conducted for each group to examine direct and indirect relational pathways. Among children without SEN, perceived paternal hostility/aggression was directly associated with peer victimization and indirectly associated through behavioral conduct problems and lower school competence. In contrast, among children with SEN, the absence of paternal warmth and perceived paternal indifference/rejection were directly associated with victimization, whereas paternal hostility was not significantly associated, and self-perception did not function as a mediator. Model fit indices indicated excellent fit in both groups. These findings suggest distinct paternal relational mechanisms underlying peer victimization depending on SEN status. Interventions aimed at preventing victimization may benefit from incorporating father-focused family components alongside school-based strategies, with particular emphasis on emotional warmth and support for children with SEN. Full article

Parents of children with special educational needs (SEN) experience elevated stress, anxiety, and depression, a challenge compounded by insufficient emotional support services. This study developed and evaluated a culturally adapted online counselling programme for Hong Kong Chinese parents of adolescents with SEN, integrating Solution-Focused Brief Therapy (SFBT) and Mindfulness Training. The 8-week programme aimed to reduce parental distress and improve family dynamics by emphasising strengths, fostering self-compassion, and enhancing empathetic interactions. A mixed-methods approach was used, combining standardised self-report measures such as the Parental Stress Scale (PSS), Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and Child Behaviour Checklist (CBCL), with qualitative interviews and behavioural observations. Quantitative analysis of pre–post data via paired samples t-tests indicated significant within-group reductions in anxiety across all groups and in depression for the active control group. However, between-group comparisons of post-test scores did not show clear superiority of the experimental intervention. Qualitative findings highlighted perceived benefits, including increased emotional regulation, a shift towards a strengths-based perspective, and enhanced self-compassion, with the programme’s cultural adaptation deemed crucial for engagement. The study addresses a significant service gap and provides preliminary evidence for the acceptability and potential mechanisms of an integrative online model, while highlighting the need for further research with larger samples. Full article

The digitalisation of education has introduced new possibilities for inclusive teaching practices, particularly in supporting students with special educational needs (SEN). While digital tools have demonstrated potential to enhance learning outcomes and engagement for these students, the role of school leadership in fostering teachers’ digital competence remains underexplored. The aim of the study is to investigate the association between school leadership, as rated by teachers, and teachers’ self-reported digital competence in supporting students with SEN. To this end, cross-sectional data from 285 Swedish teachers enrolled in special education training programmes have been used. The data were collected through the SELFIE survey, a European Commission tool designed to assess schools’ digital capacity. A stepwise linear regression analysis was conducted to examine the association between perceived school leadership and teachers’ self-reported digital competence in supporting students with SEN, controlling for teacher collaboration, infrastructure and equipment, and demographic variables. The results show a consistent and significant positive relationship between school leadership and teachers’ digital competence, even when other factors are accounted for. Teacher collaboration also contributed positively, though to a lesser extent, while infrastructure and equipment and demographic variables showed no significant effect. The study contributes knowledge by showing that teachers’ digital competence development depends not only on individual efforts but also on organisational factors, such as supportive school leadership, highlighting the importance of recognising school leadership as vital alongside digital resources in schools. Given the cross-sectional design, the findings should be interpreted cautiously and not as evidence of causal relationships. These findings suggest that school leadership is important in enabling teachers to use digital technologies to support students with SEN, highlighting practical and policy implications for strengthening school leadership in developing teachers’ digital competence in supporting students with SEN. Full article

Background: Adolescence is a sensitive period for psychological, academic, and social development, and sports participation has been described as a potential protective factor for academic performance and psychological well-being. However, limited research has examined the combined influence of sports involvement, sport type, and family background on adolescents’ academic and psychological outcomes. This study aimed to investigate the associations between organized sport participation, sport type (football vs. judo), psychological well-being, psychosomatic symptoms, academic performance, and family socioeconomic background among adolescent boys. Methods: The sample consisted of 52 boys aged 11–14 years from a rural school, divided into football players (n = 13), judo athletes (n = 13), non-athletes (n = 13), and a contextual subgroup of students with special educational needs (SEN; n = 13), with the latter included for exploratory purposes only. Data included school-record-based academic performance and validated self-report measures of life satisfaction, depressive symptoms, psychosomatic complaints, perceived physical fitness, and socioeconomic background. Results: Athletes demonstrated significantly higher academic achievement than non-athletes in overall grade point average (p < 0.001), mathematics (p < 0.001), Romanian (p < 0.001), English (p = 0.03), and Hungarian (p < 0.001). They also reported higher life satisfaction (p < 0.001) but simultaneously showed slightly elevated depressive symptom scores (p < 0.001), indicating a paradoxical pattern of concurrent psychosocial benefits and psychological strain. Parental education (p < 0.001), parental occupational status (p = 0.01), and fathers’ occupational position (p = 0.02) were significantly higher among athletes’ families. Perceived physical fitness was also rated higher by athletes (p < 0.001). No significant differences were found in body mass index, family structure, or most psychosomatic symptoms. Conclusions: Sport participation was associated with more favorable academic and psychological indicators, yet also with elevated depressive symptoms, highlighting the dual nature of organized sport during adolescence. Future research should apply longitudinal designs, include female participants, and incorporate objective indicators of training load. Full article

This study examines the profiles of secondary special education teachers regarding their readiness for inclusive teaching, with technology-enhanced practices operationalized through participation in STEAM-related professional development. A total of 323 teachers from vocational high schools and integration classes participated. Four indicators of professional preparation were assessed: years of teaching experience, formal STEAM training, exposure to students with special educational needs (SEN), and perceived success in inclusive teaching, operationalized as self-reported competence in adaptive instruction, classroom management, positive attitudes toward inclusion, and collaborative engagement. Cluster analysis revealed three distinct teacher profiles: less experienced teachers with moderate perceived success and limited exposure to students with SEN; well-prepared teachers with high levels across all indicators; and highly experienced teachers with lower STEAM training and perceived success. These findings underscore the need for targeted professional development that integrates inclusive and technology-enhanced pedagogy through STEAM and is tailored to teachers’ experience levels. By integrating inclusive readiness, STEAM-related preparation, and technology-enhanced pedagogy within a person-centered profiling approach, this study offers actionable teacher profiles to inform differentiated professional development in secondary special education. Full article

The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference in inclusive education. However, little is known about teachers’ attitudes toward its use. This study explored Portuguese teachers’ attitudes toward (a) inclusion of students with “special educational needs (SEN)” and (b) the ICF as a framework for educational planning. A cross-sectional online survey was conducted with 417 public-school teachers working across all levels of compulsory education, from pre-school to secondary education. The questionnaire assessed six indicators of inclusion attitudes and a validated 27-item ICF Attitudes Scale. Data were analyzed using descriptive and correlational procedures. Teachers expressed strong support for participation in school life and selective academic integration, while rejecting full-time placement for all SEN students. Attitudes toward the ICF were generally positive, highlighting its perceived usefulness for planning and identifying barriers. Professional background variables showed only weak associations with these attitudes. Teachers value inclusive participation and recognize the ICF’s potential, but practical implementation depends on time, resources, and collaboration. Findings underscore the need for practice-based professional development to strengthen inclusive education. Full article

Background/Objectives. ICD–11 classifies burnout as a work-related issue arising from chronic workplace stress that has not been successfully managed. According to the Job Demands/Resources Model, job demands represent sources of stress and job resources may buffer the impact of job demands on job strain. Since every profession has its specific spectre of work demands/resources related to stress development, the aim of this study was to examine a model predicting workplace burnout dimensions (emotional exhaustion—EE, depersonalisation—DP, personal accomplishment—PA) in special educational needs (SEN) and general education (GE) teachers, with job demands representing potential “risk factors” and job resources potential “protective factors”. Methods. The study involved 116 SEN teachers from eight primary schools for children with learning difficulties and a sample of 145 teachers from general primary schools in the Belgrade region, which was balanced according to the representation of the main demographic variables in the SEN group. The Maslach Burnout Inventory and Job Characteristics Questionnaire were the instruments employed. Results. No difference was found between SEN and GE teachers in the intensity of burnout dimensions. In the SEN group, Changes were the predictors of all three burnout dimensions, Work environment for EE and DP, Emotional demands and Support from colleagues for EE, Cognitive/Quantitative for PA, and Job control for PA. Concerning the GE group, Support from colleagues predicted all three dimensions, Job control EE and DP, Cognitive/Quantitative DP and PA, Changes DP, and Role conflict and Seniority EE. Conclusions. The results of the study provide a foundation for further testing of a hypothetical predictive model of burnout with job demands as direct predictor and job resources as mediators of this relation. Full article

This article proposes a comparative analysis of Decree-Laws No. 3/2008 and No. 54/2018, legal instruments that define the models for supporting inclusive education in Portugal. By linking national regulatory developments with data and recommendations from UNESCO’s monitoring reports (GEM Reports), this research assesses the structural and conceptual changes underlying Portuguese education policy. The research follows a qualitative approach, of an exploratory and interpretative nature, using comparative document analysis as the central method. The results reveal a transition from a model focused on categorizing students with special educational needs (SEN) to an approach focused on universally meeting the needs of all students. The Discussion and Conclusions and Recommendations highlight the need to strengthen teacher training, pedagogical leadership, and monitoring based on disaggregated data, as recommended by UNESCO. Full article