European Journal of Special Needs Education

Executive functions in kindergarten children at risk for developmental coordination disorder

Do troublesome pupils impact teacher perception of the behaviour of their classmates?

What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education

Selection and evaluation of Internet information by adults with intellectual disabilities

Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness

Functional diversity and the multimodal listening construct

Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability

Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users

Unveiling the needs of students who stutter in the language skills - a study on anxiety and stuttering in EFL learning

The three-tiered support system and the special education teachers’ role in Swedish-speaking schools in Finland

One market, two perspectives, three implications: on the development of the special education market in Sweden

I am not unskilled and unaware: deaf and hearing learners’ self-assessments of linguistic and nonlinguistic skills

Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions

Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach

A critical review of education support practices in Spain

Check in–check out intervention for supporting pupils’ behaviour: effectiveness and feasibility in Finnish schools

How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS)

Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education

Foreign language learning for children with ADHD: evidence from a technology-enhanced learning environment

The advantages of an ADHD classification from the perspective of teachers

Discrepancies between perceptions of first-grade students at risk for learning disabilities, their parents and teachers

Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs

School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

Teacher sensitivity in interaction with individual students: the role of teachers’ daily negative emotions

“The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany

Teachers’ expectations of children with Down Syndrome starting school in the United Arab Emirates or United Kingdom

Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs

Getting good at small talk: student-directed learning of social conversation skills

Towards a framework of inclusion: developing accessibility in tests at the British Council

Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses

Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate?

How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings?

Students negotiating the borders between general and special education classes: an ethnographic and participatory research study

Disabling discourses and some implications for parent leadership in special education policy and practice

The use of methods for learning to learn for students with special needs in Slovenia

Preface

The overall knowledge of genetics in Serbian speech and language pathologists

Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions

Primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education

A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders

Associations of self-perceived competence, well-being and sense of belonging among pre- and in-service teachers encountering children with diverse needs

Special education transition issues over the past 60 years: social network analysis on Web of Science exploration

Introduction

The feeling of rejection and humiliation and the avoidance of harm as predictors for aggressive behaviour in school-aged children in Romania

EJSNE Conference diary 34.2