International Journal of Special Education
The International Journal of Special Education (IJSE) is an Open Access added to DOAJ journal offering a wide range of multi-disciplinary topics regarding education and services for individuals with disabilities. This International peer-reviewed journal (published in English) aims to enhance open access for all reporting the growth of theory and practice in the field.
IJSE is indexed in Scopus, Web of Science, and Google Scholar.
2022 Impact Factor: 0.3
Polish Ministry of Science: 70 pts (2024)
Dear authors,
We would like to pay your attention to the new rules of ethics in research when submitting the paper to the International Journal of Special Education.
Before submitting your paper, read the Guidelines for Authors, where you can find all the details.
You are very welcome to read the latest research results in the IJSE 38(3) 2023 Issue and earlier issues.
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Latest Issue
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Latest articles
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This article is part of a broader study on adults with autism. The main assumption of the series of studies is concerned with listening to and hearing the voices of those most affected - those with a diagnosis of autism. The collected material, which is based on our own experiences of people with autism, allows us to present views on the teacher’s role- the educational space’s creator. Thus far, we have introduced the experiences and comments of teachers and therapists; now, we can listen to the voices of students, parents, and people with autism. This study employed the netnographic method. The study involved a group of people diagnosed with autism, and a meeting closed online for those who agreed to participate. Reaching out to a large group made it possible to analyze the results of the statements given by ranking and creating meaning bundles. Furthermore, by differentiating according to age and gender, it became possible to conduct a deeper qualitative analysis concerning specific statements that seem representative of this group of people.
The first conclusion is that the approach to the teaching/learning process differs. This is due to symptoms that are specific to autism, as well as the different educational and therapeutic approaches. The second is related to the use of punishment that, in addition to the forbidden ones (such as physical), often evolve into psychological and social punishments, such as isolation, marginalization, or a lack of interest. It seems equally important to draw attention to the ineffective attempts to impose (often referred to as violating) recognized normative forms of functioning and the treatment of these people as not fully intellectually capable, which is not a condition.
Purpose of the research. The research aims to present the educational reality described by the people who are the most concerned in this study, i.e., those who have been diagnosed with autism at various stages in their lives.
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Previous research shows that opportunities for shared interaction and play are beneficial for both children with and without disabilities. However, children with disabilities often experience limited opportunities to engage in play with peers. This study aimed to get insight into how interaction between children with profound multiple disabilities and children without disabilities can be promoted. Actions to promote shared play were explored through interviews with teachers and children in the course of a collaborative project with teachers at a school for children with an intellectual disability, situated within a mainstream school. According to the interviewed teachers, play could be promoted through adapting play rules, and materials, providing adult support, developing communication potentials, and time for play. The participating children without disabilities conveyed expressions of enjoyment and expressed ideas of how to support children with disabilities and adapt activities so that everybody could be a part of them. The results are discussed in light of previous research on creating opportunities for shared play between children with and without disabilities.
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