International Journal of Special Education (IJSE)
The International Journal of Special Education (IJSE) offers 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.
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Latest Issue
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Vol. 38 No. 1 (2023): IJSE Vol 38, No: 1, 2023
Volume 38, Number: 1, Year 2023 of International Journal of Special Education
Published: 2023-03-15
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Latest articles
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The COVID-19 pandemic has had significant psychological effects on parents, especially parents of children with autism spectrum disorders. This qualitative study explores the mental health of Jordanian parents of children with autism spectrum disorder during COVID-19. Through phone interviews with nine such parents, this study found that the pandemic was a great source of stress and anxiety for parents of autistic children in Jordan, which was exacerbated by a lack of formal support for them and their children. This study also found that parents relied on their religious beliefs, shared childcare responsibilities, and engaged in social and family activities to mitigate the psychological toll of raising children during the COVID-19 pandemic.
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This meta-analytic study aimed to examine how the presence of Autism Spectrum Disorder (ASD) in a child affects their sibling(s)’s social, emotional, and behavioral adjustment. Many studies have investigated how the presence of ASD in a child affects their sibling(s) in social, emotional, and behavioral adjustment, but their results are mixed. Moreover, the previous reviews did not address the personal characteristics that account for the differences in siblings’ adjustment. This review focused on examining the three primary domains of adjustment and the moderating factors of their adjustment by applying a new meta-analytic approach of structural equation modeling (SEM) to provide a reliable statistical synthesis of effect sizes observed in existing individual studies. A total of 120 effect sizes – standardized differences between siblings of children with ASD and siblings of typically developing (TD) children—were calculated from 24 studies. The results revealed that siblings of children with ASD experienced more adjustment difficulties than siblings of TD children in all three domains. Furthermore, this study found
that adjustment difficulties were more likely to be alleviated when siblings were older, female, and/or older than their sibling(s) with ASD. The findings provide important implications for support systems that can help siblings of children with ASD learn practical coping skills, develop a strong bond with family, and share their experiences with others in the community. Future research is needed to clarify other potential covariates that affect adjustment in siblings of children with ASD.
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