Environmental Adjustment Needs of Children with Special Educational Needs in Austrian Mainstream Schools: The Child and Teacher Perspective

Autor/inn/en	Morgenthaler, Thomas; Kramer-Roy, Debbie; Schulze, Christina
Titel	Environmental Adjustment Needs of Children with Special Educational Needs in Austrian Mainstream Schools: The Child and Teacher Perspective
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 16 (2023) 2, S.138-159 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morgenthaler, Thomas) ORCID (Kramer-Roy, Debbie) ORCID (Schulze, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2022.2027838
Schlagwörter	Student Adjustment; Students with Disabilities; Foreign Countries; Mainstreaming; Regular and Special Education Relationship; Student Attitudes; Teacher Attitudes; Secondary School Students; Secondary School Teachers; Special Needs Students; Educational Environment; Differences; Teaching Methods; Austria + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Disability; Disabilities; Behinderung; Ausland; Schülerverhalten; Lehrerverhalten; Sekundarschüler; Sonderpädagogischer Förderbedarf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterscheiden; Teaching method; Lehrmethode; Unterrichtsmethode; Österreich
Abstract	Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children's needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to promote participation in school occupations. This is the first study in Austria exploring the student-environment-fit from self-perceived children's perspective and comparing this to teachers' perspective by using the School Setting Interview. In this cross-sectional matched pairs study twenty-five children (mean age 12.5 ± 1.4) with special educational needs and twenty-one teachers from six Austrian secondary schools were interviewed. Participants' ratings were analyzed descriptively and statistically with Wilcoxon-Sign Rank Test. Reported adjustments from the child and teacher perspectives were analyzed with qualitative content analysis and presented using the occupational, social and physical environmental dimensions from the Model of Human Occupation. Results indicate perceived student-environment-fit differs between school activities as well as between children and teachers. Three out of 16 school activities showed a statistically significant difference between children and teacher matched-pair analysis. Children perceive more unmet needs then teachers. Most adjustments are reported in the social environment dimension and inform practitioners what adjustments are perceived to be useful for children with Special Educational Needs and their teachers. Both children's and teacher's perspectives provide valuable information. Significantly, children in this study were able to identify required needs and describe adjustments. To increase participation in school occupations, children can and need to be actively included in the decision-making process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01