Children with special educational needs: An impact evaluation.
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| Title: | Children with special educational needs: An impact evaluation. |
|---|---|
| Authors: | Bezze, Maria1 (AUTHOR) mariabezze@fondazionezancan.it, Geron, Devis1 (AUTHOR) devisgeron@fondazionezancan.it |
| Source: | Children & Youth Services Review. Sep2025, Vol. 176, pN.PAG-N.PAG. 1p. |
| Subject Terms: | *Child welfare, *Educational outcomes, *Teaching methods, *Communities, *Research methodology, *Academic achievement, *Special education, *Needs assessment, *Individual development, *Family support, Psychology of children with disabilities, Well-being |
| Abstract: | Children with special educational needs related to socioeconomic, language or cultural disadvantage (SENs) frequently do not have a positive attitude towards school, they are not motivated to study and have difficulty achieving satisfactory school results. The "RIBES" project, carried out in 9 Italian regions from 2019 to 2022, implemented two main interventions i.e. "Family Coaching" (where a family without any SEN children helps another family having at least one SEN child) and "Class Coaching" (a set of school activities aimed at supporting both children with SENs and their peers in the class group), aimed at improving the well-being of children with SENs and their families involved in the project. An impact evaluation aimed to explore outcomes of the project experienced by the children, families and communities involved. By adopting a multimethod approach, using both quantitative tools (scales and questionnaires, allowing also pre-post comparisons) and qualitative tools (focus groups, documentation used by professionals), such evaluation highlighted positive outcomes for multiple targets. First of all, children with SENs experienced outcomes mainly related to relational and personal growth and school performance. Other children (without SENs) within Class Coaching also experienced an increase in their well-being. Families supported through Family Coaching improved in terms of network development, ability to use services, and awareness of their own capabilities. Other actors in the community also benefited from their participation in the project, especially in terms of developing their network and enhancing their skills and knowledge. These results suggest that Family Coaching and Class Coaching interventions involving several actors in the community (families, private non-profit organizations, schools, ...) and focusing on the specific needs of disadvantaged children and families can generate positive outcomes and social impacts. [ABSTRACT FROM AUTHOR] |
| Copyright of Children & Youth Services Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186499255 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Children with special educational needs: An impact evaluation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bezze%2C+Maria%22">Bezze, Maria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mariabezze@fondazionezancan.it</i><br /><searchLink fieldCode="AR" term="%22Geron%2C+Devis%22">Geron, Devis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> devisgeron@fondazionezancan.it</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Children+%26+Youth+Services+Review%22">Children & Youth Services Review</searchLink>. Sep2025, Vol. 176, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Child+welfare%22">Child welfare</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Communities%22">Communities</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+development%22">Individual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+support%22">Family support</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+children+with+disabilities%22">Psychology of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Children with special educational needs related to socioeconomic, language or cultural disadvantage (SENs) frequently do not have a positive attitude towards school, they are not motivated to study and have difficulty achieving satisfactory school results. The "RIBES" project, carried out in 9 Italian regions from 2019 to 2022, implemented two main interventions i.e. "Family Coaching" (where a family without any SEN children helps another family having at least one SEN child) and "Class Coaching" (a set of school activities aimed at supporting both children with SENs and their peers in the class group), aimed at improving the well-being of children with SENs and their families involved in the project. An impact evaluation aimed to explore outcomes of the project experienced by the children, families and communities involved. By adopting a multimethod approach, using both quantitative tools (scales and questionnaires, allowing also pre-post comparisons) and qualitative tools (focus groups, documentation used by professionals), such evaluation highlighted positive outcomes for multiple targets. First of all, children with SENs experienced outcomes mainly related to relational and personal growth and school performance. Other children (without SENs) within Class Coaching also experienced an increase in their well-being. Families supported through Family Coaching improved in terms of network development, ability to use services, and awareness of their own capabilities. Other actors in the community also benefited from their participation in the project, especially in terms of developing their network and enhancing their skills and knowledge. These results suggest that Family Coaching and Class Coaching interventions involving several actors in the community (families, private non-profit organizations, schools, ...) and focusing on the specific needs of disadvantaged children and families can generate positive outcomes and social impacts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Children & Youth Services Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.childyouth.2025.108396 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Child welfare Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Communities Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Special education Type: general – SubjectFull: Needs assessment Type: general – SubjectFull: Individual development Type: general – SubjectFull: Family support Type: general – SubjectFull: Psychology of children with disabilities Type: general – SubjectFull: Well-being Type: general Titles: – TitleFull: Children with special educational needs: An impact evaluation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bezze, Maria – PersonEntity: Name: NameFull: Geron, Devis IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01907409 Numbering: – Type: volume Value: 176 Titles: – TitleFull: Children & Youth Services Review Type: main |
| ResultId | 1 |
