European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 1 │ 2017
doi: 10.5281/zenodo.224515
THE USE OF COOPERATIVE INTEGRATED READING AND
COMPOSITION (CIRC) METHOD TO IMPROVE READING
COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS
IN THE 3rd GRADE OF SD SLB A YKAB SURAKARTA, INDONESIA
Esdaniar Khoirunisai, Gunarhadi,
Abdul Salim Choiri, Sunardi
Department of Special Education,
Sebelas Maret University, Indonesia
Abstract:
This study aims to determine effects of the use of Cooperative Integrated Reading And
Composition (CIRC) methods to enhance reading comprehension ability of visually
impaired students in the 3rd grade of SLB A YKAB Surakarta. This research used
experiment method with one group posttest pretest design. The subject is given
treatment in the form of the application CIRC method in reading comprehension
learning for four sessions, with duration for 60 minutes for each session. The
effectiveness of CIRC method will be proved by the differences of the test result
between pretest and posttest of reading comprehension. The population in this research
are 5 visually impaired students in the 3rd grade of SLB A YKAB Surakarta. The entire
population was also sampled simultaneously. The data collection technique is test by
using short answer question. The data was analyzed using a statistical analysis
nonparametric Wilcoxon signed rank test through SPSS program version 20.
Based on statistical analysis, the mean score of the posttet is higher than the
mean score of pretest, namely 81,316 for posttest and 68,656 for pretest. Non-parametrik
statistical analysis also indicated that score of Z = -2,032 and P = 0,042. Thus, the
hypothesis CIRC method was effective to improve reading comprehension ability of visually
impaired students in the 3rd grade of SLB A YKAB Surakarta can be accepted. It can be
concluded that CIRC method has positive effect on reading comprehension ability of
visually impaired students in the 3rd grade of SD SLB A YKAB Surakarta.
i
Correspondence: email esdaniarkhoirunisa@gmail.com, esdaniar@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
59
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
Keywords: CIRC method, visually impaired, reading comprehension, classroom action
research
1. Introduction
Reading is one of the basic elements in education, but the process is quite complicated,
not just merely spell the letters (Rachim, 2002). Reading is not easy because the process
to obtain reading ability is quite complicated. According to Rachim (2008:12) this
complicated process in reading is due to the "act of reading that involves many things like
visual activity, psycholinguistics thinking and metacognitive". According to the National
Research Council (1999) in order to achieve optimal reading skills, it needs various
approaches and methods. The definition of reading by Tarigan (2008: 7) is an ability to
see the symbols of writing and change the written symbols through phonic become
read orally (oral reading).
Meanwhile the reading comprehension level of literacy is higher than the level of
basic literacy skills. According to Anderson in Klingner, Vaughn, and Boardman (2007:
10) reading comprehension is the process of constructing meaning with a complex
process that includes reading the words, general knowledge and fluency. Definition of
reading comprehension is also expressed by Somadayo (2011: 10) as a process of
acquisition meaning that actively involves the knowledge and experience that has been
owned by the readers and be connected to the content of reading.
Meanwhile, there are several factors that can support the achievement of the
ideal reading skills. One of them is the person's physical condition. Disturbance in a
person's organs can affect the sensor reading skills. These disorders can occur in the
visual apparatus, hearing aids and speech synthesizers that can make the progress of
learning to read in children slow (Rachim: 2008). Children who experience physical
disorders such as those mentioned above, require separate ways or methods to achieve
the ideal reading skills. Therefore, they are included in the special needs students. In
accordance with the Law of Republic of Indonesia number 20 of 2003 Article 5
Paragraph 1 which states "citizens who have physical emotional, mental and social belong to
special education", then students with physical disability also need to get an educational
opportunity or in this case, appropriate reading training to their needs. Therefore it is
necessary to do research on the application of specific methods succeed students with
special needs to achieve the ideal reading skills.
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
60
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
1.1 Subject
The focus subject of this research is the visual impaired children. Visually impaired
children have been selected for their impaired visual function, so that the process of
learning to read was inhibited. Geniofam (2010: 12) divides the definition of visual
impairment from two aspects, first "people can be said as totally blind if they cannot see two
fingers in front of her or just see light that is tolerable for orientation mobility." The second
definition in terms of education is "they cannot use a letter other than braille."
The remaining modalities in children with visual impairment are hearing, smell
and touch. So in learning activities, these all three modalities must be optimized. In
reading comprehension learning activities, tactile function is highly preferred.
Therefore totally blind children are taught to read Braille, which is a letter that formed
from a pattern of arise dots printed that require the ability to touch to read it. While
blind children who still have some usable vision or low vision, utilize their remaining
eyesight with print large letter sized type 18 points (Smith, 2009).
The use of different fonts in children with visual impairment would occur
differences in the ability to read compared with sighted children. According to Sharon
Z Sacks, Cheryl K Hannan & Jane N Erin (2011: 266) for the blind students who rely on
the palpability in reading, or using braille, learn to read and write is something
complex. The process of reading and writing Braille takes time and is considered as
more difficult than reading and writing using sighted letters. Totally blind children are
also risky to have difficulty in reading skills of understanding, due to its fluency,
vocabulary and concept development (Kamei-H, Holbrook & Ricci: 2012, Mohammed,
Zainora; Omar, Rokiah: 2011). Similar with totally blind children, children with low
vision are also late although they have some vision. Their exclusion is related to the
control of eye movements, and other visual process that more difficult by low vision
children (Gompel, Bon & Schreuder 2004). According to Ferrel (in Taylor, Smiley &
Richard, 2009: 294) the lag of reading in blind children also occur on understanding
concepts, because their way to understand is definitely different with normal students.
Disability experienced by children with low vision can affect the speed in
reading, and moreover will affect the ability of reading comprehension. Various
theories about blind children can be proven in the field. Blind students of 3 rd grade
SDLB A YKAB Surakarta has the ability to read lower than normal students in general.
In 3rd grade, they have not reached their ideal reading skills. Their exclusion is due to
their low reading speed, influent reading skills, and not mastering the vocabulary and
concepts in the passage. So the research about application of the CIRC methods
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
61
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
(Cooperative Integrated Reading and Composition) at the 3rd grade students with
visual impairment in learning reading comprehension needs to be conducted.
1.2. Objective of the Study
This study aims to determine the positive effect of the CIRC methods application in
reading comprehension. CIRC method is one type of cooperative methods, and all of its
activities focused on cooperative learning activities (Sharan, 2012: 39). According to
Slavin (2005) CIRC is a method of comprehensive program to teach reading, writing,
and language arts at higher grade in elementary school. This method can accommodate
different ability level of student (Huda, 2012). CIRC learning activities is predicted
suitable with the needs and conditions of visually impaired students. CIRC method
contains various elements that can support students' skills in speaking. One of them is
the meaning of the word, namely identifying the difficult words in reading and
understanding them in one group. This element can overcome the problem of blind
children in the late understanding of the concept. Besides the cooperative model also
greatly assist students.
In line with the statement of Hosnan (2014), CIRC learning model in terms of
language can be interpreted as a cooperative learning model that integrates a thorough
reading and compose it become important parts.
Based on the literature review and the background above, it can be formulated a
hypothesis that Cooperative Integrated Reading and Composition (CIRC) methods can
improve reading skills of children with visual impairment of 3rd in SDLB A YKAB
Surakarta.
2. Methods
The Subjects in this study is five visually impaired students of 3rd grade of SDLB A
YKAB Surakarta. This study is a population research due to the small number of the
population, so that the entire population is used as the research sample. This research is
placed in SLB A YKAB Surakarta located in jl. HOS Cokroaminoto No 43, Jagalan,
Jebres. The design of this research is a quantitative research using experimental
methods. Experimental design used is pre and post-test single group or one group
pretest posttest design. The data collected will be analyzed using non-parametric
statistical Wilcoxon signed rank test with SPSS version 20.
Data collection technique used in this study is test questions with short answers.
The items of the question test between pretest and posttest are different, but it has the
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
62
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
same content. The pretest consists of ten questions from the two reading materials. The
lenght of readings item was adapted from Competency Standards for blind students in
3rd grade namely, 100-150 words. Each reading items has five items. So from the two
reading items, it will be obtained 10 short question items. The first step that must be
done in this research was the pretest. Pretest is a given test performed before treatment.
Pretest is given to a subject to determine the ability of the subject in.beginning. The next
step after pretest was given is treatment namely, using CIRC methods in teaching
reading comprehension. The treatment given during four meetings with the duration of
each meeting is 60 minutes.
As a cooperative learning model, CIRC emphasizes on group learning activities.
Then the subjects were divided into two groups with different ability. Group A is
consisted of two students, and group B is consisted of three students. During reading
comprehension activities with CIRC method, students work together to compete
between group A and group B. Each group will get pieces of the paragraph that should
be arranged. Then students work together to read a separate paragraph, communicate
its contents, and discuss in the group. The quality of the group performance is not only
seen from the successfully arranged paragraph, but each group also had to retell the
passage to the class.
Once the treatment session is completed, posttest reading comprehension is
conducted. Posttest is a test given after the treatment. Posttest results will be compared
with the score of pretest results to conclude whether there is influence or not from the
CIRC method.
3. Results
Data related to the implementation of the research is showed as follows. The data about
research subjects will displayed in the following table.
Number
Name
Gender
1.
AF
Female
2.
YA
Male
3.
YIA
Female
4.
CHB
Male
5.
LR
Male
Table 1: List of the subject
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
63
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
To determine the beginning ability of students in reading comprehension, reading
comprehension pretest was performed. Reading comprehension pretest results are as
follows.
Number
Name
Score
1.
AF
33,3
2.
YA
86,66
3.
YIA
76,66
4.
CHB
73,33
5.
LR
73,33
Average
68,656
Table 2: Pretest score
The next stage after the pretest done is to provide a treatment of CIRC method applied
in teaching reading comprehension. Posttest was conducted to determine the final
result after being given CIRC method. Here is the result of the reading comprehension
posttest.
Number
Name
Score
1.
AF
46,66
2.
YA
93,33
3.
YIA
83,33
4.
CHB
96,66
5.
LR
86,6
Average
81,316
Table 3: The Score of the Posttest
The next step is to compare the pretest and posttest score find out whether the CIRC
method affects reading comprehension of visual impaired children in 3rd Grade. The
comparison score between pretest and posttest results is shown in the following
diagram.
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
64
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
Chart 1: Comparation posttest and pretest score
Translation of the acquisition value of pretest and posttest reading comprehension is as
follows.
Descriptive Statistics
N
Min
Max
Mean
Pretest
5
33,30
86,66
68,6560
Posttest
5
46,66
96,66
81,3160
Valid
5
Table 3: The Descriptive statistic of pretest and posttest score
The results of analysis of the application of methods CIRC to the reading ability of blind
students of 3rd grade SDLB A YKAB Surakarta outlined in the following table.
Test Statisticsa
Nilai posttest - Nilai pretest
Z
-2,032b
Asymp. sig. (2-tailed)
,042
a. Wilcoxon Signed Ranks Test
b. Based on negative ranks.
Table 4: The statistic test result of reading comprehension score test
Requirements analysis test is done by comparing Asymp. Sig. (2-tailed)/P with a
significance level α of 5%. The hypothesis is accepted as true if “sym. Sig. 2-tailed)
<5%. According to the table above, the value of Z = -2.032, and the value of P = 0.042.
Since the value of P, Z <0.05, then the hypothesis that said CIRC is effective methods to
improve reading comprehension can be accepted as true.
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
65
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
3. Discussion
After analyze the data and test hypotheses, it can be concluded that the hypothesis
"CIRC method is effective to improve reading comprehension ability of visual impaired
students 3rd grade SLB A YKAB Surakarta" can be accepted. Based on the data analysis
above, application of CIRC methods can improve the ability of reading comprehension
of visually impaired students 3rd grade SLB A YKAB Surakarta. The results are
consistent with research on the application of methods CIRC that has been done before.
Reading activities for visual impaired students need some special tools. For blind
students, they require Braille to read, whereas for low vision they need a large size print
letters at least 18 points. Blind students in general do not have intellectual disabilities.
As revealed by Gargiulo that "there was no significant difference between students
with visual impairments and sighted students about their learning ability" (2012: 456). While
in language development according to Taylor, Smiley and Richard (2009: 294) they state
that compared with sighted children, blind people do not have a crucial problem in the
development of language. However, it does not mean that blind people have no
difficulty in development of early reading skills. The difficulty is about conceptual
mastery, since they do not get the input of visual stimulation. Visual stimulation can be
understood as every information obtained through the sense of sight. This information
will form as a concept that will also enrich the vocabulary.
The success of CIRC method to improve reading comprehension in students with
visual impairment can be realized because the activities in CIRC method can help
students. As previous theory, there are some obstacles associated with the development
of blind children reading skills. In terms of language skills, according to Ferrel (in
Taylor, Smiley & Richard, 2009: 294), their language difficulty is on understanding
concepts. According to Emerson, Holbrook & D'Andrea (in Kamei-Hannan, Holbrook &
Ricci, 2012: 4) the main problems in reading of visually impaired children are related to
fluency, vocabulary and concept development. So these obstacles can be overcome
through learning activities in the CIRC method.
CIRC method contains various elements that can support students' skills in the
language aspect. One of them is the meaning of the word elements, namely identifying
the difficult words in reading and understanding them together in one group. This
element overcomes the problem of blind children in the late understanding of concept.
According to Huda (2012: 126), cooperative method is designed to accommodate a
diverse student ability level, either through heterogeneous grouping or a homogeneous
grouping. So in this case, the ability of different children can support each other in
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
66
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
learning activities. Students with higher ability can promote the progress of students
who with lower ability.
In addition, the increasing of reading ability of students in this research also
occurs due to CIRC method that is essentially an integrated learning activity between
reading and writing. Thus, in the CIRC method, students conduct all components to
improve the quality of language either in reading or writing. This is in line with the
principle of visual impaired students learning proposed by Smith (2009: 244) that is
concrete experience, unity of experience, and learning by doing. Unity of experience is
gained through the cooperative model, which held discussions with friends, discuss the
content of the story, and shared understanding. Learning by doing obtained through
reading and writing activity.
However, this method has a weakness when applied to children with visual
impairment. The weakness of CIRC method for student with visual impairment is that
they get less concrete experience of learning principle. Concrete experience can be
obtained through the learning tool, or direct experience gained by the students. Thus
without teaching aid or other learning tools, the application of CIRC methods will not
fulfill the learning principle of concrete experience to student with visual impairment.
The fact indicate that all students have different abilities in the classroom. Only two
students in this research subject possess good ability in reading comprehension skill.
Moreover one of the students is in lower level than their classmates. In this learning
activity that formed in two groups, group A is consisted of two students, and group B is
consisted of three students. CIRC method was able to encourage peers to continue
developing their reading skills.
Nevertheless, the CIRC is not directly solves the problems of reading
experienced by students with visual impairment. According to Emerson, Holbrook &
D'Andrea (in Kamei-Hannan, Holbrook & Ricci, 2012: 4) the main reading problems in
visual impaired children are related to fluency, vocabulary and concept development.
On the issue of reading fluency, this method did not have a significant impact. The
effort to improve reading fluency with Braille take longer time and more intensive
learning. Thus, the CIRC method overcomes the other problem of visual impaired
children in reading such as the increasing of vocabulary mastery and the concept
development.
European Journal of Special Education Research - Volume 2 │ Issue 1 │ 2017
67
Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
5. Conclusions and Recommendations
The conclusion of this study is CIRC method is effective to improve reading
comprehension of visually impaired students in 3rd grade. The activity in the CIRC
method can accommodate the problems of visual impaired student in learning and
reading comprehension. CIRC method is not a method deliberately arranged for
children with special needs. Therefore, it is necessary to develop a CIRC method that
adaptive for students with visual impairment. In applying the method of the CIRC,
thing should be considered is that blind people may be less fulfilled in concrete
experience. The further research should modify the CIRC method so that the three
principles of learning in visually impaired student (concrete experience, unity of
experience, and learning by doing) can be met at once.
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Esdaniar Khoirunisa, Gunarhadi, Abdul Salim Choiri, Sunardi
THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO IMPROVE
READING COMPREHENSION ABILITY OF VISUALLY IMPAIRED STUDENTS IN THE 3rd GRADE OF SD SLB A
YKAB SURAKARTA, INDONESIA
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