https://oapub.org/edu/index.php/ejse/issue/feedEuropean Journal of Special Education Research2024-03-28T01:38:40+02:00Constantin Emileditor@oapub.orgOpen Journal Systems<p><a href="/edu/links/ejse.php" target="_blank"><strong>European Journal of Special Education Research</strong></a> is an international peer reviewed journal that provides support for scientific research on special education for individuals with mild to severe disabilities. The journal encourages the publication of original research and development studies, provides theoretical material and resources, and offers a platform for exchanging information and discussion concerning important issues in the area of special needs education technology to scholars, teacher educators and practitioners. Research papers accepted: articles, communications, intervention studies, study cases, book reviews, commentaries, short reports, etc.<strong> European Journal of Special Education Research</strong> is published quarterly on-line in English, Spanish, Portuguese and Italian. Printed copies of the journal are available on request. The research papers can be submitted on line at <a href="mailto:education@oapub.org" target="_blank"><strong>education@oapub.org</strong></a> specifying the preferred journal.</p>https://oapub.org/edu/index.php/ejse/article/view/5295INFLUENCE OF SCHOOL ENVIRONMENT ON INCLUSION OF LEARNERS WITH VISUAL IMPAIRMENT IN REGULAR PUBLIC PRIMARY SCHOOLS IN NYATIKE SUB-COUNTY, MIGORI COUNTY, KENYA2024-03-28T01:38:40+02:00Lazarus Millan Okelloghjghmjg@oapub.orgInclusion of learners with disability is necessary for improving their enrolment and ensuring that their academic goals and objectives are met. Consequently, teachers and stakeholders have to identify any barriers that can deter the learners from achieving these goals. Interestingly, in Nyatike Sub-County, enrolment of learners with visual impairment in regular public primary schools has remained low at 10.1 percent compared to 33.6 percent in Suna East Sub-County, 24.8 percent in Suna West Sub-County and 31.5 percent in Uriri Sub-County for the years 2019 to 2023. Besides, the literacy level of learners with visual impairment is lower than the levels of learners with hearing and intellectual impairment in Nyatike Sub-County. Therefore, the study sought to find out the influence of the school environment on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County. Maslow’s hierarchy of needs theory was used to explain the roots of inclusion. A sample size of 98 (ninety-eight) respondents comprising 46 head teachers and 52 classroom teachers was selected using saturated and purposive sampling techniques. Pearson’s correlation, regression analysis,and ANOVA were used to analyse infferential data while qualitative data was transcribed and analyzed based on emerging themes and used for triangulation. The study established that at a 5 percent level of significance; the school environment significantly influenced the inclusion of learners with visual impairment, and accounted for 18.4% of the variation in inclusion of learners with visual impairment in regular primary schools. From the findings, it was concluded that the school environment (r= .433, p< .05) has a significant positive and moderate influence on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County, Migori County, Kenya. The study recommends that school administration mobilize more teaching and learning resources for learners with visual impairment. The study is significant to policymakers in the educational sector to develop a framework that links the inclusion of learners with visual impairment and their success in educational achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>2024-03-28T01:32:07+02:00Copyright (c) 2024 European Journal of Special Education Researchhttps://oapub.org/edu/index.php/ejse/article/view/5294INVESTIGATION UPON THE INTERACTIONS BETWEEN THE EDUCATIONALISTS AND THE CHILDREN IN THE GREEK KINDERGARTEN2024-03-28T00:53:17+02:00Maria Sakellarioukyukm@oapub.orgAlexandra Pappaaa.aaa@aa.aaRodokleia Anagnostopoulouaa.aaa@aa.aaQuality in the domain of education comprises a high-significance issue through the prism of socio-cultural and financial developments that are taking place on a national as well as global level. The improvement of educational quality could be achieved through the reinforcement of interaction between the students and the educationalists, showing not only short-term effects but long-term ones as well. In the present research, the views of 1204 primary, general, and special educationalists are explored, on a Pan-Hellenic extent, about the quality of education provided within the Greek Kindergartens. The educationalists who took part in the research were asked to evaluate the proposals regarding interactions that take place within the preschool domain. From the analysis of data, it became clear that the quality of interactions is affected by the gender of the educationalists, the years of teaching service, and the number of children in each Kindergarten class. Every educational institute, to provide a high-quality education ought to develop strategies that encourage interaction between the educationalists and the children, constantly urging them towards new, more creative steps.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0198/a.php" alt="Hit counter" /></p>2024-03-28T00:52:31+02:00Copyright (c) 2024 European Journal of Special Education Researchhttps://oapub.org/edu/index.php/ejse/article/view/5290INFLUENCE OF TEACHER-STUDENT RELATIONSHIPS ON ACADEMIC PERFORMANCE OF LEARNERS WITH LEARNING DISABILITIES IN NAIROBI COUNTY, KENYA2024-03-25T20:33:00+02:00Melvine Elizabeth Akinyihgtgtgtfg@oapub.orgJessina Mutheeaa.aaa@aa.aaStephen Nzokaaa.aaa@aa.aaThis study aimed to examine the influence of teacher-student relationships on the academic performance of learners with learning disabilities in Nairobi County. Systems theory and Social Cognitive theories were adopted. A descriptive correlational research design was employed using a mixed research approach. The target population comprised 4 head teachers, 62 teachers, and 1,923 learners with learning disabilities from 4 regular primary schools in Nairobi City County. Stratified random sampling and simple random sampling were applied to select the four schools and respondents from each school respectively. A purposive sampling technique was utilized to choose the head teachers and teachers from each school. Questionnaires, focus group discussions, interview guides, and screening tools were used to gather data. Quantitative data collected was analyzed using descriptive statistical techniques, whereas qualitative was transcribed and qualitatively analyzed in a thematic approach. A correlation test was done on the hypotheses to ascertain the relation between independent variables and dependent variables at a statistical significance of p≤0.05 (p=5%) using Chi-square. Pearson product-moment correlation was computed to measure the strength of the association between predictors and children’s academic performance variables. Qualitative data analysis involved transcription and analysis of open-ended questions from research tools using thematic analysis. Findings showed that all proxies for the teacher-student relationship except dependency level had a significant p-value (p<0.05) at 95% Confidential Interval. Statistical statistics from chi-square the correlation between teacher-student relationships and learners’ academic performance was statistically significant the null hypothesis was rejected. The study concluded that teacher-student relationships result in improvement in learners’ academic performance. School policies have no significant relationship with learners’ academic performance in primary school schools in Nairobi City County. The study recommended that teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the learners with learning disabilities feel accepted and motivated to improve their academic work.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0788/a.php" alt="Hit counter" /></p>2024-03-25T20:31:27+02:00Copyright (c) 2024 European Journal of Special Education Researchhttps://oapub.org/edu/index.php/ejse/article/view/5286THE RELATIONSHIP BETWEEN LIFELONG LEARNING TENDENCIES AND LIFE QUALITY OF PARENTS THAT GIVE SPECIAL CARE2024-03-23T03:08:38+02:00Tolga Şenythtjhtyh@oapub.orgLevent Yayciaa.aaa@aa.aaThe developments in the social, economic, technological, and health areas in society provide developments and changes in the care and welfare of disabled individuals. Studies in this area revealed the importance of learning in the realization of development and change and its effect on quality of life. One of the issues waiting for a solution is to integrate the disabled population with society and continue their lives without being cut off from social life, to be cared for correctly and on time, and to improve their quality of life in this context. For these reasons, it is important to investigate the disability together with the caregivers of the individual. The main purpose of this research is to examine the relationship between lifelong learning tendencies and the life quality of parents who provide special care. In addition, the relationship of these variables with sociodemographic variables such as age, gender, educational status, and disability rate and whether they show statistically significant differences are examined. This research is a quantitative study and the relational screening model is used. The sample group of the study consists of 85 voluntary disabled parents living in Fatsa district. "Personal Information Form", "Lifelong Learning Tendency Scale" and "Quality of Life Scale Turkish Version" are used to obtain the data. In the analysis of the data MS Excel and SPSS 26 package program are used. The normality of the distributions is checked using the Skewness and Kurtosis Analysis and the Shapiro-Wilk test. Pearson correlation analysis, one-way analysis of variance (ANOVA), and independent sample t-test are used for normally distributed data. Spearman-Brown correlation analysis, Mann Whitney - U test, and Kruskal Wallis H tests are used for abnormally distributed data. As a result of the analyzes, it is determined that there is a moderate and positive significant relationship between the lifelong learning tendencies of the parents who care for the disabled individuals and their life quality. After the results obtained in the research are discussed in the light of the literature, suggestions are made.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0729/a.php" alt="Hit counter" /></p>2024-03-22T15:01:05+02:00Copyright (c) 2024 European Journal of Special Education Researchhttps://oapub.org/edu/index.php/ejse/article/view/5273LA MUSICA E IL CANTO COME PRATICHE EDUCATIVE PER FAVORIRE L’INCLUSIONE E MIGLIORARE IL BENESSERE PSICOFISICO DELLA PERSONA CON BALBUZIE / MUSIC AND SINGING AS EDUCATIONAL PRACTICES TO PROMOTE INCLUSION AND IMPROVE THE PSYCHOPHYSICAL WELL-BEING OF THE PERSON WITH STUTTERING2024-03-23T03:08:38+02:00Annamaria Curatoladfffe@oapub.orgSilvana Zitoaa.aaa@aa.aaArianna Bilelloaa.aaa@aa.aa<p>Il contributo, attraverso uno studio multidisciplinare, si incentra sul rapporto tra canto, funzione socioeducativa ed effetti psicofisici che l’atto del cantare produce nelle persone con balbuzie. Partendo da una disamina tassonomica della voce, si ripercorrono i più influenti metodi didattici ammessi e sperimentati nel corso della storia della pedagogia scolastica del Novecento. Nel caso di specie, il contributo oltre ad offrire un’indagine fisiopatologica della balbuzie ed il notevole vantaggio che l’uso della musica e del canto producono nella stabilizzazione del suono vocale approfondisce come questo approccio migliori la capacità delle persone di comprendere ed esprimere emozioni, di accogliere la diversità e di impegnarsi attivamente con gli altri all’interno dei contesti educativi inclusivi.</p><p>Through a multidisciplinary study, the paper provides an in-depth examination of the relationship between singing, the socio-educational function, and the psychophysical effects that the act of singing produces in people with stuttering. Starting from a taxonomic study of the voice, it traces the most influential didactic methods accepted and tested throughout the history of 20th century school pedagogy. As well as offering a pathophysiological investigation of stuttering and the considerable benefits of using music and singing to stabilise the voice, the paper explores how this approach improves people’s ability to understand and express emotions, embrace diversity and actively engage with others in inclusive educational contexts.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>2024-03-19T13:54:21+02:00Copyright (c) 2024 European Journal of Special Education Research