2026-04-05T07:34:08Z https://oapub.org/edu/index.php/ejse/oai

oai:ojs.edu.oapub.org:article/6617 2026-03-31T01:41:10Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6617 2026-03-31T01:41:10Z European Journal of Special Education Research Vol 12, No 3 (2026) Oyoo, Mary Lilian; M.Ed., Special Education Inclusion Teacher and Researcher in Inclusive Education, Greenville County Schools, South Carolina, United States of America 2026-03-27 02:40:09 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6617 inclusive education; procedural and substantive inclusion; culturally responsive teaching; social model of disability; secondary education; instructional responsibility en Inclusive education has received broad support and recognition both theoretically and empirically, yet its definition and implementation have been multifarious and context-dependent. Typically, inclusive education has been defined and measured by placement-based indicators that focus narrowly on physical access to general education environments without adequate consideration of instructional quality, cultural responsiveness, and learner belongingness. This conceptual paper argues that these narrow definitions and implementations of inclusive education limit research and practice by failing to capture the systemic and relational aspects of inclusion. This paper, which draws upon both the Social Model of Disability and culturally responsive teaching theories, critically examines literature from across the world, including the U.S. and Kenya, to redefine inclusive education as a systemic, instructional, and cultural construct. This paper critically examines the intersections between disability, culture, language, and identity. It highlights the limitations of compliance-based approaches to inclusive education. It offers a different and more viable definition and implementation of inclusive education based upon (a) the elimination of systemic barriers, (b) the promotion of learner identity, and (c) mutual instructional responsibility.

oai:ojs.edu.oapub.org:article/6610 2026-03-31T01:41:10Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6610 2026-03-31T01:41:10Z European Journal of Special Education Research Vol 12, No 3 (2026) Borges, Vitor Hugo Silvestre; Centro Integrado de Atendimento à Criança da Educação Especial Inclusiva, Secretaria Municipal de Educação, Prefeitura Municipal de Ponta Grossa, Ponta Grossa, Paraná, Brasil orcid.org/0009-0006-6094-5534 da Silva, Silvio Luiz Rutz; Departamento de Física, PPG em Ensino de Ciências e Educação Matemática, PPG Ensino de Física – UEPG, Ponta Grossa Ponta Grossa, PR, Brasil orcid.org/0000-0003-1859-9018 2026-03-24 21:36:45 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6610 executive functions; gamification; pedagogical accessibility; neurodiversity; specialized educational support en Inclusive education in Brazil, supported by the Law of Guidelines and Bases (LDB) and the Brazilian Law of Inclusion (LBI), faces practical challenges in the schooling of students with Autism Spectrum Disorder (ASD). This article presents a theoretical review that investigates the contributions of chess instruction for these students, as well as the methodological adaptations necessary to enhance their cognitive and social development. Methodologically, an integrative review was conducted in the SciELO, Google Scholar, and CAPES Journals databases (2015–2025), using combined search strings for chess and ASD, with data processed via content analysis. The results indicate that chess serves as an effective mediator in strengthening executive functions such as focused attention, working memory, and strategic planning. Owing to its rule-based and predictable nature, the game offers an emotionally safe environment that favors inhibitory control and reduces anxiety in autistic individuals. The relevance of integrating the principles of Universal Design for Learning (UDL) and gamification is noted to promote multisensory engagement and student motivation. It was concluded that adapted chess is a low-cost, high-impact pedagogical tool capable of promoting equity in opportunities and compliance with legal guidelines for inclusion. However, the effectiveness of the intervention depends on intentional teacher mediation and the use of visual support and systematic instruction. This study reinforces the need to expand empirical research in the Brazilian context to consolidate chess as an accessibility resource applicable in both Specialized Educational Assistance (AEE) and regular classrooms through Universal Design for Learning (UDL).

oai:ojs.edu.oapub.org:article/6590 2026-03-31T01:41:10Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6590 2026-03-31T01:41:10Z European Journal of Special Education Research Vol 12, No 3 (2026) Seiradakis, Emmanouela V.; Technical University of Crete, Greece Hellenic Open University, Greece Kiapekaki, Ioanna; Hellenic Open University, Greece 2026-03-16 16:17:47 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6590 Developmental Language Disorder, psychosocial experiences, childhood experiences, university students en Developmental Language Disorder (DLD) is a neurodevelopmental condition characterised by persistent difficulties in language comprehension and expression that cannot be explained by other biomedical conditions. While extensive research has examined the linguistic and academic challenges associated with DLD, less attention has been given to the psychosocial experiences that accompany language difficulties during childhood. Understanding these experiences is important, as social and emotional development is closely linked to communication abilities and educational participation. The present study explores the retrospective psychosocial experiences of individuals with DLD during their childhood years. The study employed a qualitative research design. Participants were six undergraduate engineering students aged between 19 and 24 studying at a university in Greece who had previously been identified as having DLD. Data were collected through semi-structured interviews, which focused on participants’ memories of their school and home experiences, peer relationships, emotional difficulties, and perceived support during childhood and adolescence. Emerging themes revealed that during their childhood, participants experienced feelings of anxiety and frustration related to communication difficulties, particularly in classroom interactions and oral participation. They also reported experiences of social exclusion, misunderstandings with peers, and episodes of bullying during their school years. In addition, participants reflected on the strategies they developed to cope with these challenges, including avoidance of speaking, reliance on supportive peers or family members, and increased effort in academic tasks. Findings show the importance of early identification, supportive educational environments, and increased awareness among teachers regarding the broader social and emotional needs of students with language disorders.

oai:ojs.edu.oapub.org:article/6589 2026-03-31T01:41:10Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6589 2026-03-31T01:41:10Z European Journal of Special Education Research Vol 12, No 2 (2026) Maina, Everline Nyokabi; Dr., Department of Special Needs Education and Rehabilitation, Maseno University, Kenya Kochung, Edwards Joash; Prof., Department of Special Needs Education and Rehabilitation, Maseno University, Kenya Oketch, Omondi; Prof., Department of Information Science, Language and Communication Studies, Technical University of Kenya, Kenya 2026-03-16 10:18:47 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6589 attitude towards reading, deaf students, English reading comprehension academic achievement en The academic achievement of deaf students in English in the Kenya Certificate of Secondary Education (KCSE) examination has continuously been below average, with a mean of below 6.0 out of the possible mean of 12 for the past five years. Reading comprehension contributes to 32.5% of the total marks in the KCSE English examination. Existing studies attribute the low academic achievement to inadequate knowledge of English vocabulary and grammar, with limited studies focusing on attitude. This current study, therefore, focused on determining the influence of deaf students’ attitudes towards reading academic achievement in reading comprehension in secondary schools in Kenya. Using descriptive survey and correlational research designs, data were gathered from four secondary schools for the deaf in Kenya. The study established that deaf students had a positive attitude towards reading (Mean=3.51). Negative attitudes were nevertheless depicted in reading texts that had a lot of vocabularies (Mean=2.48); and reading texts that were long (Mean=2.39). The students also believed that reading was difficult (Mean=2.43); that they were not good at reading (Mean=2.47); and did not feel confident in participating in class reading sessions (Mean=2.71). Their attitude towards reading influenced academic achievement (r=0.833, p<0.05). A correlation of r = 0.833 further shows that the shared variance is equivalent to 69.4% (r2 = 0.694), implying that 69.4% of the variance in deaf students’ achievement in reading comprehension can be explained by attitude towards reading. The study recommends motivation of deaf students by teachers to improve their reading culture, and explicit teaching and scaffolding of effective reading strategies to enhance reading comprehension. The findings of this study may be used by curriculum developers and teachers in enhancing English reading comprehension among deaf students.

oai:ojs.edu.oapub.org:article/6581 2026-03-31T01:41:10Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6581 2026-03-31T01:41:10Z European Journal of Special Education Research Vol 12, No 3 (2026) Ioannidi, Vasiliki; Dr., Adjunct Faculty, Hellenic Open University, Greece Open University of Cyprus, Cyprus 2026-03-14 01:02:03 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6581 inclusive education, inclusive pedagogy, digital pedagogy, collaborative teaching, equity, professional development, student well-being, education for all, inclusive teacher, inclusion competencies, inclusive skills en This paper reinterprets inclusive teacher competencies as dynamic, interconnected processes emerging through reflective engagement in digital, blended and collaborative learning environments. Based on a previous qualitative study in Greece and Cyprus, findings from student-teachers’ free-writing texts highlight that inclusive education and teaching  integrates knowledge application, digital literacy, and social-ethical awareness, offering a holistic, evolving conception of inclusive pedagogy and education for all in the 21st century.

oai:ojs.edu.oapub.org:article/6575 2026-03-31T01:41:10Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6575 2026-03-31T01:41:10Z European Journal of Special Education Research Vol 12, No 2 (2026) Pasmaki, Vasiliki; Department of Sports Organisation and Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece Kaprini, Danae; School of Physical Education and Sports Science, National and Kapodistrian University of Athens, Greece Kaprinis, Stylianos; Department of Sports Organisation and Management, Faculty of Human Movement and Quality of Life, University of Peloponnese, Greece 2026-03-08 13:51:25 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6575 attention-deficit/hyperactivity disorder (ADHD), teachers’ knowledge of ADHD, self-efficacy en The increasing prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in school settings highlights the critical role of teachers in the early diagnosis and effective educational support of students with the disorder. Teachers' knowledge of ADHD is consistently linked to their teaching practices, attitudes, and perceived self-efficacy. However, empirical evidence in the international literature reveals significant knowledge gaps and limited professional readiness. The present study aimed to investigate Greek teachers' knowledge of ADHD, to examine their relationship with perceived self-efficacy in teaching to support students with ADHD, and to identify demographic and professional predictors for both concepts. The sample consisted of 151 primary and secondary school teachers. Data were collected using the Knowledge of Attention Deficit Disorders Scale (KADDS) and the Teachers’ Sense of Efficacy Scale (TSES). Descriptive, correlational, and multiple regression analyses were performed. The findings showed that teachers demonstrated satisfactory knowledge of the symptoms and diagnostic characteristics of ADHD, but moderate to low levels of knowledge about general aspects and, in particular, treatment-related issues. Teachers' perceived self-efficacy was reported at moderate to high levels, with higher scores on teaching strategies than on student engagement and classroom management. Significant positive correlations were found between teachers' knowledge of ADHD, particularly knowledge of symptoms and diagnosis, and all dimensions of self-efficacy. Participation in ADHD training programs emerged as the strongest predictor of teachers' knowledge, while specialized studies in special education, teaching experience, and higher educational attainment were associated with increased self-efficacy. Knowledge of ADHD symptoms was identified as an important predictor of teachers' effectiveness in engaging students and managing the classroom. The findings underscore the need for a better understanding of the disorder on the part of teachers as a key component of inclusive education. Strengthening teachers' knowledge appears to be essential for enhancing self-efficacy and improving the quality of educational support provided to students with ADHD.

oai:ojs.edu.oapub.org:article/6570 2026-03-05T02:42:06Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6570 2026-03-05T02:42:06Z European Journal of Special Education Research Vol 12, No 2 (2026) Ngusa, Judy; PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Begi, Nyakwara; Senior Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Ndani, Mary; Senior Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2026-03-05 02:40:54 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6570 competency-based assessment, pre-primary school, teacher practices, Makueni County, CBC implementation en Competency-Based Assessment (CBA) is one of the key elements of Competency-Based Curriculum (CBC) in Kenya, and it is based on the idea that the learners should be evaluated as able to use knowledge and skills in real-life situations instead of remembering information they learned by heart. As put across by the Kenya Institute of Curriculum Development (KICD), CBA is defined as the ability to use a collection of related knowledge, skills and abilities to properly complete some important tasks in a given environment. Basic Education Curriculum Framework (BECF, 2019) makes CBA one of the central changes to implement formative assessment practices in ways that would support the adoption of diagnostic methods to advance learning and increase outcomes. CBA is a key factor in pre-primary education, which helps to develop competencies that are important in lifelong learning. However, despite national policies, empirical data from different counties show implementation challenges. This research explored the extent to which pre-primary school teachers utilising competency-based assessment methods in their classrooms in Kibwezi West Sub-County, Makueni County. The research design used was descriptive survey research with a mixed methodology where 202 primary schools, 384 pre-primary teachers and 202 head teachers were to be targeted. Multiple stages of sampling were used to select a sample for the study, and data were gathered through the use of questionnaires, interview schedules, and observation checklists. Analysis of quantitative data was conducted using descriptive statistics of frequencies, percentages, means, and standard deviations, and analysis of qualitative data was conducted thematically. The results indicated that teachers' use of CBA was average due to many challenges. The study recommended that, to enhance the use of CBA, teachers should be trained regularly, resource availability should be improved, and county governments and school administrators should provide more support for the implementation of CBA in pre-primary schools.  Article visualizations:

oai:ojs.edu.oapub.org:article/6569 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6569 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 2 (2026) Ngusa, Judy; PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Begi, Nyakwara; Senior Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Ndani, Mary; Senior Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2026-03-05 02:26:20 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6569 teacher related challenges, competency-based assessment, pre-primary education, teacher training, teacher motivation, Kibwezi West Sub-County en Competency-Based Assessment (CBA) is one of the most important aspects of Competency-Based Curriculum (CBC) in Kenya that focuses on the assessment of the skills and knowledge of the learners to be applied in real-life situations. In spite of the national policy guidelines and curriculum reforms, empirical research across different counties shows that there is still a lot to be overcome in CBA implementation, and mostly it is associated with teacher capacity and readiness. This paper discussed the issues surrounding the teachers that affect the application of competency-based assessment in pre-primary schools in Kibwezi West Sub-County in Makueni County in Kenya. The research design applied was a descriptive survey research design using a mixed-methods approach, where there were 202 primary schools, 384 pre-primary teachers, and 202 head teachers. Multistage sampling techniques were used to select a sample of 31 schools, 60 pre-primary teachers and 31 head teachers. The information was gathered using the questionnaires, interview schedules, and observation checklists. Data analysis was performed with descriptive statistics of frequencies and ages, but on the qualitative side of the data, it was performed using a thematic analysis. It was found that challenges associated with teachers were the major barriers to CBA implementation, such as teacher shortage (91.7%), excessive workload (90%), insufficient knowledge and skills to use CBA (86.7%), inability to perform assessments (78.3%), inappropriate and adequate training (75%), and low teacher motivation (63.3%). The qualitative results indicated that teacher training was not very common and was usually shallow, with a majority of the teachers undergoing short-term training of half a day to three days, that were not sufficient to develop their competency level. Some of the recommendations to overcome the challenges were regular and intensive teacher training, hiring more teachers, availing sufficient teaching and learning resources and enhancing the motivation of the teachers.  Article visualizations:

oai:ojs.edu.oapub.org:article/6561 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6561 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 2 (2026) Pwokah, Nekoye Evelyne; PhD Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya Awori, Beatrice Bunyasi; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Muthee, Jessina; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2026-03-02 10:13:20 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6561 learners with hearing impairment, instructional techniques, mathematics, numeracy skills en The purpose of this study was to explore the instructional techniques used in teaching numeracy skills among learners with HI in four selected primary schools in the four counties: Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia. The study was based on B.F. Skinner's 'black box' theory. The study used a correlational research design. The study was carried out in Nandi, Uasin Gishu, Elgeiyo Marakwet, and Trans Nzoia Counties. In each county, one primary school with learners with HI was selected, making a total of 4 selected primary schools. The target population comprised teachers and head teachers in selected primary schools. The study selected 4 primary schools with learners with Hearing Impairment (HI). The total population of the study was 65 respondents. The institutions were sampled through stratified sampling. The study used both quantitative and qualitative research instruments (questionnaires and an interview guide). Statistical Package for Social Sciences (SPSS) was used to process and organize the data. To process the gathered data, both descriptive and inferential statistics were used. Means and standard deviation were used to describe the acquired data using descriptive statistics. The qualitative data from the open-ended questions were categorised to create recurrent themes and presented verbatim and in narrative form.  The study results revealed that the majority of the respondents were of the view that learners who have a hearing impairment require visual cues/ support in their learning to assist their understanding of content. Visual cues, such as written instructions, diagrams, charts, and videos, can be essential tools for learners with hearing impairment to comprehend and engage with instructional materials effectively. The study findings concluded that there was a statistically significant positive correlation between instructional techniques used and academic performance among learners with HI (r=0.622, p<0.05). The study recommended that primary schools in Kenya adopt a multi-modal approach to teaching numeracy skills for learners with hearing impairment.  Article visualizations:

oai:ojs.edu.oapub.org:article/6559 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6559 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 2 (2026) Luan, Olivia; Amador Valley High School, Pleasanton, CA 94588, USA Yao, Yuankun; Professor, Ph.D., College of Education University of Central Missouri, Warrensburg, MO 64093, USA 2026-02-28 06:39:29 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6559 music therapy, autism spectrum disorder, neurobiology of musical cognition, parent–child interaction, emotional regulation, social communication en Music therapy (MT) has been increasingly recognized as a supportive intervention for individuals with autism spectrum disorder (ASD), particularly in encouraging social communication, emotional regulation, and engagement. Research studies suggest that music therapy is most effective when it emphasizes individualized pacing, empathetic resonance, and active caregiver involvement. Building on this literature, the present study reports a two-year longitudinal case study of an individualized piano based music program for a child with autism and intellectual disability. Using parent interview data, weekly documentation of instructional materials, review of recorded piano practice, and reflective qualitative analysis, the study examines how sustained musical engagement, supported by structured home practice and parental collaboration, contributed to executive functioning, emotional resilience, and social bonding. Findings highlight the value of personalized instruction, consistency over time, and parent-mediated learning in extending therapeutic benefits beyond formal sessions. Implications for music-based intervention practice and family-centered approaches are discussed.  Article visualizations:

oai:ojs.edu.oapub.org:article/6558 2026-02-28T00:49:38Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6558 2026-02-28T00:49:38Z European Journal of Special Education Research Vol 12, No 2 (2026) Kittur, Kipkoech; Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Awori, Beatrice Bunyasi; Senior Lecturer, Dr., School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2026-02-27 19:33:01 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6558 cochlear implants, parental experience, diagnosis process, early hearing detection en This study examined parents’ experiences of the diagnostic process leading to cochlear implantation for their children in Nairobi City County, Kenya. Guided by Bronfenbrenner’s Ecological Systems Theory, the study employed a descriptive research design to explore how family, healthcare, and societal systems shape parental experiences. The target population comprised 100 parents of children undergoing speech therapy services, selected through purposive and snowball sampling techniques. Data were collected using questionnaires, interviews, and observation checklists, and analyzed using both descriptive statistics and qualitative content analysis. Findings indicated that parental suspicion of hearing loss most frequently emerged between ages 1 and 2 years (50.6%), followed by ages 2 to 3 years (35.6%). Only 11.5% of parents identified concerns within the first year of life, suggesting gaps in early detection. Although cochlear implantation was perceived to improve children’s quality of life, parents reported significant challenges during the diagnostic and implantation process, including delays in professional diagnosis, financial constraints, and societal stigma. The findings underscore the need for strengthened early hearing detection and intervention programs, routine screening services, and coordinated post-operative rehabilitation systems to improve parental experiences and optimize developmental outcomes for children with cochlear implants.  Article visualizations:

oai:ojs.edu.oapub.org:article/6557 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6557 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 2 (2026) Kalunga, Mildred; Research Scholar TVTC, Luanshya, Zambia Muzata, Kenneth Kapalu; Dr., Research Supervisor, Zambia 2026-02-27 18:33:30 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6557 intellectual disability, knowledge, teachers, learners, primary school en This study explored teachers’ knowledge of teaching learners with mild intellectual disabilities (IDs) in Zambian primary schools, an area critical to the promotion of inclusive education. Utilizing an interpretivist research paradigm and an interpretive phenomenological design, the study involved a sample of 15 participants, comprising 3 senior teachers and 12 class teachers selected through homogeneous purposive sampling. This method allowed for a focused understanding of their knowledge and perspectives regarding the teaching of learners with IDs. Data collection involved in-depth interviews, focus group discussions (FGDs), and an observation checklist, with thematic analysis applied to identify key insights. The findings revealed that many teachers lacked sufficient knowledge to adequately support learners with mild intellectual disabilities. This deficiency is concerning, as it directly affects the quality of education for these learners who require specialized instructional approaches. Additionally, many teachers felt unprepared, attributing their discomfort to inadequate training in special education and the inclusive strategies necessary for addressing the diverse needs of their learners. This lack of preparation creates barriers for both teachers and learners, hindering the effective implementation of teaching methods that facilitate learning. In light of these findings, the study calls for policymakers to prioritize inclusive education practices within the national curriculum and recommends a comprehensive revision of teacher training programs. Such changes are essential to equip teachers with the necessary skills and knowledge to support learners with mild intellectual disabilities. Every child, regardless of their abilities, deserves a nurturing and effective educational experience, underscoring the fundamental right to education for all.  Article visualizations:

oai:ojs.edu.oapub.org:article/6556 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6556 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 2 (2026) Ioannidi, Vasiliki; Dr., Adjunct Faculty, Hellenic Open University, Greece Dr., Adjunct Faculty, Open University of Cyprus, Cyprus 2026-02-27 06:39:57 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6556 “Right to Inclusive Education” (a.24), inclusive education, e-tivities, equitable learning environments, blended learning, digital literacy, inclusive teacher, higher education, didactics en This paper advances an applied framework for teachers’ professional development in higher education, with particular emphasis on inclusive teacher training. It contributes to the field of Inclusion and Education of All by establishing as its central ideological framework the principles that underpin the “Right to Inclusive Education” (CRPD/C/GC/4. a.24). In this context, e-tivities constitute a student-centered learning framework in Higher Education. They function as a structured pedagogical tool for initiating dialogue, facilitating knowledge sharing and promoting critical reflection. In this way, they support the development and implementation of applied objectives of Inclusive Education in Higher Education, in alignment with international policy frameworks. The following illustrates a practical application of e-tivity based frameworks within the context of inclusive education.   Article visualizations:

oai:ojs.edu.oapub.org:article/6555 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6555 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 2 (2026) Gillera, Cecilia Lisafe O.; SPED Teacher, Dorchester School District Two, Summerville, South Carolina, USA Reyes, Niña Rozanne T. delos; Associate Professor, Graduate Studies, Cebu Technological University, Philippines Tenerife-Cañete, Janine Joy; Associate Professor, Graduate Studies, Cebu Technological University, Philippines Añero, Marjorie B.; Associate Professor, Graduate Studies, Cebu Technological University, Philippines Espina, Raymond C.; Dean, College of Education, Cebu Technological University, Philippines Capuno, Reylan G.; Vice President for Academic Affairs, Cebu Technological University, Philippines 2026-02-26 16:07:58 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6555 en This study examined how transition services components predict post-secondary outcomes among Filipino Students with Disabilities in Metropolitan Cebu during SY 2024-2025, specifically investigating Individualized Transition Planning (ITP) effectiveness, employment preparation adequacy, independent living skills (ILS) quality, and inter-agency coordination. A descriptive-correlational approach utilizing the Input-Process-Output model was employed. Data were collected from school personnel and parents/guardians using adapted instruments from Fournier (2014), Morningstar et al. (1994), and Lombardi et al. (2011), analyzed through Frequency Count, Weighted Mean, and Correlation Analysis. All four service domains rated Very Effective or Very Adequate, producing Very Successful outcomes across education, employment, and independent living. However, predictive inference revealed that only ITP and Inter-Agency Coordination significantly predicted overall transition success, establishing them as core drivers. Minor gaps included Adequacy ratings for entrepreneurship training. While the transition services model is vigorous, ITP and Inter-Agency Coordination fundamentally determine success. The Comprehensive Evidence-based Transition Services Plan was developed to institutionalize these predictive strengths and address identified gaps. Recommendations include adopting the plan and conducting further research on employment preparation and ILS as potential mediating or moderating variables.  Article visualizations:

oai:ojs.edu.oapub.org:article/6549 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6549 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Yamo, Isaac; Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya Muthee, Jessina; Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya 2026-02-21 09:30:58 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6549 assistive technology, barriers, Braeburn Schools, use/utilisation, learning disabilities en Learners with specific learning disabilities (SLDs) often experience significant deficits in executive functioning skills, which can be improved through effective use of assistive technology (AT). Despite having adequate resources and a relatively large population of learners with SLDs, the utilization of assistive technology at the Braeburn International Schools remains below optimal levels. This study, therefore, explored the challenges and barriers faced by learners with SLDs in these schools in accessing and using AT effectively. The study employed a descriptive design, utilizing both qualitative and quantitative methods. The sample included six principals and 34 Special Needs Education teachers. Data collection instruments included interviews with principals and questionnaires for teachers. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. Various barriers to effective AT utilization were identified, including inadequate training, limited access to resources, technological challenges, and learner resistance. The Braeburn International Schools should develop policies to ensure equitable access to AT tools for all teachers, not only those in SNE, and to extend the availability of these tools to all learners, not just those with SLDs.  Article visualizations:

oai:ojs.edu.oapub.org:article/6548 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6548 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Sinkala, Oscar; Research Scholar, TVTC, Zambia Muzata, Kenneth Kapalu; Dr., Research Supervisor, University of Zambia, Zambia Kalimaposo, Kalisto; Dr., Research Supervisor, University of Zambia, Zambia 2026-02-21 09:15:09 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6548 curriculum, perceptions. skills development, stakeholders, visual impairment en This study explored stakeholders' viewpoints regarding the Technical Education, Vocational and Entrepreneurship Training (TEVET) curriculum for students with Visual Impairment (VI) in Zambia, namely in the Copperbelt region. The research employed a qualitative methodology, utilising the Social Model of Disability and the Universal Design for Learning (UDL) framework to examine the perspectives of instructors, administrators, and students. Research indicates that the current curriculum is predominantly vision-centric, necessitating that students depend on "borrowed sight" due to a lack of assistive technology and insufficient instructor proficiency in specialised pedagogical techniques like Braille and tactile instruction. While stakeholders generally have optimistic views of the potential for VI self-reliance, these sentiments are often undermined by widespread scepticism about institutional openness and resource allocation. The study distinguishes between "tailored" adaptations that facilitate independent mastering and untailored procedures that lead to educational marginalisation. The research indicates that authentic inclusion requires a shift from reactive modifications to proactive, accountability-focused policies and diverse instructional strategies. The report proposes four strategic initiatives to address the gap between policy and practice in the TEVET sector: curriculum standardisation, specialised capacity training, targeted resource allocation, and pedagogical reform.  Article visualizations:

oai:ojs.edu.oapub.org:article/6523 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6523 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) McInnes, Mark Stuart; University of New England, Australia 2026-02-07 18:47:58 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6523 ADHD and inclusive education; multiliteracies pedagogy; neurodiversity-affirming practice; Universal Design for Learning (UDL); relational and social constructivist pedagogy en The increasing prevalence of attention-deficit/hyperactivity disorder (ADHD) in primary school classrooms presents significant challenges for teachers seeking to support students’ academic, social, and emotional outcomes within inclusive settings. This literature review critically analyses fourteen peer-reviewed studies to examine how multiliteracies pedagogy, underpinned by relational pedagogy, may support students with ADHD while also attending to teacher practice and wellbeing. Drawing on three interrelated theoretical frameworks—Vygotsky’s social constructivism, multiliteracies pedagogy, and Universal Design for Learning (UDL) the review synthesises evidence demonstrating that multimodal, collaborative, and socially mediated learning environments can enhance student engagement, agency, and participation. Findings suggest that multiliteracies pedagogy aligns strongly with neurodiversity-affirming perspectives by foregrounding student strengths, offering multiple means of representation and engagement, and reducing reliance on executive functioning and working memory. However, the review also identifies persistent gaps between theory and classroom implementation, particularly regarding teacher capacity, classroom management, and perceptions of pedagogical “chaos.” The analysis highlights a need for research that bridges theory and practice through explicit implementation frameworks that support both students with ADHD and teacher wellbeing. Overall, the review positions multiliteracies pedagogy, when intentionally scaffolded and aligned with UDL principles, as a promising inclusive approach for improving educational outcomes for students with ADHD.  Article visualizations:

oai:ojs.edu.oapub.org:article/6505 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6505 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Migalusia, Kevogo Flois; Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Mwoma, Teresa; Lecturer, Prof., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2026-01-27 15:53:26 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6505 bilingual literacy programmes, bilingual schools, children's literacy skills, English-medium schools, parental attitudes en This study aimed to identify the factors influencing parents' decisions to choose English-medium schools over bilingual schools. This study applied Katz's function-of-attitude theory to understand parental attitudes and Cummins' threshold theory to highlight the significance of learning a second language. A correlational research design was employed to examine the relationship between parents' attitudes towards BLP and children's literacy performance. The study was conducted in both BLP and EIP pre-primary schools in Embakasi East constituency, Nairobi County, focusing on parents and pre-primary children. Schools were grouped into BLP and EIP using stratified sampling, and a stratified random sample was then drawn from each group. Random sampling was then used to select pre-primary children from each school, whose parents were also included in the study. Data was collected using questionnaires, interview schedules, and document analysis. The qualitative data were analyzed thematically, while the quantitative data were analyzed using descriptive statistics. The results were presented in tables and charts. The findings revealed that the majority of parents perceived Kiswahili as less beneficial for academic achievement and integration into the education system. In contrast, English was viewed as vital for professional growth and integration in both urban and global settings. Many parents expressed apprehension that bilingual programmes might confuse their children or hinder English learning. The study concluded that there is a tension between parents’ appreciation of Kiswahili as a cultural identity and their view of English as a tool for academic and professional success, coupled with limited trust in public schools' capacity to deliver effective bilingual education. The study recommended that educational stakeholders, including school administrators, teachers, and policymakers, design sensitization programmes and workshops to address misconceptions about bilingual education, thereby helping reduce parents’ fear and resistance to it.  Article visualizations:

oai:ojs.edu.oapub.org:article/6501 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6501 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Mançi, Iris; Faculty of Social Sciences, Department of Pedagogy-Psychology. University of Tirana, Albania 2026-01-24 11:16:55 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6501 inclusive education; educational policy; special educational needs; Albania en Inclusive education constitutes a core principle of education systems, emphasizing equal access, participation and learning outcomes for all learners, especially those with disabilities. In Albania, the development of inclusive education has been influenced by national education reforms and international commitments, including alignment with European standards and the United Nations Convention on the Rights of Persons with Disabilities. This literature review critically examines academic and policy-related studies on inclusive education in Albania, focusing on key challenges and emerging opportunities, excluding analyses related to the inclusion of ethnic minorities. The literature identifies several structural and pedagogical barriers to effective implementation. Key challenges include insufficient pre- and in-service training of teachers in inclusive practices, limited availability of specialized support professionals such as psychologists and speech therapists, and inadequate school infrastructure to meet diverse learning needs. The research further highlights the discrepancies between inclusive education policies and their implementation in schools, often affected by large class sizes, limited financial resources and weak institutional monitoring. Attitudinal barriers, including limited awareness and resistance to inclusion among some teachers and parents. At the same time, the literature shows significant opportunities for strengthening inclusive education in Albania. Legislative developments, curricular reforms emphasizing learner-centered approaches and the introduction of individualized education plans have contributed to gradual progress. Increased focus on professional development, inclusive assessment practices and assistive technologies has further enhanced the capacity of schools to address the diverse needs of students. Collaborative initiatives between schools, local authorities and support services are also identified as promising practices. In conclusion, although Albania has established a supportive policy framework for inclusive education, continued efforts are needed to translate policies into effective practice. Targeted investments in teacher education, support services, and institutional capacity remain essential to ensure sustainable and high-quality inclusive education for all learners.  Article visualizations:

oai:ojs.edu.oapub.org:article/6496 2026-01-21T20:36:51Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6496 2026-01-21T20:36:51Z European Journal of Special Education Research Vol 11, No 7 (2025) Gitonga, Stella; Master's Student, Kenyatta University, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya Wairungu, George; Lecturer, Department of Early Special Needs Education, Kenyatta University, Kenya 2026-01-21 20:34:49 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6496 multidisciplinary team, I.E.P., special school, Tharaka Nthi County en An individualised education plan is the blueprint of the specialised curriculum that a learner with an exceptional program should follow to succeed in school. It also provides transition planning to ensure that the learner with exceptional needs, and more so, Intellectual Disability, becomes an educated, productive, and participating member of the community.  The purpose of this study was to explore the extent to which Members of a multidisciplinary team have been involved in the development and utilization of I.E.P. This is mixed-method research that adopted a descriptive research design. The sample size of the research comprised 1 headteacher, 8 teachers and 126 learners. Piaget’s Constructivist Theory of Learning guided the research. Respondents were identified through purposive sampling. Questionnaires and  interview schedules  were the tools  used to collect data. Quantitative data were analyzed through SPSS software version 26. It was reported through descriptive statistics. Data obtained from the interviews were coded, read repeatedly to identify patterns, then themes, and were reported narratively.  Findings indicate that MDT are inadequately involved in the development and implementation of Individualized Education Program in the selected institution of research.  Among the major impediments to their full participation are a lack of common availability during scheduling, unfamiliarity with occupational jargon across occupations and a lack of administrative support.   Article visualizations:

oai:ojs.edu.oapub.org:article/6495 2026-01-21T19:24:57Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6495 2026-01-21T19:24:57Z European Journal of Special Education Research Vol 11, No 7 (2025) Musau, Patrick M.; Master’s Student, Department of Early Childhood and Special Need Education, Kenyatta University, Kenya Wairungu, George Mathenge; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya Munyi, Chomba M. Wa; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya 2026-01-21 19:20:39 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6495 intellectual disability, mild intellectual disability, intellectual functioning, adaptive behaviours, cognitive impairment, challenging behaviour, special schools en Intellectual disability (ID), once called mental retardation, is commonly diagnosed before 18 years of age. It is characterized by below-average intelligence or mental ability, as well as a lack of life skills necessary for daily living. Individuals with intellectual disability have limitations in intellectual functioning and adaptive behaviors. These limitations range from two or more standard deviations in intelligence (IQ of 70 to 75 or less) with coexisting deficiencies in two or more of the ten adaptive skills, such as communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Intellectual disability is a cognitive impairment categorized into four types,  showing wide variation in the degree of impairment. The four types are: mild (IQ 50 to 70), moderate (IQ 35 to 49), severe (IQ 20 to 34) and profound (IQ less than 20) intellectual disabilities. The main objective of this research was to establish the types of challenging behaviours exhibited by learners with intellectual disabilities in selected special schools in Kitui County. Respondents were selected using stratified and simple random sampling techniques. The main tools of data collection were an interview schedule. The common challenging behaviours they exhibit were found to include: agitation, aggression, self-injury, disruption, distraction and destruction, inappropriate sexual mannerism, vandalism, impulsivity, temper tantrums, hyperactivity, truancy, tardiness, and social-emotional behaviors. They also exhibited difficulty following directions and not paying attention, which interferes with learning. This negatively affects their academic participation and learning in general. The intervention strategies recommended include the development and application of research-based behavior intervention strategies. It is also necessary to enhance in-service professional development training for teachers.  Further, it is important to have teamwork and collaboration. Finally, inclusive education is recommended so that typically developing peers can mentor behavior to learners with intellectual disability.  Article visualizations:

oai:ojs.edu.oapub.org:article/6481 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6481 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Costa, Serena Rosa Zaia Da; Graduanda em Psicologia, Departamento de Psicologia, Universidade Federal de Rondônia (UNIR), Brasil orcid.org/0009-0009-9191-9146 Feitosa, Fabio Biasotto; Professor Titular, Departamento de Psicologia, Universidade Federal de Rondônia (UNIR), Brasil orcid.org/0000-0001-6440-4993 2026-01-15 10:07:07 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6481 autismo; transtorno do espectro autista; psicoterapia; educação especial / autism; autism spectrum disorder; psychotherapy; special education en O presente trabalho apresenta o relato de experiência de um atendimento clínico na disciplina de Estágio Final Supervisionado do Curso de Graduação em Psicologia da Universidade Federal de Rondônia (UNIR), Brasil. Teve como objetivo oferecer acompanhamento psicoterápico neuroafirmativo à estudante universitário autista, integrando princípios da educação especial e biopsicossociais. Participaram uma jovem estagiária de psicologia, o professor supervisor do estágio clínico e um jovem universitário autista. Foram realizadas dezoito sessões de atendimento no Serviço de Psicologia Aplicada (SPA) da UNIR, conforme as queixas do paciente relacionadas ao diagnóstico de Transtorno do Espectro Autista (TEA). Utilizaram-se técnicas e estratégias psicoterápicas de intervenção cognitivo-comportamental, como: estabelecimento de aliança terapêutica, psicoeducação, flexibilização psicológica, treino de conversação, fortalecimento da autonomia e treino de habilidades para a vida. Observaram-se resultados de melhora acerca da aceitação diagnóstica do TEA, comunicação interpessoal, flexibilidade psicológica e fortalecimento da autonomia. Porém, notaram-se limitações acerca do tempo de atendimento para o desenvolvimento do atendimento com resultados ainda mais amplos.This paper presents an experience report of a clinical intervention conducted within the Clinical Internship course of the undergraduate Psychology program at the Federal University of Rondônia (UNIR), Brazil. The objective was to provide neuroaffirmative psychotherapeutic support to an autistic university student, integrating principles from special education and the biopsychosocial model. Participants included a female psychology intern, the clinical internship supervisor, and a young autistic university student. Eighteen psychotherapy sessions were conducted at UNIR’s Applied Psychology Service (SPA), addressing the client’s concerns related to an Autism Spectrum Disorder (ASD) diagnosis. Cognitive-behavioral psychotherapeutic techniques and strategies were employed, including the establishment of the therapeutic alliance, psychoeducation, psychological flexibility, conversational skills training, autonomy enhancement, and life skills training. Improvements were observed in diagnostic acceptance of ASD, interpersonal communication, psychological flexibility, and autonomy. However, limitations related to the duration of the intervention were identified, suggesting that longer follow-up could yield more comprehensive outcomes.  Article visualizations:

oai:ojs.edu.oapub.org:article/6462 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6462 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) McInnes, Mark Stuart; University of New England, Australia 2026-01-09 03:01:29 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6462 inclusive education, Essunga model, relational pedagogy, special needs education, educational reform en This study critically examines Sweden's Essunga model as an exemplar of inclusive education implementation within a decentralised governance structure. Despite Sweden's legislative commitment to equity through the Education Act 2010 and Discrimination Act 2008, municipal autonomy has created fragmented interpretations of inclusive practice. The Essunga Municipality transformed from ranking 287th nationally in 2007 to third place by 2010, achieving 96% student goal attainment and 100% secondary education eligibility through a comprehensive inclusive framework. This two-phase methodological analysis explores the conceptual foundations of Sweden's inclusive education policy and examines the practical implementation of the Essunga model through relational pedagogy, collaborative teaching structures, and elimination of deficit-based categorisation. Key enablers included strong leadership, multi-professional collaboration, student voice integration, and evidence-based professional development. The model rejected diagnostic gatekeeping, embedded special needs educators within mainstream classrooms, and fostered community-anchored support systems. However, significant barriers to replication persist, including policy ambiguity, inadequate teacher preparation, neoliberal marketisation pressures, and the model's dependence on small-scale context. While the Essunga model demonstrates that locally driven inclusive reform can yield substantial academic and social outcomes, systemic constraints limit national and international transferability without coordinated policy frameworks linking legislative intent with relational pedagogical practice.  Article visualizations:

oai:ojs.edu.oapub.org:article/6457 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6457 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Jelagat, Keitany Julia; PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2026-01-07 02:05:39 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6457 availability of ICT resources, Information Communication Technology, learners with visual impairment, special primary schools en Information Communication and Technology has become the most suitable tool for learners with special needs, for it meets their different learning demands. Access to this tool by these learners is hence vital. This study aimed to identify the availability of information and communication technology in the special primary schools for learners with visual impairment in Kenya. The study was guided by Bruner’s constructivist theory and was also supported by the social model of disability and the philosophy of universal design for learning. The study adopted a descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. The purposive sampling method was used to select the schools, head teachers, teachers and Ministry of Education officials. The stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 headteachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, a classroom observation schedule, and interview schedules for head teachers and officials from the Ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments were tested through piloting in one school, which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results showed that the schools had a variety of modern ICT resources, which could be helpful in accessing quality education for the learners. For instance, iPods and iPads, these devices could provide all the functionality, including WiFi, MN chat, and document processing. There was also Braille embosser technology, which enhanced the production of Braille in terms of the number of copies. The study concluded that the special primary schools have a variety of modern ICT resources, which could be helpful in accessing quality education for the learners, but the resources do not adequately meet the demands of the learners because they are inadequate. The ICT resources were accessed by a small number of learners with VI. The study recommended that special schools for learners with VI should be equipped with relevant, adequate and functioning ICT resources and other assistive technologies to enable the learners with visual impairments to benefit from the growing technology-based knowledge.  Article visualizations:

oai:ojs.edu.oapub.org:article/6456 2026-03-31T01:41:09Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6456 2026-03-31T01:41:09Z European Journal of Special Education Research Vol 12, No 1 (2026) Fidosieva, Hristina R.; Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria 2026-01-03 21:50:36 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6456 inclusive education; educational support; student participation; children with disabilities; special educational needs en Inclusive education increasingly emphasises the need to ensure equitable learning opportunities for all students, particularly children and students with disabilities. Within this context, educational support and student participation emerge as central constructs shaping the quality and effectiveness of inclusive educational practices. This paper explores the interplay between educational support and student participation from a theoretical perspective, focusing on their role in promoting meaningful engagement and autonomy in inclusive settings. The study is based on a conceptual and analytical review of contemporary literature in inclusive and special education, complemented by an examination of relevant international policy frameworks. Educational support is conceptualised as an integral component of teaching that encompasses environmental adaptation, pedagogical accompaniment, and the facilitation of learner autonomy. Student participation is examined as a multidimensional construct, encompassing academic, social, and emotional engagement in the learning process. The analysis demonstrates that educational support and participation function as interdependent and mutually reinforcing processes. Supportive practices create the conditions for participation, while participation activates and gives purpose to support, particularly for students with disabilities. The paper argues that autonomy emerges as a developmental outcome of sustained participation within supportive learning environments. By conceptualising support and participation as inseparable elements of inclusive education, the study contributes to the theoretical foundations of special and inclusive pedagogy and offers insights for inclusive educational practice.  Article visualizations:

oai:ojs.edu.oapub.org:article/6449 2025-12-28T18:38:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6449 2025-12-28T18:38:23Z European Journal of Special Education Research Vol 11, No 7 (2025) Sayari, Mohamed Seri; Institut Supérieur de l’animation culturelle et de la jeunesse (ISAJC), Tunis Université de Montreal, Canada 2025-12-28 18:37:13 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6449 cultural mediation, accessibility, inclusion, disability, museum studies, universal design / médiation culturelle, accessibilité, inclusion, handicap, muséologie en This paper explores the critical role of cultural mediation in fostering accessibility and inclusion for people with disabilities within cultural institutions. Grounded in the framework of cultural studies and inclusion theory, the study presents a fictive case study of the 'Inclusive Museum Project,' a museum initiative designed to enhance cultural participation for individuals with physical, sensory, and cognitive impairments. The project emphasizes participatory design, adaptive technologies, and intersectoral collaboration between cultural professionals, disability organizations, and policymakers. Findings highlight the importance of universal design principles, staff training in accessibility, and community engagement as key pillars of sustainable inclusion. The paper argues that cultural institutions must transition from accessibility as compliance to accessibility as cultural value, reconfiguring mediation practices to reflect diversity, equity, and agency. Recommendations are provided for policymakers and cultural managers to strengthen inclusive mediation practices globally.Cet article analyse le rôle de la médiation culturelle dans le renforcement de l’accessibilité et de l’inclusion des personnes en situation de handicap au sein des institutions culturelles. À travers une étude de cas fictive du « Inclusive Museum Project », l’étude met en évidence l’importance du design universel, de la co‑création et de la formation professionnelle comme piliers d’une inclusion durable.  Article visualizations:

oai:ojs.edu.oapub.org:article/6441 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6441 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Papadimitropoulou, Panagoula; PhD, Science of Education, Teaching Professor, Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece Harilaos, Zaragas; Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece Katsis, Ilias; PhD Candidate, Researcher, Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece 2025-12-22 05:15:36 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6441 autism spectrum disorder, etiology, forms, family, support en This article deals with the autism spectrum disorder in children with typical and atypical development and attempts to investigate the causal factors and their particular characteristics through a bibliographic and research approach. Significant emphasis is given to the causal factors of the disorder, through the presentation of theories related to genetic, psychogenetic, neurological and environmental factors. In addition, issues of differential diagnosis with other developmental disorders, such as ADHD, are highlighted, since common difficulties in executive functions and behavioral regulation are encountered. Despite multiple research efforts, no single theory has been formulated that accurately and completely explains the occurrence of autism spectrum disorder. An extensive literature review on the concept of autism spectrum disorder, its forms (Kanner autism, Asperger syndrome, Rett syndrome) and a historical overview. In addition, the diagnostic categories as proposed by IDC-10 and DSM-V, regarding gender differences and epidemiological data that reveal the rapid increase in its occurrence in recent years, are mentioned.A qualitative study is presented through questionnaires to parents of children with autism spectrum disorder, with the aim of obtaining data regarding the observations, experiences and needs of children with mild psychomotor delays. The results of the questionnaires are compared with official opinions of the Center for Interdisciplinary Assessment, counseling and Support (KEDASY), in order to understand the experiences of the parents and to establish the accuracy of the diagnostic tools. The results of the study reveal the importance of early and accurate diagnosis, strengthening the role of parents and the necessity of a predictable environment for children with developmental disorders. In conclusion, the article contributes to the understanding of the nature of autism spectrum disorder and reveals perspectives for better support of the children themselves and their families. Therefore, the research process concludes that the correct identification and support of the individual with autism spectrum disorder is inextricably linked to the active role of the family and the emergence of the need for social awareness.  Article visualizations:

oai:ojs.edu.oapub.org:article/6439 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6439 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Musonda, Kabaka; Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia Simui, Francis; Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia Kalimaposo, Kalisto; Department of Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia 2025-12-18 23:27:41 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6439 barriers, enablers, lived experience, physical disability, community en Disability is a human-rights concern demanding inclusive infrastructure, equitable policy enactment, and community participation to ensure persons with physical disabilities are included in development. A synthesis of 40 studies examines their lived realities and connects disability inclusion to Sustainable Development Goals 4, 6, 10, and 11. Across settings, five interrelated themes recur: accessibility and environmental barriers; discriminatory social attitudes and stigma; threats to independence, autonomy, and self-determination; constrained social participation and community exclusion; and adaptation and coping strategies across the life course. These themes reveal persistent structural obstacles and sources of resilience, demonstrating that barriers are systemic rather than individual. The evidence underscores urgent priorities: mainstream accessibility in education, water and sanitation, urban planning, and anti-discrimination policy; strengthen community-based engagement; and monitor implementation through disability-disaggregated indicators. Cantering persons with physical disabilities in policy and practice is essential to uphold rights and advance the SDG commitment to leave no one behind.  Article visualizations:

oai:ojs.edu.oapub.org:article/6434 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6434 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Dukuzumuremyi, Salvador; Play, Playfulness and Gamification (PlaPlaGa) Research Group, Early Childhood and Music Education Studies (CHIMES) Research Unit, Faculty of Education and Psychology, University of Oulu Graduate School, Oulu, Finland Siklander, Signe; Play, Playfulness and Gamification (PlaPlaGa) Research Group, Early Childhood and Music Education Studies (CHIMES) Research Unit, Faculty of Education and Psychology, University of Oulu, Oulu, Finland Viljamaa, Elina; pecial Education and Inclusive Education (SPINE) Research Unit, Faculty of Education and Psychology, University of Oulu, Oulu, Finland Pihlaja, Päivi; Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland Fonsén, Elina; Department of Education, Institute of Educational Leadership, University of Jyväskylä, Jyväskylä, Finland 2025-12-15 23:55:02 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6434 early childhood education, inclusion, special education needs, phenomenography, triggers for interactions en Interactions among children requiring varying levels of support in general group settings within Early Childhood Education centers can be complex and challenging. Despite the importance of inclusive practices, limited research exists on the specific factors that trigger or enhance peer interactions. Interactional triggers refer to pedagogical strategies, specific practices or environmental conditions that promote interaction among children. In the Finnish context, special education teachers play a central role in supporting inclusive practices, drawing on their pedagogical expertise and the Early Childhood Education Core Curriculum. This study investigated the perspectives of Finnish early childhood education teachers and special education teachers regarding the triggers that facilitate children's interactions. Data were collected through semi-structured group discussions and individual interviews with eight early childhood education teachers and twelve special education teachers. The data were analyzed using the phenomenographic method to identify variations in teachers’ conceptions of interaction triggers. The findings revealed several perceived practices that promote children's interactions, including inclusive participation strategies, small group activities, content-specific and pedagogical approaches, environmental and resource-based support, and the involvement of familiar adults—such as substitute teachers and practical nurses—within the learning environment. These findings offer valuable insights for early childhood and special education teachers, as well as for universities responsible for teacher education and professional development.  Article visualizations:

oai:ojs.edu.oapub.org:article/6432 2025-12-15T22:07:17Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6432 2025-12-15T22:07:17Z European Journal of Special Education Research Vol 11, No 7 (2025) Câmara, Luã Teixeira Guapyassú; nstituto Oswaldo Cruz – Fiocruz, Pós-graduação em Ensino em Biociências e Saúde, Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil Solis, Andre Luiz Pimentel; Bolsita de Iniciação Científica do Conselho Nacional de Desenvolvimento Científico e Tecnológico, Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil Delou, Cristina Maria Carvalho; Instituto Oswaldo Cruz – Fiocruz, Universidade Federal Fluminense – UFF, Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil Stephens, Paulo Roberto Soares; Instituto Oswaldo Cruz – Fiocruz, Pós-graduação em Ensino em Biociências e Saúde, Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil 2025-12-13 11:53:06 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6432 discalculia do desenvolvimento; transtorno específico de aprendizagem; inclusão; revisão sistemática / developmental dyscalculia; specific learning disorder; inclusion; systematic review en Este artigo apresenta uma revisão sistemática com o objetivo de analisar a produção científica internacional sobre a Discalculia do Desenvolvimento (DD), evidenciando aspectos neurocognitivos, educacionais e emocionais. Foram selecionados 95 artigos revisados por pares, extraídos das bases PubMed, SciELO e LILACS, a partir de critérios de inclusão previamente definidos. Os resultados indicam que a DD é um transtorno específico de aprendizagem heterogêneo, caracterizado por déficits numéricos centrais, alterações em estruturas neuroanatômicas como o sulco intraparietal e o giro angular, além de elevada comorbidade com outros transtornos do neurodesenvolvimento, como a dislexia e o Transtorno do Déficit de Atenção e Hiperatividade (TDAH). A literatura destaca consequências emocionais importantes, como a ansiedade em matemática. Apesar dos avanços nas evidências neurobiológicas, observa-se escassez de estratégias pedagógicas e políticas públicas voltadas ao apoio educacional de estudantes com DD. Conclui-se, portanto, que é fundamental investir na identificação e diagnóstico precoce, no uso de intervenções lúdicas e adaptativas, e na formação continuada de professores, a fim de promover a inclusão e o desenvolvimento cognitivo em matemática.This article presents a systematic review aiming to analyze the international scientific literature on Developmental Dyscalculia (DD), highlighting neurocognitive, educational, and emotional aspects. A total of 95 peer-reviewed articles were selected from the PubMed, SciELO, and LILACS databases, based on predefined inclusion criteria. The results indicate that DD is a heterogeneous specific learning disorder, characterized by core numerical deficits, alterations in neuroanatomical structures such as the intraparietal sulcus and the angular gyrus, and high comorbidity with other neurodevelopmental disorders such as dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). The literature also emphasizes significant emotional consequences, such as math anxiety. Despite advances in neurobiological evidence, there is still a lack of pedagogical strategies and public policies aimed at supporting students with DD. It is therefore concluded that early identification and diagnosis, the use of playful and adaptive interventions, and ongoing teacher training are essential to promote educational inclusion and cognitive development in mathematics.  Article visualizations:

oai:ojs.edu.oapub.org:article/6431 2025-12-13T11:40:13Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6431 2025-12-13T11:40:13Z European Journal of Special Education Research Vol 11, No 7 (2025) Câmara, Luã Teixeira Guapyassú; Instituto Oswaldo Cruz – Fiocruz; Pós-graduação em Ensino em Biociências e Saúde; Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil Nacimento, Ramon Santiago; Bolsita de Iniciação Científica do Conselho Nacional de Desenvolvimento Científico e Tecnológico; Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil Delou, Cristina Maria Carvalho; Instituto Oswaldo Cruz – Fiocruz; Universidade Federal Fluminense – UFF; Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil Stephens, Paulo Roberto Soares; nstituto Oswaldo Cruz – Fiocruz; Pós-graduação em Ensino em Biociências e Saúde; Laboratório de Inovações em Terapias, Ensino e Bioprodutos, Rio de Janeiro, Brasil 2025-12-13 11:33:22 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6431 dyscalculia; learning; calculations en The educational environment plays a key role in human development, requiring structures that meet legislative demands as well as social needs arising from historical movements to recognize marginalized groups. Among these groups are students with dyscalculia, whose identification and appropriate support are essential for school inclusion. This bibliographic study aimed to analyze the main arguments regarding dyscalculia based on selected works. The most recurrent publications adopted a quasi-experimental approach (8 studies), followed by investigations with controlled groups, with or without matching (7), and literature reviews (7). Findings indicate that dyscalculia has a neurobiological origin, resulting in significant impairments in calculation, numerical manipulation, and the abstraction of mathematical concepts, associated with dysfunctions in neural áreas, especially the parietal lobe. Often confused with mathematical learning difficulties, dyscalculia is distinguished by the persistence of deficits even after interventions. This study highlights the need for further research on the subject to develop and implement effective tools for the various types of dyscalculia, contributing to more accurate diagnoses and appropriate pedagogical interventions, thus promoting inclusion and improved educational outcomes.  Article visualizations:

oai:ojs.edu.oapub.org:article/6421 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6421 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Jelagat, Keitany Julia; PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-12-10 00:04:55 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6421 information communication technology, learners with visual impairment, special primary schools, teachers' access to ICT, teaching and learning, use of ICT en This study aimed to identify factors of teachers' access to and use of ICT in teaching and learning in special primary schools for learners with Visual Impairment. The study was guided by Bruner’s constructivist theory and was also supported by the social model of disability and the philosophy of universal design for learning. The study adopted a descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. The purposive sampling method was used to select the schools, head teachers, teachers and Ministry of Education officials. The stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 head teachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, a classroom observation schedule, and interview schedules for head teachers and officials from the Ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments were tested through piloting in one school, which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results revealed that various factors characterized the teachers. First, the majority of the teachers had a positive attitude toward the use of ICT in teaching their subjects. The lack of competence and confidence in using ICT in teaching and learning was another factor. However, the teachers lacked training in the use of the technology and pedagogical methods. Quite a number of the teachers had not been trained in the teaching of learners with VI using the ICTs. The study concluded that the majority of the teachers had a positive attitude toward the use of ICT in teaching their subjects. However, the teachers lacked training in the use of technology and pedagogical methods. Quite a number of the teachers had not been trained in the teaching of learners with VI using the ICTs. The study recommended that the Teachers Service Commission should ensure that the head teachers and teachers posted to special schools housing learners with VI are trained in the area of visual impairment.  Article visualizations:

oai:ojs.edu.oapub.org:article/6420 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6420 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Kaluba, Robertson Kalangwa; Research Scholar, Institute of Distance Education, Postgraduate Studies, University of Zambia, Zambia Mandyata, Joseph; Research Supervisor, Dr., University of Zambia, Zambia Ng’ambi, Stabile Namwai; Research Supervisor, Dr., University of Zambia, Zambia Kalimaposo, Kalisto; Research Supervisor, Dr., University of Zambia, Zambia 2025-12-08 21:15:53 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6420 digital literacy skills; technical skills; visual impairment, special education en Teaching learners digital literacy skills is a challenging experience for both teachers and learners, especially for learners with visual impairment. The disability, such as visual impairment, comes with its own complexities that make learning digital literacy skills quite difficult. It was in this context, the present study sought to explore how learners with visual impairment were learning, acquiring and developing digital literacy and technical skills in the Zambian secondary school system. The study used a descriptive case study research design supported by qualitative approaches. The sample size was 12 (3 teachers and 9 LwVI). The participants were drawn from special education schools in the district. Homogeneous sampling was used to select teacher participants, while, learners were selected using an expert sampling technique. Data was collected using in-depth interview guides and observation checklists. The data from fieldwork, was analysed using thematic analysis approaches. The findings revealed that LwVI were learning basic digital literacy skills, such as; keyboarding, input and navigation skills, word processing skills, online communication, spreadsheets and digital presentations. On technical skills, it was found that LwVI were being exposed to: hardware and software knowledge; how to apply software skills - online research skills; information management skills; digital content creation; how to use digital media as well as digital collaboration. It was, however, also found that LwVI often faced several challenges in attempting to learn digital literacy and computer technical skills. These ranged from: lack of accessible to assistive technology, resources, difficulties with visually-based online platforms and issues of inadequate collaboration in the teaching and learning of such skills. The study equally, showed that there were socio-economic barriers, teachers' teaching inadequacies, high cost of devices, internet connectivity challenges and electricity outages, which negatively impacted on the teaching and learning of digital skills in the case of LwVI in secondary schools in Zambia. The study concluded that, although findings cannot be generalizable to other areas in Zambia, efforts were being made to expose learners with visual impairment to digital literacy skills in the study schools. This has the potential of enhancing the learning of LwVI with time. The study recommends that schools encourage teachers to use strategies which are more inclusive and sustainable in the teaching of digital literacy skills to LwVI. Additionally, teachers should make efforts to use differented learning to ease access to digital literacy skills among LwVI.  Article visualizations:

oai:ojs.edu.oapub.org:article/6414 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6414 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Oluwapelumi, Akinbode Eunice; Speech Language Therapist (Special Education), Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0003-7717-9782 Ayodele, Akinola Moses; Associate Professor of Otorhinolaryngology, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0000-0002-9349-0330 Ayo, Osisanya; Professor, Audiology and Speech Pathology Unit, Department of Special Education, Faculty of Education, Nigeria orcid.org/0000-0003-0959-3677 Oronne, Egeonu Erica; Medical Officer, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0003-2685-8216 Idowu, Oreoluwa Abigail; Medical Officer, Otorhinolaryngology Unit, Department of Surgery, Babcock University Teaching Hospital, Nigeria orcid.org/0009-0000-9544-8841 2025-12-05 04:02:45 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6414 special education teachers, special education, challenges, policy implementation, South-West Nigeria en Special education has undergone a remarkable transformation from a past where individuals with special needs were often ostracized and mistreated to a field passionate about providing tailored learning for these individuals. In Nigeria, early efforts from religious and voluntary organizations have evolved into formal government policies. However, despite improvements in policy formation, a persistent gap exists between formulation and implementation. This study aimed to identify the specific challenges faced by special education teachers in South-Western Nigeria, assess their impact on education quality, evaluate existing policies, and propose solutions. Employing a descriptive survey design, we obtained data from 69 special education teachers in government-owned schools across Lagos, Ogun, Oyo, and Ondo states using a structured questionnaire. Our findings highlighted widespread challenges, including low salaries (61%), lack of resources (55%), and limited professional development (51%), as well as inadequate government and parental support, and high rates of burnout. These challenges significantly impair teaching efficacy and impact the quality of special education received by students. Our findings reveal that current policies, while conceptually sound, suffer from operational weaknesses, necessitating structural and cultural reforms to bridge these gaps and improve education quality for special needs students.  Article visualizations:

oai:ojs.edu.oapub.org:article/6408 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6408 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Milimo, Tricent; School of Education, University of Zambia, Zambia Simui, Francis; School of Education, University of Zambia, Zambia Muzata, Kenneth, K.,; School of Education, University of Zambia, Zambia 2025-12-01 12:56:00 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6408 Special Education Needs (SENs), Information Communication Technologies (ICTs), ICTs in use in education / Necesidades Educativas Especiales (NEE), Tecnologías de la Información y la Comunicación (TIC), uso de las TIC en la educación en This study aimed to explore the use of Information and Communication Technologies (ICTs) in the education of pupils with Special Educational Needs (SEN) over the past decade (2015–2025), in response to the global call for inclusive digital education under SDG 4. Employing a systematic literature review methodology, the study analysed scholarly publications from 14 countries across six continents to identify dominant trends, tools, and implementation contexts. Results revealed five categories of ICTs widely used in the education of pupils with SENs: computers, assistive devices, assistive software, multimedia resources, and educational content delivery platforms. These technologies were found to support access, individualized instruction, and learner engagement. However, their impact varied significantly based on local context, availability of resources, educator training, and inclusive policy frameworks. The review uncovered persistent disparities in access and implementation, especially in low-resource settings, alongside mixed perceptions of ICTs’ pedagogical value. The study contributes to the broader discourse on inclusive education by offering context-sensitive insights to guide policy, practice, and advocacy for ICT adoption tailored to diverse learning needs. Findings accentuate the importance of equity-driven, evidence-based ICT integration to meet the learning rights of children with SEN globally.Este estudio tuvo como objetivo explorar el uso de las Tecnologías de la Información y la Comunicación (TIC) en la educación del alumnado con Necesidades Educativas Especiales (NEE) durante la última década (2015–2025), en respuesta al llamado global a una educación digital inclusiva en el marco del ODS 4. Empleando una metodología de revisión sistemática de la literatura, el estudio analizó publicaciones académicas de 14 países en seis continentes para identificar tendencias predominantes, herramientas y contextos de implementación. Los resultados revelaron cinco categorías de TIC ampliamente utilizadas en la educación de alumnos con NEE: ordenadores, dispositivos de apoyo, software de apoyo, recursos multimedia y plataformas para la impartición de contenidos educativos. Se observó que estas tecnologías favorecen el acceso, la enseñanza individualizada y la participación del alumnado en el aprendizaje; sin embargo, su impacto varió significativamente según el contexto local, la disponibilidad de recursos, la formación del profesorado y los marcos de políticas inclusivas. La revisión puso de manifiesto desigualdades persistentes en el acceso y la implementación, especialmente en entornos con recursos limitados, así como valoraciones dispares sobre el valor pedagógico de las TIC. El estudio contribuye al discurso más amplio sobre educación inclusiva al ofrecer aportes sensibles al contexto que orienten las políticas, las prácticas y las acciones de promoción para la adopción de TIC adaptadas a diversas necesidades de aprendizaje, y sus hallazgos subrayan la importancia de una integración de las TIC basada en la equidad y en la evidencia para garantizar el derecho al aprendizaje de los niños y niñas con NEE a nivel mundial.  Article visualizations:

oai:ojs.edu.oapub.org:article/6399 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6399 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 7 (2025) Wawira, Doreen; Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya Wairungu, George Mathenge; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Kangethe, Rachel; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, 2025-11-25 10:51:58 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6399 Autism Spectrum Disorder, impediments, vocational rehabilitation, transitioning, social skill deficit, communication barriers, interventions, mixed method research en Transitioning learners with Autism Spectrum Disorder into broader societal contexts involves preparing them for various aspects of adult life, including education, employment, and independent living. Research indicates that individuals with autism face barriers such as limited social skills, difficulties in communication, and a lack of access to tailored vocational training. The current study aimed at examining challenges faced by an elected vocational rehabilitation centre while preparing learners with ASD for transitioning to society in Nairobi City County, Kenya. The study employed a mixed-methods research design. Results revealed that learners faced a myriad of challenges, such as anxiety, stigma, social skills deficits, and communication barriers, emphasizing the need for targeted interventions and societal awareness programs to facilitate successful integration. Learners with autism require structured, individualized, and sensory-friendly training approaches to enhance their employability and independence.  Article visualizations:

oai:ojs.edu.oapub.org:article/6393 2025-11-21T06:52:44Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6393 2025-11-21T06:52:44Z European Journal of Special Education Research Vol 11, No 6 (2025) Kang’ara, Monicah Wanjiku; 1Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Mwangi, Margaret; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-11-21 06:50:22 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6393 challenges; competence-based curriculum implementation; parental involvement; pre-primary schools; teaching and learning en The purpose of this study was to evaluate the challenges faced in parental involvement during the CBC implementation in pre-primary schools. This study was anchored on Vygotsky’s theory of social constructivism. The research adopted a descriptive research design, employing both qualitative and quantitative approaches to collect data. The study targeted a population of 736 individuals and sampled 20% of this population, comprising 63 pre-primary school teachers and 84 parents, totalling 147 participants. The teachers and parents were sampled using basic random sampling techniques. To gather information, the study used parent interview schedules and teacher surveys. Expert judgement was used to guarantee the validity of the research instruments, and the test-retest procedure was used to ascertain their dependability. SPSS version 23 was used to code and input quantitative data. Frequencies, percentages, and means were used to analyze the data, and tables, graphs, and figures were used to display the findings. Further, qualitative data were coded and categorized into themes. Findings revealed that the most significant challenge, reported by 63.49% of parents, was low literacy levels, which limited their ability to understand and support the CBC framework. Closely related to this was a lack of awareness about the CBC itself, reported by 57.14% of respondents, highlighting a persistent information gap between schools and families. Time constraints due to work and farming responsibilities (60.32%) were another major barrier, reflecting the rural and semi-rural context of Kiambu, where parents juggle multiple responsibilities. Financial challenges (42.86%) further impeded participation, with some parents unable to afford learning materials or transport to attend meetings. Qualitative findings added rich insights, with parents citing exclusion from key school communications, feeling uninformed, and a lack of flexible meeting schedules as reasons for disengagement. The study concluded that parental participation in the implementation of CBC in Kiambu County's pre-primary schools is hindered by multiple complex challenges, primarily stemming from low literacy levels, lack of CBC awareness, economic hardship, and time constraints. The study recommended that the Ministry of Education should also formulate and enforce a national policy framework that formally integrates early identification, assessment, and intervention of behavioural disorders into the basic education curriculum. Schools, in partnership with educational stakeholders, should organize regular community-based workshops and visual training sessions to simplify the CBC structure for parents, especially those with low literacy levels. These should be scheduled at convenient times (evenings/weekends) and held in familiar community spaces (churches, chief’s barazas) to ensure accessibility.  Article visualizations:

oai:ojs.edu.oapub.org:article/6389 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6389 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 6 (2025) Cabigas, Marjorie B.; Tangke National High School, Talisay City, Cebu, Philippines Rallos, Jemelyn V.; Looc Norte Elementary School, Asturias, Cebu, Philippines Delima, Miguel Lorenzo A.; Zapatera Elementary School, Philippines Abella, Jamaica Amor; Zapatera Elementary School, Philippines Kintanar, Melotte Marina Z.; Argao National High School, Philippines Zambrano, Ruby Rose P.; Argao National High School, Philippines 2025-11-17 13:52:37 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6389 general education teachers, competence, preparedness, attitudes, inclusive education en This study investigated the influence of teachers’ competence and preparedness on their attitudes toward inclusive education at the identified public elementary schools implementing inclusion in Cebu, Philippines, using a descriptive-correlational design. The respondents of the study were the 311 general education teachers who were identified using simple random sampling and answered the adopted survey questionnaires. The data were analyzed using frequency count, percentage, weighted mean, standard deviation, and Pearson’s r. The results showed that the teachers were generally competent and had positive attitudes toward inclusive education. Moreover, the teachers are prepared in handling inclusive classes in terms of their psychological abilities and skills, but are moderately prepared in terms of their physical resources. The correlation analysis showed a negligible positive significant relationship between competence and attitudes, and a weak positive significant relationship between preparedness and attitudes. Hence, it is recommended that school administrators address teachers’ professional needs by providing adequate knowledge, skills, resources, and support to promote greater confidence and commitment to inclusive education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6359 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6359 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 6 (2025) Papadimitropoulou, Panagoula; PhD, Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece Katsis, Ilias; PhD Candidate, Researcher, Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education University of Ioannina, Epirus, Greece Zaragas, Harilaos; Professor, Department of Early Childhood Education, University of Ioannina, Epirus, Greece Skordilis, Emmanouil; Professor, Department of Physical Education and Sports Science, National and Kapodistrian University of Athens, Greece 2025-11-03 15:51:31 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6359 autism, inclusion, inclusive education, primary education, teacher attitudes en The inclusion of students with Autism Spectrum Disorder (ASD) in mainstream schools has been one of the central issues in the field of education in recent years. The ever-increasing diagnosis of children with autism and modern pedagogical trends that promote the universal inclusion of all students, regardless of their abilities or difficulties, make the issue particularly topical. The purpose of this study is to explore the views and experiences of primary school teachers regarding the inclusion of students with ASD, to record their perceptions of its possibilities and benefits, but also to highlight the challenges they face. The research methodology was based on a qualitative approach, using semi-structured interviews; 20 teachers participated in the research, of which 14 from the general education sector and 6 from the special education sector, in schools in the Epirus region during the period 2024-2025. The research showed that teachers have basic knowledge about ASD and, in general, demonstrate a positive attitude towards inclusive education. However, they also recognize the difficulties that arise, such as the lack of systematic training, insufficient logistical support and limited time for collaboration between general and special education teachers. Despite the challenges, all recognized the benefits of inclusive education, especially in terms of the socialization of students with autism and the development of an inclusive culture in the school environment. The study concludes that continuous professional development of teachers, strengthening collaboration with families, and institutional support of schools are required, in order to cultivate an educational framework that promotes acceptance, equality and participation of all students without discrimination.  Article visualizations:

oai:ojs.edu.oapub.org:article/6311 2025-12-31T23:58:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6311 2025-12-31T23:58:12Z European Journal of Special Education Research Vol 11, No 6 (2025) Biri, Justina; Department of Education, Wiawso College of Education, Sefwi-Wiawso, Western-North Region, Ghana orcid.org/0009-0006-9176-0428 Ampofo, Eric Twum; Department of Educational Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi-Asante Mampong Campus, Ashanti Region, Ghana orcid.org/0009-0002-4542-7617 2025-10-10 06:47:52 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6311 literacy through touch, teachers’ roles, braille literacy instruction, teachers’ challenges en This study explored the roles, practices, and challenges of teachers in advancing Braille literacy among learners with visual impairments in the foremost schools for the blind in Ghana. Data were collected through focus group interviews and an observation schedule with teachers, particularly those specialising in language instruction. Findings revealed that teachers’ roles in Braille literacy extend beyond direct instruction of Braille symbols to encompass pedagogy, resource management, technology mediation, emotional support, and advocacy, highlighting the multifaceted nature of their responsibilities. In setting up Braille literacy programmes, teachers reported that they considered the age of onset of the disability, employed task analyses to facilitate gradual learning, and assessed the nature of impairment to determine whether learners could engage with both Braille and print or only Braille. However, the study also identified significant challenges undermining Braille literacy instruction. These include shortage and irregular supply of Braille textbooks and learning materials, limited teacher preparation and professional development in Braille pedagogy, large class sizes that restricte individualised instruction, and systemic issues such as inconsistent implementation of inclusive-education policies, inadequate funding for special education, and weak inter-agency coordination. The study recommends the need for targeted professional training, improved resource provision, stronger policy implementation, and stakeholder collaboration to enhance Braille literacy and educational outcomes for learners with visual impairments in Ghana.  Article visualizations:

oai:ojs.edu.oapub.org:article/6305 2025-10-06T12:51:16Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6305 2025-10-06T12:51:16Z European Journal of Special Education Research Vol 11, No 6 (2025) Poulitsa, Dionysia; Department of Sports Organization and Management, University of Peloponnese, Sparta, Greece Choustoulakis, Emmanouil; Department of Sports Organization and Management, University of Peloponnese, Sparta, Greece Travlos, Antonios; Department of Sports Organization and Management, University of Peloponnese, Sparta, Greece 2025-10-06 04:15:55 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6305 ICT, physical education, social integration, psychosocial barriers, primary education en The integration of Information and Communication Technologies (ICT) into education has emerged as a defining feature of modern pedagogy, a trend that accelerated markedly in the aftermath of the COVID-19 pandemic. While ICT adoption has created new opportunities for teaching and learning, it has also revealed persistent challenges, particularly regarding equitable access and participation. Physical Education (PE), as a cornerstone of students’ holistic development, is no exception. Students with psychosocial barriers—such as anxiety, low self-esteem, social difficulties, and learning challenges—often face significant obstacles in engaging meaningfully in PE contexts. The forthcoming doctoral research, titled “ICT and Inclusion in Physical Education: Promoting the Social Integration of Students with Psychosocial Barriers in Primary Education”, seeks to explore how modern ICT can be mobilized to enhance inclusion within PE. The study will adopt a multi-level perspective, examining the role of educational software, online and blended learning, and immersive technologies (virtual and augmented reality) in creating adaptive, supportive, and socially interactive learning environments. A mixed-methods design will guide the empirical investigation, with quantitative data capturing PE teachers’ technology readiness and perceptions, and qualitative insights documenting the lived experiences of teachers and students. This research aspires to make both theoretical and practical contributions. Theoretically, it will extend current understandings of ICT as a vehicle for social inclusion in PE. Practically, it will inform the development of ICT-based pedagogical frameworks that serve as structural “bridges” to participation, motor skill acquisition, and social integration. By doing so, the project aims to provide evidence-based strategies that strengthen inclusivity and equity in primary education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6272 2025-10-06T12:51:16Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6272 2025-10-06T12:51:16Z European Journal of Special Education Research Vol 11, No 6 (2025) Tomaz, Clarice Rejane L. F.; Center for Studies and Research on Transitions and Learning (CÉRTA), Faculty of Education, University of Sherbrooke, Canada Cruz-Santos, Anabela; Research Center on Child Studies (CIEC), Institute of Education, University of Minho, Portugal Dionne, Patricia; Center for Studies and Research on Transitions and Learning (CÉRTA), Faculty of Education, University of Sherbrooke, Canada 2025-09-12 17:24:50 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6272 pedagogical practices, augmentative and alternative communication systems, complex communication needs, teachers en The global impact of the ongoing pandemic has been unprecedented, including in the field of education. Emergency adaptations to teaching and learning methods have become a reality for students and teachers alike, highlighting the significant structural challenges that already existed within the Brazilian education system, particularly for students facing socioeconomic and communication-related difficulties. This study presents and discusses reports from Brazilian teachers in the state of Rio Grande do Norte regarding their pedagogical practices with students with complex communication needs in the early years of primary school, in the context of the pandemic. A semi-structured individual interview was conducted with 14 male and female teachers who supported children with complex communication needs between the ages of six and ten in the early years of primary school in the state of Rio Grande do Norte, to inform the methodological operationalization. The main results indicated that, following the announcement of the pandemic, teaching took place in different ways in the surveyed contexts. The participants listed several difficulties, such as limited contact between students and teachers, inadequate monitoring of students' progress and a lack of suitable technological resources for teaching. WhatsApp and smartphones were also the most frequently used means of communication during remote classes, facilitating communication and learning during the pandemic. The participants considered the use of augmentative and alternative communication systems important for communicating with children during the pandemic, but felt it could have been more effective if technological and material resources had been available during remote classes. Finally, the recommendations focus on providing teachers with training in Augmentative and Alternative Communication Systems, as well as expanding studies on the subject.  Article visualizations:

oai:ojs.edu.oapub.org:article/6257 2025-10-06T12:51:16Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6257 2025-10-06T12:51:16Z European Journal of Special Education Research Vol 11, No 5 (2025) da Cunha, Victor Alexandre Barreto; Development and Learning Psychology, São Paulo State University, Brazil Rondini, Carina Alexandra; Development and Learning Psychology, São Paulo State University, Brazil Andrioni, Francinne Gonzalez; Development and Learning Psychology, São Paulo State University, Brazil 2025-09-03 20:41:44 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6257 high abilities/giftedness, instrument, content validation, parents/guardians / altas capacidades/superdotación, instrumento, validación de contenido, padres/tutores en The aim of the study was to describe the evidence of semantic and content validity of the items in the Logical-Mathematical Subscale of an identification scale for High Abilities/Giftedness (HA/GD) behaviors in children aged 6 to 10 years – parent version. The semantic analysis was conducted with the support of a sample of 45 parents/guardians from various regions of Brazil, through the Google Meet platform, via Focus Group meetings. The subscale was analyzed by five experts specializing in HA/GD and/or instrument development. The results showed that the subscale items are easy to understand; minor suggestions were made to enhance their clarity, demonstrating evidence of semantic validity from the perspective of parents/guardians. The content-based analysis of the subscale, assessed by the experts, indicated a Content Validity Index (CVI) of 100%, evidencing high agreement among the judges. The analyses revealed that the subscale demonstrated reliable evidence of semantic and content validity for identifying HA/GD behaviors, in conjunction with other sources of information. Future research is necessary to investigate additional validity evidence.El objetivo del estudio fue describir las evidencias de validez semántica y de contenido de los ítems de la Subescala Lógico-Matemática de una escala de identificación de comportamientos de Altas Capacidades/Superdotación (AC/SD) en niños de 6 a 10 años, en su versión para padres. El análisis semántico se realizó con el apoyo de una muestra de 45 padres/tutores provenientes de diversas regiones de Brasil, a través de la plataforma Google Meet, mediante encuentros en Grupos Focales. La subescala fue analizada por cinco jueces especializados en AC/SD y/o en la construcción de instrumentos. Los resultados mostraron que los ítems de la subescala son de fácil comprensión; se sugirieron ajustes sutiles para hacerlos aún más comprensibles, lo que demuestra evidencias de validez semántica por parte de los padres/tutores. El análisis basado en el contenido de la subescala, a través de la evaluación de los jueces, indicó un Índice de Validez de Contenido (IVC) del 100%, evidenciando una alta concordancia entre los jueces. Los análisis revelaron que la subescala presentó evidencias de validez semántica y de contenido, además de ser confiable para la identificación de comportamientos de AC/SD, en conjunto con otras fuentes de información. Se requieren futuras investigaciones para explorar otras evidencias de validez.  Article visualizations:

oai:ojs.edu.oapub.org:article/6256 2025-10-06T12:51:16Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6256 2025-10-06T12:51:16Z European Journal of Special Education Research Vol 11, No 6 (2025) Argyriou, Maria; Department of Pre-School Education & Educational Design School of Humanities, University of The Aegean, Greece 2025-09-03 20:20:02 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6256 alternative assessment, educational technology, cultural responsiveness, culturally sustaining pedagogy, inclusive policy, teacher professional development en This paper examines the integration of technology-enhanced alternative assessment within special education, exploring its pedagogical, cultural and structural dimensions. It addresses how innovative assessment practices, supported by digital tools and inclusive frameworks, can promote equity, autonomy and meaningful learning for students with diverse needs. Methodologically, it adopts a narrative literature review approach, synthesising theoretical and empirical contributions from both international and Greek scholarship to critically address the topic from an interdisciplinary perspective. Drawing on a comprehensive literature review of post-2020 research, this study synthesises evidence from international contexts, integrating perspectives from Universal Design for Learning (UDL), inclusive pedagogy and culturally responsive assessment. It critically analyses limitations and structural conditions (e.g., training gaps, technological inequalities) alongside cultural considerations (e.g., values, diversity, community engagement) to propose a conceptual framework linking these domains. The analysis confirms that alternative assessment methods, when combined with adaptive digital tools, can enhance motivation, self-expression and learning outcomes for students with disabilities (Fernández-Batanero, Montenegro-Rueda & Sánchez-Alonso, 2022; Dell’Aquila et al., 2023). AI-driven feedback, immersive environments and assistive technologies facilitate differentiated instruction and foster student agency. However, successful implementation is contingent upon educator competence, institutional commitment and equitable resource distribution. Cultural responsiveness emerges as a critical factor in ensuring assessment practices are not only accessible but also respectful of learners’ identities, experiences and community contexts. The interplay between structural barriers and cultural imperatives underscores the need for systemic approaches that integrate reflective practice, collaboration and shared pedagogical values. Educators and policy-makers must prioritise targeted professional development, investment in accessible digital infrastructure and collaborative assessment design involving students, families and communities. Schools should adopt flexible, pluralistic assessment models that reject one-size-fits-all standardisation in favour of pedagogical justice and learner-centred approaches. This study advances the discourse on inclusive assessment by uniting technological, structural and cultural perspectives in a single framework. It demonstrates that technology-enhanced alternative assessment in special education is not merely an innovation but a moral and educational imperative, capable of reshaping assessment into a process of empowerment, participation and cultural affirmation. The findings contribute to advancing the field of special education by providing actionable insights that can inform inclusive practices, policy development, and future research.  Article visualizations:

oai:ojs.edu.oapub.org:article/6245 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6245 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 6 (2025) Chaubey, Anjali; Discipline of English, SGSLL, Goa University, Goa, India Antao, Lindsy Amberly; Independent Researcher, Goa, India 2025-08-29 12:38:48 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6245 communication disorders, ESL, ELT, communication therapy en A learner with communication disorders often finds it overly taxing and stressful to learn in a mainstream classroom environment. Anxiety, stress, nervousness, and phobias of social interactions, often, have a firm hold over learners struggling with communication disorders. Hence, it is of paramount importance to accommodate and nourish diverse learners, particularly those who require extra care and attention, as well as modifications in existing teaching methods to overcome impediments that obstruct their successful learning. The undertaken study aims to investigate pedagogical interventions for English as a Second Language (ESL) learners with communication disorders in select educational institutions at the primary school level in Goa, India. The study incorporates data from a fieldwork that involved visiting mainstream schools and special education institutes in South Goa, whereby qualitative interviews were conducted with mainstream English teachers, special educators, and speech therapists to gain insights and perspectives from eminent proponents of ELT and ESL pedagogy.  Article visualizations:

oai:ojs.edu.oapub.org:article/6243 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6243 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 6 (2025) Oprea, Emanuela; Psychopedagogist, Baia Mare Autism Association, Baia Mare, Romania Turda, Emanuel-Sebastian; Associate Professor Doctor, Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania 2025-08-28 01:30:50 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6243 integration, mainstream education, personalized interventional program, preschoolers with ASD, social skills en With each passing year, it is found that there is a growing need for methods and strategies to make education more efficient, methods that correspond to the particularities and developmental needs of children. A special category that requires a varied and distinct approach is preschoolers with ASD; they often find it harder to adapt to the structured environment of the kindergarten, and they fail to communicate effectively or make friends as easily as their peers of the same age. They may also find it difficult to interpret what others are thinking and feeling, and to recognize their own emotions. As a result of these deficits, emotional problems such as anxiety and stress can appear, which often lead to unwanted behaviors (tantrums, meltdowns). The aim of this research was to develop and implement a personalized intervention program in order to improve social skills to facilitate the successful integration of preschoolers with ASD in mainstream education. After calculating the size of the effect to demonstrate the effectiveness of the proposed personalized intervention program, an r=.91 for social reciprocity and an r=.90 for social interaction were obtained, which means that the personalized intervention program had a strong effect.  Article visualizations:

oai:ojs.edu.oapub.org:article/6240 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6240 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Eleni, Antoniadou; Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI - AUTh), Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Makedonia, Greece Dimitrios, Sarris; Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece Psaltis, Vasilis; Greek Association of Alzheimer's Disease and Related Disorders, Alzheimer Hellas, Thessaloniki, Greece Tsatali, Marianna; 1st Department of Neurology, Medical School, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece Tsolaki, Magdalini; 1st Department of Neurology, Medical School, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece Laboratory of Neurodegenerative Diseases, Center for Interdisciplinary Research and Innovation (CIRI - AUTh), Balkan Center, Buildings A & B, Aristotle University of Thessaloniki, Makedonia, Greece 2025-08-27 04:30:05 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6240 intergenerational interventions, subjective cognitive decline, cognitive rehabilitation en Intergenerational interventions have traditionally focused on cognitively healthy older adults or those with dementia, with no known studies specifically targeting older adults with Subjective Cognitive Decline (SCD). This study aimed to evaluate the effects of an intergenerational intervention involving both children and older adults with SCD, who participated as "teachers." Twenty-eight retired teachers were divided into three groups: (a) an experimental group, (b) a control group participating in other cognitive training programs, and (c) a control group with no intervention. All participants were affiliated with the Greek Association of Alzheimer’s Disease and Related Disorders in Thessaloniki, Greece. Additionally, eighteen 7-year-old students were assigned to either an experimental or a control group. Neuropsychological assessments were administered to the older adults, while the children completed tests measuring verbal and non-verbal intelligence. Quantitative results showed that children in the experimental group demonstrated improvements in reading, vocabulary, and mathematical skills. Older adults in the intervention group showed enhanced everyday functional abilities. Qualitative data further revealed a positive emotional response to the program in both age groups. In conclusion, intergenerational interventions appear promising for improving cognitive and functional outcomes in older adults with SCD and cognitive development in young children, while also strengthening intergenerational bonds, promoting mutual understanding, and fostering emotional engagement with the program.  Article visualizations:

oai:ojs.edu.oapub.org:article/6231 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6231 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Tasakou, Stavroula; Special Education Teacher, Ministry of Education, Greece Karachalios, Ilias; Lecturer, School of Education, Democritus University of Thrace, Greece 3Researcher, School of Civil Engineering, National Technical University of Athens, Greece 2025-08-23 09:20:05 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6231 special education; gamification; educational technology; geometry; intellectual disability en Geometry and symmetry are fundamental for navigating the world, yet many students with intellectual disabilities (ID) still struggle to fully understand these concepts. This eight-week, three-cycle design-based study explored whether a low-cost blend of gamification and readily available educational technologies could make these concepts more accessible in a Greek Special Vocational Education Laboratory (special secondary school). Six lower-secondary students with moderate ID (mean age = 14.8 years) co-designed and iteratively refined a toolkit that mixed GeoGebra-AR explorations, tablet mini-games, classroom Kahoot challenges, interactive-whiteboard puzzles, and tactile “mirror-tracing” tasks. Preliminary testing showed limited recognition of basic shapes and almost none of reflective symmetry. By the end of the intervention, median correct answers on a 20-item shape test increased from 8 to 17, while symmetry-awareness scores on a 15-item rubric climbed from 4 to 11. Observational checklists documented a steady rise in on-task engagement—from 2.5 to 3.6 on a four-point scale—echoed by “happy-face” exit tickets in almost nine out of ten sessions. Learners also began spontaneously mapping virtual forms onto classroom artefacts (e.g., “This ball is a sphere”), hinting at transfer from the digital to the physical world. Because this approach was applied in a single classroom with a few students, the results cannot be generalised. Even so, they hint that three elements—quick feedback, friendly competition, and presenting ideas in several formats—can together lift understanding for learners with intellectual disabilities. Working side-by-side with the students to shape each activity also seemed to give them a stronger sense of ownership and prompted them to think about how they learn, a step often missed but crucial for lasting progress. Future studies should focus on applying the same approach in larger groups, play with different game features, and test whether carefully structured practice helps these improvements hold and grow over time.  Article visualizations:

oai:ojs.edu.oapub.org:article/6223 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6223 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Ioannidi, Vasiliki; Dr., Adjunct Faculty, Hellenic Open University, Greece Dr., Adjunct Faculty, Open University of Cyprus, Cyprus Post Doc, PhD, Research Fellow & Ε-Learning Instructor, National and Kapodistrian University of Athens Greece 2025-08-20 17:16:15 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6223 Inclusive Education, inclusive practice, inclusive culture, inclusive teaching, pedagogical interaction, inclusion barriers, student-centred learning, blended learning, digital tools, social justice, disabilities en This paper aims to provide practical and pedagogical tips for implementing a successful Inclusive Education in Mixed-Ability Classrooms. It is provides guidance for inclusive educational action, inclusive teaching and inclusive pedagogical practice removing barriers and empowering the inclusive teacher. The article highlights contemporary research findings and it is based on the assumption that with a better understanding of the inclusive concepts and pedagogical methods through open educational resources (OERs), guides, digital tools and AI, teachers will be able to apply conditions for educational experiences of inclusion for all and to create supportive and inclusive environments with Student-Centred Learning. This work contributes to the Τeaching Higher Education Students and promotes the establishment of inclusion and social justice in all educational contexts for students with and without disabilities.  Article visualizations:

oai:ojs.edu.oapub.org:article/6222 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6222 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Grenzer, Psirmoi; Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya Murugami, Margaret; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Muthee, Jessina; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-08-20 17:07:03 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6222 efficiency of ICT integration, Information Communication Technology, learners with emotional and behavioural disorders, rehabilitation schools, and teacher factors en The integration of information and communications technology (ICT) in teaching has improved engagement among learners with EBD. However, challenges persist, such as ensuring equitable access across schools and developing personalised ICT tools for different disorders. This study aimed to determine teacher factors that affect the efficiency of ICT integration in rehabilitation schools in Nairobi County. The study was guided by the Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006). The objectives included assessing the availability of assistive ICT in rehabilitation schools, evaluating administrative support for the implementation of ICT, and determining the contribution of ICT to learning in these schools. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge in ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select a total of 9 teachers and 57 learners, translating into a total of 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Reliability of the research instruments was calculated using Cronbach's Alpha and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative in nature. The quantitative data were summarised in descriptive statistics using the Statistical Package for Social Science (version 28.1). This involved operations like summation, calculating frequencies and percentages, determining the mean, and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarised thematically. The findings revealed that the majority of teachers in rehabilitation schools rated their ICT competencies as weak in basic computer functions, such as file management, and none rated themselves as good in operating systems. They also rated themselves as weak in software applications like Microsoft Office and video production tools, and in using PowerPoint for classroom presentations. The findings indicate that there is a significant gap in the training provided to teachers regarding ICT use. Most teachers lack the necessary skills to integrate ICT effectively into their teaching practices, particularly in special education settings like rehabilitation schools. The study concluded that teacher factors, particularly ICT competencies, significantly influence the efficiency of ICT integration in rehabilitation schools in Nairobi County. The findings highlight a critical gap in teachers' preparedness to effectively integrate ICT into their teaching practices, which is largely attributed to insufficient training and inadequate administrative support. The study recommended that rehabilitation schools implement intensive and ongoing ICT training programs tailored specifically for teachers. These programs should focus on enhancing teachers' competencies in using basic and advanced ICT tools, particularly those relevant to special education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6216 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6216 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Ncekei, Jackline; Master’s Student, Department of Special Needs Education, School of Education, Kenyatta University, Nairobi, Kenya Murugami, Margret; Senior Lecturer Department of Special Needs Education, School of Education, Kenyatta University, Nairobi, Kenya Isanda, Becky; Lecturer, Department of Special Needs Education, School of Education, Kenyatta University, Nairobi, Kenya 2025-08-17 07:37:22 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6216 flipped classroom learning, learning performance, visually impaired learners, mathematics en Flipped Classroom Learning (FCL) has emerged as an inclusive, student-centered pedagogical model that shifts direct instruction beyond the classroom and dedicates in-class time to active, collaborative learning. This study investigated the effect of FCL on mathematics performance among learners with visual impairment at Thika High School for the Visually Impaired, Kenya. Adopting a quasi-experimental research design, the research involved 40 Form Two students, six mathematics teachers, and one head teacher. Stratified and purposive sampling techniques were used to assign learners to treatment and control groups. The treatment group engaged in audio-based pre-class content and interactive in-class activities over six weeks, while the control group continued with conventional instruction. Quantitative data were collected via pre- and post-tests, and qualitative data through teacher interviews and learner observations. The findings revealed no significant difference in pre-test scores between the groups (p = 0.966), confirming initial parity. However, post-test results indicated a statistically significant difference in mathematics performance between the treatment group (M = 13.8, SD = 3.27) and the control group (M = 9.7, SD = 4.33), with ANOVA results yielding F(1,38) = 11.419, p = 0.002. These results demonstrate that FCL significantly enhances mathematics performance among learners with visual impairment. The study concludes that FCL, when adapted with accessible audio materials and collaborative instructional strategies, can effectively support inclusive mathematics education. It recommends equipping schools with assistive technologies, training educators in FCL pedagogy, and extending future research across subjects, educational levels, and disability categories to enhance educational equity.  Article visualizations:

oai:ojs.edu.oapub.org:article/6203 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6203 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Fidosieva, Hristina R.; Senior Lecturer, PhD, Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria 2025-08-13 17:43:22 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6203 autism spectrum disorders; educational support; inclusive education; pedagogical model en Educational support for students with Autism Spectrum Disorders (ASD) is a growing priority within inclusive pedagogy. Traditional support models often rely on deficit-based interventions, failing to address the complex, multidimensional needs of students with ASD. This study presents a redefined concept of support as an integrated pedagogical process—one that fosters participation, autonomy, and cognitive, communicative, and adaptive growth. Drawing on theoretical foundations and empirical classroom research, the study introduces the SPARK model (Supportive Environment, Partnership, Autonomy, Results, Communication) as a framework for structuring inclusive educational practices. The model was developed through action research in real educational settings with 58 students with ASD and their teachers. Findings demonstrate that personalized, consistent, and structured support leads to improved student engagement, learning outcomes, and social inclusion. Teachers reported increased confidence in implementing differentiated strategies, while students showed higher levels of participation and motivation. The SPARK model proves to be both a conceptual and practical tool, enabling educators to transform daily teaching routines into inclusive experiences. This research contributes to the field of inclusive education by offering an evidence-based approach that supports systemic change in how support is perceived and enacted across educational environments.  Article visualizations:

oai:ojs.edu.oapub.org:article/6200 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6200 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Riga, Asimina; PostDoc Researcher, Department of Primary Education, National and Kapodistrian University of Athens, Greece Malafantis, Konstantinos; Professor of Education and Literature, Department of Primary Education, National and Kapodistrian University of Athens, Greece 2025-08-13 00:52:40 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6200 inclusion, equality, social integration, professional development, Erasmus+ program en Special education and training structures are called to play a pivotal role in promoting equality, inclusion, and social justice. Through their actions, they aim to facilitate the social integration of individuals with disabilities, fostering their full inclusion in the community's economic, social, and cultural life. At the same time, developing skills that are functional and useful in everyday life, such as professional competencies, technical abilities, social interactions, and intellectual growth, is highlighted as a critical need. In this context, the educational team of the Special Vocational Education Laboratory (S.V.E.L.) of Achaia undertook a significant initiative during the 2023-2024 academic year by participating in a European Erasmus+ program. The program included two mobility activities aimed at educators' professional development and improving collaborative relationships within the team. The first mobility activity concerned was a job shadowing experience in the French city of Aix en Provence, specifically at the organization "Association for the Development and Inclusion of Youth and People with Disabilities" (ADIJH). This organization focuses on providing specialized support to children and adolescents with disabilities, ensuring their integration into their natural living and educational environments. Through this initiative, participating educators had the opportunity to observe and exchange best practices, focusing on innovative methods that support educational and social inclusion. This initiative contributes to broadening the knowledge base and enhancing the skills of both the educators and the students of the S.V.E.L. while strengthening European partnerships and promoting the values of inclusion and equality at both school and societal levels.  Article visualizations:

oai:ojs.edu.oapub.org:article/6198 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6198 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Karampas, Theodoros; Postgraduate Student, Department of Preschool Education, University of Ioannina, Epirus, Greece Vasileios, Koutras; Assistant Professor, Department of Preschool Education, University of Ioannina, Epirus, Greece Panagoula, Papadimitropoulou; PhD, Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Greece 2025-08-12 03:24:52 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6198 child abuse, child protection, Greek police, INTOVIAN tool en Child abuse and neglect remain pressing issues in Greece, often underreported due to social taboos and institutional limitations. This study presents the design, theoretical justification, and the possibility of field testing of “INTOVIAN”—an early detection tool aimed at identifying high-risk families with infants and toddlers. Using a mixed-method approach, was examined whether the tool can be applied by frontline Greek police officers and assess their capacity to observe and report signs of abuse in domestic contexts. The results reveal that, despite limited training, officers are capable of recognizing complex indicators of child maltreatment when equipped with structured observation tools. These findings support the inclusion of the police as active agents in interdisciplinary child protection systems and highlight the need for tailored training and inter-agency protocols. The INTOVIAN program can represents an innovative, scalable model for integrating law enforcement into child welfare prevention strategies.  Article visualizations:

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v2 https://oapub.org/edu/index.php/ejse/article/view/6189 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 4 (2025) Caca, Gülten; İstanbul Sabahattin Zaim University, Department of Special Education Teaching, Turkey 2025-08-08 05:47:05 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6189 drawing analysis, mental disability, adhd, sex education en Many individuals with intellectual disabilities find it difficult to express their feelings and thoughts about sexual (intimacy) education. The way to make it easier should be to help them express their feelings through pictures. Therefore, the aim of this study is to examine the views of individuals with mild, moderate and severe adolescent Mental Disability (MD) and Attention Deficit Hyperactivity Disorder (ADHD) on privacy education. A descriptive survey model was used in the study. A total of 25 individuals with MD and ADHD risk, 15 boys and 10 girls, aged 11-24 years, participated in the study in Prizren-Center and Mamusha provinces of Kosovo (Bosniak, Albanian and Turkish). A total of 3 data collection tools were used in the study. The “Personal Information Form” consisting of 10 questions, “Draw a Girl” (DW) and “Draw a Boy (DB)” consisting of 15 questions and the third data collection tool, “MDADHD Risk Individual’s Expert Picture Analysis Form (MDADHDRIEPA)”, consisting of 2 questions, were used as data collection tools.  As a result of the self-assessment of the 'What is the boy in the drawing doing?' in the 'DB' test of the 22 individuals with MD and ADHD risk by the 3 Picture Analyzer, it was concluded that most of the boys talked to the girl; a few of them touched or kissed the girl. As a result of the 'DG' self-assessment tests, most of the results were obtained in which the girl in the drawing sat and talked with her lover; a few of the results were obtained in which the girl in the drawing met with men and dressed up. When the different views of the same test were analyzed, the following results were obtained: 10 of the participants of the “with whom do they live” view were in boarding school (with a girl and a boy friend), and the result of the “do they know each other?” view showed that the girl and the boy knew each other and most of the reasons for knowing each other were dating. 6 of the participants drew the drawings in accordance with the 'DB' and 'DG' guidelines. However, it was determined that the drawing was against privacy education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6184 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6184 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 5 (2025) Seiradakis, Emmanouela V.; Technical University of Crete, Greece Hellenic Open University, Greece 2025-08-05 03:25:02 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6184 English for tourism, gender, disability, migrants, intersectionality en This qualitative interview study explores the intersecting barriers of gender, disability, and migrant identity in learning English as a Lingua Franca (ELF) within Greek tourism vocational training programs. Drawing on the experiences of 11 female migrant students with learning disabilities, the study investigates how institutional practices, including exclusive teaching methods and limited multilingual support, exacerbate feelings of exclusion and hinder English language learning, which is critical for employment in the highly feminized tourism sector. Participants reported challenges such as inaccessible teaching materials, low teacher expectations, and social marginalization in the classroom, which collectively undermine their educational and tourism career aspirations. Despite these obstacles, students employed diverse coping strategies such as peer support, translanguaging, and generative AI tools to overcome the overt and covert barriers they faced in Greek tourism vocational education. The findings suggest there is an urgent need for inclusive pedagogies and tailored support in vocational tourism education to address the complex needs of marginalized EFL learners. This study contributes to the growing body of research on equity and inclusion in tourism education and offers practical implications for policy and teaching practices in multilingual, multicultural vocational settings.  Article visualizations:

oai:ojs.edu.oapub.org:article/6181 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6181 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 4 (2025) Özünlü, Özgür; Öğr. Gör. Dr., Ankara Yıldırım Beyazıt Üniversitesi, Turkey 2025-08-04 10:24:55 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6181 inclusive education, science instruction, students with special needs, Individualized Education Plans (IEPs) en The present research examines how science teachers choose and implement instructional objectives for their students with special needs within the broader practice of inclusive education. Developing our work in science education from the lens of policy and frameworks that exist right now in education (which is partly a goal for all educators to make scientific knowledge accessible), we are addressing all of the pedagogical and structural barriers that exist for students with disabilities, so they also have equitable access to participation in science education. The methodology used was qualitative field-based research based on interviews with 59 science teachers from across Turkey. The results indicate that teachers largely referenced formal sources such as guidelines from the Ministry of Education, RAM reports (Counseling and Research Centers), and IEPs (Individualized Education Plans), when selecting appropriate learning objectives. Regarding the pedagogical practices, the participants reported relying mainly on physical learning materials, multisensory approaches, technology or more eco-friendly equipment and/or tools, as well as modified worksheets or educational materials. Consequently, our research concludes by highlighting the need for formal professional development on a longer-term basis in addition to institutional support towards more inclusive and effective practices related to science education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6178 2025-08-30T23:16:12Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6178 2025-08-30T23:16:12Z European Journal of Special Education Research Vol 11, No 4 (2025) Sarris, Dimitrios; Associate Professor of Special Education-Developmental Disorders, Director of the Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece Lagkadinou, Georgia; Postgraduate Student, Department of Preschool Education, University of Ioannina, Epirus, Greece Papadimitropoulou, Panagoula; PhD, Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patras, Greece Harilaos, Zaragas; Professor at the University of Ioannina, Director of the Pedagogical and Teaching Methodology Laboratory, Department of Preschool Education, University of Ioannina, Epirus, Greece 2025-08-03 08:43:49 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6178 ADHD, teachers, instructional adaptations, collaboration with specialists, curriculum adaptation, teacher attitudes, educational support, inclusive education, psychoeducational intervention, primary education en This research study investigates the attitudes, perceptions, and teaching practices of primary education teachers regarding the support of students with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a mixed-method approach, the study analyzes both quantitative and qualitative data from educators, focusing on the challenges they face, the instructional adaptations they implement, and the types of resources or training they identify as necessary. The findings reveal statistically significant differences and correlations among pedagogical practices, personal beliefs, and observed student behaviors, confirming the critical importance of appropriate teacher training, collaboration with specialists, and curriculum adaptation. Additionally, the results indicate that a higher level of teacher understanding of ADHD is associated with more frequent interventions and a more favorable evaluation of applied methods. The study links these outcomes to the theoretical literature on developmental disorders, educational psychology, and inclusive pedagogy, and it proposes directions for future research and institutional policy aimed at enhancing the educational support provided to students with ADHD.  Article visualizations:

oai:ojs.edu.oapub.org:article/6128 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6128 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) Kozaala, Kwagala Esther; College of Education, Open and Distance Learning, Kampala International University, Uganda Aniah, Betiang Peter; College of Education, Open and Distance Learning, Kampala International University, Uganda Ssekyoga, Lawrence; College of Education, Open and Distance Learning, Kampala International University, Uganda Adie, Joy Ashibebonye; Faculty of Education, University of Calabar, Calabar, Nigeria Erim, Costly Manyo; Faculty of Education, University of Calabar, Calabar, Nigeria Akpama, Andong Helen; Faculty of Education, University of Calabar, Calabar, Nigeria 2025-07-14 15:08:58 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6128 mild visual impairment, learners’ participation, physical activities, special schools, Jinja, Uganda en Although learners with mild visual impairment have a level of functional vision, they are still significantly hampered in their desire to actively participate in physical activities in inclusive schools in sub-Saharan Africa, and particularly in Uganda. This study sought to investigate the effects of mild visual impairments on learners’ participation in physical activities in Special schools in Jinja District of Uganda. Adopting a descriptive survey research design with a mixed methods approach, combining questionnaires, interviews and observations, data was collected from a sample of 110 participants from a population of 122 individuals, including head teachers, special needs teachers, and learners with mild visual impairments. Analysis of the data collected revealed that 25% of parents believed that mild visual impairments could limit their children’s participation in physical activities. However, 57.1% of learners agreed that they are impacted by their physical condition, while 42.9% reported participation without any significant adjustments. Respondents also revealed the major barriers to their active participation, including reduced sensory awareness, visual discrimination, and social exclusion. It was recommended that schools should ramp up efforts in providing low-vision aids, improve teacher training, and promote peer interaction to improve peer-to-peer support within their school settings.  Article visualizations:

oai:ojs.edu.oapub.org:article/6121 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6121 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) Musyoka, Ceciliar Lydia; Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya Mugo, Juliet W.; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-07-10 02:25:50 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6121 competence-based curriculum, curriculum-related documents, implementation, pre-primary schools en The aim of this study was to evaluate the influence of curriculum-related documents on the implementation of CBC in Mbeere South Sub-County pre-primary schools. The Curriculum Implementation Theory by Gross (1971) directed the correlational research design study. Purposive sampling was used to select Mbeere South Sub-county, while simple random sampling was used to sample 11% (28) pre-schools/head teachers out of 254 and 11% (56) pre-primary school 1 and 2 teachers (PP1 and PP2) out of 508, or 1 per class in the sampled pre-primary schools, where questionnaires, interviews and observation schedules were employed to collect data. Validity of the research instruments was ensured through aligning all the research content with the study objectives, while the split-half technique was used to determine their reliability and Cronbach’s Alpha was used to correlate the study items at a coefficient of 0.7. Qualitative data was analysed thematically through narratives, and descriptive statistics such as frequencies and percentages were used to summarise quantitative data, while Chi-square was employed to test the null hypothesis: H01: There is a significant relationship between the availability of curriculum-related documents and the implementation of CBC in preschools in Mbeere South Sub-county. The findings of the study were presented in graphs, charts and tables. The study findings revealed that curriculum-related documents, namely class timetables, pupil attendance registers, schemes of work, lesson plans, records of the work covered, pupil assessment registers, and those of their socio-emotional development, were not adequately maintained. Hence, the implementation of CBC with respect to the infusion of non-formal learning, the incorporation of modern and key issues in the learning process, and the conducting of formative as well as summative assessments were circumvented. Chi-square test results for H01 showed a statistically significant association between the availability of curriculum-related documents (p = .022 < .05) and the CBC implementation. The study thus concluded that the implementation of CBC was still below the expectation, which was attributed to infrequent use of class timetables, schemes of work, lesson plans and records of work. This study recommended that the Kenya Institute of Development should therefore intensify training for teachers to accelerate their capacity in terms of the appropriate use of teaching and learning resources, including the ICT course books and summative assessment.  Article visualizations:

oai:ojs.edu.oapub.org:article/6109 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6109 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) Boni, Adalgisa Cristina Marques; Neuropsychopedagogue, Professor of Pedagogy and Psychology, Centro Universitário UniEinstein, Brazil Dias, Isabelli Alves; Undergraduate in Psychology, Centro Universitário UniEinstein, Brazil Perez, Samantha Morgado; Undergraduate in Psychology, Centro Universitário UniEinstein, Brazil Bagnoli, Yasmin de Oliveira; Undergraduate in Psychology, Centro Universitário UniEinstein, Brazil 2025-07-05 01:56:13 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6109 atypical motherhood; psychological suffering; autism spectrum disorder en This research aims to understand the dimensions that constitute the psychological suffering of mothers of children diagnosed with Autism Spectrum Disorder (ASD), based on their subjective experiences and the adaptations required by atypical motherhood. Motherhood, often shaped by social and personal idealizations, undergoes a significant rupture when the child is diagnosed with a developmental disorder. The diagnosis of ASD demands emotional, practical, and identity reorganization, requiring the construction of new meanings for the mother–child bond and for the maternal experience itself. Moreover, since the responsibility of care often falls primarily on the mother, there is an increased physical and emotional burden, which may trigger feelings such as guilt, exhaustion, and frustration. The main objective of this study is to analyze the factors that affect the psychological suffering of these women, based on three analytical axes: (1) the journey of motherhood and the discovery of ASD; (2) the impacts of the diagnosis and the adaptation processes; and (3) coping strategies and mental health care. Structured interviews were conducted with two mothers and qualitatively analyzed in light of specialized literature on motherhood, identity, overload, and care. The data reveal different ways of experiencing the diagnosis and daily demands, but converge on the perception of an intense process of subjective resignification and life reorganization. This study aims to contribute theoretical and practical reflections that promote welcoming, listening, and care for mothers of children with atypical development, emphasizing the importance of support networks and psychological strategies tailored to their specific experiences.  Article visualizations:

oai:ojs.edu.oapub.org:article/6103 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6103 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) Özdamar, Oğuz; Research Assistant, Department of Special Education, Anadolu University, Eskişehir, Turkey 2025-06-30 02:19:21 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6103 employability, teacher opinion, special education, students with special needs en Individuals with special needs often face challenges in finding and maintaining employment. One of the biggest obstacles to the successful placement and retention of these individuals is the lack of employability skills. This study aims to identify the employability skills that employers and job providers consider important. In the study, the research conducted between 2002 and the present, which reveals the views of employers and job providers, was analyzed. The employability skills mentioned in these studies and given importance by the participants are responsibility, technology, adaptability, teamwork, mental thinking, communication, academic processing and self-management skills, basic work ethics sub-skills, interpersonal skills, social skills, personal care and hygiene, adaptability, teamwork, academic skills, respect for others, following instructions, following safety procedures, attitude, reliability, resilience, flexibility, respect for others, asking for help, ability to prepare a well-prepared job application, quality of work (speed, stamina, competitiveness), job completion, self-control, self-advocacy, self-determination, safety skills, travel skills. The importance of these skills for the employer is explained, and implications for further research are discussed.  Article visualizations:

oai:ojs.edu.oapub.org:article/6097 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6097 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) de Araujo, Danilo Kayano; Universidade Tecnológica Federal do Paraná, Brazil da Silva, Sani de Carvalho Rutz; Universidade Tecnológica Federal do Paraná, Brazil Marcondes, Renato; Universidade Tecnológica Federal do Paraná, Brazil Pinheiro, Fabiana Fátima do Prado Sedelak; Universidade Tecnológica Federal do Paraná, Brazil 2025-06-26 15:27:16 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6097 ensino de matemática, deficiência visual, ensino fundamental, impressão 3D / mathematics teaching, visual impairment, elementary education, 3D printing en Este artigo apresenta uma Revisão Sistemática de pesquisas que abordam o ensino de relações de equivalência para alunos com deficiência visual por meio da impressão 3D, seguindo o protocolo PRISMA. A busca foi realizada em fevereiro de 2024 nas bases de dados Oasis BR, SciELO, SCOPUS, ERIC e Google Acadêmico, utilizando as seguintes palavras-chaves em português e inglês: “Relação de Equivalência”, “Ensino de Matemática” e “Deficiência Visual”. Os critérios de inclusão adotados foram: artigos publicados em periódicos científicos; estudos na área de ensino da matemática; pesquisas que abordassem o conceito de relações de equivalência; e trabalhos envolvendo o ensino para pessoas com deficiência visual e impressão 3D. Como principal resultado, constatou-se a ausência de artigos que atendessem a todos os critérios estabelecidos, evidenciando uma lacuna na literatura sobre o tema. No entanto, identificaram-se estudos relacionados ao ensino de conceitos matemáticos para pessoas com deficiência visual, embora sem enfoque específico em relações de equivalência ou no uso da impressão 3D como recurso pedagógico. Conclui-se que são necessárias novas pesquisas para explorar estratégias de ensino baseadas em tecnologia assistiva (como a impressão 3D) voltadas à aprendizagem de relações de equivalência por estudantes com deficiência visual.This article presents a Systematic Review of research that addresses teaching equivalence relations to visually impaired students through 3D printing, following the PRISMA protocol. The search was carried out in February 2024 in the Oasis BR, SciELO, SCOPUS, ERIC and Google Scholar databases, using the following keywords in Portuguese and English: “Equivalence Relation”, “Mathematics Teaching” and “Visual Impairment”. The inclusion criteria adopted were articles published in scientific journals, studies in mathematics teaching, research that addressed equivalence relations, and works involving teaching for people with visual impairment and 3D printing. As a main result, the absence of articles that met all the established criteria was found, evidencing a gap in the literature on the subject. However, studies related to teaching mathematical concepts to people with visual impairments were identified, although without a specific focus on equivalence relations or the use of 3D printing as a pedagogical resource. It is concluded that new research is needed to explore teaching strategies based on assistive technology (such as 3D printing) aimed at learning equivalence relations by students with visual impairments.  Article visualizations:

oai:ojs.edu.oapub.org:article/6094 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6094 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) Amaniampong, Philemon; Department of Education, Methodist College of Education, Ghana Nyavor, Michael; Department of Education, Methodist College of Education, Ghana Mensah, Judith Amankwaa; Department of Education, Methodist College of Education, Ghana 2025-06-25 23:10:55 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6094 attitudes, disorder, learning disabilities, stigmatisation, teaching practice en The study aimed to explore the experiences of student teachers teaching learners with learning disabilities in regular schools within the Birim Central Municipality. Using a phenomenological research design and purposive sampling, 25 participants were selected. Data collection was conducted through semi-structured interviews, with analysis using a thematic approach. The findings highlighted prominent learning obstacles, including reading challenges, writing difficulties, and problems with basic arithmetic. The schools were observed to provide limited instructional adaptations for these learners. Student teachers faced several challenges, such as extended time required for teaching these learners, insufficient teaching materials, negative attitudes from both mentors and peers towards learners with learning disabilities, and limited knowledge in managing such learners. The study recommended enhancing the training provided to student teachers, focusing specifically on instructional adaptations tailored to learners with learning disabilities. Additionally, advocacy efforts should be intensified, featuring individuals who have overcome similar challenges and achieved success. The Ghana Education Service, supported by Parent Associations, should educate parents on the importance of providing adequate learning materials to learners with disabilities.  Article visualizations:

oai:ojs.edu.oapub.org:article/6078 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6078 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 11, No 3 (2025) Mpolomoka, Daniel L.; Unicaf University, Zambia Chikopela, Rose; Chalimbana University, Zambia Kabundula, Pelekelo; Unicaf University, Zambia Muvombo, Moono; Kwame Nkrumah University, Zambia Banda, Selina; Copperbelt University, Zambia Noyoo, Namakau; Kwame Nkrumah University, Zambia Chirwa, Beatrice; Chalimbana University, Zambia Mwale, Joseph; Kwame Nkrumah University, Zambia 2025-06-18 19:02:01 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6078 health needs, SEN, ECE, inclusive education, health support strategies en This paper explores the health needs of early childhood education (ECE) learners with special educational needs and identifies effective strategies for integrating health support within ECE programs. A search of databases identified nine relevant studies that examined various aspects of health-related challenges faced by children with special needs in ECE settings. The findings reveal that these children often experience sensory, mobility, and medical challenges that require tailored educational interventions. Effective strategies for addressing these health needs include the integration of health services into educational frameworks, professional development for educators and collaboration between families, health professionals, and schools. Furthermore, the use of multimedia technologies and individualized health plans has been shown to enhance learning outcomes for children with special educational needs. The review highlights significant gaps in policy and resource allocation, emphasizing the need for stronger collaboration and advocacy for the inclusion of health support in ECE programs. This study contributes to the growing body of knowledge on inclusive education by proposing actionable strategies for enhancing the health and well-being of children with special needs, ensuring that they have equitable access to quality early education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6076 2025-07-15T00:48:04Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6076 2025-07-15T00:48:04Z European Journal of Special Education Research Vol 11, No 4 (2025) Ateş, Ersin; Istanbul Aydın University, Turkey Şinikoğlu, Barbaros Görkem; Ministry of National Education, Turkey 2025-06-18 15:02:12 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6076 specific learning disability, technology-based interventions for specific learning disabilities, assistive technology, computer-based applications in specific learning disabilities, effect size, descriptive analysis en Scientific evidence-based practices and technology-based interventions in special education have become increasingly preferred among experts, researchers, and teachers due to their effectiveness, ease of implementation, ease of measurement, and benefits in achieving outcomes. During the COVID-19 pandemic, the use of online or program-based interventions, including computers, smartphones, and tablets, has increased. The integration of technology-based programs and applications with special education practices has become a critical issue. This study evaluates scientific research that employs single-subject research designs to investigate technology-based interventions for students with learning disabilities. The effectiveness of these interventions is assessed through a systematic review of electronic indexes, inclusion criteria, effect size calculations, and analyses based on WWC (What Works Clearinghouse) and qualitative indicators (Kratochwill, 2013). The effectiveness of the interventions is described using non-overlapping data analysis methods such as Improvement Line Overlap Factors (ILOF) and Improvement Rate Difference (IRD) (Rakap, 2020). The study aims to: (1) Identify the research designs used in studies that explore the use of technology in learning disabilities, (2) Determine the interventions implemented in these studies and the technological functions they are based on, (3) Examine how the technologies employed affect the performance of students with learning disabilities, and (4) Calculate the effect sizes of technology-based interventions using ILOF and IRD to determine their effectiveness. In this context, a systematic review of the literature was conducted in detail. The literature review revealed that most of the studies were published between 2010 and 2020. Additionally, it was found that the majority of the studies utilized single-subject research methods, particularly multiple-baseline designs. The participants were typically students in formal education settings, particularly those receiving instruction in inclusive classrooms. For the descriptive analysis of the reviewed studies, DigitizeIt software (digitizeit.xyz) was used for graphical analysis, while the ILOF and IRD effect size calculation program available at http://www.singlecaseresearch.org/calculators/ird (Vannest et al., 2011) was employed for effect size calculations.  Article visualizations:

oai:ojs.edu.oapub.org:article/6075 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6075 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 11, No 3 (2025) Ateş, Ersin; Istanbul Aydın University, Türkiye Balkır, Ceren; Ministry of National Education, Türkiye 2025-06-18 14:36:54 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6075 attention deficit hyperactivity disorder, problem behaviour, teachers' opinions, classroom climate en The purpose of this study is to explore teachers' views of the problem behaviours of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Data were reported using descriptive analysis, a qualitative research method. Data were collected from teachers using a semi-structured interview form to explore the problem behaviours of students diagnosed with ADHD. Demographic information was collected during the interviews, and in addition, approximately 40-minute interviews were conducted using reminders within the framework of the question "What are your views on the problem behaviours of students diagnosed with ADHD?". The data were analysed using descriptive analysis. As a result of the analysis of the research findings, the majority of teachers stated that more than one problem behaviour was observed in special needs students diagnosed with ADHD. A small number of participants mentioned that this situation was different for students taking medication. According to the research findings, another finding is that teachers' views on the increase in problem behaviours in classroom practice with students diagnosed with ADHD. In this context, it was concluded that teachers' students diagnosed with ADHD displayed problematic behaviour and that this situation negatively affected the classroom climate.  Article visualizations:

oai:ojs.edu.oapub.org:article/6063 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6063 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 11, No 4 (2025) Sarris, Dimitrios; Associate Professor of Special Education and Developmental Disorders, Department of Early Childhood Education, University of Ioannina, Greece 2025-06-08 00:04:38 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6063 therapeutic approaches, play and drama, children and adolescents with psychosocial problems en The therapeutic application of play and theater treatments for children and adolescents with psychosocial issues is examined in this study. The study examines 15 studies conducted over the previous 20 years, focusing on children aged 6 to 17, and assesses the impact of these innovative therapies in a range of situations, such as community centers, schools, and hospitals. The results show that play therapy and drama greatly improve emotional expression and social integration while also reducing symptoms of anger, despair, and anxiety. For kids who have trouble expressing themselves verbally and with conventional treatment approaches, these therapies provide beneficial substitutes. Even with the encouraging outcomes, more study is required to improve intervention techniques and evaluate long-term effects.  Article visualizations:

oai:ojs.edu.oapub.org:article/6057 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6057 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 11, No 3 (2025) Giovanoglou, Evangelia; Visiting Professor of English Language, Merchant Marine Academy of Crete, Greece 2025-06-05 23:40:10 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6057 Maritime English, English for Specific Purposes (ESP), English terminology acquisition, maritime communication en Maritime engineering cadets operate in an international context where English functions as the lingua franca of the seas. Effective communication using standardized English terminology is not only essential for operational safety and technical accuracy but also for the global mobility and professional competence of cadets. This article explores the necessity of acquiring English maritime terminology and provides pedagogical strategies for mastering such vocabulary within the curriculum of a merchant marine academy. Drawing on academic literature, International Maritime Organization (IMO) guidelines, and educational research, this article argues for a robust integration of English for Specific Purposes (ESP) in maritime engineering education.  Article visualizations:

oai:ojs.edu.oapub.org:article/6052 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6052 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 11, No 3 (2025) Adusei-Nsowah, Michael; Dr., PHG Foundation Africa, Community Innovation Project Dev. Centre, Kumasi, Ghana Nsowah, Fred Adusei; Dr., PHG Foundation Africa, Community Innovation Project Dev. Centre, Kumasi, Ghana https://orcid.org/0000-0003-0729-7006 Allen, Anie; UNDP Accelerator Lab, Head of Experimentation, Accra, Ghana Afari, Samuel Andy; PHG Foundation Africa, Community Innovation Project Dev. Centre, Kumasi, Ghana https://orcid.org/0009-0002-1149-1215 Agyeman, Samuel Ofori; PHG Foundation Africa, Community Innovation Project Dev. Centre, Kumasi, Ghana Yeboah, Enock; PhD Student, University of Wisconsin-Madison, USA 2025-06-03 03:33:30 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6052 grassroots, innovation, scouting, persons with disabilities en African countries are far behind their Asian counterparts who gained independence during the same period in terms of development, industrialization and economic growth due to the innovation started by the Asian countries. Innovation has been identified as a potential economic growth and development with new discoveries in developing new products using new ways to increase productivity. In Ghana, persons with disability (PWD) are not actively involved in the innovation program. However, the Young Africa Innovates program has included a large number of PWD innovators with different solutions and challenges using a sequential explanatory approach, where questionnaires were answered by 39 PWDs drawn from the four Regions of Ghana, followed by interviews for 15 PWDs. The finding shows a percentage of 12.7 % participation of PWDs in different solution areas of agriculture, technology, manufacturing, processing energy and training. The study identified financial difficulties, further training, product development, and the Food and Drugs Board certification process as major challenges facing the PWD innovators. The study recommended workstations and mentorship support in the communities for PWDs to explore their potential in society.  Article visualizations:

oai:ojs.edu.oapub.org:article/6046 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6046 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 3 (2025) Fondo, Hassan Kalama; Master’s Student, School of Education, Department of Special Needs Education and Rehabilitation, Maseno University, Kisumu, Kenya Obinga-Ogono, Sarah; Lecturer, Dr., Department of Special Needs Education and Rehabilitation, Maseno University, Kisumu, Kenya Okutoyi, Joel; Lecturer, Dr., Department of Special Needs Education and Rehabilitation, Maseno University, Kisumu, Kenya 2025-05-30 16:20:30 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6046 adapted teaching strategies, functional skills, cerebral palsy, individualized instruction, inclusive education, special units en Learners with cerebral palsy (CP) often have great difficulty obtaining functional skills necessary for autonomous life. Teaching these functional abilities calls for modified curricula that fit the student's particular requirements. This study looked at how learners with CP in special units in Kilifi County, Kenya's customized teaching methodologies affected their instruction of functional abilities. Using thirty special needs education-trained teachers spread throughout four special units, a correlational study was conducted. Interviews, observation checklists and questionnaires all helped to gather data. Descriptive statistics, Pearson correlation and linear regression analysis were used to examine quantitative data. Qualitative data were thematically examined. Adapted teaching strategies and effective functional skills instruction showed a clear positive connection (r = 0.61, p = 0.01). Teachers using tailored, task-specific, learner-centered approaches saw notable changes in students' self-care, communication, mobility and social engagement. More general acceptance of adaptive techniques was hampered, nevertheless, by restricted professional development opportunities and financial restraints. This study emphasizes the important part adaptive methods play in helping students with CP become independent and provides suggestions for how policy support, teacher preparation and resource allocation could be improved. Concerning global approaches in special needs education, implications are also covered.  Article visualizations:

oai:ojs.edu.oapub.org:article/6042 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6042 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 2 (2025) Ngugi, Eunice Njuhi; Masters of Education Student, Special Needs Teacher, Busara Primary School, St Mary’s International Academy, Tanzania, King’s School Nairobi, Thawabu Primary School, Kenya Awori, Beatrice Bunyasi; Dr., Lecturer, Kenyatta University, Kenya Wairungu, George Mathenge; Dr., Lecturer, Kenyatta University, Kenya 2025-05-28 14:59:26 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6042 teachers' intervention strategies, social interaction, emotional and behavioural disorders en The main aim of this research was to explore intervention strategies used to enhance social skills in learners with Emotional and Behavioural Disorder in selected regular primary schools in Kayole zone, Embakasi sub-county, Nairobi County, Kenya. The study was guided by Vygotsky's theory of social development. It employed a mixed-method research approach, adopting a descriptive research design. Questionnaires and face-to-face interviews were used as the main instruments of data collection. The targeted population was 102, which included 12 school administrators and 90 teachers teaching in the zone. The study utilized a simple random sampling technique to select two schools and the educationists who participated in the study. The sample size of the study comprised 16 teachers and 8 administrators. Qualitative data was analysed thematically and then presented narratively. Quantitative data were coded and fed into SPSS software for analysis. It was reported using frequencies, descriptive statistics, graphs, and charts. The study concluded that teachers appreciated conventional strategies but did not adequately utilize them. This was mainly due to poor training and unfavourable teacher-to-learner ratio. The study recommended that teachers, through in-service training, need to be provided with better training on social skills interventions in order to build their confidence in these techniques so that they actually implement them within their classrooms. The study also recommended more emphasis on the Guidance and Counselling department through employing trained counselors who can assist in addressing emotional and behavioral challenges by learners.  Article visualizations:

oai:ojs.edu.oapub.org:article/6041 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6041 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 3 (2025) Sacristano, Antonio; Pedagogist, Adjunct Professor of Special Pedagogy, University of Salerno, Italy orcid.org/0009-0007-4280-1622 Genovese, Carmine; MIM Teacher, Ministry of Education and Merit, Italy Expert in Special Pedagogy Stasio, Domenico; MIM Teacher, Ministry of Education and Merit, Italy Teacher for the Ministry of Education and Merit (MIM), Adjunct Professor of Drawing Laboratory, Laboratory of General Didactics and Educational Technologies, University of Salerno, Italy Di Nicola, Stefania; MIM Teacher, Ministry of Education and Merit, Italy 2025-05-28 14:26:33 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6041 gender identity, critical pedagogy, teacher education, school inclusion, social construction of gender en This paper explores the intersection between gender identity, developmental psychology, and critical pedagogy, with a particular focus on teacher education and the creation of inclusive learning environments. Through a comprehensive theoretical analysis, the text highlights how gender norms—often taken for granted—are socially and culturally constructed, significantly shaping school contexts. The role of the school is examined not only as a site of cognitive learning but also as a space where identities are shaped and where stereotypes and inequalities are either reinforced or challenged. Drawing on psycho-pedagogical and sociological approaches, including the work of Butler, Bourdieu, Connell, and Deleuze, the paper promotes a critical and transformative vision of education. The goal is to provide teachers with theoretical and practical tools to recognize and counteract exclusionary dynamics related to gender, thus fostering a more equitable and diversity-respecting school environment. The text ultimately calls for a renewal of teacher training that embraces the complexity of identity and encourages reflective and inclusive educational practices.  Article visualizations:

oai:ojs.edu.oapub.org:article/6039 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6039 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 3 (2025) Nyabwengi, Faith Moraa; Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya Karia, Mathew; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-05-24 22:28:58 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6039 children with speech disorders, music therapy, special school, speech development en This study aimed to explore the impacts of music therapy on the speech development of children at Nakuru Hills Special School, Nakuru, Kenya. The theoretical framework of the study included cognitive behavior theory and social-pragmatic theory. A quasi-experimental design was used to group the participants into two groups: the comparison group and the experimental group. The comparison group of learners with speech development disorders or problems received standard care or intervention, while the experimental group of learners with speech development disorders or problems received music therapy. The research population included special education teachers, special schools’ music teachers, and caregivers, as well as speech and language pathologists working at Nakuru Hills Special School and Kenyatta University. The sample consisted of 20 participants randomly selected from the sample population. The study utilized a mixed research approach to achieve and answer research objectives and questions, respectively. The qualitative and quantitative research approaches were applicable in the mixed methodology. Interview and survey instruments were used for data collection. Piloting of the research instruments was done at Njoro Special School because it has similar characteristics and is situated in the neighboring Sub-County of Njoro. Descriptive and inferential statistical analysis, was conducted in IBM SPSS version 26 using particulars gathered during the survey. Thematic analysis was used to analyze the interview data. Data collected from caregivers and speech therapists indicated significant progress in children's speech abilities following music therapy interventions. Key findings from the qualitative data revealed that caregivers observed noticeable enhancements in their children's articulation and vocabulary. The analysis using paired samples t-tests showed important changes in the scores from before and after the tests in different areas of speech development, such as saying single words, saying words in sentences, talking in conversations, writing sounds, and rhythm. Singing, instrument playing, and movement activities are key strategies in speech development. The study concludes that music therapy significantly enhances speech development in children with speech disorders at Nakuru Hills Special School. The study recommended that the Ministry of Education should establish explicit policies to incorporate music therapy into speech therapy programs in institutions with special needs, acknowledging its potential to improve speech development through child-centered and engaging approaches.  Article visualizations:

oai:ojs.edu.oapub.org:article/6038 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6038 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 3 (2025) Vangeli, Dimitra G.; School of Vocational Training for Persons with Disabilities of Athens, Greece Georgokostopoulos, Christos; Department of Special Education, University of Thessaly, Greece Loukisas, Theodoros; Department of Electrical and Computer Engineering, University of Western Macedonia, Greece Milakis, Emmanouil D.; Department of Education Sciences, European University Cyprus, Cyprus 2025-05-24 18:13:50 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6038 UNCRPD, Deaf, Bilingual Education, Career Guidance, Vocational Training, Vocational Rehabilitation, Digital Inclusion en This policy analysis examines the implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in Greece, focusing on the education and vocational rehabilitation of Deaf and Hard of Hearing students. While Greece has made legislative progress in aligning with the UNCRPD, including recognizing Greek Sign Language and establishing bilingual education programs, significant gaps persist between policy and practice. The research identifies advancements in vocational training and rehabilitation services, but highlights ongoing challenges in accessibility, job market alignment, and societal awareness. Career guidance services have improved but remain hindered by resource limitations and ingrained prejudices. Digital inclusion efforts show promise but face obstacles in consistent implementation and educator training. The study also explores the National Strategy for the Rights of Persons with Disabilities 2024–2030, emphasizing its potential as a comprehensive framework to address these challenges through targeted initiatives and well-designed policy reforms.  Article visualizations:

oai:ojs.edu.oapub.org:article/6027 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6027 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 2 (2025) Tshiunza, Corneille Luboya; PhD, Professeur, Université Pédagogique Nationale de Kinshasa, République Démocratique du Congo Bina, Guillaume Bofio; Dr, Professeur, Université Pédagogique Nationale de Kinshasa, République Démocratique du Congo Kakengu, François Mwanza; Diplôme d’étude approfondiés (DEA), Grand séminaire de philosophie des missionnaires claretains, Université Saint Augustin de Kinshasa, République Démocratique du Congo 2025-05-17 06:37:50 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6027 inadaptation et inadaptation scolaire, écolier et écolier inadapté, école primaire publique, sous-province éducationnelle, Ngaliema/Kinshasa en L’étude a expliqué l’inadaptation des écoliers dans des écoles primaires publiques de la sous-province éducationnelle de Ngaliema I. Cette explication était possible grâce à l’usage de la méthode d’enquête par questionnaire, la documentation et l’interview libre dans un échantillon occasionnel pour collecter les données auprès de 58 enseignants des 3 écoles primaires. Les données collectées ont été soumises à l’analyse de contenu et à l’analyse statistique univariée et bivariée. Les résultats ont montré que les enseignants et les chefs d’établissements ont déjà vécu des cas d’inadaptation des écoliers des écoles primaires publiques de la sous province éducationnelle de Ngaliema I qui se manifestent par les comportements de manque d’attention et d’intérêt, d’évitement et de non implication aux travaux scolaires, de la peur d’échec, d’isolement, d’agressivité ou de perturbation de la classe, des problèmes de lecture et de compréhension, de maladie chronique, des crises de colère, des signes de tristesse persistante et d’incapacité à gérer le stress. L’inadaptation des écoliers des écoles cibles est expliquée par les facteurs tels que les troubles de comportement, d’affectifs, de motricité et mentaux, les troubles d’apprentissage notamment la dyscalculie, la dysgraphie, la dysorthographie, la dyslexie et la dysphasie ainsi que les facteurs sociaux. L’inadaptation des écoliers a comme conséquences le retard et l’échec scolaire. Les écoles par leurs enseignants disposent des mécanismes de la prise en charge des cas d’inadaptation des écoliers. Cela influence positivement et significativement la prise en charge des cas d’inadaptation des élèves. Plusieurs défis empêchent la prise en charge efficace des cas d’inadaptation des écoliers dans ces écoles.  Article visualizations:

oai:ojs.edu.oapub.org:article/6025 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6025 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Tshiunza, Corneille Luboya; PhD, Professeur, Université Pédagogique Nationale de Kinshasa, République Démocratique du Congo Mayele, Jean-Pierre Madapo; Licencié, Assistant, Université de l’Uele à Isiro, République Démocratique du Congo Kakengu, François Mwanza; Diplôme d’étude approfondiés (DEA), Chargé des cours, Grand séminaire de philosophie des missionnaires claretains, Université Saint Augustin de Kinshasa, République Démocratique du Congo 2025-05-17 04:55:00 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6025 usage, programme éducatif individualisé (PEI), prise en charge psychopédagogique, écolier exceptionnel, elève en besoin d'apprentissage spécifique, besoin d'apprentissage spécifique et école spéciale / use, exceptional schoolchild or student in need... en L’étude a expliqué l’usage des programmes éducatifs individualisés dans la prise en charge psychopédagogique des écoliers avec des besoins d'apprentissage spécifiques dans les écoles spéciales de Kinshasa. Pour collecter les données, l’étude a recouru à l’échantillon occasionnel de 67 enseignants des 11 écoles spéciales de Kinshasa.  Trois instruments ont permis la collecte des données notamment le questionnaire, la documentation et l’interview libre. Les données, ainsi collectées, ont été analysées par l’analyse de contenu et l’analyse statistique. Les résultats ont montré que le personnel enseignant des écoles spéciales de Kinshasa élabore moins et applique plus le PEI de récupération, de réadaptions et rééducation produit par l’école pour la prise en charge des écoliers exceptionnels ayant les déficiences intellectuelles, sensorielles et des difficultés d’apprentissage avec plusieurs techniques ou moyens. L’usage des PEI par les enseignants de ces écoles impacte significativement et positivement la prise en charge psychopédagogique des écoliers avec des besoins d'apprentissage spécifiques tels que les troubles d’apprentissage et de comportement, la déficience mentale, le retard scolaire, les cas d’inadaptation scolaire, l’échec scolaire mais aussi les difficultés d’apprentissage à savoir la dyscalculie ; la dysgraphie, la dysorthographie, la dyslexie et la dysphasie. Le personnel enseignant des écoles cibles apprécie positivement l’usage des PEI et cette appréciation ne dépend pas de leur caractéristique sociodémographique et professionnelle.The study explained the use of individualized educational programs in the psychopedagogical care of schoolchildren with specific learning needs in Kinshasa's special schools.To collect the data, we used the occasional sample of 67 teachers from the 11 special schools in Kinshasa. Three instruments were used to collect data, including the questionnaire, documentation and open interviews. The data collected in this way were analysed by content analysis a8nd statistical analysis. The results showed that the teaching staff of the special schools of Kinshasa develop less and apply more the MYP of recovery, rehabilitation and rehabilitation produced by the school for the care of exceptional schoolchildren with intellectual, sensory and learning disabilities with several techniques or means. The use of IEPs by the teachers of these schools has a significant and positive impact on the psychopedagogical care of schoolchildren with specific learning needs such as learning and behavioral disorders, mental deficiency, academic delay, cases of school maladjustment, academic failure but also learning difficulties namely dyscalculia; dysgraphia, dysorthographia, dyslexia, and dysphasia. Teachers in the target schools have a positive appreciation of the use of IEPs and this assessment does not depend on their socio-demographic and professional characteristics.  Article visualizations:

oai:ojs.edu.oapub.org:article/6024 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/6024 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 3 (2025) Giovanoglou, Evaggelia; Visiting Professor of English Language, Merchant Marine Academy of Crete, Greece 2025-05-16 02:44:11 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/6024 Maritime English, merchant marine cadets, psychological benefits, communication confidence, maritime education en This qualitative research explores the psychological benefits experienced by fifth-semester students at a Merchant Marine Academy through learning Maritime English. Through in-depth interviews with 50 students and thematic analysis, this study identifies four major psychological effects: increased communication confidence, reduced language anxiety, enhanced professional motivation, and a strengthened sense of global identity. Findings suggest that Maritime English learning not only improves communication skills but also supports the emotional and psychological preparedness of students for global maritime careers.  Article visualizations:

oai:ojs.edu.oapub.org:article/5990 2025-05-31T04:20:23Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5990 2025-05-31T04:20:23Z European Journal of Special Education Research Vol 11, No 3 (2025) Pulido, María Fernanda Muciño; Graduate in Psychology, Universidad del Valle de México, Toluca Campus, México Arriaga, Karen Jiménez; PhD in Human Development Studies, Research Professor, Universidad del Valle de México, Toluca Campus, Mexico orcid.org/0000-0003-1030-3710 2025-04-28 00:22:41 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5990 inclusión educativa, Trastorno por Déficit de Atención e Hiperactividad (TDAH), educación superior y estrategias pedagógicas / educational inclusion, Attention Deficit Hyperactivity Disorder (ADHD), higher education and pedagogical strategies en En la presente investigación se abordan las acciones de inclusión educativa implementadas por la Universidad del Valle de México (UVM) para favorecer el aprendizaje de estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH), basándose en las experiencias de los docentes que han trabajado directamente con ellos. Mediante una metodologia cualitativa, se indagó sobre los saberes, percepciones y estrategias pedagógicas empleadas por el profesorado ante las necesidades de esta población. Los hallazgos reflejan que los docentes identifican dificultades recurrentes en cuanto a la atención sostenida, la planificación de actividades y el manejo emocional. En respuesta, emplean recursos como la división de tareas, el uso de apoyos visuales y herramientas tecnológicas, tales como Blackboard y Teams. Igualmente, reconocen el respaldo psicoeducativo brindado por el Centro de Educación y Desarrollo Humano como fundamental en el proceso académico y emocional del estudiante. No obstante, también manifiestan una carencia de formación específica en inclusión educativa. El estudio resalta que promover una educación inclusiva para alumnos con TDAH demanda un abordaje institucional amplio que contemple capacitación docente, adecuaciones metodológicas y acciones de concientización. Dichas medidas resultan esenciales para asegurar la equidad, la permanencia y el desarrollo académico de estudiantes neurodivergentes en el nivel superior.This research addresses the educational inclusion actions implemented by the Universidad del Valle de México (UVM) to favor the learning of students with Attention Deficit Hyperactivity Disorder (ADHD), based on the experiences of teachers who have worked directly with them. Using a qualitative methodology, we inquired about the knowledge, perceptions and pedagogical strategies used by teachers to address the needs of this population. The findings reflect that teachers identify recurring difficulties in terms of sustained attention, activity planning and emotional management. In response, they employ resources such as task division, the use of visual supports and technological tools, such as Blackboard and Teams. Likewise, they recognize the psychoeducational support provided by the Center for Education and Human Development as fundamental in the student's academic and emotional process. However, they also express a lack of specific training in educational inclusion. The study highlights that promoting inclusive education for students with ADHD requires a broad institutional approach that includes teacher training, methodological adaptations and awareness-raising actions. These measures are essential to ensure equity, permanence and academic development of neurodivergent students in higher education.  Article visualizations:

oai:ojs.edu.oapub.org:article/5979 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5979 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Maina, Josphine Wanjiku; Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Waithaka, Esther N.; Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-04-23 01:43:50 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5979 reading, teacher collaboration, play-based approach, Wuxi-Xiehe Bilingual Kindergarten en Reading is an important basic academic skill that has a major influence on learning and performance in other subjects. Studies have reported that using play in kindergartens helps learners acquire basic reading skills. Research has demonstrated that in China, there is limited use of play in kindergartens. Since teachers are key players in kindergarten learners’ experiences, it was important to establish the teacher factors that accounted for the limited use of play in kindergartens. This study sought to explore how teacher collaboration influences the use of a play-based approach in teaching reading in Wuxi-Xiehe Bilingual Kindergarten, China. The study was anchored on the Cognitive Theory of Development by Vygotsky (1978). A descriptive research design was applied, and the study targeted a population of 37 individuals from whom a sample of 13 respondents, comprising one head teacher and 12 preschool teachers, was obtained. A questionnaire, an observation checklist, and an interview schedule were used to collect data. Quantitative data were analyzed using descriptive statistics that included frequencies and percentages, while the qualitative data were analyzed thematically. The findings showed that the majority (46.2%) of the teachers occasionally engaged in team inquiries and collaborative decision-making regarding teaching methods. Additionally, the study established a strong correlation(r=0.884, p=0.001 <0.005) between teacher collaboration and their use of play as a teaching approach. The study concluded that there was partial adoption of teacher collaboration in Wuxi-Xiehe Bilingual Kindergarten, which could negatively affect the implementation of play-based strategies for teaching reading. The study recommended that teachers should continue to foster collaborative professional learning, especially collaborative learning, on both structural and educational processes.  Article visualizations:

oai:ojs.edu.oapub.org:article/5978 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5978 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Alhassan, Zakaria; Department of Education, Tamale College of Education, Tamale, Ghana Musah, Balarabe; Department of Educational Psychology and Counselling, Ahmadu Bello University, Zaria, Nigeria Issah, Abdallah; Department of Education, Tamale College of Education, Tamale, Ghana Bashiru, Mohammed; Department of Education, Tamale College of Education, Tamale, Ghana 2025-04-22 18:28:01 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5978 locus of control, academic performance, deaf students, secondary school en Determining the factors that affect academic success is essential for enhancing educational outcomes for students, especially those with disabilities like hearing impairments. The study examines the relationship between locus of control and academic performance in deaf secondary schools. The study employed a correlational design. The population for the study was 942 second-year deaf students of secondary schools. A multistage sampling procedure was used to choose 400 participants. The study employed three (3) instruments: the academic performance test (APT) (English Language and Mathematics) and the locus of control scale (LCS). The study data was analysed using Pearson Product-Moment Correlation (r) and Independent Sample t-test. Findings revealed a significant positive correlation between locus of control and academic performance among deaf students of senior secondary schools in Ghana and Nigeria. A significant difference also exists between Ghana and Nigeria based on deaf students' academic performance. It was therefore recommended that targeted interventions that foster an internal locus of control should be incorporated into educational assistance programs for deaf students to improve academic performance.  Article visualizations:

oai:ojs.edu.oapub.org:article/5985 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5985 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Erlan, Usubakunov; Bachelor’s Degree, Kyrgyz National University, Bishkek, Kyrgyzstan 2025-04-25 19:28:21 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5985 digitalization, artificial intelligence, online platforms, virtual reality and augmented reality, educational technologies, developed countries, developing countries en The article examines global educational adaptation in the context of the digitalization of learning processes in developed and developing countries. The integration of digital technologies such as online platforms, artificial intelligence, virtual reality, and augmented reality is analyzed. The successful experiences of developed countries, such as the United States and Finland, where digitalization fosters personalized learning and improves education quality, are highlighted. Special attention is given to the challenges faced by developing countries, including the digital divide and limited infrastructure. Examples of initiatives in Russia and Kyrgyzstan aimed at overcoming digitalization barriers are presented.  Article visualizations:

oai:ojs.edu.oapub.org:article/5961 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5961 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Ateş, Ersin; İstanbul Aydın University, Turkey Barişik, Canan Şentürk; Ministry of National Education, Turkey 2025-04-16 16:03:56 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5961 web-based support education, performance assessment, measurement, web-based support education tools en The primary objective of this study is to examine teachers' perspectives on the challenges encountered in determining the educational performance of students with special needs in web-based support education services, as well as the impact of disadvantaged conditions observed in educational diagnosis and placement processes on educational performance. This qualitative study collected data through structured interview forms. A total of 42 volunteer teachers who implemented web-based education applications participated in the study. Findings indicate that teachers face certain difficulties in educational diagnosis, placement, and assessment processes, as well as in determining the educational performance of students with special needs during web-based support education. Teachers suggested that these challenges could be mitigated if students actively participated in lessons and if their parents collaborated closely with teachers, thereby ensuring a more effective performance evaluation process. Furthermore, teachers working with students with special needs stated that they did not find it appropriate to use the exact same assessment tools as in face-to-face education for measuring student performance in web-based support education. Instead, they recommended the use of digital tools. Additionally, teachers highlighted that product portfolios and assessments based on verbal expressions were also functional as measurement tools. Another significant finding of the study is the importance of identifying disadvantaged conditions that may affect students' educational performance and providing solutions when deciding whether a student with special needs should be placed in a special or general education school during web-based support education.  Article visualizations:

oai:ojs.edu.oapub.org:article/5943 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5943 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Murungi, Eunice Kagwiria; Master’s Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya Kenya Institute of Special Education, Former Special Needs Teacher, Kaaga & Rev Muhoro Schools For the Deaf, Kenya Awori, Beatrice Bunyasi; Senior Lecturer, Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya Wamocho, Francisca Irangi; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Kenya 2025-04-07 04:12:38 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5943 inclusive education, teachers’ attitudes, job satisfaction, teachers’ burnout en Education is a fundamental human right that contributes significantly to economic productivity and the development of a society. Learners with hearing loss commonly fall behind their typically developing classmates academically, and mathematics is one of the areas where they struggle to learn. If appropriately taught, research indicates that learners with hearing loss could be just as competent as their typically developing peers. This study sought to explore how teachers perceived to be the role of choice of teaching strategy on academic achievement in mathematics among primary school learners with hearing loss in Meru and Tharaka-Nithi Counties, Kenya. The study was guided by the Brunner Theory of Instruction (1996). It adopted a descriptive research design. The study targeted 215 learners with hearing loss. Additionally, the head teachers of the two schools and grade four, five, and six teachers teaching mathematics were also targeted. It utilized purposive, stratified, and random sampling techniques. A total of 78 respondents were sampled. The main tools of data collection were questionnaires, an interview schedule, and an observation schedule for data collection. Both qualitative and quantitative data were collected. Quantitative data were analysed and reported descriptively with the aid of Statistical Packages for Social Sciences, version 26. The qualitative data were analysed thematically and presented in the form of narratives. The findings show that teachers used various teaching strategies, such as lecturer-based teaching, demonstration and modelling, problem-solving approaches, and interactive teaching. They, however, failed to differentiate instructions to fit the learning needs of learners with hearing loss. Given that they have been demonstrated to be the most successful in improving subject acquisition and retention, the study recommends that teachers of mathematics prioritize group discussions, use of concrete materials, scaffolding, task analyses, peer teaching, and the implementation of IEP as essential strategies in their mathematics instruction for learners with hearing loss.  Article visualizations:

oai:ojs.edu.oapub.org:article/5920 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5920 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Stavraka, Stavriani; Department of Sports Organization and Management, School of Human Movement and Quality of Life Science, University of Peloponnese, Greece Kaprinis, Stylianos; Department of Sports Organization and Management, School of Human Movement and Quality of Life Science, University of Peloponnese, Greece 2025-03-27 02:03:13 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5920 inclusive education, teachers’ attitudes, job satisfaction, teachers’ burnout en Teachers have been identified as a high-risk group for developing burnout syndrome, particularly those working with SEND pupils, as the responsibilities and emotional demands of the job are particularly increased. The study explored the possible association between teachers' attitudes, perceptions and concerns about the inclusion of SEND pupils and perceived levels of burnout and job satisfaction. In addition, the study examined whether there were factors that predicted teachers' burnout and job satisfaction. The sample of the present study consisted of 163 teachers and for the purposes of the study (a) the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised (SACIE-R), (b) the Brayfield-Rothe General Index of Job Satisfaction and (c) the Maslach Burnout Inventory - Educators Survey (MBI-ES) were used. The results revealed that Greek teachers generally maintain a positive attitude towards the inclusion of SEND students. The highest levels of positive attitudes and lowest levels of concern were found in teachers with specialized studies in Special Education. A significant positive correlation was observed between positive attitudes towards inclusion and job satisfaction, suggesting that teachers who view inclusion in a positive way tend to be more satisfied with their jobs. In addition, teachers who exhibit more worries and negative attitudes tend to experience higher levels of emotional exhaustion, which may lead to burnout. Linear regression analysis identified negative emotions and concerns towards inclusion as significant predictors of emotional exhaustion. Further linear regression analysis identified positive emotions and positive attitudes towards inclusion as significant predictors of personal achievement. Finally, inclusion attitudes appeared to be a significant predictor of depersonalization.  Article visualizations:

oai:ojs.edu.oapub.org:article/5893 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5893 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 10, No 8 (2024) Ventic, Emmanuel Arbet C.; Student, College of Teacher Education, University of Mindanao, Davao City, Philippines Cantomayor, Pia C.; Student, College of Teacher Education, University of Mindanao, Davao City, Philippines Gomez, Charisse S.; Student, College of Teacher Education, University of Mindanao, Davao City, Philippines Napil, Jilliene Samantha C.; Faculty, MAED-SPED, College of Teacher Education, University of Mindanao, Davao City, Philippines 2025-03-17 11:26:32 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5893 education, children with special needs, siblings, challenges and opportunities, Philippines en This study aimed to explore the experiences of siblings of children with special needs. Using a phenomenological study, ten (10) participants from Davao City, Philippines, were selected through snowball sampling and interviewed face to face. In terms of the challenges and experiences, it involved the following: Hardships in communication, emotional struggles, sibling care constraints, societal pressure, support that stems from family, personal growth, adaptability, and advocacy. On the other hand, coping mechanisms used by siblings involve the following: Effective family communication, Family Unity through Acceptance, Family Bonding and Collaborative Caregiving. Lastly, in terms of the lessons and insights shared by the participants, it highlights the following: Preparedness for sibling support, Nurturing Inclusion through empathy, Supporting siblings of children with disabilities and Support services and policies. This research aims to shed light on the lived experiences of siblings of children with special needs. By understanding their challenges and opportunities, parents, caregivers, and educators can develop targeted interventions, support systems, and inclusive programs to address the unique needs of these siblings and create a more supportive and nurturing family environment. SDG Thrust: #4 Quality Education & #10 Reduced Inequalities  Article visualizations:

oai:ojs.edu.oapub.org:article/5892 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5892 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Mutambu, Raymond Musembi; Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Wambiri, Gladwell; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-03-16 21:51:09 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5892 grade three teachers, ICT-related training, grade three learners, ICT-related experiences en This study aimed to establish the interplay between the ICT-related training influences of Grade Three teachers and their use of ICT in teaching in Grade Three in Nairobi County, Kenya. This study was guided by the Technology Acceptance Model, which believes that individuals are objective while developing tasks. However, constraints unconsciously limit the individual’s ability to perform the task. The specific objectives of the study were to find out the extent to which Grade Three teachers’ ICT related trainings influences the use of ICT in teaching Grade Three learners, to find out the extent to which Grade Three teachers ICT related training influences active involvement of Grade Three learners in ICT related experiences and to determine the challenges faced by Grade Three teachers in using ICT to teach in Public and Private schools. The study used a qualitative research design with a random sample of 34 Grade Three teachers who were selected from 110 public and private primary schools in Kasarani Sub-County, Nairobi County, Kenya. Data was collected using questionnaires administered to Grade Three teachers, interview schedules where Grade Three teachers were interviewed, and an observation checklist where Grade Three teachers and learners were observed during an ICT integrated lesson. Quantitative data were summarized into descriptive statistics such as frequencies and percentages, while a thematic approach analysed qualitative data. Results revealed that the correlation between teachers’ ICT training and teachers’ use of ICT in classroom teaching was positive but not statistically significant (r = .288, p = .123). Similarly, a positive correlation was observed between teachers’ level of ICT training and teachers’ use of ICT in classroom teaching, with a coefficient of .448* and a significance level of .013. Moreover, the positive correlation between teachers’ level of ICT training and their use of ICT in classroom teaching suggests that highly trained teachers may find it easy to implement ICT in their teaching. Mobile phones emerge as the most frequently utilized ICT tool, with 33.3% of teachers reporting its most frequent use, followed closely by desktop computers, which are favoured by 36.7% of teachers for frequent use. The study concluded that teachers' usage of ICT in classrooms remains relatively frequent, indicating a moderate level of integration of technology in teaching practices.  The study recommended that educational authorities in Nairobi County should design and implement targeted professional development programs aimed at enhancing Grade Three teachers' ICT competencies. Kenya Institute of Curriculum Development (KICD) should develop and implement comprehensive ICT training programs for Grade Three teachers in Nairobi County, Kenya, focusing on technical skills and pedagogical strategies for effective ICT integration in teaching.  Article visualizations:

oai:ojs.edu.oapub.org:article/5890 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5890 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Sarôa, Giovanna Regina; Pontifical Catholic University of Campinas, Sao Paulo, Brazil Nakano, Tatiana de Cassia; Pontifical Catholic University of Campinas, Sao Paulo, Brazil 2025-03-16 10:47:22 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5890 inclusion; people with deficiency; sports practice en Gymnastics for all (GFA) is categorized as an inclusive practice due to the diversity of participants, their age, gender, ability, the use of music, choreography, and materials, as well as the number of participants. The fact that this form of sport is non-competitive, and, therefore, is not based on performance, makes it possible for people with disabilities to fully participate in it. The scientific literature has cited many advantages of this practice, including social cohesion, wellbeing, improved creativity, and health. The purpose of this paper is to explore the application of GFA to individuals with disabilities. An example of a group of individuals with Down syndrome is presented.  Article visualizations:

oai:ojs.edu.oapub.org:article/5889 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5889 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 2 (2025) Cardoso, Fabrício Bruno; Educational Innovations and Neuropsychopedagogical Studies Laboratory of the Faculdade CENSUPEG, Joinville, Santa Catarina, Brazil Núcleo de Divulgação Científica e Ensino de Neurociências (NuDCEN), Instituto de Biofísica Carlos Chagas Filho (IBCCF), Programa de Neurobiologia, Universidade Federal do Rio de Janeiro, Brazil Sholl-Franco, Alfred; Educational Innovations and Neuropsychopedagogical Studies Laboratory of the Faculdade CENSUPEG, Joinville, Santa Catarina, Brazil Núcleo de Divulgação Científica e Ensino de Neurociências (NuDCEN), Instituto de Biofísica Carlos Chagas Filho (IBCCF), Programa de Neurobiologia, Universidade Federal do Rio de Janeiro, Brazil Gonçalves, Érica Garcia Silveira; Projeto Magicubo Neuroeducação, Secretaria Municipal de Educação de Brusque-SC, Brazil Grimm, Filipi Prado; Projeto Magicubo Neuroeducação, Secretaria Municipal de Educação de Brusque-SC, Brazil Odisi, Everton; Projeto Magicubo Neuroeducação, Secretaria Municipal de Educação de Brusque-SC, Brazil Dematté, Aliny Carvalho; Educational Innovations and Neuropsychopedagogical Studies Laboratory of the Faculdade CENSUPEG, Joinville, Santa Catarina, Brazil Núcleo de Divulgação Científica e Ensino de Neurociências (NuDCEN), Instituto de Biofísica Carlos Chagas Filho (IBCCF), Programa de Neurobiologia, Universidade Federal do Rio de Janeiro, Brazil Esteves, João Vitor Galo; Educational Innovations and Neuropsychopedagogical Studies Laboratory of the Faculdade CENSUPEG, Joinville, Santa Catarina, Brazil Núcleo de Divulgação Científica e Ensino de Neurociências (NuDCEN), Instituto de Biofísica Carlos Chagas Filho (IBCCF), Programa de Neurobiologia, Universidade Federal do Rio de Janeiro, Brazil Batista, Washington Adolfo; Educational Innovations and Neuropsychopedagogical Studies Laboratory of the Faculdade CENSUPEG, Joinville, Santa Catarina, Brazil Bonone, Filipe M.; Educational Innovations and Neuropsychopedagogical Studies Laboratory of the Faculdade CENSUPEG, Joinville, Santa Catarina, Brazil 2025-03-16 01:00:00 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5889 children, executive functions, neuropsychopedagogical intervention, Rubik’s cube, theta/alpha ratio, neural efficiency en Difficulties in academic learning are often associated with deficits in executive functions (EFs), particularly in working memory, inhibitory control, and cognitive flexibility. Among the cognitive processes linked to EFs, rapid automatized naming (RAN) is a key indicator of lexical access efficiency and processing speed, both crucial for reading fluency and academic success. Given its importance, investigating interventions that enhance RAN performance can provide valuable insights into cognitive training strategies. This study examined the effects of a Neuropsychopedagogical Intervention (NPpI) on automatized naming ability in children aged 7 to 9 years. A total of 20 participants were randomly assigned to either an experimental group (EG, n = 10), which received the intervention, or a control group (CG, n = 10), which did not undergo any additional training. The intervention aimed to stimulate cognitive mechanisms underlying lexical retrieval and processing efficiency through structured cognitive activities. All assessments were conducted after the intervention period, ensuring that performance differences reflected the effects of NPpI. To evaluate outcomes, behavioral performance was measured using the Rapid Automatized Naming (RAN) test, assessing lexical retrieval speed and accuracy. Additionally, electrophysiological measures were obtained through electroencephalography (EEG), specifically analyzing the Theta/Alpha Ratio (TAR) in the parietal region to assess neural efficiency during cognitive processing. The results showed that children in the EG exhibited faster naming times (M = 35.18s, SD = 6.82) compared to the CG (M = 40.19s, SD = 6.03; p = 0.0232). Moreover, the EG made fewer errors (M = 1.30, SD = 0.95) than the CG (M = 2.40, SD = 1.07; p = 0.0415), indicating improved lexical retrieval accuracy. Electrophysiological findings revealed a significantly lower Theta/Alpha Ratio in the EG, particularly in the PZ electrode (EG: M = 1.88, SD = 0.68 vs. CG: M = 2.73, SD = 0.77; p < 0.01), suggesting enhanced neural efficiency following NPpI. These findings support the effectiveness of structured neuropsychopedagogical interventions in enhancing automatized naming performance and modulating cortical activity. The observed improvements in processing speed, accuracy, and neural efficiency reinforce the relevance of integrating cognitive training programs into educational settings. Future research should explore long-term effects, applicability to diverse populations, and broader cognitive outcomes to optimize intervention strategies for learning enhancement.  Article visualizations:

oai:ojs.edu.oapub.org:article/5883 2025-05-10T06:10:17Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5883 2025-05-10T06:10:17Z European Journal of Special Education Research Vol 11, No 2 (2025) Lee, Yeunjoo; PhD, Professor of Special Education, California State University, Bakersfield, Bakersfield, CA, USA Dahlen, Danyel Diane; MA, Delano Union School District, Delano, California, USA Roberts, Sarana Eyire; PhD, Assistant Professor of Special Education, California State University, Bakersfield, Bakersfield, CA, USA 2025-03-13 11:16:11 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5883 self-advocacy, young adolescents, mild to moderate support needs, accommodations, communication en This study investigated the effects of a teacher-led six-week intervention designed to improve the self-advocacy skills of students with mild to moderate support needs. The intervention was delivered through multiple methods, including role modeling, explicit instruction, sentence scripts, and class discussion. Pre-intervention data showed that participants had a limited understanding of their IEPs, infrequent communication with teachers, and minimal engagement in requesting accommodations. After the implementation of the intervention, significant improvements were observed, with 90% of participants requesting accommodations and communicating regularly with teachers. Additionally, there was an increase in student behaviors in setting academic goals and reflecting on their self-advocacy behaviors. The participants also improved their academic performance in general education classrooms following the intervention. These findings underscore the potential of self-advocacy intervention to empower young adolescents to engage more effectively with their educational plans and achieve positive academic outcomes in the future. Recommendations for future research are provided.  Article visualizations:

oai:ojs.edu.oapub.org:article/5882 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5882 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Asamba, Francine; Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya Karia, Mathew; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-03-13 10:48:39 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5882 3-5 years old children, home factors, parent-implemented intervention, speech and language delay en The study aimed to evaluate home factors for intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County, Kenya. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed a purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analyzed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. While some parents recognized signs such as articulation problems and difficulty following directions, others demonstrated uncertainty or limited understanding. A significant proportion of parents (71.4%) had heard of speech therapy, indicating a moderate level of awareness. However, awareness of local services offering speech and language therapy was relatively low, with only 42.9% of parents being aware of such services. Multivariate analysis of the study revealed significant associations between parental knowledge, intervention measures, and speech development outcomes among children with speech and language delay in Kawangware, Nairobi City County. It was concluded that parent-implemented speech and language intervention measures play a crucial role in improving communication skills among children with speech and language delays. Therefore, it is recommended that future intervention efforts in the study area prioritize parental training and support to enhance the effectiveness of speech and language interventions. Additionally, collaboration between professionals and parents should be encouraged to ensure comprehensive and holistic support for children with speech and language delays in Kawangware, Nairobi City County. Administrators should collaborate with healthcare providers and community organizations to provide outreach programs and educational workshops for parents.  Article visualizations:

oai:ojs.edu.oapub.org:article/5876 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5876 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Ioannidi, Vasiliki; Dr., Hellenic Open University, Greece Dr., Open University of Cyprus, Cyprus 2025-03-12 04:39:49 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5876 special and inclusive education, special educational needs, family of a child with disabilities, family and school collaboration, student achievement, inclusive practice, inclusion in action en Inclusion for people with special needs and disabilities is globally recognized as a priority. The purpose of this article is to emphasize reducing the gap in all educational contexts of Special and Inclusive Education through using School and Home Collaboration to Increase Student Achievement. This is a literature review on best collaboration practices and highlights about the importance of acceptance of the child with a disability by parents and teachers. This theoretical and applicable framework is intended to provide a tool for inclusion in action. Through this work, we aim to help build capacity and skills to create strong partnerships with families and teachers that make everyone feel respected and empowered in an inclusive education and learning process. Practical implications: The call for supporting teachers’ professional development in engaging with families still applies today (Willemse et al., 2018). The study emphasizes the need for continuous support to all - teachers and families. It promotes one model called “ACCESS” (https://steinhardt.nyu.edu/ihdsc/path-program/path-perspectives/how-build-strong-family-school-partnerships) as a quick guide on inclusion in action using school and families collaboration.  Article visualizations:

oai:ojs.edu.oapub.org:article/5863 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5863 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Saly, Afsia; Dr., Post Graduate Student, Department of Paediatric and Preventive Dentistry, Kanti Devi Dental College & Hospital, Uttar Pradesh, India Gupta, Sonal; Dr., Head of Department, Department of Paediatric and Preventive Dentistry, Kanti Devi Dental College & Hospital, Uttar Pradesh, India Abia, Baby; Dr., Post Graduate Student, Department of Paediatric and Preventive Dentistry, Kanti Devi Dental College & Hospital, Uttar Pradesh, India Akhil, Prawin S. S.; Dr., Post Graduate Student, Department of Paediatric and Preventive Dentistry, Kanti Devi Dental College & Hospital, Uttar Pradesh, India Rashi, Jain; Dr., Post Graduate Student, Department of Paediatric and Preventive Dentistry, Kanti Devi Dental College & Hospital, Uttar Pradesh, India 2025-03-07 19:41:24 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5863 special health care needs, sensory adapted dental environment, dental clinic set-up, dental anxiety en Dental anxiety often stems from fear of treatment, pain, uncertainty, and interactions with dental professionals. For children with developmental disorders, these challenges are compounded by motor, sensory, cognitive, and behavioral difficulties, making dental visits and oral hygiene routines more challenging. Traditional dental settings can be overwhelming due to heightened sensitivity to sensory stimuli. To mitigate this, there are many recent advancements done in dental clinics in combination with a Sensory Adapted Dental Environment (SADE), inspired by the Snoezelen approach, which was designed to create a more calming atmosphere. Thus, this article reviews the various modifications and advancements in dental clinic setup for special health care children.  Article visualizations:

oai:ojs.edu.oapub.org:article/5837 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5837 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Dimakis, Efthimios; Mathmetician of Special Education, PhD Candidate, Department of Primary Education, University of Ioannina, Ioannina, Greece Pardali, Maria; PhD, Scientific Collaborator of European University, School of Education, Humanities and Social Sciences, Department of Education, Cyprus Soulis, Spyridon-Georgios; Professor of Special Education, Director of the Laboratory of Special Education and Training, Department of Primary Education. University of Ioannina, Ioannina, Greece 2025-02-26 07:25:14 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5837 dyscalculia; opinions; knowledge; special primary education teachers; Greek teachers en This quantitative study aimed to collect and analyse information from special primary education teachers regarding their knowledge of dyscalculia. One hundred thirty-one specialist primary school teachers were asked to answer a questionnaire with five main factors of study (concept and content, causes, characteristics of primary school pupils, effect on students, and intervention). Five different scores and one total score were created for the five factors, whose mean value and standard deviation show the trend of the degree of knowledge. In all the questions, the participants expressed moderate knowledge of dyscalculia. Particularly, the participants expressed moderate knowledge of the factors of concept and content and characteristics of primary school students and interventions, barely knowledge of the causes, and no knowledge of the effect on students. Summarizing, the participants expressed moderate knowledge of dyscalculia and demonstrated the need to be educated and trained on the specific learning difficulty.  Article visualizations:

oai:ojs.edu.oapub.org:article/5832 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5832 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Grenzer, Psirmoi; Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya Murugami, Margaret; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Muthee, Jessina; Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya 2025-02-23 15:37:46 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5832 information communication technology, integration, learners with emotional and behavioural difficulties, rehabilitation school en The purpose of this study was to assess the extent of Integration of Information Communication Technology in Rehabilitation Schools for Learners with Emotional and Behavioural Difficulties in Nairobi County, Kenya. The Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006) guided the study. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge of ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select teachers and 57 learners, translating into 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Expert judgment was also used in the research instruments to enhance the validity. The reliability of the research instruments was calculated using Cronbach's Alpha, and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative. The quantitative data were summarized in descriptive statistics using Statistical Package for Social Science (version 28.1). This involved summation, calculating frequencies and percentages, and determining the mean and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarized thematically. The findings revealed that while a substantial percentage of teachers have received training in ICT, there are still significant gaps in the actual implementation and integration of these technologies in the classroom. The study revealed that teachers generally possess positive attitudes toward the use of ICT, recognizing its potential to enhance learning outcomes for students with emotional and behavioral disorders. The study concludes that the lack of adequate infrastructure, tailored training, and consistent administrative support are significant barriers that need to be addressed to fully realize the potential of ICT in enhancing the learning experiences of students with emotional and behavioural disorders. It was recommended that the Ministry of Education, in collaboration with other stakeholders, prioritize resource allocation to rehabilitation schools to ensure adequate access to ICT infrastructure.  Article visualizations:

oai:ojs.edu.oapub.org:article/5810 2025-05-31T04:20:22Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5810 2025-05-31T04:20:22Z European Journal of Special Education Research Vol 11, No 1 (2025) Chemaiyo, Caroline; Masters Student, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya Murugami, Margaret; Lecturer, PhD, Department of Early Childhood and Special Needs Education Kenyatta University, Nairobi, Kenya Otube, Nelly; Lecturer, PhD, Department of Early Childhood and Special Needs Education Kenyatta University, Nairobi, Kenya 2025-02-14 05:37:27 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5810 autism spectrum disorder, intellectual disability, reading comprehension, differentiated pedagogical material en Some researchers argue that the most difficult learners to teach are those with emotional behaviour disorders. This is mainly due to the heterogeneous nature of this disability. Despite this, there exist appropriate research-based strategies to teach such learners. The main aim of this research was to investigate the strategies used to teach learners with EBD in the Nandi central sub-county and as well the challenges faced by teachers as they do so. Public schools should provide programs that enhance the educational and academic progress of both typically developing learners and those with EBD. Every child is entitled to free, appropriate education regardless of their disabilities. Academic performance of pupils with Emotional and Behavioral Disorders (EBDs) in Kenya has been continuously dismal in both internal and external examinations. They commonly drop out of school prematurely and are more likely to be imprisoned at some point in their lifetime. This is because teachers use the same old strategies over and over again. This was mixed-method research that adopted a descriptive research design. The study was guided by Jean Piaget's constructivism theory (1995). According to Piaget, learners construct knowledge through experiences and interactions and not passively through receiving information. Constructivism motivates students to take an active role in their education. This is through relating new concepts to their own life experiences. It advocates for learner-centric approaches. The main tools of data collection in this research were questionnaires and in-depth interviews with both teachers and administrators. The findings indicated that teachers were not using EBD-friendly teaching and classroom management strategies. There was no appropriate use of multidisciplinary and collaboration team approaches either. There were also major deficits in resources and teaching and support personnel. The majority of teachers and administrators were not appropriately trained to teach learners with EBD. It was recommended that the government should fund the schools more and organise in-service professional development sessions.  Article visualizations:

oai:ojs.edu.oapub.org:article/5805 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5805 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 10, No 8 (2024) Napil, Jilliene Samantha C.; Faculty, MAED-SPED College of Teacher Education University of Mindanao, Philippines Napil, Melissa C.; Faculty, EdD, College of Teacher Education, University of Mindanao, Philippines 2025-02-12 19:41:20 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5805 lived experiences, coping mechanisms, lessons and insights, receiving teachers, special education en This study aimed to describe the lived experiences of the receiving teachers who are currently handling learners with disabilities in a self-contained classroom. A qualitative phenomenological research was utilized wherein the goal of this research was to describe a "lived experience" of a phenomenon wherein ten (10) research participants were selected using a purposive sampling procedure. Thematic content was used to analyze transcripts from the interview before inductively derived codes were formulated. This study revealed that these receiving teachers have had significant challenges in handling their learners with disabilities. These teachers learned to perceive challenging situations as opportunities to look for a silver lining. They may have experienced hurdles along the way, but through this study, it was revealed that through seeking assistance from colleagues and not being afraid of asking questions, they were able to cope with the situations. Despite the hurdles that they went through, they have gained beautiful insights, especially in terms of making sure the children’s unrealized potential will soon be realized. The findings of this study have opened doors for various directions and future studies in exploring the experiences in other aspects. It is interesting to explore the level of effectiveness in terms of the instruction that the learners with disabilities receive from a teacher who is not a graduate of BEED-SpEd in comparison to a student directly receiving instruction from a BEED-SpEd graduate.  Article visualizations:

oai:ojs.edu.oapub.org:article/5798 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5798 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 10, No 8 (2024) Venturini, Simoni Viviane de Melo; Specialist in ABA Intervention for Autism, Centro Universitário Celso Lisboa, Brazil Faria, Henrique Antonio Mendonça; Researcher in Education, São Paulo State University (UNESP), Institute of Chemistry, Brazil 2025-02-03 00:00:00 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5798 peer-mediated intervention, classwide peer tutoring, inclusion, evidence-based practices, autism spectrum disorder en Peer-Mediated Intervention (PMI) and Classwide Peer Tutoring (CWPT) have proven to be effective strategies for the inclusion of students with Autism Spectrum Disorder (ASD) in mainstream primary education. This study examines the application of PMI and CWPT in the school context, highlighting their benefits, such as fostering the development of social skills and reducing isolation among students with ASD. Based on a literature review, various types of PMI approaches are discussed, including Proximity Intervention, Reinforcement Intervention, and Initiative Intervention. The findings suggest that PMI and CWPT are promising methodologies, particularly in naturalistic settings such as schools. However, in many emerging countries, the application of these methodologies remains limited, underscoring the need for further research and practical initiatives to explore their inclusive potential within educational contexts. Consequently, this study aims to contribute to the expansion of knowledge on PMI and CWPT and their applicability in countries where ASD remains a significant challenge for education systems.  Article visualizations:

oai:ojs.edu.oapub.org:article/5794 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5794 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 10, No 8 (2024) Fidosieva, Hristina R.; Senior Lecturer, PhD, Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria 2025-02-04 12:08:46 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5794 ADHD, attention, hyperactivity, education, inclusive education en Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, affecting millions of children and adolescents worldwide. In the United States alone, approximately 7 million children aged 3 to 17 years have been diagnosed with ADHD, representing about 11.4% of the population in this age group (CDC, 2024). ADHD is characterized by a combination of symptoms that include difficulties in sustaining attention, increased distractibility, hyperactivity, and impulsivity. These symptoms often result in significant challenges in educational settings, impacting both academic performance and overall well-being. Students with ADHD frequently struggle to concentrate on tasks, follow instructions, and complete assignments, which can lead to lower academic achievements. Their inability to maintain focus or resist distractions may cause them to miss critical information during lessons or fail to meet deadlines. Additionally, the hyperactivity and impulsivity associated with ADHD can disrupt classroom dynamics, creating challenges for both educators and peers. Beyond academic difficulties, students with ADHD often experience social and emotional struggles, such as difficulty forming and maintaining friendships, conflicts with teachers and classmates, and low self-esteem stemming from repeated failures and criticism. Addressing the educational needs of students with ADHD requires a comprehensive understanding of their unique challenges and strengths. This article explores evidence-based strategies that can enhance learning outcomes for these students. These strategies include creating structured and predictable classroom environments, incorporating active learning methods, using visual aids, and providing regular positive reinforcement. Furthermore, collaboration among teachers, parents, and specialists is crucial to ensure a supportive network for students with ADHD. By focusing on effective educational practices, this article highlights the importance of addressing ADHD in academic settings. Early intervention and tailored support not only improve academic performance but also foster the social and emotional development of students, enabling them to thrive both in and outside the classroom.  Article visualizations:

oai:ojs.edu.oapub.org:article/5790 2025-07-15T00:48:03Z ejse:ART

v2 https://oapub.org/edu/index.php/ejse/article/view/5790 2025-07-15T00:48:03Z European Journal of Special Education Research Vol 11, No 1 (2025) Panopoulos, Nikolaos; PhD, University of Peloponnese, Greece 2025-01-31 01:58:29 Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). url:https://oapub.org/edu/index.php/ejse/article/view/5790 autism spectrum disorder, intellectual disability, reading comprehension, differentiated pedagogical material en The cultivation of reading skills is a fundamental priority in the teaching process, as their mastery facilitates the adaptation of students with special educational needs to school and community life. This study aims to highlight a differentiated teaching approach to support reading comprehension skills in students with Autism Spectrum Disorder (ASD) and comorbid Intellectual Disability (ID). Three case studies were conducted involving 13-year-old students attending a secondary special education school. The findings were derived through observation methodologies using checklists of basic skills and special intervention methodologies with recorded interactions on instructional activity forms. The results document the progress made by the students before and after the teaching interventions regarding their readiness for reading comprehension activities. The study’s conclusions focus on the key features of differentiated pedagogical material that enhance the learning engagement of students with ASD and ID.  Article visualizations: a1c14017f1c453ab8d02be09b4bd339a