2024-03-29T10:38:31Z
https://oapub.org/edu/index.php/ejse/oai
oai:ojs.edu.oapub.org:article/2449
2022-01-21T04:41:20Z
ejse:ART
nmb a2200000Iu 4500
"190530 2019 eng "
25012428
25012428
dc
COMPUTER-ASSISTED INSTRUCTION OF MATHEMATICAL OPERATIONS IN ADHD AND TYPICAL STUDENTS – THE ONLINE LEARNING EXPERIENCE
Botsas, George
Greek Ministry of Education & Frederick University,
Greece
Grouios, George
Aristotle’s University of Thessaloniki,
Greece
computer-assisted instruction, attention deficit / hyperactivity disorder, mathematical operations, software, learning management system, home, educational environment, maintenance
This study examines the effectiveness of Computer – Assisted Instruction (CAI) on mathematical operations of addition and subtraction performance of students diagnosed with Attention Deficit / Hyperactivity Disorder and their typical peers, in the context of an online Learning Management System. The mathematical operation performance of students was assessed right before, just after and after three months’ time in “paper and pencil” and CAI conditions in order to determine maintenance of intervention’s effects. Six ADHD students diagnosed by public centers of diagnosis and attending 1st to 3rd grades of elementary school took part in the study. They were facing minor to major difficulties in mathematical operations of addition and subtraction. Twelve typical students of the same age and with no mathematical difficulties also took part. The research method was an experimental 2 (groups) X 4 (conditions) nonequivalent-control group design was created as students were different by ADHD existence. Typical students had significantly better performance in mathematical operations prior, after and in CAI implementation compared to the ADHD students with major problems. Their performance was actually in the same levels with students with ADHD with minor difficulties. Examination of within ADHD subjects revealed significant differences when CAI implemented. CAI found to be an effective instructional strategy on mathematical operations’ performance either of students with ADHD or non-disabled in a “working at home” educational setting. Although all students had gains from CAI implementation, a “Mathew” effect was revealed, as typical and ADHD students with minor difficulties had better performance gains which were maintained more after treatment and a follow up examination after three months.
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2019-05-30 00:00:00
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European Journal of Special Education Research; Vol 4, No 3 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3923
2022-01-21T04:52:21Z
ejse:ART
nmb a2200000Iu 4500
"210908 2021 eng "
25012428
25012428
dc
THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA
Karuppannan, Gunasegaran
Assoc. Prof. Dr.,
Deputy Dean, Centre for Graduate Studies,
Universiti Selangor,
Malaysia
orcid.org/0000-0002-9471-7883
Paramalingam, Muhantha
Lecturer,
Lincoln University College,
Petaling Jaya,
Malaysia
Sultan, Fazal Mohamed Mohamed
Assoc. Prof. Dr.,
Head of Applied Linguistics Research Cluster,
Faculty of Social Science and Humanities,
Universiti Kebangsaan Malaysia,
Malaysia
orcid.org/0000-0002-2910-014X
Duari, Hatnin
Academic Teacher,
Tandek Kota Marudu Secondary School,
Sabah, Malaysia
qualitative, expectations, strategies, classroom observation, interview
This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire.
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2021-07-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3923
European Journal of Special Education Research; Vol 7, No 3 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/782
2022-01-21T04:33:00Z
ejse:ART
nmb a2200000Iu 4500
"170531 2017 eng "
25012428
25012428
dc
USING PUPPETS IN WORKING WITH PUPILS WITH SPECIAL EDUCATIONAL NEEDS / MOŽNOSTI RABE LUTK PRI UČENCIH S POSEBNIMI VZGOJNO-IZOBRAŽEVALNIMI POTREBAMI
Pekolj, Darja
Special Education Teacher,
Elementary School Preserje, Radomlje, Slovenia
pupils with special needs, additional expert pedagogical support, elementary school, work with puppets, factors of puppet use, integrated development /učenci s posebnimi potrebami, dodatna strokovna pomoč, osnovna šola, delo z lutkami, dejavniki rabe lut
Artistic teaching tools included in the process of education increase the efficiency of traditional learning methods, since they help pupils to be more open, relaxed and motivated, while facilitating the presenting of information. Puppets present one such tool, as by including them in the educational process, they affect different areas of a child's development, which is important for all pupils, especially those with special educational needs. They help achieve general and specific objectives in the process of education set out individually for each pupil with learning difficulties, since they offer a more creative, more interesting and less stressful style of learning. Puppets can affect the emotional, cognitive and social development of pupils and enable their integrated development as well. The research is based on a descriptive causal non-experimental method of empirical pedagogical research and was conducted among Slovenian teachers teaching pupils with special needs in regular elementary schools. We presented the teachers with the possibility of using puppets in their teaching process, found out the frequency and the aim of the use, as well as teachers' opinions on the use of puppets, their acquaintance with their use and factors affecting it.
Z vključevanjem umetnostnih sredstev v proces vzgoje in izobraževanja se poveča učinkovitost tradicionalnih metod učenja, saj so učenci ob njih bolj odprti, sproščeni in motivirani, posredovanje informacij pa je olajšano. Eno izmed umetnostnih sredstev so tudi lutke, ki lahko z vključevanjem v proces vzgoje in izobraževanja vplivajo na različna področja otrokovega razvoja, kar je pomembno za vse učence, še toliko bolj pa za učence s posebnimi potrebami. Na zanimivejši, kreativnejši in manj stresen način omogočajo doseganje splošnih ciljev vzgoje in izobraževanja ter specifičnih ciljev za otroke s posebnimi potrebami, ki se določijo v individualiziranem programu za posameznega učenca s posebnimi potrebami. Z njihovim vključevanjem k delu vplivamo na čustveni, spoznavni in socialni razvoj učencev ter jim omogočamo celostni razvoj. Opravili smo deskriptivno kavzalno neeksperimentalno empirično pedagoško raziskavo med slovenskimi učitelji, ki poučujejo otroke s posebnimi potrebami v redni osnovni šoli. Predstavili smo jim možnosti uporabe lutk v pedagoškem procesu, ugotavljali pogostost in namen rabe lutk pri njihovem delu ter stališča do njihove rabe, poznavanje možnosti dela z lutkami in dejavnike, ki vplivajo na njihovo rabo lutk.
Article visualizations:
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2017-04-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/782
European Journal of Special Education Research; Vol 2, No 4 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2775
2022-01-21T04:44:15Z
ejse:ART
nmb a2200000Iu 4500
"191229 2019 eng "
25012428
25012428
dc
EXAMINING THE RELATIONSHIPS BETWEEN PERCEPTUAL LOAD PATTERNS, SELECTIVE ATTENTION AND VISUOSPATIAL WORKING MEMORY OF TWICE EXCEPTIONAL PUPILS WITH DYSCALCULIA OF PRIMARY STAGE
Sayed Ali, Dina Samir
Teaching Assistant,
Department of Educational Psychology,
Faculty of Education, Helwan University,
Egypt
Donia, Nadia Abdo Abo
Prof. Dr.,
Department of Educational Psychology,
Faculty of Education, Helwan University,
Egypt
Hamid Osman, Khaled Abd El
Ass. Prof.,
Department of Educational Psychology,
Faculty of Education, Helwan University,
Egypt
perceptual load patterns, selective attention, visuospatial working memory, twice exceptional pupils, dyscalculia
The research aims to examine the relationships between perceptual load patterns, selective attention and visuospatial working memory of twice exceptional pupils with dyscalculia of primary stage. The sample size consisted of 20 twice exceptional pupils with dyscalculia from sixth primary grade. The instruments were used for date collection: ordinary matrices test, prepared by Raven (1938); reading comprehension test, prepared by researcher; basic mathematical operations test, prepared by researcher; Bender gestalt test of motor visual disorder, prepared by Loretta Bendar (1938); Arabization by Fahmi, Ghoneim, Abu Al-Azayem Hospitalization (1990); quick survey form prepared by researcher; Wechsler 's Test of Children's Intelligence - Revised (1974), Arabization by Ismael and Malika (1999) ; selective attention task, prepared by researcher ;Computerized Verbal and Visual perceptual load pattern tasks (high-medium-low) prepared by researcher and Computerized Visuospatial working memory tasks (Pattern memory-Visual spatial sequencing) prepared by researcher. The date collected were analyzed by using the following statistical methods: frequency counts, percentages, Step-wise multiple regression analysis statistics, Z scores. The research concluded that perceptual load patterns, selective attention were very good predictors of visuospatial working memory of twice exceptional pupils with dyscalculia of primary stage.
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2019-11-16 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2775
European Journal of Special Education Research; Vol 5, No 2 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4341
2023-01-14T08:44:11Z
ejse:ART
nmb a2200000Iu 4500
"220623 2022 eng "
25012428
25012428
dc
TEACHERS’ ATTITUDE AND ITS EFFECT ON PERFORMANCE IN ENGLISH AMONG LEARNERS WITH MILD INTELLECTUAL DISABILITY IN SELECTED PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA
Gachie, Mary Wanjiku
P.O. Box 43844-00100,
Nairobi, Kenya
Mathenge, George
Lecturer, Dr.,
Department of Early Childhood &
Special Needs Education,
Kenyatta University,
P.O. Box 43844-00100,
Nairobi, Kenya
Nzoka, Stephen
Lecturer, Dr.,
Department of Early Childhood &
Special Needs Education,
Kenyatta University,
P.O. Box 43844-00100,
Nairobi, Kenya
mild intellectual disability, teacher’s attitude, special needs education, performance of English
Specifically, the study aimed at determining the attitude of teachers toward learners with MID in selected primary schools in Kiambu County and how it influenced their performance in English. The study employed social constructivist theory to explore the teachers’ instructional strategies that had an effect on the English performance of learners with MID in acquiring self-regulation. In this study 31 class six English teachers, 2111 class six learners and 31 school administrators within 3 zones were targeted in the descriptive survey study. A 20% sample was used to sample the learners, while purposeful sampling was used for the teachers and school administrators. The study used a sample of 31 school administrators, 31 teachers and 422 learners, all from the three identified zones. Observation schedules, interview schedules and questionnaires were used to collect data. Piloting was done in Gicharani primary school to enhance the validity of the research instruments while the test and re-test method was used to test the instruments’ reliability. Quantitative data questions were analyzed by descriptive statistics such as frequencies, percentages and measures of central tendencies. Findings revealed that the teachers’ attitude was positive with some having a negative attitude. The chi-square analysis revealed that the p-value was statistically significant at 0.018 implying that the teachers’ attitude towards the learners affected the learners with MID’s English performance. The study concludes that the teachers’ attitude towards learners with MID had a significant influence on the MID learners’ performance in English. The study recommends that primary school teachers should be trained on the need for a positive attitude in the classroom towards all the learners, more so those with MID to ensure their participation in class and improved self-esteem.
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2022-05-15 19:22:26
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https://oapub.org/edu/index.php/ejse/article/view/4341
European Journal of Special Education Research; Vol 8, No 3 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1404
2022-01-21T04:35:58Z
ejse:ART
nmb a2200000Iu 4500
"180128 2018 eng "
25012428
25012428
dc
THE CONTRIBUTION OF MATHEMATICS ONLINE GAMES TO QUALITIVE DIFFERENTIATION AND INTRINSIC MOTIVATION OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES
Manginas, Giannis
University of Western Macedonia,
Department of Primary Education,
Florina, Greece
Nikolantonakis, Constantinos
University of Western Macedonia,
Department of Primary Education,
Florina, Greece
mild intellectual disability, mathematical performance, basic mathematical concepts, online digital games, learning strategies, intrinsic motivation
The purpose of this research is to examine the influence of a special education program, incorporating online digital games, on the understanding of basic mathematical concepts by students with mild intellectual disabilities. The research involved four students (one girl and three boys) with mild intellectual disabilities divided into two groups, an experimental (combined intervention) and a control group (standard intervention). The students' performance was assessed before the intervention program, immediately after the end of the program and two weeks after the completion of the intervention. Based on the results, improved performance was observed in the experimental group’s students, in the areas of intervention, in relation to the students in the control group. The experimental group’s students continued to perform at high standards, contrary to those of the control group. The findings show that the teaching approach integrating online digital games has a positive impact on the understanding of basic mathematical concepts by students with mild intellectual disabilities.
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2017-12-02 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1404
European Journal of Special Education Research; Vol 3, No 1 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3193
2022-01-21T04:48:27Z
ejse:ART
nmb a2200000Iu 4500
"200718 2020 eng "
25012428
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dc
PERSPECTIVES OF VOLUNTEER PRE-SERVICE TEACHERS AND PARENTS ON A SUMMER PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS
Erdem, Hatice Şengül
PhD, İstanbul Medipol University,
Faculty of Education,
Turkey
summer program, autism spectrum disorders, perspectives, volunteering, social skill
Children with autism spectrum disorders (ASD) are more likely to have regression in acquired skills in summer than typically developing peers, while parents have also more limited options to provide summer alternatives for their children. This study aimed to understand perspectives of parents of children with ASD and pre-service teachers volunteered on a social enhancement summer program delivered through a university for children with ASD. Semi-structured interviews were performed with both participant groups along with focus group discussion with volunteers, while an inductive analysis process was used for data analysis. The analysis of data obtained from both parents and volunteers revealed three main themes along with related subthemes: (a) the need for summer program, (b) suggestions for effective summer program, and (c) benefits of the summer program. The perspectives of two groups of participants generally overlap and they demonstrate similar thoughts. The results show that summer programs can be an effective alternative to maintain the current level of children with ASD in summers.
Article visualizations:
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2020-07-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3193
European Journal of Special Education Research; Vol 6, No 2 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4727
2023-03-29T08:09:16Z
ejse:ART
nmb a2200000Iu 4500
"230318 2023 eng "
25012428
25012428
dc
EFFECTIVENESS OF INTERNATIONAL GRADUATE PROGRAM OF BULACAN STATE UNIVERSITY: BASIS FOR PROGRAM ENHANCEMENT
Pineda, Jr., Florentino G.
PhD, Department of English,
Bulacan State University,
Malolos City, Bulacan,
Philippines
effectiveness, international graduate program enhancement program
The study dealt with the Effectiveness of International Graduate Programs at BSU as a Basis for Program Enhancement. The research aims to evaluate its purpose, and its standard as indicated by academic standards, such as standards of competence, service standards, and organizational standards. One of the primordial considerations of the Graduate School is its goal to produce balanced, competent, research-oriented, and globally competitive graduates. Thus, the researcher conceptualized the study; to accomplish the needed interactions with the officials and students of BSU – Hong Kong Lifelong Education Organization Limited; to unearth issues and modern trends, policies, and programs for BSU adoption to benefit the local students and; to initiate or trail- blazed foreign researches for the upliftment the Research and Extension Services of Department, where B.S.U. had fallen short during previous evaluation. The study used the descriptive, quantitative design using survey-questionnaire and interviews as the primary data-gathering instruments. Documented data on the demographic profile of students, number of graduates, and ranking of BSU Hong Kong were also utilized. The enrolled graduate students of BSU Hong Kong, faculty, and administrators of BSU Hong Kong were the respondents of the study.
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2023-01-11 00:59:37
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European Journal of Special Education Research; Vol 9, No 1 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1899
2022-01-21T04:38:33Z
ejse:ART
nmb a2200000Iu 4500
"180830 2018 eng "
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THE INFLUENCE OF BILINGUALISM IN THE ACQUISITION OF THE GREEK LANGUAGE BY CHILDREN WITH DYSLEXIA
Katsarou, Dimitra
Dr., Adjunct Faculty,
Hellenic Open University, Greece;
Post Doctorate Researcher,
University of Thessaly, Greece
dyslexia, special education, bilingualism, linguistic skills
The question about the extent to which the acquisition of a second language at an early age affects the literacy development of the child seems to be ambiguous and depends on multiple factors both from the internal and external environment of the child. Bilingualism seems some times to affect the knowledge of the mother tongue in children with typical development, whereas some other times not. The research area, however, about children with dyslexia is very poor. Therefore, we conducted a research in order to find out the extent to which bilingual dyslexic students struggle in acquiring the second language in the Greek first and second grade. In addition, we wanted to examine the reaction and performance of those students and their monolingual dyslexic counterparts towards a special-designed test in order to come out with results which reveal which the best way to teach those students is and in which activities the students are more participative and effective. Results showed that students with bilingualism and dyslexia in their early school years are more confident and participative in tasks which include simple vocabulary items and audiovisual material. In addition, the results are even more satisfying when there is a conjunction between the words of the languages they already know with the target language. Finally, students with dyslexia respond better in tasks with simple instructions which require oral answers and not written. They are also more confident when the teacher explains in detail every aspect of the task and follows the elicitation technique which leads the students to the correct answers.
Article visualizations:
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2018-06-14 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1899
European Journal of Special Education Research; Vol 3, No 4 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3525
2022-01-21T04:50:29Z
ejse:ART
nmb a2200000Iu 4500
"210109 2021 eng "
25012428
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EXPLORING PARENTS' EXPERIENCE ON DISTANCE LEARNING FOR STUDENTS WITH ASD
Efstratopoulou, M.
Associate Professor UAEU,
College of Education,
Department of Special Education,
Greece
Delligianidou, S.
Greek Ministry of Education,
Special Education,
Greece
Sofologi, M.
Early Years Department,
University of Ioannina,
Greece
ASD, distance learning, qualitative design, interviews, parents
During the lock-down period, many educational programs have been changed making possible to continue the learning process for learners with disabilities and particularly for students with Autistic Spectrum Disorders (ASD). However, changing daily routines can result for elevated anxiety and stress for ASD learners. The aim of the study was to explore the experience of parents on Distance Learning with their children with Autism and Developmental disabilities. A qualitative research design was used, and semi-structured interviews were conducted with parents of ASD students discussing about benefits and challenges of the distance learning procedure. Parents’ responses indicated some benefits of the DL procedure during lockdown situations, however many challenges for both the ASD students and their parents were reported. Training for both parents and teachers were highly suggested to overcome the challenges during DL and improve the experience. Their overall experience and their suggestions can be used to improve the quality of the distance learning process for students with Autism and Developmental disabilities.
Article visualizations:
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2021-01-07 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3525
European Journal of Special Education Research; Vol 7, No 1 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/399
2022-01-21T04:30:05Z
ejse:ART
nmb a2200000Iu 4500
"161223 2016 eng "
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dc
LEISURE AS AN INSTRUMENT OF REHABILITATION AND SOCIALIZATION OF PEOPLE WITH INTELLECTUAL DISABILITIES. ENTER DISCUSSION
J. Błeszyński, Jacek
Faculty of Pedagogical Sciences, Nicolaus Copernicus University in Torun, Torun, Poland
Orłowska, Małgorzata
University of Dąbrowa Górnicza, Department of Pedagogy, Faculty of Applied Social Sciences, Dąbrowa Górnicza, Poland
intellectual disability, rehabilitation, socialization
The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, learns and works. The place of a person in society has become more important than their intelligence. The concepts of adaptive behaviour and supporting systems are becoming a more important element than the averaged results of particular functions - identified by IQ. Currently, the most common approach in the field of intellectual disability introduced from 2013 is found in the DSM 5 Classification (Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders). In this classification of intellectual disability (impaired intellectual development - the diagnostic term ‘intellectual disability’ is a term equivalent to the ICD-11 diagnosis of disorders of intellectual development. Although this guide uses the term intellectual disability, these two terms are used in the title, to explain the relationships with other classification systems. Moreover, the United States federal statute - Public Law 111-256, Rosa's Law - replaces the term mental retardation with the concept of intellectual disability. Scientific journals also use the term intellectual disability. This concept is widely used in medical and educational environments, as well as by groups of attorneys). There are three important basic criteria of disorders: 1) intellectual, 2) adaptive (highlighted in our work), 3) intellectual and adaptive in adolescence.
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2016-12-13 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/399
European Journal of Special Education Research; Vol 2, No 1 (2017)
eng
Copyright (c) 2016 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5193
2024-03-23T01:08:38Z
ejse:ART
nmb a2200000Iu 4500
"240202 2024 eng "
25012428
25012428
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REHABILITEES WITH VISUAL IMPAIRMENTS’ CANE SKILLS AND THEIR INFLUENCE ON INDEPENDENT TRAVEL IN NAIROBI CITY COUNTY, KENYA
Kwamboka, Gisore Varsytine
Masters Student,
Department of Early Childhood and Special Needs Education,
PO Box 43844-00100, Nairobi,
Kenya
Murugami, Margaret
Lecturer, Dr.,
Department of Special Needs Education,
Kenyatta University,
PO Box 43844-00100, Nairobi,
Kenya
Otube, Nelly
Lecturer, Dr.,
Department of Special Needs Education,
Kenyatta University
PO Box 43844-00100, Nairobi,
Kenya
orientation, visual impairments, orientation and mobility
The purpose of this study was to determine the influence of rehabilitees with visual impairment cane skills on their independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used a case study research design. The study was carried out at Kenya Institute for the Blind located in Nairobi County, Kenya. The target population was two orientation and mobility trainers and fifty rehabilitees with visual impairment who lost sight between the years 2011 and 2016 and who underwent rehabilitation at KIB. A purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to locate thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted at Machakos Technical Institute for the Blind because of its similar characteristics in the admission of rehabilitees with visual impairment. The researcher ensured the content validity of the research instruments through discussion with supervisors and lecturers in the Department of early childhood and Special Needs Education. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS) program. Data was analysed using descriptive statistics and presented using tables. The findings revealed that mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Worldwide, canes were the most used device for orientation and mobility for individuals with visual impairment. In KIB, the device was limited in supply and not readily available. Cane skills were the most popular orientation and mobility techniques among rehabilitees in KIB. The study concluded that rehabilitees were not adequately trained since a substantial period of time has elapsed yet they have not indicated favourable independent travel to their places of work. Orientation and mobility training at KIB led to the acquisition of necessary skills relevant to independent travel of individuals with visual impairment. The study recommended that there is a need for Kenya Government to facilitate the production of cheap locally made long canes suitable for our Kenyan roads.
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2024-01-02 00:00:00
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European Journal of Special Education Research; Vol 10, No 1 (2024)
eng
Copyright (c) 2024 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3827
2022-01-21T04:51:32Z
ejse:ART
nmb a2200000Iu 4500
"210702 2021 eng "
25012428
25012428
dc
INFLUENCE OF MATHEMATICS BRAILLE PROFICIENCY ON MATHEMATICS PERFORMANCE AMONG LEARNERS WITH VISUAL IMPAIRMENT IN SELECTED SPECIAL SECONDARY SCHOOLS IN KENYA
Okumu, Martin Obiero
Head of Department,
Public Information Services,
Kenya Institute for the Blind,
Kenya
Murugami, Margaret W.
Dr., Senior Lecturer,
Department of Early Childhood and
Special Needs Education,
Specialization: Visual Impairment,
and Inclusive Education,
Kenyatta University,
Kenya
Mazrui, Lubna M.
Dr., Lecturer,
Department of Early Childhood and
Special Needs Education,
Specialization: Visual Impairment,
Kenyatta University,
Kenya
mathematics Braille proficiency, learners with visual impairment, mathematics performance
The purpose of this paper is to report some of the findings of a study which investigated the influence of mathematics Braille proficiency on mathematics performance among learners with visual impairment in selected special secondary schools in Kenya. In this study, descriptive design was used with a sample size of 55 respondents comprising of head teachers, mathematics teachers and learners with visual impairment in two special secondary schools. The study respondents were purposively sampled. Findings on the level of mathematics braille proficiency possessed by learners with visual impairment; and the relationship between mathematics Braille skills and mathematics performance are reported. These findings demonstrate a very low level of mathematics Braille skills; and there was a significant positive relationship between mathematics braille proficiency and mathematics performance, particularly among touch readers. These findings confirmed that lack of mathematics braille proficiency contributed to poor mathematics performance. On the basis of these findings, some recommendations are provided.
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2021-03-26 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/3827
European Journal of Special Education Research; Vol 7, No 2 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/631
2022-01-21T04:32:19Z
ejse:ART
nmb a2200000Iu 4500
"170403 2017 eng "
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CONCEPTUALIZING THE SPECIAL NEEDS COMMUNITY THERAPY FROM THREE MAIN ECOSYSTEMIC MODELS
Hock Lim, Boon
PhD, Special Education Consultant, Malacca, Malaysia
Hwee Chia, Kok
EdD, Special Needs Consultant, Singapore
community therapy, intellectual and developmental disability, model of disability, special needs, therapeutic community
The authors of this paper have coined the term special needs community therapists to describe this unique group of special needs professionals involved in a participatory community-based trans-disciplinary treatment (involving intervention, rehabilitation and/or management) that caters to short-term (acute cases) and long-term (chronic cases) intellectual and developmental disabilities done within a residential context, where the clients (i.e., these individuals are treated as customers who need specialized therapy services) and the therapists live and work together. Community therapy for people with special needs can be provided via two main management systems – clinically based case management (institution-centered) and/or person-centered care management (client-centered) – and several different service models such as standard community treatment with high client-therapist ratios and intensive community treatment where the emphasis is on community involvement and lower client-therapist ratios.
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2017-01-16 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/631
European Journal of Special Education Research; Vol 2, No 3 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2668
2022-01-21T04:43:28Z
ejse:ART
nmb a2200000Iu 4500
"191008 2019 eng "
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dc
QUALITY OF LIFE IN DEAF SIGN LANGUAGE USERS IN SOUTHERN BRAZIL PSYCHOLOGICAL DOMAIN
dos Santos, Israel Bispo
PhD Student,
Program in Communication Disorders,
Universidade Tuiuti do Paraná (UTP),
Curitiba (PR), Brazil
Lacerda, Adriana
Professor in the Master and PhD,
Program in Communication Disorders,
Universidade Tuiuti do Paraná (UTP),
Curitiba (PR), Brazil
Cagné, Jean–Pierre
Professor in the Master and PhD,
School of Speech-Language Pathology and Audiology, Université Montréal,
Quebec, Canadá
Massi, Giselle
Professor in the Master and PhD,
Program in Communication Disorders,
Universidade Tuiuti do Paraná (UTP),
Curitiba (PR), Brazil
Berberian, Ana Paula
Professor in the Master and PhD,
Program in Communication Disorders,
Universidade Tuiuti do Paraná (UTP),
Curitiba (PR), Brazil
Guarinello, Ana Cristina
Professor in the Master and PhD,
Program in Communication Disorders,
Universidade Tuiuti do Paraná (UTP),
Curitiba (PR), Brazil
deafness, psychological care, WHOOQL-Bref, quality of life
Introduction: Deaf users of Brazilian Sign Language (Libras) constitute part of a population who need to integrate and interact with other people in society. However, many Libras users are not able to communicate through spoken Portuguese and this may have an impact on their quality of life (QoL). Few studies have investigated factors that influence the quality of life of Libras users. Objective: To verify how a group of Libras users, who lives in the South of Brazil, perceive their QoL, especially in the psychological domain. Method: 60 deaf sign language users participated in this study by completing two questionnaires: 1) WHOOQL-BREF instrument in Portuguese written language and/or WHOOQL-Bref - Libras and 2) Identification questionnaire. The research was conducted between, July 2015 February 2016. Results: From the 60 deaf sign language users, 20% were male and 40% female. The mean age was 28 years old, with high school and college education. Overall mean score on WHOOQL-Bref was 43.3%. The Psychological domain have a score (61,26%) Conclusion: Deaf sign language users have low results in the Psychological Domain when compared to hearing people research results. There is association between the results in this domain scores with lack of accessibility and interaction, negative thoughts and depression.
Article visualizations:
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2019-09-17 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2668
European Journal of Special Education Research; Vol 5, No 1 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4210
2022-05-03T12:51:18Z
ejse:ART
nmb a2200000Iu 4500
"220319 2022 eng "
25012428
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dc
ART EDUCATION FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS: CASE STUDY OF VISUAL ARTEFACTS PRODUCED BY HEARING-IMPAIRED PUPILS OF TETTEH OCLOO STATE SCHOOL FOR THE DEAF
Navei, Nyamawero
PhD Student,
Department of Music Education,
University of Education, Winneba,
Centra Region, Ghana
Akyem, Samuel Yeboah
Department of Visual Arts,
Ngleshie Amanfrom Senior High School,
Greater Accra Region, Ghana
Diabour, Kwame Kyere
PhD, Department of Art Education,
University of Education, Winneba,
Centra Region, Ghana
arts education, hearing-impaired pupils, special educational needs, Tetteh Ocloo State School for the Deaf, visual artefacts
Formal education becomes most authentic, inclusive, and learner-centred when Art is at its forefront. The Arts provide learners with authentic learning experiences that engage their minds, hearts, hands, and entire bodies. The general relevance of Art education for learners with special educational needs has been variously and solidly argued by previous studies. However, much is not known about the creative artefacts of learners with special educational needs. The focus of this qualitative case study was to artistically appreciate selected visual artefacts produced by hearing-impaired pupils of Tetteh Ocloo State School for the Deaf located at Adjei-Kojo, a suburb of Accra in Ghana. Adopting triangulation of instruments (semi-structured interviews, field observation & photography), the study gathered in-depth data from sixteen (16) purposively sampled respondents with findings analysed using qualitative descriptive tenets. The study ascertained that the Creative Arts subject is dedicatedly taught in Tetteh Ocloo State School for the Deaf by Art specialist teachers. As a result, the study observed that the hearing-impaired primary pupils of Tetteh Ocloo State School for the Deaf were able to produce intriguing Visual artefacts (ranging from drawings/painting, clay work & papercraft). Aesthetic appreciation of some of the artefacts revealed that the works represent the oral accounts of the pupils’ worldview of salient experiences in their immediate social and physical environments. It is recommended that the Art specialist teachers of Tetteh Ocloo State School for the Deaf should continue to teach the Creative Arts subject with dedication as this would nurture and inculcate the needed creative, innovative, and inventive skills onto the pupils for responsible adulthood.
Article visualizations:
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2022-03-19 09:15:33
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European Journal of Special Education Research; Vol 8, No 2 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1206
2022-01-21T04:34:59Z
ejse:ART
nmb a2200000Iu 4500
"171121 2017 eng "
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TEACH US THE WAY WE WANT: TEACHING APPROACH FOR SPECIAL NEEDS STUDENTS
San Jose, Ariel E.
PhD, Lecturer,
Faculty of Foundation Studies
Gulf College of Oman, Oman
Bahket, Rida
Lecturer for Special Needs,
Gulf College, Oman
Ali Alsalhi, Hanaa Hassan
Assistant Lecturer
Gulf College, Oman
teaching approach, special needs, deaf and mute
This study was conducted to explore the learning of special needs students in reading and writing; determine their preferred teaching approaches; and obtain their suggestions to improve the teaching of both reading and writing modules. Focus Group Discussion (FGD) was conducted in obtaining pertinent information. Results regarding what the learners learned; and the best approach for teaching English revealed interesting insights which could guide special needs teachers. Suggestions which aimed at improving English teaching were also provided.
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2017-08-28 00:00:00
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European Journal of Special Education Research; Vol 2, No 6 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3052
2022-01-21T04:47:48Z
ejse:ART
nmb a2200000Iu 4500
"200507 2020 eng "
25012428
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dc
JOGOS DIGITAIS GRATUITOS DE MATEMÁTICA: ANÁLISE DOS REQUISITOS E O ENSINO PARA CRIANÇAS COM DEFICIÊNCIA INTELECTUAL / MATHEMATICS FREE DIGITAL GAMES: REQUIREMENTS ANALYSIS AND TEACHING FOR CHILDREN WITH INTELLECTUAL DISABILITIES
Cordeiro, Edson dos Santos
UTFPR, Francisco Beltrão,
Paraná, Brazil
Santos, Gabriela Corbari dos
UTFPR, Francisco Beltrão,
Paraná, Brazil
Sato, Gustavo Yuji
UTFPR, Francisco Beltrão,
Paraná, Brazil
Rocha, Margarette Matesco
UNIOESTE, Francisco Beltrão,
Paraná, Brazil
jogos digitais; deficiência intelectual; matemática; ensino fundamental / digital games; intellectual disability; mathematics; elementary school
A perspectiva da educação inclusiva trouxe diversos desafios para a escola comum, incluindo a necessidade de investimentos em estratégias diferenciadas para o ensino das crianças com necessidades educacionais especiais. A utilização de jogos digitais para o ensino da matemática tem aumentado nas últimas décadas, no entanto, ainda são escassos os estudos relacionados a análise dos jogos digitais disponíveis e, em especial, a análise da relação entre os requisitos e as características das crianças com deficiência intelectual. O objetivo do presente estudo foi identificar e caracterizar os jogos digitais gratuitos para celular, disponíveis na loja virtual Google Play, voltados ao ensino de operações básicas de matemática destinados às crianças com deficiência intelectual. A seleção dos jogos ocorreu a partir do mecanismo de busca da loja virtual e foram utilizados diversos critérios, incluindo idade, escolaridade e habilidades básicas de matemática. Foram identificados oito jogos e analisados por meio de onze requisitos, subdivididos em dezenove questões, entretanto, em nenhum deles havia indicação explícita que as atividades propostas eram para as crianças com necessidades educacionais especiais. Os resultados mostraram que seis jogos atenderam ao menos 60% dos requisitos investigados e a discussão a respeito da relação entre os requisitos e as características das crianças com deficiência intelectual permitiu apresentar algumas recomendações para o entendimento do impacto da presença ou não de um dado requisito sobre o desempenho da criança no jogo e a sua aprendizagem.
The perspective on inclusive education brought several challenges to the regular school, including the need to invest in differentiated strategies for teaching children with special educational needs. Digital games' use for teaching mathematics has increased in recent decades, however, studies related to the available digital games analysis are still scarce, particularly, the relationship between the requirements and children with intellectual disabilities characteristics analysis. The objective of the present study was to identify and characterize free digital mobile games, available in the Google Play, aimed to teaching basic mathematical operations for children with intellectual disabilities. The games were selected using the online store search engine and several criteria were used, including age, educational stage and basic math skills. Eight games were identified and analysed using eleven requirements, subdivided into nineteen questions, however, in none of them there was any explicit indication that the proposed activities were for children with special educational needs. The results showed that six games met at least 60% of the investigated requirements and the discussion about the relationship between the requirements and children intellectual disabilities characteristics allowed to present some recommendations for understanding the presence (or not) of a given requirement impacts on the child's performance in the game and learning.
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2020-05-06 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3052
European Journal of Special Education Research; Vol 6, No 1 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4586
2023-01-14T08:44:11Z
ejse:ART
nmb a2200000Iu 4500
"221207 2022 eng "
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ENHANCING ACCESS TO BRAILLE MATERIALS FOR OPTIMAL LEARNING AT KIBOS PRIMARY SCHOOL FOR THE BLIND, KISUMU COUNTY, KENYA
Mmasi, Jeremiah Lumakanda
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
Muthee, Jessina Jessica
Dr., Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
Murugami, Margaret
Dr., Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
access, Braille materials, enhance, learning and optimal
The purpose of this study was to determine the approaches to enhancing access to Braille materials for optimal learning at Kibos Primary School for the Blind. The study was guided by the main objective which was to determine the causes of the shortage of Braille materials at Kibos Primary School for the Blind. The study employed a case study research design with a target population comprising 26 teachers, one transcriber, a librarian, and a resource person. Census was used to acquire the needed information from the target population since it was small, and the researcher had no control. Interview schedules and questionnaires were administered to different groups of respondents. A pilot study was conducted in one of the primary schools for learners with visual impairment within the study area. Data was analyzed qualitatively and quantitively. Qualitative data was organized, reviewed and data coding system developed, data was assigned codes and recurring themes were identified and the results were presented in narratives, while quantitative data was analyzed using a Statistical Package for Social Sciences version 17. The findings revealed that school enrollment of both male and female pupils was on the rise. However, the enrollment of male pupils was higher. The results also indicated that mathematics and science subjects were most affected by the shortage of braille learning materials. Among the identified causes of the shortage of Braille learning materials were: inadequate funding, regular change of syllabus, delay caused by producers of the materials, lengthy procurement procedures and increased admission of new learners with visual impairment. This study recommended that to enhance access to Braille learning materials at the school; the government should give adequate funds and build the capacity of the braille transcribers. The study was necessary since the government policy on education for all did not seem to cater adequately for Braille learning materials for learners with visual impairment.
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2022-07-21 07:25:29
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https://oapub.org/edu/index.php/ejse/article/view/4586
European Journal of Special Education Research; Vol 8, No 4 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1704
2022-01-21T04:37:45Z
ejse:ART
nmb a2200000Iu 4500
"180607 2018 eng "
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INTEREST OF DEAF STUDENTS OF SRAGEN REGENCY SPECIAL SCHOOL, INDONESIA IN USING MULTIMEDIA BASED LEARNING MATERIALS
Hidayat, Luqman
PGRI University of Yogyakarta,
Indonesia
deaf, interest, multimedia based learning
Deaf students are students who lose the ability to hear. The challenges faced by deaf students at school are the difficulty to obtain learning materials that are suitable with their needs and characteristics. This was a descriptive research, with deaf students on high school level from all Special Schools in Sragen Regency, Central Java as the subjects. Deaf students have unique and different learning styles from the person who has good ability to hear. Technology in education is designed to ease students and teachers in learning and teaching. The use of appropriate learning materials is the basis of the development of education in the future. How far deaf students’ interest in multimedia based learning materials is needed to know in order to provide an indicator in the preparation of learning materials that are accessible and meet the characteristics of deaf students. The technology adapted for education will facilitate the delivery of material / knowledge transfer from teacher to student.
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2018-03-24 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1704
European Journal of Special Education Research; Vol 3, No 3 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3466
2022-01-21T04:49:42Z
ejse:ART
nmb a2200000Iu 4500
"201208 2020 eng "
25012428
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dc
COMPARISON OF BEHAVIORAL DATA COLLECTION PROCEDURES TO ASSESS ESCAPING BEHAVIOR IN A CHILD WITH AUTISM SPECTRUM DISORDER
Chaldi, Dimitra
PhD Student (Faculty of Medicine),
Lecturer at University of Peloponnese,
Department of Speech-Language Pathology,
PROMPT© Bridging Trained,
LSVT® Certified Clinician,
Greece
measurement, data collection, problem behavior, screaming, autism spectrum disorder
Behavior Analysts have many job responsibilities, one of them is to assess and treat behavior problems. The selection of the most appropriate and effective measurement procedure of challenging behaviors is considered critical, as some measurement methods provide more accurate and complete information, about the target behavior, than others. However, behavior clinicians should be aware, as not every measurement procedure is appropriate for every problem behavior. In our study, we evaluated the effects of three different measurement techniques for escaping from a demand by engaging in challenging behavior (i.e., screaming). We compared the assessment procedures that we implemented in order to analyze our participant’s screaming behavior and at the same time, we provided the potential limits and strengths of each measurement technique. Nevertheless, guidelines for effective implementation of measurement procedures for challenging behaviors, such as screaming, in children with Autism Spectrum Disorder, and further recommendations are needed. Thus, having completed this study, further research is recommended.
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2020-10-23 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3466
European Journal of Special Education Research; Vol 6, No 4 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/262
2022-01-21T04:29:15Z
ejse:ART
nmb a2200000Iu 4500
"161005 2016 eng "
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PERCEPTIONS OF STUDENTS WITH MULTIPLE DISABILITIES AND TYPICALLY DEVELOPING PEERS
C. Bebech, Alanna
Youngstown State University, Youngstown, Ohio, United States of America
D. Oliver, Tyler
Youngstown State University, Youngstown, Ohio, United States of America
M. Limperos, Alexandra
Youngstown State University, Youngstown, Ohio, United States of America
P. Schade, Benjamin
Youngstown State University, Youngstown, Ohio, United States of America
H. Larwin, Karen
Youngstown State University, Youngstown, Ohio, United States of America
multiple disabilities, mental health status, intellectual disability
The purpose of this study was to investigate if students with multiple disabilities perceived a lower level of feeling cared about, more difficulty in school, and decreased mental health status, when compared to their typically developing peers. Data from 244 participants was extracted from the National Survey of Adolescent Health. Of this sample, 36 participants were identified as having multiple disabilities. Independent samples t-tests and multivariate analyses of variance were used to analyze data using the sample of the population. No significant results were found, indicating that there are no differences between the perceptions of students with multiple disabilities and their typically developing peers.
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2016-10-05 00:00:00
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European Journal of Special Education Research; Vol 1, No 3 (2016)
eng
Copyright (c) 2016 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5112
2023-12-09T00:12:49Z
ejse:ART
nmb a2200000Iu 4500
"231124 2023 eng "
25012428
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dc
PHONOLOGICAL AWARENESS INSTRUCTIONAL STRATEGIES USED BY TEACHERS TO ENHANCE THE LITERACY DEVELOPMENT OF CHILDREN AT RISK FOR SPEECH DISORDERS IN KIAMBU COUNTY, KENYA
Ngugi, Janet Wangui
Master's Student,
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
P.O Box 43844-00100, Nairobi,
Kenya
Karia, Mathew Kinyua
Lecturer, Dr.,
Lecturer Department of Early Childhood
and Special Needs Education,
Kenyatta University,
P.O Box 43844-00100, Nairobi,
Kenya
Abuom, Tom
Lecturer, Dr.,
Lecturer Department of Early Childhood
and Special Needs Education,
Kenyatta University,
P.O Box 43844-00100, Nairobi,
Kenya
phonological awareness; instructional strategies; literacy development; speech disorders
The purpose of this study was to establish the phonological awareness instructional strategies used by teachers to enhance literacy development. This research was steered by the Phonological Awareness Theory. The study used a quasi-experimental design. Two groups of subjects were used: one is the control group, which did not participate in the treatment program. The other was the experimental group, which participated, in the given treatment. The study was conducted in Kiambu County, Kenya. Purposive sampling was employed to select 4 preschools and 40 preschool children. 8 teachers were randomly chosen from the selected preschools. Data was collected through interview schedules, tests, and questionnaires. Data was analysed using qualitative and quantitative methods. The study found that almost all the teachers did not apply clear-cut planned instructional strategies to increase the preschool learner’s phonological awareness skills, such as pointing out the individual sounds in words or highlighting the number of syllables in words. The teachers, additionally did not apply authorized early literacy methods, such as stimulating phonological awareness activities. The study concluded that phonological awareness, ideally, is a broad skill that focuses on phonemes and for that reason, the preschool learners did not need to know the graphemes to be able to develop phonological awareness. The study recommended that there is a need to assess teachers’ literacy instructional practices and the resources they use in the classrooms to enhance literacy development. Preschool teachers should focus on working on a range of activities with children who are at risk for speech disorders to enhance their linguistic and literacy development. The Ministry of Education, Science & Technology (MoEST) needs to provide trainings/ seminars/ continuous professional development (CPD) workshops for Early Childhood Education (ECDE) teachers where strategies/ best practices for teaching reading can be outlined. During such trainings, teachers can share their best practices and help one another overcome problems in the teaching of reading and writing.
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2023-06-30 00:11:21
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https://oapub.org/edu/index.php/ejse/article/view/5112
European Journal of Special Education Research; Vol 9, No 3 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2382
2022-01-21T04:40:31Z
ejse:ART
nmb a2200000Iu 4500
"190417 2019 eng "
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WORKING MEMORY ABILITIES IN CHILDREN WITH AUTISM SPECTRUM DISORDER
Estratopoulou, Maria A.
Dr., Bishop Grosseteste University,
Special Education and Inclusion,
School of Social Sciences,
United Kingdom
Sofologi, Maria
Dr., Aristotle University Thessaloniki,
Psychology Department,
Greece
autism spectrum disorder, working memory, non-verbal intelligence, memory abilities
Aim: The aim of the present study was to investigate possible differences on working memory abilities between children with Autism spectrum disorder and typical children. The potential facilitating effect of verbal mediation on working memory was investigated measuring children’s ability to use language-based encoding and rehearsal processes to enhance working memory. Method: Participants were divided into two groups: a group of 26 children diagnosed with Autism spectrum disorder (16 boys and 10 girls) and to a group of 25 typical controls (17 boys and 8 girls) matched on non-verbal intelligence. Examination of working memory was based on non-verbal variants of the non-spatial, self-ordered pointing test (SOPT) devised by Petrides and Milner (1982). Both the Verbal Span Test and the Self-ordered tests were performed to the participants. Results: The resulting profile on memory abilities in children with autism was characterized by relatively poor memory for complex verbal and visual test. The different pattern of memory performance between the two groups indicates that the more complex the task and the information being processed, the more taxed the resources of the memory system become. Discussion: The results provide useful information to take into consideration when designing interventions for children with Autism spectrum disorder in clinical and educational settings.
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2019-04-03 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2382
European Journal of Special Education Research; Vol 4, No 2 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/462
2022-01-21T04:30:51Z
ejse:ART
nmb a2200000Iu 4500
"170116 2017 eng "
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SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS WITH VISUAL IMPAIRMENT
Nahwah M., Fauzi
Sebelas Maret University Surakarta, Indonesia
Choiri, Abdul Salim
Sebelas Maret University Surakarta, Indonesia
Sunardi, S.
Sebelas Maret University Surakarta, Indonesia
students with visual impairment, mathematics learning, the block media, the additive fractions
The purpose of this study is to determine the effectiveness of using the beam media on fractions students with visual impairment to improve the learning outcomes about mathematical summation material on fractions students in YKAB special schools (SLB) Surakarta. The research method which is used in this study is single subject research design experimental that is design A-B-A (Baseline-1 - Intervention - Baseline-2) with the subject is chosen directly by the researchers based on the need of two students on a 4th grade of special school. The Techniques of analysing data used are statistical analysis and visual analysis. Statistical analysis is in the form of charting a simple statistic description of Antam. Visual analysis focuses on changes in one variable and two conditions (results) that change all the intervention phase and the changing compared with the baseline phase. Based on data analysis from all three phases, it is known that the using of fractional block media provides positive influence on mathematics learning outcome fractions summation material of students with visual impairment. Based on these results, we can conclude that fractional block is an effective media to improve the learning outcomes about fraction summation material for fourth grade students with visual impairment.
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2017-01-10 00:00:00
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European Journal of Special Education Research; Vol 2, No 2 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5295
2024-03-27T23:38:40Z
ejse:ART
nmb a2200000Iu 4500
"240328 2024 eng "
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INFLUENCE OF SCHOOL ENVIRONMENT ON INCLUSION OF LEARNERS WITH VISUAL IMPAIRMENT IN REGULAR PUBLIC PRIMARY SCHOOLS IN NYATIKE SUB-COUNTY, MIGORI COUNTY, KENYA
Okello, Lazarus Millan
Rongo University,
Kenya
inclusion of learners, primary schools, regular public schools, school environment, visual impairment
Inclusion of learners with disability is necessary for improving their enrolment and ensuring that their academic goals and objectives are met. Consequently, teachers and stakeholders have to identify any barriers that can deter the learners from achieving these goals. Interestingly, in Nyatike Sub-County, enrolment of learners with visual impairment in regular public primary schools has remained low at 10.1 percent compared to 33.6 percent in Suna East Sub-County, 24.8 percent in Suna West Sub-County and 31.5 percent in Uriri Sub-County for the years 2019 to 2023. Besides, the literacy level of learners with visual impairment is lower than the levels of learners with hearing and intellectual impairment in Nyatike Sub-County. Therefore, the study sought to find out the influence of the school environment on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County. Maslow’s hierarchy of needs theory was used to explain the roots of inclusion. A sample size of 98 (ninety-eight) respondents comprising 46 head teachers and 52 classroom teachers was selected using saturated and purposive sampling techniques. Pearson’s correlation, regression analysis,and ANOVA were used to analyse infferential data while qualitative data was transcribed and analyzed based on emerging themes and used for triangulation. The study established that at a 5 percent level of significance; the school environment significantly influenced the inclusion of learners with visual impairment, and accounted for 18.4% of the variation in inclusion of learners with visual impairment in regular primary schools. From the findings, it was concluded that the school environment (r= .433, p< .05) has a significant positive and moderate influence on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County, Migori County, Kenya. The study recommends that school administration mobilize more teaching and learning resources for learners with visual impairment. The study is significant to policymakers in the educational sector to develop a framework that links the inclusion of learners with visual impairment and their success in educational achievement.
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2024-03-28 00:05:04
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https://oapub.org/edu/index.php/ejse/article/view/5295
European Journal of Special Education Research; Vol 10, No 3 (2024)
eng
Copyright (c) 2024 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2590
2022-01-21T04:42:18Z
ejse:ART
nmb a2200000Iu 4500
"190824 2019 eng "
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EXISTENCE OF DYSLEXIA CONSIDERING THE STRUCTURE OF DIFFERENT LANGUAGES
Hazir, Oguzhan
Department of Special Education,
Muallim Rifat Education Faculty,
Kilis 7 Aralik University,
Turkey
dyslexia, literacy rate, reality of dyslexia
The existence of dyslexia is still an active debate. This discussion is mainly based on whether Dyslexia is created by unsuccessful teachers due to using the wrong teaching methods and comparing some countries` high literacy rate and whether their own countries ignoring other relevant dimensions in the language structures. Unlike mainstream views, many scholars state that dyslexia is a learning disorder (Elliott and Grigorenko, 2014, Rose, 2009) which negatively affects children`s reading, writing, and spelling improvement. Gabor (2010) stated that there are many indicators of dyslexia, such as decoding, comprehension, spelling, concentration, auditory, sequencing, motor skills and organization problems. Further, it is argued that spelling and reading comprehension are the main identifiers and these points are the most significant parts of dyslexia. This paper aims to reveal dyslexia is not a `fiction` and the high literacy rate in a different language structure do not mean whether dyslexia exists.
Article visualizations:
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2019-07-16 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2590
European Journal of Special Education Research; Vol 4, No 4 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4092
2022-01-21T18:59:37Z
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"211231 2021 eng "
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DEAF ADULTS AS ROLE MODELS FOR THE HEARING WORLD: A LITERATURE REVIEW
Giaouri, Stergiani
Department of Primary Education,
University of Western Macedonia,
Florina, Greece
Karipi, Spyridoula
Head of the Kindergarten
for the Deaf and Hard of Hearing of Argyroupolis (KDA),
Athens, Greece
Alevriadou, Anastasia
Department of Psychology,
Aristotle University of Thessaloniki,
Thessaloniki, Greece
Hatzopoulou, Marianna
Head of the Local Assessment and Support Centre,
2nd B Athens, Greece
Kourbetis, Vassilis
Counsellor A of Special Education,
Independent Scientific Counselors Office,
Ministry of Education & Religious Affairs,
Greece
deaf role models, deaf children, families, professionals
Although deaf role model projects have existed for some time and their benefits and outcomes for deaf children/young people and their parents have been recorded, almost no attention has been paid to the experiences of the deaf people who take on these roles. Additionally, the experiences of being a deaf role model have been little explored in the literature. This paper explores available literature on role models for supporting families of deaf children and hearing practitioners. Most deaf people (about 95%), all over the world, have hearing parents and do not meet deaf adults and sign language before the age that formal primary education starts. The majority of hearing parents do not come in touch with deafness even after their child is diagnosed of being deaf. But it’s really crucial for families to have resources that allow them to help their child develop language and have full interaction with their family. Additionally, deaf role models can play a vital role in the development of deaf children’s knowledge, skills, and perceptions. Further work would be also required to understand the longer-term benefits and further developments that deaf role models may wish to initiate.
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2021-12-31 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/4092
European Journal of Special Education Research; Vol 8, No 1 (2022)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1005
2022-01-21T04:34:59Z
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"170902 2017 eng "
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ASSESSING EXTERNALIZING AND INTERNALIZING BEHAVIOUR IN CHILDREN: USE OF THE MOTOR BEHAVIOUR CHECKLIST IN A TYPICAL SCHOOL-AGE POLISH SAMPLE
Efstratopoulou, Maria A.
Senior Lecturer, Special Education and Inclusion,
School of Social Sciences, Bishop Grosseteste University, Longdales Road, Lincoln LN13DY, UK
Dunn, Thomas J.
Senior Lecturer Psychology, Department of Psychology, Bishop Grosseteste University, Longdales Road, Lincoln LN13DY, UK
Andrzejewska, Joanna
MSc, Department of Pedagogy University of Walcz, 78-600 Walcz, Poland
Augustyniak, Agnieszka
MSc, Department of Pedagogy University of Walcz, 78-600 Walcz, Poland
motor behaviour, externalizing behaviour, internalizing behaviour, children
The study was designed to investigate externalizing and internalizing behaviours in a typical school-aged sample of children (N=112) using the Polish version of the Motor Behaviour Checklist for Children. The instrument was translated into Polish and teachers observed and recorded the motor behaviour of their students in school settings during physical education and free play situations. Findings demonstrated a psychometrically robust application of the MBC in a Polish sample as well as gender differences in total externalizing scores. In addition, age was found to be significant correlated with internalizing scores and especially with the social interaction factor. Teachers reported boys as more inattentive and more hyperactive/impulsive than girls and more likely to display externalising symptoms connected with ADHD particularly in school settings. Findings underscore the importance of early diagnosis and have practical implications when designing behavioural management programs and educational interventions in school settings.
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2017-08-28 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1005
European Journal of Special Education Research; Vol 2, No 6 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2928
2022-01-21T04:46:51Z
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"200316 2020 eng "
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MULTILATERAL TRAINING USING PHYSICAL ACTIVITY AND SOCIAL GAMES IMPROVES MOTOR SKILLS AND EXECUTIVE FUNCTION IN CHILDREN WITH AUTISM SPECTRUM DISORDER
Greco, Gianpiero
orcid.org/0000-0002-5023-3721
PhD, Sport & Exercise Scientist,
Independent Researcher,
Milan, Italy
working memory; cognitive flexibility; inhibitory control; motor performance; physical activity
While impairments in gross and fine motor skills and executive function are evident from an early age in individuals with autism spectrum disorder (ASD), few studies have explored combined physical activity training and social games as a means of improving these proficiencies in children with ASD. We examined the effects of a 12-week Multilateral Training intervention in 24 children with ASD (M age =9.33, SD = 0.92 years). Participants were matched into pairs, based on age, gender, and autism symptom severity, and we randomly allocated each pair into either an intervention (n = 12) or waitlist control (n = 12) group. Participants in the intervention group performed two 70-minutes sessions per week consisting of a 5-minute warm-up, 40 minutes of motor skills training related to EF (over four progressive levels), 20 minutes of social games, and a final 5-minute cool-down. At baseline and again after the intervention, we administered the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2), and the Behavior Rating Inventory of Executive Function (BRIEF) to assess all participants’ gross and fine motor skills and EF, respectively. Results showed that the intervention group significantly improved motor skill proficiency (i.e., BOT-2 total motor composite and three motor-area composites) and EF (i.e., BRIEF global EF composite and three EF indices) (p < 0.05; d > 0.84). These findings support the efficacy of Multilateral Training to assist children with ASD with both physical and cognitive/behavioral symptoms.
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2020-03-10 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2928
European Journal of Special Education Research; Vol 5, No 4 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4470
2022-11-05T10:46:31Z
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"220927 2022 eng "
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AN ANALYSIS OF INTERVENTION PROGRAMMES AVAILABLE FOR LEARNERS WITH DYSLEXIA IN MAINSTREAM PRIMARY SCHOOLS
Nkomo, Duduzile
BAISAGO University,
Bag BR 94, 11 Koi Street,
Peolwane, Gaborone,
Botswana
Dube, Buyisani
BAISAGO University,
Bag BR 94, 11 Koi Street,
Peolwane, Gaborone,
Botswana
Tautona, Irene Rachel
BAISAGO University,
Bag BR 94, 11 Koi Street,
Peolwane, Gaborone,
Botswana
intervention programme, inclusion, dyslexia, reading, mainstream primary school
The purpose of this study was to analyse the effectiveness of intervention programmes available for learners with dyslexia in mainstream primary schools. A concurrent triangulation design of the mixed methods research approach was employed. Questionnaires were used to collect quantitative data while semi-structured interviews were used to collect qualitative data. A simple random sampling technique was used to select a quantitative sample of 150 teachers. Purposive sampling was used to select the qualitative sample. Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 24. Qualitative data was analysed and interpreted thematically. The study established that there were very limited intervention programmes available for learners with dyslexia at infant than junior level. There were also very few expert teachers to conduct the availed programmes at schools. The study recommends the introduction of more individualised intervention programmes at the infant level and the training of more specialist teachers for reading.
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2022-07-21 07:25:29
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https://oapub.org/edu/index.php/ejse/article/view/4470
European Journal of Special Education Research; Vol 8, No 4 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1522
2022-01-21T04:33:00Z
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"180328 2018 eng "
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RELEVANCE OF DIFFERENTIATED INSTRUCTION IN SPECIAL EDUCATION FOR ANXIETY AFFECTED LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
Khan, Intakhab Alam
Dr., King Abdulaziz University,
Jeddah, Saudi Arabia
Asif, Fariha
King Abdulaziz University,
Jeddah, Saudi Arabia
differentiated instruction, anxiety, inclusive education, diverse students, strategies
Students fail to attain conceived aims and objectives for a multiple reasons. In a given situation, their failure can be directly attributed to ineffectiveness of teaching. Some students might be affected by some psychological or behavioural issues which may become more crucial in due course of time if instruction is not designed to assist special learners in the area of their difficulties. Anxiety is perhaps the most important factor that may affect the learning as a process. Anxiety may be of different reasons. Learning anxiety may be related to general anxiety which becomes a serious issue if not dealt properly in time. Differentiated instruction (DI) is a designed strategy based on differentiation philosophy to handle the problem faced by diverse/special learners: able, disable or especially ‘able ones’. DI gives all the diverse students the opportunity to learn the same curriculum; however, how each student learns is tailored dependent on students’ individual learning needs. This includes inclusive education students and special education students. This paper studies relevance of differentiation technique for learners having anxiety. This paper addresses some of the teaching techniques, strategies and practices deemed critical in the given context of modern time.
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2017-04-18 00:00:00
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European Journal of Special Education Research; Vol 2, No 4 (2017)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3351
2022-01-21T04:49:02Z
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"201003 2020 eng "
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CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY’S SECONDARY SCHOOL, ZAMBIA
Nyirenda, Jordan
Mukuba University School of Education,
Kitwe, Zambia
Sibanda-Kunda, Joyce T.
Zambia Institute of Special Education,
Department of Learning Disabilities,
Lusaka, Zambia
Chibwe, Juliet
Kwame Nkrumah University,
Department of Special Education,
Kabwe, Zambia
inclusive schooling, mainstream, visual impairment, orientation, mobility
This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during lesson, lack of individualised attention, mobility challenges, and their pace of teaching does not support the learning of students with visual impairment. The study established that although, inclusive education is fully accepted at Munali Boy’s Secondary School, students with visual impairment are not included in mathematics and sciences related subjects.
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2020-08-26 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3351
European Journal of Special Education Research; Vol 6, No 3 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/83
2022-01-21T04:28:33Z
ejse:ART
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"160523 2016 eng "
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STAGES OF SCIENTIFIC COMPREHENSION BEGINNING AND DEVELOPMENT OF THE VERSATILE INFLUENTIAL MECHANISMS OF THE MUSIC ART TO A HUMAN
Anatoliivna Bondarenko, Yuliya
Ph.D. (Special Education), Associate Professor,
National Pedagogical Dragomanov University, Kyiv, Ukraine, State Pedagogical University, Sumy, Ukraine
musical arts, medical and pedagogical influence the history of children with psychophysical development
In the article, the author made an analysis of the views of ancient poets, philosophers and scientists, physicians, educators, musicologists from different eras on the problem of medical and educational impact of music on a person. It is shown that in prehistoric times the musical art was associated with myths, magic and religious cult rituals. Based on the views of the ancient philosophers and thinkers there were various theories and concepts of the impact of music on the body and the human psyche. Scientific understanding of the mechanisms scientists’ impact of music on the human body began in the early twentieth century. The article focuses on the analysis of current uses of music in therapeutic and remedial work with children of different categories, including psycho-physiological, psychotherapeutic, psychological and socio-pedagogical.
The materials is structured chronologically, which allowed time interval to track the use of music in medical and remedial work and highlight historical periods and stages in the development of different views on the issue under study: pre-scientific period that includes the ripening stage ideas therapeutic effects of music and scientific propaedeutic phase formation thought; research period comprising theoretical principles forming the physiological effects of music on the human body and the stage of formation and development of scientific understanding of the mechanisms of diversification’s effects of music on people.
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2016-03-01 00:00:00
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European Journal of Special Education Research; Vol 1, No 2 (2016)
eng
Copyright (c) 2016 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4964
2023-09-23T23:24:49Z
ejse:ART
nmb a2200000Iu 4500
"230804 2023 eng "
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CHILD PROTECTION MEASURES ON BULLYING IN SPECIAL EDUCATION SCHOOLS
Chisala, Moses
Research Scholar,
MOE-HQ-DCD,
Zambia
Ndhlovu, Daniel
Prof/Dr. Research Supervisor,
University of Zambia,
Zambia
Mandyata, Joseph M.
Prof/Dr. Research Supervisor,
University of Zambia,
Zambia
bullying, child protection, special education school
Bullying is a destructive social problem in schools that needs attention. Schools have the responsibility to create a safe place where students can learn without fear of being bullied. The purpose of the study was to explore child protection measures against bullying in selected special education schools in Luapula province. This study was guided by a Constructivist Paradigm, in keeping with the research paradigm, a qualitative intrinsic case study design was employed because the case study outcomes were intended to tell the researcher something that is solely about the case itself. In this case, the child with disability and special education school was of primary interest in the study. The sample size comprised of 38 participants consisting of 2 head teachers, 12 teachers, 12 parents and 12 learners from the two selected special education schools. Purposive critical case sampling was used to select head teachers, expert sampling was used on teachers and criterion sampling was used to select learners and parents. Data from head teachers and teachers were collected using a semi-structured interview guide and focus group discussions guide (FGD) were used on learners and parents. Data were analysed by thematic analysis. The study revealed that children with disabilities were protected from bullying in special education schools using the 3R’s (Recognizing, Responding and Reporting) bullying prevention strategies for learners with special educational needs. The findings established that Recognizing bullying prevention strategies included recognizing the statistics or acts of bullying in the school, recognizing the warning signs of victims and stereotypes of bullies and routine checking to stop harassment and bullying acts. The study also revealed that Responding bullying prevention strategies included holding meetings that reinforce positive behaviour expectations, providing guidance and counselling on how to respond to bullying, punishing learners using discriminatory language or derogatory remarks, formulation of anti-bullying programs, formation of support groups to sensitize learners, training staff members on how to recognizing incidents of bullying and teach anti-bullying social skills. Other strategies identified include the Reporting bullying prevention strategies which included reporting all forms of ill-treatment, reporting bullying incidence in school settings, reporting any form of harassment, and bullying acts. These bullying prevention strategies enabled the teachers in the school to protect learners with disabilities in schools. Based on these findings, the study recommends that the school should be on the lookout for incidences of bullying, respond to bullying quickly and effectively and document and report all actions taken when recognizing and responding to bullying.
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2023-06-30 00:11:21
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European Journal of Special Education Research; Vol 9, No 3 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2285
2022-01-21T04:39:52Z
ejse:ART
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"190221 2019 eng "
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AUTISM – AN EDUCATIONAL INTERVENTION
Samara, Elli
Dr., Hellenic Open University,
Greece
Ioannidi, Vasiliki
Dr., Hellenic Open University,
Greece
autism, case report, educational intervention, strategies, inclusion
The purpose of this study is to present a case report of an autism incident, specifically of a toddler’s, and of an educational intervention program that was built in order to promote his inclusion in the group and to compensate for adjustment difficulties. The paper presents a description of an educational experience through presentation of an autism incident and the analysis of the educational intervention and strategies followed. In particular, the educational intervention was implemented in a Centre for the design and implementation of personalized and group education programs, which creates a variety of social stimuli of inclusion philosophy towards the child and the design and implementation of each program is based on working with the family. Overall, various forms of organizing the education of the child with autism were intentionally used, due to the variety of special educational needs which appear in this category of children and flexible access to a wide range of opportunities required. Finally, it should be noted that after the daily review of child performance data and decision-making on the part of the educator, on the teaching strategy that was being promoted each time, this child had obvious progress in the way of approaching and communicating within the team, as well as in issues of self-service, as well as fine and tangible mobility. Apparently, his communication and social skills have been improved to a good extent and his inclusion has proved to be a realistic goal in the context of this systematic pedagogical intervention.
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2019-02-16 00:00:00
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European Journal of Special Education Research; Vol 4, No 1 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3734
2022-01-21T04:51:32Z
ejse:ART
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"210511 2021 eng "
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DETERMINATION OF THE EDUCATION TECHNOLOGY COMPETENCIES OF SPECIAL EDUCATION TEACHERS
Yılmaz, Yunus
Anadolu University,
Faculty of Education,
Turkey
orcid.org/0000-0001-6988-798X
Karabulut, Havva Aysun
Abant İzzet Baysal University,
Faculty of Education,
Turkey
orcid.org/0000-0001-9119-3626
Uçar, Ahmet Serhat
Anadolu University,
Faculty of Education,
Turkey
orcid.org/0000-0001-5910-8751
Uçar, Kadriye
Aydin Adnan Menderes University,
Faculty of Education,
Turkey
orcid.org/0000-0002-9522-7624
educational technology, educational technology standards for teachers, teacher qualifications, special education teachers
The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the “Education Technology Competencies Scale for Teachers” and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants’ gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents.
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2021-03-26 00:00:00
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European Journal of Special Education Research; Vol 7, No 2 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2473
2022-01-21T04:41:20Z
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"190610 2019 eng "
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DIMENSIONS OF SOCIAL EXCLUSION IN THE INSTITUTIONAL, EDUCATIONAL AND PSYCHOSOCIAL ASPECTS OF VISUALLY IMPAIRED INDIVIDUALS
Arık, Zeynep
Special Education Department,
Faculty of Education,
Near East University,
North Cyprus
Ozcan, Deniz
Special Education Department,
Faculty of Education,
Ondokuz Mayıs University,
Turkey
visually impaired individuals, social exclusion, exclusion
This research was carried out to determine the dimensions of social exclusion in the institutional, economic and psychosocial aspects of visually impaired individuals. This research, which was designed in mixed research method, was done by using descriptive survey design. In the framework of the study, the study group consists of 30 visually impaired individuals who are active members of the Turkish Cypriot Visually Impaired Individuals Association in Nicosia. As a data collection tool, a semi-structured interview form consisting of 32 questions, open and closed ends, was used to examine the lives of the visually impaired. The quantitative data obtained are presented quantitatively by using SPSS (statistical program for social sciences). Content analysis was used for qualitative data. It has been concluded that people with visual disabilities have been excluded from the physical environment, employment, education and health areas and psychosocial aspects due to the negative attitudes of the media and society towards the disabled.
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2019-05-30 00:00:00
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European Journal of Special Education Research; Vol 4, No 3 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3981
2022-02-03T09:45:14Z
ejse:ART
nmb a2200000Iu 4500
"211022 2021 eng "
25012428
25012428
dc
MATERNAL ATTACHMENT AS A FACTOR OF VICTIMIZATION AND BULLING OF CHILDREN WITH DISABILITIES / MUTTERBINDUNG ALS FAKTOR VON VIKTIMIERUNG UND BULLING OF KINDER MIT BEHINDERUNGEN
Charmpatsis, Christos
Postgraduate Student,
Department of Primary Education,
University of Ioannina,
Epirus, Greece
Tzoumanika, Vasiliki
Postgraduate Student,
Department of Primary Education,
University of Ioannina,
Epirus, Greece
bullying, maternal attachment, blindness, deafness, motor disability / Mobbing, mütterliche Bindung, Blindheit, Taubheit, motorische Behinderung
School bullying is a major diachronic problem of modern society and in recent years it presents considerable intensification, attracting scientific and research attention. The present research studies the victimization due to school bullying of children with disabilities. The aim of the research is to investigate whether the maternal attachment of people with disabilities such as blindness, deafness and motor disability and also of those without disabilities is linked to their victimization or bullying behavior in school, and to highlight the impact of specific demographic characteristics on the possible underlying relationship between maternal attachment and victimization for them. Further, the objectives of the present research include the appraisal of a comparison between individuals with and without disabilities. The research was conducted through a quantitative survey in Greece, to 170 individuals aged between 10 and 21 years of age, with blindness (N=36), deafness (N=38), physical disability (N=50) and without disability (N=50). The results revealed differences between participants with and without disabilities with regard to the type of attachment they have developed with their mothers and to their experiences as victims or offenders of school bullying. The results also demonstrate that there is a correlation between maternal attachment and school bullying behaviors and for certain disability groups mother care and / or mother protection is a predicting factor of these behaviors.
Mobbing in der Schule ist ein großes diachrones Problem der modernen Gesellschaft und hat in den letzten Jahren eine erhebliche Zunahme erfahren, was die Aufmerksamkeit von Wissenschaft und Forschung auf sich zieht. Die vorliegende Studie untersucht die Viktimisierung von Kindern mit Behinderungen durch Mobbing in der Schule. Ziel der Forschung ist es, zu untersuchen, ob die mütterliche Bindung von Menschen mit Behinderungen wie Blindheit, Taubheit und motorischen Behinderungen sowie von Menschen ohne Behinderungen mit ihrem Viktimisierungs- oder Mobbingverhalten in der Schule zusammenhängt, und den Einfluss spezifischer demografischer Merkmale aufzuzeigen über die mögliche zugrunde liegende Beziehung zwischen mütterlicher Bindung und Viktimisierung für sie. Zu den Zielen der vorliegenden Forschung gehört auch die Bewertung eines Vergleichs zwischen Menschen mit und ohne Behinderungen. Die Studie wurde im Rahmen einer quantitativen Umfrage in Griechenland an 170 Personen im Alter zwischen 10 und 21 Jahren mit Blindheit (N=36), Taubheit (N=38), körperlicher Behinderung (N=50) und ohne Behinderung durchgeführt (N=50). Die Ergebnisse zeigten Unterschiede zwischen Teilnehmenden mit und ohne Behinderung hinsichtlich der Art der Bindung, die sie zu ihren Müttern entwickelt haben, und ihrer Erfahrungen als Opfer oder Täter von Mobbing in der Schule. Die Ergebnisse zeigen auch, dass es einen Zusammenhang zwischen mütterlicher Bindung und Mobbing-Verhalten in der Schule gibt und für bestimmte Behindertengruppen die Mutterfürsorge und/oder der Mutterschutz ein Vorhersagefaktor für dieses Verhalten sind.
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2021-10-07 00:00:00
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European Journal of Special Education Research; Vol 7, No 4 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/922
2022-01-21T04:34:02Z
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"170729 2017 eng "
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ACCESSIBILITY OF PROTECTED AREAS FOR PEOPLE WITH DISABILITIES - THE CASE OF THE NATIONAL MARINE PARK OF ALONNISOS-NORTHERN SPORADES, GREECE
Nikoleta, Zoumbouli
University of Thessaly
Special Education Department
Volos, Greece
Paraskevopoulos, Stefanos
University of Thessaly
Special Education Department
Volos, Greece
In the present paper is studied an approach to accessibility for people with disabilities in Protected Areas, focusing on the area of information offered to visitors in the area of the National Marine Park of Alonissos-Northern Sporades (N.M.P.A.N.S.). At first accessible information material to the Information Center of the N.M.P.A.N.S. Management Body is examined. The findings and recommendations raised during the research process gave rise to the construction of information materials concerning the N.M.P.A.N.S. and react to the needs of people with visual impairments. Then, an evaluation of the material of the individuals surveyed and approved its suitability. The most informative material exhibits the Information Center of the Management Body, being an important means of visually impaired visitors. This action is a first step toward the realization of the difficult goal of accessibility for people with disabilities in N.M.P.A.N.S.
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2017-05-18 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/922
European Journal of Special Education Research; Vol 2, No 5 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2829
2022-01-21T04:45:18Z
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"200202 2020 eng "
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SPECIAL EDUCATION: A COMPARATIVE STUDY BETWEEN PRIMARY AND SECONDARY TEACHERS’ ATTITUDES ABOUT THE PSYCHOSOCIAL PROFILE OF CHILDREN AND ADOLESCENTS WITH DYSLEXIA IN GREECE
Katsarou, Dimitra
PhD, Adjunct Faculty,
Hellenic Open University,
Greece
Post doctorate Researcher,
University of Thessaly,
Greece
dyslexia, psychosocial functioning, anxiety, low self-esteem, teachers’ beliefs
Research in special education has produced beneficial results for students with dyslexia as well as for their teachers. More specifically, research on dyslexia has opened many paths, but, at the psychosocial level, the bibliography lags behind and shows some gaps. This research aims to outline and compare the psychosocial profile of children and adolescents with dyslexia who study in the general classes of Greece from the point of view of primary and secondary school teachers. In particular, there was anxiety and low self-esteem in students with dyslexia, while at the same time the attitudes and management of teachers were investigated to improve and relieve the psychosocial problems faced by children in school. Two focus groups were included in the survey, which included a total of 19 teachers, 11 primary and 8 secondary schools of various specializations, and they participated in a semi-structured interview. Research has shown the existence of anxiety and low self- esteem in dyslexic children and adolescents in written and oral procedures such as spelling, reading and oral examinations. In addition, teachers in order to reduce stress and enhance students' self-esteem in stressful activities are rewarding and indirectly and positively exempting them during the examination process by asking them questions that meet their capabilities. Finally, all participants have raised the need for further training of themselves to be able to help children at both psychosocial and learning levels, as well as promoting individualized teaching to students with dyslexia to give them equal opportunities with their peers.
Article visualizations:
Open Access Publishing Group
2020-01-07 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/2829
European Journal of Special Education Research; Vol 5, No 3 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4363
2022-11-05T10:46:31Z
ejse:ART
nmb a2200000Iu 4500
"220705 2022 eng "
25012428
25012428
dc
THE EFFECTIVENESS OF CONCRETE-REPRESENTATIONAL-ABSTRACT INSTRUCTION STRATEGIES IN THE INSTRUCTION OF FRACTIONS TO STUDENTS WITH LEARNING DISABILITIES
Yıldırım, Hasan Hüseyin
Research Assistant,
Bolu Abant İzzet Baysal University,
Special Education Department,
Turkey
Yıkmış, Ahmet
Associate Professor,
Bolu Abant İzzet Baysal University,
Special Education Department,
Turkey
instruction of fractions, mathematics instruction, concrete-representational-abstract instruction strategies, students with learning disabilities
The present study aimed to determine the effectiveness of the concrete-representational-abstract instruction strategies employed in the direct instruction of fractions to students with learning disabilities. Furthermore, the generalization of the instruction to different settings and tools, the follow-up data for one and three weeks after the instruction, and the social validity data based on the views of the mothers on concrete-representational-abstract instruction strategies were analyzed. In the study, the inter-behavioral multiple probe model with a probe stage, a single-subject research model, was employed. The dependent variable was the level of identification of proper, half and quarter fractions by the participating students in the study, while the independent variable was the concrete-representational-abstract introduction strategies implemented with the direct instruction method. The study was conducted with three male students with learning disabilities, who resided in Izmir and attended an inclusive primary school. The study findings demonstrated that the concrete-representational-abstract instruction strategies were effective in the instruction of proper, half and quarter fractions to the students with learning disabilities, these skills acquired by the students could be permanent for one to three weeks after the instruction, and all students could generalize these skills to various settings and instruments, and the views of the mothers on concrete-representational-abstract instruction strategies were positive.
Article visualizations:
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2022-05-15 19:22:26
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https://oapub.org/edu/index.php/ejse/article/view/4363
European Journal of Special Education Research; Vol 8, No 3 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1444
2022-01-21T04:55:30Z
ejse:ART
nmb a2200000Iu 4500
"180212 2018 eng "
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THE INFLUENCE OF VISUAL ARTS EDUCATION ON CHILDREN WITH ASD
Çevirgen, Ayşe
Art Teacher, Science and Art Center, Turkey
Aktaş, Burcu
Research Assistant, Abant İzzet Baysal University,
Faculty of Education, Special Education Department, Turkey
Kot, Mehtap
Research Assistant, Abant İzzet Baysal University,
Faculty of Education, Special Education Department, Turkey
Autism Spectrum Disorder, visual arts, portfolio, portfolio file evaluation.
The aim of this research is to examine the effects of visual arts on a child with Autism Spectrum Disorder (ASD). The research included a 13-years-old male student with ASD, the student's parents, and the visual arts teacher. The research was designed according to the case study from qualitative research models. Semi-structured interviewing and portfolio analysis techniques were used to collect research data. The findings of the research show that the visual arts course has positive effects on the child with ASD.
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2018-02-09 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1444
European Journal of Special Education Research; Vol 3, No 2 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3232
2022-01-21T04:48:27Z
ejse:ART
nmb a2200000Iu 4500
"200801 2020 eng "
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STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN GREEK HIGHER EDUCATION: ICTS AS A VITAL TOOL FOR INCLUSION
Riga, Asimina
Educational Sciences and Early Childhood Education,
University of Patras, Greece & Hellenic Open University,
Greece
Ioannidi, Vasiliki
Faculty of Humanities,
Postgraduate Course “Education Sciences: Special Education
for People with Oral and Written Language Difficulties”,
Hellenic Open University,
Greece
Papayiannis, Nikolaos
MA in American Literature,
Aristotle University of Thessaloniki,
Greece
inclusive education, higher education, information and communication technologies, special educational needs
The present paper intends to report and analyze ongoing practices and policies with respect to the inclusion of Students with Special Educational Needs (SEN) and/or disabilities into Higher Education in Greece. To achieve this goal, the researchers systematically searched the current literature sources to find out the extent to and the ways in which European priorities set by article 24 of the Convention on the Rights of Inclusion of Persons with Special Educational Needs and/or Disabilities, have been advocated by Greek educational policy within the Higher Education context. Actually, the literature review demonstrates the existing law framework of the Greek national and local policy whose purpose is to promote the development and implementation of digitally assisted services which ought to take into consideration the needs of students with learning disabilities and comply with the international strides calling for a broader inclusive education. The results of this review showed that Greek universities have endeavored to respond successfully to the Greek legislation’s mandates and to fully address anti-discriminatory practice. However, more adjustments and decisive progress steps have to be made in relation to the curriculum and to teachers’ professional training to ensure all students’ inclusion.
Article visualizations:
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2020-07-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3232
European Journal of Special Education Research; Vol 6, No 2 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4756
2023-09-23T23:24:49Z
ejse:ART
nmb a2200000Iu 4500
"230331 2023 eng "
25012428
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TEACHERS’ PERCEPTION ON INFLUENCE OF TUSOME INTERVENTION STRATEGIES ON READING IN PUBLIC PRIMARY GRADE TWO PUPILS, KILIFI COUNTY, KENYA
Savaco, Adagi Betty
Master's Student,
School of Education,
Department of Special Needs Education,
Kenyatta University,
Nairobi, Kenya
Wambiri, Gladwell
Lecturer,
Department of Early Childhood and Special Needs Education,
Kenyatta University,
Nairobi, Kenya
grade two, instructional intervention, reading literacy, Tusome programme; teachers’ perceptions
The purpose of the study was to establish the teachers’ perception on the influence of Tusome instructional intervention strategies on reading levels in public primary schools in central zone, Kilifi North Sub-County, Kenya. The study employed a descriptive design to carry out the study. A pilot study was conducted in two schools. The sample size comprised 60 grade two children, 18 teachers, 5 headteachers, ICSO and 1 sub-county director of education. Data collection techniques involved the use of observations and questionnaires to collect both qualitative and quantitative data. The collected data obtained from observations and respondents were grouped together, coded, transformed and analyzed through the use of Statistical Packages for Social Scientists (SPSS) software version 21. Then the analyzed data was presented in form of frequencies and percentages while figures and tables will be used to present the result where necessary. The findings revealed that teaching strategies have an influence on the implementation of Tusome in lower primary schools. Pupil’s textbooks, teacher’s guides and storybooks were adequately provided. There were no other ICT resources provided for the learners. It was concluded that indeed, the Tusome literacy intervention program was strongly related to the improved learner achievement in other tasks that require reading, in the improvement of the overall learner achievement at grade 2. The ANOVA statistics were used to test the fitness of the regression model. The significance F value of 47.345 (p<0.001) was obtained implying that the regression model was fit and statistically significant and can be deemed fit for prediction. The study recommends that the Ministry of Education implements literacy interventions as a means of improving learner achievement in other subjects. The instructional support included should take into consideration the scope (number of teachers supported), as well as the logistics of reaching schools, teachers and head teachers.
Article visualizations:
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2023-03-22 15:07:55
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https://oapub.org/edu/index.php/ejse/article/view/4756
European Journal of Special Education Research; Vol 9, No 2 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2052
2022-01-21T04:38:33Z
ejse:ART
nmb a2200000Iu 4500
"181103 2018 eng "
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A SYNTHESIS OF RESEARCH ON READING FLUENCY DEVELOMPENT: STUDY OF EIGHT META-ANALYSES
Padeliadu, Susana
Aristotle University of Thessaloniki,
Greece
Giazitzidou, Sophia
Aristotle University of Thessaloniki,
Greece
reading fluency, synthesis, teaching strategies, repeated readings
The goal of this paper was to identify the most effective instructional strategies for reading fluency development through a synthesis of eight relevant meta-analyses. In the first part, reading fluency instructional strategies are presented. In the second part, the major findings of the eight meta-analyses are recorded in chronological order. In the last part, meta-analyses findings are pooled together and discussed. The processing of the eight meta-analyses data follows and uses the “LD Alerts” format, concluding to “Promising” and “Carefully Used” instructional strategies. Through this synthesis, the role of repeated readings appears to be prominent in reading fluency instruction. In specific, repeated readings are more effective when they are used in combination with the strategies of self-monitoring, goal-setting and model reading. In addition, provision of preview and cue seems to have a decisive role in fluency instruction. Nevertheless, other strategies and intervention components appear to hold controversial or limited evidence.
Article visualizations:
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2018-06-14 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2052
European Journal of Special Education Research; Vol 3, No 4 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3603
2022-01-21T04:50:29Z
ejse:ART
nmb a2200000Iu 4500
"210227 2021 eng "
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EFFECTS OF GENDER AND PARENTING STYLES ON PROMISCUOUS BEHAVIOUR AMONG ADOLESCENTS WITH HEARING IMPAIRMENT IN SECONDARY SCHOOLS IN IBADAN, OYO STATE, NIGERIA
Onyezere, Joyce Ifeoma
PhD, Department of Special Education,
Faculty of Education,
University of Ibadan, Ibadan,
Nigeria
Onyezere, John Osondu
PhD, Department of Human Kinetics
and Health Education,
University of Port Harcourt, Rivers State,
Nigeria
sexuality education, assertiveness skills, parenting styles, gender, promiscuous behaviour
Adolescents with hearing impairment have sexual and reproductive health needs like their normal counterparts. However, reports have shown that many adolescents with hearing impairment in Ibadan often engage in promiscuous behaviour which is inimical to their health. Previous studies focused on factors predisposing adolescents with hearing impairment to promiscuous behaviour with little consideration to curb this behaviour. The pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select the three integrated secondary schools. Seventy-two (43 males and 29 females) Senior Secondary School I and II adolescents with hearing impairment were selected using purposive sampling technique. The school health record was used to screen the participants. Participants were randomly assigned to Sexuality education training (49), Assertiveness skill training (14) and the control (9) groups. The instruments used for data collection were Adolescent Sexual Behaviour Inventory, Sexual Assertiveness Scale and Promiscuous Behaviour Scale. Data was analyzed using Analysis of Covariance (ANCOVA) at .05 level of significance. The results showed that gender had a significant main effect on promiscuous behaviour among adolescents with hearing impairment (F (1.70) = 8.27, partial η2 =0.12), while Parenting style had a significant main effect on promiscuous behaviour of adolescents with hearing impairment (F (1, 70) = 4.25, partial η2 =0.07). the result also showed that there was no significant difference between parenting styles and gender in relation to promiscuous behaviour of Adolescents with hearing impairment. Sexuality education and assertiveness skill training were effective in reducing promiscuous behaviour among adolescents with hearing impairment in secondary schools in Ibadan, Oyo State. Teachers, special educators, guidance counselors and other stakeholders should adopt both strategies for reduction of promiscuous behaviour among adolescents with hearing impairment.
Article visualizations:
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2021-01-07 00:00:00
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European Journal of Special Education Research; Vol 7, No 1 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/438
2022-01-21T04:30:05Z
ejse:ART
nmb a2200000Iu 4500
"170109 2017 eng "
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THE IMPROVEMENT OF READ ALOUD ABILITY BY USING WORD CARD MEDIA OF SECOND GRADE STUDENTS IN SDN 1 PAJANG No. 93 SURAKARTA, INDONESIA ACADEMIC YEAR 2016/2017
Wiropati, Yuwono
Sebelas Maret University, Surakarta, Indonesia
Karsidi, Ravik
Sebelas Maret University, Surakarta, Indonesia
Gunarhadi, G.
Sebelas Maret University, Surakarta, Indonesia
ability, read aloud, word card, Bahasa learning
One important aspect of Bahasa Indonesia teaching in elementary role is reading, especially read aloud. Bahasa Indonesia learning geared to improve the ability of learners to communicate in Bahasa Indonesia properly, whether oral or written, create appreciation of human literacy in Indonesia. Indonesian language learning according to the author's experiences during this time by verbal learning, students just listen to teachers lecturing from day to day and it make students bore. This situation can be resolved by creating fun and friendly teaching and learning activities. Teachers, in delivering the material, can use word card. The delivery of learning, especially in Bahasa Indonesia needs strategy to increase the ability of the 2nd grade students especially in read aloud a simple sentence. This strategy can be done through observation of concrete objects, using simple examples in real life, using simple language, conducted in interesting and fun situations, so that children are motivated and not easily bored. With the application of such methods, it is expected to improve the ability to read aloud of 2nd grade students in SDN Pajang 1 No. 93. The researchers used a qualitative approach of classroom action research type. The result of this study shows an increase in the ability to read aloud by average score of 68.6 with 100% pass. The result of the evaluation of Cycle II shows the study achievement study until 100%. It is proven that the method of word card in loud reading is suitable to enhance reading skills of 2nd grade students at SDN Pajang 1 No. 93 Surakarta.
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2016-12-13 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/438
European Journal of Special Education Research; Vol 2, No 1 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5234
2024-03-23T01:08:38Z
ejse:ART
nmb a2200000Iu 4500
"240225 2024 eng "
25012428
25012428
dc
JOB SATISFACTION AMONG SPECIAL EDUCATORS IN LEBANON AS RELATED TO THEIR SELF-EFFICACY AND SOME DEMOGRAPHIC VARIABLES
Kanj, Randa Farhat
Department of Education,
University of Arts and Sciences in Lebanon,
Lebanon
EL-Abed, Mona F.
Department of Education,
University of Arts and Sciences in Lebanon,
Lebanon
special education teachers, students with special needs, job satisfaction, self-efficacy
This study aims to find a relationship between the perceived job satisfaction of special education teachers and both their (1) socio-demographics (age, gender, years of experience, education level, working hours, type and the geographic area of educational institution, and type of employment) and their (2) self-efficacy. 205 special education teachers, female predominantly (94.6%), from 5 districts of Lebanon participated in this study. A correlation was found between special educators’ job satisfaction and their self-efficacy. Moreover, teachers with a higher level of education were more satisfied with their jobs than their counterparts who had lower education levels. A supportive school climate that fosters positive relationships with teachers and regular training programs for promoting teachers’ knowledge and skills development, were also recommended.
هدفت الدراسة الحاليّة إلى كشف مستوى الرضا الوظيفي لدى معلّمي التربية الخاصّة من خمس محافظات في لبنان وعلاقته بمتغيّرات إجتماعيّة - ديموغرافيّة ( العمر،الجنس، الخبرة العمليّة، المستوى الدراسي، مكان وساعات العمل ، وطبيعة المؤسسة التعليمية) و الكفاءة الذاتيّة للمعلمين. أسفرت نتائج الدراسة عن وجود علاقة ترابطيّة بين الرضا الوظيفي و الكفاءة الذاتيّة لمعلمي التربية الخاصة. كما و أوضحت النتائج أنّ هناك فروقاً في الرضا الوظيفي يُعزى إلى متغيّر المؤهّل الدراسي الأعلى لدى معلمي التربية الخاصة . في ضوء ما أسفرت عنه الدراسة، يوصى بتعزيز فاعليّة معلّم التربية الخاصة و تشجيعه على اكتساب المعارف و المهارات و خبرات جديدة في بيئة مدرسيّة مشجّعة.
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2024-02-12 16:33:36
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European Journal of Special Education Research; Vol 10, No 2 (2024)
eng
Copyright (c) 2024 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3898
2022-01-21T04:52:21Z
ejse:ART
nmb a2200000Iu 4500
"210822 2021 eng "
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RELYING ON INFORMAL SOURCES IN SPEECH AND LANGUAGE THERAPY: WHY AND HOW?
Durgungoz, Fatma Canan
PhD, Child Development,
Faculty of Health Sciences,
Ahi Evran University,
Kirsehir, Turkey
informal sources, speech and language therapy, clinical reasoning, developmental language delay
This study aims to explore whether and why speech and language therapists (SLTs) use informal sources to guide their intervention decisions for children with developmental language delay (DLD). A qualitative study was conducted. Sixteen Turkish SLTs participated in this study. The methods of interviewing, participant observation and audio diary were used. An inductive thematic approach was taken to analyse the data. Five main themes were revealed from the data: 'The lack of trust in the formal standardised tests and sources', 'experience over theory', 'trial-error, 'other professionals’ opinion' and 'instinct' showed that the SLTs value variety of sources and their cumulative experience when making an intervention decision. While evidence-based practice (EBP) has been increasingly used and encouraged in the SLT profession, this study shows that informal sources play a significant role in SLTs' clinical reasoning. This study sheds light on the behind factors of relying on informal sources to make intervention decisions. The role and dynamic of using informal sources could help understand the value and risks of this approach in clinical reasoning.
Article visualizations:
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2021-07-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3898
European Journal of Special Education Research; Vol 7, No 3 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/691
2022-01-21T04:33:00Z
ejse:ART
nmb a2200000Iu 4500
"170421 2017 eng "
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APPLICATION OF THE TRIPLE-E EMPLOYMENT FRAMEWORK TO DECIDE ON THE EMPLOYABILITY OF YOUNG ADULTS WITH SPECIAL NEEDS
Wong, Chong Lee
MSc, MEd, FRSAS, Educational Therapy Consultant, Singapore
employment, employability, special needs, Triple-E framework, young adults
Young Adults with Special Needs (YASN) face many challenges in work environment. Factors such as no work prior experience, difficulties completing work duties, poor communication, linguistic and social skills, all ultimately lead to low self-esteem. Besides, employers hiring such individuals with YASN may not be ready due to their lack of understanding of their disabilities. In order to enhance more opportunities for employability, the author of this paper proposed an application of the Triple-E framework for YASN. This framework builds on three components of (1) Employee, (2) Employer, and (3) Environment which is discussed in this paper. It is hoped with this framework; both the YASN and employers are better aware of their positions and hence turn employment into a meaningful work journey that will benefit both parties.
Article visualizations:
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2017-04-18 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/691
European Journal of Special Education Research; Vol 2, No 4 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2735
2022-01-21T04:44:15Z
ejse:ART
nmb a2200000Iu 4500
"191126 2019 eng "
25012428
25012428
dc
SRI LANKAN SPECIAL EDUCATION PROFESSIONAL’S COMPETENCIES ABOUT AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) – A STUDY BASED ON NORTHERN PROVINCE OF SRI LANKA
Ketheeswaran, K.
Lecturer, Department of Special Needs Education,
Faculty of Education,
The Open University of Sri Lanka,
Sri Lanka
augmentative and alternative communication (AAC); special education; competencies
Special Needs Educational expert emphasis that Augmentative and Alternative Communication (AAC) is essential for communication disabilities (Light & McNaughton, 2014, p. 17). Based on this point of view this study aimed to investigate the level of AAC competencies of the special education professionals who are working in the government schools of the Northern Province of Sri Lanka. To achieve this objective, the researcher administered a questionnaire on 209 special teachers and 12 ISAs of special education and an interview schedule on 32 special teachers who work in the government schools. According to the analysis, the mean values have shown low level of knowledge – 1.89, average skills – 3.14 and attitude – 3.43 of participants and standard deviations range is 0.386 - 0.698 and p-Value of the Kruskal – Wallis Test and One-way ANOVA independent variables t-test shows significant difference in the participants’ personal information and competencies on AAC. Moreover, some extent AAC has been using by teachers, the special education professionals have realized the importance of the knowledge and skills about AAC, the special education professionals have experienced with the benefits of AAC. However, teachers face challenges regarding the practices of AAC such as lack of resources, knowledge, and skills, management, etc. Workshops on AAC, adequate resources, training programs for special education professionals are necessary to make successful AAC implementation in the research area.
Article visualizations:
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2019-11-16 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2735
European Journal of Special Education Research; Vol 5, No 2 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4279
2022-06-04T21:09:31Z
ejse:ART
nmb a2200000Iu 4500
"220507 2022 eng "
25012428
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dc
TEACHING OF LANGUAGE AND PRE-PRIMARY SCHOOL CHILDREN’S READING READINESS IN HAMISI SUB-COUNTY, VIHIGA COUNTY, KENYA
Serede, Andahi Victor
Department of Early Childhood &
Special Needs Education,
Kenyatta University,
Kenya
Mwoma, Teresa
Dr., Department of Early Childhood &
Special Needs Education,
Kenyatta University,
Kenya
reading readiness, teaching strategies, preschool, teaching resources
One of the four skills of language development is reading. It is a form of communication that can be used in both official and informal situations. Reading entails the decoding of communicative symbols in order to get meaning from them. Children's early experiences with language lay a strong basis for future reading achievement. This article presents findings from a study that was carried out in Hamisi Sub-County in Vihiga County. The goal of the study was to look at language instruction and pre-primary school children's reading readiness. The research was guided by Vygotsky's sociocultural theory. The study utilized a descriptive survey research design. The study sample was 72 schools selected from a total of 238 to represent 30% of the school population. The schools were sampled using stratified random sampling to ensure that each division was represented by at least 18 out of the 72 schools sampled. Purposeful sampling technique was used to select two language teachers from each pre-primary school. One class was observed during a language session and five children were assessed in reading using the reading readiness assessment checklist in 30% of the sampled schools. On the study questions, headteachers and managers from the sampled schools were interviewed. Questionnaires, an interview schedule a reading readiness checklist and an observation schedule were used to collect data. Test re-test was used to establish whether the tools were reliable. The Alpha reliability coefficient of 0.9 from Cronbach’s convinced the researchers that the instruments were reliable. Data was analyzed both qualitatively and quantitatively. Findings revealed that the success rate of using the language teaching techniques was moderate, with only (47%) of students in the tested schools being well equipped in reading readiness. Findings further revealed that teaching strategy had little or no impact on learners' reading preparation. The most common teaching and learning resources, according to the study are those that are available locally (52.5 percent). The study also revealed that teaching the first language encourages the acquisition of a second language (85 percent). As a result, first language development must be nourished, nurtured, and improved in order to facilitate English learning, which has a significant impact on reading readiness. The study established that the learners' social environment, educational environment and family economic situation all had a significant impact on their language learning and eventual reading readiness (47 percent). The study concluded that the environment has the greatest impact on pre-primary school children's reading readiness. Parents are encouraged to enroll their children in pre-primary schools in order to get the benefits of the first level of education.
Article visualizations:
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2022-03-19 09:15:33
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https://oapub.org/edu/index.php/ejse/article/view/4279
European Journal of Special Education Research; Vol 8, No 2 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1323
2022-01-21T04:34:59Z
ejse:ART
nmb a2200000Iu 4500
"171228 2017 eng "
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DETERMINING THE NEEDS OF MOTHERS WITH AT LEAST THREE INTELLECTUAL DISABLED CHILDREN
Önder, Mesut
Special Education Specialist, MEB, Turkey
Karabulut, Alpaslan
Assistant Professor, Abant İzzet Baysal University,
Faculty of Education,
Special Education Department, Turkey
intellectual disabilities, maternal requirement, special requirement
The purpose of this research is to determine the needs of mothers with three intellectually disabled children. This study has been held with the participation of eleven volunteer mothers, living in Diyarbakır province in 2017. Semi-structured interview technique was used as qualitative research methods in the research. Based on the findings obtained from the research, it was determined that the mothers had important requirements such as materiality, information, general and social support, and needs of expressing themselves to the environment about the disability of their children. The biggest topic was determined as the lack of time for their personal development. When the national and international literatures are analysed, it has been determined that in Turkey needs of the mothers with three intellectual disabled children are higher than those of the developed countries. The main needs are knowledge and materiality. Based on this points, especially mainly legal positive discrimination, governmental agencies, educational institutions and NGO’s need to be more sensitive and should make concrete steps by meeting the needs of children with multiple disabilities.
Article visualizations:
Open Access Publishing Group
2017-08-28 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1323
European Journal of Special Education Research; Vol 2, No 6 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3119
2022-01-21T04:47:48Z
ejse:ART
nmb a2200000Iu 4500
"200612 2020 eng "
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HEADTEACHERS’ DELEGATION PRACTICES AND TEACHERS’ PSYCHOLOGICAL JOB COMMITMENT IN SECONDARY SCHOOLS IN KIRA MUNICIPALITY WAKISO DISTRICT, UGANDA
Ssegawa, David
Faculty of Education,
Islamic University in Uganda
P. O. Box 7689, Kampala,
Uganda
Musa, Matovu
Senior Lecturer, PhD, Faculty of Education,
Islamic University in Uganda
P. O. Box 7689, Kampala,
Uganda
head teachers, delegation practices, teachers’ job commitment
For foresighted management of secondary schools, head teachers must be able to delegate some of their powers to teachers at the lower levels. This study aimed at analyzing the relationship between head teachers’ delegation practices and teachers’ psychological job commitment in secondary schools in Kira Municipality, Wakiso District. The study tested the following hypotheses; (a) there is no statistically significant relationship between assignment of responsibilities and teachers’ psychological job commitment, (b) there is no statistically significant relationship between head teachers’ delegation of authority and teachers’ psychological job commitment, and (c) there is no statistically significant relationship between head teachers’ transfer of the accountability and teachers’ psychological job commitment in Kira Municipality, Wakiso District while cross sectional survey research design was adopted to obtain information from 113 respondents. A questionnaire and interview guide were used as tools to collect data for the study. The results of the Pearson’s moment correlation coefficient indicate that there are strong and positive statistically significant relationships between head teachers’ assignment of responsibility and teachers’ psychological job commitment (r (113) = .957; p = .000), head teachers’ delegation of authority and teachers’ psychological job commitment (r (113) = .995; p = .000), and head teachers’ transfer of accountability and teachers’ job commitment r (113) = .958; p = .000). It is recommended that head teachers should assign responsibilities, delegate authority and transfer accountability to teachers in order to increase their psychological commitment to their jobs.
Article visualizations:
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2020-05-06 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3119
European Journal of Special Education Research; Vol 6, No 1 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4692
2023-03-29T08:09:16Z
ejse:ART
nmb a2200000Iu 4500
"230227 2023 eng "
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MINUTO TRIGONOMÉTRICO: A LUDICIDADE COMO FERRAMENTA PARA O ENSINO DE TRIGONOMETRIA / TRIGONOMETRIC MINUTE: PLAYFULNESS AS A TOOL FOR TEACHING TRIGONOMETRY
Capucho, Mariana Galvão Sene Batista
Escola de Engenharia de Lorena,
Universidade de São Paulo,
Brasil
de Faria, Cássio Castilho Oliveira
Escola de Engenharia de Lorena,
Universidade de São Paulo,
Brasil
de Paula, Fernando José Lauria
Escola de Engenharia de Lorena,
Universidade de São Paulo,
Brasil
dos Santos, Eduardo Ferro
Escola de Engenharia de Lorena,
Universidade de São Paulo,
Brasil
Romão, Estaner Claro
Escola de Engenharia de Lorena,
Universidade de São Paulo,
Brasil
aprendizagem ativa, jogos educacionais, educação matemática, ensino da trigonometria / active learning, educational games, mathematics education, trigonometry teaching
Este trabalho tem como objetivo apresentar o processo de desenvolvimento de um jogo educacional para o ensino da trigonometria, analisando a sua contribuição em elevar a taxa de aprendizagem dos alunos em relação aos conteúdos preconizados no primeiro ano do ensino médio. Para isso, é realizada uma pesquisa exploratória e de abordagem quantitativa, de natureza aplicada, com uma amostragem dada em alunos de ensino médio de uma escola pública, utilizando para isso o método de estudo de caso. Apresenta-se a criação, as regras e aplicação do jogo e também as aplicações dos pré e pós-testes. Em relação aos resultados obtidos, evidencia-se a evolução nas notas dos alunos após a aplicação do jogo, indicando o uso do mesmo como um instrumento capaz de elevar a taxa de aprendizagem dos alunos em trigonometria, além de construir um espaço propício e estimulante à aprendizagem.
This work aims to present the development process of an educational game for teaching trigonometry, analyzing its contribution in raising the students' learning rate in relation to the recommended contents in the first year of high school. For this, an exploratory research and a quantitative approach, of an applied nature, is carried out, with a sample given in high school students of a public school, using the case study method. The creation, rules and application of the game are presented, as well as the applications of pre and post-tests. Regarding the results obtained, the evolution in the students' grades after the application of the game is evident, indicating its use as an instrument capable of raising the students' learning rate in trigonometry, in addition to building a favorable and stimulating space for the learning.
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2023-01-11 00:59:37
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https://oapub.org/edu/index.php/ejse/article/view/4692
European Journal of Special Education Research; Vol 9, No 1 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1792
2022-01-21T04:38:33Z
ejse:ART
nmb a2200000Iu 4500
"180711 2018 eng "
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THE CONTRIBUTION OF TACTILE SYMBOLS FOR THE COMMUNICATION OF CHILDREN WITH MULTIPLE SENSORY DISABILITY
Santos Moreira, Flavia Daniela Dos
Professor, Benjamin Constant Institute,
Rio de Janeiro, Brazil
PhD Student in Education,
State University of Rio de Janeiro
Rio de Janeiro, Brazil
multiple sensory deficiency, alternative communication and tactile symbols
This paper aims to present orientations and alternative forms of education based on strategies that favor the communication of students with multiple sensory disabilities, especially those with visual impairment associated with other impairments, from the use of tactile symbols and from alternative and extended communication. There are several resources that are used to promote the communication of these people, but here he has chosen to present the Alternative and Expanded Communication and the Tactile Symbols, in order to answer the following question: can alternative communication and tactile symbols favor the communication of these students? Language can be an inclusive factor and its lack can lead to exclusion, because when a person can not understand what others are saying or making themselves understood by others, it is no longer included in the various social situations. In this way, it was concluded that it is convenient to devise strategies, adapt resources of alternative communication and turn them into alternative communication resources with tactile symbols, to favor the language and autonomy of these students. And that alternative communication and tactile symbols are effective resources to favor the communication of those who do not communicate functionally.
A CONTRIBUIÇÃO DOS SÍMBOLOS TÁTEIS PARA A COMUNICAÇÃO DE CRIANÇAS COM DEFICIÊNCIA MÚLTIPLA SENSORIAL
Este artigo tem como objetivo apresentar orientações e formas alternativas de educação baseadas em estratégias que favoreçam a comunicação de alunos com múltiplas deficiências sensoriais, especialmente aqueles com deficiência visual associada a outros comprometimentos, a partir do uso de símbolos táteis e da comunicação alternativa e ampliada. Existem vários recursos que são usados para promover a comunicação dessas pessoas, mas aqui nós escolhemos apresentar a Comunicação Alternativa e Ampliada e os Símbolos Táteis, para responder à seguinte questão: a comunicação alternativa com os símbolos táteis pode favorecer a comunicação desses alunos? A linguagem pode ser um fator inclusivo e sua falta pode levar à exclusão, porque quando uma pessoa não consegue entender o que os outros estão dizendo ou se fazer entender para os outros, ela deixa de ser incluída nas diversas situações sociais. Dessa forma, concluiu-se que é conveniente elaborar estratégias, adaptar recursos de comunicação alternativa e transformá-los em recursos alternativos de comunicação com símbolos táteis, para favorecer a linguagem e a autonomia desses alunos. E que a comunicação alternativa e os símbolos táteis são recursos eficazes para favorecer a comunicação daqueles que não se comunicam funcionalmente.
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2018-06-14 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1792
European Journal of Special Education Research; Vol 3, No 4 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3488
2022-01-21T04:49:42Z
ejse:ART
nmb a2200000Iu 4500
"201219 2020 eng "
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CHILDREN WITH DYSLEXIA: CAN THEY BE INCLUDED IN MAINSTREAM CONTEXTS?
Spyropoulou, Konstantina
MA, Med, University of Nottingham,
United Kingdom
Special Education Teacher,
Ministry of Education and Religious Affairs,
Greece
dyslexia, inclusion, types of provision, teachers’ attitudes, parents’ perspectives, students’ views
This paper focuses on the ongoing debate of the appropriate type of provision in mainstream or special schools and considers inclusion as the key to the education of dyslexic children (DC). Polarised views for and against mainstream and special schools have been extensively discussed by teachers, parents and students. Based on the contrasting perceptions, there is a need to investigate the implications that arise and encourage the implementation of good practice of inclusive education that should be adopted by school contexts, if certain aspects, such as teachers’ attitudes, availability of the right resources and social acceptance of dyslexics’ peers, are modified.
Article visualizations:
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2020-10-23 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3488
European Journal of Special Education Research; Vol 6, No 4 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/364
2022-01-21T04:29:15Z
ejse:ART
nmb a2200000Iu 4500
"161209 2016 eng "
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TRAINING NEEDS FOR THE TEACHERS OF VISUALLY IMPAIRED AND BLIND STUDENTS AT SPECIAL EDUCATION CENTERS IN AMMAN, JORDAN
A. S. Al Adwan, Mezyed
BSc, Nursing, MPH Speech path., PhD Special Education, Professor, Balqa Applied University\Zarka University College, Jordan
Magharba, Inshirah S.
PhD Special education, BSc, Special Edu, MPH, Special Edu., PhD Special Edu. Saudi Institution for Blindness (female), Amman, Jordan
training needs, teacher, visual impairment, deaf students
The present study aims at identifying the needs of the teachers of visually impaired students in Amman city. For this end, the researchers have developed a special tool which consists of 31 statements. The tool has been validated by a group of professionals from the University of Jordan and World Islamic University. The liability of the tool was calculated by using (Cronbach’s, alpha=0.953). The sample has been collected from some governmental and no governmental schools which deliver special education services to students with visual impairment. The community research comprises (100) teachers of both sexes, from 20 schools. Sixty participants (60) have been chosen to a chief the purpose of the study. The participants had been chosen according to the following criteria; teach at least one visual impaired or blind student, have an experience at least 6 months. For the purpose of this study, the researchers have tested the assumption. Through using SPSS program (Version 21). A suitable statistical approaches (Mean, SD Percentages; t-test; Chronback alpha test). ANOVA, Ancova and post comparative have been used to analysis the data.
The results of the study revealed the need for training in braille writing and reading, communication skills for the visually impaired teachers (mean=2.07/4) which is the lowest and for all statements was (mean=2.81/4) with percentage of 70.28%. Which consider moderate according the scale? However the statement which indicated the need for early intervention has a (Mean=3.52) which was the highest of all scale items. Also the study indicates no relation between demographic variable (sex; education; experience; class level) and training needs (sig 0.677, 0.094, 0.434, 0.322; respectively) but there is a significant difference (*.003) due to teachers' characteristics. In addition, when Scheffe’s test for post Hoc comparison (*0.76) the results indicate presence of significant differences in quality and quantity of training needs of the teachers of the visually impaired students relate to teachers' characteristics toward the sighted teachers of visually impaired students (mean=3.06). The results of Scheffe’s test for Post Hoc comparison (*0.89) also indicate a presence of significant, a difference in the teachers of the visually impaired student between the blind and partially sighted teachers in favor of partially sighted teachers (mean=3.19).
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2016-10-05 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/364
European Journal of Special Education Research; Vol 1, No 3 (2016)
eng
Copyright (c) 2016 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5167
2024-03-23T01:08:38Z
ejse:ART
nmb a2200000Iu 4500
"240112 2024 eng "
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NAMIBIAN TEACHERS’ MULTIDIMENSIONAL ATTITUDES TOWARDS TEACHING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SETTINGS
Jatileni, Malakia
Doctoral Researcher,
University of Eastern Finland,
Finland
Havu-Nuutinen, Sari
Professor of Education,
University of Eastern Finland,
Finland
Waltzer, Katariina
University Lecturer,
University of Eastern Finland,
Finland
special education, affective attitude, behavioural attitude, cognitive attitude, inclusive education
The success or failure of inclusive educational practices is significantly influenced by teachers’ attitudes towards teaching students with special educational needs (SEN). This research explores the multidimensional attitudes of teachers in Namibia towards teaching students with SEN in inclusive educational settings. We explored teachers’ multidimensional attitudes and how teachers’ cognitive and affective dimensions of attitude influence their behavioural stance regarding teaching students with SEN. The study is grounded in the theory of planned behaviour. Data were collected from 300 teachers in the Omusati, Oshana, Kunene, and Khomas educational regions of Namibia through a self-administered electronic questionnaire. Data were descriptively and inferentially analysed using Jamovi Statistical Software Version 2.3.18.0 and Statistical Package for the Social Sciences IBM Amos. The inferential analysis involved exploratory factor analysis, extracting three attitude components: cognitive, behavioural, and affective, comprising 10 items. The structural equation modelling analyses included confirmatory factor analysis to validate the measurement model and multiple regression analysis to confirm the structural model’s fitness with latent variables. The results revealed that cognitive attitude attained the highest overall mean score, followed by behavioural attitude and affective attitude. This suggests that although participants hold positive beliefs, ideas, and perceptions and are willing to teach SEN in inclusive settings, they displayed moderate emotions towards the practice. Furthermore, the findings indicated that teachers' cognitive attitude has a significantly positive influence on their behavioural attitude, whereas affective attitude was statistically insignificant, implying a negative influence. These findings bear significant relevance to education ministries, curriculum developers, education practitioners, teacher training institutions, and policymakers. They underscore the importance of considering teachers’ multidimensional attitudes in formulating and implementing inclusive education policies. Additionally, the results offer valuable insights for teachers, elucidating the impact of their cognitive and affective attitudes on their behavioural attitude towards teaching students with SEN in inclusive settings.
Article visualizations:
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2024-01-02 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/5167
European Journal of Special Education Research; Vol 10, No 1 (2024)
eng
Copyright (c) 2024 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2437
2022-01-21T04:40:31Z
ejse:ART
nmb a2200000Iu 4500
"190524 2019 eng "
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DEVELOPMENT OF SPECIAL EDUCATION FOR THE VISUALLY IMPAIRED LEARNERS IN KENYA: A HISTORICAL PERSPECTIVE
Chikati, David Kavinje
Department of Educational Foundations,
University of Nairobi,
Kenya
Wachira, Lydiah Njoki
Dr., Department of Educational Foundations,
University of Nairobi,
Kenya
Mwinzi, Joseph Munyoki
Dr., Department of Educational Foundations,
University of Nairobi,
Kenya
perception and attitude, sex education, students with special needs
History informs the present and helps in prediction of the future. This paper examines the historical development of special education for the Visually Impaired (VI) learners in Kenya with key focus on establishment of the institutions offering special education for the VI. The paper presents the strides made and the challenges experienced in the development of this type of education from the time it was introduced in Kenya up to the present. Historical research design was employed in data collection, analysis and interpretation. Data was evaluated through external and internal criticisms. The historical inquiry was done through collection of archival data through archival research, collection of data through interviews and research into secondary materials in libraries. Data collected was analyzed qualitatively through triangulation and deduction of themes. The research findings in the paper provide an overview of the state of education for the visually impaired learners in Kenya. The research findings also reveal the disintegrated efforts in training of the blind before the establishment of the first educational institution for the VI in 1946. The paper presents the developments realized thereafter such as development of other institutions and increased enrolment. The findings thus present the strides, struggles and challenges encountered in terms of access in the process of providing education for the VI learners in Kenya. The study came to the conclusion that provision of education for the VI in Kenya has changed from charity model in 1940s to a human right model at the present.
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2019-04-03 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2437
European Journal of Special Education Research; Vol 4, No 2 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3819
2022-01-21T04:50:29Z
ejse:ART
nmb a2200000Iu 4500
"210626 2021 eng "
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ASSESSMENT OF THE INFLUENCE OF EMPLOYMENT ON PERSONAL DEVELOPMENT OF YOUTH WITH DISABILITIES IN ELGEYO-MARAKWET COUNTY, KENYA
Kurumei, William Kibet
Dean of Students,
Department of Special Needs Education,
Mount Kenya University,
Kenya
Ogogo, Collins O.
Senior Lecturer, Dr.,
Educational Communications,
Department of Education Technology
Machakos University,
Kenya
Kochung, Edward
Dean, Faculty of Education,
Department of Special Needs,
Maseno University,
Kenya
Kimani, Cecilia
Senior Lecturer, Dr.,
Department of Special Needs,
Mount Kenya University,
Kenya
youth with disabilities, employment, personal development
Disability is a natural part of the human experience and therefore should not affect the rights of individuals to live independently, contribute to society, enjoy full inclusion in education and pursue a meaningful career. However, youth with disabilities (YWDs) in Elgeyo Marakwet Kenya face socio-economic discrimination communally. Exclusion, isolation, abuse and lack of educational opportunities exist in Elgeyo-Marakwet County, Kenya. They do not enjoy the same human rights or equal access to goods and services as their peers without disabilities. The main objective of this study was to assess the influence of employment on personal development of youth with disabilities in Elgeyo-Marakwet County Kenya. Two theories, Catherine Sanderson’s (2010) theory of socio-cultural perspective and Adams Stacy’s (1965) equity theory were studied to enable an understanding of the influence of the socio-cultural support services on personal development of youth with disabilities. A mixed methodology, using a triangulation design with both quantitative and qualitative research was employed in this study to realize the objectives. The study targeted a total population of 492 of youth with disabilities, 320 parents of youth with disabilities in and out of school and 19 government officers. Sample size determination formula by Krejcie and Morgan (1970) was used to obtain the required sample of the youth with disabilities and their parents. Simple random sampling was used to select youth with disabilities and parents while purposive sampling was used to select government officers (key informants). A sample of 289 youth with disabilities, 175 parents and 19 government officers were picked for the study. Data was collected using questionnaires, interview schedule and an observation checklist. To determine content validity of the instruments, the supervisors were presented with the research instruments prior to the actual study. Their comments were adopted in modifying the instruments. The reliability of the instruments was established through a pilot study where a coefficient of Cronbach’s Alpha was determined, which was 0.741. Quantitative data were analyzed using descriptive statistics, while qualitative data were analysed thematically as the themes emerged. Employment contributed 19.7% to personal development of youth with disabilities. The study recommended, among others, funding of youth with disabilities support groups, initiating follow up support programs for youth with disabilities and wholly focusing on services that ensure that the ‘best’ is offered to the youth with disabilities as per government’s policies. The findings of this study may help in improving the education policy to have a focus on transition plans for youth with disabilities after school.
Article visualizations:
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2021-01-07 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3819
European Journal of Special Education Research; Vol 7, No 1 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/542
2022-01-21T04:32:19Z
ejse:ART
nmb a2200000Iu 4500
"170222 2017 eng "
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THE DEVELOPMENT OF SEXUAL EDUCATION LEARNING MODEL FOR AUTISTIC SMP LEVEL BASED ON SOCIO-SEXUAL BEHAVIOR METHOD IN SLB AUTIS SURAKARTA, INDONESIA
Khoirunnisyak, K.
Program Pascasarjana Pendidikan Luar Biasa,
Universitas Sebelas Maret, Surakarta, Indonesia
Akhyar, Moh.
Program Pascasarjana Pendidikan Luar Biasa,
Universitas Sebelas Maret, Surakarta, Indonesia
Gunarhadi, G.
Program Pascasarjana Pendidikan Luar Biasa,
Universitas Sebelas Maret, Surakarta, Indonesia
sexual education, autistic adolescent, socio sexual behavior
Autistic teens have an interest in the fulfillment of sexuality on others, but the style of expression of reviews their sexuality is often naive, immature and not in keeping with his age. As for the purpose of this research is to gain an overview, find a models of learning, and evaluate to what extent the effectiveness of the learning models, so it is expected to be a new solution to an autistic teenager in particular learning models. The method of research is research research development (R & D) models and develop learning materials that already exist with a learning models using the method of Sexual Behavior with Socio engineering research in principle in accordance with the method of the Research & Development Model. Results of psychologically, the criteria set by the researcher then qualified subjects totaled 18 people consisting of 13 people-sex men and 5 women-sex people. Through random assignment then John Matheson 9 people as a group of 9 people and experiments as a control group. Then the teens have a tendency to try something he finds fun. Similarly, with the development of his sexuality, teens usually do the experiment as a form of realization of his identity search. Therefore, this research to develop existing teaching methods with the socio models of Sexual Behavior that consists of several stages and in their implementation stages with the criteria of the results can be explained in the methods of analysis of data used is the Sexual Behavior of the socio models by using test Mann Whitney U Test and Wilcoxon test for comparing the subject's score on the pretest and posttest than the control group and experimental. The results show that the second group of experimental psycho-education on effective parent to improve knowledge of sexuality in teenagers mild mental retardation Mann Whitney U (p = 0.024) Test and Wilcoxon test (p = 0.012).
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2017-01-16 00:00:00
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European Journal of Special Education Research; Vol 2, No 3 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2632
2022-01-21T04:43:28Z
ejse:ART
nmb a2200000Iu 4500
"190917 2019 eng "
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THE MAGNOCELLULAR THEORY OF DYSLEXIA: AN OVERVIEW, SUB-CATEGORIES AND APPLICATION IN TEACHING
Nkomo, Duduzile
University of Venda,
Bag X5050, Thohoyandou, 0950,
South Africa
Dube, Buyisani
University of Mpumalanga,
Bag X11283, Siyabuswa, 0472,
South Africa
application, dyslexia, magnocellular theory, reading, teaching
Worldwide, the acquisition of competent reading skills is recognised as one of the fundamental aspects in education since reading forms the basis of all academic learning. Notwithstanding this, the number of learners who do not perform well at school due to low reading levels seems to be increasing over the years in most African countries. A significant number of these is diagnosed to be dyslexic. In view of this, several researchers have taken great strides to develop theories that define dyslexia. However, none of these has managed to give an inclusive and convincing argument that is relevant in all contexts. This article therefore, focuses on the magnocellular theory in its attempt to combine the hypotheses of all major theories of dyslexia in explaining the experiences encountered by affected learners. An overview of this theory and its application in the teaching and learning process is examined as the discussion unfolds.
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2019-09-17 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2632
European Journal of Special Education Research; Vol 5, No 1 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4150
2022-03-01T03:35:36Z
ejse:ART
nmb a2200000Iu 4500
"220201 2022 eng "
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REHABILITATION OF PERSONS WITH HEARING IMPAIRMENT IN OBIO/AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE, NIGERIA: IMPLICATION FOR SPECIAL NEEDS COUNSELLING
Ubani, N. Samuel
PhD, Special Education Unit,
Department of Educational Psychology,
Guidance and Counselling,
Ignatius Ajuru University of Education,
Rumuolumeni, Port Harcourt,
Nigeria
Okiridu, Ngozi
PhD, Department of Educational Psychology,
Guidance and Counselling,
Ignatius Ajuru University of Education,
Rumuolumeni, Port Harcourt,
Nigeria
Iroegbu, Ferdinand Favour
Cherry Pearl Foundation School,
#9 New Road Mgbouba Port Harcourt,
Nigeria
rehabilitation, academic performance, quality of social interaction, hearing impairment
This study aimed to determine the experiences of pre-service teachers in teaching students with special needs during the practicum. To achieve this goal, the study was designed as descriptive research within the framework of the qualitative research paradigm. The participants were 11 pre-service teachers who had students with special needs during their practicum process. Pre-service teachers were studying in different departments of the faculty of education. The students with special needs were in different disability groups such as visual impairment, physical disability, and autism spectrum disorders. To identify pre-service teachers’ experiences in teaching students with special needs, semi-structured interviews were conducted in the fall semester of the 2021-2022 academic year. The data were analyzed through content analysis. Based on the findings, it can be stated that pre-service teachers needed to be supported regarding individuals with special needs and how to teach these individuals. Besides, although some of the pre-service teachers were supported by mentors, others were not.
Open Access Publishing Group
2021-12-31 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/4150
European Journal of Special Education Research; Vol 8, No 1 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1145
2022-01-21T04:34:59Z
ejse:ART
nmb a2200000Iu 4500
"171030 2017 eng "
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THE EVALUATION OF PROGRAM OF EDUCATION APPLICATION SCHOOLS ACCORDING TO TEACHERS’ OPINIONS
Karabulut, Havva Aysun
Lecturer, Abant İzzet Baysal University,
Faculty of Education, Special Education Department, Turkey
Yıkmış, Ahmet
Assistant Professor, Abant İzzet Baysal University,
Faculty of Education, Special Education Department, Turkey
the educational program of education application schools, teaching children with intellectual disabilities at primary school, program evaluation
In this study, the opinions of teachers working at education application schools are collected in order to evaluate the educational program of Education Application school which has been in progress since 2002. The study is a qualitative one in which the constructed interview technique has been used. Frequency has been used to analyze the data. The target population of the study is teachers working at education application schools in Bolu and Düzce. The working group of the study is 15 teachers from these cities. The data gathered at the end of the study are; an Evaluation study has never been carried out about the program of education application schools by asking teachers’ opinions since the beginning. According to opinions of teachers, they cannot apply the program completely and have some problems during the application process. Teachers agree that the educational program of education application schools is not functional. Teachers expressed that the operation, evaluation and teaching methods of the program are not suitable. Moreover, they stated that the expressions of objectives are not compatible with the students, and they indicated that there are objectives that are not stated in a behavioristic way. It is found that that the properties of students are ignored in the preparation process and the number of classes in the program is excessive., It can be alleged that it is suitable for the programme of the education application schools to be revised or to be developed again.
Article visualizations:
Open Access Publishing Group
2017-08-28 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/1145
European Journal of Special Education Research; Vol 2, No 6 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3001
2022-01-21T04:46:51Z
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"200417 2020 eng "
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EFFECTIVENESS OF THE DIRECT INSTRUCTION METHOD IMPLEMENTATIONS IN TEACHING FRACTIONS TO STUDENTS WITH MENTAL DEFICIENCIES
Kesci, Zehra
Instructor,
Agri Ibrahim Cecen University,
Vocational School of Health Services,
Turkey
Cikili, Yahya
Asst. Prof.,
Necmettin Erbakan University,
Education Faculty,
Turkey
mental deficiencies, special education, mathematics instruction, fractions, direct instruction implementations
This study, which investigates the effectiveness of the direct instruction method implementations in teaching fractions to students with mental deficiencies, utilized a multiple-case design, one of the single-subject research methods. The study involved three students who were diagnosed with a mental deficiency, who had the prerequisite skills, and who did not have basic fraction skills. The study was conducted in individual rooms allocated to the students in the institutions they attended. Data were collected through the data collection tool including 16 behaviors concerning the basic fraction skills. The findings obtained from the study showed that the direct instruction method was effective in teaching basic fraction skills to students with mental deficiencies. In line with this result, teachers who teach students with mental deficiencies could be recommended to use the direct instruction method implementations in teaching fractions.
Article visualizations:
Open Access Publishing Group
2020-03-10 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/3001
European Journal of Special Education Research; Vol 5, No 4 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4496
2022-11-05T10:46:31Z
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"221020 2022 eng "
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THE IMPORTANCE OF THE EDUCATIONAL CONTRACT IN THE PROBLEM MANAGEMENT OF A SCHOOL CLASS WITH DISABILITIES AND SPECIAL EDUCATIONAL NEEDS: A CASE STUDY IN A SCHOOL UNIT OF SPECIAL EDUCATION AND TRAINING IN SECONDARY EDUCATION
Voukelatou, Gianna
Doctor of Psychology,
Social Worker,
Adult Educator,
MSc Social Psychiatry / Child Psychiatry,
Scientific Associate,
University of Nicosia,
Cyprus
educational contract, school climate, rules, roles, classroom management, prevention, intervention, active participation, learning
This study aims to inform teachers about the importance of the educational contract in effective classroom management and its contribution to creating a supportive learning environment for students with special educational needs. Through a case study in a school unit of special education and training in secondary education, the implementation of the educational contract as an effective pedagogical practice of classroom management in the educational process is presented. The implementation of the educational contract in a class of students with disabilities and special educational needs showed multiple benefits in terms of preventing and dealing with students' behavior problems. The results of this empirical study can be used by educational scientists to improve the school climate not only in the classroom of students with special educational needs who attend special education and training units, but also in the classrooms of the school units. of general education. In addition, innovative theoretical educational approaches to classroom management and activities can be highlighted that will contribute to the prevention and effective intervention in classroom management, promoting the active participation of students in the educational process and the promotion of learning.
Article visualizations:
Open Access Publishing Group
2022-07-21 07:25:29
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/4496
European Journal of Special Education Research; Vol 8, No 4 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1606
2022-01-21T04:37:45Z
ejse:ART
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"180502 2018 eng "
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A LITERATURE REVIEW ON EFFECTIVENESS OF COMPUTERIZED TRAINING PROGRAMS ON WORKING MEMORY CAPACITY AND READING ABILITY OF STUDENTS WITH DISABILITIES
Alaqeel, Arwa
Lecturer, Department of Special Education,
Aljouf University,
Saudi Arabia
Aldoghmy, Ohood
Lecturer, Department of Special Education,
Aljouf University,
Saudi Arabia
working memory training, reading achievement, computer-based programs, executive functions, school performance
In this paper, a literature review is conducted to discuss the effectiveness of computerized training programs in improving Working Memory (WM) capacity and reading ability of students with disabilities. The methodology used in conducting this review is to systematically search internet resources and databases. This review examines mainly empirical studies published over the last 10 years. These studies focused on the effect of computerized training programs on working memory and reading in students with disabilities. Six selection criteria are used for the inclusion decisions. Twenty articles are included in the final review. This literature review indicates that working memory training can improve WM capacity among students with different types of disorders including learning disabilities, ADHD, intellectual disability, and low WM. Moreover, after WM training, improvements in reading skills are noted across some groups. It is noteworthy that among previous studies there are inconsistent findings regarding the far transfer effect of working memory training on other untrained executive functions. Also, the underlying mechanism of memory improvement following training is not always clear in the research reviewed. Further research is needed to determine the principles governing the type and amount of WM computerized training.
Article visualizations:
Open Access Publishing Group
2018-03-24 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/1606
European Journal of Special Education Research; Vol 3, No 3 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3390
2022-01-21T04:49:02Z
ejse:ART
nmb a2200000Iu 4500
"201113 2020 eng "
25012428
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SELF IDENTITY IN WOMEN SMOKERS – A PHENOMENOLOGICAL STUDY IN YOUNG ADULT WOMEN
Vienna, Marieta
Professional Psychology Masters Study Program (PSMPP),
Persada Indonesia University YAI Jakarta,
Indonesia
Hariani, Ria
Professional Psychology Masters Study Program (PSMPP),
Persada Indonesia University YAI Jakarta,
Indonesia
Istiani, Marissa
Professional Psychology Masters Study Program (PSMPP),
Persada Indonesia University YAI Jakarta,
Indonesia
self-identity, female smoker
The process of forming self-identity occurs from childhood to adulthood. The individual's ability to go through a crisis in his life will determine the achievement of identity and form a commitment to the next life. The main objective of this research is to understand the process of self-identity formation in female smokers ; the other objectives are to describe the influencing factors and to see how the subject sees himself in living his nature as a woman. Subjects amounted to 3 people with characteristics of young adult women (20-30 years) and active smokers for at least 3 years. The research method used is qualitative with a phenomenological approach and data analysis of DFI (Description of Individual Phenomena). The data collection method used was in-depth interviews. Based on the results of the study, the process of forming the identity of the three subjects began when they entered childhood, where parenting had a very big influence. During adolescence, personal and environmental factors have a significant effect and during adulthood, personal factors play the most important role in determining decisions. There are differences in the attainment of identity status experienced by the three subjects. Both subjects reached the identity achievement stage when they were adults. Meanwhile, one of the subjects was still completing the identity moratorium stage when he was an adult.
Article visualizations:
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2020-08-26 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/3390
European Journal of Special Education Research; Vol 6, No 3 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/429
2022-01-21T04:30:05Z
ejse:ART
nmb a2200000Iu 4500
"170105 2017 eng "
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STUDY OF REPRODUCTION HEALTH EDUCATION PROGRAM FOR CHILDREN WITH MENTAL RETARDATION IN SLB-C SURAKARTA, INDONESIA
Sayekti, Tri
Postgraduate of Special Education Program,
Sebelas Maret University Surakarta
Sunardi, S.
Postgraduate of Special Education Program,
Sebelas Maret University Surakarta
Suryani, Nunuk
Postgraduate of Special Education Program,
Sebelas Maret University Surakarta
mental retardation, reproduction, health education
This study aims to determine the teachers’ understanding and needs on reproduction health education at high school for students with Mental Retardation in SLB CG YPPCG Surakarta, SLB PBM Surakarta, SLB YSSD Surakarta and SLB N Surakarta. This study is a kind of qualitative research with case study type. Subject in this study is teachers of students with Mental Retardation in 10th until 12thgrade in 4 SLB-C in Surakarta with total of 12 respondents. Data was collected by using the instrument of knowledge and attitude understanding. Data was analyzed by sing descriptive qualitative. In this research, there are three aspects: the majority of teachers do not understand about reproduction health education yet, all respondents indicate that there are no reproduction health education programs in schools, and all respondents suggest that it is important to have education reproduction health for children with Mental Retardation.
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2016-12-13 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/429
European Journal of Special Education Research; Vol 2, No 1 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5087
2023-12-09T00:12:49Z
ejse:ART
nmb a2200000Iu 4500
"231031 2023 eng "
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MODIFICATION OF PROLONGED SPEECH THERAPY IN TREATING STUTTERING AND ITS ASSOCIATED NEGATIVE TRAITS AMONG ADULTS: CASE OF NAIROBI STAMMERING SUPPORT GROUP, NAIROBI COUNTY, KENYA
Mwangi, Irungu Asaph
Master's Student,
School of Education,
Department of Early Childhood
and Special Needs Education,
Kenya
Karia, Mathew Kinyua
Dr., Lecturer,
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
Wairungu, George Mathenge
Dr., Lecturer,
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
stammering, stuttering, speech-language therapists
The purpose of this study was to evaluate the Prolonged Speech technique’s effectiveness in the treatment of stuttering and its associated traits among adults. The main objective of the study was to find out if there is a need for modifying prolonged speech techniques in treating stuttering and its associated traits. An experimental method was used where quantitative and qualitative designs were used. The study was guided by the behaviorist theory proposed by B.F. Skinner. The study was carried out at the Nairobi Stammering Support Group. The participants were ten adults who stutter and were selected through purposive sampling. Questionnaires, interviews, and observations were used to collect the data. A pilot study was carried out. All research instruments were tested for validity and reliability, the data which was corrected was categorized, coded and data was analyzed using qualitative and quantitative techniques. Quantitative data was analyzed using descriptive statistics in the form of percentages and was presented using pie charts and bar graphs. Qualitative data was analyzed after thematically arranging responses according to the research questions and objectives. The study found out that there was a need to modify prolonged speech technique by incorporating other treatment approaches especially cognitive and psychological. The study recommends more research on other stuttering treatment techniques. Further, the study recommends that speech-language therapists assess individual needs before using specific treatment techniques.
Article visualizations:
Open Access Publishing Group
2023-06-30 00:11:21
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/5087
European Journal of Special Education Research; Vol 9, No 3 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2324
2022-01-21T04:39:52Z
ejse:ART
nmb a2200000Iu 4500
"190313 2019 eng "
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PRACTICING DIVERSITY THROUGH A LEISURE TIME EDUCATION PROGRAM: AN EDUCATIONAL AND LEARNING EXPERIENCE
Samara, Elli
Dr., Hellenic Open University,
Greece
Ioannidi, Vasiliki
Dr., Hellenic Open University,
Greece
diversity, disability, educational activities, leisure time program
Leisure programs can play an important role in the education, socialization and development of children. On the other hand, the trend of the modern age is the inclusion of children with special educational needs and/or disabilities. If leisure time activities can be combined with integration, an effective outcome can be achieved with multiple benefits. In addition, the type of activities that children choose and their performance in them can play an important role in integrating them into the peer group. The purpose of this article is to present an educational program as an example of an inclusive approach to leisure. This program aimed at recognizing and accepting diversity in an experiential manner. The article presents the three meetings that took place with first-year children, as well as the results of these meetings. Through this program the children came in contact with concepts that even adults have difficulty discussing and understood the difficulties a person with disabilities may face.
Article visualizations:
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2019-02-16 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/2324
European Journal of Special Education Research; Vol 4, No 1 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5273
2024-03-23T01:08:38Z
ejse:ART
nmb a2200000Iu 4500
"240319 2024 eng "
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LA MUSICA E IL CANTO COME PRATICHE EDUCATIVE PER FAVORIRE L’INCLUSIONE E MIGLIORARE IL BENESSERE PSICOFISICO DELLA PERSONA CON BALBUZIE / MUSIC AND SINGING AS EDUCATIONAL PRACTICES TO PROMOTE INCLUSION AND IMPROVE THE PSYCHOPHYSICAL WELL-BEING OF THE PERSON WITH STUTTERING
Curatola, Annamaria
Professore Associato di Pedagogia e Didattica Speciale (Special Education),
Dipartimento COSPECS (Dept. of Cognitive Science,
Psychology, Education and Cultural Studies),
Università degli Studi di Messina,
Italia
Zito, Silvana
Cultore di Pedagogia e Didattica Speciale (Special Education),
Dipartimento COSPECS (Dept. of Cognitive Science,
Psychology, Education and Cultural Studies),
Università degli Studi di Messina,
Italia
Bilello, Arianna
Dottoranda di Pedagogia e Didattica Speciale (Special Education),
Dipartimento COSPECS (Dept. of Cognitive Science,
Psychology, Education and Cultural Studies),
Università degli Studi di Messina,
Italia
musica, canto, inclusione, scuola, balbuzie / music, singing, inclusion, school, stuttering
Il contributo, attraverso uno studio multidisciplinare, si incentra sul rapporto tra canto, funzione socioeducativa ed effetti psicofisici che l’atto del cantare produce nelle persone con balbuzie. Partendo da una disamina tassonomica della voce, si ripercorrono i più influenti metodi didattici ammessi e sperimentati nel corso della storia della pedagogia scolastica del Novecento. Nel caso di specie, il contributo oltre ad offrire un’indagine fisiopatologica della balbuzie ed il notevole vantaggio che l’uso della musica e del canto producono nella stabilizzazione del suono vocale approfondisce come questo approccio migliori la capacità delle persone di comprendere ed esprimere emozioni, di accogliere la diversità e di impegnarsi attivamente con gli altri all’interno dei contesti educativi inclusivi.
Through a multidisciplinary study, the paper provides an in-depth examination of the relationship between singing, the socio-educational function, and the psychophysical effects that the act of singing produces in people with stuttering. Starting from a taxonomic study of the voice, it traces the most influential didactic methods accepted and tested throughout the history of 20th century school pedagogy. As well as offering a pathophysiological investigation of stuttering and the considerable benefits of using music and singing to stabilise the voice, the paper explores how this approach improves people’s ability to understand and express emotions, embrace diversity and actively engage with others in inclusive educational contexts.
Article visualizations:
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2024-02-12 16:33:36
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/5273
European Journal of Special Education Research; Vol 10, No 2 (2024)
eng
Copyright (c) 2024 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2532
2022-01-21T04:42:18Z
ejse:ART
nmb a2200000Iu 4500
"190717 2019 eng "
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DIFFERENCES BETWEEN DYSLEXIC STUDENTS AND CONTROLS MATCHED FOR EDUCATIONAL LEVEL IN WORD INTELLIGIBILITY AND TEXT COMPREHENSION PRESENTED VIA SYNTHETIC AND NATURAL SPEECH
V., Giannouli
Assistant Professor, Dr.,
1Department of Special Education and Social Policy,
Faculty of Social Humanities and Arts,
University of Macedonia,
Thessaloniki, Egnatia 156, 54636,
Greece
D., Sarris
Assistant Professor, Dr.,
Department of Preschool Education,
University of Ioannina, Epirus,
Greece
Marriana, Bannou
M.Sc in Education & Rehabilitation,
Faculty of Humanities and Arts,
University of Macedonia,
Thessaloniki, Egnatia 156, 54636
Greece
intelligibility; comprehensibility; synthetic speech; dyslexia; text-to-speech, controls, educational level
This study investigated intelligibility and text comprehension for natural and synthetic speech held by a group of dyslexic students and their controls matched for educational level-school grade. Results have shown that both groups identified words and sentences better in natural speech. Dyslexic students however had shown worst performance in synthetic speech than controls. Overall, a significant difference has been observed between the two groups concerning their text comprehension in natural versus synthetic speech.
Article visualizations:
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2019-07-16 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/2532
European Journal of Special Education Research; Vol 4, No 4 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4049
2022-01-21T18:59:37Z
ejse:ART
nmb a2200000Iu 4500
"211201 2021 eng "
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ANXIETY DISORDERS AND THE FREQUENCY OF NEGATIVE THOUGHTS: A COMPARATIVE STUDY IN CHILDREN WITH AND WITHOUT SPECIAL LEARNING DISABILITIES
Vasiliki, Giannouli
Assistant Professor,
Department of Special Education and Social Policy,
Faculty of Social Humanities and Arts,
University of Macedonia,
Thessaloniki, Greece, Egnatia 156, 54636,
Greece
Dimitrios, Sarris
Assistant Professor,
Department of Preschool Education,
University of Ioannina, Epirus,
Greece
Pagona, Alexoudi
M.Sc in Special Education,
Faculty of Social Humanities and Arts,
University of Macedonia,
Thessaloniki, Greece, Egnatia 156, 54636,
Greece
special learning disabilities, anxiety disorders, negative thoughts
Special Learning Disabilities (SLD) are often accompanied by negative thoughts of self-assessment, deficits in social interactions and psycho-emotional problems as well, which hinder the development and the smooth integration of children diagnosed with SLD into their environment. This research attempts to investigate the association of negative self-assessment thoughts and anxiety disorders with Special Learning Disabilities in a sample of sixty Greek-speaking children in 4th, 5th and 6th grades with and without SLD, including their parents. The tools used for this purpose are the Children’s Automatic Thoughts Scale (CATS), and the Spence Children’s Anxiety Scale (SCAS-CH) self-report questionnaire, which assess anxiety disorders. Parents were asked to answer the corresponding Spence Children’s Anxiety Scale-Parents Edition (SCAS-P) symptom-monitoring questionnaire. According to the results compared to their normal development peers, children with SLD had a higher incidence of negative thoughts, which is more likely to lead to symptoms of anxiety disorders; their parents in fact were able to perceive the severity or frequency of these symptoms in their children. In addition, the frequency of negative thoughts and symptoms related to anxiety disorders seemed to be influenced by the student’s condition (with or without SLD), but not by gender and age.
Article visualizations:
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2021-10-07 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/4049
European Journal of Special Education Research; Vol 7, No 4 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/954
2022-01-21T04:33:00Z
ejse:ART
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"170814 2017 eng "
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DEVELOPMENT OF MODULE WRITING SENTENCE STRUCTURE FOR DEAF STUDENTS
Ulum, Muhammad Miftahul
Magister of Special Education,
Sebelas Maret University, Indonesia
Salim, Abdul
Magister of Special Education,
Sebelas Maret University, Indonesia
Kristiyanto, Agus
Magister of Sports and Health Education,
Sebelas Maret University, Indonesia
deaf students, module writing sentence structure
The purpose of this study is to develop a product in the form of the module writing sentence structure. Modules that are developed are expected to be useful for teachers as a source of more information in the learning process. This research method is using Research and Development (R&D) and the development of the product arrived at validity test phase only after being evaluated by experts. As expert and validator a media expert, a linguist and an expert in the field of deaf disabilities were considered. Data collection techniques in the research of using the now with the results of the eligibility of the contents of the received value of 93, 94 languages, feasibility presentation 97, and feasibility graphics 90, with the average on all aspects of scored 93. Based on the value it can be said that the module writing sentence structure contained within the category of very decent.
Article visualizations:
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2017-04-18 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/954
European Journal of Special Education Research; Vol 2, No 4 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2901
2022-01-21T04:45:18Z
ejse:ART
nmb a2200000Iu 4500
"200306 2020 eng "
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INVESTIGATION OF THE EFFECTS OF PEER INTERACTION ON LANGUAGE AND PLAY DEVELOPMENT OF AN INDIVIDUAL WITH AUTISM SPECTRUM DISORDER
Erdoğan, Fatih Kıvanç
Res. Asst.,
Special Education Department,
Maltepe University,
Turkey
Çikili, Yahya
Assistant Prof. Dr,
Special Education Department,
Necmettin Erbakan University,
Turkey
friendship; peer interaction; language development; autism spectrum disorder (ASD); play development
Aiming at acquiring language and play skills for individuals with Autism Spectrum Disorder (ASD), this study uses multiple baseline design from single-subject research models supported by qualitative data. In the study, the data for storytelling, train building and playing, role playing skills were obtained through checklists, observations and interviews, and analyzed graphically and descriptively. Two children, one with high functional ASD and the other with typical development (TD), were included. The study was conducted in a home environment and a total of twenty-one teaching sessions were carried out. From the data obtained in the study process, it was concluded that peer interaction was effective in acquiring the skills of storytelling, train building and playing, role playing, and that these skills were generalized and permanent among different environments, persons and materials. In addition, non-targeted social and communicative gains were obtained in individuals with ASD. The social validity of the peer interaction and the skills studied was expressed by the families, children, teachers and academicians. Based on these data, peer interaction for the education of individuals with ASD is recommended.
Article visualizations:
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2020-01-07 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2901
European Journal of Special Education Research; Vol 5, No 3 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4382
2022-08-19T20:24:20Z
ejse:ART
nmb a2200000Iu 4500
"220721 2022 eng "
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TEACHING PRACTICES OF ORAL LANGUAGE AND READING SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER
Panopoulos, Nikolaos
PhD in Special Education,
University of Peloponnese,
Greece
Drossinou-Korea, Maria
Assistant Professor,
University of Peloponnese,
Greece
Autism Spectrum Disorder, oral speech, reading skills, evaluation, didactic intervention
Communication includes a wide range of difficulties for students with Autism Spectrum Disorder (ASD) from acquisition and processing of information and verbal expression to reading and writing. Therefore, these students face challenges in their school life. The purpose of this research is to evaluate and apply teaching practices for the cultivation of oral and reading skills in students with ASD The methodology used was action research in three general secondary schools and lasted 3 years. The research was conducted in Greece by the second teacher of the class who only supported students with special educational needs. Specifically, we conducted three case studies of students with an average age of 15.3 years. Students were diagnosed with ASD. Qualitative data from the action research were collected through observation methodology with informal pedagogical evaluation in checklists of basic skills. Furthermore, the methodology of the intervention with field notes was applied to the form of the teaching interaction. The results showed that students respond to comprehensive differentiated teaching interventions, which include oral speech and reading comprehension activities.
Article visualizations:
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2022-07-21 07:25:29
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/4382
European Journal of Special Education Research; Vol 8, No 4 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1495
2022-01-21T04:55:30Z
ejse:ART
nmb a2200000Iu 4500
"180314 2018 eng "
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DEMYSTIFYING THE CAPABILITIES OF THE COGNITIVE IMPAIRED IN GHANA
Deh, Tabitha Harriet
Department of Theatre Arts,
University of Ghana,
Legon, Ghana
capabilities, intellectual disabilities, cognitive impaired, Ghana
Most people here in Ghana still perceive the special needs especially those who have intellectual disabilities as punishment from the gods, abomination or curses associated with spiritual and societal misfortunes. Clinical psychology has expanded its tentacles extensively in all human endeavors to encourage people to amend their lives in order to ensure healthy human development. Yet the mysteries surrounding the cognitive in Ghana have barely changed. In this research, the fusing of concepts in clinical psychology, neuroscience which encourages the use of the right hemisphere or the artistic brain and the expressive arts has introduced us to other alternatives for the special needs in Ghana. This paper reveals how artistic dynamics can harnesses several theories into a cohesive holistic approach for the cognitive impaired in Ghana.
Article visualizations:
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2018-02-09 00:00:00
application/pdf
https://oapub.org/edu/index.php/ejse/article/view/1495
European Journal of Special Education Research; Vol 3, No 2 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3272
2022-01-21T04:48:27Z
ejse:ART
nmb a2200000Iu 4500
"200825 2020 eng "
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ASSESSMENT OF STRATEGIES TEACHERS USE TO ENHANCE SOCIAL INTERACTION SKILLS OF AUTISTIC PUPILS IN SPECIAL SCHOOLS FOR THE INTELLECTUALLY DISABLED
Kanjatanga, Martin
Navy Basic School,
Takoradi, Ghana
Fofie, Douglas
Akrokerri College of Education,
Ghana
Owusu, Maxwell Kontor
Agogo Presbyterian College of Education,
Ghana
Marfo, Richard
Agogo Presbyterian College of Education,
Ghana
De-Heer, William
Seventh-Day Adventist College of Education,
Agona Ashanti, Ghana
social interaction skills, autism, intellectually disabled, special schools
The study assessed strategies teachers used to enhance social interaction skills of autistic pupils in some selected special schools for the intellectually disabled in the Northern part of Ghana. Descriptive research design was adopted and a total sample of 50 respondents were involved. Purposive sampling technique was used to select the schools and the respondents for the study. Questionnaire was the main instrument used for data collection. Data was analysed using tables, frequencies and percentages. The findings showed that the teachers used modeling, physical prompts, visual cues, reinforcement, social stories, direct instruction skills and social skills training in groups and peer support as strategies to enhance social interaction skills of autistic pupils in the school. The strategies used by the teachers were also proven to be effective in enhancing social interaction skills of autistic pupils in the school. It was established that even though some support services were available to help enhance the social interaction skills of the autistic pupils, professionals like occupational therapists, physical therapists and the multi-disciplinary team were absent in the three special schools selected for the study. It was recommended that the requisite support services should be provided in the selected special schools which have autistic pupils in order to help enhance the social interaction skills. In addition, periodic workshops, symposia as well as refresher courses should be organized for special teachers and their aides to update their knowledge and skills in the strategies used to enhance social interaction skills of these pupils with autism.
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2020-07-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3272
European Journal of Special Education Research; Vol 6, No 2 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/14
2022-01-21T04:27:39Z
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EARLY CHILDHOOD PROGRAMS AND INTEGRATION OF YOUNG CHILDREN ON INCLUSIVE EDUCATION ENVIRONMENTS
Ilija, Sandro
PhD Researcher, Universiteti Sevasti & Parashqevi Qiriazi, Tirana, Albania
early childhood education, children with special needs, special needs education, inclusive education
Early childhood education (ECE) programs comprise any kind of educational program that helps children in the preschool years and is intended to improve later school performance. In the second half of the twentieth century, the early education system grew significantly permitting children to have access to some form of early childhood education. Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to all its citizens. School transition services are important for all children but pose potential challenges for many young children with special needs. By connecting and integrating quality and inclusive education into transition programs, all children entering the school environment can have a positive experience. This research investigates the importance of early childhood education within inclusive education and highlights four collaborating constituents; relationships, wellbeing, participation and an active scholarship setting.
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2016-02-17 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/14
European Journal of Special Education Research; Vol 1, No 1 (2015)
eng
Copyright (c) 2016 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4872
2023-07-08T11:18:11Z
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"230603 2023 eng "
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DEPICTING THE NOOMETRIC PROFILE OF TODDLERS WITH AUTISM SPECTRUM DISORDER IN THE WECHSLER PRESCHOOL & PRIMARY SCALE OF INTELLIGENCE – THIRD EDITION (WPPSI-ΙΙΙ)
Vasileiadis, Ilias
University of Western Macedonia,
Greece
Dimitriadou, Ioanna
University of Macedonia,
Greece
Koutras, Spyros
Queen Margaret University,
Edinburgh, United Kingdom
Vlachos, Evangelos
University of Macedonia,
Greece
Stambliakas, Giorgos
Aristotle University of Thessaloniki,
Greece
high-functioning ASD, infancy, WPPSI-III, noometric profile
By presenting noometric tests to toddlers and young children, it is possible to depict the personal profile of every student and to designate their individual learning abilities and difficulties. The aim of this research is to determine the noometric profile of high–functioning toddlers in the Autism Spectrum, as depicted by the WPPSI-III intelligence test. A multi-methodological approach was followed for the methodological design of the paper, followed by the administration of the noometric tool to 116 toddlers who have received the relevant diagnosis and the conducting of semi-structured interviews with 105 special education kindergarten teachers who support the students in a pedagogic environment. The results of the research revealed, among other things, that the noometric abilities of infants with high-functioning ASD are lower compared to those of typically developed infants. In particular, toddlers with autism were found to have a significant statistical weakness in the knowledge of every day - practical issues, in the evaluation and use of empirical data and in the grasping of conventional rules of behavior as well as in the rate of cognitive processing. The specific findings reinforce the necessity of early intervention and individualized support in toddlers with autism targeting the above deficits.
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2023-03-22 15:07:55
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https://oapub.org/edu/index.php/ejse/article/view/4872
European Journal of Special Education Research; Vol 9, No 2 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2112
2022-01-21T04:38:33Z
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THE ROLE OF PHONOLOGICAL MEMORY IN READING ACQUISITION AND DYSLEXIA: A SYSTEMATIC LITERATURE REVIEW
Kastamoniti, Angeliki
M.Sc, Department of Speech and Language Therapy,
University of Ioannina,
4th km on National Road of Ioannina-Athens,
Ioannina, Greece
Tsattalios, Kostas
M.Sc, School of Nursing and Midwifery,
Robert Gordon University, Garthdee Road,
Aberdeen, AB10 7QE, United Kingdom
Christodoulides, Pavlos
M.Sc, Department of Speech and Language Therapy,
University of Ioannina,
4th km on National Road of Ioannina-Athens,
Ioannina, Greece
Zakopoulou, Victoria
PhD, Department of Speech and Language Therapy,
University of Ioannina,
4th km on National Road of Ioannina-Athens,
Ioannina, Greece
reading skill; dyslexia; phonological memory; phonological short-term memory; phonological long-term memory
Purpose: This paper presents the findings of a systematic literature review regarding the role of phonological memory in reading acquisition and early onset of dyslexia. Method: Searching multiple bibliographic databases (PUBMED, HEAL-LINK/Annals of Dyslexia, SCOPUS, SCHOLAR), 254 published studies were identified as potentially relevant with 12 meeting the inclusion criteria. Eight of them refer to the role of phonological memory in reading ability and 4 in dyslexia. Results: The findings of the review highlight: (i) the limited range of conducted research regarding the association of phonological memory and reading ability in general and dyslexia in particular among preschool children, (ii) the significant heterogeneity of tools and tasks implemented and (iii) the shared conclusion by the vast majority of the studies suggesting that phonological memory affects reading ability and is an onset predictor of dyslexia. Conclusions: As a general conclusion, it was found that a common goal of all studies was to evaluate the contribution of phonological memory to reading ability. However, significant heterogeneity was found in tools and tasks (to a lesser extent) they used in their studies. Also, no clear conclusion emerged on the role of phonological memory in the acquisition of reading skill. More specifically, some studies have found a correlation between phonological memory and reading ability and some other non-correlation.
Article visualizations:
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2018-06-14 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2112
European Journal of Special Education Research; Vol 3, No 4 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3648
2022-01-21T04:51:32Z
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SPELLING TEST FOR LEARNERS WITH DYSLEXIA LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE
Tsakalidou, Sofia P.
Aristotle University of Thessaloniki,
Greece
orcid.org/0000-0001-5500-1586
orthographic skill, specific learning difficulties, dyslexia, German as a foreign language, primary education
Spelling is a basic skill as well as means of acquiring knowledge over the school years. Moreover, it is a complex cognitive process, which can be challenging for learners with specific learning difficulties (dyslexia) in their mother language as well as when learning a foreign language. A challenge, that foreign language teachers face in everyday practice, is being able to respond to the needs of all learners within the mainstream classroom in primary education, including learners with dyslexia. Foreign language teachers need to become equipped with further knowledge and skills, so that they are able to identify these difficulties and teach learners with dyslexia more effectively in an inclusive way (Tsakalidou, Koufokotsiou, & Gaganis, in press; Tsakalidou, 2021, 2020, in press). In the present study we examined the spelling difficulties of learners with dyslexia, when learning German as a second foreign language. The aim of the study was twofold: (a) the comparative analysis of the spelling difficulties across two populations (95 learners between 10 and 11 years, twenty of who had dyslexia) and (b) the evaluation of the effectiveness of spelling intervention in respect to learners with dyslexia. In this article we will describe the Spelling Test constructed and adjusted for the doctoral research, which was undertaken in order to record the spelling difficulties that the learners with dyslexia face, when learning German as a second foreign language in primary education. This test was based on a standardized Spelling Test in the Greek language (Mouzaki, Protopapas, Sideridis, & Simos, 2010). As far as the Spelling Test, we constructed is concerned, satisfactory construct validity and internal reliability were demonstrated, as the Cronbach’s alpha coefficient was .944 and revealed a high degree of internal consistency of the instrument.
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2021-03-26 00:00:00
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European Journal of Special Education Research; Vol 7, No 2 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/451
2022-01-21T04:30:51Z
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"170113 2017 eng "
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THE INFLUENCE OF LEATHER PUPPET PICTURE ON THE IMPROVEMENT OF RETELLING STORY ABILITY OF 7TH GRADE MENTAL RETARDED STUDENTS IN SLB C SETYA DARMA SURAKARTA, INDONESIA YEAR 2016/2017
Al Khakim, Abwatie
Master of Special Education Program, Sebelas Maret University, Indonesia
Salim, Abdul
Master of Special Education Program, Sebelas Maret University, Indonesia
Sunardi, S.
Master of Special Education Program, Sebelas Maret University, Indonesia
leather puppet picture, retelling story ability of mental retarded students
The aim of this research is to identify the influence of leather puppet picture on the improvement of retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta. All 7th grade students in SLB C Setya Darma Surakarta are used as the population and sample for this research. This research is a kind of experimental research with One Group Pretest-Posttest Design. Technique of collecting data is conducted by using oral test as the way to collect the students’ ability of retelling story. To analyze the data, Statistical Quantitative non Parametric is used as the technique. This technique is also called Wilcoxon Sign Rank Test, which is given a Z symbol. Wilcoxon test is used to test 2 variables, items: before treatment and after treatment, with 0.05 significance level. The result of this research proves that the using of leather puppet picture are effect for the improvement of retelling story ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta 2016/2017.
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2017-01-10 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/451
European Journal of Special Education Research; Vol 2, No 2 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2450
2022-01-21T04:41:20Z
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"190530 2019 eng "
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THE QUALITY OF LIFE AND STRESS LEVELS IN PARENTS OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Nuri, Cahit
Asst. Prof. Dr.,
Cyprus International University, Faculty of Education, Department of Special Education, North Cyprus, Mersin 10, Turkey
Akçamete, Gönül
Prof. Dr., Near East University, Faculty of Education Department of Special Education, North Cyprus, Mersin 10, Turkey
Direktör, Cemaliye
Asst. Prof. Dr., European University of Lefke, Faculty of Art and Science, Department of Psychology, North Cyprus, Mersin 10, Turkey
ADHD, parents, quality of life, stress
Background: The purpose of the study is to investigate the relationship between the quality of life and stress levels of parents of children with ADHD. Methods: The study participants consisted of mothers (n=110) and fathers (n=90) of children with ADHD from the Northern Cyprus (n=200). The “Beach Centre Family Quality of Life Scale” and “Perceived Stress Scale” have been used in this study. In the data analysis, t-test, one-way ANOVA, and multiple regressions were all conducted. Results: It has been found out that mothers have higher emotional well-being scores than fathers. The results show that the family interaction, parenting, physical/material well-being, disability-related support and emotional well-being sub-dimensions are predicted with inadequate self-efficacy. It can be expressed that 25% of the variance related to inadequate self-efficacy is explained by family quality of life sub-dimensions. Another result of the study shows that the family interaction, physical/material well-being, parenting, disability-related support and emotional well-being sub-dimensions predicted stress perception together. It can be expressed that 52% of the variance related to stress perception is explained by the family quality of life sub-dimensions. Conclusion: The study concluded that the statistical difference between females and males is only in the scores of emotional well-being, which is a sub-dimension of quality of life.
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2019-05-30 00:00:00
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European Journal of Special Education Research; Vol 4, No 3 (2019)
eng
Copyright (c) 2019 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3927
2022-01-21T04:52:21Z
ejse:ART
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"210911 2021 eng "
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COMMUNICATION WITH PARENTS OF CHILDREN WITH SPECIAL NEEDS WHO HAVE DIFFICULTY ACHIEVING OR ARE UNABLE TO ACHIEVE THE MINIMUM GOALS IN REGULAR PRIMARY SCHOOL / KOMUNIKACIJA S STARŠI OTROK S POSEBNIMI POTREBAMI, KI LE S TEŽAVO DOSEGAJO ALI PA MINIMALNIH CILJEV V REDNI OSNOVNI ŠOLI NE ZMOREJO DOSEGATI
Tehovnik, Magdalena
Special Education Teacher,
Elementary School Preserje near Radomlje,
Slovenia
regular primary school, minimum standards, parents of children with learning difficulties, re-education, program with a lower educational standard / redna osnovna šola, minimalni standardi, starši otrok s težavami pri učenju, prešolanje, program z nižjim
Good verbal and non-verbal communication is of paramount importance for maintaining and building relationships. However, educators need to be as much as possible attentive when talking to parents of children with learning difficulties to such an extent that they will not be able to complete the regular program. A teacher for children with special needs and a teacher who talk with parents about pupil’s problems and new opportunities in a program with a lower educational standard must have a high level of empathy. They need to be aware that these are injured parents and they need to be able to decide when an individual parent is ready for such information. Most importantly, parents have to feel that we really only want the best for the child and them. In this case, they will be ready for re-education sooner and the child will have fewer unnecessary negative experiences.
Dobra verbalna in neverbalna komunikacija je za vzdrževanje in gradnjo odnosov izrednega pomena. Z vzporedno držo telesa in očesnim kontaktom sočutno komuniciramo z vsemi starši. Pri pogovoru s starši otrok s težavami pri učenju v takšni meri, da rednega programa ne bodo zmogli, pa morajo biti še toliko bolj čuteči. Specialni pedagog in učitelj, ki staršem predstavita težave in nove možnosti na programu z nižjim izobrazbenim standardom, morata imeti veliko mero sposobnosti vživljanja. Zavedati se morata, da so to ranjeni starši in znati morata presoditi, kdaj je posamezen starš pripravljen na kakšno informacijo. Najpomembneje je, da starši čutijo, da resnično želimo otroku in njim le najboljše. Čutiti morajo našo pomoč. V tem primeru bodo na prešolanje pripravljeni prej in otrok bo tako imel manj nepotrebnih negativnih izkušenj.
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2021-07-18 00:00:00
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European Journal of Special Education Research; Vol 7, No 3 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/809
2022-01-21T04:34:02Z
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TITE: ESTABLISHING AN INTEGRATED DIAGNOSTIC PROFILE OF AUTISM SPECTRUM DISORDER (ASD) THROUGH THE USE OF ESSENCE FRAMEWORK. THE CASE STUDY OF A 3-YEAR-OLD INFANT
Satrazemi, Maria
Department of Speech and Language Therapy,
Technological Educational Institute (TEI) of Epirus, Greece
Mpakagianni, Aggeliki
Department of Speech and Language Therapy,
Technological Educational Institute (TEI) of Epirus, Greece
Sarris, Dimitrios
Department of Preschool Education,
University of Ioannina, Epirus, Greece
Vergou, Maria
Department of Preschool Education,
University of Ioannina, Epirus, Greece
Zakopoulou, Victoria
Department of Speech and Language Therapy,
Technological Educational Institute (TEI) of Epirus, Greece
neurodevelopmental disorders, ESSENCE model, differential diagnosis, multifactorial approach, autistic spectrum disorder
Neurodevelopmental disorders appear in early childhood and cause serious impairment in several areas. These are characterized by damages or delays in development of functions closely associated with the biological aging of the central nervous system. Neurodevelopmental disorders include speech and language disorders, learning disorders, motor and divisive disorders such as Autism Spectrum Disorder (ASD). Aiming to explore the various phenotypic characteristics of these disorders as well as their co-morbidity or coexistence, an emerging body of studies stressed the importance of both early multidisciplinary assessment and intervention in the framework of these disorders. Due to the complexity of neurodevelopmental disorders there should be specific diagnostic groups so as to apply timely and multifactorial diagnoses. Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE) are considered as an assessment concept that could contribute to multifactorial early diagnosis of neurodevelopmental disorders. Early, adequate, and comprehensive diagnosis conduces to early, effective, and well adapted to individual’s needs intervention programs. In the current study, the ESSENCE framework was used as the key diagnostic approach for both definitive and multifactorial diagnosis of a 3-year-old infant with a wide range of impairments.
Article visualizations:
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2017-05-18 00:00:00
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European Journal of Special Education Research; Vol 2, No 5 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/2789
2022-01-21T04:44:15Z
ejse:ART
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INVESTIGATING THE RELATIONSHIP AMONG MENTAL RESILIENCE, CULTURE SELF-ESTEEM AND SELF-EFFICACY FOR PEER INTERACTION OF STUDENTS WITH AND WITHOUT MILD SPECIAL EDUCATIONAL NEEDS
V., Giannouli
Assistant Professor,
Department of Special Education and Social Policy,
Faculty of Social Humanities and Arts, University of Macedonia,
Thessaloniki, Greece
D., Sarris
Assistant Professor, Dr.,
Department of Preschool Education,
University of Ioannina,
Epirus, Greece
Evmorfia, Giannopoulou
M.Sc, Sciences of Education: Special Education and Lifelong Learning,
Faculty of Humanities and Arts, University of Macedonia,
Thessaloniki, Greece
self-efficacy, self-esteem, mild special educational needs, mental resilience
This study investigated the relationship between mental resilience, culture free self-esteem and self-efficacy for peer interactions in students with and without mild special educational needs. Results have shown that students with mild special educational needs had scored significantly lower mean values for mental resilience, culture free self-esteem and self-efficacy for peer interactions than their control counterparts did. For the group of students with mild special educational needs the internal factors of mental resilience and their self-efficacy for peer interactions interpreted the external factors of their mental resilience at 52% whereas for the control group it was the mental resilience as an overall score and their general self-esteem that interpreted the self-efficacy for peer interactions at 24%.
Article visualizations:
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2019-11-16 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/2789
European Journal of Special Education Research; Vol 5, No 2 (2019)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4342
2022-07-02T17:44:20Z
ejse:ART
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"220623 2022 eng "
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ESTABLISHING HOW HEAD-TEACHERS’ CLASSROOM VISITATION PRACTICE INFLUENCES STUDENTS’ PERFORMANCE IN PUBLIC JUNIOR SCHOOLS IN KEREN SUB-ZONE, ERITREA
Yosief, Yodit Tesfagabr
Master’s Student,
Tangaza University College,
The Catholic University of Eastern Africa,
Nairobi, Kenya
Okemasisi, Kinikonda
Dr., Lecturer and M.Ed. Program Leader,
School of Education,
Tangaza University College,
Kenya
Mesmer, Paulos, W.
Prof., Dean, School of Education,
Tangaza University College,
Kenya
establishing, head-teacher, classroom, visitation, students, performance
The purpose of this study was to establish how head-teachers’ classroom visitation influences students’ performance in public junior schools in Keren Sub-zone. The study was guided by systems theory and employed mixed-method approaches with a concurrent triangulation design. The study targeted public junior schools in Keren Sub-zone Anseba Region. Systematic sampling, simple random sampling and purposeful sampling were used to select 44 teachers, 326 students, five head-teachers, and two Educational Officers of the Keren Sub-zone. A total of 377 respondents took part in the study. Questionnaires were used to collect data from teachers and students, whereas interview was conducted to get information from head-teachers and Educational Officers. The quantitative data was analysed descriptively with the help of SPSS Version 21 and reported in frequency tables and percentages. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study established that in the high-performing schools, head-teachers practiced the classroom visitation activities better than those in poorly performing schools thus the reason for low performance in some public junior schools in Keren Sub-zone. The study concluded that in low-performing schools, head-teachers have not been considering some of the key classroom visitation practices such as supervision by walking around, monitoring of students’ discipline, and physical lesson observation. The study recommended that the ministry of education intensify supervision in the public junior schools to strengthen the quality of instructional supervision by the head-teachers. The study suggested that a similar study be done in other sub-zones in Eritrea to find out if the same findings can be established.
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2022-05-15 19:22:26
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European Journal of Special Education Research; Vol 8, No 3 (2022)
eng
Copyright (c) 2022 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1416
2022-01-21T04:35:58Z
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THE IMPACT OF GAMES ON COGNITIVE IMPAIRED CHILDREN IN GHANA: CHILDREN FROM THE DZORWULU SPECIAL SCHOOL IN PERSPECTIVE
Deh, Tabitha Harriet
Department of Theatre Arts,
University of Ghana,
Legon, Ghana
games, cognitive impaired children, special education
A closer look at Ghanaian games and their benefits disclose an enormous potential in educating both regular and special needs children. These games help in effecting positive attitudinal and/or behavioral change as well as imparting in them the necessarily values of life. This research explores games for both didactic purposes as well as to improve upon the lifestyle of children with special needs, mainly in the category of cognitive impairment. These children have frequently suffered rejection, stigmatization, and marginalization, and have often been branded under the notion that ‘nothing good can come out of them’. This study therefore encourages children with special needs in the Dzorwulu Special School in Ghana to explore a few of these games to their benefit, thereby allowing them to interact proficiently with their social environment and to change the negative perceptions about them.
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2017-12-02 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1416
European Journal of Special Education Research; Vol 3, No 1 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3197
2022-01-21T04:47:48Z
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"200718 2020 eng "
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EXPLORING IRANIAN EFL TEACHERS’ PERCEPTIONS OF THE ONLINE IN-SERVICE TRAINING
Amer, Zahra
MA in TEFL,
Department of English Language,
Rasht Branch, Islamic Azad University,
Rasht, Iran
Pourmohammadi, Majid
Assistant Professor, PhD,
Department of English Language,
Rasht Branch, Islamic Azad University,
Rasht, Iran
quality of education, Iranian EFL teachers’ perceptions, online in-service training
It is widely acknowledged that in order to improve the quality of education in schools, there is a need to place pedagogy and its training implications at the center of teacher education reform. This study investigated the EFL teachers’ perception of the online in-service training. In doing so, an adapted 30-item questionnaire, having been piloted, was administered to 32 Iranian high school English teachers out of a total population of 40 teachers selected based on convenience sampling in Fouman and Somesara high schools in Guilan, Iran. Next, to add depth and detail to the participants’ responses to the questionnaire, a five-item interview was conducted with volunteer participants. The results of analyses revealed that there was not any statistically significant mean difference in the perceptions of male and female teachers about online in-service training (INSET). However, statistically significant differences were found among the teachers in terms of their university degrees and teaching experiences. The teachers were reported to view online programs as an essential tool needed for teachers’ professional development. The findings can be utilized pedagogically by teachers as an encouraging factor to attend the online INSET courses and, most importantly, by education administration to hold such courses more effectively.
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2020-05-06 00:00:00
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European Journal of Special Education Research; Vol 6, No 1 (2020)
eng
Copyright (c) 2020 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/4733
2023-03-29T08:09:16Z
ejse:ART
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"230321 2023 eng "
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SELF–ESTEEM, PEER PRESSURE, EXAMINATION ANXIETY AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN DELTA NORTH SENATORIAL DISTRICT, NIGERIA
Mordi, P.
Department of Guidance and Counselling,
Delta State University,
Abraka, Nigeria
Onoyase, A.
PhD, Department of Guidance and Counselling,
Delta State University,
Abraka, Nigeria
self–esteem; peer pressure; examination anxiety; academic performance; secondary school students
This study examined self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary students in Delta North Senatorial District of Delta State. Six research questions and six hypotheses guided the study. The study adopted a correlational research design. The population of the study comprised all public Senior Secondary School Three (SSS 3) students in Delta North Senatorial District. The sample of the study comprised 1,647 senior secondary school students in Delta North Senatorial District. A multistage sampling procedure was used. A questionnaire and students’ English Language questions were used for data collection in this study. The face validity of the questionnaire was examined through experts’ judgment while factor analysis was used to estimate its content and construct validities. The reliability was tested by using Cronbach’s alpha for estimating the internal consistency of the instrument. This yielded a reliability index of 0.61 for Self-Esteem Rating Scale; 0.70 for Peer Pressure Rating Scale; and 0.71 for Examination Anxiety Rating Scale. The data obtained were analysed with Pearson’s coefficient of determination and regression statistics at a 0.05 level of significance. The findings of the study revealed that there is a significant relationship between self-esteem and academic performance; between peer pressure and academic performance; between examination anxiety and academic performance; and among self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study, however, found that there is no significant moderating impact of sex and school location on the relationship between self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study recommended that Guidance counsellors should implement the psychoeducational program in schools to provide a chance for students to express themselves and develop their self-esteem and self-confidence.
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2023-01-11 00:59:37
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https://oapub.org/edu/index.php/ejse/article/view/4733
European Journal of Special Education Research; Vol 9, No 1 (2023)
eng
Copyright (c) 2023 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/1912
2022-01-21T04:38:33Z
ejse:ART
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"180904 2018 eng "
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SUPPORT STRATEGIES TEACHERS’ USE TO ASSIST LEARNERS WITH LEARNING DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYA
Garbutt, Grace W.
PhD Fellow at Department of Curriculum and Instruction,
Educational Psychology,
University of Eldoret
P.O. Box 1125 – 30100, Kenya
Nyabuto, Esther
PhD, Department of Curriculum and Instruction,
Educational Psychology,
University of Eldoret
P.O. Box 1125 – 30100, Kenya
Natade, Jacob Lolelea
PhD, Department of Curriculum and Instruction,
Educational Psychology,
University of Eldoret
P.O. Box 1125 – 30100, Kenya
teacher, support, learning disability
Teacher support is critical to learners’ participation in primary schooling. However, reports show that there are high incidences of learners dropping out of various public primary schools in Trans-Nzoia. Learners with learning disability need teachers support to aid their learning process. This paper looks at the support strategies that primary school teachers used to assist learners with learning disabilities in public primary schools in Trans-Nzoia County. The study was guided by social constructivism theory by Lev Vygotsky. The target population for this study consisted of all public primary school teachers in Trans-Nzoia County. A sample size of 351 teachers was selected to participate in the study through stratified random sampling technique. Data collection for this study was done using interviews, focus group discussions and questionnaires. Analysis of data showed that most (64.7%) of teachers always supported learners with learning disabilities in their schools. Teachers (64.4%) remediated learning problems of learners with LD through structuring learning environment to suit their needs hence promoting effective inclusion in schools. Findings also showed that only 58.6% of teachers reported that they always used several support strategies to educate and support learners with LD in inclusive education. The study suggests that teachers should support learners with learning disabilities to identify their strengths and build on them, and improve on their weaknesses. Teachers should help these learners procure assistive devices and other instructional materials required for learning in schools.
Article visualizations:
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2018-06-14 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/1912
European Journal of Special Education Research; Vol 3, No 4 (2018)
eng
Copyright (c) 2018 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3562
2022-01-21T04:50:29Z
ejse:ART
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"210203 2021 eng "
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PRACTICAL ADAPTIVE BEHAVIOR OF CHILDREN WITH MENTAL RETARDATION
Jyothi, Victoria
Associate Professor of Education,
St. Ann's College of Education (Autonomous),
Secunderabad, India
Venukapalli, Sudhakar
Professor of Education,
The English and Foreign Languages University,
Hyderabad, India
children with mild and moderate mental retardation; adaptive behavior and practical skills
How do the children with mild and moderate mental retardation recognize and comprehend the external reality? How do they communicate their abilities of representation and exhibit their competencies? What kind of Practical skills do they possess? With what practical skills do they interact? These are some of the seminal questions in the contemporary discourse on children with mental retardation. This study is an attempt to grapple with some of the above questions, related to the practical adaptive behaviour of children with mental retardation. In social and domestic lives, the practical skills are important, and this article is to study the comparison of various domains of mentally retarded individuals with different degrees of retardation such as mild, moderate, severe, and profound. To carry out this research work a sample of 60 children with mental retardation are randomly selected, from two sub-populations i.e., mild and moderate children with mental retardation. This article mainly focuses on the practical adaptive behavior of children with mild and moderate mental retardation to their level of mental retardation, gender, level of the parent's education, and years of schooling. This research helped us to identify certain gaps in the existing knowledge. It was found based on the conducted research that the majority of the children with mild mental retardation exhibited practical behavior most frequently by participating in most of the classroom practical activities. It is also very important for us to realize that these children whose exceptionalities and disabilities can also be helped with good suggestions so, that they can lead a happy and productive life. From the analysis and testing of the hypothesis, it is evident that the variable 'gender' does not have any influence on children's practical skills. Irrespective of various backgrounds both the boys and girls are equally getting involved in the different practical activities, this may be the reason for the absence of gender discrimination in this context. It can be concluded that children with mental retardation exhibit delays in all aspects of practical skills management compared to non-retarded children and it is felt that if some verbal and non-verbal prompts are provided, these children can manage practical acts well in familiar situations.
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2021-01-07 00:00:00
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European Journal of Special Education Research; Vol 7, No 1 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/400
2022-01-21T04:30:05Z
ejse:ART
nmb a2200000Iu 4500
"161224 2016 eng "
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THE TEACHER’S ROLE FOR THE PERSONAL HYGIENE BEHAVIOR OF CHILDREN WITH CEREBRAL PALSY
Wienarsih, Anyk
Master of Special Education Program, Sebelas Maret University, Indonesia
Sunardi, S.
Master of Special Education Program, Sebelas Maret University, Indonesia
Gunarhadi, G.
Master of Special Education Program, Sebelas Maret University, Indonesia
teacher’s role, personal hygiene behaviour, cerebral palsy
The aim of the research is to know the teacher’s role and teacher’s needs in the personal hygiene learning of children with cerebral palsy. The subject of the research is teachers of SLB D1 YPAC Surakarta as a respondents are 6 persons. Data gathering technique gets from interview and observation. Data will be analyzed with qualitative research method in descriptive approach. The result of the research indicate that the majority respondents who is using speech method to convey about the personal hygiene learning. From 6 respondents, only 1 respondent who is sometimes using demonstration method. Utilizing picture media sometimes use by all respondents, 2 respondents sometimes using another media. From all respondents said that need another learning media which is might support the succeed of the personal hygiene learning of children with cerebral palsy.
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2016-12-13 00:00:00
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European Journal of Special Education Research; Vol 2, No 1 (2017)
eng
Copyright (c) 2016 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/5200
2024-03-23T01:08:38Z
ejse:ART
nmb a2200000Iu 4500
"240207 2024 eng "
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CAREGIVERS’ ROLES IN ENHANCING SOCIO-COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER IN A SELECTED NON-GOVERNMENTAL ORGANIZATION FOR PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDER, NAIROBI COUNTY, KENYA
Mukewa, Magdalen N.
Department of Early Childhood and Special Needs Education,
(Master’s Student: Speech & Language Pathology),
Kenyatta University,
Nairobi, Kenya
Wairungu, George Mathenge
PhD, Department of Early Childhood and Special Needs Education,
(Lecturer: Autism Spectrum Disorder),
Kenyatta University,
Nairobi, Kenya
orcid.org/0009-0001-2303-9210
roles, caregivers, communication skills, collaboration, participation, engagement, involvement, speech and language pathologists, ASD
Caregivers (parents and guardians) of children with ASD play an integral role in early intervention for children with autism spectrum disorder (ASD) since they spend more time interacting and providing formal care for their children; they are supposed to provide early diagnosis and ongoing intervention to mitigate socio-communication challenges for their children. Some caregivers, however, lack knowledge and expertise on their roles in this resulting in miscommunication, unmet needs, and frustration. The purpose of this study was to establish caregivers’ extent of involvement in Speech and Language Pathology Services (SLP) in enhancing the socio-communication skills of children with ASD. The study was guided by Structural Functional Theory (SFT) by Comte. The study adopted a descriptive survey design with a mixed-method research approach. It targeted a population of 38 respondents comprising of thirty-six caregivers, one occupational therapist from a nongovernmental organization of parents with ASD, and one Speech and Language Pathologist (SLP) outside a nongovernmental organization. The study employed a purposive sampling technique, and the pilot study was undertaken among caregivers of children with ASD b with the same characteristics as the target population. The key research instruments were questionnaires and face-to-face interviews. Quantitative data from closed-ended items were examined and coded. This was followed by analysis with the aid of SPSS version 26. The data was reported usinge descriptive statistics. Qualitative data we read repeatedly to establish patterns and then themes. It was reported narratively. Conclusions were drawn and necessary recommendations were made based on research findings. The research found that caregivers’ involvement was critical in enhancing the acquisition of socio-communication skills. The study recommends government and non-governmental organizations of parents with ASD children promote more caregiver participation by creating more awareness of SLP services, recruiting more SLPs locally, offering comprehensive training, and coaching caregivers on SLP strategies.
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2024-01-02 00:00:00
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European Journal of Special Education Research; Vol 10, No 1 (2024)
eng
Copyright (c) 2024 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/3850
2022-01-21T04:52:21Z
ejse:ART
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"210719 2021 eng "
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PROBLEMS EXPERIENCED BY CHILDREN WITH A SIBLING WITH DOWN SYNDROME
Aktaş, Burcu
Research Assistant,
Bolu Abant Izzet Baysal University,
Faculty of Education,
Turkey
orcid.org/0000-0003-4421-9891
Kot, Mehtap
Assistant Professor,
Inonü University,
Faculty of Education,
Turkey
orcid.org/0000-0002-1085-0645
Çifci-Tekinarslan, İlknur
Professor,
Bolu Abant Izzet Baysal University,
Faculty of Education,
Turkey
orcid.org/0000-0001-5028-3289
Down syndrome, sibling, problems experienced by siblings
This research aims to identify the problems of normally developing siblings of children with Down syndrome. The participants of the study consisted of 11 typically developing siblings between the ages of 8-19 who had a sibling with Down syndrome. This study was designed according to a qualitative research methods. A semi-structured interview technique was used to gather research data. Descriptive analysis was used in the analysis of the data. Considering the problems experienced by children with typical development who have a sibling with Down syndrome; in the home environment, that they have problems in the common use of their products, that their siblings with Down's syndrome do not violate them, and that their parents - especially their mothers - are more interested in siblings with Down's syndrome; that in the school environment your siblings are deterred from studying and that they mock the other children's brothers; in social life, the siblings with Down's syndrome had problems in the regular games, so they said that they had no friends and that the other children were ridiculing their siblings with Down's syndrome.
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2021-07-18 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/3850
European Journal of Special Education Research; Vol 7, No 3 (2021)
eng
Copyright (c) 2021 European Journal of Special Education Research
oai:ojs.edu.oapub.org:article/633
2022-01-21T04:32:19Z
ejse:ART
nmb a2200000Iu 4500
"170403 2017 eng "
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RELEVANCE OF THEOLOGICAL INSTITUTIONS IN DISABILITY DISCOURSE AND ADVOCACY IN NIGERIA
Ishola – Esan, Helen
Ph.D, The Dean, Faculty of Education, Nigerian Baptist Theological Seminary, Ogbomoso, Nigeria
advocacy, disability discourse, EDAN, people with special needs, theological education
The concern of this paper hinges on the fact that over the years, there have been the sensitizations of theological institutions in Africa towards disability discourse. It was observed that theological education hardly engage in disability discourse. Hence, the Ecumenical Disability Advocates Network (EDAN), a Project of the World Council of Churches (WCC) has attempted to integrate disability studies in the curriculum of theological institutions as a starting point in equipping students towards meeting the spiritual needs of people with special needs. Therefore, this paper takes a cursory look at perceptions and attitude of people towards people with disabilities in the Nigerian society. It explores the nature and purpose of theological education, and highlights the journey of EDAN on the integration of disability studies in theological institutions. Finally, it itemizes ways by which theological institutions could engage in disability discourse and advocacy.
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2017-01-16 00:00:00
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https://oapub.org/edu/index.php/ejse/article/view/633
European Journal of Special Education Research; Vol 2, No 3 (2017)
eng
Copyright (c) 2017 European Journal of Special Education Research
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