2024-03-28T23:03:20Z
https://oapub.org/edu/index.php/ejse/oai
oai:ojs.edu.oapub.org:article/1437
2022-01-21T04:55:30Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1437
2022-01-21T04:55:30Z
European Journal of Special Education Research
Vol 3, No 2 (2018)
THE EFFECT OF FAMILY ENVIRONMENT CONDITIONS ON THE EMERGENCE AND / OR THE CULTIVATION OF LEARNING DIFFICULITIES IN PRE-SCHOOL AND PRIMARY-SCHOOL AGED CHILDREN: GREEK KINDERGARTEN TEACHERS VIEWS
Ntziavida, Athina; MA in Special (Inclusive) Education,
European University, Cyprus
Tsaliki, Evanthia; PhD in Intercultural Education,
Scientific Collaborator, European University, Cyprus
2018-02-09 04:02:51
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1437
Learning Difficulties (LDs), pre–school age, family environment, emergence, cultivation
en
The study investigates the empirical aspects of Greek kindergarten teachers regarding the topic of the existence of the effect that the family has on the emergence and / or the cultivation of Learning Difficulties in pre – school and primary – school aged children. The research involved 23 teachers (22 women and 1 man) who, citing the possibility of early detection of Learning Difficulties (LDs) offered to them due to the daily contact with the children as part of the classroom, reported on whether the relationship between the two parents, but also between them and the child itself, may affect the appearance and / or the cultivation of Learning Difficulties in it. Furthermore, this work investigates the relevance of the provided parental stimuli and the educational level of the parents with the LDs of these children. The survey was conducted through semi-structured interviews the results of which were analyzed using qualitative content analysis. According to the findings, effective identification of children LDs is achieved by the kindergarten teachers through observation of the children's response to free and organized activities. In addition, the relations between the couple of mother and father, as well as the relationship between the parents and their child were considered by teachers worthy predictors of the effect that the institution of family has on the learning process and career of pre – school and primary school children. Finally, the stimuli that parents provide with their children were associated with the LDs that the offspring have or might develop in the future, as opposed to the educational level of both parents which teachers did not associate with the good or poor academic performance of students. Article visualizations:
oai:ojs.edu.oapub.org:article/3208
2022-01-21T04:48:27Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3208
2022-01-21T04:48:27Z
European Journal of Special Education Research
Vol 6, No 2 (2020)
INFLUENCE OF KENYAN SIGN LANGUAGE ON SYNTACTICAL PATTERNS OF WRITTEN ENGLISH IN PRIMARY SCHOOLS FOR THE DEAF IN KENYA
Samoei, C. Ruth; Department of Special Needs Education,
Maseno University,
Kenya
Oracha, Adoyo Peter; Department of Special Needs Education,
Maseno University,
Kenya
Kochung, J. Edward; Department of Special Needs Education,
Maseno University,
Kenya
Okutoyi, Joel; Department of Special Needs Education,
Maseno University,
Kenya
2020-07-24 13:06:41
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3208
influence of KSL, syntactical patterns, written English, written English grammar, learners who are deaf
en
Performance of English in KCPE examination by learners who are deaf has shown a trend of low scores as compared to their hearing counterparts in Nakuru Region. For four consecutive years; 2010, 2011, 2012 & 2013 English mean scores by learners who are deaf in six primary schools in Nakuru region, Kenya were: 29.74, 31.41, 29.58, & 30.27 respectively, while in six selected regular primary schools within the same counties in the respective years, English mean scores were: 48.74, 47.89, 47.87& 56.24. A number of studies have looked at effect of language of instruction and age of onset of hearing loss as variables, yet none considered Effect of Kenya Sign Language (KSL) on written English grammar. The purpose of this study was to analyse the influence of KSL on syntactical patterns of written English written English grammar among learners who are deaf among learners who are deaf in classes five, six and seven in Nakuru Region. Objectives of this study were to: determine influence of KSL on syntactical patterns of written English written English grammar among learners who are deaf in classes five, six and seven. In this study, Language learning was guided by behaviourist theory by who? Descriptive research design was used. Data collected was used to describe nature of existing conditions and relationships. The study was carried out in Nakuru Region, Kenya. Target population comprised 157 learners who are deaf and 21 teachers for English. Saturated sampling technique was used to select 141 learners and 18 teachers. Data was collected using document analysis guide and questionnaire for teachers. Reliability of research instruments with a correlation coefficient(r) of 0.75 was accepted in a pilot study involving 16 learners and 3 teachers, constituting 10% of research population. Face validity of research instruments was established by experts in Department of Special Needs Education of Maseno University. Qualitative data was organised into categories and reported in verbatim as themes and sub-themes emerged. Results from this study established that: learners had difficulties in syntax. OSV word order basic for KSL was evident in students’ written English grammar instead of SVO basic word order for English. This study concluded that KSL had negative impact on syntactical patterns of written English, written English grammar among learners who are deaf among learners who are deaf in classes five, six and seven in Nakuru Region, Kenya. This study recommended use of bilingual approach as a media of instruction to enhance mastery of English grammar for learners who are deaf. Article visualizations:
oai:ojs.edu.oapub.org:article/4749
2023-03-29T08:09:16Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4749
2023-03-29T08:09:16Z
European Journal of Special Education Research
Vol 9, No 2 (2023)
ATTITUDES OF PARENTS OF CHILDREN WITH DISABILITIES TOWARDS INCLUSION
Foteini, Christopoulou; PhD Candidate,
Department of Preschool Education,
University of Ioannina -
Researcher of the Laboratory of Special and Therapeutic Education,
Epirus, Greece
Dimitrios, Sarris; 2Associate Professor of Special Education-Developmental Disorders,
Department of Preschool Education,
University of Ioannina -
Director of the Laboratory of Special and Therapeutic Education,
Epirus, Greece
Panagoula, Papadimitropoulou; PhD, Science of Education,
Teaching Professor in Developmental Psychology,
School of Pedagogical and Technological Education,
Patras, Greece
Vlotinou, Penelope; PhD, Assistant Professor at University of West Attica,
Athens, Greece
2023-03-28 17:38:41
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4749
inclusive education, parents’ attitudes
en
The present research focused on investigating the attitudes of parents of children with disabilities regarding their children’s educational inclusion in general education. Also, the effect of certain demographic characteristics of the participants on their attitudes was investigated. 125 parents of children with disabilities attending primary education participated in this research, residing in Western Greece. The collection of research data was carried out using the questionnaire "Attitude Toward Inclusion/Mainstreaming Scale" (Leyser & Kirk, 2004-translated by Kokaridas et al., 2008). The statistical analysis of the data was done using the statistical package SPSS, version 26.0. A statistically significant relationship emerged between the variables parents’ attitudes, gender and parents' educational level. From the results of the research, emerged that the participants showed above-average positive attitudes regarding inclusion and that the mothers of children with disabilities had more positive attitudes towards inclusion, compared to the fathers. It also emerged that participants with a higher educational level were more positive towards the inclusion of their children with disabilities. The findings of this research are expected to contribute to the effective implementation and achievement of the concept of inclusive education. Article visualizations:
oai:ojs.edu.oapub.org:article/2032
2022-01-21T04:38:33Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2032
2022-01-21T04:38:33Z
European Journal of Special Education Research
Vol 3, No 4 (2018)
ANALYZING SOCIAL PLAY AND SOCIAL INTERACTION OF A CHILD WITH AUTISM SPECTRUM DISORDER IN THE INCLUSIVE KINDERGARTEN EDUCATION
Dere, Zeynep; Assist. Prof. Dr.,
Primary Education, Division of Preschool Education,
Yozgat Bozok University, Turkey
2018-10-24 22:40:19
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2032
inclusive education, social play, social interaction, autism spectrum disorder
en
The benefits of social play and social interactions have been accepted for children with special needs attending inclusive kindergarten education. This study aims to examine social play and social interaction of a child with autism spectrum disorder in the inclusive kindergarten education. Social play observation form, social interaction observation form, activity adaptation form and parent interview was employed for data collection. Case study was conducted and the sample of this study included one special needed child with ASD. Free play times of the child was video recorded, activity adaptations were reviewed, and an interview with the mother was conducted. The data was analyzed using descriptive analyses technique. The research findings indicated that the child with ASD in an inclusive kindergarten education has limited number of social play and social interactions. Even though these limited social play and social interactions, they had an important impact on the social behavior of the child with ASD. Inclusive classroom teachers and researchers would get benefit for their teaching skills using this study results. Article visualizations:
oai:ojs.edu.oapub.org:article/3598
2022-01-21T04:50:29Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3598
2022-01-21T04:50:29Z
European Journal of Special Education Research
Vol 7, No 1 (2021)
MINIMALIST THEORY OF FICTION AND THE ICTHINKING® METHOD AS A BACKGROUND FOR NEW INSIGHTS TO AUTISM
Nyberg, Crister; University of Jyväskylä,
Department of Social Sciences and Philosophy,
Finland
Ptolomey, Amanda; University of Glasgow,
Strathclyde Centre for Disability Research,
School of Social and Political Sciences,
United Kingdom
2021-02-24 21:34:58
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3598
autism, integrative complexity, metacognition, fiction
en
The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers ‘skills to use words’ essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people.
Article visualizations:
oai:ojs.edu.oapub.org:article/437
2022-01-21T04:30:05Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/437
2022-01-21T04:30:05Z
European Journal of Special Education Research
Vol 2, No 1 (2017)
THE IMPROVEMENT OF LANGUAGE SKILLS THROUGH ROLE PLAYING METHOD ON 6TH GRADE CHILDREN WITH HEARING IMPAIRMENT AT SLB NEGERI OF SURAKARTA, INDONESIA
Sugiarti, Sri; Sebelas Maret University, Surakarta, Indonesia
Karsidi, Ravik; Sebelas Maret University, Surakarta, Indonesia
Wagimin, W.; Sebelas Maret University, Surakarta, Indonesia
2017-01-08 22:11:47
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/437
ability language skills, hearing impaired children, to play a role
en
The fact that there are children with hearing impairment have difficulties such as limitations in the ability to hear, but also have the potential for hearing impaired children need to be optimized, one of which is the ability to hear. To improve listening skills can be done in various ways, including methods to play a role. Hearing loss deaf children often regarded as an obstacle in the development of listening, but with the help of treatment that can be done early, then the chances are it can be minimized. Through role playing can be used to improve hearing deaf children. Research into the subject disturbed deaf children in aspects of articulation, intonation and rhythm of harmony SLB Negeri Surakarta. Overall samples taken graders VI amounted to 6 students. The purpose of this study was to analyze the influence played a role in enhancing the ability of deaf children in classes VI SLB Negeri Surakarta. Research using designs or design a class action research using two cycles. Technical analysis of the data used descriptive statistical analysis techniques formula qualitative score. The analysis showed a positive improvement in the ability of deaf children to hear through role play. This is indicated by positive and significant improvement in listening skills in aspects of articulation, intonation and rhythm through playing the role of class VI SLB Negeri Surakarta. Article visualizations:
oai:ojs.edu.oapub.org:article/5228
2024-03-23T01:08:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5228
2024-03-23T01:08:38Z
European Journal of Special Education Research
Vol 10, No 1 (2024)
PARENTING STYLES AS CORRELATES OF TEENAGE PREGNANCY AMONG ADOLESCENTS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
Ngwaka, Loveth Chinasa; PhD, Department of Educational Foundations,
Chukwuemeka Odumegwu Ojukwu University,
Igbariam Campus,
Nigeria
Chigbu, Eberechukwu Francisca; PhD, Department of Guidance and Counselling,
Nnamdi Azikiwe University,
Awka, Nigeria
Oguzie, Alphonsus Ekejiuba; PhD, Department of Guidance and Counselling,
Nnamdi Azikiwe University,
Awka, Nigeria
Nwadinobi, Vera Nkiru; PhD, Department of Guidance and Counselling,
Nnamdi Azikiwe University,
Awka, Nigeria
2024-02-23 08:07:49
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5228
correlate, parenting styles, teenage pregnancy, adolescents, students
en
The study investigated parenting styles as a correlates of teenage pregnancy among adolescents in public secondary schools in Enugu State. Four research questions guided the study and four null hypotheses were tested at a .05 level of significance. The correlation research design was adopted for the study. The population of the study comprised 9,974 senior secondary school two (SS II) female adolescent students, in the 292 public secondary schools in Enugu State. A sample of 996 female adolescent students was drawn for the study through a multi-stage sampling technique. Structured questionnaires titled Parenting Styles Questionnaire (PSQ) and Teenage Pregnancy Questionnaire (TPQ) were used for data collection. The instrument was face and construct validated by three experts; while the construct validation was ascertained using the Varimax Rotation Method. Internal consistency coefficients of 0.89, 0.91, 0.90, and 0.86; 0.92, and 0.89; were obtained for PSQ and TPQ respectively, using Cronbach Alpha statistical method. Pearson Product Moment Correlation Co-efficient, simple linear regression, and multiple linear regression statistics were utilized for data analysis. The p-value was used to determine the significant difference at a .05 level of significance for all hypotheses. The findings of the study revealed that there was a low positive significant relationship between authoritative parenting style and teenage pregnancy. The result also showed that there was a high positive significant relationship between authoritarian parenting style and teenage pregnancy. It was equally found that there was a highly positive significant relationship between permissive parenting style and teenage pregnancy. Finally, the result indicated that there was a very high positive significant relationship between neglectful parenting style and teenage pregnancy. Based on the findings, the study recommended among others that the school management and parents should ensure that the home and school environment are well protected to shield the children from exposure to negative influences, by being concerned about the well-being of the girl child through education about sex, sexuality and the danger inherent. Social welfare agencies (public and private) should re-double their efforts in educating, counselling, and rehabilitation of victims of teenage pregnancy. Article visualizations:
oai:ojs.edu.oapub.org:article/2469
2022-01-21T04:41:20Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2469
2022-01-21T04:41:20Z
European Journal of Special Education Research
Vol 4, No 3 (2019)
ACQUISITION OF SKILLS WITHIN CLASSES OF INCLUSIVE EDUCATION PRIOR TO ENTERING THE ELEMENTARY GREEK SCHOOL
Sakellariou, Maria; Department of Early Childhood Education,
University of Ioannina,
Greece
Strati, Panagiota; Department of Early Childhood Education,
University of Ioannina,
Greece
Anagnostopoulou, Rodokleia; Department of Early Childhood Education,
University of Ioannina,
Greece
2019-06-09 02:13:26
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2469
co-education, intervention curricula, development disorders, educational quality
en
The current study investigates the co-education of typically and non-typically developed children within the Greek schools, while it presents the conclusions concerning our research which has been conducted with the implementation of an annual intervention educational curriculum about the co-inclusion of disordered children within the autism spectrum into the general class in two kindergartens and one preschool centre. It investigates effective ways of supporting the growth and learning of children with non-typical development through interventions, study courses, educational practices and multi-leveled support systems. Our specimen consisted oftwelve (12) pupils falling underthe autism spectrum who had been attending general classes, from whom seven (7) were the actual participants whereas five (5) pupils worked as the control group. The toddlers were 5 to 6 years of age and they were to be enrolled in the Elementary School the following year. The research showed that the interventions ameliorate the quality along with the quantity of basic skills and that all children can, in fact, participate on equal terms in the School Curriculum, however the readiness of the school units to accept them in an equal rank, providing them with suitable curricula, is essential. Article visualizations:
oai:ojs.edu.oapub.org:article/3973
2022-01-21T04:53:04Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3973
2022-01-21T04:53:04Z
European Journal of Special Education Research
Vol 7, No 4 (2021)
ATTITUDES OF NON-DISABLED STUDENTS TOWARDS THEIR PEERS WITH DISABILITIES IN AN INCLUSIVE SETTING IN GHANA
Anku, Francis Kwame; Mfantsipim School,
Cape Coast, Central Region,
Ghana
Dogbe, Daniel S. Q.; Department of Special Education,
University of Education,
Winneba, Central Region,
Ghana
Mensah, Anthony Kofi; Department of Special Education,
University of Education,
Winneba, Central Region,
Ghana
2021-10-16 22:01:11
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3973
attitudes, attitude measurement scale. inclusive education, inclusive setting
en
This study measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilities in inclusive settings. Article visualizations:
oai:ojs.edu.oapub.org:article/894
2022-01-21T04:34:02Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/894
2022-01-21T04:34:02Z
European Journal of Special Education Research
Vol 2, No 5 (2017)
ACCESSING LIBRARY SERVICES IN INSTITUTIONS OF HIGHER LEARNING: THE EXPERIENCES OF ZIMBABWE OPEN UNIVERSITY STUDENTS WITH DISABILITIES
Chimhenga, Sylod; Dr,. Centre for Student Management,
Zimbabwe Open University, Zimbabwe
2017-07-16 18:16:46
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/894
disabilities, library, library services, special needs, students with disabilities
en
This study sought to examine the experiences by students with disabilities in accessing the library at Zimbabwe Open University, Bulawayo Campus.The survey design was used to examine the experiences of students with disabilities in accessing library services at Zimbabwe Open University library.The sample for this study consisted of twenty-five students with disabilities who have access to Zimbabwe Open University library and ten library staff members who are in contact with the students. These participants were used in this study because they have experiences on how students are accessing library facilities at Zimbabwe Open University library. Questionnaires were used in this research in an effort to reach the respondents.The respondents indicated that, the entrance, restrooms, stairs, elevators and special rooms of the library are not easily accessible to students with disabilities. The library needs to have specially trained staff that assists students with special needs. The library should be stocked with modern equipment like computers with JOS connected to the Internet, books in Braille, books on cassette or CD’s, for use by students with visual impairment, and also, closed caption decoder, hard-wired, personal FM system and telecommunication devices for the hearing impairment. Article visualizations:
oai:ojs.edu.oapub.org:article/2828
2022-01-21T04:45:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2828
2022-01-21T04:45:18Z
European Journal of Special Education Research
Vol 5, No 3 (2020)
VIEWS AND PERCEPTIONS OF TEACHERS IN SPECIAL EDUCATION IN GREECE REGARDING ICT
Katsarou, Dimitra; PhD, Adjunct Faculty,
Hellenic Open University,
Greece
Post doctorate Researcher,
University of Thessaly,
Greece
2020-02-02 01:39:57
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2828
special education, ICT, perceptions, students with SEN
en
There has been a lot of research about teachers’ perceptions in special education (special educators) towards ICT use in mainstream schools demonstrating positive and negative standpoints. This survey the aims to find out special educators’ views on ICT integration in mainstream schools in Thessaloniki. Objectives of the research are searching which types of ICT tools are used, what are the obstacles to ICT integration, and which are the benefits for students and special educators by the use of ICT. As the main aim of the present research is to explore the deep beliefs of special educators, qualitative method was used. The methodological tool used was the semi-structured interview which revealed a variety of aspects around ICT use. The sample consisted of fifteen participants all working at public mainstream schools in the area of Thessaloniki. Thematic analysis was used to analyze data and four themes related to study’s objectives occurred: Advantages of ICT, Barriers that hinder ICT integration, Types and access to ICT tools and Obligation to use ICT. According to the findings of the research, the majority of the sample is positive towards utilizing technologies. Despite a range of ICT benefits described by the interviewees, significant obstacles hinder ICT integration. ICT could only be integrated efficiently if curriculum changes occurred. Article visualizations:
oai:ojs.edu.oapub.org:article/4361
2022-07-02T17:44:20Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4361
2022-07-02T17:44:20Z
European Journal of Special Education Research
Vol 8, No 3 (2022)
WHERE ARE WE IN SPACE: EXAMINING TEACHERS’ ICT COMPETENCY IN TEACHING LEARNERS IN SPECIAL SCHOOLS IN KENYA
Omboto, Charles M.; PhD Candidate,
1The Catholic University of Eastern Africa,
Kenya
Kanga, Anne W.; Senior Lecturer, Dr.,
Faculty of Education,
2The Catholic University of Eastern Africa,
Kenya
2022-07-02 00:21:00
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4361
core competency, teacher competency, ICT skills, assistive technology
en
Information Communication Technology (ICT) plays a central role in facilitating education in the 21st century. For successful integration of ICT in teaching and learning teachers play a key role. As such, there is a need for competent teachers in applying ICT skills to teach and facilitate learning. This study sought to examine teachers’ ICT competency in implementing Digital Literacy Programme (DLP) in public primary special schools in Nairobi County ii Kenya. The study used a semi-structured questionnaire tool to collect data from 99 teachers and 41 head teachers from public primary special schools in Nairobi County. Mixed-Methods Research (MMR) where both Statistical Methods and thematic analysis approaches were used to analyse the data. Statistical Methods used include descriptive analysis such as frequencies and percentages and bivariate analysis approaches including Chi-square tests of hypothesis regarding the relationship between teacher’s ICT competency and implementation of DLP. The study found that the role played by DLP in building teacher ICT skill capacity is 28.4% lower in special schools compared to regular schools. As a result, teachers of children with disabilities and special educational needs have limited relevant ICT skills such as assistive technology to support teaching and learning. The study also found that whilst there may be a significant proportion of teachers skilled with ICT skills, lack of access to digital devices and internet connectivity makes it difficult for them to demonstrate their competency and apply the same to the teaching of children with disabilities. Based on the results of this study, recommendations for policy enhancement and improvement of practice have been made. Article visualizations:
oai:ojs.edu.oapub.org:article/3115
2022-01-21T04:47:48Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3115
2022-01-21T04:47:48Z
European Journal of Special Education Research
Vol 6, No 1 (2020)
OS CONCEITOS DA TEORIA DE VYGOTSKY APLICADOS NA EDUCAÇÃO ESPECIAL / THE CONCEPTS OF THE VYGOTSKY THEORY APPLIED IN SPECIAL EDUCATION
Felipe, Natali Angela; PPGECT UTFPR,
Ponta Grossa, Paraná,
Brazil
da Silva, Sani de Carvalho Rutz; UTFPR,
Ponta Grossa, Paraná,
Brazil
Basniak, Maria Ivete; UTFPR,
Ponta Grossa, Paraná,
Brazil
Pinheiro, Nilcéia Aparecida Maciel; UNESPAR,
União da Vitória, Paraná,
Brazil
2020-06-11 04:49:34
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3115
educação especial, teoria de aprendizagem, conceitos de Vygotsky / special education, theory of learning, concepts of Vygotsky
en
Este artigo apresenta os conceitos da teoria de Vygotsky que tem sido utilizados na Educação e na Educação Especial, procurando identificar quais conceitos da teoria de Vygotsky fundamentam trabalhos sobre Educação Especial considerando a análise descritiva e qualitativa de vinte e quatro artigos da Revista Brasileira de Educação Especial publicados de 2015 a 2019. Os resultados da análise evidenciam que o conceito de mediação foi o mais utilizado para fundamentar os trabalhos analisados, mostrando que o desenvolvimento cognitivo de um indivíduo seja deficiente ou não, está atrelado a ação de mediação a qual é exposto. Contatou-se ainda, a utilização de mais de um conceito da teoria de Vygotsky em alguns dos artigos, apontando as ligações entre diferentes conceitos e sua correlação direta com o conceito de Zona de Desenvolvimento Proximal- ZPD. A partir das análises acredita-se que o conceito de ZDP é o conceito central da teoria de Vygotsky, pois todos os outros conceitos ou fazem parte da ZDP, são desenvolvidos nela ou embasam sua criação. Nesse sentido, evidencia-se a contribuição positiva dos conceitos da teoria de Vygotsky na área de Educação Especial.This article first presents the concepts of Vygotsky's theory that can be applied in education and Special Education. In this way, to identify which concepts of Vygotsky's theory base works on Special Education considering the descriptive and qualitative analysis of twenty-four articles of the Brazilian Journal of Special Education published from 2015 to 2019. The results of the analysis show that the concept of mediation was the most used to substantiate the analyzed works, showing that the cognitive development of an individual is deficient or not, is linked to the mediation action that is exposed. The use of more than one concept of Vygotsky's theory in some of the articles was pointed out, pointing out the links between different concepts and their direct correlation with the concept of Proximal Development Zone- PDZ. From the analysis it is believed that the concept of PDZ is the central concept of Vygotsky's theory, since all other concepts are either part of the PDZ, are developed in it or are based on its creation. In this sense, it is evident the positive contribution of the application of the concepts of Vygotsky's theory in the area of Special Education. Article visualizations:
oai:ojs.edu.oapub.org:article/4678
2023-03-29T08:09:16Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4678
2023-03-29T08:09:16Z
European Journal of Special Education Research
Vol 9, No 1 (2023)
THE IMPACT OF NEGOTIATED LESSON PLAN ON INTERMEDIATE EFL LEARNERS’ VOCABULARY KNOWLEDGE
Porkand, Mona; Department of English Language,
Rasht Branch, Islamic Azad University,
Rasht, Iran
Pourmohammadi, Majid; PhD, Assistant Professor,
Department of English Language,
Rasht Branch, Islamic Azad University,
Rasht, Iran
2023-02-20 11:09:58
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4678
EFL learner, negotiated lesson plan, vocabulary knowledge
en
The current study investigated the effect of the traditional lesson planning determined by teachers and the negotiated lesson plan (NLP) on Iranian intermediate EFL learners’ vocabulary knowledge. To this end, a copy of Solution Placement Test was administered to 47 learners, and 36 participants at the intermediate level of language proficiency were homogeneously selected. They were then divided into two groups of 18 participants as the experimental and the control groups. Next, the vocabulary pretest was conducted to measure the participants’ vocabulary knowledge and check the homogeneity of the groups at the beginning of the treatment. The learners in the experimental group shared their ideas in small groups, had the key role and enjoyed shared-decision making deciding what they would do for the next sessions of the course. The learners in the control group had no role in determining the course materials. The result of data analysis based on their pretest and posttest scores of vocabulary showed that the participants of the experimental group became better vocabulary learners after receiving NLP treatment compared to those in the pre-determined lesson plan that received unnoticeable results from the pretest to the posttest. The teachers and the material developers need to consider the negotiated lesson planning into account so that the issue of learner involvement in instructional materials is paid attention to. Article visualizations:
oai:ojs.edu.oapub.org:article/1767
2022-01-21T04:38:33Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1767
2022-01-21T04:38:33Z
European Journal of Special Education Research
Vol 3, No 4 (2018)
RELATIONSHIP BETWEEN CURRICULUM CONTENT MANAGEMENT AND TRANSITION OF PUBLIC PRIMARY SCHOOL LEARNERS WITH DISABILITIES TO SECONDARY SCHOOL IN KENYA
M’mbijiwe, Joshua Mburugu; Department of Applied Sciences Meru National Polytechnic, PO Box 111-60200, Meru, Kenya
Jagero, Nelson; Prof., Department of Distant Learning Chuka University, PO Box 109-60400, Chuka, Kenya
Mburugu, Beatrice M.; Dr., Department of Education Chuka University,
PO Box 109-60400, Chuka, Kenya
Barchok, Hillary K.; Dr., Faculty of Education Chuka University,
PO Box 109-60400, Chuka, Kenya
2018-06-22 14:07:00
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1767
learners with disabilities, transition, curriculum content management, public primary school
en
Access to quality education and transition from one level to another has been a major focus of the Kenya Government to speed up individual and national development. While the rate of learners transiting from primary to secondary school has been on an upward trend, transition of learners with disabilities has remained low over the years. The Government has established several legal initiatives and mobilized resources to address this challenge. Most recent of these initiatives is introduction of special needs education policy framework of 2009 which among other provisions emphasized review and adaptation of curriculum to suit the disability limitations of learners. Despite the legal mitigations and resource mobilization by the Government, transition to secondary school for learners with disabilities has remained below 30% compared to the typical peers whose transition has been increasing to above 92% currently. This study sought to address the gap by determining the relationship between curriculum content management and transition to secondary school for public primary school learners with disabilities in Kenya. The research employed descriptive research design and a sample of 340 respondents to represent a population of 3210 subjects. The data obtained in the study was analyzed using descriptive statistics such as mean and standard deviation with the aid of a statistical package for social sciences (SPSS) version 21. Findings to the study revealed that curriculum content management had significant impact on transition to secondary school for public primary school learners with disabilities. Special needs education teachers were expected to implement the mainstream primary school curriculum in the special needs classrooms. The lessons time allowed by the Ministry of education was too short to implement the planned lesson content on learners with learning disabilities. The time allocated for exams and language used was unsuitable to the learners. As a result, the learners’ outcomes and transition to secondary school was inhibited. Based on the findings, the study recommends that the Ministry of Education through the Kenya Institute of Curriculum Development should establish a curriculum that is adaptable to the disabled learners which will enhance effective planning of teaching-learning activities and addressing learning needs of every disabled learner by the teacher. Article visualizations:
oai:ojs.edu.oapub.org:article/3487
2022-01-21T04:49:42Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3487
2022-01-21T04:49:42Z
European Journal of Special Education Research
Vol 6, No 4 (2020)
TEACHERS’ CONTRIBUTION IN DEAFBLIND STUDENTS’ BRAILLE LITERACY
Spyropoulou, Konstantina; MA, Med, University of Nottingham,
United Kingdom
Special Education Teacher,
Ministry of Education and Religious Affairs,
Greece
2020-12-19 13:28:57
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3487
deafblindness, assistive technology, braille literacy, teaching strategies
en
Deafblindness constitutes a dual sensory impairment that is caused by acquired or congenital factors. Assistive technology has converted learning into an approachable good for them. Based on the literature review, braille turned out the most effective assistive device that promotes deafblind (DB) children’s literacy. However, education without human contribution cannot operate properly. For that reason, teachers play a vital role in children’s learning development and can act as the mediators of the provided knowledge. The educational personnel has to bear in mind that every DB child has unique necessities. Consequently, it is imperative need to teach them the suitable combination of methods and techniques consolidated with their knowledge and experience. This research study will employ the methodology of qualitative research as well as the method of semi-structured interviews with teachers of DB students, in order to discover efficient strategies of teaching braille that could build children’s literacy in the school environment.
Article visualizations:
oai:ojs.edu.oapub.org:article/362
2022-01-21T04:29:15Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/362
2022-01-21T04:29:15Z
European Journal of Special Education Research
Vol 1, No 3 (2016)
COPING TRENDS OF PARENTS HAVING CHILDREN WITH DEVELOPMENTAL DISABILITIES: A LITERATURE REVIEW
Khan, Mohd. Faijullah; Assistant Professor, Department of Teacher Training and Non Formal Education (Institute of Advanced Studies in Education), Jamia Millia Islamia, New Delhi, India
Alam, Mohd. Ansar; Dr, Assistant Professor, Department of Teacher Training and Non Formal Education (Institute of Advanced Studies in Education), Jamia Millia Islamia, New Delhi, India
2016-12-08 00:39:17
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/362
coping, parents, developmental disabilities
en
Having to take care of children with developmental disabilities can affect parents not only in their psychological well-being but also affect physical well-being. Taking care of a child with special needs can be a growing experience or it can become stressful depending on how a parent perceives the event. Depending on the cognitive appraisal and the person-environment interaction, parents can either engage in positive behaviours of dealing with the disability or indulge in poor coping behaviour which will have adverse impact physically as well as psychologically. The present article attempts to highlight the various ways of coping used by parents to deal with their children’s disabilities. Review of research papers suggests some clear differences between affected parents and non-affected parents on use of different types of coping strategies along with various moderating factors like education, income, social support available, socio-economic conditions, and type of coping used. There were also findings on how mothers differ from the fathers in their coping behaviours when dealing with disabilities. Article visualizations:
oai:ojs.edu.oapub.org:article/5162
2024-03-23T01:08:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5162
2024-03-23T01:08:38Z
European Journal of Special Education Research
Vol 10, No 1 (2024)
EXPLORING TEACHERS’ UNDERSTANDING OF TEACHING LEARNERS WITH ADHD IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA
Kabwe, Alice; Research Scholar,
Secondary School,
Zambia
Muzata, Kenneth Kapalu; Dr., Research Supervisors,
University of Zambia,
Zambia
Simalalo, Magdalene; Dr., Research Supervisors,
University of Zambia,
Zambia
2024-01-10 13:44:30
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5162
attention deficit hyperactivity disorder, inclusive education, teacher understanding, support strategies, capacity building
en
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which causes functional impairment. The study explored teachers’ understanding of teaching learners with ADHD in Zambian inclusive primary schools. A descriptive design supported by qualitative approaches was used. The sample size involved 18 teachers of learners with ADHD, 9 learners with ADHD, 3 administrators, and 4 officials from the Ministry of Education. Homogeneous purposive sampling was used to select participants. Data was collected using in-depth interviews, focus group discussions, and observation checklists. Qualitative data were analyzed using thematic and content analysis. The study revealed mixed views on teachers’ understanding of teaching learners with ADHD. Some teachers indicated that they adequately understood learners with ADHD due to sufficient knowledge to deal with learners, adequate training to deal with learners able to apply appropriate teaching methods, strategies, and techniques for learners, adequate exposure to handling learners, self-motivation to teach learners and ability to control the behaviours of the learners with ADHD. On the other hand, teacher participants indicated that they had limited understanding due to inadequate training in Special Education, teachers' inability to handle learners, insufficient use of appropriate teaching methods, strategies, and techniques for learners with ADHD, and their inability to control learners with ADHD. To address the challenges faced by teachers while teaching learners with ADHD, teachers employed strategies such as catch-up strategies, social and emotional support strategies, professional development strategies, and punishment strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with ADHD through teacher training; and capacity building in the form of CPD in schools. Article visualizations:
oai:ojs.edu.oapub.org:article/2399
2022-01-21T04:40:31Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2399
2022-01-21T04:40:31Z
European Journal of Special Education Research
Vol 4, No 2 (2019)
TEACHERS’ AND STUDENTS’ PERCEPTION AND ATTITUDE ON SEX EDUCATION IN SPECIAL SCHOOL IN SURAKARTA, INDONESIA
Indriastanto, Meiriawan Sulistyo; S.Pd, M.Pd,
Sekolah Luar Biasa Dharma Bhakti Yogyakarta,
Indonesia
2019-04-25 04:21:55
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2399
persepsi dan sikap, pendidikan seks, anak luar biasa / perception and attitude, sex education, students with special needs
en
Tujuan Penelitian ini adalah untuk (1) Mengetahui persepsi dan Sikap Guru dan anak terhadap pendidikan seks di Sekolah Luar Biasa (2) Mengetahui materi apa saja yang diperlukan dalam pendidikan seks di Sekolah Luar Biasa (3) Mengetahui siapa saja yang layak untuk memberikan pendidikan seks di Sekolah Luar Biasa Penelitian ini menggunakan metode Diskriptif Kualitatif. Teknik sampling menggunakan Purposiv Sampling.dengan Sample Penelitian adalah Guru Sekolah Luar Biasa di wilayah Surakarta yang mengajar SMPLB dan SMALB Dan Anak Luar Biasa yang berada di bangku SMPLB dan SMALB. Teknik Pengumpulan data menggunakan wawancara dan angket. Teknik analisis menggunakan teknik analisis interaktif. Validasi data menggunakan Trianggulasi data. Kesimpulan yang didapat dalam penelitian ini adalah (1) Persepsi dan Sikap Guru Sekolah Luar Biasa dan Anak Luar Biasa terhadap Pendidikan seks sangat positif. Seluruh responden memandang bahwa Pendidikan Seks perlu dan sangat penting untuk diterapkan di Sekolah Luar Biasa.(2) Materi yang perlu dan sangat penting untuk diterapkan dalam pendidikan seks adalah masalah kesehatan reproduksi, perilaku seks menyimpang,penyakit menular seksual, akibat seks bebas, masalah kesehatan diri, masalah hubungan pria dan wanita. (3) Orang yang layak dalam memberikan Pendidikan Seks di Sekolah Luar Biasa adalah Guru IPA (Biologi), Guru Agama, Kepala Sekolah, Guru Khusus yang telah mendapat penataran tentang Pendidikan Seks. The present study aimed to (1) find out the teachers’ and children’ perception and attitude on sex education at special school, (2) to find out the material needed for sex education at special school, (3) to find out the appropriate person to deliver sex education at special school. This study employed a qualitative descriptive method. Purposive sampling emerged as the sampling technique of the study. The samples of the study were the teacher at special schools in Surakarta region who taught at SMPLB and SMALB, and Students with special needs who are at SMPLB and SMALB-level. The data were collected through interview and questionnaire. Interactive analysis was employed as the analysis technique. The data were validated using data triangulation. Based on the result of the study, it could be concluded that (1) the special school teachers’ perception and attitude toward sex education is very positive. All of the respondents consider sex education necessary and important to be implemented in special school. (2) The material that is needed, and is important to be applied for sex education is related to reproductive health, deviant sexual behavior, sexually transmitted disease, the effect of free sex, self-health issues, and men and women relationship issue. (3) People who are appropriate to deliver sex education in special school are Natural Science (Biology) teacher, teacher of religious subject, Headmaster, A dedicated teacher who have undergone training on Sex Education. Article visualizations:
oai:ojs.edu.oapub.org:article/3897
2022-01-21T04:52:21Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3897
2022-01-21T04:52:21Z
European Journal of Special Education Research
Vol 7, No 3 (2021)
ADAPTING SCIENCE CLASSROOMS FOR VISUALLY IMPAIRED STUDENTS: ISSUES, CHALLENGES AND PLAUSIBLE SOLUTIONS
Pandey, Shruti; Assistant Professor,
Faculty of Education,
Banaras Hindu University,
India
Pandey, Yogendra; Associate Professor,
Faculty of Education,
Banaras Hindu University,
India
2021-08-21 09:39:20
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3897
visually impaired students, adaptations, science classrooms, accessible & assistive technologies
en
The goals of education for the students with special needs are no different than the educational goals for sighted children. However, the means of attaining these goals are more complex and demand significant modifications, adaptations and extensions of the curriculum and the teaching process. Research shows that students with exceptionalities such as visual impairment are better academically engaged in daily classes and have opportunities for active learning. Consequently, it is important to develop systematic methods for teaching concepts. The instructor of students with visual impairment will logically find the principles that direct the learning process. Concepts for students use difficult methods and oral examples should be carefully taught where appropriate. The design of individual courses differs from the student’s needs and from the various circumstances under which a concept is to be enrolled. In broader concept science as a subject is dedicated to developing scientific attitudes such as objective outlook, spirit of enquiry, truthfulness and integrity, inventiveness, accuracy and precision. Therefore, in the science classrooms science educators must respond to their needs by motivating science and laboratory and science students with visually impaired conditions. Inadequate funding is the biggest problem in giving students with visual impairment fair access to education. The amount of teacher assistance or integration assistance is inadequate to meet the requirements. We do not have enough preparation and professional support in relation to the practical aspects of the science curriculum. This paper provides a theoretical perspective for the students with visual impairment to understand the challenges of entering science classrooms. The ideas in this article will help educators create opportunities for visually impaired students to improve science learning.
Article visualizations:
oai:ojs.edu.oapub.org:article/680
2022-01-21T04:33:00Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/680
2022-01-21T04:33:00Z
European Journal of Special Education Research
Vol 2, No 4 (2017)
BRANCHING OUT FROM AUTISTIC SAVANTISM: IDENTFYING AND DEFINING AUTISTIC CRYPTO-SAVANTISM IN INDIVIDUALS WITH NON-VERBAL/VERBAL LOW-FUNCTIONING AUTISM
Keong, Chua Chee; M.Ed, Early Intervention Consultant,
Singapore
Hwee, Chia Kok; Ed.D, Special Needs Consultant,
Resources & Services for Special Needs,
Singapore
2017-04-18 21:11:57
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/680
autism, autistic crypto-savantism, autistic savantism, low-functioning autism
en
With the escalating prevalence of autism spectrum disorder, there is also an increasing number of autistic savants, who besides their autistic disorder, also possess both extraordinary special abilities and remarkable memory. Within this group of autistic savants, there is a hidden category of low-functioning individuals with autism first identified by Rimland (1990) as autistic crypto-savants – unable to communicate (with little or no speech) but possess savant talents hidden, or remained secret, and are unknown to those around them. The existence of such individuals cannot be denied unless proven otherwise. Hence, in this paper the authors hope to focus on two key issues: firstly, the need to fully understand and explain their aetiologies; and secondly, with no conclusions drawn currently, the need to fully explore the ramifications of autistic crypto-savants. The term autistic crypto-savantism and its definition, like the broader term autism, has evolved over the past decades due to better understanding and/or new discoveries. Hence, the authors of this paper strongly feel that there is a need to re-examine the existence of autistic crypto-savantism within the wider context of autistic savantism and current definition of autism. Article visualizations:
oai:ojs.edu.oapub.org:article/2729
2022-01-21T04:44:15Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2729
2022-01-21T04:44:15Z
European Journal of Special Education Research
Vol 5, No 2 (2019)
THE INTERPLAY BETWEEN A CONFUCIAN-HERITAGE CULTURE AND TEACHERS’ SENTIMENTS AND ATTITUDES TOWARDS INCLUSION IN MACAU
Correia, Ana; School of Education,
University of Saint Joseph,
Macau SAR,
China
Monteiro, Elisa; School of Education,
University of Saint Joseph,
Macau SAR,
China
Teixeira, Vitor; Faculty of Social Sciences,
University of Saint Joseph,
Macau SAR,
China
Kuok, Angus; Faculty of Social Sciences,
University of Saint Joseph,
Macau SAR,
China
Forlin, Chris; School of Education,
University of Saint Joseph,
Macau SAR,
China
2019-11-20 20:35:57
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2729
inclusive education, special education needs, disability, inclusion, Macau SAR, cultural values, attitudes, Confucian heritage cultures
en
Macau Special Administration Region (Macau SAR) is in the process of revising legislation concerning special and inclusive education. While the institutional discourse revolves around establishing inclusive education, it is unclear as to how the proposed changes will enable or depress this from occurring. This research, therefore, examined teachers’ attitudes towards inclusion as an indication of how well the new legislation may be received. Specifically, it investigated the interplay between 508 teachers working in private schools in Macau, that identified themselves as being inclusive schools, and teachers’ sentiments and attitudes towards the acceptance of inclusion and the role that Confucian values might play in shaping these attitudes. Discussion focusses on four key outcomes that need to be addressed if a significant improvement in including all children in regular schools in Macau is to be achieved. These include the need (1) to clarify the concept of inclusion at government, school, and teacher levels as it currently has ambiguous meaning; (2) to provide teachers with more opportunities to have systematic contacts with students with SEN, as this is crucial to improving their sentiments and attitudes toward people with disability; (3) to provide professional learning about inclusive education with better partnerships between teacher education institutions and schools to bridge theory and practice; and (4) to review the hidden influence of the subtle levels of time-honoured Confucian beliefs in Macau, which are not manifest nor easily detected but possibly have a deep impact on day-to-day practices. Article visualizations:
oai:ojs.edu.oapub.org:article/4269
2022-06-04T21:09:31Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4269
2022-06-04T21:09:31Z
European Journal of Special Education Research
Vol 8, No 2 (2022)
INCLUSIVE PEDAGOGY AND HEALTH: A BRIEF INTERDISCIPLINARY APPROACH WITH AN EMPHASIS ON DISABILITY
Ioannidi, Vasiliki; PhD/Dr.phil.,
Hellenic Open University,
Greece
Karvelas, Markos; Dr.med.,
National and Kapodistrian University of Athens,
Greece
2022-05-03 21:24:22
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4269
inclusion, inclusive pedagogy, inclusive education, disability, health care, interdisciplinary approach, good practices
en
The purpose of this paper is a co-education framework for teachers and educators, parents and health professionals, through accessible educational materials principles and guidelines as good inclusion practices, based on the clinical and learning characteristics of children with disabilities. The paper shows how concepts informed actions and combines theory and practice through key points. Article visualizations:
oai:ojs.edu.oapub.org:article/1254
2022-01-21T04:35:58Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1254
2022-01-21T04:35:58Z
European Journal of Special Education Research
Vol 3, No 1 (2018)
LEARNING PATHS AND LEARNING STYLES IN DYSLEXIA: POSSIBILITES AND EFFECTIVENESS - CASE STUDY OF TWO ELEMENTARY SCHOOL STUDENTS AGED 7 YEARS OLD
Tsampalas, Evangelos; MbA, Elementary School Teacher, Nicosia, Cyprus * Department of Preschool Education,
University of Ioannina, Epirus, Greece
Dimitrios, Sarris; MbA, Elementary School Teacher, Nicosia, Cyprus * Department of Preschool Education,
University of Ioannina, Epirus, Greece
Papadimitropoulou, Panagoula; MbA, Rowan, France
Vergou, Maria; MbA, Preschool teacher, Epirus, Greece
Zakopoulou, Victoria; Department of Speech and Language Therapy,
Technological Educational Institute (TEI) of Epirus, Greece
2017-12-06 22:18:45
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1254
dyslexia, learning, METAFON, reading
en
The difficulty in reading and writing, spelling mistakes and poor speech are considered as the main elements that characterize students with dyslexia. If one thinks that most of the things in a class are based on writing and reading, then the importance of such a learning difficulty is that it is recognized as soon as possible and with appropriate strategies that people with dyslexia can be helped in their progress. The main aim of the current study was to stress the contribution of early diagnosis of dyslexia to the creation of effective learning environments based on individual learning difficulties, learning styles, and learning paths. To this end, were studied different difficulties in the domains of memory, phonology, grammar, and syntax differentiated the learning styles as well as the strategies of each case, resulting to the implementation of multisensory individualized teaching approaches. Conclusively, early diagnosis of dyslexia as well as multisensory intervention approaches were considered as the most effective factors in the improvement of the two cases learning achievement. Article visualizations:
oai:ojs.edu.oapub.org:article/4482
2022-11-05T10:46:31Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4482
2022-11-05T10:46:31Z
European Journal of Special Education Research
Vol 8, No 4 (2022)
INFORMATION TECHNOLOGIES AS A LEARNING CHALLENGE FOR STUDENTS WITH MODERATE INTELLECTUAL DISABILITY
Chatzoglou, Alexandros; South-West University “Neofit Rilski”,
Blagoevgrad, Bulgaria
2022-10-10 16:23:59
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4482
information technologies, IT, moderate intellectual disability, teaching process, students, teachers
en
This paper shows some of the challenges that emerge while teaching Information Technologies to students with a moderate degree of intellectual disability. The authors present and summarize the possible perspectives of both teachers and students during the teaching process of this school subject. Article visualizations:
oai:ojs.edu.oapub.org:article/1585
2022-01-21T04:37:45Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1585
2022-01-21T04:37:45Z
European Journal of Special Education Research
Vol 3, No 3 (2018)
CHALLENGES FACED BY FAMILIES WITH SCD PATIENTS IN KOGI STATE, NIGERIA
Okpanachi, Monica Ojoma; Kogi State College of Education,
Ankpa, Nigeria
Agashi, Pius Petinga; Kogi State College of Education,
Ankpa, Nigeria
2018-04-30 21:56:14
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1585
challenges, families with SCD, Kogi State, Nigeria
en
The study sought to highlight the major challenges faced by families with Sickle Cell Disease (SCD) in Kogi State, Nigeria. It was excited by the need to have empirically documented evidence aimed at guiding the affected families in making necessary preparations for coping and adjustment. The study was conducted using a purposive sample of representatives from 70 families (one for each family) with SCD patients in Ankpa Area Council of Kogi State, Nigeria. The study was guided by 5 research questions and two null hypotheses. The instrument used for the study was questionnaire for families with sickle cell patients (QFSCP) which was constructed by the researchers on a 4-point Liker scale. QFSCP was face – validated by three experts in various disciplines. The reliability was calculated from data generated from a pilot study on 30 families with SCD patients using the Split half and Spearman Brown prophesy formula which resulted in reliability coefficient of 0.82.QFSCP was administered on members of 70 families with SCD patients (one from each family) with the aid of two assistants. Data generated were analyzed using mean for the research questions and chi-square for the hypothesis at 0.05 level of significance. Among other findings are: (I) Families with SCD patients are emotionally disturbed due to the enormousity of the pain. (II) Families with SCD patients need a lot of financial support as SCD is a high- cost intensive illness that continues throughout life. Based on the findings, some recommendations were made such as: (I) Government and care agencies should establish centers in hospitals and communities for SCD patients and their families where issues on challenges associated with the disease are handled. (II) Government and well spirited individual should endeavor to provide free treatment for SCD patients. This will ameliorate the financial burden of families with SCD patients. Article visualizations:
oai:ojs.edu.oapub.org:article/3377
2022-01-21T04:49:02Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3377
2022-01-21T04:49:02Z
European Journal of Special Education Research
Vol 6, No 3 (2020)
EXPLORATION OF TEACHERS’ OPINION AND ATTITUDE ON INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: THE CASE OF SELECTED BASIC SCHOOLS IN THE ATWIMA NWABIAGYA DISTRICT, GHANA
Shamo, Anteson Daniel; Yemyung Graduate University,
Department of Leadership,
Seoul, South Korea
2020-10-16 19:30:59
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3377
exploration, teachers’ opinion, attitude, inclusion, special educational needs
en
The study explored teachers’ opinion and attitude on the inclusion of students with special educational needs in Selected Basic Schools in the Atwima Nwabiagya District, Ghana. The study used qualitative approach with case study as the design. Ten (10) teachers were used as participants who were made up of six (6) females and four (4) male selected purposively from two schools. Semi-structured interview was used as an instrument to collect data for the study. The findings revealed that generally teachers accepted the philosophy of inclusive education. They however, showed unwillingness to accommodate children with emotional problems and behavioural disorders. The teachers avowed having limited knowledge and experience essential to educate varied learners. The teachers decried the fact that the inclusive education policy was not followed by appropriate measures such as specific training on how to teach effectively children with special educational needs.
Article visualizations:
oai:ojs.edu.oapub.org:article/211
2022-01-21T04:28:33Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/211
2022-01-21T04:28:33Z
European Journal of Special Education Research
Vol 1, No 2 (2016)
THEORETICAL BASSES OF SPEECH ACTIVITY OF MENTALLY RETARDED CHILDREN OF PRIMARY SCHOOL AGE
Boryak, Oksana; Ph. D. (Special Education), Associate Professor,
State Pedagogical University, Sumy, Ukraine
2016-08-23 12:00:48
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/211
speech activity, dyzontogenezis of speech, mentally retarded children of primary school age
en
The article deals with the problem of forming and correction of speech activity of mentally retarded children of primary school age. The author is presented an integrated system of correction of speech development on the basis of the results of the study of speech development level of mentally retarded children of primary school within the modern educational space. The present system has a block structure with comprises: 1. Theoretical and methodological foundations of the technology of forming and correction of speech disorders and 2. A comprehensive program of differentiated correction of the speech development of this category of children. To provide multidisciplinary care in the system of complex correction of the mentally retarded children has developed three main areas the middle of the program. The first is informative. It involves determination of the content of correctional technology to ensure the overcoming of language development problems in mentally retarded children. The second area covers the development of children with different types of dyzontogenezis of speech, caused mental retardation. Third direction – is development of individual algorithms taking into account specificity of each the mentally retarded child. The operation of the proposed system involves four steps: conceptual and tentative; an obligatory; correction and development (basic); control and assessment (final). Article visualizations:
oai:ojs.edu.oapub.org:article/5068
2023-10-18T07:47:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5068
2023-10-18T07:47:38Z
European Journal of Special Education Research
Vol 9, No 3 (2023)
COMPUTER ASSISTED LEARNING ON LANGUAGE WRITING SKILLS AMONG LEARNERS WITH HEARING IMPAIRMENTS IN KIAMBU COUNTY, KENYA
Wangui, Veronicah Wambui; Masters’ Student,
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
Muriithi, Francis; Dr., Lecturer,
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
Karia, Mathew; Dr., Lecturer,
Department of Early Childhood
and Special Needs Education,
Kenyatta University,
Kenya
2023-10-13 12:52:19
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5068
computer assisted learning, language writing skills, learners with hearing impairments
en
The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning. Article visualizations:
oai:ojs.edu.oapub.org:article/2620
2022-01-21T04:42:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2620
2022-01-21T04:42:18Z
European Journal of Special Education Research
Vol 4, No 4 (2019)
THE THERAPEUTIC CLASSROOM FOR CHILDREN WITH EMOTIONAL AND BEHAVIORAL DISORDERS
Maajeeny, Hassan; PhD, College of Education
University of Jeddah,
Saudi Arabia
2019-09-12 23:04:17
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2620
therapeutic classroom, PBIS, emotional disorders, effective practices
en
Educating children with emotional and behavioral disorders presents many challenges for special educators and administrators. The unmet social-emotional needs for those children make them vulnerable to life challenges and put them at high risk for critical situations. This paper examines Positive Behavior Intervention and Support approach as a suggested therapeutic program to address the needs of all children including children with special needs. We explore some features of the therapeutic classroom for children with emotional and behavioral disorders such as effective classroom strategies, student-teacher interaction, and essential support outside the school environment. Additionally, teacher shortage as a related issue is discussed along with recommendations to address the issue. We explore some obstacles that prevent the success of such approaches and suggestion to overcome those obstacles. Finally, we provide an overview of the Karner Blue Educational Center as an example of a therapeutic program designed specifically to address the needs of children with Autism, Emotional/Behavioral Disorders, and Cognitive disabilities. Article visualizations:
oai:ojs.edu.oapub.org:article/3773
2022-01-21T04:51:32Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3773
2022-01-21T04:51:32Z
European Journal of Special Education Research
Vol 7, No 2 (2021)
SOCIAL STORIES AND DIGITAL LITERACY PRACTICES FOR INCLUSIVE EDUCATION
Riga, Asimina; Hellenic Open University,
Greece
Ioannidi, Vasiliki; Hellenic Open University,
Greece
Papayiannis, Nikolaos; MA in American Literature,
Aristotle University of Thessaloniki,
Greece
2021-06-04 17:15:08
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3773
social stories, inclusive learning, information technology, digital challenges
en
This article deals with current issues of modern pedagogical practices incorporated in Special and Inclusive Education and touches upon Social Stories as a supplementary powerful learning tool especially in cases of children with autism and other similar communication deficits. According to our literature review, Social Stories better respond to the needs and abilities of the children personality regardless of their age by presenting a considerable amount of social information and best describing social schemata and situations. Also, they provide guidance for socially appropriate attitudes and behaviors, encouragement and support in learning and educational setting, both verbally and visually supported. To set the theoretical frame of this topic, an overview of social constructivism theory and the Unified Theory of Acceptance and Use of Technology are provided. Moreover, what is also under discussion in this article relates to the new digital challenges that have lately emerged after the combination of Social Stories with ICTs.
Article visualizations:
oai:ojs.edu.oapub.org:article/500
2022-01-21T04:32:19Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/500
2022-01-21T04:32:19Z
European Journal of Special Education Research
Vol 2, No 3 (2017)
SELF-DEVELOPMENT LEARNING IN INCREASING ACTIVITY OF DAILY LIVING IN CHILDREN WITH MILD MENTAL DISABILITY
Nurlia Dewi, Winny; Magister of Special Education, Sebelas Maret University, Surakarta, Indonesia
Gunarhadi, G.; Magister of Special Education, Sebelas Maret University, Surakarta, Indonesia
Wagimin, W.; Magister of Special Education, Sebelas Maret University, Surakarta, Indonesia
2017-02-04 01:11:54
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/500
self-development learning, activity of daily living, mental disability
en
Children with mild mental disability have limitations to their intelligence and competency. It affects their capability in doing activity of daily living (ADL). Therefore, then, they depend on others and feel difficult to be independent individuals. Self-development learning is given to solve it. Where self-development learning in school, followed by professional teachers in their specific fields and using relevant strategy, method, and guidelines, is expected that children are able to do their activity of daily living independently, minimally for their simplest and personal activity of daily living. On the other hand, at least, they only rather need help from others. Therefore, then, the children do not depend on others and they can live independently. Article visualizations:
oai:ojs.edu.oapub.org:article/2604
2022-01-21T04:42:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2604
2022-01-21T04:42:18Z
European Journal of Special Education Research
Vol 4, No 4 (2019)
ADAPTATION OF LITTLEARS AUDITORY QUESTIONNAIRE IN TAMIL
K. R., Rahul; Graduated student,
MERF Institute of Speech and Hearing (P) Ltd
Chennai, India
Jayachandran, Deepika; Assistant Professor,
MERF Institute of Speech and Hearing (P) Ltd.
Chennai, India
Rajeswaran, Ranjith; Associate Professor,
MERF Institute of Speech and Hearing (P) Ltd.
Chennai, India
Umashankar, Abishek; Graduated student,
MERF Institute of Speech and Hearing (P) Ltd
Chennai, India
2019-09-01 12:17:16
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2604
auditory questionnaire, hearing impaired, LEAQ, EARS, cochlear implant, outcomes
en
Objectives: To adapt the LittlEARS Questionnaire in Tamil language and evaluate it in Tamil speaking cochlear implant children. Methods: LEAQ was translated to the Tamil language by a back-translation method following the guidelines of the World Health Organisation. The translated version was later administered to 100 randomly selected parents of cochlear implantees, scoring was done out of 35 for each child. Statistical analysis was done using SPSS software version 20.0 were descriptive statistics were carried out extracting the mean, standard deviation and range. Results: The results got did not significantly deviate from the normative, thus being able to quantify hierarchical auditory development skills and performance of children. Conclusion: LEAQ is a good subjective tool that can measure the outcome of cochlear implant/hearing aids, it must be translated and validated based on cultural and linguistic background. Article visualizations:
oai:ojs.edu.oapub.org:article/4132
2022-03-01T03:35:36Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4132
2022-03-01T03:35:36Z
European Journal of Special Education Research
Vol 8, No 1 (2022)
INVESTIGATING THE EXPERIENCES OF PRE-SERVICE TEACHERS IN TEACHING STUDENTS WITH SPECIAL NEEDS
Kasap, Caner; Department of Special Education,
Karamanoğlu Mehmetbey University,
Karaman, Turkey
Gönüldaş, Hamdi; Department of Special Education,
Anadolu University,
Eskişehir, Turkey
2022-01-25 17:33:24
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4132
pre-service teachers, students with special needs, experience
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1111
2022-01-21T04:34:59Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1111
2022-01-21T04:34:59Z
European Journal of Special Education Research
Vol 2, No 6 (2017)
PROMOTING ACTIVE ENGAGEMENT FOR CHILDREN WITH SPECIAL NEEDS: A TPE MODEL
Chua, Chee Keong; M.Ed. (Special Education)
Educational Therapist
2017-10-17 08:52:33
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1111
engagement, children, special needs, classroom management
en
Engagement is crucial for all students in any learning. Attention wanes when children are disengaged and learning will decrease. Children with special needs will find it difficult to engage with teachers and activities due to factors such as inattention, slow processing speed, boredom, and others. Hence, the author of this paper proposed a TPE model which consists of three components (1) Task (T), (2) People (P), and (3) Environment (E). These components have a direct impact on students’ engagement in their learning. Additionally, suggested checklists on how these components can be used as guidelines to help teachers plan their lessons were also included. It is hoped that this model serve to promote active engagement in children with special needs in their learning so as to enhance motivation, attention, and participation. Article visualizations:
oai:ojs.edu.oapub.org:article/2996
2022-01-21T04:46:51Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2996
2022-01-21T04:46:51Z
European Journal of Special Education Research
Vol 5, No 4 (2020)
BRAILLE READING PROFICIENCY AMONG LEARNERS WITH VISUAL IMPAIRMENTS: TEACHERS’ STRATEGIES AND LEARNERS’ READINESS IN AKROPONG SCHOOL FOR THE BLIND, GHANA
Dogbe, Daniel; Ed.D, Department of Special Education,
University of Education,
Winneba, Ghana
2020-04-14 04:06:05
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2996
visual impairment, braille, slate and stylus, reading readiness, finger dexterity
en
Globally, braille remains the main medium of reading and writing for individuals with visual impairment, specifically for the literate blind. The study sought to disclose the factors that have affected and continue to affect braille reading proficiency among beginners in Ghana. The study was carried out at Akropong School for the blind which is one of Ghana’s oldest and largest school for learners with visual impairment. The study adopted a descriptive survey design. A random sample of twenty girls and twenty boys were selected for the study. Five teachers who teach reading and writing of braille participated in the study. Three lessons in English language were observed in progress in three separate classrooms in the school. The study revealed that there were no arrangements put in place to train beginners in reading readiness skills before introducing them to braille reading. The study indicated that there were no clear ways of demonstrating how teachers approached the teaching of braille. Article visualizations:
oai:ojs.edu.oapub.org:article/4381
2022-08-19T20:24:20Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4381
2022-08-19T20:24:20Z
European Journal of Special Education Research
Vol 8, No 4 (2022)
TECHNOLOGICALLY ADVANCED INCLUSIVE ENVIRONMENTS FOR FRAILTY SUBJECTS
Orecchio, Fabio; PhD in Economics and Law,
University of Enna "Kore",
Italy
2022-07-21 12:41:41
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4381
students with disabilities; inclusive education; assistive technologies
en
The contribution addresses the problem of the use of educational technologies for inclusive purposes at school in the Italian context. Inclusive education is implemented in different ways in different contexts and varies with national policies and priorities, which in turn are influenced by a whole range of social, cultural, historical and political issues. Technologies have considerable potential that helps teachers to support pupils with disabilities and inclusion processes at school. The opportunity for interaction, collaboration and mediation offered by assistive technologies benefits the fragile student, but also the entire class, which can be supported in some learning processes through the adoption of specific devices. The article also emphasizes the use of ICT facilitators for pupils with special needs with the aim of implementing the principles of equality, diversity and inclusive education. Article visualizations:
oai:ojs.edu.oapub.org:article/1486
2022-01-21T04:55:30Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1486
2022-01-21T04:55:30Z
European Journal of Special Education Research
Vol 3, No 2 (2018)
THE ULTIMATE PERFECTIONISM AMONG THE EXCELLENCE IN GIFTED STUDENTS AT THE JUBILEE SCHOOL OF EXCELLENCE, JORDAN AND ITS RELATIONSHIP TO PSYCHOLOGICAL ANXIETY
Al Maharmeh, Lina M.; Dr., Faculty of Educational and Psychology Sciences, Amman Arab University
Amman, Jordan
Al Jawaldeh, Fuad E.; Dr., Faculty of Educational and Psychology Sciences, Amman Arab University
Amman, Jordan
Homedan, Nabil S.; Dr., Faculty of Educational and Psychology Sciences, Amman Arab University
Amman, Jordan
Al-Tal, Suhair M.; Dr., Faculty of Educational and Psychology Sciences, Amman Arab University
Amman, Jordan
2018-03-12 07:03:17
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1486
perfectionism, giftedness, psychological, anxiety, gifted students, Jubilee School of Excellence
en
The study aimed to identify the degree of perfectionism among gifted students in the Jubilee School of Excellence in Jordan and its relation to psychological anxiety. The descriptive connection method was used and the study was applied to a sample of 100 students from the Jubilee School of Excellence. The finding has led to conclusion that perfectionism among the gifted student found to be healthy perfectionists. The family and the surrounding endearment, Middle East crises have essential roles in developing the students of setting the bar too high to be achieved in addition to that the missing strive from the parents due to rabid changes in the surrounding and the standard of living, also led to the rapid increase in developing the gifted students of the Jubilee School. Article visualizations:
oai:ojs.edu.oapub.org:article/3265
2022-01-21T04:48:27Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3265
2022-01-21T04:48:27Z
European Journal of Special Education Research
Vol 6, No 2 (2020)
ASSESSMENT OF STUDENTS’ SKILLS IN PROTECTIVE AND SIGHTED GUIDE TECHNIQUES: EVIDENCE FROM SCHOOLS FOR THE BLIND IN GHANA
Vanderpuye, Irene; Department of Education and Psychology,
University of Cape Coast,
Central Region, Ghana
Attia, Isaac; Department of Education,
Gambaga College of Education,
North East Region, Ghana
Amoako, Richard; Department of Education,
St. Louis College of Education,
Ashanti Region, Ghana
Fofie, Douglas; Department of Education,
Akrokerri College of Education,
Ashanti Region, Ghana
Asamoah, Daniel; Department of Education and Psychology,
University of Cape Coast,
Central Region, Ghana
2020-08-18 22:08:35
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3265
orientation and mobility, sighted guide technique, protective technique, visual impairment, students
en
The purpose of this paper was to assess the effective usage of protective and sighted guide techniques as key orientation and mobility (O&M) skills in the two main schools for the blind (Akropong and Wa Schools for the Blind) in Ghana. We used the qualitative research design through the case study approach, where 25 students with visual impairment (15 for Akropong School for the Blind, and 10 for Wa School for the Blind) were selected through purposive sampling technique. Data was collected through a semi-structured interview guide. The data was manually analysed thematically. Our findings show that students of the Akropong and Wa Schools for the Blind did not use the protective and sighted guide techniques effectively. However, students at Akropong School for the Blind used the sighted guide technique slightly better than their counterparts at the Wa School for the Blind. We conclude that students in both schools are experiencing challenges with the use of the protective and sighted guide techniques, and this might have resulted in their ineffective use. We recommend that the Special Education Division of the Ghana Education Service though the Ministry of Education, and non-governmental organisations should provide adequate training in the use of protective and sighted guide techniques for students, so that they will acquire the necessary skills to effectively use the techniques in accessing their environments. Article visualizations:
oai:ojs.edu.oapub.org:article/13
2022-01-21T04:27:39Z
ejse:ART
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https://oapub.org/edu/index.php/ejse/article/view/13
2022-01-21T04:27:39Z
European Journal of Special Education Research
Vol 1, No 1 (2015)
CONSTRUCTIVISM AND BEHAVIORISM METHODOLOGIES ON SPECIAL NEEDS EDUCATION
Lenjani, Indrit; PhD Researcher, Universiteti Sevasti & Parashqevi Qiriazi, Tirana, Albania
2016-02-26 01:00:26
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/13
children with special needs, behaviourism, constructivism, special needs education
en
The constructivist and behaviorist approaches for educating children with special needs induced plenty of controversy. Many authors suggest that an amalgamation of both methods would conduct to an improved educational process. This research contains a brief debate of approaching pupils with special needs, a summary of key constructivist and behaviorist ideologies and their influence on scholars with special needs and a list of suggestions that could find applicability on classroom. Article visualizations:
oai:ojs.edu.oapub.org:article/4848
2023-05-26T16:04:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4848
2023-05-26T16:04:38Z
European Journal of Special Education Research
Vol 9, No 2 (2023)
EXPLORING TEACHER’S VIEWS AND PERCEPTIONS OF STUDENTS WITH NON-VISIBLE DISABILITIES
Troupkou, Asteria; Department of Sport Management,
University of Peloponnese,
Greece
Gdodeli, Krinanthi; Department of Sport Management,
University of Peloponnese,
Greece
2023-05-22 09:59:27
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4848
theory of planned behavior, attitudes, invisible disability, inclusion
en
The course of Physical Education (PE) plays an important role in the education and training of children with or without disabilities. In this work, the Theory of Planned Behaviour was used to investigate attitudes and perceptions of teachers Physical Education and Parallel Support of Primary Education, regarding non-visible disabilities. The purpose of the work was to investigate the intentions and attitudes of teachers and more specifically, their demographic characteristics, such as gender, age, educational level, and fields of study. The factors of the Theory of Planned Behaviour, which includes concepts such as attitudes, intention, perceived control, and actual behaviour, were studied through 120 participants, who answered a specially constructed questionnaire which, in addition to demographic data, included questions from the Planned Behaviour Questionnaire, to investigate teachers attitudes and intentions, as well as to establish whether the above factors are influenced by both work experience and educational qualifications. The findings of the study show that the dimensions of the Theory of Planned Behaviour were high. In addition, it becomes obvious that the previous work experience and academic education of teachers are not related to the intention, perceived control, and actual behaviour of the participants. This thesis can contribute to a fuller understanding of the needs that currently exist in Greek schools for the subject of Physical Education for all students with or without disabilities. In addition, it is possible to help conclude if there is a positive correlation between the aim of shaping academic programs with different content and organization, compared to those that are currently preparing physical education teachers. Article visualizations:
oai:ojs.edu.oapub.org:article/2090
2022-01-21T04:38:33Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2090
2022-01-21T04:38:33Z
European Journal of Special Education Research
Vol 3, No 4 (2018)
THE IMPACT OF THERAPEUTIC RECREATIONAL EXERCISES ON DEVELOPMENT IN BASIC SKILLS OF MALE AND FEMALE STUDENTS WITH DOWN SYNDROME
Şirinkan, Ahmet; Atatürk University,
Faculty of Sport Science,
Department of Recreation,
Turkey
2018-11-19 21:32:31
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2090
Down syndrome, movement training, basic skills, observation, interview
en
The aim of this study is to examine developmental gender differences of the special movement training programme applied to male and female students with Down syndrome. 12 male and 10 female students with Down syndrome were chosen for the study. The students were chosen from 6-9 age groups. Permission was granted for the study by the families of the children, and the movement training programme was applied. The movement training programme for the study was designed by the academics at the Department of Special Education and Department of Physical Education and Sports. The special movement training programme consist of basic motor skills (walking, running, jumping, hopping, standing long jump, juggling the soccer ball, throwing the ball, catching the thrown ball, hitting the thrown ball with a racket and kicking the ball). The trainings were performed for 40-50 minutes four times a week for 4 months and 8 weeks. Before starting the training, pre-test was applied to the children. At the end of the research period, post-test was applied and then both tests were compared. Furthermore, an observation form was prepared. It consisted of 8 questions. The first data related to the observation form were collected at the beginning of the study. The observation data were recollected at the end of the study. These two observation results were interpreted, analysed and reported. The obtained data were analysed using SSPS.16 programme. The male and female students were compared and interpreted according to Mann-Whitney U, Wilcoxon W and Z values. As a result of the present study, while a development at the level of p<0,001 was observed in the basic skills of the male students, there was a development at the level of p<0,05 in the basic skills of the female students. Basing on this data, it was concluded that the development of the male students was more than of the female students in the special movement training programme. Article visualizations:
oai:ojs.edu.oapub.org:article/3638
2022-01-21T04:50:29Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3638
2022-01-21T04:50:29Z
European Journal of Special Education Research
Vol 7, No 1 (2021)
EXCLUSION IN INCLUSION: EXPERIENCES OF LEARNERS WITH ALBINISM IN SELECTED MAINSTREAM AND SPECIAL SCHOOLS IN ZAMBIA
Mtonga, Thomas; School of Education,
Department of Educational Psychology,
Sociology and Special Education,
University of Zambia,
Lusaka, Zambia
Lungu, Esther; School of Education,
Department of Educational Psychology,
Sociology and Special Education,
University of Zambia,
Lusaka, Zambia
Kalimaposo, Kalisto; School of Education,
Department of Educational Psychology,
Sociology and Special Education,
University of Zambia,
Lusaka, Zambia
Mandyata, Joseph; School of Education,
Department of Educational Psychology,
Sociology and Special Education,
University of Zambia,
Lusaka, Zambia
2021-03-22 05:08:01
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3638
albinism, special schools, regular schools, special needs, disability
en
Albinism is an inherited skin pigmentation condition which affects all races in the world. However, the condition is more conspicuous among the black population because of the absence of pigmentation which leads to some whitish appearance. This condition also leads to multiple disabling experiences to the individuals with albinism. The overriding aim of the study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenology research design. The Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The researchers conducted one-on-one interviews with the participants and content – analyzed the data. Parents of learners with albinism, teachers, school administrators and learners with albinism participated in interviews. The findings revealed that in regular schools’ learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not patient with learners with albinism and did not give them extra attention and that some teachers used negative comments and did not want learners with albinism in their classes. It was observed that the majority of learners with albinism felt more secure in special schools rather than regular schools. Parents of children with albinism supported the idea of learners with albinism learning in special schools where the learning environment was conducive for them. The study recommended inter alia that government through the Ministry of Education should enhance teacher education programmes by providing requisite knowledge and skills to trainee and serving teachers on handling learners with albinism and other disabilities. School administrators, teachers, learners and the community should raise sensitization and awareness campaigns on disability issues.
Article visualizations:
oai:ojs.edu.oapub.org:article/448
2022-01-21T04:30:51Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/448
2022-01-21T04:30:51Z
European Journal of Special Education Research
Vol 2, No 2 (2017)
THE EVALUATION OF THE PARTICIPATION OF GAME AND PHYSICAL EDUCATION LESSON OF THE MILD SEVERE DEGREE MENTAL RETARDATION AND AUTISTIC STUDENTS
Ayan, Sinan; Kırıkkale University, Faculty of Sport Sciences, Kırıkkale, Turkey
Ergin, Murat; Kirikkale National Education Directorate, Kırıkkale, Turkey
Alıncak, Fikret; Gaziantep University, High School of Education and Sports, Gaziantep, Turkey
2017-01-12 22:13:57
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/448
mentally disabled, game, physical activities
en
The aim of this research is to evaluate the acquisition of mild degree mentally disabled students; severe degree mentally disabled students and autistic students in game and physical activities and physical education lessons. The research was done to describe current situation. Nineteen special education teachers and one physical education teacher joined the research voluntarily. Teacher’s evaluated 44 mild degrees mentally disabled students, 31 severe mentally disabled students and 10 autistic students with the evaluation form of game and physical activities. Descriptive statistic techniques were used during the data analysis. According to research result, 1st-2nd-3rd class mild degree mentally disabled students, gallop skill should be developed and also severe degree mentally disabled one in mild level. It was seen that students one in sufficient level. Teachers gave the idea that 4th grade mentally disabled students should the skill of kicking the ball with a racked, folk dances, creative / cultural dances, designing a game, developing a programme and preparing a demonstration they are evaluated as middle and good in jumping, taking step and jumping and joining the game. But in other skills, they are evaluated as good and very good. It is resulted that 4th grade severe degree mentally disabled students are good and very good in running, jumping, hitting, throwing and catching skills; creative/cultural designing a game, developing programes, preparing a demonstration should be developed. As a result, in the movements that were requiring object control, creative, cultural dances, designing a game, developing a program, preparing a demonstration, joining game skills should be developed. Article visualizations:
oai:ojs.edu.oapub.org:article/5259
2024-03-23T01:08:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5259
2024-03-23T01:08:38Z
European Journal of Special Education Research
Vol 10, No 2 (2024)
INCLUSION OF IMMIGRANT AND REFUGEE STUDENTS WITH DISABILITY IN EDUCATION: A QUALITATIVE RESEARCH
Koukou, Mina; University of Ioannina,
Greece
Marinou, Maria; Maria Marinou pursued postgraduate studies in Educational Psychology at Neapolis University in Paphos, deepening her understanding of human cognition and learning processes, after receiving her degree in Applied Music Studies from the Department of Music Science and Art of the University of Macedonia. She is currently working in public and private educational settings in Greece while focusing on interdisciplinary research, exploring the intersection of music psychology and education.
Rapti, Danai; Danai Rapti is a Doctor at the University of Ioannina in the field of Special Education. She has a Bachelor’s and Master’s degree in English from the Aristotle University of Thessaloniki and the University of Birmingham respectively. Her research interests include the exploration of learning English as Foreign Language (EFL) in students with disability as well as the incorporation of technology in the teaching process.
2024-03-12 09:09:12
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5259
intercultural education, special education, immigrant/refugee background, disability, inclusion
en
In the modern globalised environment, the extended immigrant and refugee crisis is at the centre of the scientific, social, and political debate. Meanwhile, the field of Intercultural Education is of paramount importance for social cohesion as the education system is affected by the aforementioned crisis. Against this complicated backdrop, the double challenge of the promotion of educational inclusion of students with diverse cultural backgrounds and disability should be the focus of attention for teachers and policymakers. The present study examines the issue of inclusion of immigrant and refugee students with disability. It employs the qualitative method of thematic analysis, collecting data through semi-structured interviews with teachers who work in Reception Classes and Typical Classes of Intercultural schools in the Prefecture of Epirus, Greece. The data analysis revealed that the participants highlighted the need for restructuring the Greek education system on two levels: the macro level and the micro level. This study underlines the need for systemic change and cooperation to create an environment without exclusion. Article visualizations:
oai:ojs.edu.oapub.org:article/2530
2022-01-21T04:42:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2530
2022-01-21T04:42:18Z
European Journal of Special Education Research
Vol 4, No 4 (2019)
GENERAL PRESCHOOL AND PRIMARY UNIVERSITY STUDENTS IN GREECE AND THEIR ATTITUDES TOWARD INCLUSION
Tsakiridou, Helen; Professor of Applied Statistics & Educational Research, Vice Rector of Academic and Administrative Affairs, University of Western Macedonia, Greece
Polyzopoulou, Konstantia; School Psychologist,
University of Western Macedonia,
Department of Primary Education,
Florina, Greece
2019-07-16 09:06:31
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2530
university students, preschool studies, primary education, attitudes, inclusion, disability
en
University studies on teaching and pedagogy consists of great importance for the education of students during their school years. The different characteristics of the students’ population demand the knowledge and abilities in order for the teachers to meet their needs and to successfully facilitate their adaptation in the academic and social school environment. Consequently, it is important to study pedagogy students’ attitudes toward the students with special educational needs and their inclusion in the general education system. In the present study, participated 348 preschool and primary education students, who completed the “Attitudes toward Inclusive Education Scale” (Wilczenski, 1992; 1995). Results showed that the students hold neutral attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they express favorable attitudes concerning the inclusion of students with behavior problems and social difficulties. Attitudes are compared to other variables that affect students’ predispositions. It is important for the University departments to follow a continuous training on the special needs and inclusion, in order for the future teachers to be prepared to teach in diverse school context. Article visualizations:
oai:ojs.edu.oapub.org:article/4046
2022-01-21T18:59:37Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4046
2022-01-21T18:59:37Z
European Journal of Special Education Research
Vol 7, No 3 (2021)
TYPES OF DISABILITY AS PER RIGHTS OF PERSONS WITH DISABILITIES ACT, 2016: A THEORETICAL PERSPECTIVE
Singh, Chandan; Assistant Professor,
Sri Jagdamba Education and Research Institute,
Sri Ganganagar, Rajasthan,
India
Pandey, Yogendra; Associate Professor,
Faculty of Education,
Banaras Hindu University,
Varanasi, Uttar Pradesh,
India
Kumar, Dinesh; Assistant Professor,
Department of Visual Impairment,
Faculty of Special Education,
Dr. Shakuntala Misra National Rehabilitation University,
Lucknow, Uttar Pradesh,
India
2021-11-28 15:18:51
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4046
Rights of Persons with Disabilities Act, 2016; types of disabilities
en
Education is an essential part of modern, civilized, advanced and developed society and its progress can never be completed and multidimensional, today when we talk about education, the shape of inclusive education comes to the fore. Due to which normal and disabled get education by sitting at the same table in a school together. Without inclusive education, the education of disabled cannot be given in full and real shape. In the 21st century, the Rights of Persons with Disabilities Act, 2016 came into force, which led to the development of a new consciousness among disabled (Divyangjan, 2021). Under which making disabled aware, bringing disabled into the mainstream of society through inclusive education, use of educational technology, barrier free environment, categorizing the existing 7 to 21 types of disability and increasing many services operates. Article visualizations:
oai:ojs.edu.oapub.org:article/940
2022-01-21T04:33:00Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/940
2022-01-21T04:33:00Z
European Journal of Special Education Research
Vol 2, No 4 (2017)
THE IMPLEMENTATION OF CURRICULUM 2013 IN HANDICAP CHILDREN AT SLB D YPAC SURAKARTA, INDONESIA
Sukowati, Ika; Pascasarjana Pendidikan Luar Biasa,
Universitas Sebelas Maret, Indonesia
Suryani, Nunuk; Pascasarjana Pendidikan Luar Biasa,
Universitas Sebelas Maret, Indonesia
Yusuf, Munawir; Pascasarjana Pendidikan Luar Biasa,
Universitas Sebelas Maret, Indonesia
2017-08-05 20:40:00
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/940
implementation, curriculum 2013, special education, disabilities, children
en
Curriculum 2013 is the development of the previous curriculum but emphasized on the improvement and balance between soft skills and hard skills that involve aspects of attitude, knowledge, and skill competencies. The implementation of Curriculum 2013 is not only applied to regulars schools or public schools but also special schools. The purpose of this study is to describe the implementation of the Curriculum 2013, the role of teachers, and the obstacles faced in the implementation of Curriculum 2013 against the children with disabilities in SLB D YPAC Surakarta. The result of this research can be concluded that 1) Implementation of Curriculum 2013 on the children with disabilities in SLB D YPAC Surakarta cannot be said perfect and there is some curriculum concept that used before. In this 2016/2017 school year almost all classes apply the Curriculum 2013 as a guide to the curriculum of learning, only the 12th grade still using KTSP, 2) the role of teachers in showing that teachers in the learning program already Make a set of learning such as annual program, semester program, details Effective weeks, and lesson plans (RPP). In addition, teachers who have a role as educators also guide students in learning that apply Curriculum 2013 identical to the scientific approach, teachers try to apply this scientific approach to children withdrawal even in the application has not run maximally because of the obstacles that accompany the child's impulsiveness, 3) problem faced with incomplete textbooks and students, inadequate educational media and a lack of understanding of teachers about the preparation of learning sequences based on the Curriculum 2013. Article visualizations:
oai:ojs.edu.oapub.org:article/2891
2022-01-21T04:45:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2891
2022-01-21T04:45:18Z
European Journal of Special Education Research
Vol 5, No 3 (2020)
DIDACTIC SEQUENCES AND MULTIPLE INTELLIGENCES: A THEORETICAL DISCUSSION ON COMPREHENSIVE PEDAGOGICAL PRACTICES / DIDÁTICAS E INTELIGÊNCIAS MÚLTIPLAS: UMA DISCUSSÃO TEÓRICA PARA PRÁTICAS PEDAGÓGICAS INCLUSIVAS
Hass Iaros, Joselaine Aparecida; PPGECT UTFPR, Ponta Grossa,
Paraná, Brazil
Rutz da Silva, Sani de Carvalho; UTFPR, Ponta Grossa,
Paraná, Brazil
Basniak, Maria Ivete; UNESPAR, União da Vitória,
Paraná, Brazil
Kloster, Márcio José; IFPR, Telêmaco Borba,
Paraná, Brazil
2020-03-01 01:59:49
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2891
inclusão, práticas pedagógicas, sequência didática, inteligências múltiplas / inclusion, pedagogical practices, following teaching, multiple intelligences
en
This article has as aim to provide teachers with referential to guide their pedagogical practices. The purpose is enriching it using bases for student-centered teaching and learning process that considers their potentialities and search for develop them through motivation, taking into account the multiple intelligences by Gadner (1998). Thereunto, it discusses the use of didactic sequences defined by Zabala (1994) as sequenced and structured activities with clear objectives for all the process authors. It to elaborate new pedagogical practices which support the comprehensive education through development of multiple intelligences by Gadner (1998). We consider that when stimulating the multiple intelligences development, a (re)cognization of different and contrasting ways that students have and use to learn contents are assumed, also the happenings which surround them and themselves. This article brings to teachers, through its theoretical approach, guidance for the stages to elaborate cohesive pedagogical practices from definition of concepts and stages that compose a didactic sequence. It also brings definitions of multiple intelligences, characterized as linguistic, logical-mathematical, spatial, musical, sensory, kinesthetic-corporal, naturalist and personal, pointing out suggestions on what activities may help their development within the classroom context, considering students’ different rhythms, time and skills. The text discusses the need for pedagogical practices appreciate the communion between didactic sequences (Zabala, 1994) and the development of multiple intelligences (Gadner, 1998) in order to help the comprehensive approach (Mitller, 2003). It occurs using different strategies and analogies planned by the teacher, and the student’s participation and development within the school context from the comprehensive educational opportunities, according to the National Policy for Special Education in Comprehensive Approach (Brasil, 2008). This perspective has as premise ensure the access to the regular education, with participation, learning and continuity to the higher teaching levels for disabled students, as well as those with global developmental disorders and giftedness ones. O presente artigo tem como objetivo fornecer, ao professor, referencial para nortear sua prática pedagógica. A finalidade é enriquecê-la utilizando fundamentos do processo de ensino e aprendizagem centrado no aluno, que considere suas potencialidades e busque desenvolvê-las por meio de estímulos, tendo em conta as inteligências múltiplas de Gadner (1998). Para tanto, discute a utilização das sequências didáticas definidas por Zabala (1994) como atividades sequenciadas e estruturadas, com objetivos claros a todos os autores do processo. Isto para a elaboração de práticas pedagógicas que favoreçam a educação inclusiva através do desenvolvimento das múltiplas inteligências de Gadner (1998). Considera-se que, ao estimular o desenvolvimento das múltiplas inteligências, admite-se um (re) conhecimento dos diferentes e contrastantes modos que os alunos têm e fazem uso para aprender os conteúdos, os acontecimentos ao seu redor e a si próprios. Este artigo, através de seu fundamento teórico traz aos professores orientação das etapas para a elaboração de práticas pedagógicas coesas a partir da definição dos conceitos e das etapas que compõe uma sequência didática. Também traz as definições das múltiplas inteligências, caracterizadas como linguísticas, lógico-matemática, espacial, musical, sensorial, sinestésico-corporal, naturalista e pessoal, apontando sugestões de quais atividades favorecem o desenvolvimento delas dentro do contexto da sala de aula, considerando os diferentes ritmos, tempos e habilidades dos alunos. O escrito discute a necessidade de as práticas pedagógicas valorizarem a comunhão entre sequência didática (Zabala, 1994) e o desenvolvimento das múltiplas inteligências (Gadner, 1998) com a finalidade beneficiar a inclusão (Mitller, 2003). Isto acontece através da utilização de diferentes estratégias e analogias planejadas pelo professor, da participação e desenvolvimento de todos os alunos no contexto escolar a partir de oportunidades educacionais inclusivas, conforme a Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (Brasil, 2008). Tal perspectiva tem por premissa garantir o acesso ao ensino regular, com participação, aprendizagem e continuidade nos níveis mais elevados do ensino dos alunos com deficiência, transtornos globais de desenvolvimento e superdotação. Article visualizations:
oai:ojs.edu.oapub.org:article/3193
2022-01-21T04:48:27Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3193
2022-01-21T04:48:27Z
European Journal of Special Education Research
Vol 6, No 2 (2020)
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
2020-07-18 08:25:44
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3193
summer program, autism spectrum disorders, perspectives, volunteering, social skill
en
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:
oai:ojs.edu.oapub.org:article/4727
2023-03-29T08:09:16Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4727
2023-03-29T08:09:16Z
European Journal of Special Education Research
Vol 9, No 1 (2023)
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
2023-03-18 09:10:10
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4727
effectiveness, international graduate program enhancement program
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1899
2022-01-21T04:38:33Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1899
2022-01-21T04:38:33Z
European Journal of Special Education Research
Vol 3, No 4 (2018)
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
2018-08-30 14:43:50
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1899
dyslexia, special education, bilingualism, linguistic skills
en
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:
oai:ojs.edu.oapub.org:article/3525
2022-01-21T04:50:29Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3525
2022-01-21T04:50:29Z
European Journal of Special Education Research
Vol 7, No 1 (2021)
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
2021-01-09 20:17:07
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3525
ASD, distance learning, qualitative design, interviews, parents
en
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:
oai:ojs.edu.oapub.org:article/399
2022-01-21T04:30:05Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/399
2022-01-21T04:30:05Z
European Journal of Special Education Research
Vol 2, No 1 (2017)
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
2016-12-23 22:36:09
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/399
intellectual disability, rehabilitation, socialization
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/5193
2024-03-23T01:08:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5193
2024-03-23T01:08:38Z
European Journal of Special Education Research
Vol 10, No 1 (2024)
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
2024-02-02 17:50:52
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5193
orientation, visual impairments, orientation and mobility
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2449
2022-01-21T04:41:20Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2449
2022-01-21T04:41:20Z
European Journal of Special Education Research
Vol 4, No 3 (2019)
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
2019-05-30 00:49:40
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2449
computer-assisted instruction, attention deficit / hyperactivity disorder, mathematical operations, software, learning management system, home, educational environment, maintenance
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3923
2022-01-21T04:52:21Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3923
2022-01-21T04:52:21Z
European Journal of Special Education Research
Vol 7, No 3 (2021)
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
2021-09-08 10:29:12
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3923
qualitative, expectations, strategies, classroom observation, interview
en
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.
Article visualizations:
oai:ojs.edu.oapub.org:article/782
2022-01-21T04:33:00Z
ejse:ART
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https://oapub.org/edu/index.php/ejse/article/view/782
2022-01-21T04:33:00Z
European Journal of Special Education Research
Vol 2, No 4 (2017)
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
2017-05-31 20:27:12
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/782
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
en
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:
oai:ojs.edu.oapub.org:article/2775
2022-01-21T04:44:15Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2775
2022-01-21T04:44:15Z
European Journal of Special Education Research
Vol 5, No 2 (2019)
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
2019-12-29 17:22:22
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2775
perceptual load patterns, selective attention, visuospatial working memory, twice exceptional pupils, dyscalculia
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/4341
2023-01-14T08:44:11Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4341
2023-01-14T08:44:11Z
European Journal of Special Education Research
Vol 8, No 3 (2022)
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
2022-06-23 03:56:01
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4341
mild intellectual disability, teacher’s attitude, special needs education, performance of English
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1404
2022-01-21T04:35:58Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1404
2022-01-21T04:35:58Z
European Journal of Special Education Research
Vol 3, No 1 (2018)
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
2018-01-28 04:28:07
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1404
mild intellectual disability, mathematical performance, basic mathematical concepts, online digital games, learning strategies, intrinsic motivation
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3052
2022-01-21T04:47:48Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3052
2022-01-21T04:47:48Z
European Journal of Special Education Research
Vol 6, No 1 (2020)
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
2020-05-07 04:39:29
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3052
jogos digitais; deficiência intelectual; matemática; ensino fundamental / digital games; intellectual disability; mathematics; elementary school
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/4586
2023-01-14T08:44:11Z
ejse:ART
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https://oapub.org/edu/index.php/ejse/article/view/4586
2023-01-14T08:44:11Z
European Journal of Special Education Research
Vol 8, No 4 (2022)
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
2022-12-07 11:59:13
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4586
access, Braille materials, enhance, learning and optimal
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1704
2022-01-21T04:37:45Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1704
2022-01-21T04:37:45Z
European Journal of Special Education Research
Vol 3, No 3 (2018)
INTEREST OF DEAF STUDENTS OF SRAGEN REGENCY SPECIAL SCHOOL, INDONESIA IN USING MULTIMEDIA BASED LEARNING MATERIALS
Hidayat, Luqman; PGRI University of Yogyakarta,
Indonesia
2018-06-07 06:53:44
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1704
deaf, interest, multimedia based learning
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3466
2022-01-21T04:49:42Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3466
2022-01-21T04:49:42Z
European Journal of Special Education Research
Vol 6, No 4 (2020)
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
2020-12-08 22:49:34
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3466
measurement, data collection, problem behavior, screaming, autism spectrum disorder
en
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.
Article visualizations:
oai:ojs.edu.oapub.org:article/262
2022-01-21T04:29:15Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/262
2022-01-21T04:29:15Z
European Journal of Special Education Research
Vol 1, No 3 (2016)
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
2016-10-05 10:12:25
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/262
multiple disabilities, mental health status, intellectual disability
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/5112
2023-12-09T00:12:49Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5112
2023-12-09T00:12:49Z
European Journal of Special Education Research
Vol 9, No 3 (2023)
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
2023-11-24 13:18:28
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5112
phonological awareness; instructional strategies; literacy development; speech disorders
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2382
2022-01-21T04:40:31Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2382
2022-01-21T04:40:31Z
European Journal of Special Education Research
Vol 4, No 2 (2019)
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
2019-04-17 00:54:15
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2382
autism spectrum disorder, working memory, non-verbal intelligence, memory abilities
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3827
2022-01-21T04:51:32Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3827
2022-01-21T04:51:32Z
European Journal of Special Education Research
Vol 7, No 2 (2021)
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
2021-07-02 23:21:28
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3827
mathematics Braille proficiency, learners with visual impairment, mathematics performance
en
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.
Article visualizations:
oai:ojs.edu.oapub.org:article/631
2022-01-21T04:32:19Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/631
2022-01-21T04:32:19Z
European Journal of Special Education Research
Vol 2, No 3 (2017)
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
2017-04-03 01:50:44
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/631
community therapy, intellectual and developmental disability, model of disability, special needs, therapeutic community
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2668
2022-01-21T04:43:28Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2668
2022-01-21T04:43:28Z
European Journal of Special Education Research
Vol 5, No 1 (2019)
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
2019-10-08 20:52:33
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2668
deafness, psychological care, WHOOQL-Bref, quality of life
en
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:
oai:ojs.edu.oapub.org:article/4210
2022-05-03T12:51:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4210
2022-05-03T12:51:18Z
European Journal of Special Education Research
Vol 8, No 2 (2022)
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
2022-03-19 09:19:45
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4210
arts education, hearing-impaired pupils, special educational needs, Tetteh Ocloo State School for the Deaf, visual artefacts
en
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:
oai:ojs.edu.oapub.org:article/1206
2022-01-21T04:34:59Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1206
2022-01-21T04:34:59Z
European Journal of Special Education Research
Vol 2, No 6 (2017)
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
2017-11-21 14:22:43
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1206
teaching approach, special needs, deaf and mute
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/4470
2022-11-05T10:46:31Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4470
2022-11-05T10:46:31Z
European Journal of Special Education Research
Vol 8, No 4 (2022)
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
2022-09-27 22:52:30
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4470
intervention programme, inclusion, dyslexia, reading, mainstream primary school
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1522
2022-01-21T04:33:00Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1522
2022-01-21T04:33:00Z
European Journal of Special Education Research
Vol 2, No 4 (2017)
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
2018-03-28 01:17:46
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1522
differentiated instruction, anxiety, inclusive education, diverse students, strategies
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3351
2022-01-21T04:49:02Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3351
2022-01-21T04:49:02Z
European Journal of Special Education Research
Vol 6, No 3 (2020)
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
2020-10-03 02:19:11
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3351
inclusive schooling, mainstream, visual impairment, orientation, mobility
en
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.
Article visualizations:
oai:ojs.edu.oapub.org:article/83
2022-01-21T04:28:33Z
ejse:ART
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https://oapub.org/edu/index.php/ejse/article/view/83
2022-01-21T04:28:33Z
European Journal of Special Education Research
Vol 1, No 2 (2016)
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
2016-05-23 23:28:40
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/83
musical arts, medical and pedagogical influence the history of children with psychophysical development
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/4964
2023-09-23T23:24:49Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4964
2023-09-23T23:24:49Z
European Journal of Special Education Research
Vol 9, No 3 (2023)
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
2023-08-04 00:23:04
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4964
bullying, child protection, special education school
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2285
2022-01-21T04:39:52Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2285
2022-01-21T04:39:52Z
European Journal of Special Education Research
Vol 4, No 1 (2019)
AUTISM – AN EDUCATIONAL INTERVENTION
Samara, Elli; Dr., Hellenic Open University,
Greece
Ioannidi, Vasiliki; Dr., Hellenic Open University,
Greece
2019-02-21 22:37:38
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2285
autism, case report, educational intervention, strategies, inclusion
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3734
2022-01-21T04:51:32Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3734
2022-01-21T04:51:32Z
European Journal of Special Education Research
Vol 7, No 2 (2021)
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
2021-05-11 22:59:54
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3734
educational technology, educational technology standards for teachers, teacher qualifications, special education teachers
en
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.
Article visualizations:
oai:ojs.edu.oapub.org:article/462
2022-01-21T04:30:51Z
ejse:ART
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https://oapub.org/edu/index.php/ejse/article/view/462
2022-01-21T04:30:51Z
European Journal of Special Education Research
Vol 2, No 2 (2017)
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
2017-01-16 20:08:22
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/462
students with visual impairment, mathematics learning, the block media, the additive fractions
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/5295
2024-03-27T23:38:40Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5295
2024-03-27T23:38:40Z
European Journal of Special Education Research
Vol 10, No 3 (2024)
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
2024-03-28 01:32:07
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5295
inclusion of learners, primary schools, regular public schools, school environment, visual impairment
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2590
2022-01-21T04:42:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2590
2022-01-21T04:42:18Z
European Journal of Special Education Research
Vol 4, No 4 (2019)
EXISTENCE OF DYSLEXIA CONSIDERING THE STRUCTURE OF DIFFERENT LANGUAGES
Hazir, Oguzhan; Department of Special Education,
Muallim Rifat Education Faculty,
Kilis 7 Aralik University,
Turkey
2019-08-24 11:36:02
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2590
dyslexia, literacy rate, reality of dyslexia
en
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:
oai:ojs.edu.oapub.org:article/4092
2022-01-21T18:59:37Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4092
2022-01-21T18:59:37Z
European Journal of Special Education Research
Vol 8, No 1 (2022)
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
2021-12-31 12:24:19
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4092
deaf role models, deaf children, families, professionals
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1005
2022-01-21T04:34:59Z
ejse:ART
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https://oapub.org/edu/index.php/ejse/article/view/1005
2022-01-21T04:34:59Z
European Journal of Special Education Research
Vol 2, No 6 (2017)
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
2017-09-02 19:33:30
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1005
motor behaviour, externalizing behaviour, internalizing behaviour, children
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2928
2022-01-21T04:46:51Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2928
2022-01-21T04:46:51Z
European Journal of Special Education Research
Vol 5, No 4 (2020)
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
2020-03-16 20:17:39
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2928
working memory; cognitive flexibility; inhibitory control; motor performance; physical activity
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/1444
2022-01-21T04:55:30Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/1444
2022-01-21T04:55:30Z
European Journal of Special Education Research
Vol 3, No 2 (2018)
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
2018-02-12 18:08:12
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/1444
Autism Spectrum Disorder, visual arts, portfolio, portfolio file evaluation.
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3232
2022-01-21T04:48:27Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3232
2022-01-21T04:48:27Z
European Journal of Special Education Research
Vol 6, No 2 (2020)
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
2020-08-01 00:43:14
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3232
inclusive education, higher education, information and communication technologies, special educational needs
en
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:
oai:ojs.edu.oapub.org:article/4756
2023-09-23T23:24:49Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4756
2023-09-23T23:24:49Z
European Journal of Special Education Research
Vol 9, No 2 (2023)
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
2023-03-31 00:02:37
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4756
grade two, instructional intervention, reading literacy, Tusome programme; teachers’ perceptions
en
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:
oai:ojs.edu.oapub.org:article/2052
2022-01-21T04:38:33Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2052
2022-01-21T04:38:33Z
European Journal of Special Education Research
Vol 3, No 4 (2018)
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
2018-11-03 01:40:48
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2052
reading fluency, synthesis, teaching strategies, repeated readings
en
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:
oai:ojs.edu.oapub.org:article/3603
2022-01-21T04:50:29Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3603
2022-01-21T04:50:29Z
European Journal of Special Education Research
Vol 7, No 1 (2021)
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
2021-02-27 04:50:07
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3603
sexuality education, assertiveness skills, parenting styles, gender, promiscuous behaviour
en
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:
oai:ojs.edu.oapub.org:article/438
2022-01-21T04:30:05Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/438
2022-01-21T04:30:05Z
European Journal of Special Education Research
Vol 2, No 1 (2017)
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
2017-01-09 02:03:02
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/438
ability, read aloud, word card, Bahasa learning
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/5234
2024-03-23T01:08:38Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/5234
2024-03-23T01:08:38Z
European Journal of Special Education Research
Vol 10, No 2 (2024)
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
2024-02-25 10:44:58
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/5234
special education teachers, students with special needs, job satisfaction, self-efficacy
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2473
2022-01-21T04:41:20Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2473
2022-01-21T04:41:20Z
European Journal of Special Education Research
Vol 4, No 3 (2019)
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
2019-06-10 18:28:06
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2473
visually impaired individuals, social exclusion, exclusion
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/3981
2022-02-03T09:45:14Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3981
2022-02-03T09:45:14Z
European Journal of Special Education Research
Vol 7, No 4 (2021)
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
2021-10-22 17:53:24
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3981
bullying, maternal attachment, blindness, deafness, motor disability / Mobbing, mütterliche Bindung, Blindheit, Taubheit, motorische Behinderung
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/922
2022-01-21T04:34:02Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/922
2022-01-21T04:34:02Z
European Journal of Special Education Research
Vol 2, No 5 (2017)
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
2017-07-29 23:05:39
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/922
en
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. Article visualizations:
oai:ojs.edu.oapub.org:article/2829
2022-01-21T04:45:18Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/2829
2022-01-21T04:45:18Z
European Journal of Special Education Research
Vol 5, No 3 (2020)
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
2020-02-02 03:43:32
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/2829
dyslexia, psychosocial functioning, anxiety, low self-esteem, teachers’ beliefs
en
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:
oai:ojs.edu.oapub.org:article/4363
2022-11-05T10:46:31Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4363
2022-11-05T10:46:31Z
European Journal of Special Education Research
Vol 8, No 3 (2022)
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
2022-07-05 17:05:14
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4363
instruction of fractions, mathematics instruction, concrete-representational-abstract instruction strategies, students with learning disabilities
en
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:
oai:ojs.edu.oapub.org:article/3119
2022-01-21T04:47:48Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/3119
2022-01-21T04:47:48Z
European Journal of Special Education Research
Vol 6, No 1 (2020)
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
2020-06-12 10:53:30
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/3119
head teachers, delegation practices, teachers’ job commitment
en
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:
oai:ojs.edu.oapub.org:article/4692
2023-03-29T08:09:16Z
ejse:ART
v2
https://oapub.org/edu/index.php/ejse/article/view/4692
2023-03-29T08:09:16Z
European Journal of Special Education Research
Vol 9, No 1 (2023)
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
2023-02-27 22:07:47
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://oapub.org/edu/index.php/ejse/article/view/4692
aprendizagem ativa, jogos educacionais, educação matemática, ensino da trigonometria / active learning, educational games, mathematics education, trigonometry teaching
en
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.. Article visualizations:
a8cace578b7ea9c71234ffc3bc460615