Pub Date : 2024-04-11DOI: 10.46827/ejse.v10i3.5319
Juliana Meissner Moraes, D. Napoleão, Marco Aurélio Kondracki de Alcântara
There has been ample debate about the necessity of departing from content-based educational models to pave the way for an education system that fosters the formation of students as critical citizens actively engaged in shaping society. This study aimed to develop a sequence of playful activities articulating sustainability concepts for primary school students within an Education 5.0 framework. The research was conducted in a public school in São Paulo State, Brazil. The results indicated that the proposed sequence of playful activities served as an effective tool for the teaching–learning of sustainability concepts and, more importantly, prompted reflections on the need for and relevance of socio-environmental awareness in daily life.
{"title":"PLAYFUL ACTIVITIES FOR TEACHING SUSTAINABILITY IN PRIMARY SCHOOL THROUGH EDUCATION 5.0","authors":"Juliana Meissner Moraes, D. Napoleão, Marco Aurélio Kondracki de Alcântara","doi":"10.46827/ejse.v10i3.5319","DOIUrl":"https://doi.org/10.46827/ejse.v10i3.5319","url":null,"abstract":"There has been ample debate about the necessity of departing from content-based educational models to pave the way for an education system that fosters the formation of students as critical citizens actively engaged in shaping society. This study aimed to develop a sequence of playful activities articulating sustainability concepts for primary school students within an Education 5.0 framework. The research was conducted in a public school in São Paulo State, Brazil. The results indicated that the proposed sequence of playful activities served as an effective tool for the teaching–learning of sustainability concepts and, more importantly, prompted reflections on the need for and relevance of socio-environmental awareness in daily life.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0789/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"43 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140716348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-05DOI: 10.46827/ejse.v10i3.5309
Fabio Orecchio
The contribution focuses on a reflection on wellbeing, inclusive policies, and disability in the context of sustainable development, to grasp the possible implications that are now part of a project aimed at promoting policies to improve living conditions. These are made explicit in terms of resources, living standards, health, accessibility, and capabilities, which are among the objectives of promoting the person and human development in general.
{"title":"WELL-BEING, INCLUSION, DISABILITY, AND QUALITY OF LIFE IN THE CONTEXT OF MODERNITY: ANALYSES AND PERSPECTIVES","authors":"Fabio Orecchio","doi":"10.46827/ejse.v10i3.5309","DOIUrl":"https://doi.org/10.46827/ejse.v10i3.5309","url":null,"abstract":"The contribution focuses on a reflection on wellbeing, inclusive policies, and disability in the context of sustainable development, to grasp the possible implications that are now part of a project aimed at promoting policies to improve living conditions. These are made explicit in terms of resources, living standards, health, accessibility, and capabilities, which are among the objectives of promoting the person and human development in general.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/lit/0750/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"7 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46827/ejse.v10i3.5302
Stella Gkouvousi, S. Kaprinis, Gdonteli Krinanthi
The present study explores Greek teachers' attitudes and sentiments about inclusive education and their overall self-efficacy in instructing students with disabilities. Further aims of the study are: (i) to determine the degree to which teachers' sentiments, attitudes, and concerns towards inclusion can be a predictive factor for teaching self-efficacy and (ii) to investigate the extent to which demographic variables and occupational profile are related to attitudes, perceptions, and concerns of inclusion and teachers' self-efficacy. 165 Greek teachers responded to (1) The Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised [SACIE-R]) (Forlin et al., 2011), (b) Teaching Students with Disability Efficacy Scale - TSDES (Dawson & Scott, 2013). The findings showed a positive correlation between teachers' self-efficacy for implementing inclusive practices and their attitudes, sentiments, and concerns regarding inclusive education. Greek educators are in favour of inclusive education, feeling positive about it and acting like positive role models. Self-efficacy is predicted by their attitudes, perceptions, and concerns which are influenced by demographic factors. The regression analysis indicated that self-efficacy in the effective adoption of inclusion is correlated with teachers' attitudes and perceptions. Results may help shape the curriculum for teacher preparation programs to further support inclusive education. Article visualizations:
{"title":"TEACHERS’ SENTIMENTS, ATTITUDES AND CONCERNS ABOUT INCLUSIVE EDUCATION AND SELF-EFFICACY FOR INCLUSIVE PRACTICES","authors":"Stella Gkouvousi, S. Kaprinis, Gdonteli Krinanthi","doi":"10.46827/ejse.v10i3.5302","DOIUrl":"https://doi.org/10.46827/ejse.v10i3.5302","url":null,"abstract":"The present study explores Greek teachers' attitudes and sentiments about inclusive education and their overall self-efficacy in instructing students with disabilities. Further aims of the study are: (i) to determine the degree to which teachers' sentiments, attitudes, and concerns towards inclusion can be a predictive factor for teaching self-efficacy and (ii) to investigate the extent to which demographic variables and occupational profile are related to attitudes, perceptions, and concerns of inclusion and teachers' self-efficacy. 165 Greek teachers responded to (1) The Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised [SACIE-R]) (Forlin et al., 2011), (b) Teaching Students with Disability Efficacy Scale - TSDES (Dawson & Scott, 2013). The findings showed a positive correlation between teachers' self-efficacy for implementing inclusive practices and their attitudes, sentiments, and concerns regarding inclusive education. Greek educators are in favour of inclusive education, feeling positive about it and acting like positive role models. Self-efficacy is predicted by their attitudes, perceptions, and concerns which are influenced by demographic factors. The regression analysis indicated that self-efficacy in the effective adoption of inclusion is correlated with teachers' attitudes and perceptions. Results may help shape the curriculum for teacher preparation programs to further support inclusive education. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"218 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140780585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.46827/ejse.v10i1.5152
Daniel Carvalho De Matos, Ellen Neide Cutrim Nazareno, Rafisa Pereira Costa, Ingrid Vida Silva Bezerra, Katiane Reis Da Silva, Pollianna Galvão
Children diagnosed with autism spectrum disorder (ASD) frequently show difficulties in the acquisition of multiple repertoires, including verbal behavior. One type of verbal operant behavior is the intraverbal. It involves the emission of a verbal response under the control of a verbal discriminative stimulus, without point-to-point correspondence between them, and the response is maintained by a generalized conditioned reinforcer. This study focused on narrative retelling, which is a skill that comprises intraverbal chains. It is also discussed in the literature that the teaching of this repertoire may improve gains in text comprehension, which also involves the emission of intraverbals, that is, answering questions. Regarding this skill, previous research investigated procedures that may produce the emergence of answering comprehension questions referred as complex ABC intraverbals (related to the stimulus equivalence paradigm) in typically developing children. In general, they were exposed to cycles in which they first read short texts/sentences relating information on three different stimuli (A, B, and C), Thereafter, the children answered several questions representing all possible complex intraverbal relations among the three stimuli from the sentences. Some learners demonstrated the emergence of all complex relations, and further investigations were carried out with the teaching of simpler intraverbal relations of the type of exemplars and categories before the cycles of reading sentences – probing complex ABC intraverbals. Data indicated that more learners showed the emergence of all, or nearly all, complex relations. The present study comprised two systematic replication experiments, with the inclusion of a child with ASD as participant. Both also involved the teaching of sentence reading and retelling through script fading, to analyze the effects of narrative production on the possible emergence of complex intraverbals. In Experiment 1, cycles of teaching sentence reading and retelling – probing ABC intraverbals were administered. As a result, all possible complex relations emerged. Experiment 2 involved the teaching of simpler intraverbal relations of the type of exemplars and categories before the cycles of teaching sentence reading and retelling – probing ABC intraverbals. All possible complex intraverbal relations also emerged. Data were discussed in the sense that, although positive, it is not clear whether the teaching of sentence retelling and simpler intraverbal relations facilitated the establishment of the complex intraverbals. It is possible that reading the sentences was sufficient. The limitations of the research were presented and discussed, as well as recommendations for future investigations that may more clearly isolate the effects of each manipulated independent variable. Anyway, the current study extended previous investigations by showing that complex intraverbal relations of the ABC type may also be established in
{"title":"TEACHING SENTENCE READING AND RETELLING AND ANSWERING COMPREHENSION QUESTIONS IN A CHILD WITH AUTISM SPECTRUM DISORDER","authors":"Daniel Carvalho De Matos, Ellen Neide Cutrim Nazareno, Rafisa Pereira Costa, Ingrid Vida Silva Bezerra, Katiane Reis Da Silva, Pollianna Galvão","doi":"10.46827/ejse.v10i1.5152","DOIUrl":"https://doi.org/10.46827/ejse.v10i1.5152","url":null,"abstract":"Children diagnosed with autism spectrum disorder (ASD) frequently show difficulties in the acquisition of multiple repertoires, including verbal behavior. One type of verbal operant behavior is the intraverbal. It involves the emission of a verbal response under the control of a verbal discriminative stimulus, without point-to-point correspondence between them, and the response is maintained by a generalized conditioned reinforcer. This study focused on narrative retelling, which is a skill that comprises intraverbal chains. It is also discussed in the literature that the teaching of this repertoire may improve gains in text comprehension, which also involves the emission of intraverbals, that is, answering questions. Regarding this skill, previous research investigated procedures that may produce the emergence of answering comprehension questions referred as complex ABC intraverbals (related to the stimulus equivalence paradigm) in typically developing children. In general, they were exposed to cycles in which they first read short texts/sentences relating information on three different stimuli (A, B, and C), Thereafter, the children answered several questions representing all possible complex intraverbal relations among the three stimuli from the sentences. Some learners demonstrated the emergence of all complex relations, and further investigations were carried out with the teaching of simpler intraverbal relations of the type of exemplars and categories before the cycles of reading sentences – probing complex ABC intraverbals. Data indicated that more learners showed the emergence of all, or nearly all, complex relations. The present study comprised two systematic replication experiments, with the inclusion of a child with ASD as participant. Both also involved the teaching of sentence reading and retelling through script fading, to analyze the effects of narrative production on the possible emergence of complex intraverbals. In Experiment 1, cycles of teaching sentence reading and retelling – probing ABC intraverbals were administered. As a result, all possible complex relations emerged. Experiment 2 involved the teaching of simpler intraverbal relations of the type of exemplars and categories before the cycles of teaching sentence reading and retelling – probing ABC intraverbals. All possible complex intraverbal relations also emerged. Data were discussed in the sense that, although positive, it is not clear whether the teaching of sentence retelling and simpler intraverbal relations facilitated the establishment of the complex intraverbals. It is possible that reading the sentences was sufficient. The limitations of the research were presented and discussed, as well as recommendations for future investigations that may more clearly isolate the effects of each manipulated independent variable. Anyway, the current study extended previous investigations by showing that complex intraverbal relations of the ABC type may also be established in ","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"129 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139453386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.46827/ejse.v10i1.5151
Emmanouela Seiradakis
Empirical findings from different special education contexts worldwide suggest that special education teachers use technologies less than their general education counterparts. The reasons however special educators utilize technology less, remain blurred. This qualitative interview-based study aims to fill this gap and investigate why EFL teachers tend to avoid or neglect assistive technologies in state special education schools in Greece. Thematic analysis was employed to explore the teacher, school, and student-related barriers based on the perceptions of six EFL teachers in special education settings. Findings indicate that the lack of resources, training, technology leadership, time, EFL teachers’ emotional struggles and marginalization as well as students’ poor digital skills and disadvantaged backgrounds constitute the main barriers to using technology in special education classrooms. Additionally, data analysis revealed that EFL teachers are fully aware of the value of using assistive technologies for learning and teaching. The article concludes by putting forward several macro and micro-level recommendations for facilitating assistive technology use in special education schools in Greece. Article visualizations:
{"title":"INVESTIGATING THE BARRIERS TO USING ASSISTIVE TECHNOLOGIES IN GREEK SPECIAL EDUCATION CLASSROOMS: EFL TEACHERS’ PERSPECTIVES","authors":"Emmanouela Seiradakis","doi":"10.46827/ejse.v10i1.5151","DOIUrl":"https://doi.org/10.46827/ejse.v10i1.5151","url":null,"abstract":"Empirical findings from different special education contexts worldwide suggest that special education teachers use technologies less than their general education counterparts. The reasons however special educators utilize technology less, remain blurred. This qualitative interview-based study aims to fill this gap and investigate why EFL teachers tend to avoid or neglect assistive technologies in state special education schools in Greece. Thematic analysis was employed to explore the teacher, school, and student-related barriers based on the perceptions of six EFL teachers in special education settings. Findings indicate that the lack of resources, training, technology leadership, time, EFL teachers’ emotional struggles and marginalization as well as students’ poor digital skills and disadvantaged backgrounds constitute the main barriers to using technology in special education classrooms. Additionally, data analysis revealed that EFL teachers are fully aware of the value of using assistive technologies for learning and teaching. The article concludes by putting forward several macro and micro-level recommendations for facilitating assistive technology use in special education schools in Greece. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"104 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139390995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on self-efficacy in parents who have children with special needs appears fragmented and relatively scarce. The purpose of the research was to analyze (1) how the self-efficacy of parents who have children with special needs has been researched in 2000-2020 and (2) what implications the research provides to support parents’ self-efficacy. This was a state-of-the-art review in which a total of 23 articles were selected (n=10 from EBSCO and n=13 from ScienceDirect). The data were analyzed with the method of qualitative content analysis. For the research question 1, three upper categories were formed: Self-efficacy from the perspective of the parent’s well-being; Self-efficacy in relation to the child; and Self-efficacy in relation to the support offered to parents. For the research question 2, all articles (n=21) that included any implications were used for answering this question. Implications were categorized into Social support and services; Support for parents’ well-being; and Knowledge and skills offered to parents. Based on the analysis more research is needed about the connection between perceived well-being and self-efficacy from the parents’ own perspective. Cognitive-behavioral therapeutic interventions would be beneficial for parents who find their child’s behavior challenging. They also need continuous access to behavioral therapeutic methods. Article visualizations:
{"title":"SELF-EFFICACY IN PARENTS OF CHILDREN WITH SPECIAL NEEDS: A STATE-OF-THE-ART REVIEW OF RESEARCH AND IMPLICATIONS","authors":"N. Ronkainen, Satu Uusiautti, T. Äärelä","doi":"10.46827/ejse.v9i3.5117","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5117","url":null,"abstract":"Research on self-efficacy in parents who have children with special needs appears fragmented and relatively scarce. The purpose of the research was to analyze (1) how the self-efficacy of parents who have children with special needs has been researched in 2000-2020 and (2) what implications the research provides to support parents’ self-efficacy. This was a state-of-the-art review in which a total of 23 articles were selected (n=10 from EBSCO and n=13 from ScienceDirect). The data were analyzed with the method of qualitative content analysis. For the research question 1, three upper categories were formed: Self-efficacy from the perspective of the parent’s well-being; Self-efficacy in relation to the child; and Self-efficacy in relation to the support offered to parents. For the research question 2, all articles (n=21) that included any implications were used for answering this question. Implications were categorized into Social support and services; Support for parents’ well-being; and Knowledge and skills offered to parents. Based on the analysis more research is needed about the connection between perceived well-being and self-efficacy from the parents’ own perspective. Cognitive-behavioral therapeutic interventions would be beneficial for parents who find their child’s behavior challenging. They also need continuous access to behavioral therapeutic methods. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Musungu Anne Kasachia, Tom Abuom, Mathew Kinyua Karia
The purpose of this study was to examine the indicators of effective collaboration in the treatment of language disorders in children with autism in Nairobi City County. This study was guided by Belbin’s Theory of Teamwork and Gregory’s Theory of Perception. The study adopted the qualitative research design targeting 55 caregivers and 10 speech therapists. Purposive sampling was used to select 20 participants. The research was conducted in Nairobi County and piloting at a medical Hospital. Qualitative data was collected using in-depth interviews and analysed thematically. The study findings showed that the indicators of effective collaborative approaches include achievement of set goals, improved speech, inclusivity of all those involved, improved sharing of information, and improved decision-making. Collaboration ensures that the caregivers are well-informed about the treatments and interventions. The study recommends that the public should be educated on the different disorders such as autism and other spectrum disorders that may cause language disorders to address issues of stigmatization and the benefits that come with adopting collaborative approaches in treating language disorders in children with autism. Article visualizations:
{"title":"AN EXAMINATION OF THE INDICATORS OF EFFECTIVE COLLABORATION IN TREATMENT OF LANGUAGE DISORDERS IN CHILDREN WITH AUTISM IN NAIROBI CITY, KENYA","authors":"Musungu Anne Kasachia, Tom Abuom, Mathew Kinyua Karia","doi":"10.46827/ejse.v9i3.5106","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5106","url":null,"abstract":"The purpose of this study was to examine the indicators of effective collaboration in the treatment of language disorders in children with autism in Nairobi City County. This study was guided by Belbin’s Theory of Teamwork and Gregory’s Theory of Perception. The study adopted the qualitative research design targeting 55 caregivers and 10 speech therapists. Purposive sampling was used to select 20 participants. The research was conducted in Nairobi County and piloting at a medical Hospital. Qualitative data was collected using in-depth interviews and analysed thematically. The study findings showed that the indicators of effective collaborative approaches include achievement of set goals, improved speech, inclusivity of all those involved, improved sharing of information, and improved decision-making. Collaboration ensures that the caregivers are well-informed about the treatments and interventions. The study recommends that the public should be educated on the different disorders such as autism and other spectrum disorders that may cause language disorders to address issues of stigmatization and the benefits that come with adopting collaborative approaches in treating language disorders in children with autism. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"65 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139273872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The research study focused on the stories of teachers holding multiple roles outside teaching: consequences and opportunities, their lived experiences, how they cope with their present situation, and the insights they can share with other teachers who will experience the same experiences they have. This study used the qualitative phenomenological method of research to explore in depth the experiences, coping strategies, and personal insights that can be shared by the participants. The research study purposely identified nine (9) teachers of the senior high schools (6 for the focus group discussion and 3 for the in-depth interview) who are presently holding multiple roles while teaching in the three (3) identified national high schools in Davao Region. The results showed that the participants have their own share of good and bad experiences while holding multiple roles, stating that they encountered time management issues and expressed their struggles and stress but felt opportune with the responsibility they have at present. As their coping strategies, they expressed that resilience is accepting the things to be in the new reality, time and priorities are vital, being driven by it, learning, enjoying and loving the work and consulting and sharing thoughts with peers. Explored three strategies and methods specifically self-determination, perseverance, and sharing ideas and resources with peers. Also revealed are the insights that can be shared with others: do the best you can until you know better, in the midst of difficulty, lies opportunity and teamwork makes dream work. Article visualizations:
{"title":"STORIES OF TEACHERS HOLDING MULTIPLE ROLES OUTSIDE TEACHING: CONSEQUENCES AND OPPORTUNITIES","authors":"Guada Cristy B. Toňacao, Elleine Rose A. Oliva","doi":"10.46827/ejse.v9i3.5107","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5107","url":null,"abstract":"Abstract:The research study focused on the stories of teachers holding multiple roles outside teaching: consequences and opportunities, their lived experiences, how they cope with their present situation, and the insights they can share with other teachers who will experience the same experiences they have. This study used the qualitative phenomenological method of research to explore in depth the experiences, coping strategies, and personal insights that can be shared by the participants. The research study purposely identified nine (9) teachers of the senior high schools (6 for the focus group discussion and 3 for the in-depth interview) who are presently holding multiple roles while teaching in the three (3) identified national high schools in Davao Region. The results showed that the participants have their own share of good and bad experiences while holding multiple roles, stating that they encountered time management issues and expressed their struggles and stress but felt opportune with the responsibility they have at present. As their coping strategies, they expressed that resilience is accepting the things to be in the new reality, time and priorities are vital, being driven by it, learning, enjoying and loving the work and consulting and sharing thoughts with peers. Explored three strategies and methods specifically self-determination, perseverance, and sharing ideas and resources with peers. Also revealed are the insights that can be shared with others: do the best you can until you know better, in the midst of difficulty, lies opportunity and teamwork makes dream work. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"44 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139275476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evelyn Ansah Karkkulainen, Kaisa Pihlainen, E. Kärnä
Purpose: Feedback is considered to motivate students and enhance their learning. In Vocational Education and Training (VET) and workplace settings, feedback methods have been implemented to ensure a better connection between teaching and learning. However, to date, not much seems to be known about feedback methods used on students with learning disabilities/difficulties in VET. This literature review study examines the current feedback methods and outcomes among students with disabilities and/or difficulties in learning in vocational education, training, and workplace settings. Methods: For this purpose, ERIC, PubMed, Scopus, ProQuest, Google Scholar, and Web of Sciences were used to identify relevant literature between 2015 and 2022. The review was conducted following the PRISMA-P guidelines. Amongst the studies identified, four studies met the inclusion criteria to be included in the study. The feedback methods identified in the studies include videotaped feedback dialogues between students and teachers, video modelling with video feedback interventions, peer feedback through collaborative writing activities, and a combined peer-teacher feedback method. Findings: The results showed that students received feedback from peers, teachers, and instructors in vocational education and training schools and workplace settings. The feedback, such as communication, reflection, and practical learning capabilities, assisted these students with their working lives. It significantly impacted their learning capacity, enhanced their persistence, increased their perceived abilities, enabled them to understand their learning development better, and improved their performance as they acquired new skills by doing tasks. Conclusion: Generally, the feedback methods were perceived as supportive, constructive, and motivating, prompting reflection and inspiring performance. Notwithstanding, more research on feedback methods and their outcomes on students with learning disabilities/difficulties in vocational education and workplace settings is needed. This must be in conjunction with research on how these same students experience/perceive the feedback methods used on them. This will enable new measures to facilitate the effective transition from school to employment for this category of VET students. Article visualizations:
目的：反馈被认为可以激励学生，提高他们的学习效果。在职业教育与培训（VET）和工作场所环境中，反馈方法的实施确保了教与学之间更好的联系。然而，迄今为止，人们似乎对职业教育与培训中针对有学习障碍/困难的学生所使用的反馈方法知之甚少。本文献综述研究探讨了目前在职业教育、培训和工作场所环境中，针对有学习障碍和/或学习困难的学生的反馈方法和结果。研究方法：为此，我们使用 ERIC、PubMed、Scopus、ProQuest、Google Scholar 和 Web of Sciences 来查找 2015 年至 2022 年间的相关文献。综述按照 PRISMA-P 指南进行。在已确定的研究中，有四项研究符合纳入标准，被纳入本研究。研究中确定的反馈方法包括学生与教师之间的反馈对话录像、视频反馈干预的视频建模、通过合作写作活动进行的同伴反馈，以及一种同伴与教师相结合的反馈方法。研究结果结果表明，在职业教育和培训学校以及工作场所，学生都能从同伴、教师和指导教师那里获得反馈。这些反馈，如交流、反思和实际学习能力等，为这些学生的工作生活提供了帮助。这极大地影响了他们的学习能力，增强了他们的毅力，提高了他们的感知能力，使他们能够更好地了解自己的学习发展情况，并在通过完成任务获得新技能的过程中提高了他们的绩效。结论总体而言，反馈方法被认为是支持性的、建设性的和激励性的，能促使学生进行反思并激发他们的表现。尽管如此，还需要对反馈方法及其对职业教育和工作场所学习障碍/困难学生的影响进行更多的研究。同时，还必须研究这些学生如何体验/感知对他们使用的反馈方法。这将有助于采取新的措施，促进这类职业教育与培训学生从学校到就业的有效过渡。 文章可视化：
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Irungu Asaph Mwangi, Mathew Kinyua Karia, George Mathenge Wairungu
The purpose of this study was to evaluate the Prolonged Speech technique’s effectiveness in the treatment of stuttering and its associated traits among adults. The main objective of the study was to find out if there is a need for modifying prolonged speech techniques in treating stuttering and its associated traits. An experimental method was used where quantitative and qualitative designs were used. The study was guided by the behaviorist theory proposed by B.F. Skinner. The study was carried out at the Nairobi Stammering Support Group. The participants were ten adults who stutter and were selected through purposive sampling. Questionnaires, interviews, and observations were used to collect the data. A pilot study was carried out. All research instruments were tested for validity and reliability, the data which was corrected was categorized, coded and data was analyzed using qualitative and quantitative techniques. Quantitative data was analyzed using descriptive statistics in the form of percentages and was presented using pie charts and bar graphs. Qualitative data was analyzed after thematically arranging responses according to the research questions and objectives. The study found out that there was a need to modify prolonged speech technique by incorporating other treatment approaches especially cognitive and psychological. The study recommends more research on other stuttering treatment techniques. Further, the study recommends that speech-language therapists assess individual needs before using specific treatment techniques. Article visualizations:
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