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：
{"title":"FEEDBACK METHODS IN VOCATIONAL EDUCATION AND TRAINING FOR SUPPORTING STUDENTS WITH LEARNING DISABILITIES AND/ DIFFICULTIES IN LEARNING: A LITERATURE REVIEW","authors":"Evelyn Ansah Karkkulainen, Kaisa Pihlainen, E. Kärnä","doi":"10.46827/ejse.v9i3.5095","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5095","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139288449","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}
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:
{"title":"MODIFICATION OF PROLONGED SPEECH THERAPY IN TREATING STUTTERING AND ITS ASSOCIATED NEGATIVE TRAITS AMONG ADULTS: CASE OF NAIROBI STAMMERING SUPPORT GROUP, NAIROBI COUNTY, KENYA","authors":"Irungu Asaph Mwangi, Mathew Kinyua Karia, George Mathenge Wairungu","doi":"10.46827/ejse.v9i3.5087","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5087","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"345 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139307756","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}
This study embarked on intervention research to establish the efficacy of the developed intervention learning materials in improving language comprehension ability among students with hearing impairment in inclusive classrooms in secondary schools in Tanzania. The study adopted a developmental design using pre-test, post-test quasi-experimental mixed approach in which the experimental group was subjected for intervention using designed intervention materials while the control group used a traditional approach in learning comprehension. The study employed questionnaires, interviews and documentary review as methods of data collection. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used a phenomenographic approach. The findings revealed that the post-test mean scores of the students in the experimental group improved significantly in comparison with the control group. Article visualizations:
本研究开展了一项干预研究，以确定开发的干预学习材料在提高坦桑尼亚中学全纳课堂中听力障碍学生的语言理解能力方面的效果。研究采用了发展性设计，采用前测、后测准实验混合方法，其中实验组使用设计好的干预材料进行干预，而对照组则使用传统方法学习理解。研究采用了问卷调查、访谈和文献回顾作为数据收集方法。定量评估采用配对样本 t 检验和独立 t 检验来比较组内以及实验组和对照组之间的得分。定性评估采用了现象学方法。研究结果显示，与对照组相比，实验组学生的后测平均分有明显提高。 文章可视化：
{"title":"THE EFFICACY OF THE DESIGNED INTERVENTION LEARNING MATERIALS FOR IMPROVING ENGLISH LANGUAGE COMPREHENSION ABILITY TO STUDENTS WITH HEARING IMPAIRMENT IN SELECTED TANZANIA INCLUSIVE SECONDARY SCHOOLS","authors":"","doi":"10.46827/ejse.v9i3.4942","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.4942","url":null,"abstract":"This study embarked on intervention research to establish the efficacy of the developed intervention learning materials in improving language comprehension ability among students with hearing impairment in inclusive classrooms in secondary schools in Tanzania. The study adopted a developmental design using pre-test, post-test quasi-experimental mixed approach in which the experimental group was subjected for intervention using designed intervention materials while the control group used a traditional approach in learning comprehension. The study employed questionnaires, interviews and documentary review as methods of data collection. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used a phenomenographic approach. The findings revealed that the post-test mean scores of the students in the experimental group improved significantly in comparison with the control group. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358557","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}
Pelin Piştav Akmeşe, Necla Isikdogan Ugurlu, Nilay Kayhan
This study aims to investigate the effect of communication skills of children with Down Syndrome on their mother’s perceptions of needs, anxiety, and social support. The quantitative research method was used in the study, which was performed in the descriptive survey model. 71 mothers who have children between 4-16 years of age, diagnosed with Down Syndrome participated. The research data were collected using Communication Function Classification System (CFCS), Family Needs Survey (FNS), Questionnaire on Resources and Stress for Families with Chronically or Handicapped Members (QRS), and Social Support Scale (SSS). There was a positive significant relationship between CFCS and financial needs and QRS 2 and there was a negative significant relationship with social support. A negative significant relationship was found between QRS 3 and social support. Article visualizations:
{"title":"AN INVESTIGATION OF EFFECT OF COMMUNICATION SKILLS OF CHILDREN WITH DOWN SYNDROME ON NEEDS, ANXIETY AND SOCIAL SUPPORT LEVELS OF THEIR MOTHERS","authors":"Pelin Piştav Akmeşe, Necla Isikdogan Ugurlu, Nilay Kayhan","doi":"10.46827/ejse.v9i3.4925","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.4925","url":null,"abstract":"This study aims to investigate the effect of communication skills of children with Down Syndrome on their mother’s perceptions of needs, anxiety, and social support. The quantitative research method was used in the study, which was performed in the descriptive survey model. 71 mothers who have children between 4-16 years of age, diagnosed with Down Syndrome participated. The research data were collected using Communication Function Classification System (CFCS), Family Needs Survey (FNS), Questionnaire on Resources and Stress for Families with Chronically or Handicapped Members (QRS), and Social Support Scale (SSS). There was a positive significant relationship between CFCS and financial needs and QRS 2 and there was a negative significant relationship with social support. A negative significant relationship was found between QRS 3 and social support. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121889788","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}
Young people with ADHD are frequently marginalised, which affects their opportunities to be included within society. This places emphasis on how students are best prepared for becoming part of that society. The present case study investigated the perceptions of a needs-based and individualised support for students with ADHD in the context of a Swiss sociocratic school, from the perspectives of students and social educators. Semi-structured interviews were conducted with students diagnosed with ADHD and a school social educator to explore the influence of the diagnosis on self-perception and self-image, as well as their needs for support from social educators. The results emphasise the significance of belongingness and empowerment for students with ADHD, and how school social educators can act as a link between school and wider society. They demonstrate the importance of individually considering the needs of students with ADHD to provide appropriate support. Recommendations for school social education are made, both for working with students within the school context as well as for preparing them for the time beyond school. Article visualizations:
{"title":"ADHD STUDENTS AND SCHOOL SOCIAL EDUCATION: A SWISS CASE STUDY ON THE IMPORTANCE OF EMPOWERMENT","authors":"Alissia Jasmin Lutz-Fritz, Michael Hast","doi":"10.46827/ejse.v9i3.4919","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.4919","url":null,"abstract":"Young people with ADHD are frequently marginalised, which affects their opportunities to be included within society. This places emphasis on how students are best prepared for becoming part of that society. The present case study investigated the perceptions of a needs-based and individualised support for students with ADHD in the context of a Swiss sociocratic school, from the perspectives of students and social educators. Semi-structured interviews were conducted with students diagnosed with ADHD and a school social educator to explore the influence of the diagnosis on self-perception and self-image, as well as their needs for support from social educators. The results emphasise the significance of belongingness and empowerment for students with ADHD, and how school social educators can act as a link between school and wider society. They demonstrate the importance of individually considering the needs of students with ADHD to provide appropriate support. Recommendations for school social education are made, both for working with students within the school context as well as for preparing them for the time beyond school. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116434861","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}
By presenting noometric tests to toddlers and young children, it is possible to depict the personal profile of every student and to designate their individual learning abilities and difficulties. The aim of this research is to determine the noometric profile of high–functioning toddlers in the Autism Spectrum, as depicted by the WPPSI-III intelligence test. A multi-methodological approach was followed for the methodological design of the paper, followed by the administration of the noometric tool to 116 toddlers who have received the relevant diagnosis and the conducting of semi-structured interviews with 105 special education kindergarten teachers who support the students in a pedagogic environment. The results of the research revealed, among other things, that the noometric abilities of infants with high-functioning ASD are lower compared to those of typically developed infants. In particular, toddlers with autism were found to have a significant statistical weakness in the knowledge of every day - practical issues, in the evaluation and use of empirical data and in the grasping of conventional rules of behavior as well as in the rate of cognitive processing. The specific findings reinforce the necessity of early intervention and individualized support in toddlers with autism targeting the above deficits. Article visualizations:
{"title":"DEPICTING THE NOOMETRIC PROFILE OF TODDLERS WITH AUTISM SPECTRUM DISORDER IN THE WECHSLER PRESCHOOL & PRIMARY SCALE OF INTELLIGENCE – THIRD EDITION (WPPSI-ΙΙΙ)","authors":"Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras, Evangelos Vlachos, Giorgos Stambliakas","doi":"10.46827/ejse.v9i2.4872","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4872","url":null,"abstract":"By presenting noometric tests to toddlers and young children, it is possible to depict the personal profile of every student and to designate their individual learning abilities and difficulties. The aim of this research is to determine the noometric profile of high–functioning toddlers in the Autism Spectrum, as depicted by the WPPSI-III intelligence test. A multi-methodological approach was followed for the methodological design of the paper, followed by the administration of the noometric tool to 116 toddlers who have received the relevant diagnosis and the conducting of semi-structured interviews with 105 special education kindergarten teachers who support the students in a pedagogic environment. The results of the research revealed, among other things, that the noometric abilities of infants with high-functioning ASD are lower compared to those of typically developed infants. In particular, toddlers with autism were found to have a significant statistical weakness in the knowledge of every day - practical issues, in the evaluation and use of empirical data and in the grasping of conventional rules of behavior as well as in the rate of cognitive processing. The specific findings reinforce the necessity of early intervention and individualized support in toddlers with autism targeting the above deficits. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114489904","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}
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:
{"title":"EXPLORING TEACHER’S VIEWS AND PERCEPTIONS OF STUDENTS WITH NON-VISIBLE DISABILITIES","authors":"Asteria Troupkou, Krinanthi Gdodeli","doi":"10.46827/ejse.v9i2.4848","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4848","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125769979","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}
Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources. Article visualizations:
{"title":"SUPPORTING TEACHER DEVELOPMENT ABOUT EARLY LITERACY IN CHILDREN WITH HEARING LOSS: AN ACTION RESEARCH IN TURKEY","authors":"Hilal Atlar, Yıldız Uzuner","doi":"10.46827/ejse.v9i2.4832","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4832","url":null,"abstract":"Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123088034","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}
Renata Cury Caruso, Thiago Roberto Dos Santos, Sani Carvalho Rutz da Silva
The article presents the studies and steps followed to optimize the 3D printing of an inclusive material, the “Adapted Multiplication Domino”. This material is a game that follows the same rules as a traditional domino, but with numerical representation at the ends of each piece with mathematical operations (multiplication and division), so that students can calculate, play, and fix math contents, which can be played by students with and without Visual Impairment. During the printing of the first prototype of this material, the printed pieces contained stringings (traces of filament in empty spaces of the piece), which made it difficult for blind students to read the braille operations. A literature review about problems in 3D printing was realized, using databases and platforms such as SciELO, Google Scholar, and Capes Periodical Portal, to be able to identify and solve the problem that was occurring. With that done, the complete game was printed and tested, to collect feedback, and based on that, making the necessary changes and obtaining a satisfactory and adequate result. Article visualizations:
{"title":"OPTIMIZATION OF THE 3D PRINTING AND TEST OF MATERIALS FOR TEACHING AND LEARNING FOR STUDENTS WITH VISUAL IMPAIRMENT","authors":"Renata Cury Caruso, Thiago Roberto Dos Santos, Sani Carvalho Rutz da Silva","doi":"10.46827/ejse.v9i2.4800","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4800","url":null,"abstract":"The article presents the studies and steps followed to optimize the 3D printing of an inclusive material, the “Adapted Multiplication Domino”. This material is a game that follows the same rules as a traditional domino, but with numerical representation at the ends of each piece with mathematical operations (multiplication and division), so that students can calculate, play, and fix math contents, which can be played by students with and without Visual Impairment. During the printing of the first prototype of this material, the printed pieces contained stringings (traces of filament in empty spaces of the piece), which made it difficult for blind students to read the braille operations. A literature review about problems in 3D printing was realized, using databases and platforms such as SciELO, Google Scholar, and Capes Periodical Portal, to be able to identify and solve the problem that was occurring. With that done, the complete game was printed and tested, to collect feedback, and based on that, making the necessary changes and obtaining a satisfactory and adequate result. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126136345","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}
This study purposely sought to investigate resources used in the provision of services to adolescents with emotional and behavioural disorders. The study adopted a case study design targeting 250 rehabilitees, 30 rehabilitators, and 1 manager. The study used a lottery method to select a sample size of 50% of the target population. The study sample comprised 125 rehabilitees, 15 rehabilitators, and 1 manager making a total of 141 respondents. The semi-structured interview guide for the manager, questionnaires for both rehabilitators and rehabilitees, and observation checklist for resources were used as research instruments. Piloting of the instruments was done at the Shikusa rehabilitation centre. A case study research methodology was used in the study. Data from objectives were analysed both quantitatively and qualitatively. Descriptive statistics for example frequency tables and percentages sum up information measurably from the closed-ended items. The analysed information was introduced utilizing frequency tables, structured presentations, pie charts, and graphs while qualitative data from the manager's semi-structured interview schedule was summarized thematically and narrated in words. The findings indicated that the main material resources available were playing fields, workshops, dormitories, building and construction tools, carpentry tools, classrooms, poultry apparatus, and teaching and learning materials. The study recommends that service providers at the centre need to help the adolescents to achieve a greater sense of independence, and personal responsibility, setting goals, making choices, and understanding their responsibilities which would enhance their self-determination. There is a need for the government to implement strict measures that would ensure that juvenile acts are monitored and youths are protected from any harm. Kenya Institute of Curriculum Development should come up with guidelines on effective ways of managing learners with behaviour disorders while they are still in the childhood stage. Article visualizations:
{"title":"RESOURCES USED IN THE PROVISION OF SERVICES TO ADOLESCENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS AT KAKAMEGA REHABILITATION CENTRE, KAKAMEGA COUNTY, KENYA","authors":"Nelima Beatrice Silomelo, Irangi Franciscah Wamocho, Beatrice Bunyasi Awori","doi":"10.46827/ejse.v9i2.4759","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4759","url":null,"abstract":"This study purposely sought to investigate resources used in the provision of services to adolescents with emotional and behavioural disorders. The study adopted a case study design targeting 250 rehabilitees, 30 rehabilitators, and 1 manager. The study used a lottery method to select a sample size of 50% of the target population. The study sample comprised 125 rehabilitees, 15 rehabilitators, and 1 manager making a total of 141 respondents. The semi-structured interview guide for the manager, questionnaires for both rehabilitators and rehabilitees, and observation checklist for resources were used as research instruments. Piloting of the instruments was done at the Shikusa rehabilitation centre. A case study research methodology was used in the study. Data from objectives were analysed both quantitatively and qualitatively. Descriptive statistics for example frequency tables and percentages sum up information measurably from the closed-ended items. The analysed information was introduced utilizing frequency tables, structured presentations, pie charts, and graphs while qualitative data from the manager's semi-structured interview schedule was summarized thematically and narrated in words. The findings indicated that the main material resources available were playing fields, workshops, dormitories, building and construction tools, carpentry tools, classrooms, poultry apparatus, and teaching and learning materials. The study recommends that service providers at the centre need to help the adolescents to achieve a greater sense of independence, and personal responsibility, setting goals, making choices, and understanding their responsibilities which would enhance their self-determination. There is a need for the government to implement strict measures that would ensure that juvenile acts are monitored and youths are protected from any harm. Kenya Institute of Curriculum Development should come up with guidelines on effective ways of managing learners with behaviour disorders while they are still in the childhood stage. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115883114","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}
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