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:
本研究旨在调查残疾儿童家长对其子女接受普通教育的态度。此外，调查了某些人口统计学特征对参与者态度的影响。居住在希腊西部的125名正在接受小学教育的残疾儿童的父母参与了这项研究。研究数据的收集使用问卷“对包容的态度/主流化量表”(Leyser & Kirk, 2004-翻译由Kokaridas et al.， 2008)。数据的统计分析使用SPSS统计软件包，版本26.0。父母态度、性别与父母受教育程度之间存在显著的相关关系。从研究结果来看，参与者对包容的积极态度高于平均水平，残疾儿童的母亲对包容的态度比父亲更积极。此外，受教育程度越高的与会者对接纳其残疾子女持更积极的态度。本研究的结果可望对全纳教育概念的有效实施和实现有所贡献。可视化条
{"title":"ATTITUDES OF PARENTS OF CHILDREN WITH DISABILITIES TOWARDS INCLUSION","authors":"Christopoulou Foteini, Sarris Dimitrios, Papadimitropoulou Panagoula, Penelope Vlotinou","doi":"10.46827/ejse.v9i2.4749","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4749","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129925782","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}
Visual impairment has a negative impact on the learner’s ability to learn. In Kenya learners with visual impairment experience problems interacting with the learning environment just like other learners with other forms of impairment. The purpose of the study was to investigate the influence of the Attitude of Teachers on Academic Performance of Visually Impaired Learners in Primary Schools of Rongo Sub-County, Migori County, Kenya. The study was based on Bandura’s (1968) Social Cognitive Theory of learning which outlines the process of learning as a result of the surrounding environment. The study employed a descriptive survey design. The study population included 29 headteachers of public primary schools with the integrated program, 40 Special Needs Education (SNE) Teachers and 5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 headteachers, 40SNEteachers and 5 CSOs. Reliability of research instruments was done through piloting on 4 SNE teachers, 3 headteachers and 1 CSO in UririSub-County. Using the test-retest technique, a reliability index of 0.79 and 0.81 was attained for teachers’ and headteachers’ questionnaires respectively. The reliability test for the interview schedule was carried out by parallel-form reliability. The content validity of instruments was established by presenting the instruments to an expert for confirmation. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi-square. Qualitative data was analyzed based on emerging themes generated from the study objective. Data were analyzed using the Statistical Package of Social Sciences (SPSS) version 22. Frequency and percentage tables were used to present collected data. The study established that there was a significant relationship between teachers’ attitude and teaching learning materials and academic performance at p <0.05. Therefore the null hypothesis was rejected and it was concluded that teachers’ attitude affect academic performance in Integrated Primary Schools in Rongo Sub-County. From the study it was recommended that teachers handling visually impaired learners should work on their attitude to improve the performance of visually impaired learners; teaching and learning materials that are relevant and appropriate should be made available to visually impaired learners in order to aid their academic performance. Research findings will assist in identifying appropriate teaching methods, teacher training, and a conducive working environment to boost teacher morale and adequate teaching and learning resources. Article visualizations:
{"title":"INFLUENCE OF THE ATTITUDE OF TEACHERS ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN PRIMARY SCHOOLS OF RONGO SUB-COUNTY, KENYA","authors":"Riwa Norah Anyango, L. M. Okello","doi":"10.46827/ejse.v9i2.4736","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4736","url":null,"abstract":"Visual impairment has a negative impact on the learner’s ability to learn. In Kenya learners with visual impairment experience problems interacting with the learning environment just like other learners with other forms of impairment. The purpose of the study was to investigate the influence of the Attitude of Teachers on Academic Performance of Visually Impaired Learners in Primary Schools of Rongo Sub-County, Migori County, Kenya. The study was based on Bandura’s (1968) Social Cognitive Theory of learning which outlines the process of learning as a result of the surrounding environment. The study employed a descriptive survey design. The study population included 29 headteachers of public primary schools with the integrated program, 40 Special Needs Education (SNE) Teachers and 5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 headteachers, 40SNEteachers and 5 CSOs. Reliability of research instruments was done through piloting on 4 SNE teachers, 3 headteachers and 1 CSO in UririSub-County. Using the test-retest technique, a reliability index of 0.79 and 0.81 was attained for teachers’ and headteachers’ questionnaires respectively. The reliability test for the interview schedule was carried out by parallel-form reliability. The content validity of instruments was established by presenting the instruments to an expert for confirmation. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi-square. Qualitative data was analyzed based on emerging themes generated from the study objective. Data were analyzed using the Statistical Package of Social Sciences (SPSS) version 22. Frequency and percentage tables were used to present collected data. The study established that there was a significant relationship between teachers’ attitude and teaching learning materials and academic performance at p <0.05. Therefore the null hypothesis was rejected and it was concluded that teachers’ attitude affect academic performance in Integrated Primary Schools in Rongo Sub-County. From the study it was recommended that teachers handling visually impaired learners should work on their attitude to improve the performance of visually impaired learners; teaching and learning materials that are relevant and appropriate should be made available to visually impaired learners in order to aid their academic performance. Research findings will assist in identifying appropriate teaching methods, teacher training, and a conducive working environment to boost teacher morale and adequate teaching and learning resources. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125760925","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 examined self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary students in Delta North Senatorial District of Delta State. Six research questions and six hypotheses guided the study. The study adopted a correlational research design. The population of the study comprised all public Senior Secondary School Three (SSS 3) students in Delta North Senatorial District. The sample of the study comprised 1,647 senior secondary school students in Delta North Senatorial District. A multistage sampling procedure was used. A questionnaire and students’ English Language questions were used for data collection in this study. The face validity of the questionnaire was examined through experts’ judgment while factor analysis was used to estimate its content and construct validities. The reliability was tested by using Cronbach’s alpha for estimating the internal consistency of the instrument. This yielded a reliability index of 0.61 for Self-Esteem Rating Scale; 0.70 for Peer Pressure Rating Scale; and 0.71 for Examination Anxiety Rating Scale. The data obtained were analysed with Pearson’s coefficient of determination and regression statistics at a 0.05 level of significance. The findings of the study revealed that there is a significant relationship between self-esteem and academic performance; between peer pressure and academic performance; between examination anxiety and academic performance; and among self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study, however, found that there is no significant moderating impact of sex and school location on the relationship between self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study recommended that Guidance counsellors should implement the psychoeducational program in schools to provide a chance for students to express themselves and develop their self-esteem and self-confidence. Article visualizations:
{"title":"SELF–ESTEEM, PEER PRESSURE, EXAMINATION ANXIETY AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN DELTA NORTH SENATORIAL DISTRICT, NIGERIA","authors":"P. Mordi, A. Onoyase","doi":"10.46827/ejse.v9i1.4733","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4733","url":null,"abstract":"This study examined self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary students in Delta North Senatorial District of Delta State. Six research questions and six hypotheses guided the study. The study adopted a correlational research design. The population of the study comprised all public Senior Secondary School Three (SSS 3) students in Delta North Senatorial District. The sample of the study comprised 1,647 senior secondary school students in Delta North Senatorial District. A multistage sampling procedure was used. A questionnaire and students’ English Language questions were used for data collection in this study. The face validity of the questionnaire was examined through experts’ judgment while factor analysis was used to estimate its content and construct validities. The reliability was tested by using Cronbach’s alpha for estimating the internal consistency of the instrument. This yielded a reliability index of 0.61 for Self-Esteem Rating Scale; 0.70 for Peer Pressure Rating Scale; and 0.71 for Examination Anxiety Rating Scale. The data obtained were analysed with Pearson’s coefficient of determination and regression statistics at a 0.05 level of significance. The findings of the study revealed that there is a significant relationship between self-esteem and academic performance; between peer pressure and academic performance; between examination anxiety and academic performance; and among self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study, however, found that there is no significant moderating impact of sex and school location on the relationship between self-esteem, peer pressure, examination anxiety and the academic performance of senior secondary school students. The study recommended that Guidance counsellors should implement the psychoeducational program in schools to provide a chance for students to express themselves and develop their self-esteem and self-confidence. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128450861","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 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:
{"title":"EFFECTIVENESS OF INTERNATIONAL GRADUATE PROGRAM OF BULACAN STATE UNIVERSITY: BASIS FOR PROGRAM ENHANCEMENT","authors":"Florentino G. Pineda, Jr.","doi":"10.46827/ejse.v9i1.4727","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4727","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131998540","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}
Katherine Arabis-Quijote, S. Mahinay, Laiza Mae R. Silvano, Kesha Nuet S. Anito, Ralf L. Flauta
Central to this study is the lived experiences of parents of children with physical disability. This study was conducted at Barangay Poblacion 8, Midsayap, Cotabato. It included as participants purposively chosen parents of children with physical disability. Their ages ranged from 31 to 53 years old, and were all mothers. The physical disabilities of their children were either musculoskeletal (orthopaedic) or visual. This study made use of the phenomenological research design. Findings bared that despite the apparent conditions of their children, the participants joyfully and with gratitude accepted their children as blessings from God. They spent bonding moments with them, and at times appreciative of their learning of new things, and were busy taking good care of the total well-being of their children. They were aware of their children’s limitations, but they do not consider them as different. Nevertheless, they sought acceptance, respect, and understanding from others. The participants were concerned about the health issues of their children, anxious about the mistreatment they received from others, and pondered on their possible rejection in the future. The participants stood by their children and draw strength from God. They look at the bright side of life and hope that their children finish studying. The participants as mothers were longing for help for their children’s sake. Article visualizations:
{"title":"LIFE JOURNEY WITH SOMEBODY SPECIAL: THE HIGHS AND LOWS OF PARENTS OF CHILDREN WITH DISABILITY","authors":"Katherine Arabis-Quijote, S. Mahinay, Laiza Mae R. Silvano, Kesha Nuet S. Anito, Ralf L. Flauta","doi":"10.46827/ejse.v9i1.4720","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4720","url":null,"abstract":"Central to this study is the lived experiences of parents of children with physical disability. This study was conducted at Barangay Poblacion 8, Midsayap, Cotabato. It included as participants purposively chosen parents of children with physical disability. Their ages ranged from 31 to 53 years old, and were all mothers. The physical disabilities of their children were either musculoskeletal (orthopaedic) or visual. This study made use of the phenomenological research design. Findings bared that despite the apparent conditions of their children, the participants joyfully and with gratitude accepted their children as blessings from God. They spent bonding moments with them, and at times appreciative of their learning of new things, and were busy taking good care of the total well-being of their children. They were aware of their children’s limitations, but they do not consider them as different. Nevertheless, they sought acceptance, respect, and understanding from others. The participants were concerned about the health issues of their children, anxious about the mistreatment they received from others, and pondered on their possible rejection in the future. The participants stood by their children and draw strength from God. They look at the bright side of life and hope that their children finish studying. The participants as mothers were longing for help for their children’s sake. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121937889","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}
Students with and without autism spectrum disorders (ASD) receive support and general and special education services in the classrooms of theoretical and laboratory courses at universities. The present study aimed to refer to the training of cognitive skills with students supported by Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). In the hypotheses of the present, the content of the metacognitive skills in relation to assessing the degree of difficulty in understanding the course and whether it affects the individual method of study was investigated. Furthermore, the positive perceptions of peers were examined that are reflected in positive emotional thinks. They formed into experiential interactions through the individual and small group works of students with and without Autism Spectrum Disorders [ASD]. [N=100] students from the Agricultural University of Athens [AUA] participated in group workshops on memory techniques in the academic year 2021-2022. They were grouped into (N = 20 students) who were diagnosed with ASD and (N = 80) without ASD. According to the content of the pedagogical tool TISIPfSEN has examined the academic achievements, psychosocial disability and aggressive behaviours were discussed in individual Special Education sessions. The results showed no significant differences between the two groups in metacognitive skills in metaperceptual behaviours, with the exception of metacognitive skills in the individual study method they are using in the courses and their academic success scores in them. All the students improved with the individual interventions of SET. The results are discussed in light of current approaches to supporting students with ASD in universities. Article visualizations:
{"title":"METACOGNITIVE SKILLS IN UNIVERSITY STUDENTS WITH AND WITHOUT AUTISM SPECTRUM DISORDERS","authors":"Maria Drossinou-Korea","doi":"10.46827/ejse.v9i1.4705","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4705","url":null,"abstract":"Students with and without autism spectrum disorders (ASD) receive support and general and special education services in the classrooms of theoretical and laboratory courses at universities. The present study aimed to refer to the training of cognitive skills with students supported by Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). In the hypotheses of the present, the content of the metacognitive skills in relation to assessing the degree of difficulty in understanding the course and whether it affects the individual method of study was investigated. Furthermore, the positive perceptions of peers were examined that are reflected in positive emotional thinks. They formed into experiential interactions through the individual and small group works of students with and without Autism Spectrum Disorders [ASD]. [N=100] students from the Agricultural University of Athens [AUA] participated in group workshops on memory techniques in the academic year 2021-2022. They were grouped into (N = 20 students) who were diagnosed with ASD and (N = 80) without ASD. According to the content of the pedagogical tool TISIPfSEN has examined the academic achievements, psychosocial disability and aggressive behaviours were discussed in individual Special Education sessions. The results showed no significant differences between the two groups in metacognitive skills in metaperceptual behaviours, with the exception of metacognitive skills in the individual study method they are using in the courses and their academic success scores in them. All the students improved with the individual interventions of SET. The results are discussed in light of current approaches to supporting students with ASD in universities. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116140279","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 aim of the research is to create an intervention program that will combine the use of alternative and adapted methods of information collection to establish the communicative and cognitive profile of a deaf-blind student. The student who participated in this particular case study is a 11 years old girl who attends a special school in Greece. The results of the research were encouraging and highlighted the importance of creating similar programs in Greece for deaf-blind students. More specifically, they showed that the student can now orient herself spatially and temporally in relation to her daily educational program at school and, moreover, she had now built a better image of the body parts and their function.
{"title":"CASE STUDY: A PSYCHOEDUCATIONAL INTERVENTION PROGRAM IN CHILDREN WITH DEAFBLINDNESS","authors":"Charmpatsis Christos, Sarris Dimitrios, Zaragas Harilaos, Papadimitropoulou Panagoula","doi":"10.46827/ejse.v9i1.4704","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4704","url":null,"abstract":"The aim of the research is to create an intervention program that will combine the use of alternative and adapted methods of information collection to establish the communicative and cognitive profile of a deaf-blind student. The student who participated in this particular case study is a 11 years old girl who attends a special school in Greece. The results of the research were encouraging and highlighted the importance of creating similar programs in Greece for deaf-blind students. More specifically, they showed that the student can now orient herself spatially and temporally in relation to her daily educational program at school and, moreover, she had now built a better image of the body parts and their function.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0026/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"97 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131771340","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}
Mariana Galvão Sene Batista Capucho, Cássio Castilho Oliveira De Faria, F. J. O. de Paula, Eduardo Ferro Dos Santos, Estaner Claro Romão
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:
{"title":"MINUTO TRIGONOMÉTRICO: A LUDICIDADE COMO FERRAMENTA PARA O ENSINO DE TRIGONOMETRIA / TRIGONOMETRIC MINUTE: PLAYFULNESS AS A TOOL FOR TEACHING TRIGONOMETRY","authors":"Mariana Galvão Sene Batista Capucho, Cássio Castilho Oliveira De Faria, F. J. O. de Paula, Eduardo Ferro Dos Santos, Estaner Claro Romão","doi":"10.46827/ejse.v9i1.4692","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4692","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115234170","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 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:
{"title":"THE IMPACT OF NEGOTIATED LESSON PLAN ON INTERMEDIATE EFL LEARNERS’ VOCABULARY KNOWLEDGE","authors":"Mona Porkand, Majid Pourmohammadi","doi":"10.46827/ejse.v9i1.4678","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4678","url":null,"abstract":"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:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123698022","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}
Humphrey Chinyemba Kandimba, J. Mandyata, Magdalene Simalalo
In recent years, curriculum adaptation in education has received consideration attention, as reflected in the viewpoints and guidelines in policies and practice in education. It is believed to have the potential of providing opportunities to learners to access quality education. Curriculum adaptation itself, involves differentiation in learning content and instructions, aimed at aiding learners learning. The study explored teachers’ understanding of curriculum adaptation involving learners with moderate intellectual disabilities in Zambian primary schools. An interpretive phenomenological design supported by qualitative approaches was used. The sample size involved 15 special education teachers. An expert purposive sampling technique was used in to select participants. Data was collected using an in-depth interview guide. Qualitative data were analyzed thematically. The study revealed mixed views on teachers’ knowledge on curriculum adaptation. While some teachers limited understanding to just modifying content, others saw adaptation beyond adapting subject content. They believed adaptation to include; adjusting instructional strategies, learning resources, and learning environment as well as collaboration with other stakeholders such as parents and relevant professionals to make learners learn. The study also, revealed that although some teachers did not quite comprehend it, those who did so, showed understanding through the ability to: modify instructional strategies; adjust learning materials; simplify learning content and adjusted the learning environment and provision of extra time for learning and assessment time learners learn. Teachers’ understanding, however, was punctuated by several gaps: ill-preparedness of teachers, long periods of class preparation, limited base resources for adaptation and unwillingness of stakeholders to participate. The study recommends, upgrading teachers’ understanding and skills on curriculum adaptation practices through in-house training. Article visualizations:
{"title":"TEACHERS’ UNDERSTANDING OF CURRICULUM ADAPTATION FOR LEARNERS WITH MODERATE INTELLECTUAL DISABILITY IN ZAMBIA","authors":"Humphrey Chinyemba Kandimba, J. Mandyata, Magdalene Simalalo","doi":"10.46827/ejse.v9i1.4653","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4653","url":null,"abstract":"In recent years, curriculum adaptation in education has received consideration attention, as reflected in the viewpoints and guidelines in policies and practice in education. It is believed to have the potential of providing opportunities to learners to access quality education. Curriculum adaptation itself, involves differentiation in learning content and instructions, aimed at aiding learners learning. The study explored teachers’ understanding of curriculum adaptation involving learners with moderate intellectual disabilities in Zambian primary schools. An interpretive phenomenological design supported by qualitative approaches was used. The sample size involved 15 special education teachers. An expert purposive sampling technique was used in to select participants. Data was collected using an in-depth interview guide. Qualitative data were analyzed thematically. The study revealed mixed views on teachers’ knowledge on curriculum adaptation. While some teachers limited understanding to just modifying content, others saw adaptation beyond adapting subject content. They believed adaptation to include; adjusting instructional strategies, learning resources, and learning environment as well as collaboration with other stakeholders such as parents and relevant professionals to make learners learn. The study also, revealed that although some teachers did not quite comprehend it, those who did so, showed understanding through the ability to: modify instructional strategies; adjust learning materials; simplify learning content and adjusted the learning environment and provision of extra time for learning and assessment time learners learn. Teachers’ understanding, however, was punctuated by several gaps: ill-preparedness of teachers, long periods of class preparation, limited base resources for adaptation and unwillingness of stakeholders to participate. The study recommends, upgrading teachers’ understanding and skills on curriculum adaptation practices through in-house training. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131422825","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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