The purpose of this paper is a co-education framework for teachers and educators, parents and health professionals, through accessible educational materials principles and guidelines as good inclusion practices, based on the clinical and learning characteristics of children with disabilities. The paper shows how concepts informed actions and combines theory and practice through key points.
{"title":"INCLUSIVE PEDAGOGY AND HEALTH: A BRIEF INTERDISCIPLINARY APPROACH WITH AN EMPHASIS ON DISABILITY","authors":"V. Ioannidi, Markos Karvelas","doi":"10.46827/ejse.v8i2.4269","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4269","url":null,"abstract":"The purpose of this paper is a co-education framework for teachers and educators, parents and health professionals, through accessible educational materials principles and guidelines as good inclusion practices, based on the clinical and learning characteristics of children with disabilities. The paper shows how concepts informed actions and combines theory and practice through key points.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0939/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130058788","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 examined the attitudes and perceptions of educational counselors with respect to the inclusion of students with special needs in mainstream classrooms (mandated by the Israeli Special Education law), along with assessing their sense of self-efficacy, job satisfaction and stress.101elementary and middle school educational counselors filled out questionnaires on self-efficacy, job satisfaction, stress and mainstreaming perceptions. In addition, 11 semi-structured interviews were conducted in order to gain a deeper understanding of the ways they cope with inclusion. Significant differences were found between elementary school and middle school educational counselors in their attitudes toward inclusion, where elementary school counselors were more favorable, had a higher sense of self-efficacy and expressed more positive attitudes towards inclusion. Self-efficacy and job satisfaction were correlated. In general, educational counselors deal with a wide variety of stress factors and are aware of the difficulties inherent to social inclusion as compared to academic inclusion.
{"title":"THE ROLE OF THE EDUCATIONAL COUNSELOR IN THE INCLUSION AND INTEGRATION PROCESSES","authors":"Galia Taller-Azulay, T. Heiman, D. Olenik-Shemesh","doi":"10.46827/ejse.v8i2.4249","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4249","url":null,"abstract":"<p>The current study examined the attitudes and perceptions of educational counselors with respect to the inclusion of students with special needs in mainstream classrooms (mandated by the Israeli Special Education law), along with assessing their sense of self-efficacy, job satisfaction and stress.<strong> </strong>101<strong> </strong>elementary and middle school educational counselors filled out questionnaires on self-efficacy, job satisfaction, stress and mainstreaming perceptions. In addition, 11 semi-structured interviews were conducted in order to gain a deeper understanding of the ways they cope with inclusion. Significant differences were found between elementary school and middle school educational counselors in their attitudes toward inclusion, where elementary school counselors were more favorable, had a higher sense of self-efficacy and expressed more positive attitudes towards inclusion. Self-efficacy and job satisfaction were correlated. In general, educational counselors deal with a wide variety of stress factors and are aware of the difficulties inherent to social inclusion as compared to academic inclusion.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0939/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116895314","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}
Gunasegaran Karuppannan, Buvaneswary Balasubramaniam, Ananthi Kuppusamy, Asma Binti Ahmad
Communication in an organization such as the school is important, especially the social and working communication among teachers. When communication among the teachers is effective, there would be a collaboration between them in work, especially when implementing the school curricular and co-curricular programmes successfully. In schools where there are two educational streams; the mainstream and the Special Education Integration Programme, it is vital that effective communication is given priority. This study describes and discusses the characteristics of work and social communication between the Special Education teachers and the mainstream teachers of a local rural primary school in Selangor, Malaysia. Four teachers from each stream were selected as respondents for the study. The findings revealed that there appeared to be good teachers’ communication from both streams. These teachers have collaborated in executing their tasks and they have developed a good rapport and effective communication in other fields of work as well such as co-curricular activities and other school activities such as the Parents Teacher Association meetings and Staff developments and sports. The findings through interviews with the teacher respondents and documents showed that the teachers have practiced their social intelligence, have used their interpersonal communication skills and have adopted a social network, ‘WhatsApp’ application in their communication in school. The school administrator has played its part too in establishing effective communication between superiors and subordinates. Article visualizations:
{"title":"COMMUNICATION BETWEEN THE MAINSTREAM AND SPECIAL EDUCATION TEACHERS IN A RURAL PRIMARY SCHOOL, MALAYSIA","authors":"Gunasegaran Karuppannan, Buvaneswary Balasubramaniam, Ananthi Kuppusamy, Asma Binti Ahmad","doi":"10.46827/ejse.v8i2.4235","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4235","url":null,"abstract":"Communication in an organization such as the school is important, especially the social and working communication among teachers. When communication among the teachers is effective, there would be a collaboration between them in work, especially when implementing the school curricular and co-curricular programmes successfully. In schools where there are two educational streams; the mainstream and the Special Education Integration Programme, it is vital that effective communication is given priority. This study describes and discusses the characteristics of work and social communication between the Special Education teachers and the mainstream teachers of a local rural primary school in Selangor, Malaysia. Four teachers from each stream were selected as respondents for the study. The findings revealed that there appeared to be good teachers’ communication from both streams. These teachers have collaborated in executing their tasks and they have developed a good rapport and effective communication in other fields of work as well such as co-curricular activities and other school activities such as the Parents Teacher Association meetings and Staff developments and sports. The findings through interviews with the teacher respondents and documents showed that the teachers have practiced their social intelligence, have used their interpersonal communication skills and have adopted a social network, ‘WhatsApp’ application in their communication in school. The school administrator has played its part too in establishing effective communication between superiors and subordinates. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115366713","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}
Transition of pre-primary learners with visual impairment from integrated pre-primary to primary schools in Narok County has been low. Thus, the study assessed school dynamics influencing transition of learners with visual impairment from integrated pre-primary to primary schools in Narok County, Kenya. The study objectives were; to establish the influence of teachers’ preparedness and instructional resources on transition of learners from integrated pre-primary to primary schools in Narok County. The study was based on the Ecological Systems Theory and Transition Theory. The study employed mixed methods approach and in turn used concurrent triangulation research design. The target population consisted of 16 headteachers, 3 Educational Assessment and Resource Centre officers and 208 teachers and 160 learners with visual impairment all totalling to 387. The study adopted the Krejcie and Morgan (1970) sample size determination formula where a sample size of 266 respondents was sampled. The study used purposive and stratified sampling method to select the sample. 15 headteachers and three EARC Officers were sampled using purposive sampling. Stratified random sampling method was used to select 135 teachers while 113 learners were selected using simple random sampling. Questionnaires were used to collect data from teachers, interview guides were used to collect data from headteachers and EARC Officers while an observation checklist was used to collect data from the learners. Pilot testing of the instrument was done on 2 headteachers, one EARC officer, 12 teachers and 5 learners with visual impairment from the neighbouring Bomet County. Validity was established through expert judgement. Reliability was established using test re-test technique and reliability index, r = 0.867 was determined using Cronbach Alpha Method. Qualitative data were analysed thematically along the objectives and presented in narrative forms. Quantitative data were analysed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS Version 23) and presented using tables. The study established that teachers’ preparedness and instructional resources influence transition of learners with visual impairment from integrated pre-primary to primary schools. The study recommends that Ministry of Education should redesign the teacher training curriculum to encompass components of special needs education to equip them with skills to handle and teach learners in integrated school microsystems. Ministry of Education should also allocate more funds to schools to enable the school management to provide adequate, but suitable instructional resources for learners with visual impairment. Article visualizations:
在纳罗克县，有视觉障碍的学前学习者从综合学前到小学的过渡率很低。因此，本研究评估了学校动态对肯尼亚纳罗克县视觉障碍学习者从综合学前教育向小学过渡的影响。研究目标是;探讨教师准备和教学资源对纳罗克县学前综合教育向小学过渡的影响。该研究基于生态系统理论和过渡理论。本研究采用混合方法，并采用并行三角法研究设计。目标人群包括16名校长、3名教育评估及资源中心主任、208名教师及160名视障学生，共达387人。本研究采用Krejcie and Morgan(1970)的样本量确定公式，选取266名被调查者作为样本。本研究采用有目的分层抽样的方法选择样本。采用目的抽样法对15名校长和3名EARC官员进行抽样调查。采用分层随机抽样法选取教师135人，采用简单随机抽样法选取学习者113人。采用问卷调查的方式向教师收集数据，采用访谈指南的方式向校长和EARC官员收集数据，采用观察清单的方式向学习者收集数据。该仪器在邻近的博梅特县的2名校长、1名教育资源中心官员、12名教师和5名有视力障碍的学习者身上进行了试点测试。通过专家判断确立有效性。信度采用检验重测技术建立，信度指标采用Cronbach Alpha法确定r = 0.867。定性数据沿着目标按主题进行分析，并以叙述形式呈现。定量数据使用描述性统计进行分析，并在社会科学统计软件包(SPSS Version 23)的帮助下使用Pearson的积矩相关分析进行推理，并使用表格进行呈现。本研究证实了教师的准备和教学资源对视觉障碍学习者从学前综合教育向小学过渡的影响。研究报告建议教育部应重新设计教师培训课程，使其包括特殊需要教育的组成部分，使他们具备在综合学校微系统中处理和教导学生的技能。教育部还应向学校分配更多的资金，使学校管理层能够为视障学习者提供充足而合适的教学资源。可视化条
{"title":"INFLUENCE OF TEACHERS’ PREPAREDNESS AND INSTRUCTIONAL RESOURCES ON TRANSITION OF LEARNERS WITH VISUAL IMPAIRMENT FROM INTEGRATED PRE-PRIMARY TO PRIMARY SCHOOLS IN NAROK COUNTY, KENYA","authors":"Shinali Maryconsolata, P. Koech, C. Kimani","doi":"10.46827/ejse.v8i2.4211","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4211","url":null,"abstract":"Transition of pre-primary learners with visual impairment from integrated pre-primary to primary schools in Narok County has been low. Thus, the study assessed school dynamics influencing transition of learners with visual impairment from integrated pre-primary to primary schools in Narok County, Kenya. The study objectives were; to establish the influence of teachers’ preparedness and instructional resources on transition of learners from integrated pre-primary to primary schools in Narok County. The study was based on the Ecological Systems Theory and Transition Theory. The study employed mixed methods approach and in turn used concurrent triangulation research design. The target population consisted of 16 headteachers, 3 Educational Assessment and Resource Centre officers and 208 teachers and 160 learners with visual impairment all totalling to 387. The study adopted the Krejcie and Morgan (1970) sample size determination formula where a sample size of 266 respondents was sampled. The study used purposive and stratified sampling method to select the sample. 15 headteachers and three EARC Officers were sampled using purposive sampling. Stratified random sampling method was used to select 135 teachers while 113 learners were selected using simple random sampling. Questionnaires were used to collect data from teachers, interview guides were used to collect data from headteachers and EARC Officers while an observation checklist was used to collect data from the learners. Pilot testing of the instrument was done on 2 headteachers, one EARC officer, 12 teachers and 5 learners with visual impairment from the neighbouring Bomet County. Validity was established through expert judgement. Reliability was established using test re-test technique and reliability index, r = 0.867 was determined using Cronbach Alpha Method. Qualitative data were analysed thematically along the objectives and presented in narrative forms. Quantitative data were analysed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS Version 23) and presented using tables. The study established that teachers’ preparedness and instructional resources influence transition of learners with visual impairment from integrated pre-primary to primary schools. The study recommends that Ministry of Education should redesign the teacher training curriculum to encompass components of special needs education to equip them with skills to handle and teach learners in integrated school microsystems. Ministry of Education should also allocate more funds to schools to enable the school management to provide adequate, but suitable instructional resources for learners with visual impairment. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116849870","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}
Dans un contexte mondial où les États promeuvent, à travers la notion de l’éducation inclusive, l’intégration scolaire de tous les élèves en dépit des leurs différences, le phénomène d’abandon scolaire se pose avec acuité. Pourtant, l’éducation pour tous vise à contribuer au développement de l’être humain dans sa diversité, de ses compétences ainsi que de son épanouissement. L’objectif général de cette étude est de montrer que l’abandon scolaire des élèves handicapés dans la ville de Ngaoundéréest lié à l’environnement psychosocial. Un questionnaire et des entretiens ont été réalisés auprès d’un échantillon de 37 apprenants, dont 14 filles et 23 garçons, et auprès de 15 adultes parmi lesquels 5 encadreurs des élèves issus des associations et 10 parents d’élèves handicapés. Ces sujets ont été choisis selon une technique échantillonnage par quotas. Les données recueillis ont été analysées au plan quantitatif et qualitatif. Les résultats obtenus montrent qu’il existe un lien significatif entre l’environnement psychosocial et l’abandon scolaire des élèves handicapés. Ainsi, la connaissance et la maîtrise de nombreux facteurs de l’environnement des élèves vivant avec un handicap permettraient de prendre de meilleures décisions pour lutter contre l’abandon scolaire de ces élèves vulnérables. In a global context where States promote, through the notion of inclusive education, the school integration of all students despite their differences, the phenomenon of school dropout is acute. However, education for all aims to contribute to the development of human beings in their diversity, their skills and their fulfilment. The general objective of this study is to show that school dropout of pupils with disabilities of Ngaoundere town is linked to the psychosocial environment. A questionnaire and interviews were carried out with a sample of 37 learners, including 14 girls and 23 boys, and with 15 adults, including 5 supervisors of students from associations and 10 parents of pupils with disabilities. These subjects were chosen using a quota sampling technique. The data collected was analyzed quantitatively and qualitatively. The results obtained show that there is a significant link between the psychosocial environment and the school dropout of pupils with disabilities. Thus, knowledge and control of many factors in the environment of pupils living with a disability would allow better decisions to be made to fight against the school dropout of these vulnerable students. Article visualizations:
{"title":"ENVIRONNEMENT PSYCHOSOCIAL ET ABANDON SCOLAIRE DES ÉLÈVES HANDICAPÉS DES ÉTABLISSEMENTS D’ENSEIGNEMENT SECONDAIRE DE LA VILLE DE NGAOUNDÉRÉ, CAMEROUN / PSYCHOSOCIAL ENVIRONMENT AND SCHOOL DRO-POUT OF PUPILS WITH DISABILITIES IN SECONDARY SCHOOLS OF NGAOUNDERE TOWN, CAMEROON","authors":"Charles Tchouata Foudjio, Jobeline Nzeugang","doi":"10.46827/ejse.v8i1.4205","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4205","url":null,"abstract":"Dans un contexte mondial où les États promeuvent, à travers la notion de l’éducation inclusive, l’intégration scolaire de tous les élèves en dépit des leurs différences, le phénomène d’abandon scolaire se pose avec acuité. Pourtant, l’éducation pour tous vise à contribuer au développement de l’être humain dans sa diversité, de ses compétences ainsi que de son épanouissement. L’objectif général de cette étude est de montrer que l’abandon scolaire des élèves handicapés dans la ville de Ngaoundéréest lié à l’environnement psychosocial. Un questionnaire et des entretiens ont été réalisés auprès d’un échantillon de 37 apprenants, dont 14 filles et 23 garçons, et auprès de 15 adultes parmi lesquels 5 encadreurs des élèves issus des associations et 10 parents d’élèves handicapés. Ces sujets ont été choisis selon une technique échantillonnage par quotas. Les données recueillis ont été analysées au plan quantitatif et qualitatif. Les résultats obtenus montrent qu’il existe un lien significatif entre l’environnement psychosocial et l’abandon scolaire des élèves handicapés. Ainsi, la connaissance et la maîtrise de nombreux facteurs de l’environnement des élèves vivant avec un handicap permettraient de prendre de meilleures décisions pour lutter contre l’abandon scolaire de ces élèves vulnérables. In a global context where States promote, through the notion of inclusive education, the school integration of all students despite their differences, the phenomenon of school dropout is acute. However, education for all aims to contribute to the development of human beings in their diversity, their skills and their fulfilment. The general objective of this study is to show that school dropout of pupils with disabilities of Ngaoundere town is linked to the psychosocial environment. A questionnaire and interviews were carried out with a sample of 37 learners, including 14 girls and 23 boys, and with 15 adults, including 5 supervisors of students from associations and 10 parents of pupils with disabilities. These subjects were chosen using a quota sampling technique. The data collected was analyzed quantitatively and qualitatively. The results obtained show that there is a significant link between the psychosocial environment and the school dropout of pupils with disabilities. Thus, knowledge and control of many factors in the environment of pupils living with a disability would allow better decisions to be made to fight against the school dropout of these vulnerable students. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133997633","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}
Persons with Disabilities (PWDs) are in every community in Ghana. They are often marginalized in many spheres of life including education, families and access to public places, due to the misconceptions held about their capabilities. Even though policies and documents on the education of PWDs exist, certain considerations such as access, participation, and recognition which are fundamental, are often overlooked. This paper critically examines the nuances of the above factors by identifying some problems PWDs encounter in their quest for education. Data for this study were solicited from policy documents and fieldwork. Content analysis of policies and documents on the education of PWDs in Ghana and their experiences in Educational Institutions were discussed. Interviews and focused group discussions on the experiences of PWDs were the instruments for the study. Participants were sampled based on a simple random technique. Thirteen (13) respondents including 10 students and 3 teachers participated in the study. The study revealed that despite the various policies on the education of PWDs, they are not reflective of the situation in the schools and institutions. Some PWDs are being discriminated against and not given much recognition in their schools. Also, the environment in their institutions is not disability friendly. The paper suggests a standardized implementation plan and much advocacy on the policies for the education of PWDs. Finally, more teachers should be given the training to acquire the requisite skills needed for supporting PWDs’ education. Article visualizations:
{"title":"EDUCATING PERSONS WITH DISABILITIES: A POLICY OR REALITY? THE GHANAIAN EXPERIENCE","authors":"A. Awini, Eugenia Tawiah Adam, Alexander Gariba","doi":"10.46827/ejse.v8i1.4194","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4194","url":null,"abstract":"Persons with Disabilities (PWDs) are in every community in Ghana. They are often marginalized in many spheres of life including education, families and access to public places, due to the misconceptions held about their capabilities. Even though policies and documents on the education of PWDs exist, certain considerations such as access, participation, and recognition which are fundamental, are often overlooked. This paper critically examines the nuances of the above factors by identifying some problems PWDs encounter in their quest for education. Data for this study were solicited from policy documents and fieldwork. Content analysis of policies and documents on the education of PWDs in Ghana and their experiences in Educational Institutions were discussed. Interviews and focused group discussions on the experiences of PWDs were the instruments for the study. Participants were sampled based on a simple random technique. Thirteen (13) respondents including 10 students and 3 teachers participated in the study. The study revealed that despite the various policies on the education of PWDs, they are not reflective of the situation in the schools and institutions. Some PWDs are being discriminated against and not given much recognition in their schools. Also, the environment in their institutions is not disability friendly. The paper suggests a standardized implementation plan and much advocacy on the policies for the education of PWDs. Finally, more teachers should be given the training to acquire the requisite skills needed for supporting PWDs’ education. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128094564","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 present study explores the correlation between the special educator’s emotional literacy/ emotional intelligence and their self-efficacy regarding the empowerment and social inclusion of students with disability. The study examines a main sample of 114 special educators working in the Greek education system. The main research hypothesis is centered around the interrelationship between the two key notions while incorporating copious variables such as age, gender, education and teaching experience to thoroughly examine all aspects. The academic tools utilized within this research include the Schutte (1999) Self-Report Emotional Intelligence Test and the Teaching Students with Disabilities Efficacy Scale-TSDES (Dawson and Scott, 2013). The SPSS statistical package has been used to process the data regarding the descriptive and inductive statistical procedures that have been applied. In the end, it appears that emotional intelligence and the sense of self-efficacy of the special education teachers are inextricably linked as the increase in Emotional Intelligence also implies an increase in Self-Efficacy. In addition, with regard to the relations among the variables, it is noted that education is directly related to the level of Emotional Intelligence as PhD holders performed higher than holders of a Master's or Bachelor’s degree. With regard to the participants’ years of Experience, participants with 6-10 years of service had statistically significant superiority over other groups in terms of Emotional Intelligence. Overall, no statistically significant differences between the genders were found with the exception of the Professionalism and Instruction indicators in Self-Efficacy. Article visualizations:
本研究旨在探讨特殊教育者的情绪素养/情绪智力与其在残疾学生赋权和社会包容方面的自我效能感之间的相关关系。这项研究调查了在希腊教育系统工作的114名特殊教育工作者的主要样本。主要的研究假设是围绕这两个关键概念之间的相互关系，同时结合年龄、性别、教育和教学经验等丰富的变量，全面考察各个方面。本研究使用的学术工具包括Schutte(1999)自我报告情绪智力测试和教学残疾学生效能量表(tsdes) (Dawson and Scott, 2013)。SPSS统计软件包已用于处理有关已应用的描述性和归纳统计程序的数据。综上所述，特殊教育教师的情商与自我效能感有着密不可分的联系，因为情商的提高也意味着自我效能感的提高。此外，关于变量之间的关系，值得注意的是，教育与情绪智力水平直接相关，博士学位高于硕士或学士学位。就被试的工作年限而言，6-10年的被试在情绪智力方面具有统计学上显著的优势。总体而言，除了专业和指导两项自我效能感指标外，性别间无显著差异。可视化条
{"title":"THE ROLE OF SPECIAL EDUCATORS’ EMOTIONAL INTELLIGENCE IN SELF-EFFICACY AND SOCIAL INCLUSION OF STUDENTS WITH DISABILITY","authors":"Konstantina Katsora, S. Kaprinis, A. Strigas","doi":"10.46827/ejse.v8i1.4157","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4157","url":null,"abstract":"The present study explores the correlation between the special educator’s emotional literacy/ emotional intelligence and their self-efficacy regarding the empowerment and social inclusion of students with disability. The study examines a main sample of 114 special educators working in the Greek education system. The main research hypothesis is centered around the interrelationship between the two key notions while incorporating copious variables such as age, gender, education and teaching experience to thoroughly examine all aspects. The academic tools utilized within this research include the Schutte (1999) Self-Report Emotional Intelligence Test and the Teaching Students with Disabilities Efficacy Scale-TSDES (Dawson and Scott, 2013). The SPSS statistical package has been used to process the data regarding the descriptive and inductive statistical procedures that have been applied. In the end, it appears that emotional intelligence and the sense of self-efficacy of the special education teachers are inextricably linked as the increase in Emotional Intelligence also implies an increase in Self-Efficacy. In addition, with regard to the relations among the variables, it is noted that education is directly related to the level of Emotional Intelligence as PhD holders performed higher than holders of a Master's or Bachelor’s degree. With regard to the participants’ years of Experience, participants with 6-10 years of service had statistically significant superiority over other groups in terms of Emotional Intelligence. Overall, no statistically significant differences between the genders were found with the exception of the Professionalism and Instruction indicators in Self-Efficacy. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128691132","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 aimed to determine the experiences of pre-service teachers in teaching students with special needs during the practicum. To achieve this goal, the study was designed as descriptive research within the framework of the qualitative research paradigm. The participants were 11 pre-service teachers who had students with special needs during their practicum process. Pre-service teachers were studying in different departments of the faculty of education. The students with special needs were in different disability groups such as visual impairment, physical disability, and autism spectrum disorders. To identify pre-service teachers’ experiences in teaching students with special needs, semi-structured interviews were conducted in the fall semester of the 2021-2022 academic year. The data were analyzed through content analysis. Based on the findings, it can be stated that pre-service teachers needed to be supported regarding individuals with special needs and how to teach these individuals. Besides, although some of the pre-service teachers were supported by mentors, others were not.
{"title":"REHABILITATION OF PERSONS WITH HEARING IMPAIRMENT IN OBIO/AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE, NIGERIA: IMPLICATION FOR SPECIAL NEEDS COUNSELLING","authors":"N. Ubani, Ngozi Okiridu, Ferdinand Favour Iroegbu","doi":"10.46827/ejse.v8i1.4150","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4150","url":null,"abstract":"This study aimed to determine the experiences of pre-service teachers in teaching students with special needs during the practicum. To achieve this goal, the study was designed as descriptive research within the framework of the qualitative research paradigm. The participants were 11 pre-service teachers who had students with special needs during their practicum process. Pre-service teachers were studying in different departments of the faculty of education. The students with special needs were in different disability groups such as visual impairment, physical disability, and autism spectrum disorders. To identify pre-service teachers’ experiences in teaching students with special needs, semi-structured interviews were conducted in the fall semester of the 2021-2022 academic year. The data were analyzed through content analysis. Based on the findings, it can be stated that pre-service teachers needed to be supported regarding individuals with special needs and how to teach these individuals. Besides, although some of the pre-service teachers were supported by mentors, others were not.","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126218446","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 aimed to determine the experiences of pre-service teachers in teaching students with special needs during the practicum. To achieve this goal, the study was designed as descriptive research within the framework of the qualitative research paradigm. The participants were 11 pre-service teachers who had students with special needs during their practicum process. Pre-service teachers were studying in different departments of the faculty of education. The students with special needs were in different disability groups such as visual impairment, physical disability, and autism spectrum disorders. To identify pre-service teachers’ experiences in teaching students with special needs, semi-structured interviews were conducted in the fall semester of the 2021-2022 academic year. The data were analyzed through content analysis. Based on the findings, it can be stated that pre-service teachers needed to be supported regarding individuals with special needs and how to teach these individuals. Besides, although some of the pre-service teachers were supported by mentors, others were not. Article visualizations:
{"title":"INVESTIGATING THE EXPERIENCES OF PRE-SERVICE TEACHERS IN TEACHING STUDENTS WITH SPECIAL NEEDS","authors":"Caner Kasap, Hamdi Gönüldaş","doi":"10.46827/ejse.v8i1.4132","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4132","url":null,"abstract":"This study aimed to determine the experiences of pre-service teachers in teaching students with special needs during the practicum. To achieve this goal, the study was designed as descriptive research within the framework of the qualitative research paradigm. The participants were 11 pre-service teachers who had students with special needs during their practicum process. Pre-service teachers were studying in different departments of the faculty of education. The students with special needs were in different disability groups such as visual impairment, physical disability, and autism spectrum disorders. To identify pre-service teachers’ experiences in teaching students with special needs, semi-structured interviews were conducted in the fall semester of the 2021-2022 academic year. The data were analyzed through content analysis. Based on the findings, it can be stated that pre-service teachers needed to be supported regarding individuals with special needs and how to teach these individuals. Besides, although some of the pre-service teachers were supported by mentors, others were not. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124927800","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}
T. Suraweera, Samanthi Bandara, C. Wickramarachchi, Navodya Dewage, Tharushi Gunawardana, Nilupuli Nanayakkara, Erandi Yapa, S. Thelijjagoda, Ruwan Jayathilaka
Ensuring universal access to education is an effective and sustainable means of empowering people with visual impairment and blindness. Literature confirms that blindness of a person is not a barrier for learning, yet past research brings about a range of diverse obstacles for productive engagement in education due to universities being designed for the sighted persons. Given that the persons with impairment are looked after comparatively better in the western world than in the developing nations for realising their challenging academic goals. Purpose of this paper is to present the findings of a comprehensive study on the academic work of persons with visual impairment and blindness in the tertiary sector. This population included recent undergraduates and those who have completed a university degree. The two distinct outcomes presented are; (first phase) the critical factors influencing the academic performance of persons with visually impairment and blindness and, (second phase) an explanatory model that characterizes the construct ‘the academic performance’. Using a semi-structured questionnaire, purposely selected eleven key informant interviews were utilized for the first phase for the qualitative investigation. Thematic analysis was used as the main method of data analysis. The Second phase employed a sample survey. Fifty respondents who had studied in universities during the 5-year period from 2015-2020 were selected through snow-ball sampling. Exploratory factor analysis was used as the main data analysis technique. The key findings of phase one revealed that external support, physical environment, motivation to learn, instructional strategies, ICT and English literacy are major contributory factors to academic performance. The second phase of the quantitative analysis derived five composite factors. Of these, the factor labeled “Motivating influences” appears to be mostly contributing to the academic performance of persons with visual impairment and blindness. While education is a lifelong endeavor of a person, these findings can contribute to make a substantial change in the quality of life of this community in the long run. Article visualizations:
{"title":"ACADEMIC SUCCESS OF PERSONS WITH VISUAL IMPAIRMENT AND BLINDNESS IN THE TERTIARY SECTOR: EXPLANATORY MODEL","authors":"T. Suraweera, Samanthi Bandara, C. Wickramarachchi, Navodya Dewage, Tharushi Gunawardana, Nilupuli Nanayakkara, Erandi Yapa, S. Thelijjagoda, Ruwan Jayathilaka","doi":"10.46827/ejse.v8i1.4118","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4118","url":null,"abstract":"Ensuring universal access to education is an effective and sustainable means of empowering people with visual impairment and blindness. Literature confirms that blindness of a person is not a barrier for learning, yet past research brings about a range of diverse obstacles for productive engagement in education due to universities being designed for the sighted persons. Given that the persons with impairment are looked after comparatively better in the western world than in the developing nations for realising their challenging academic goals. Purpose of this paper is to present the findings of a comprehensive study on the academic work of persons with visual impairment and blindness in the tertiary sector. This population included recent undergraduates and those who have completed a university degree. The two distinct outcomes presented are; (first phase) the critical factors influencing the academic performance of persons with visually impairment and blindness and, (second phase) an explanatory model that characterizes the construct ‘the academic performance’. Using a semi-structured questionnaire, purposely selected eleven key informant interviews were utilized for the first phase for the qualitative investigation. Thematic analysis was used as the main method of data analysis. The Second phase employed a sample survey. Fifty respondents who had studied in universities during the 5-year period from 2015-2020 were selected through snow-ball sampling. Exploratory factor analysis was used as the main data analysis technique. The key findings of phase one revealed that external support, physical environment, motivation to learn, instructional strategies, ICT and English literacy are major contributory factors to academic performance. The second phase of the quantitative analysis derived five composite factors. Of these, the factor labeled “Motivating influences” appears to be mostly contributing to the academic performance of persons with visual impairment and blindness. While education is a lifelong endeavor of a person, these findings can contribute to make a substantial change in the quality of life of this community in the long run. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131593562","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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