The aim of this study is to examine the general life satisfaction levels of university students in terms of age, gender, perceived level of welfare and the state of doing physical activity. The study was conducted on 159 students studying at Ondokuz Mayıs University Faculty of Sports Sciences. The data were obtained by using Adult Life Satisfaction Scale and Personal Information Form. T test, Kruskal Wallis Test and One Way Anova were used in the analysis of data. According to the results of the study, it was found that life satisfaction levels were higher in women, in students who exercised regularly and in those who had higher level of income, while it did not differ in terms of the variable of age.
{"title":"ANALYSIS OF LIFE SATISFACTION OF STUDENTS STUDYING AT THE FACULTY OF SPORTS SCIENCES ACCORDING TO DIFFERENT VARIABLES","authors":"Levent Bayram, Deniz Özge Yüceloğlu Keskin","doi":"10.46827/ejse.v7i2.4107","DOIUrl":"https://doi.org/10.46827/ejse.v7i2.4107","url":null,"abstract":"The aim of this study is to examine the general life satisfaction levels of university students in terms of age, gender, perceived level of welfare and the state of doing physical activity. The study was conducted on 159 students studying at Ondokuz Mayıs University Faculty of Sports Sciences. The data were obtained by using Adult Life Satisfaction Scale and Personal Information Form. T test, Kruskal Wallis Test and One Way Anova were used in the analysis of data. According to the results of the study, it was found that life satisfaction levels were higher in women, in students who exercised regularly and in those who had higher level of income, while it did not differ in terms of the variable of age.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0993/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124303664","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}
Considering the potential of special talented students, the importance of training them is increasing day by day. The perspectives of special talented students and their teachers regarding the concept of special talented are also effective in revealing students' potential. The aim of this study is to determine the opinions of the teachers and students in the Science and Art Center about the concept of special talented. The study was carried out with 20 teachers and 55 students in Science and Art Centers in Turkey in the 2019-2020 academic year. Case study, one of the qualitative research designs, was used. Participants were determined using accessible case sampling. A semi-structured interview form prepared by the researchers was used as a data collection tool. Descriptive analysis was used to analyze the data obtained as a result of the interviews. It has been tried to reflect the positive and negative aspects of special talented students from the perspective of teachers and students. As a result of this study, it has been determined that teachers and students in the Science and Art Center perceive the concept of special talented students as individuals who offer creative solutions to problems and who have a quick grasp. In addition, both students and teachers think that receiving education at Science and Art Centers makes positive contributions to students. Finally, different types of suggestions are made in order to increase the positive sides and eliminate the negative sides of special talented students. Article visualizations:
{"title":"THE OPINIONS OF TEACHERS AND STUDENTS IN THE SCIENCE AND ART CENTER REGARDING THE CONCEPT OF SPECIAL TALENTED","authors":"Cavide Demirci, Sedef Çelik, Sündüz Özer","doi":"10.46827/ejse.v8i1.4099","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4099","url":null,"abstract":"Considering the potential of special talented students, the importance of training them is increasing day by day. The perspectives of special talented students and their teachers regarding the concept of special talented are also effective in revealing students' potential. The aim of this study is to determine the opinions of the teachers and students in the Science and Art Center about the concept of special talented. The study was carried out with 20 teachers and 55 students in Science and Art Centers in Turkey in the 2019-2020 academic year. Case study, one of the qualitative research designs, was used. Participants were determined using accessible case sampling. A semi-structured interview form prepared by the researchers was used as a data collection tool. Descriptive analysis was used to analyze the data obtained as a result of the interviews. It has been tried to reflect the positive and negative aspects of special talented students from the perspective of teachers and students. As a result of this study, it has been determined that teachers and students in the Science and Art Center perceive the concept of special talented students as individuals who offer creative solutions to problems and who have a quick grasp. In addition, both students and teachers think that receiving education at Science and Art Centers makes positive contributions to students. Finally, different types of suggestions are made in order to increase the positive sides and eliminate the negative sides of special talented students. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115843871","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}
Stergiani Giaouri, Spyridoula Karipi, A. Alevriadou, Marianna Hatzopoulou, V. Kourbetis
Although deaf role model projects have existed for some time and their benefits and outcomes for deaf children/young people and their parents have been recorded, almost no attention has been paid to the experiences of the deaf people who take on these roles. Additionally, the experiences of being a deaf role model have been little explored in the literature. This paper explores available literature on role models for supporting families of deaf children and hearing practitioners. Most deaf people (about 95%), all over the world, have hearing parents and do not meet deaf adults and sign language before the age that formal primary education starts. The majority of hearing parents do not come in touch with deafness even after their child is diagnosed of being deaf. But it’s really crucial for families to have resources that allow them to help their child develop language and have full interaction with their family. Additionally, deaf role models can play a vital role in the development of deaf children’s knowledge, skills, and perceptions. Further work would be also required to understand the longer-term benefits and further developments that deaf role models may wish to initiate. Article visualizations:
{"title":"DEAF ADULTS AS ROLE MODELS FOR THE HEARING WORLD: A LITERATURE REVIEW","authors":"Stergiani Giaouri, Spyridoula Karipi, A. Alevriadou, Marianna Hatzopoulou, V. Kourbetis","doi":"10.46827/ejse.v8i1.4092","DOIUrl":"https://doi.org/10.46827/ejse.v8i1.4092","url":null,"abstract":"Although deaf role model projects have existed for some time and their benefits and outcomes for deaf children/young people and their parents have been recorded, almost no attention has been paid to the experiences of the deaf people who take on these roles. Additionally, the experiences of being a deaf role model have been little explored in the literature. This paper explores available literature on role models for supporting families of deaf children and hearing practitioners. Most deaf people (about 95%), all over the world, have hearing parents and do not meet deaf adults and sign language before the age that formal primary education starts. The majority of hearing parents do not come in touch with deafness even after their child is diagnosed of being deaf. But it’s really crucial for families to have resources that allow them to help their child develop language and have full interaction with their family. Additionally, deaf role models can play a vital role in the development of deaf children’s knowledge, skills, and perceptions. Further work would be also required to understand the longer-term benefits and further developments that deaf role models may wish to initiate. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127493474","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}
Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. Article visualizations:
{"title":"ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY","authors":"Christina Σ. Lappa, Constantinos Ν. Mantzikos","doi":"10.46827/ejse.v7i4.4078","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.4078","url":null,"abstract":"Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133413547","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}
Janine Joy L. Tenerife, Emerson D. Peteros, Susana D. Manreal, Lilibeth C. Pinili, J. Vera, Jesilyn D. Peconcillo, Lindley S. Saladaga
This research assessed the social interaction and the academic performance of the deaf and hard of hearing students in a school for the deaf in Cebu City, Philippines. There were 49 respondents who were assessed in terms of their social interaction and academic performance. A survey questionnaire was used to assess the level of their social interaction and their grades were used to measure their academic performance. Data gathered were treated statistically using descriptive and inferential statistics. Results showed that the respondents had an average age of 19.5 years old that are deaf with 3 to 4 siblings. The respondents had high social interaction with their teachers and peers but had moderate social interaction with their family members and very low social interaction with the hearing students. They perform satisfactorily in school. There were significant relationships between their interaction with their family members and the hearing students. Thus, school administrators are encouraged to design programs that would improve the social interactions of the deaf and hard of hearing students within the school community and at home. Article visualizations:
{"title":"SOCIAL INTERACTION AND ACADEMIC PERFORMANCE OF DEAF AND HARD OF HEARING STUDENTS IN CEBU CITY, PHILIPPINES","authors":"Janine Joy L. Tenerife, Emerson D. Peteros, Susana D. Manreal, Lilibeth C. Pinili, J. Vera, Jesilyn D. Peconcillo, Lindley S. Saladaga","doi":"10.46827/ejse.v7i4.4058","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.4058","url":null,"abstract":"This research assessed the social interaction and the academic performance of the deaf and hard of hearing students in a school for the deaf in Cebu City, Philippines. There were 49 respondents who were assessed in terms of their social interaction and academic performance. A survey questionnaire was used to assess the level of their social interaction and their grades were used to measure their academic performance. Data gathered were treated statistically using descriptive and inferential statistics. Results showed that the respondents had an average age of 19.5 years old that are deaf with 3 to 4 siblings. The respondents had high social interaction with their teachers and peers but had moderate social interaction with their family members and very low social interaction with the hearing students. They perform satisfactorily in school. There were significant relationships between their interaction with their family members and the hearing students. Thus, school administrators are encouraged to design programs that would improve the social interactions of the deaf and hard of hearing students within the school community and at home. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"517 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116542074","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 purpose of the study was to describe the nature of friendships formations that exists between pupils with visual impairment and their non-visually impaired peers in 3 inclusive schools in Ghana. I adopted a phenomenology research design in recruiting 14 pupils with visual impairment in this study. One-on-one interviews were used to collect data for the study. Using thematic analysis, data from the one-on-one interviews were manually analyzed via themes that emerged from the data. Results from the study showed that there existed some levels of friendships between the non-visually impaired and non-non-visually impaired pupils in the schools and this friendship formations centred on assistance provided by the non-visually impaired. While some of the pupils noted that they mutually engaged in positive relationship with non-visually impaired, some thought otherwise and yet others described it as only perfunctory. I recommended that educational authorities in Ghana should put in place, a policy in schools that will solely focus on the formation of friendship between pupils who are visually impaired and the non-visually impaired. Teachers should help develop the capacity of both pupils with and without visual impairments to make and maintain stable and satisfying friendships through play and group activities. Article visualizations:
{"title":"FRIENDSHIP FORMATION BETWEEN VISUALLY IMPAIRED AND NON-VISUALLY IMPAIRED PUPILS IN SELECTED INCLUSIVE BASIC SCHOOLS IN GHANA","authors":"A. Awini","doi":"10.46827/ejse.v7i4.4056","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.4056","url":null,"abstract":"The purpose of the study was to describe the nature of friendships formations that exists between pupils with visual impairment and their non-visually impaired peers in 3 inclusive schools in Ghana. I adopted a phenomenology research design in recruiting 14 pupils with visual impairment in this study. One-on-one interviews were used to collect data for the study. Using thematic analysis, data from the one-on-one interviews were manually analyzed via themes that emerged from the data. Results from the study showed that there existed some levels of friendships between the non-visually impaired and non-non-visually impaired pupils in the schools and this friendship formations centred on assistance provided by the non-visually impaired. While some of the pupils noted that they mutually engaged in positive relationship with non-visually impaired, some thought otherwise and yet others described it as only perfunctory. I recommended that educational authorities in Ghana should put in place, a policy in schools that will solely focus on the formation of friendship between pupils who are visually impaired and the non-visually impaired. Teachers should help develop the capacity of both pupils with and without visual impairments to make and maintain stable and satisfying friendships through play and group activities. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126130935","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}
Special Learning Disabilities (SLD) are often accompanied by negative thoughts of self-assessment, deficits in social interactions and psycho-emotional problems as well, which hinder the development and the smooth integration of children diagnosed with SLD into their environment. This research attempts to investigate the association of negative self-assessment thoughts and anxiety disorders with Special Learning Disabilities in a sample of sixty Greek-speaking children in 4th, 5th and 6th grades with and without SLD, including their parents. The tools used for this purpose are the Children’s Automatic Thoughts Scale (CATS), and the Spence Children’s Anxiety Scale (SCAS-CH) self-report questionnaire, which assess anxiety disorders. Parents were asked to answer the corresponding Spence Children’s Anxiety Scale-Parents Edition (SCAS-P) symptom-monitoring questionnaire. According to the results compared to their normal development peers, children with SLD had a higher incidence of negative thoughts, which is more likely to lead to symptoms of anxiety disorders; their parents in fact were able to perceive the severity or frequency of these symptoms in their children. In addition, the frequency of negative thoughts and symptoms related to anxiety disorders seemed to be influenced by the student’s condition (with or without SLD), but not by gender and age. Article visualizations:
{"title":"ANXIETY DISORDERS AND THE FREQUENCY OF NEGATIVE THOUGHTS: A COMPARATIVE STUDY IN CHILDREN WITH AND WITHOUT SPECIAL LEARNING DISABILITIES","authors":"Giannouli Vasiliki, Sarris Dimitrios, Alexoudi Pagona","doi":"10.46827/ejse.v7i4.4049","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.4049","url":null,"abstract":"Special Learning Disabilities (SLD) are often accompanied by negative thoughts of self-assessment, deficits in social interactions and psycho-emotional problems as well, which hinder the development and the smooth integration of children diagnosed with SLD into their environment. This research attempts to investigate the association of negative self-assessment thoughts and anxiety disorders with Special Learning Disabilities in a sample of sixty Greek-speaking children in 4th, 5th and 6th grades with and without SLD, including their parents. The tools used for this purpose are the Children’s Automatic Thoughts Scale (CATS), and the Spence Children’s Anxiety Scale (SCAS-CH) self-report questionnaire, which assess anxiety disorders. Parents were asked to answer the corresponding Spence Children’s Anxiety Scale-Parents Edition (SCAS-P) symptom-monitoring questionnaire. According to the results compared to their normal development peers, children with SLD had a higher incidence of negative thoughts, which is more likely to lead to symptoms of anxiety disorders; their parents in fact were able to perceive the severity or frequency of these symptoms in their children. In addition, the frequency of negative thoughts and symptoms related to anxiety disorders seemed to be influenced by the student’s condition (with or without SLD), but not by gender and age. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113931528","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, via the use of a questionnaire, examined the views of 138 Greek teachers, of general and special education, on the readiness for distance education, the challenges they face during the courses, and the measures to be taken in education in case of a next crisis such as Coronavirus pandemic (COVID-19). Educators’ views on the measures to be taken by educational institutions in order to be ready to provide distance education in the post-COVID era were also examined. The analysis of results showed that Special Education teachers appeared to be more ready for distance education; indeed, their field of employment itself, namely teaching, their years of service, the age and the level of studies were found to have a statistically significant influence on their answers. The greater challenge that both groups of teachers faced were the difficulties in communicating with their students. It became apparent also the great need for training teachers in issues related to distance education as well as the protection of their personal data of their students. Article visualizations:
{"title":"DISTANCE EDUCATION IN THE PANDEMIC ERA: THE VIEWS OF GREEK GENERAL AND SPECIAL EDUCATION TEACHERS OF SECONDARY EDUCATION REGARDING READINESS, CHALLENGES AND THE POST-COVID EDUCATIONAL PRACTICES","authors":"Giannouli Vasiliki, Sarris Dimitrios, Papadopoulou Maro","doi":"10.46827/ejse.v7i4.4050","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.4050","url":null,"abstract":"The present study, via the use of a questionnaire, examined the views of 138 Greek teachers, of general and special education, on the readiness for distance education, the challenges they face during the courses, and the measures to be taken in education in case of a next crisis such as Coronavirus pandemic (COVID-19). Educators’ views on the measures to be taken by educational institutions in order to be ready to provide distance education in the post-COVID era were also examined. The analysis of results showed that Special Education teachers appeared to be more ready for distance education; indeed, their field of employment itself, namely teaching, their years of service, the age and the level of studies were found to have a statistically significant influence on their answers. The greater challenge that both groups of teachers faced were the difficulties in communicating with their students. It became apparent also the great need for training teachers in issues related to distance education as well as the protection of their personal data of their students. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123049949","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}
Education is an essential part of modern, civilized, advanced and developed society and its progress can never be completed and multidimensional, today when we talk about education, the shape of inclusive education comes to the fore. Due to which normal and disabled get education by sitting at the same table in a school together. Without inclusive education, the education of disabled cannot be given in full and real shape. In the 21st century, the Rights of Persons with Disabilities Act, 2016 came into force, which led to the development of a new consciousness among disabled (Divyangjan, 2021). Under which making disabled aware, bringing disabled into the mainstream of society through inclusive education, use of educational technology, barrier free environment, categorizing the existing 7 to 21 types of disability and increasing many services operates.
{"title":"TYPES OF DISABILITY AS PER RIGHTS OF PERSONS WITH DISABILITIES ACT, 2016: A THEORETICAL PERSPECTIVE","authors":"C. Singh, Y. Pandey, D. Kumar","doi":"10.46827/ejse.v7i3.4046","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.4046","url":null,"abstract":"<p>Education is an essential part of modern, civilized, advanced and developed society and its progress can never be completed and multidimensional, today when we talk about education, the shape of inclusive education comes to the fore. Due to which normal and disabled get education by sitting at the same table in a school together. Without inclusive education, the education of disabled cannot be given in full and real shape. In the 21st century, the Rights of Persons with Disabilities Act, 2016 came into force, which led to the development of a new consciousness among disabled (Divyangjan, 2021). Under which making disabled aware, bringing disabled into the mainstream of society through inclusive education, use of educational technology, barrier free environment, categorizing the existing 7 to 21 types of disability and increasing many services operates.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0947/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132327476","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}
In recent years, school bullying has been on the rise, but it is not a new phenomenon. While bullying at school is not a recent phenomenon, it has received a great deal of scientific attention over the last three decades. School bullying is now a prevalent phenomenon around the world and transcends socio-economic, racial and cultural boundaries. At the same time, the father-child relationship is very important, because it contributes to the formation of the child's personality. The main purpose of this research is to investigate whether father attachment makes people with disabilities, such as blindness, deafness and motor disability, but also without disabilities, perpetrators or victims of school bullying and the effect of demographic characteristics on the sample. The sample consists of 170 people aged 10-21 years who live in Greece. The study involved 36 people with blindness, 38 people with deafness, 50 people with motor disabilities and 50 people without disabilities. The results highlighted the pretty important relationship between paternal attachment and school bullying in the various groups of the sample and also showed that father care and father protection are predicting factors of their behaviors. The present research effort complements the research of Charmpatsis et al. (2021) on maternal attachment and bullying and focuses mainly on paternal attachment and bullying. Article visualizations:
近年来，校园欺凌现象呈上升趋势，但这并不是一个新现象。虽然校园欺凌并不是最近才出现的现象，但在过去的三十年里，它已经受到了大量的科学关注。校园欺凌现在是世界各地普遍存在的现象，超越了社会经济、种族和文化的界限。同时，父子关系也非常重要，因为它有助于孩子个性的形成。本研究的主要目的是探讨父亲依恋是否会使残障人士(如失明、失聪和运动残障人士)成为校园欺凌的施暴者或受害者，以及人口统计学特征对样本的影响。该样本由170名年龄在10-21岁之间的希腊人组成。这项研究涉及36名盲人、38名失聪者、50名运动障碍者和50名正常人。研究结果突出了样本中不同群体中父亲依恋和校园欺凌之间的重要关系，也表明父亲关怀和父亲保护是他们行为的预测因素。本研究补充了Charmpatsis et al.(2021)关于母亲依恋与欺凌的研究，主要关注父亲依恋与欺凌。可视化条
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