Autism Spectrum Disorder is a neurodevelopmental disorder defined by insufficiency in social communication and social interaction skills and restricted and repetitive patterns of behavior. The aim of this research was to analyze empirical studies on inclusion of children with Autism in India over the past 20 years and then propose recommendations for future research. A systematic process was used to conduct the review which included identifying the data source, assessing the quality of our studies, and drawing analysis of our findings. The result included different stakeholder’s perspectives which were parents and teachers.
{"title":"SOCIAL INCLUSION OF CHILDREN DIAGNOSED WITHAUTISM SPECTRUM DISORDER IN INDIA: A LITERATURE REVIEW","authors":"Malvika Samnani, Sujata Shahi, Manish Samnani, Kanika Nanda, Mansi Srivastava, Pooja Singh","doi":"10.46827/ejse.v7i4.4024","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.4024","url":null,"abstract":"<p>Autism Spectrum Disorder is a neurodevelopmental disorder defined by insufficiency in social communication and social interaction skills and restricted and repetitive patterns of behavior. The aim of this research was to analyze empirical studies on inclusion of children with Autism in India over the past 20 years and then propose recommendations for future research. A systematic process was used to conduct the review which included identifying the data source, assessing the quality of our studies, and drawing analysis of our findings. The result included different stakeholder’s perspectives which were parents and teachers. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0986/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123281731","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}
Christos Charmpatsis, Vasiliki Tzoumanika, Eleni Morfidi, S. Soulis, Dimitrios Sarris
School bullying is a major diachronic problem of modern society and in recent years it presents considerable intensification, attracting scientific and research attention. The present research studies the victimization due to school bullying of children with disabilities. The aim of the research is to investigate whether the maternal attachment of people with disabilities such as blindness, deafness and motor disability and also of those without disabilities is linked to their victimization or bullying behavior in school, and to highlight the impact of specific demographic characteristics on the possible underlying relationship between maternal attachment and victimization for them. Further, the objectives of the present research include the appraisal of a comparison between individuals with and without disabilities. The research was conducted through a quantitative survey in Greece, to 170 individuals aged between 10 and 21 years of age, with blindness (N=36), deafness (N=38), physical disability (N=50) and without disability (N=50). The results revealed differences between participants with and without disabilities with regard to the type of attachment they have developed with their mothers and to their experiences as victims or offenders of school bullying. The results also demonstrate that there is a correlation between maternal attachment and school bullying behaviors and for certain disability groups mother care and / or mother protection is a predicting factor of these behaviors. Mobbing in der Schule ist ein großes diachrones Problem der modernen Gesellschaft und hat in den letzten Jahren eine erhebliche Zunahme erfahren, was die Aufmerksamkeit von Wissenschaft und Forschung auf sich zieht. Die vorliegende Studie untersucht die Viktimisierung von Kindern mit Behinderungen durch Mobbing in der Schule. Ziel der Forschung ist es, zu untersuchen, ob die mütterliche Bindung von Menschen mit Behinderungen wie Blindheit, Taubheit und motorischen Behinderungen sowie von Menschen ohne Behinderungen mit ihrem Viktimisierungs- oder Mobbingverhalten in der Schule zusammenhängt, und den Einfluss spezifischer demografischer Merkmale aufzuzeigen über die mögliche zugrunde liegende Beziehung zwischen mütterlicher Bindung und Viktimisierung für sie. Zu den Zielen der vorliegenden Forschung gehört auch die Bewertung eines Vergleichs zwischen Menschen mit und ohne Behinderungen. Die Studie wurde im Rahmen einer quantitativen Umfrage in Griechenland an 170 Personen im Alter zwischen 10 und 21 Jahren mit Blindheit (N=36), Taubheit (N=38), körperlicher Behinderung (N=50) und ohne Behinderung durchgeführt (N=50). Die Ergebnisse zeigten Unterschiede zwischen Teilnehmenden mit und ohne Behinderung hinsichtlich der Art der Bindung, die sie zu ihren Müttern entwickelt haben, und ihrer Erfahrungen als Opfer oder Täter von Mobbing in der Schule. Die Ergebnisse zeigen auch, dass es einen Zusammenhang zwischen mütterlicher Bindung und Mobbing-Verhalten in der Schule g
校园欺凌是现代社会一个重大的历时性问题，近年来愈演愈烈，引起了科学研究的关注。本研究主要研究残疾儿童的校园欺凌受害行为。本研究旨在探讨残疾人士(如失明、失聪、运动障碍者)和非残疾人士的母亲依恋是否与他们在学校的受害或欺凌行为有关，并强调特定人口统计学特征对母亲依恋与受害之间可能的潜在关系的影响。此外，本研究的目的还包括对残疾人和非残疾人之间的比较进行评价。该研究通过对希腊170名年龄在10至21岁之间的人进行定量调查进行，其中失明(N=36)，耳聋(N=38)，身体残疾(N=50)和无残疾(N=50)。结果显示，残疾和非残疾的参与者在与母亲形成的依恋类型以及作为校园欺凌受害者或肇事者的经历方面存在差异。结果还表明，母亲依恋与校园欺凌行为之间存在相关性，并且在某些残疾群体中，母亲关怀和/或母亲保护是这些行为的预测因素。Mobbing in der Schule ist in großes diachrones Problem der modern Gesellschaft und in den letzten Jahren eine erhebliche Zunahme erfahen，是die Aufmerksamkeit von Wissenschaft and Forschung auschich zieht。学校里的暴力事件是如何发生的?Ziel der Forschung ist es, zu untersuchen, ob die tterliche Bindung von Menschen, von Menschen, taubhe und motorischen, bederderungen von Menschen - odermobbingverhalten inder Schule zusammenhängt, und deinfinfuss spezifischer demografischer Merkmale aufzuzeigen, berdie mögliche zugrunde liegende Beziehung zwischen mterlicher Bindung and Viktimisierung frsie。研究未来发展前景gehört研究未来发展前景与未来发展前景。Die study in Rahmen in Griechenland and 170 person in Alter zwischen 10和21 Jahren mit Blindheit (N=36)， Taubheit (N=38)， körperlicher Behinderung (N=50)和ohne Behinderung durchgefhrt (N=50)。在学校里学习如何学习美术，在学校里学习如何学习美术，在学校里学习如何学习美术，在学校里学习如何学习美术。Die Ergebnisse zeigen auch, dass es einen zusamenhang zwischen mterlicher Bindung and mobing -Verhalten inder Schule und f / der der der Mutterschutz in Vorhersagefaktor fbr br dieses Verhalten sinch。可视化条
{"title":"MATERNAL ATTACHMENT AS A FACTOR OF VICTIMIZATION AND BULLING OF CHILDREN WITH DISABILITIES / MUTTERBINDUNG ALS FAKTOR VON VIKTIMIERUNG UND BULLING OF KINDER MIT BEHINDERUNGEN","authors":"Christos Charmpatsis, Vasiliki Tzoumanika, Eleni Morfidi, S. Soulis, Dimitrios Sarris","doi":"10.46827/ejse.v7i4.3981","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.3981","url":null,"abstract":"School bullying is a major diachronic problem of modern society and in recent years it presents considerable intensification, attracting scientific and research attention. The present research studies the victimization due to school bullying of children with disabilities. The aim of the research is to investigate whether the maternal attachment of people with disabilities such as blindness, deafness and motor disability and also of those without disabilities is linked to their victimization or bullying behavior in school, and to highlight the impact of specific demographic characteristics on the possible underlying relationship between maternal attachment and victimization for them. Further, the objectives of the present research include the appraisal of a comparison between individuals with and without disabilities. The research was conducted through a quantitative survey in Greece, to 170 individuals aged between 10 and 21 years of age, with blindness (N=36), deafness (N=38), physical disability (N=50) and without disability (N=50). The results revealed differences between participants with and without disabilities with regard to the type of attachment they have developed with their mothers and to their experiences as victims or offenders of school bullying. The results also demonstrate that there is a correlation between maternal attachment and school bullying behaviors and for certain disability groups mother care and / or mother protection is a predicting factor of these behaviors. Mobbing in der Schule ist ein großes diachrones Problem der modernen Gesellschaft und hat in den letzten Jahren eine erhebliche Zunahme erfahren, was die Aufmerksamkeit von Wissenschaft und Forschung auf sich zieht. Die vorliegende Studie untersucht die Viktimisierung von Kindern mit Behinderungen durch Mobbing in der Schule. Ziel der Forschung ist es, zu untersuchen, ob die mütterliche Bindung von Menschen mit Behinderungen wie Blindheit, Taubheit und motorischen Behinderungen sowie von Menschen ohne Behinderungen mit ihrem Viktimisierungs- oder Mobbingverhalten in der Schule zusammenhängt, und den Einfluss spezifischer demografischer Merkmale aufzuzeigen über die mögliche zugrunde liegende Beziehung zwischen mütterlicher Bindung und Viktimisierung für sie. Zu den Zielen der vorliegenden Forschung gehört auch die Bewertung eines Vergleichs zwischen Menschen mit und ohne Behinderungen. Die Studie wurde im Rahmen einer quantitativen Umfrage in Griechenland an 170 Personen im Alter zwischen 10 und 21 Jahren mit Blindheit (N=36), Taubheit (N=38), körperlicher Behinderung (N=50) und ohne Behinderung durchgeführt (N=50). Die Ergebnisse zeigten Unterschiede zwischen Teilnehmenden mit und ohne Behinderung hinsichtlich der Art der Bindung, die sie zu ihren Müttern entwickelt haben, und ihrer Erfahrungen als Opfer oder Täter von Mobbing in der Schule. Die Ergebnisse zeigen auch, dass es einen Zusammenhang zwischen mütterlicher Bindung und Mobbing-Verhalten in der Schule g","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129459187","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 measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilities in inclusive settings. Article visualizations:
{"title":"ATTITUDES OF NON-DISABLED STUDENTS TOWARDS THEIR PEERS WITH DISABILITIES IN AN INCLUSIVE SETTING IN GHANA","authors":"Francis Kwame Anku, Daniel Dogbe, A. Mensah","doi":"10.46827/ejse.v7i4.3973","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.3973","url":null,"abstract":"This study measured the attitudes of non-disabled students towards their peers with disabilities. A cross-sectional survey was employed for the study. The Chedoke-McMaster Attitudes Towards Children with “Handicaps” (CATCH) scale was used to collect data from n=119 respondents. Descriptive statistics analysis was employed in analysing the data. Results indicated that students without disabilities generally held neutral attitudes towards their peers with disabilities (M=2.12; SD=0.687) with no significant difference in gender, age, having a close friend or relative with a disability. Teachers in inclusive education schools were encouraged to measure the attitudes of students towards their peers with disabilities and other related variables. This would enable them to plan, design, develop, implement and evaluate effective interventions that would change non-disabled students’ negative and/or neutral attitudes, thereby ensuring the full social participation of students with disabilities in inclusive settings. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123727712","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}
Our study tried to assess the effect of the Special Movement Education Program on the balance skills of children with intellectual disabilities. We used the experimental design of 23 children with intellectual disabilities between the ages of seven and ten in a special education and rehabilitation center in Burdur, Turkey formed the study group. We applied the Basic Movement Training Program designed to develop balance skills to the experimental group. We practiced 22 courses of 45 minutes two days a week for 11 weeks before and after the application. The study continued for 13 weeks. We used Sensory Profile Test, Pediatric Balance Scale, Flamingo Balance Test, Balance Test on Walking Device, Standing Test on Balance Device, and Balance Measurement Device data collection tools. Mann Whitney U Test and Wilcoxon Test, which are non-parametric tests, were used in this study. We found a significant difference between the pre-test and post-test scores of the experimental group. The finding results revealed that children with intellectual disabilities improved their balance skills with movement training. Article visualizations:
{"title":"THE EFFECT OF MOVEMENT TRAINING ON BALANCE SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITY","authors":"Faruk Salih Şeker, Huseyin Camliyer","doi":"10.46827/ejse.v7i4.3970","DOIUrl":"https://doi.org/10.46827/ejse.v7i4.3970","url":null,"abstract":"Our study tried to assess the effect of the Special Movement Education Program on the balance skills of children with intellectual disabilities. We used the experimental design of 23 children with intellectual disabilities between the ages of seven and ten in a special education and rehabilitation center in Burdur, Turkey formed the study group. We applied the Basic Movement Training Program designed to develop balance skills to the experimental group. We practiced 22 courses of 45 minutes two days a week for 11 weeks before and after the application. The study continued for 13 weeks. We used Sensory Profile Test, Pediatric Balance Scale, Flamingo Balance Test, Balance Test on Walking Device, Standing Test on Balance Device, and Balance Measurement Device data collection tools. Mann Whitney U Test and Wilcoxon Test, which are non-parametric tests, were used in this study. We found a significant difference between the pre-test and post-test scores of the experimental group. The finding results revealed that children with intellectual disabilities improved their balance skills with movement training. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124421577","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 explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions. Cette étude a exploré le niveau d'acceptation par les pairs des étudiants ayant de déficiences visuelles et leur perception de l'acceptation par leurs pairs voyants dans un environnement inclusif au Ghana, en utilisant la conception d'étude de cas. Vingt étudiants ayant de déficiences visuelles et deux enseignants-ressources ont été sélectionnés sur la base d'un échantillonnage de recensement pour l'étude. Les données issues de l’entretien ont été codées et analysées à l'aide de l'approche thématique. L'étude indique que les étudiants malvoyants sont acceptés par leurs pairs voyants, plus particulièrement en raison de leurs compétences sociales et de leurs prouesses scolaires. L'étude a également révélé que les étudiants ayant de déficiences visuelles ont une perception positive par rapport à leur participation sociale à l'école. Bien que les étudiants soient assez satisfaits de leur participation, ils ont exprimé leur frustration sur la façon dont certains enseignants les excluent au cours de l’enseignement en classe. L'étude recommande, entre autres, que les enseignants des écoles inclusives organisent davantage de programmes de conseil ou de sensibilisation pour tous les élèves afin de les éduquer sur les questions de handicap et sur la manière d'assurer des relations amicales entre les élèves handicapés et non handicapés. Cela favoriserait l'acceptation des personnes handicapées par les personnes non handicapées. Les personnes ressources qui sont des éducateurs spécialisés sont également encouragées à sensibiliser périodiquement les enseignants sur l’enseignement en classe. Article visualizations:
本研究采用案例研究设计，探讨了加纳包容性环境中视障学生的同伴接受水平，以及视障学生对视障同龄人接受程度的感知。本研究采用普查抽样的方法，选取了20名视障学生和2名资源教师进行研究。使用专题方法对访谈数据进行编码和分析。研究表明，视力受损的学生更容易被视力正常的同龄人所接受，尤其是基于他们的社交技能和学习能力。研究进一步表明，视障学生对自己在学校的社会参与有积极的看法。尽管学生们对自己的参与相当满意，但他们对一些老师的指导将他们排除在课堂之外表示失望。该研究建议，全纳学校的教师应为所有学生举办更多的辅导或宣传课程，教育他们了解残疾问题，以及如何确保残疾学生和非残疾学生之间的友好关系。这将促进非残疾人更好地接受残疾人。还鼓励作为特殊教育工作者的资源人员定期向教师宣传课堂指导。该报告探讨了在加纳的“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”、“接受的基础”和“接受的基础”等概念。Vingt学生ayant de缺陷是visuelles等两个enseignants-ressources游客为苏尔那儿基本用品echantillonnage de recensement倒向我。Les donnsames issues de l 'entretien ont上装上装上装上装上装上装上装上装上装上装上装。“个人的薪金和个人的薪金是相同的”，“个人的薪金和个人的薪金是相同的”，加上“个人的薪金和个人的薪金是相同的”的特别规定。" L' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m . a ' m。在某些特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中，在特定的课程中。3 .“交换条件”包括组织优势、方案、交换条件、敏感性、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件、交换条件和交换条件。celafavorisait:接受残疾人士和非残疾人士。人力资源管理是指:将所有的人力资源分配给所有的人力资源;将所有的人力资源分配给所有的人力资源;将所有的人力资源分配给所有的人力资源。可视化条
{"title":"PEER ACCEPTANCE, AND PERCEPTION OF ACCEPTANCE OF STUDENTS WITH VISUAL IMPAIRMENTS IN AN INCLUSIVE SETTING IN GHANA / ACCEPTATION PAR LES PAIRS, ET PERCEPTION DE L'ACCEPTATION DES ÉLÈVES DÉFICIENTS VISUELS DANS UN ENVIRONNEMENT INCLUSIF AU GHANA","authors":"Alexander Gariba, Adam Awini","doi":"10.46827/EJSE.V7I4.3965","DOIUrl":"https://doi.org/10.46827/EJSE.V7I4.3965","url":null,"abstract":"This study explored the level of peer acceptance of students with visual impairments and their perception of acceptance by their sighted peers in an inclusive setting in Ghana using the case study design. Twenty students with visual impairments and two resource teachers were sampled based on census sampling for the study. Interview data were coded and analysed using the thematic approach. The study indicated that students with visual impairments were accepted by their sighted peers, more especially, based on their social skills and academic prowess. The study further revealed that students with visual impairments have a positive perception about their social participation in the school. Although the students were fairly satisfied about their participation, they expressed their frustration on how some teachers’ instructions excluded them in class. It was recommended among others in the study that teachers in inclusive schools should organise more counselling or sensitisation programmes for all students to educate them on issues of disabilities and how to ensure friendly relationships between students with and those without disabilities. This would promote better acceptance of the disabled by those without disabilities. Resource persons who are special educators are also encouraged to periodically sensitize teachers on classroom instructions. Cette étude a exploré le niveau d'acceptation par les pairs des étudiants ayant de déficiences visuelles et leur perception de l'acceptation par leurs pairs voyants dans un environnement inclusif au Ghana, en utilisant la conception d'étude de cas. Vingt étudiants ayant de déficiences visuelles et deux enseignants-ressources ont été sélectionnés sur la base d'un échantillonnage de recensement pour l'étude. Les données issues de l’entretien ont été codées et analysées à l'aide de l'approche thématique. L'étude indique que les étudiants malvoyants sont acceptés par leurs pairs voyants, plus particulièrement en raison de leurs compétences sociales et de leurs prouesses scolaires. L'étude a également révélé que les étudiants ayant de déficiences visuelles ont une perception positive par rapport à leur participation sociale à l'école. Bien que les étudiants soient assez satisfaits de leur participation, ils ont exprimé leur frustration sur la façon dont certains enseignants les excluent au cours de l’enseignement en classe. L'étude recommande, entre autres, que les enseignants des écoles inclusives organisent davantage de programmes de conseil ou de sensibilisation pour tous les élèves afin de les éduquer sur les questions de handicap et sur la manière d'assurer des relations amicales entre les élèves handicapés et non handicapés. Cela favoriserait l'acceptation des personnes handicapées par les personnes non handicapées. Les personnes ressources qui sont des éducateurs spécialisés sont également encouragées à sensibiliser périodiquement les enseignants sur l’enseignement en classe. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115386391","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 qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. Article visualizations:
{"title":"THE EFFECTIVENESS AND THE PROBLEMS FACED IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE IN A SPECIAL EDUCATION CLASSROOM IN MALAYSIA","authors":"Gunasegaran Karuppannan, Muhantha Paramalingam, Fazal Mohamed Mohamed Sultan, Hatnin Duari","doi":"10.46827/ejse.v7i3.3923","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3923","url":null,"abstract":"This qualitative case study investigated the effectiveness of lesson delivery and sequence of content and learning expectations of two English Language attached to a special education (Integration programme) school in Petaling Jaya. Malaysia. It also focused on the teaching and learning problems encountered in the particular classrooms. This study brings broader understanding of strategies for effective teaching of English in a special education classroom in Malaysia. The rationale for the study stems from the need to gain greater perspective of the teaching of English learners in a special education classroom. Results reflect analysis of classroom observation, face to face interview with two English Language and document review. Emerging from the data are some effective teaching strategies and profound problems that special education English Language teachers can add to their repertoire. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134224106","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 Thessaloniki Music School has been repeatedly awarded for its innovative activities in eTwinning programs in special music education. Students with visual impairments and with developmental disorders were encouraged to participate in these programs. Digital music was exchanged from many European countries and original musical compositions were produced and presented. The European and traditional music scores were presented for the first time in electronic Braille form. For students with learning difficulties and pervasive developmental disorders there were special educational presentations with a combination of special educational methods, Relationship Development Intervention, the Irlen method using light sensitivity, and Treatment and Education of Autistic and Communication Handicapped Children (TEACCH method). The greatest achievement of the project was the composition of the e Twinning hymn whose lyrics are about friendship in various musical arrangements and languages. Our hymn was presented at concerts, conferences, the Grundtvig European workshop and was uploaded on websites. Article visualizations:
{"title":"INNOVATIVE AND PRIZE-WINNING EDUCATIONAL MUSIC ACTIVITIES IN SPECIAL EDUCATION THOUGHT THE ETWINNING PROJECT","authors":"Theodoros Tsampatzidis","doi":"10.46827/ejse.v7i3.3913","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3913","url":null,"abstract":"The Thessaloniki Music School has been repeatedly awarded for its innovative activities in eTwinning programs in special music education. Students with visual impairments and with developmental disorders were encouraged to participate in these programs. Digital music was exchanged from many European countries and original musical compositions were produced and presented. The European and traditional music scores were presented for the first time in electronic Braille form. For students with learning difficulties and pervasive developmental disorders there were special educational presentations with a combination of special educational methods, Relationship Development Intervention, the Irlen method using light sensitivity, and Treatment and Education of Autistic and Communication Handicapped Children (TEACCH method). \u0000The greatest achievement of the project was the composition of the e Twinning hymn whose lyrics are about friendship in various musical arrangements and languages. Our hymn was presented at concerts, conferences, the Grundtvig European workshop and was uploaded on websites. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116423180","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 study is to determine to examine the current literature concerning the dynamics that encourage participation in sportive/physical activity in visually impaired individuals about the social ecological theory offered by developmental psychologist Uri Bronfenbrenner. This theory argues that the environmental layers have an effect on the development processes of individuals. Three separate systems constitute Bronfenbrenner’s model. These are the microsystem, mesosystem and exo-system, while all of these systems can operate individually on the individual, they are also systems that can work together on the individual. The microsystem constitutes the smallest and closest environment the individual lives. In the microsystem, such as parents, friends, staff (coach, teacher, club president), school, form the micro-system layer. On the other hand, the mesosystem consists of the interactions of different microsystems of which the individual is a part. In other words, it is basically a whole consisting of different microsystems. For example, it includes the relations between an individual's home and school, peer group and family and other social institutions. The exo -system layer covers the social structures that make up the institutional impact and the variables that show the interaction with these structures, such as institutional support, legal regulations, financial support, guidance service, management and auditing. In the study, we used qualitative analysis methods and techniques. We preferred the “purposive sampling” in determining the sample group in the study. We collected data from 13 male and 1 female impaired active athletes participated in the research and the ages of these participants were in the range of 17-47 years, living in Istanbul, Turkey. We used semi-structured, open-ended questions with the thematic analysis method of data. We took notes, kept diaries and recorded all impressions with dates and times. The results of the research evidently layout that all the variables that visually impaired individuals interact throughout their lives have an impact on their participation in sports. In this context, individual well-being, family characteristics, the nature of the relationship with the geographical features of the region and adaptation to the age individuals lived showed that all the variables were in a relationship with each other like the links of the chain. Article visualizations:
{"title":"AFFECTING FACTORS OF THE PARTICIPATION OF VISUALLY IMPAIRED ATHLETES IN SPORTS WITHIN THE FRAMEWORK OF SOCIO-ECOLOGICAL THEORY","authors":"Dinçer Özdemir, Mehmet Şahin, Faruk Salih Şeker","doi":"10.46827/ejse.v7i3.3910","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3910","url":null,"abstract":"The aim of the study is to determine to examine the current literature concerning the dynamics that encourage participation in sportive/physical activity in visually impaired individuals about the social ecological theory offered by developmental psychologist Uri Bronfenbrenner. This theory argues that the environmental layers have an effect on the development processes of individuals. Three separate systems constitute Bronfenbrenner’s model. These are the microsystem, mesosystem and exo-system, while all of these systems can operate individually on the individual, they are also systems that can work together on the individual. The microsystem constitutes the smallest and closest environment the individual lives. In the microsystem, such as parents, friends, staff (coach, teacher, club president), school, form the micro-system layer. On the other hand, the mesosystem consists of the interactions of different microsystems of which the individual is a part. In other words, it is basically a whole consisting of different microsystems. For example, it includes the relations between an individual's home and school, peer group and family and other social institutions. The exo -system layer covers the social structures that make up the institutional impact and the variables that show the interaction with these structures, such as institutional support, legal regulations, financial support, guidance service, management and auditing. In the study, we used qualitative analysis methods and techniques. We preferred the “purposive sampling” in determining the sample group in the study. We collected data from 13 male and 1 female impaired active athletes participated in the research and the ages of these participants were in the range of 17-47 years, living in Istanbul, Turkey. We used semi-structured, open-ended questions with the thematic analysis method of data. We took notes, kept diaries and recorded all impressions with dates and times. The results of the research evidently layout that all the variables that visually impaired individuals interact throughout their lives have an impact on their participation in sports. In this context, individual well-being, family characteristics, the nature of the relationship with the geographical features of the region and adaptation to the age individuals lived showed that all the variables were in a relationship with each other like the links of the chain. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"30 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124617501","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}
Rosallin Kananu Ruteere, Beatrice Bunyasi Awori, Francis Kirimi
Abstract: The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources. Article visualizations:
摘要:本研究旨在探讨肯尼亚教师对班主任监督角色在智障学习者适应技能教学中的有效性的看法。本研究采用了Lezotte的有效学校理论。采用了定性和定量方法的描述性调查设计。调查对象为227人，其中学习者207人，班主任5人，教师15人。调查样本量为124人(104名学习者、15名教师和5名班主任)。采用有目的抽样的方法选择特殊学校和单位。采用分层抽样技术将人口分层，然后通过简单的随机抽样，确定准确的调查对象，即班主任，特殊课程的教师和学习者。采用班主任访谈指南、学习者观察性检查表、教师问卷等方法收集数据。试点工作在伊格姆贝中央副县的Kathelwa特别股进行。采用重测法，系数水平为0.7。定量数据采用SPSS Version 23.0进行分析，定性数据采用专题分析。数据使用定量数据的表格和数字呈现，而定性数据使用逐字报告和叙述呈现。本研究的主要发现是，由于缺乏必要的专业资格和对智障学习者适应技能的了解，大多数班主任没有使用适当的教学监督技能。调查结果还表明，教师认为大多数班主任在教学监督方面是无效的，因为他们没有在教学策略甚至教学技巧方面指导或指导他们。研究还发现，缺乏适当的适应性技能培训和知识，教学和学习资源的提供有限，阻碍了有效的教学监督。该研究建议，应制定一项政策，使特别机构的班主任在残疾方面接受培训，以便使教师和学习者都受益。该研究还建议政府通过教育部为教师提供和分配足够的资金，用于进修课程和研讨会，以及获取教学和学习资源。可视化条
{"title":"TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES","authors":"Rosallin Kananu Ruteere, Beatrice Bunyasi Awori, Francis Kirimi","doi":"10.46827/ejse.v7i3.3905","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3905","url":null,"abstract":"Abstract: \u0000The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126577665","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 aims to explore whether and why speech and language therapists (SLTs) use informal sources to guide their intervention decisions for children with developmental language delay (DLD). A qualitative study was conducted. Sixteen Turkish SLTs participated in this study. The methods of interviewing, participant observation and audio diary were used. An inductive thematic approach was taken to analyse the data. Five main themes were revealed from the data: 'The lack of trust in the formal standardised tests and sources', 'experience over theory', 'trial-error, 'other professionals’ opinion' and 'instinct' showed that the SLTs value variety of sources and their cumulative experience when making an intervention decision. While evidence-based practice (EBP) has been increasingly used and encouraged in the SLT profession, this study shows that informal sources play a significant role in SLTs' clinical reasoning. This study sheds light on the behind factors of relying on informal sources to make intervention decisions. The role and dynamic of using informal sources could help understand the value and risks of this approach in clinical reasoning. Article visualizations:
{"title":"RELYING ON INFORMAL SOURCES IN SPEECH AND LANGUAGE THERAPY: WHY AND HOW?","authors":"F. C. Durgungoz","doi":"10.46827/ejse.v7i3.3898","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3898","url":null,"abstract":"This study aims to explore whether and why speech and language therapists (SLTs) use informal sources to guide their intervention decisions for children with developmental language delay (DLD). A qualitative study was conducted. Sixteen Turkish SLTs participated in this study. The methods of interviewing, participant observation and audio diary were used. An inductive thematic approach was taken to analyse the data. Five main themes were revealed from the data: 'The lack of trust in the formal standardised tests and sources', 'experience over theory', 'trial-error, 'other professionals’ opinion' and 'instinct' showed that the SLTs value variety of sources and their cumulative experience when making an intervention decision. While evidence-based practice (EBP) has been increasingly used and encouraged in the SLT profession, this study shows that informal sources play a significant role in SLTs' clinical reasoning. This study sheds light on the behind factors of relying on informal sources to make intervention decisions. The role and dynamic of using informal sources could help understand the value and risks of this approach in clinical reasoning. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133484135","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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