The goals of education for the students with special needs are no different than the educational goals for sighted children. However, the means of attaining these goals are more complex and demand significant modifications, adaptations and extensions of the curriculum and the teaching process. Research shows that students with exceptionalities such as visual impairment are better academically engaged in daily classes and have opportunities for active learning. Consequently, it is important to develop systematic methods for teaching concepts. The instructor of students with visual impairment will logically find the principles that direct the learning process. Concepts for students use difficult methods and oral examples should be carefully taught where appropriate. The design of individual courses differs from the student’s needs and from the various circumstances under which a concept is to be enrolled. In broader concept science as a subject is dedicated to developing scientific attitudes such as objective outlook, spirit of enquiry, truthfulness and integrity, inventiveness, accuracy and precision. Therefore, in the science classrooms science educators must respond to their needs by motivating science and laboratory and science students with visually impaired conditions. Inadequate funding is the biggest problem in giving students with visual impairment fair access to education. The amount of teacher assistance or integration assistance is inadequate to meet the requirements. We do not have enough preparation and professional support in relation to the practical aspects of the science curriculum. This paper provides a theoretical perspective for the students with visual impairment to understand the challenges of entering science classrooms. The ideas in this article will help educators create opportunities for visually impaired students to improve science learning. Article visualizations:
{"title":"ADAPTING SCIENCE CLASSROOMS FOR VISUALLY IMPAIRED STUDENTS: ISSUES, CHALLENGES AND PLAUSIBLE SOLUTIONS","authors":"S. Pandey, Yogendra Pandey","doi":"10.46827/ejse.v7i3.3897","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3897","url":null,"abstract":"The goals of education for the students with special needs are no different than the educational goals for sighted children. However, the means of attaining these goals are more complex and demand significant modifications, adaptations and extensions of the curriculum and the teaching process. Research shows that students with exceptionalities such as visual impairment are better academically engaged in daily classes and have opportunities for active learning. Consequently, it is important to develop systematic methods for teaching concepts. The instructor of students with visual impairment will logically find the principles that direct the learning process. Concepts for students use difficult methods and oral examples should be carefully taught where appropriate. The design of individual courses differs from the student’s needs and from the various circumstances under which a concept is to be enrolled. In broader concept science as a subject is dedicated to developing scientific attitudes such as objective outlook, spirit of enquiry, truthfulness and integrity, inventiveness, accuracy and precision. Therefore, in the science classrooms science educators must respond to their needs by motivating science and laboratory and science students with visually impaired conditions. Inadequate funding is the biggest problem in giving students with visual impairment fair access to education. The amount of teacher assistance or integration assistance is inadequate to meet the requirements. We do not have enough preparation and professional support in relation to the practical aspects of the science curriculum. This paper provides a theoretical perspective for the students with visual impairment to understand the challenges of entering science classrooms. The ideas in this article will help educators create opportunities for visually impaired students to improve science learning. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122016182","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}
Pinelopi Chousou, Thomas Simos, Evdoxia Sakellaropoulou
In the present study we investigated the relationship between Epstein’s components of constructive thinking and Teaching Self-Efficacy of Greek special educators. For that purpose, a web questionnaire was sent to special and general education teachers and a research causal model was designed to define relations between variables. The research sample consisted of 214 special educators and general education teachers from the public education system in Greece. Data gathered by utilizing Constructive Thinking Inventory [CTI] and The Teachers’ Sense of Efficacy Scale [TSES] research tools. Data analysis revealed a statistically significant correlation of various components of constructive thinking with Teaching Self-Efficacy. In addition, it has been found that a high degree of constructive thinking increases the Teaching Self-Efficacy of special educators. Finally, we compared the teaching self-efficacy between special and general educators. Article visualizations:
{"title":"CONSTRUCTIVE THINKING AND TEACHING SELF-EFFICACY OF GREEK SPECIAL EDUCATORS: PARALLEL OR CROSSOVER TOPICS?","authors":"Pinelopi Chousou, Thomas Simos, Evdoxia Sakellaropoulou","doi":"10.46827/ejse.v7i3.3870","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3870","url":null,"abstract":"In the present study we investigated the relationship between Epstein’s components of constructive thinking and Teaching Self-Efficacy of Greek special educators. For that purpose, a web questionnaire was sent to special and general education teachers and a research causal model was designed to define relations between variables. The research sample consisted of 214 special educators and general education teachers from the public education system in Greece. Data gathered by utilizing Constructive Thinking Inventory [CTI] and The Teachers’ Sense of Efficacy Scale [TSES] research tools. Data analysis revealed a statistically significant correlation of various components of constructive thinking with Teaching Self-Efficacy. In addition, it has been found that a high degree of constructive thinking increases the Teaching Self-Efficacy of special educators. Finally, we compared the teaching self-efficacy between special and general educators. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114639109","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 was conducted to investigate the practice of the Special Education Unit (SEU) system in regular schools and its way forward to support the Inclusive Education (IE) system in the Ampara District. A survey design and qualitative and quantitative approaches were followed to conduct this study. The questionnaire, interview, and focus group discussion were utilized to collect data. 27 schools with Special Educational Needs (SENs) and participants were purposively selected. Data was collected from 27 school principals, 86 teachers from SEUs, seven In-Service Advisers of Special Education (ISA SE), and 35 parents of students with SEN. SPSS-16 was utilized for quantitative data analysis and the content analysis utilized qualitative data. The findings show that SEUs have been in practice since 2002 with the collaboration of the stakeholders, and it supports the improvement of IE practices in schools. Further, the study recommends that educational administrators should be allocated adequate resources and follow a mechanism to improve IE practices. Article visualizations:
{"title":"SUPPORTING THE SPECIAL EDUCATION UNIT SYSTEM IN PROMOTING INCLUSIVE EDUCATION","authors":"K. Ketheeswaran","doi":"10.46827/ejse.v7i3.3869","DOIUrl":"https://doi.org/10.46827/ejse.v7i3.3869","url":null,"abstract":"This study was conducted to investigate the practice of the Special Education Unit (SEU) system in regular schools and its way forward to support the Inclusive Education (IE) system in the Ampara District. A survey design and qualitative and quantitative approaches were followed to conduct this study. The questionnaire, interview, and focus group discussion were utilized to collect data. 27 schools with Special Educational Needs (SENs) and participants were purposively selected. Data was collected from 27 school principals, 86 teachers from SEUs, seven In-Service Advisers of Special Education (ISA SE), and 35 parents of students with SEN. SPSS-16 was utilized for quantitative data analysis and the content analysis utilized qualitative data. The findings show that SEUs have been in practice since 2002 with the collaboration of the stakeholders, and it supports the improvement of IE practices in schools. Further, the study recommends that educational administrators should be allocated adequate resources and follow a mechanism to improve IE practices. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"51 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132934887","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 research aims to identify the problems of normally developing siblings of children with Down syndrome. The participants of the study consisted of 11 typically developing siblings between the ages of 8-19 who had a sibling with Down syndrome. This study was designed according to a qualitative research methods. A semi-structured interview technique was used to gather research data. Descriptive analysis was used in the analysis of the data. Considering the problems experienced by children with typical development who have a sibling with Down syndrome; in the home environment, that they have problems in the common use of their products, that their siblings with Down's syndrome do not violate them, and that their parents - especially their mothers - are more interested in siblings with Down's syndrome; that in the school environment your siblings are deterred from studying and that they mock the other children's brothers; in social life, the siblings with Down's syndrome had problems in the regular games, so they said that they had no friends and that the other children were ridiculing their siblings with Down's syndrome. Article visualizations:
{"title":"PROBLEMS EXPERIENCED BY CHILDREN WITH A SIBLING WITH DOWN SYNDROME","authors":"Burcu Aktaş, M. Kot, İlknur Çifci-Tekinarslan","doi":"10.46827/EJSE.V7I3.3850","DOIUrl":"https://doi.org/10.46827/EJSE.V7I3.3850","url":null,"abstract":"This research aims to identify the problems of normally developing siblings of children with Down syndrome. The participants of the study consisted of 11 typically developing siblings between the ages of 8-19 who had a sibling with Down syndrome. This study was designed according to a qualitative research methods. A semi-structured interview technique was used to gather research data. Descriptive analysis was used in the analysis of the data. Considering the problems experienced by children with typical development who have a sibling with Down syndrome; in the home environment, that they have problems in the common use of their products, that their siblings with Down's syndrome do not violate them, and that their parents - especially their mothers - are more interested in siblings with Down's syndrome; that in the school environment your siblings are deterred from studying and that they mock the other children's brothers; in social life, the siblings with Down's syndrome had problems in the regular games, so they said that they had no friends and that the other children were ridiculing their siblings with Down's syndrome. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"350 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132799736","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}
Despite the provision of school resources by Kenyan government through the Ministry of Education, there has been an outcry from stakeholders owing to dismal performance among Visually Impaired Learners at Kenya Certificate of Primary Education examination in Marigat and Kabartonjo Sub-Counties. The purpose of this study was to establish the extent to which school resources influence academic performance of visually impaired learners in integrated primary schools in Baringo County. The study adopted mixed methods methodology where data was collected by use of questionnaires, interview, and observation guides to obtain both quantitative and qualitatively data, respectively. The target population involved501 participants comprising 2 head teachers, 68 regular teachers, 49 VI learners, 380 sighted learners and 2 Educational Assessment Resource Centers (EARC) officers. From this population, a total sample of298 participants was drawn. Simple random sampling technique was used to draw 59 regular teachers, 191 sighted learners and 44 VI learners, while 2 EARC officers and 2 head teachers were purposively sampled. Data was collected using questionnaires for teachers and sighted learners, interview guide for heard teachers and EARC, and observation checklist for Visually Impaired respondents. The tools were piloted to establish their reliability and adequately validated. The quantitative data was analyzed using descriptive statistics while thematic analysis was used for qualitative data. The study found out that inadequate learning materials was a major cause of low academic performance of VI learners in Marigat and Kabartonjo integrated public primary schools. It further established that there were inadequate learning resources, support services and a learning environment that was not conducive for VI learners. The study recommends that the government provides more learning resources to VI learners and school management to provide barrier free learning environment. This study results would be of great value to teachers, parents, head teachers, schools, stakeholders, and Ministry of Education in enhancing academic performance of the V.I learners in Integrated schools. Article visualizations:
{"title":"INFLUENCE OF SCHOOL RESOURCES ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA","authors":"Dinah Jepkorir Konga, Stephen Tomno Cheboi","doi":"10.46827/EJSE.V7I2.3826","DOIUrl":"https://doi.org/10.46827/EJSE.V7I2.3826","url":null,"abstract":"Despite the provision of school resources by Kenyan government through the Ministry of Education, there has been an outcry from stakeholders owing to dismal performance among Visually Impaired Learners at Kenya Certificate of Primary Education examination in Marigat and Kabartonjo Sub-Counties. The purpose of this study was to establish the extent to which school resources influence academic performance of visually impaired learners in integrated primary schools in Baringo County. The study adopted mixed methods methodology where data was collected by use of questionnaires, interview, and observation guides to obtain both quantitative and qualitatively data, respectively. The target population involved501 participants comprising 2 head teachers, 68 regular teachers, 49 VI learners, 380 sighted learners and 2 Educational Assessment Resource Centers (EARC) officers. From this population, a total sample of298 participants was drawn. Simple random sampling technique was used to draw 59 regular teachers, 191 sighted learners and 44 VI learners, while 2 EARC officers and 2 head teachers were purposively sampled. Data was collected using questionnaires for teachers and sighted learners, interview guide for heard teachers and EARC, and observation checklist for Visually Impaired respondents. The tools were piloted to establish their reliability and adequately validated. The quantitative data was analyzed using descriptive statistics while thematic analysis was used for qualitative data. The study found out that inadequate learning materials was a major cause of low academic performance of VI learners in Marigat and Kabartonjo integrated public primary schools. It further established that there were inadequate learning resources, support services and a learning environment that was not conducive for VI learners. The study recommends that the government provides more learning resources to VI learners and school management to provide barrier free learning environment. This study results would be of great value to teachers, parents, head teachers, schools, stakeholders, and Ministry of Education in enhancing academic performance of the V.I learners in Integrated schools. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121895378","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 this paper is to report some of the findings of a study which investigated the influence of mathematics Braille proficiency on mathematics performance among learners with visual impairment in selected special secondary schools in Kenya. In this study, descriptive design was used with a sample size of 55 respondents comprising of head teachers, mathematics teachers and learners with visual impairment in two special secondary schools. The study respondents were purposively sampled. Findings on the level of mathematics braille proficiency possessed by learners with visual impairment; and the relationship between mathematics Braille skills and mathematics performance are reported. These findings demonstrate a very low level of mathematics Braille skills; and there was a significant positive relationship between mathematics braille proficiency and mathematics performance, particularly among touch readers. These findings confirmed that lack of mathematics braille proficiency contributed to poor mathematics performance. On the basis of these findings, some recommendations are provided. Article visualizations:
{"title":"INFLUENCE OF MATHEMATICS BRAILLE PROFICIENCY ON MATHEMATICS PERFORMANCE AMONG LEARNERS WITH VISUAL IMPAIRMENT IN SELECTED SPECIAL SECONDARY SCHOOLS IN KENYA","authors":"Martin Obiero Okumu, M. Murugami, L. Mazrui","doi":"10.46827/EJSE.V7I2.3827","DOIUrl":"https://doi.org/10.46827/EJSE.V7I2.3827","url":null,"abstract":"The purpose of this paper is to report some of the findings of a study which investigated the influence of mathematics Braille proficiency on mathematics performance among learners with visual impairment in selected special secondary schools in Kenya. In this study, descriptive design was used with a sample size of 55 respondents comprising of head teachers, mathematics teachers and learners with visual impairment in two special secondary schools. The study respondents were purposively sampled. Findings on the level of mathematics braille proficiency possessed by learners with visual impairment; and the relationship between mathematics Braille skills and mathematics performance are reported. These findings demonstrate a very low level of mathematics Braille skills; and there was a significant positive relationship between mathematics braille proficiency and mathematics performance, particularly among touch readers. These findings confirmed that lack of mathematics braille proficiency contributed to poor mathematics performance. On the basis of these findings, some recommendations are provided. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123046880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children with autism spectrum disorder may have a variety of communication deficits. Their communication difficulties include language delay, limited vocabulary, inability to speak words, echolalia or repetitive use of phonemes, words, or phrases, absence of eye-contact during communication, and poor non-verbal communication skills. Moreover, some of them are nonverbal so they have to learn how to communicate by using alternative and augmentative communication techniques. Some children on the spectrum in order to improve their receptive and expressive communication skills need to work on a highly structured therapeutic environment and others need to work on a natural environment. Educational robotics can be a successful tool for children on the spectrum in order to improve communicational skills. The main goal of this study is to implement Bee-Bot® robotic toy as a supportive tool for a child with autism in order to improve his listener responding skill across actions. The results showed that during speech and Applied Behavior Analysis intervention, the child improved his receptive skill in a more funny and educational way. Researchers identified that by using Bee-Bot®, the participant communicated intensively and participated to the activity more enthusiastically than using the traditional method of teaching at the table. Nevertheless, researchers should implement generalization and maintenance procedures to ensure that the participant will be able to apply the learned behavior and skill outside of the learning environment and continue to practice the acquired skill over time. Article visualizations:
{"title":"IMPROVING LISTENER RESPONDING SKILL USING BEE-BOT® IN AUTISM SPECTRUM DISORDER: CASE STUDY","authors":"Dimitra Chaldi, Garyfalia Mantzanidou","doi":"10.46827/EJSE.V7I2.3823","DOIUrl":"https://doi.org/10.46827/EJSE.V7I2.3823","url":null,"abstract":"Children with autism spectrum disorder may have a variety of communication deficits. Their communication difficulties include language delay, limited vocabulary, inability to speak words, echolalia or repetitive use of phonemes, words, or phrases, absence of eye-contact during communication, and poor non-verbal communication skills. Moreover, some of them are nonverbal so they have to learn how to communicate by using alternative and augmentative communication techniques. Some children on the spectrum in order to improve their receptive and expressive communication skills need to work on a highly structured therapeutic environment and others need to work on a natural environment. Educational robotics can be a successful tool for children on the spectrum in order to improve communicational skills. The main goal of this study is to implement Bee-Bot® robotic toy as a supportive tool for a child with autism in order to improve his listener responding skill across actions. The results showed that during speech and Applied Behavior Analysis intervention, the child improved his receptive skill in a more funny and educational way. Researchers identified that by using Bee-Bot®, the participant communicated intensively and participated to the activity more enthusiastically than using the traditional method of teaching at the table. Nevertheless, researchers should implement generalization and maintenance procedures to ensure that the participant will be able to apply the learned behavior and skill outside of the learning environment and continue to practice the acquired skill over time. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114075348","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}
M. Markaki, Nikoleta Chyta, Georgia Maggouritsa, D. Kokaridas
Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. Article visualizations:
{"title":"INTERVENTION APPROACHES IN PHYSICAL EDUCATION IN ORDINARY SCHOOL TO ENHANCE SOCIAL INTERACTION IN A STUDENT WITH AUTISTIC SPECTRUM DISORDER: A CASE STUDY","authors":"M. Markaki, Nikoleta Chyta, Georgia Maggouritsa, D. Kokaridas","doi":"10.46827/ejse.v7i2.3820","DOIUrl":"https://doi.org/10.46827/ejse.v7i2.3820","url":null,"abstract":"Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":" 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114053442","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}
Disability is a natural part of the human experience and therefore should not affect the rights of individuals to live independently, contribute to society, enjoy full inclusion in education and pursue a meaningful career. However, youth with disabilities (YWDs) in Elgeyo Marakwet Kenya face socio-economic discrimination communally. Exclusion, isolation, abuse and lack of educational opportunities exist in Elgeyo-Marakwet County, Kenya. They do not enjoy the same human rights or equal access to goods and services as their peers without disabilities. The main objective of this study was to assess the influence of employment on personal development of youth with disabilities in Elgeyo-Marakwet County Kenya. Two theories, Catherine Sanderson’s (2010) theory of socio-cultural perspective and Adams Stacy’s (1965) equity theory were studied to enable an understanding of the influence of the socio-cultural support services on personal development of youth with disabilities. A mixed methodology, using a triangulation design with both quantitative and qualitative research was employed in this study to realize the objectives. The study targeted a total population of 492 of youth with disabilities, 320 parents of youth with disabilities in and out of school and 19 government officers. Sample size determination formula by Krejcie and Morgan (1970) was used to obtain the required sample of the youth with disabilities and their parents. Simple random sampling was used to select youth with disabilities and parents while purposive sampling was used to select government officers (key informants). A sample of 289 youth with disabilities, 175 parents and 19 government officers were picked for the study. Data was collected using questionnaires, interview schedule and an observation checklist. To determine content validity of the instruments, the supervisors were presented with the research instruments prior to the actual study. Their comments were adopted in modifying the instruments. The reliability of the instruments was established through a pilot study where a coefficient of Cronbach’s Alpha was determined, which was 0.741. Quantitative data were analyzed using descriptive statistics, while qualitative data were analysed thematically as the themes emerged. Employment contributed 19.7% to personal development of youth with disabilities. The study recommended, among others, funding of youth with disabilities support groups, initiating follow up support programs for youth with disabilities and wholly focusing on services that ensure that the ‘best’ is offered to the youth with disabilities as per government’s policies. The findings of this study may help in improving the education policy to have a focus on transition plans for youth with disabilities after school. Article visualizations:
{"title":"ASSESSMENT OF THE INFLUENCE OF EMPLOYMENT ON PERSONAL DEVELOPMENT OF YOUTH WITH DISABILITIES IN ELGEYO-MARAKWET COUNTY, KENYA","authors":"W. Kurumei, C. Ogogo, E. Kochung, C. Kimani","doi":"10.46827/ejse.v7i1.3819","DOIUrl":"https://doi.org/10.46827/ejse.v7i1.3819","url":null,"abstract":"Disability is a natural part of the human experience and therefore should not affect the rights of individuals to live independently, contribute to society, enjoy full inclusion in education and pursue a meaningful career. However, youth with disabilities (YWDs) in Elgeyo Marakwet Kenya face socio-economic discrimination communally. Exclusion, isolation, abuse and lack of educational opportunities exist in Elgeyo-Marakwet County, Kenya. They do not enjoy the same human rights or equal access to goods and services as their peers without disabilities. The main objective of this study was to assess the influence of employment on personal development of youth with disabilities in Elgeyo-Marakwet County Kenya. Two theories, Catherine Sanderson’s (2010) theory of socio-cultural perspective and Adams Stacy’s (1965) equity theory were studied to enable an understanding of the influence of the socio-cultural support services on personal development of youth with disabilities. A mixed methodology, using a triangulation design with both quantitative and qualitative research was employed in this study to realize the objectives. The study targeted a total population of 492 of youth with disabilities, 320 parents of youth with disabilities in and out of school and 19 government officers. Sample size determination formula by Krejcie and Morgan (1970) was used to obtain the required sample of the youth with disabilities and their parents. Simple random sampling was used to select youth with disabilities and parents while purposive sampling was used to select government officers (key informants). A sample of 289 youth with disabilities, 175 parents and 19 government officers were picked for the study. Data was collected using questionnaires, interview schedule and an observation checklist. To determine content validity of the instruments, the supervisors were presented with the research instruments prior to the actual study. Their comments were adopted in modifying the instruments. The reliability of the instruments was established through a pilot study where a coefficient of Cronbach’s Alpha was determined, which was 0.741. Quantitative data were analyzed using descriptive statistics, while qualitative data were analysed thematically as the themes emerged. Employment contributed 19.7% to personal development of youth with disabilities. The study recommended, among others, funding of youth with disabilities support groups, initiating follow up support programs for youth with disabilities and wholly focusing on services that ensure that the ‘best’ is offered to the youth with disabilities as per government’s policies. The findings of this study may help in improving the education policy to have a focus on transition plans for youth with disabilities after school. \u0000 \u0000 Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115108028","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}
Anja Gajić, B. Arsić, Dragana Maćešić-Petrović, A. Bašić, Ružica Zdravković Parezanović
It is necessary to teach children with autism spectrum disorders (ASD) delayed reinforcement skills. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase appropriate wait time with a six year old boy diagnosed with ASD. In this study we applied delayed reinforcement protocol, which is based on the shaping procedure. The procedure was applied during discrete trial training, natural environment teaching and in home environment by parents. Baseline data was collected regarding adequate wait time exhibited by a participant in three different sessions, where it was established that average wait time duration was four seconds. In eleven sessions, the child mastered the desired skill. A significant progress was related to the application of the protocol in home environment by the parents and the autonomous use of behavior self-regulation strategies. It is relevant to mention that the alternative activities delivered during the time delay were considered as neutral stimuli and after the application of this protocol, they have become preferred items. We believe that this case studies’ biggest limitation is the need for applying this procedure at all in the context of preparing the child for taking on the desired passive role at school. Article visualizations:
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