Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.21
Rasmitadila Rasmitadila, Anne Effane, Daningsih Kurniasari, Erlina Erlina, Dedeh Sumarni
This study explores teacher opinions regarding implementing limited face-to-face learning (LF2FL) in inclusive classrooms during the Covid-19 pandemic in Indonesia. Data were collected for 24 teachers in elementary schools who have taught in the inclusive classroom through semi-structured interviews and analyzed using thematic analysis techniques. The results showed four main themes regarding implementing LF2FL: preparation, instructional systems, barriers, and teacher efforts. Teachers in inclusive classrooms have a heavier workload due to the diverse characteristics of students, mainly students with disabilities who require special treatment in all aspects of achieving learning outcomes. However, the many limitations faced by teachers during the implementation of LF2FL led to teachers' awareness of increasing competence to achieve learning goals for all students. The Indonesian government must readjust the rules for more flexible learning times which have an impact on the learning outcomes of all students in inclusive classrooms.
{"title":"Preparation, instructional systems, barriers and teachers' efforts in inclusive classrooms: Implementation of limited face-to-face learning during the Covid-19 pandemic","authors":"Rasmitadila Rasmitadila, Anne Effane, Daningsih Kurniasari, Erlina Erlina, Dedeh Sumarni","doi":"10.52291/ijse.2023.38.21","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.21","url":null,"abstract":"This study explores teacher opinions regarding implementing limited face-to-face learning (LF2FL) in inclusive classrooms during the Covid-19 pandemic in Indonesia. Data were collected for 24 teachers in elementary schools who have taught in the inclusive classroom through semi-structured interviews and analyzed using thematic analysis techniques. The results showed four main themes regarding implementing LF2FL: preparation, instructional systems, barriers, and teacher efforts. Teachers in inclusive classrooms have a heavier workload due to the diverse characteristics of students, mainly students with disabilities who require special treatment in all aspects of achieving learning outcomes. However, the many limitations faced by teachers during the implementation of LF2FL led to teachers' awareness of increasing competence to achieve learning goals for all students. The Indonesian government must readjust the rules for more flexible learning times which have an impact on the learning outcomes of all students in inclusive classrooms.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"43 01","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316623","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.26
Matthias Grünke, Nicole Müllerke, Jennifer Karnes, Ellen L. Duchaine, Anne Barwasser
The aim of this study was to assess the effectiveness of musical mnemonics in improving division skills among sixth-grade students with severe math difficulties. This experiment builds upon previous work in this field to mitigate the replication crisis in special education. A multiple-baseline design (AB) was implemented, consisting of 3-4 baseline sessions followed by 9-12 intervention sessions. The findings reveal that the training produced an immediate and notable impact on the participants' capacity to solve division problems involving 7s and 9s, which were particularly challenging for them prior to the intervention. All four student participants expressed highly positive evaluations of the strategy instruction. While this research is subject to certain limitations, it serves as a valuable option to assist students struggling in math during the early stages of secondary education, to prevent them from falling behind in the critical area of division. Further research is warranted to explore the generalizability of these findings and to address the limitations encountered in this study.
{"title":"Effects of Musical Mnemonics on the Division Skills of Students with Math Difficulties","authors":"Matthias Grünke, Nicole Müllerke, Jennifer Karnes, Ellen L. Duchaine, Anne Barwasser","doi":"10.52291/ijse.2023.38.26","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.26","url":null,"abstract":"The aim of this study was to assess the effectiveness of musical mnemonics in improving division skills among sixth-grade students with severe math difficulties. This experiment builds upon previous work in this field to mitigate the replication crisis in special education. A multiple-baseline design (AB) was implemented, consisting of 3-4 baseline sessions followed by 9-12 intervention sessions. The findings reveal that the training produced an immediate and notable impact on the participants' capacity to solve division problems involving 7s and 9s, which were particularly challenging for them prior to the intervention. All four student participants expressed highly positive evaluations of the strategy instruction. While this research is subject to certain limitations, it serves as a valuable option to assist students struggling in math during the early stages of secondary education, to prevent them from falling behind in the critical area of division. Further research is warranted to explore the generalizability of these findings and to address the limitations encountered in this study.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"17 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319802","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.18
Khofidotur Rrofiah, Ransom Tanyu Ngenge, Sujarwanto Sujarwanto, Ima Kurrotun Ainin
Promoting inclusive higher education in Indonesia continues to face significant challenges for students with special needs related to physical accessibility, socio-cultural barriers and stigmatisation. Employing a qualitative case study approach, we delve into the perspectives and real-life experiences of students with special needs at Universitas Negeri Surabaya (UNESA). Leveraging Zoom, we conducted semi-structured interviews with fifteen students struggling with deafness, blindness, physical disabilities, autism, quadriplegia and cerebral palsy. Three primary themes emerged: the need for suitable accommodations, opportunities for social integration, and the availability of university resources. We conclude that despite some improvements, students with special needs at UNESA continue to encounter impediments in pursuing higher education. Our findings underline the necessity for further policy development and enhanced backing from the academic community to foster inclusive education at UNESA, thereby catering to the academic aspirations of students with special needs.
{"title":"Inclusive education at Universitas Negeri Surabaya: Perceptions and realities of students with disabilities","authors":"Khofidotur Rrofiah, Ransom Tanyu Ngenge, Sujarwanto Sujarwanto, Ima Kurrotun Ainin","doi":"10.52291/ijse.2023.38.18","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.18","url":null,"abstract":"Promoting inclusive higher education in Indonesia continues to face significant challenges for students with special needs related to physical accessibility, socio-cultural barriers and stigmatisation. Employing a qualitative case study approach, we delve into the perspectives and real-life experiences of students with special needs at Universitas Negeri Surabaya (UNESA). Leveraging Zoom, we conducted semi-structured interviews with fifteen students struggling with deafness, blindness, physical disabilities, autism, quadriplegia and cerebral palsy. Three primary themes emerged: the need for suitable accommodations, opportunities for social integration, and the availability of university resources. We conclude that despite some improvements, students with special needs at UNESA continue to encounter impediments in pursuing higher education. Our findings underline the necessity for further policy development and enhanced backing from the academic community to foster inclusive education at UNESA, thereby catering to the academic aspirations of students with special needs.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316966","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.25
Julialet Rens, Hannelie Louw
This paper focuses on the experiences of teachers regarding the implementation of the Curriculum and Assessment Policy Statement or CAPS for learners with severe intellectual disability in schools for learners with special educational needs. The curriculum was developed to ensure that the needs of learners who have special educational needs will be met by reducing the depth and width of the national CAPS used in ordinary public schools. It was written at a more functional level by considering the cognitive abilities of these learners. A sequential explanatory mixed-method research design was applied. The quantitative phase consisted of a self-developed questionnaire sent to 21 pilot special schools in all nine provinces of South Africa. Collages and art-based focus group discussions were used to generate data for the qualitative part. Most of the participants agreed that it was good to have a structured curriculum that gave teachers guidelines and lesson plans. However, issues such as a high workload, assessment, time management, resources, and training were problematic in some schools. The findings of this research were used to develop a manual that can be used to train beginner teachers who have never worked with the CAPS for severely intellectually disabled learners.
{"title":"The Implementation of a curriculum for severely intellectually disabled learners - a success story?","authors":"Julialet Rens, Hannelie Louw","doi":"10.52291/ijse.2023.38.25","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.25","url":null,"abstract":"This paper focuses on the experiences of teachers regarding the implementation of the Curriculum and Assessment Policy Statement or CAPS for learners with severe intellectual disability in schools for learners with special educational needs. The curriculum was developed to ensure that the needs of learners who have special educational needs will be met by reducing the depth and width of the national CAPS used in ordinary public schools. It was written at a more functional level by considering the cognitive abilities of these learners. A sequential explanatory mixed-method research design was applied. The quantitative phase consisted of a self-developed questionnaire sent to 21 pilot special schools in all nine provinces of South Africa. Collages and art-based focus group discussions were used to generate data for the qualitative part. Most of the participants agreed that it was good to have a structured curriculum that gave teachers guidelines and lesson plans. However, issues such as a high workload, assessment, time management, resources, and training were problematic in some schools. The findings of this research were used to develop a manual that can be used to train beginner teachers who have never worked with the CAPS for severely intellectually disabled learners.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319079","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 main purpose of this study was to investigate the effect of teacher-mediated discrete trial training in improving the communication skills of children with Autism. The research deployed an ABAB research design, ABAB was divided into 4 phases; A1, B1, A2, and B2. A1 was a baseline, B1 was treatment, A2 was the removal of the treatment, and B2 was the treatment resumed following the break, and at last, a follow-up was conducted. In the study, three children with ASD who fulfilled the inclusionary criteria received Discrete-Trial Training from their teachers. In the study, the instruments used for assessment were social communication questionnaire-Lifetime, Autism diagnostic interview-revised, and Vineland -3 Adaptive behavioral scale (communication domain). To examine the intervention effect on each participant, visual analysis, raw score, v-scale score, and standard score comparisons were used. The study result indicated that teachers successfully learned the procedures of DTT and significantly improved the communication skills of students with ASD. This research shows that when DTT intervention is found important for children with ASD, teachers obtain intensive training to learn techniques and deliver interventions with fidelity. Training further allows teachers to improve the skills of children with ASD.
{"title":"Effect of Teacher-Mediated Discrete-Trial Training in Improving Communication Skills of Children with Autism Spectrum Disorder","authors":"Alemnh Girma Dagmawi, Belay Hagos Hailu, Abede Yehualawork Malle","doi":"10.52291/ijse.2023.38.27","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.27","url":null,"abstract":"The main purpose of this study was to investigate the effect of teacher-mediated discrete trial training in improving the communication skills of children with Autism. The research deployed an ABAB research design, ABAB was divided into 4 phases; A1, B1, A2, and B2. A1 was a baseline, B1 was treatment, A2 was the removal of the treatment, and B2 was the treatment resumed following the break, and at last, a follow-up was conducted. In the study, three children with ASD who fulfilled the inclusionary criteria received Discrete-Trial Training from their teachers. In the study, the instruments used for assessment were social communication questionnaire-Lifetime, Autism diagnostic interview-revised, and Vineland -3 Adaptive behavioral scale (communication domain). To examine the intervention effect on each participant, visual analysis, raw score, v-scale score, and standard score comparisons were used. The study result indicated that teachers successfully learned the procedures of DTT and significantly improved the communication skills of students with ASD. This research shows that when DTT intervention is found important for children with ASD, teachers obtain intensive training to learn techniques and deliver interventions with fidelity. Training further allows teachers to improve the skills of children with ASD.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"16 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319801","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.23
Elaine M. Silva Mangiante
This case study presents findings of approaches that one pre-service teacher (PST) used during practicum teaching when providing instruction for a mathematics unit with three fourth-grade students who had behavioral and/or academic challenges. The purpose of this study was to examine the planning, reflections, and decision-making of this unique PST who was able successfully to engage students as they learned about and “proved their thinking” about properties of geometric shapes. The study examined how her approaches aligned with (a) high-leverage practices for students with exceptionalities and (b) classroom conditions that promote an environment for positive student behaviors. The results suggested that this PST was able to focus on the social context of teaching—understanding her students and building a discursive community of learners—to aid students in learning the math concepts. Teacher educators can use this case to help PSTs understand the application of high-leverage practices in the classroom.
{"title":"Supporting Math Learning of Students with Behavioral and Academic Challenges: Case Study of a Pre-Service Teacher","authors":"Elaine M. Silva Mangiante","doi":"10.52291/ijse.2023.38.23","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.23","url":null,"abstract":"This case study presents findings of approaches that one pre-service teacher (PST) used during practicum teaching when providing instruction for a mathematics unit with three fourth-grade students who had behavioral and/or academic challenges. The purpose of this study was to examine the planning, reflections, and decision-making of this unique PST who was able successfully to engage students as they learned about and “proved their thinking” about properties of geometric shapes. The study examined how her approaches aligned with (a) high-leverage practices for students with exceptionalities and (b) classroom conditions that promote an environment for positive student behaviors. The results suggested that this PST was able to focus on the social context of teaching—understanding her students and building a discursive community of learners—to aid students in learning the math concepts. Teacher educators can use this case to help PSTs understand the application of high-leverage practices in the classroom.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"101 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318040","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.17
Hui Zhang
Given that researchers interested in the experiences of minority parents of children with special needs sometimes recruit participants solely based on their ethnic origin, despite the socioeconomic and political divide between immigrant and native-born minority parents, little is known about the experiences of immigrant parents in the context of the global pandemic beginning in 2019, even though academics have seen major changes in family life in the context of COVID -19 constraints. By examining through an ecological system perspective and based on the findings of a qualitative interpretive phenomenological analysis(IPA) that sought to understand the experiences of 13 immigrant parents of children with ASD advocating for their children, who immigrated from 7 different countries and regions, this article discusses the mental stress experienced by immigrant parents during the pandemic. The findings about mental stress included coping with mental stress caused by being separated from family support networks, increased miscommunication caused by the shift from in-person to online communication, and increased workload as a home-based intervention provider due to practitioner shortages during the pandemic. This study implies that even though immigrant parents have demonstrated amazing resilience in dealing with the pandemic-related environment, external social support is urgently needed to assist them in managing the impact of pandemic-related stresses and concerns.
{"title":"The Mental Stress of Immigrant Parents of Children with ASD in the United States During the COVID-19 Pandemics: A Study from Ecological System Perspective","authors":"Hui Zhang","doi":"10.52291/ijse.2023.38.17","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.17","url":null,"abstract":"Given that researchers interested in the experiences of minority parents of children with special needs sometimes recruit participants solely based on their ethnic origin, despite the socioeconomic and political divide between immigrant and native-born minority parents, little is known about the experiences of immigrant parents in the context of the global pandemic beginning in 2019, even though academics have seen major changes in family life in the context of COVID -19 constraints. By examining through an ecological system perspective and based on the findings of a qualitative interpretive phenomenological analysis(IPA) that sought to understand the experiences of 13 immigrant parents of children with ASD advocating for their children, who immigrated from 7 different countries and regions, this article discusses the mental stress experienced by immigrant parents during the pandemic. The findings about mental stress included coping with mental stress caused by being separated from family support networks, increased miscommunication caused by the shift from in-person to online communication, and increased workload as a home-based intervention provider due to practitioner shortages during the pandemic. This study implies that even though immigrant parents have demonstrated amazing resilience in dealing with the pandemic-related environment, external social support is urgently needed to assist them in managing the impact of pandemic-related stresses and concerns.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"57 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136311475","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.20
Marta Aparicio Puerta, M. Tamara Polo Sánchez
Everyone is unique and has their own characteristics, interests, and needs. Consequently, schools must be able to cater to this diversity through an inclusive approach that begins in early childhood education. To this end, the necessary support must be implemented, and the wider educational community — particularly classmates — must adopt positive attitudes toward people with disabilities. Therefore, the present study aimed to determine the attitudes of early childhood education students toward people with disabilities and the variables that influence these attitudes. For this purpose, a sample of 261 participants completed a questionnaire with the help of an adult. Our findings revealed that the children generally have positive attitudes towards different types of disability. Furthermore, it was found that the type of disability, along with the variables of age, gender, and knowledge, impacted certain dimensions of these attitudes.
{"title":"An insight into the attitudes held by four- to six-year-olds toward people with disabilities: ideas, feelings, and behaviors.","authors":"Marta Aparicio Puerta, M. Tamara Polo Sánchez","doi":"10.52291/ijse.2023.38.20","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.20","url":null,"abstract":"Everyone is unique and has their own characteristics, interests, and needs. Consequently, schools must be able to cater to this diversity through an inclusive approach that begins in early childhood education. To this end, the necessary support must be implemented, and the wider educational community — particularly classmates — must adopt positive attitudes toward people with disabilities. Therefore, the present study aimed to determine the attitudes of early childhood education students toward people with disabilities and the variables that influence these attitudes. For this purpose, a sample of 261 participants completed a questionnaire with the help of an adult. Our findings revealed that the children generally have positive attitudes towards different types of disability. Furthermore, it was found that the type of disability, along with the variables of age, gender, and knowledge, impacted certain dimensions of these attitudes.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"5 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316780","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.22
Narges Adibsereshki, Nikta Hatamizadeh
Children must accomplish interpersonal tasks and behaviors to have an appropriate relationship. To achieve this goal, the development of social intelligence which is the ability of individuals to understand the feelings, thoughts, and behaviors of others, and respond to them properly, is important. This study aimed to compare the social intelligence of students with and without hearing impairment. This study was descriptive and 122 students from mainstream schools participated (61 students with hearing impairment and 61 without any disability). The Tromso Social Intelligence scale was used to gather the data and analyze it. The results showed that social intelligence and its components (social information processing, social skills, and social awareness) are lower in students with hearing impairment than their peers from the general population. These findings, make us look more into this area and have a plan and appropriate interventions to enhance the skills related to social intelligence in students with hearing impairment.
{"title":"Social intelligence of students with and without hearing impairment in mainstream schools","authors":"Narges Adibsereshki, Nikta Hatamizadeh","doi":"10.52291/ijse.2023.38.22","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.22","url":null,"abstract":"Children must accomplish interpersonal tasks and behaviors to have an appropriate relationship. To achieve this goal, the development of social intelligence which is the ability of individuals to understand the feelings, thoughts, and behaviors of others, and respond to them properly, is important. This study aimed to compare the social intelligence of students with and without hearing impairment. This study was descriptive and 122 students from mainstream schools participated (61 students with hearing impairment and 61 without any disability). The Tromso Social Intelligence scale was used to gather the data and analyze it. The results showed that social intelligence and its components (social information processing, social skills, and social awareness) are lower in students with hearing impairment than their peers from the general population. These findings, make us look more into this area and have a plan and appropriate interventions to enhance the skills related to social intelligence in students with hearing impairment.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"BC-13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136311478","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}
Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.19
Lingga Nico Pradana
Abstract spatial reasoning is the strongest reasoning of autistic students. In this study, we want to identify the spatial reasoning of autistic students based on the categories of spatial reasoning (spatial visualization, mental rotation, and spatial orientation) and level of reasoning (abstract and concrete). A total of 46 autistic students and 46 non-autistic students participated as subjects. All subjects were given 6 types of spatial reasoning tests which included all three categories and levels of spatial reasoning. The results that autistic students have an advantage in the abstract spatial visualization category while non-autistic students have an advantage in the concrete spatial visualization category. These results indicate specifically that abstract spatial visualization is the strongest spatial reasoning possessed by autistic students. Thus, this study provides a new picture of students' spatial reasoning ability in terms of the reasoning category and the level of reasoning.
{"title":"Spatial visualization as the strongest spatial reasoning autistic student","authors":"Lingga Nico Pradana","doi":"10.52291/ijse.2023.38.19","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.19","url":null,"abstract":"Abstract spatial reasoning is the strongest reasoning of autistic students. In this study, we want to identify the spatial reasoning of autistic students based on the categories of spatial reasoning (spatial visualization, mental rotation, and spatial orientation) and level of reasoning (abstract and concrete). A total of 46 autistic students and 46 non-autistic students participated as subjects. All subjects were given 6 types of spatial reasoning tests which included all three categories and levels of spatial reasoning. The results that autistic students have an advantage in the abstract spatial visualization category while non-autistic students have an advantage in the concrete spatial visualization category. These results indicate specifically that abstract spatial visualization is the strongest spatial reasoning possessed by autistic students. Thus, this study provides a new picture of students' spatial reasoning ability in terms of the reasoning category and the level of reasoning.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136311477","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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