Pub Date : 2023-10-27DOI: 10.52291/ijse.2023.38.24
Abdullah Saleh Alanazi, Abdullah Ahmed Almulla, Mohamad Ahmad Saleem Khasawneh
The objective of this research is to assess the impact of incorporating cognitive presence (CP) techniques on the attitudes of teachers and the academic achievements of students in classrooms catering to special education and autism. The study employed both descriptive and inferential statistics to examine the pre- and post-test scores and teacher surveys. Additionally, the qualitative data gathered through interviews with teachers was subjected to thematic analysis. The findings of the study suggest that the incorporation of CP strategies can yield favorable effects on the attitudes of educators as well as the academic achievements of pupils. The educators expressed favorable dispositions towards CP techniques and believed that they were efficacious in enhancing student involvement and academic achievement. The study observed a noteworthy enhancement in the academic achievements of students, as evaluated through their pre- and post-assessment scores. The qualitative data revealed several themes, including the necessity of a pedagogical transition towards student-centered learning, personalized assistance for students with exceptional requirements, and continuous professional development and support for educators. The results indicate that the incorporation of CP techniques can serve as a viable method for enhancing the quality of classroom settings for students with special needs and those diagnosed with autism. It is important to take into account certain constraints, such as a limited sample size and potential biases in the gathering of data.
{"title":"Evaluating the Effects of Integrating Cognitive Presence Strategies on Teacher Attitudes and Student Learning Outcomes in Special Education and Autism Classrooms","authors":"Abdullah Saleh Alanazi, Abdullah Ahmed Almulla, Mohamad Ahmad Saleem Khasawneh","doi":"10.52291/ijse.2023.38.24","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.24","url":null,"abstract":"The objective of this research is to assess the impact of incorporating cognitive presence (CP) techniques on the attitudes of teachers and the academic achievements of students in classrooms catering to special education and autism. The study employed both descriptive and inferential statistics to examine the pre- and post-test scores and teacher surveys. Additionally, the qualitative data gathered through interviews with teachers was subjected to thematic analysis. The findings of the study suggest that the incorporation of CP strategies can yield favorable effects on the attitudes of educators as well as the academic achievements of pupils. The educators expressed favorable dispositions towards CP techniques and believed that they were efficacious in enhancing student involvement and academic achievement. The study observed a noteworthy enhancement in the academic achievements of students, as evaluated through their pre- and post-assessment scores. The qualitative data revealed several themes, including the necessity of a pedagogical transition towards student-centered learning, personalized assistance for students with exceptional requirements, and continuous professional development and support for educators. The results indicate that the incorporation of CP techniques can serve as a viable method for enhancing the quality of classroom settings for students with special needs and those diagnosed with autism. It is important to take into account certain constraints, such as a limited sample size and potential biases in the gathering of data.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"13 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":"136318041","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}
Katia Fabine Muller, Débora Regina Paula Nunes, Carlo Schmidt
There is evidence about the effectiveness of using caregiver-implemented, shared book reading protocols for mitigating language and literacy deficits in children with autism spectrum disorders (ASD). In Brazil, studies of this nature are scarce but essential for identifying successful early intervention practices for a population that has significantly grown in the last three decades. The aim of this investigation was to evaluate the effects of Reading to Engage Children with Autism in Language and Learning (RECALL), an intervention protocol that employs dialogic reading principles on the language and literacy skills of a 3-year-old child with ASD and a 4-year-old typically developing peer. Using a single-subject A-B research design, the effects of RECALL, employed by mothers, on their children's responses were evaluated. The results revealed that: (a) average effect size for strategy use following caregiver training was large for the mother of the child with ASD (Tau-U = 0,7) and moderate for the mother of the typically developing child (Tau-U = 0,5) ; (b) both children became more responsive, significantly increasing the frequency of communication interactions following caregiver intervention (Tau-U = 1); (d) the child with typical development showed an increase in the frequency of correct and spontaneous responses, and (c) the intervention was positively evaluated by the caregivers. Adaptations of the protocol, as well as its limitations, are discussed.
{"title":"Caregiver Implemented Dialogic Reading: impact on children with and without autism in Brazil","authors":"Katia Fabine Muller, Débora Regina Paula Nunes, Carlo Schmidt","doi":"10.52291/ijse.2023.38.5","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.5","url":null,"abstract":"There is evidence about the effectiveness of using caregiver-implemented, shared book reading protocols for mitigating language and literacy deficits in children with autism spectrum disorders (ASD). In Brazil, studies of this nature are scarce but essential for identifying successful early intervention practices for a population that has significantly grown in the last three decades. The aim of this investigation was to evaluate the effects of Reading to Engage Children with Autism in Language and Learning (RECALL), an intervention protocol that employs dialogic reading principles on the language and literacy skills of a 3-year-old child with ASD and a 4-year-old typically developing peer. Using a single-subject A-B research design, the effects of RECALL, employed by mothers, on their children's responses were evaluated. The results revealed that: (a) average effect size for strategy use following caregiver training was large for the mother of the child with ASD (Tau-U = 0,7) and moderate for the mother of the typically developing child (Tau-U = 0,5) ; (b) both children became more responsive, significantly increasing the frequency of communication interactions following caregiver intervention (Tau-U = 1); (d) the child with typical development showed an increase in the frequency of correct and spontaneous responses, and (c) the intervention was positively evaluated by the caregivers. Adaptations of the protocol, as well as its limitations, are discussed.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135698222","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}
{"title":"Nabannogakon (I’m Tired): Expression of the Untold Struggles of Student-Mothers from a State University in the Philippines","authors":"Perfecto F. Paredes","doi":"10.52783/ijse.v37i3.341","DOIUrl":"https://doi.org/10.52783/ijse.v37i3.341","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42297402","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}
Twice-exceptionality is the phenomenon of a student who presents both a disability and gifted/talented characteristics. One of the most challenging aspects of this phenomenon is how a disability can mask or hide gifted/talented characteristics; how gifted/talented characteristics might mask a disability; or how both might mask each other. Given the paradoxical nature of twice-exceptionality, it is understandable how twice-exceptional students can easily be overlooked in the demanding day-to-day reality of school, even if teachers have knowledge of twice-exceptionality. The purpose of this study was to examine if teachers, parents, and other professionals could identify twice-exceptionality given specific clues. For this pilot study, the author surveyed professionals in the field of gifted/talented to measure their ability to recognize twice-exceptional characteristics after reading fictional scenarios that represented possible real-life situations. All participants were members of the Colorado Association of Gifted and Talented (CAGT) in Colorado USA. A total of 107 respondents responded to an electronic survey with the highest response rate for any one question of 78. The results indicated that professionals failed to recognize twice-exceptionality because of how well the characteristics were masked. The findings indicated that more needs to be done to inform educators of the phenomenon of twice-exceptionality.
{"title":"Perspectives of Members of a State Organization for Gifted and Talented Education in a Western State toward the Identification of Twice-Exceptional Students","authors":"Hussain Alamer","doi":"10.52783/ijse.v37i1.3","DOIUrl":"https://doi.org/10.52783/ijse.v37i1.3","url":null,"abstract":"Twice-exceptionality is the phenomenon of a student who presents both a disability and gifted/talented characteristics. One of the most challenging aspects of this phenomenon is how a disability can mask or hide gifted/talented characteristics; how gifted/talented characteristics might mask a disability; or how both might mask each other. Given the paradoxical nature of twice-exceptionality, it is understandable how twice-exceptional students can easily be overlooked in the demanding day-to-day reality of school, even if teachers have knowledge of twice-exceptionality. The purpose of this study was to examine if teachers, parents, and other professionals could identify twice-exceptionality given specific clues. For this pilot study, the author surveyed professionals in the field of gifted/talented to measure their ability to recognize twice-exceptional characteristics after reading fictional scenarios that represented possible real-life situations. All participants were members of the Colorado Association of Gifted and Talented (CAGT) in Colorado USA. A total of 107 respondents responded to an electronic survey with the highest response rate for any one question of 78. The results indicated that professionals failed to recognize twice-exceptionality because of how well the characteristics were masked. The findings indicated that more needs to be done to inform educators of the phenomenon of twice-exceptionality.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995444","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}
{"title":"Semantic Relations of Humor: A Study of ADA Tongeng To Liseé","authors":"M. Dalyan","doi":"10.52783/ijse.v37i1.1","DOIUrl":"https://doi.org/10.52783/ijse.v37i1.1","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995652","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}
{"title":"The Usage of Contents Enriched by Augmented Reality Technology in the Instruction of Students with Special Learning Disability","authors":"Duygu Işık","doi":"10.52783/ijse.v37i1.5","DOIUrl":"https://doi.org/10.52783/ijse.v37i1.5","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995676","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}
{"title":"Use of Educational Videos to Improve the Teaching-Learning Process in Higher Education: A Systematic Review","authors":"Cecilia Claudia Montesinos Valencia","doi":"10.52783/ijse.v37i3.188","DOIUrl":"https://doi.org/10.52783/ijse.v37i3.188","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995750","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}
{"title":"The Extent to Which Teachers of Children With Autism Spectrum Disorder Know and Apply Behavior Modification Strategies","authors":"Mohammad Abed Sakarneh","doi":"10.52783/ijse.v37i1.4","DOIUrl":"https://doi.org/10.52783/ijse.v37i1.4","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995548","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}
{"title":"Attitude towards Online Buying Behaviors of People in Dhaka City in Bangladesh during Covid-19 Pandemic","authors":"M. Hasan Parvez","doi":"10.52783/ijse.v37i1.2","DOIUrl":"https://doi.org/10.52783/ijse.v37i1.2","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995775","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}
{"title":"A Case Study of Downtown, Paterson, NJ: In Relation to Obesity Medical Interventions","authors":"Wiggert Isenia","doi":"10.52783/ijse.v35i4.1","DOIUrl":"https://doi.org/10.52783/ijse.v35i4.1","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47410187","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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