Pub Date : 2024-07-03DOI: 10.9782/jisne-d-23-00004
Clayton Keller, Suzanne Martin
Using the results of an integrative literature review of primary sources of the Council for Exceptional Children (CEC)—news articles, reports of initiatives and workgroups, and columns in CEC publications that provided evidence of the Council’s international efforts—we describe instances of international engagement within five functions of the Council as a professional organization for exceptional education: advocacy, professional development, conferences, the translation of CEC content, and its recognition as a leading organization in the field. We believe the efforts can be categorized as serving either one or both simple though challenging goals: bringing the world to CEC and the Division of International Special Education and Services (DISES) and bringing CEC and DISES to the world. Progress has occurred on these goals, albeit sporadically and intermittently. As this history looks to the past, it points to the future. The instances of international engagement that once were provide examples of what can be again to pursue these goals.
{"title":"A History of International Engagement in the Council for Exceptional Children Since 1980. Part 2: Functions of a Professional Organization","authors":"Clayton Keller, Suzanne Martin","doi":"10.9782/jisne-d-23-00004","DOIUrl":"https://doi.org/10.9782/jisne-d-23-00004","url":null,"abstract":"\u0000 Using the results of an integrative literature review of primary sources of the Council for Exceptional Children (CEC)—news articles, reports of initiatives and workgroups, and columns in CEC publications that provided evidence of the Council’s international efforts—we describe instances of international engagement within five functions of the Council as a professional organization for exceptional education: advocacy, professional development, conferences, the translation of CEC content, and its recognition as a leading organization in the field. We believe the efforts can be categorized as serving either one or both simple though challenging goals: bringing the world to CEC and the Division of International Special Education and Services (DISES) and bringing CEC and DISES to the world. Progress has occurred on these goals, albeit sporadically and intermittently. As this history looks to the past, it points to the future. The instances of international engagement that once were provide examples of what can be again to pursue these goals.","PeriodicalId":505055,"journal":{"name":"Journal of International Special Needs Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141681437","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 : 2024-05-17DOI: 10.9782/jisne-d-23-00012
B. Sucuoğlu, Ahmet Bilal Özbek, Ergül Demir, Hatice Bakkaloğlu
This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.
{"title":"Factors Classifying School Adjustment of Children With and Without Special Needs in Inclusive Preschools","authors":"B. Sucuoğlu, Ahmet Bilal Özbek, Ergül Demir, Hatice Bakkaloğlu","doi":"10.9782/jisne-d-23-00012","DOIUrl":"https://doi.org/10.9782/jisne-d-23-00012","url":null,"abstract":"\u0000 This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.","PeriodicalId":505055,"journal":{"name":"Journal of International Special Needs Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140964555","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 : 2024-05-13DOI: 10.9782/jisne-d-23-00005r2
Clayton Keller, Suzanne Martin
Is the Council for Exceptional Children (CEC), arguably the largest professional organization in exceptional education in the world, international or not? What does it mean to be international? An integrative literature review of primary sources of CEC news articles, reports of initiatives and workgroups, and columns in CEC publications that provided records of the Council’s internationally related thinking and activities involving countries outside the United States and Canada was conducted to reconceptualize CEC’s international nature since 1980. In this article, we report the findings from these sources that provide evidence of international aspirations and activities at times for six organizational components of CEC—mission and vision, policy, units, committees, work groups, and membership. There were instances of international thinking and efforts in these components. Both are necessary for meaningful international engagement, as neither is sufficient on its own. Our results suggest, though, that each may have been wanting. Recommendations are provided on how CEC can increase its global engagement through these elements.
{"title":"A History of International Engagement in the Council for Exceptional Children Since 1980. Part 1: Organizational Components","authors":"Clayton Keller, Suzanne Martin","doi":"10.9782/jisne-d-23-00005r2","DOIUrl":"https://doi.org/10.9782/jisne-d-23-00005r2","url":null,"abstract":"\u0000 Is the Council for Exceptional Children (CEC), arguably the largest professional organization in exceptional education in the world, international or not? What does it mean to be international? An integrative literature review of primary sources of CEC news articles, reports of initiatives and workgroups, and columns in CEC publications that provided records of the Council’s internationally related thinking and activities involving countries outside the United States and Canada was conducted to reconceptualize CEC’s international nature since 1980. In this article, we report the findings from these sources that provide evidence of international aspirations and activities at times for six organizational components of CEC—mission and vision, policy, units, committees, work groups, and membership. There were instances of international thinking and efforts in these components. Both are necessary for meaningful international engagement, as neither is sufficient on its own. Our results suggest, though, that each may have been wanting. Recommendations are provided on how CEC can increase its global engagement through these elements.","PeriodicalId":505055,"journal":{"name":"Journal of International Special Needs Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140985726","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 : 2024-02-01DOI: 10.9782/jisne-d-23-00007
Atikah Bagawan, Sarah N. Douglas, Sarah Dunkel-Jackson
Children with Autism Spectrum Disorder (ASD) who have Complex Communication Needs (CCN) benefit from Augmentative and Alternative Communication (AAC) to support communication. Research on the use of AAC and how different stakeholders perceive the use of AAC has been heavily focused on Western culture. The purpose of this study was to understand Indonesian caregivers’ perspectives of their child’s use of AAC by conducting semi-structured interviews. Caregivers yearned for support and collaboration from professionals, showed perseverance and resilience by seeking other learning opportunities, supporting their children, and acting as advocates, and noted benefits from AAC when implemented in culturally responsive ways. Future directions and implications for practice and policy related to supports for Indonesian children with ASD and CCN are discussed.
{"title":"Indonesian Caregivers’ Perspectives on the Use of Augmentative and Alternative Communication for Children with Autism Spectrum Disorder","authors":"Atikah Bagawan, Sarah N. Douglas, Sarah Dunkel-Jackson","doi":"10.9782/jisne-d-23-00007","DOIUrl":"https://doi.org/10.9782/jisne-d-23-00007","url":null,"abstract":"\u0000 Children with Autism Spectrum Disorder (ASD) who have Complex Communication Needs (CCN) benefit from Augmentative and Alternative Communication (AAC) to support communication. Research on the use of AAC and how different stakeholders perceive the use of AAC has been heavily focused on Western culture. The purpose of this study was to understand Indonesian caregivers’ perspectives of their child’s use of AAC by conducting semi-structured interviews. Caregivers yearned for support and collaboration from professionals, showed perseverance and resilience by seeking other learning opportunities, supporting their children, and acting as advocates, and noted benefits from AAC when implemented in culturally responsive ways. Future directions and implications for practice and policy related to supports for Indonesian children with ASD and CCN are discussed.","PeriodicalId":505055,"journal":{"name":"Journal of International Special Needs Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139816117","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 : 2024-02-01DOI: 10.9782/jisne-d-23-00007
Atikah Bagawan, Sarah N. Douglas, Sarah Dunkel-Jackson
Children with Autism Spectrum Disorder (ASD) who have Complex Communication Needs (CCN) benefit from Augmentative and Alternative Communication (AAC) to support communication. Research on the use of AAC and how different stakeholders perceive the use of AAC has been heavily focused on Western culture. The purpose of this study was to understand Indonesian caregivers’ perspectives of their child’s use of AAC by conducting semi-structured interviews. Caregivers yearned for support and collaboration from professionals, showed perseverance and resilience by seeking other learning opportunities, supporting their children, and acting as advocates, and noted benefits from AAC when implemented in culturally responsive ways. Future directions and implications for practice and policy related to supports for Indonesian children with ASD and CCN are discussed.
{"title":"Indonesian Caregivers’ Perspectives on the Use of Augmentative and Alternative Communication for Children with Autism Spectrum Disorder","authors":"Atikah Bagawan, Sarah N. Douglas, Sarah Dunkel-Jackson","doi":"10.9782/jisne-d-23-00007","DOIUrl":"https://doi.org/10.9782/jisne-d-23-00007","url":null,"abstract":"\u0000 Children with Autism Spectrum Disorder (ASD) who have Complex Communication Needs (CCN) benefit from Augmentative and Alternative Communication (AAC) to support communication. Research on the use of AAC and how different stakeholders perceive the use of AAC has been heavily focused on Western culture. The purpose of this study was to understand Indonesian caregivers’ perspectives of their child’s use of AAC by conducting semi-structured interviews. Caregivers yearned for support and collaboration from professionals, showed perseverance and resilience by seeking other learning opportunities, supporting their children, and acting as advocates, and noted benefits from AAC when implemented in culturally responsive ways. Future directions and implications for practice and policy related to supports for Indonesian children with ASD and CCN are discussed.","PeriodicalId":505055,"journal":{"name":"Journal of International Special Needs Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139875701","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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