Basic Academic Skills Research Articles

Innovation Plan of Liberal Arts Education for the Cultivation of Future Convergence Talent

In this article, we looked at what changes liberal arts education should seek to cultivate future convergent talents. If major education performs the function of problem-solving, liberal arts education should be able to diagnose problems in our lives and cultivate basic academic and academic skills that are the basis for problem-solving. In order to cultivate future convergent talents, liberal arts education at universities should seek the following changes.</br>First, a convergence liberal arts curriculum should be designed. It is necessary to design and operate a thematic convergence curriculum that fits the goals of each university by utilizing the various infrastructure of the liberal arts curriculum.</br>Second, it is necessary to seek changes in the operation of liberal arts subjects through the identity of liberal arts education. Liberal arts and liberal arts education are about cultivating both knowledge and practice. Based on the performance of liberal arts education, changes should be made to the instructors in charge of liberal arts education, teaching and learning, educational evaluation, lecture size, and lecture evaluation.</br>Third, support from the Ministry of Education is needed. Liberal arts education consists of common basic studies with liberal arts ranging from humanities, society and nature. If students are compared to one tree, support for liberal arts (basic studies), which are the basis of student growth, is needed in the entire structure of ‘root-culture’, ‘flower-major’, and ‘fruit-self-achievement’ (employment, etc.).</br>Universities must bridge the gap between knowing and living. In order for universities to perform the function of fostering future convergent talents, majors and liberal arts must coexist. It is important to solve a problem, but you must be able to diagnose the problem beforehand, and the foundation for solving the problem must be solid. Liberal arts education should design a convergence curriculum to cultivate future convergent talents and operate the curriculum in accordance with the identity of liberal arts education. In order to successfully carry this out, the support of the Ministry of Education is urgently needed.

Influence of Family-Related Truancy on Pupils’ Academic Performance in Public Primary School in Kakamega Central Sub-County, Kenya

Education is a continuous process of structured instruction aimed at achieving Sustainable Development Goals (SDGs) through pupils’ academic performance. However, Kenyan primary schools encounter persistent challenges, including low grades, behavioral issues, lack of engagement, and difficulties in mastering basic academic skills, raising significant concerns. Thus, the purpose of the study was to investigate the influence of family-related truancy on pupils’ academic performance in public primary school in Kakamega Central Sub-County, Kenya. The study was anchored on Hirschi (1969) social control theory. The study employed a descriptive survey research design, targeting768 respondents, including 67 deputy head teachers 134 pupils and 567 class teachers. The sample size comprised 256 individuals, consisting of 24 head teachers, 45 pupils and 205 class teachers, selected using a stratified random sampling technique. Data were collected through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study, demonstrating a Spearman’s rank correlation coefficient of 0.74. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data were analyzed for common themes, organized, and discussed within the study’s main objective areas, with relevant quotations used to present findings. The research findings indicated a statistically significant correlation (p=0.00 at α = 0.05) between causes of family-related truancy and pupils’ academic performance in public primary schools. Therefore, it is recommended that education policymakers devise and execute comprehensive guidelines and support systems to effectively manage and mitigate the various causes of truancy stemming from family. The information provided by this study will benefit policymakers, community members and academicians.

Developing the skills for complex thinking research: a case study using social robotics to produce scientific papers

The development of university students’ skills to successfully produce scientific documents has been a recurring topic of study in academia. This paper analyzes the implementation of a training experience using a digital environment mediated by video content materials starring humanoid robots. The research aimed to scale complex thinking and its sub-competencies as a hinge to strengthen basic academic research skills. Students from Colombia, Ecuador, and Mexico committed to preparing a scientific document as part of their professional training participated. A pretest to know their initial level of perception, a posttest to evaluate if there was a change, and a scientific document the students delivered at the end of the training experience comprised the methodology to demonstrate the improvement of their skills. The results indicated students’ perceived improvement in the sub-competencies of systemic, creative, scientific, and innovative thinking; however, their perceptions did not align with that of the tutor who reviewed the delivered scientific product. The conclusion was that although the training experience helped strengthen the students’ skills, variables that are determinants for a student to develop the knowledge necessary to prepare scientific documents and their derived products remain to be analyzed.

The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder.

Impaired basic academic skills (e.g., word recognition) are common in children with Attention Deficit Hyperactivity Disorder (ADHD). The underlying neuropsychological and neural correlates of impaired Chinese reading skills in children with ADHD have not been substantially explored. Three hundred and two children with ADHD (all medication-naïve) and 105 healthy controls underwent the Chinese language skill assessment, and 175 also underwent fMRI scans (84 ADHD and 91 controls). Between-group and mediation analyses were applied to explore the interrelationships of the diagnosis of ADHD, cognitive dysfunction, and impaired reading skills. Five ADHD-related brain functional networks, including the default mode network (DMN) and the dorsal attention network (DAN), were built using predefined regions of interest. Voxel-based group-wise comparisons were performed. The ADHD group performed worse than the control group in word-level reading ability tests, with lower scores in Chinese character recognition (CR) and word chains (WS) (all P < 0.05). With full-scale IQ and sustained attention in the mediation model, the direct effect of ADHD status on the CR score became insignificant (P = 0.066). The underlying neural correlates for the orthographic knowledge (OT) and CR differed between the ADHD and the control group. The ADHD group tended to recruit more DMN regions to maintain their reading performance, while the control group seemed to utilize more DAN regions. Children with ADHD generally presented impaired word-level reading skills, which might be caused by impaired sustained attention and lower IQ. According to the brain functional results, we infer that ADHD children might utilize a different strategy to maintain their orthographic knowledge and character recognition performance.

초1 한글해득부진아동과 일반아동의 유아기 문해상호작용 프로파일에 따른 문해활동 선호도 및 기초학습능력 차이

The current study aims to categorize the different preschool literacy interaction profiles among first graders with Hangeul acquisition difficulties (HAD) and their typically developing peers. Its objective is to compare the different groups, on their preference for literary activities at age 5 and first grade basic academic skills. Latent profile analyses were executed for 99 dyads of children with HAD and their mothers, and 140 dyads of typically developing children and their mothers. First graders with HAD exhibited 5 different pat-terns of preschool literacy interaction profile: inefficiently passive, passively interactive, quantitatively neutral, qualitatively neutral, and actively interactive. For typically develop-ing first graders, there were 4 patterns: directive-passive, overall average, non-directive-active, and balanced-active. For preference for literary activities, the actively in-teractive group under children with HAD and the balanced-active and nondirective-active groups for typically developing children showed high levels. Regarding basic academic skills, the actively interactive group scored higher than the inefficiently passive and pas-sively interactive groups for children with HAD. On the other hand, typically developing children showed that the nondirective-active group scored higher than the overall average group. Such results provide important suggestions and potential directions for developing education programs for parents or intervention plans for children.

부산 사하 미래교육지구의 현황 및 개선 방향 탐색

In this study, we seek to understand the current status of the future education district project in Saha-gu, Busan and explore directions for improvement through the activities of the Ministry of Education’s Future Education District Growth Support Group. The Future Education District is a project promoted by the Ministry of Education to make a qualitative leap in the innovative education district. To achieve this research purpose, we provided consulting support to sympathize with the narratives of Saha Future Education District staff in the Busan region and collaboratively explore issues. As a result of the study, the Saha Future Education District was experiencing difficulties in securing the self-reliance of the people, connecting upper-level schools with community-based education, supporting basic academic skills and literacy education, and communicating and educational cooperation with school members. In response to this, it was agreed that it was necessary to strengthen solidarity and cooperation among local-communities of education, strengthen communication with school members, and improve local-community education programs in line with the philosophy and vision of local-community education. Based on these research results, we discussed the need for activating schools’ voluntary participation, establishing the role and identity of village instructors, strengthening the local education ecosystem model in which the office of education and local governments cooperate, and providing professional education support for those in charge.

코로나19 기초학력 양상 탐색 과정에서 드러난 교사의 학교 인식 변화

This study explored change in students’ basic academic ability levels and learning gaps between students in an online and offline parallel education environment during the COVID-19 period. In the process, It was revealed how teachers’ perceptions of school changed. For this purpose, data were collected by interviewing 17 teachers. And the collected data were analyzed based on Strauss and Corbin’s grounded theory. As a result of the study, 152 concepts, 36 categories, and 7 themes were derived from open coding.&#x0D; In axial coding, the causal condition is [lack of personal circumstances, insufficient school environment, and tinkering policy], the contextual condition is [social class differences and participation in private education], the main phenomenon is [occurrence and deepening of basic academic ability problems], The intervening condition is [change in school environment], the action/interaction strategy is [restructuring of school role perception], and the result is [activation of social interaction starting with teachers]. Based on this, in selective coding, a matrix was constructed and visualized in the form of modifying and supplementing the axial coding results. In conclusion, it was confirmed that teachers changed their perception of the role of schools in the direction of emphasizing socialization functions, moving away from the existing perception centered on basic academic skills through COVID-19.

신입생 기초 학업 능력 교육을 위한 교양 글쓰기 교육과정 연구

The purpose of this study is to propose a plan to organize a liberal arts writing curriculum to educate first-year college students on basic academic skills. To this end, the discussion on the nature of liberal arts writing lectures as a basic liberal arts essential subject was broadly examined, and it was revealed that the perspective of focusing as a tool subject was useful in enhancing academic ability. In addition, discussions on the WAC curriculum, which is a curriculum that looks at writing ability as a basic academic ability, and the writing curriculum by division were analyzed. The WAC curriculum has the advantage of securing practicality in that it is a writing curriculum prepared around tasks to be written in the academic performance process. However, it is difficult to operate as an essential liberal arts curriculum due to the need for individualized operation, and alternatives are needed in that it is challenging to design and operate the entire university curriculum to operate the subject. The writing curriculum for each category is somewhat easier than the WAC curriculum to apply as a basic liberal arts essential curriculum. However, criticism is raised over whether there is a distinct writing type by academic field, while at the same time whether there is a common writing type that can be agreed upon within the academic field. Accordingly, this study suggested that the curriculum model that integrates the common curriculum and the modular curriculum could be an alternative to applying the academic-centered writing curriculum model to the realistic operating context.

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

취학계층 아동의 기초학력 증진을 위한 교육 중재 프로그램 참여효과 연구

Objectives This study aimed to analyze the variations in the impact of an educational intervention program de-signed to enhance basic academic skills among vulnerable elementary school students. The analysis considered factors such as weekly participation frequency and grade. The primary goal was to gather evidence for assessing performance and enhancing the program, ultimately improving participation outcomes.&#x0D; Methods Using the BASA test results (reading, writing, and mathematics) of 173 elementary school students who participated in the basic academic intervention program at the City Dream Start Center A in Gyeonggi Province from 2016 to 2022, we conducted a pre-post test difference analysis (t-test), a covariance analysis based on weekly participation frequency (1 and 2 sessions), and Analysis of Covariance(ANCOVA) based on grade level (1st-2nd grade, 3rd-4th grade, and 5th-6th grade).&#x0D; Results Children who participated in the basic academic intervention program showed the following results: Firstly, based on weekly participation frequency, higher effects were observed in reading and mathematics when participating twice a week compared to participating once a week. Secondly, based on grade level, reading showed higher effects in 3rd-4th, and 5th- 6th grades compared to 1st-2nd grades, while mathematics showed higher effects in 1st-2nd grades compared to 3rd-4th grades. However, there were no significant differences in writing based on participation frequency and grade level.&#x0D; Conclusions According to these findings, educational intervention programs conducted on a one-on-one basis for vulnerable elementary students need to consider individualized tailored lessons. Therefore, it is necessary to differentiate between short-term intensive interventions and long-term systematic interventions, considering the students' weak subjects and grade levels. Also, the development of diagnostic methods and the restructuring of the curriculum are required to enhance participation outcomes.

THE TRAINING NEEDS FOR ENGLISH LANGUAGE TEACHERS RELATED TO STUDENTS WITH DISABILITIES

Education is a right for everyone despite the circumstances and constrains the stand as barriers between individuals and their education. People with disabilities are one of those individuals, so they must learn to acquire the basic academic skills in addition to acquiring personal efficiency that helps them rely on themselves and be self-dependent as much as possible which makes them able to practice simple jobs and crafts that eliminate their feeling of frustration and inferiority and provide them with a decent life Teaching those who have disabilities different skills that help them interact positively with their surroundings and environment is one of the most exhausting things that many teachers face. This is due to the fact that teachers are unable to use the appropriate methods and ways in teaching the curricula and the required materials for this group of people in a way that is suitable for them.

Individual variations in sources of self-regulatory efficacy among elementary school pupils

Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils’ self-regulation capacities and SRE influence in managing learning situations. This study investigated variations in the four sources of SRE and how these variations were related to SRE, reading skills and arithmetic skills. The participants were 1284 pupils in Grades 2 to 5. SRE and the sources of SRE were explored via questionnaires completed by the pupils. Latent profile analysis was used to search for subgroups with similar combinations of sources. Five distinguishable and informative profile groups emerged with differences in SRE levels and basic academic skills. The greatest variations were in mastery experiences and emotional states, which were the most sensitive sources for detecting interindividual differences in the domain of self-regulation. Multiple positive sources contributed to higher SRE, while low exposure to sources was related to both lower SRE and low basic academic skills.

Semantic Priming and Its Link to Verbal Comprehension and Working Memory in Children with Learning Disorders.

Children with learning disorders (LD children) often have heterogeneous cognitive impairments that affect their ability to learn and use basic academic skills. A proposed cause for this variability has been working memory (WM) capacity. Altered patterns of event-related potentials (ERPs) in these children have also been found in the N400 component associated with semantic priming. However, regarding the semantic priming effect in LD children, no distinction has been made for children with varying WM abilities. This study aims to explore the relationship of WM with the brain's electrophysiological response that underlies semantic priming in LD children that performed a lexical decision task. A total of 40 children (8-10 years old) participated: 28 children with LD and 12 age-matched controls. The ERPs were recorded for each group and analyzed with permutation-based t-tests. The N400 effect was observed only in the control group, and both groups showed a late positive complex (LPC). Permutation-based regression analyses were performed for the results from the LD group using the WISC-IV indices (e.g., Verbal Comprehension and WM) as independent predictors of the ERPs. The Verbal Comprehension Index, but not the WM index, was a significant predictor of the N400 and LPC effects in LD children.

사례연구를 통한 지역사회 작은학교 활성화 방안

Objectives Agricultural, mountainous and fishing villages realistically have to worry about the existence of schools due to the decrease in the school-age population and the movement of students to urban schools. Small-schools in the old city center are also closing down. The specific reasons for the occurrence of small-schools could be so different that they might include whether the reason is because of the natural trend of population decline, the migration phenomenon caused by changes in industrial conditions, poor educational conditions in the region which cause residents to leave, or leaving because they couldn't make ends meet. Therefore, the small-school activation strategy should be approached differently according to the conditions and circumstances of the school and community. In addition, increasing the school satisfaction of teachers currently working in small-schools and the educational satisfaction of students and parents can be a major factor in small-school activation.&#x0D; Methods To this end, first this study analyzed the operation plan and curriculum of the school for the year, and surveyed teachers' perceptions, experiences, and opinions about small-school. To grasp the actual circumstances of various small-schools, when selecting schools for the study, they were divided into urban type (including schools located in myeon although they belong to city districts in terms of administrative division) and rural type, and the school size was also divided into various sizes ranging from less than 20 to about 180 students. The first survey was conducted targeting the teachers of the six selected schools, and based on the survey results, an interview survey was conducted focusing on questions to know in depth. The survey was conducted on all teachers of six schools, and 47 out of 66 teachers who responded to the survey showed a response rate of about 72.3%. Nine out of 47 respondents were managers.&#x0D; Results When considering the developmental stage of students in elementary school, the activities that can be directly felt and manipulated with body such as experimentation, observation, and play, etc. are needed. Through these activities, students' creativity can be increased, and when doing these activities, the learning effect can be higher. Small-school showed high satisfaction of parents not only in the educational effects of regular classes but also in various after-school classes. This is to keep in mind the possibility of operating a curriculum based on the concept of a grade system that is not tied to the school level, and it will need to be more activated in the future.&#x0D; Conclusions In order for small-schools to be activated, classes, education, internalization of justice, and strengthening of basic academic skills should be preceded. Second, it is necessary to analyze policies to improve the workload of teachers in small-schools and the environment in which it is difficult to concentrate on teaching. Third, it is necessary to discuss the promotion of exchange between teachers and the connection between school levels (elementary-middle-high school). Fourth, a local education community (local education ecosystem) should be established to overcome regional problems and coexist with schools and regions.

Arabic Handwriting Vs. Keyboarding: Performance and Underlying Body Functions Among Elementary-School Students

ABSTRACT gSchool-based occupational therapists (OTs) support students’ participation in academic activities, including handwriting and keyboarding, which are major basic academic skills. To this end, it is important that OTs understand what these activities entail. Yet, only a few studies compared keyboarding and handwriting performance of elementary school students and their underlying body functions; none related to the Arabic language. The aims of the current study were: (a) to examine the relationship between handwriting and keyboarding performance of typically developing elementary school students; and (b) to investigate whether these two tasks share common underlying body functions (linguistic, cognitive, and sensory-motor). Thirty-five 4th-5th-grade monolingual students, whose mother tongue is Arabic, were individually administered handwriting and keyboarding speed assessments and tests measuring reading, attention, and sensory-motor functions. Results showed a significant moderate correlation was found between handwriting and keyboarding speed. Reading speed and attention were correlated with both handwriting and keyboarding speed. In contrast, different sensory-motor skills were associated with each of the writing modes. These findings suggest that, assessing students’ reading, attention, and sensory-motor functions is important in order to understand students’ handwriting or keyboarding difficulties. Additionally, OTs should be aware of the different language-dependent keyboard layouts, which may affect students keyboarding performance.

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

The purpose of this study was to explore lived experience of teachers in teaching children with intellectual disabilities (CWID) in Burka Bekumsa Inclusive Primary School. A qualitative approach with phenomenological design was employed to obtain the required information from regular and special needs education (SNE) teachers. The study involved six teachers who were selected purposively for having experience of teaching CWID. Data was collected using semi-structured interviews and analyzed thematically. Findings of the study revealed that the education of CWID focuses on helping them acquire some basic daily life skills such as dining, personal hygiene, greetings and basic academic skills related to counting, self-awareness and environmental recognition which involve naming body parts, objects and animals. It was found that the educational experiences organized by the teachers and the school benefited the children in developing independent life skills, communication, behavior, relationships with typical children and teachers. The study also found that teachers’ skill of teaching and relationship with the CWID was improved successively as a result of familiarity with the behavior and ways of learning acquisition among CWID. Lack of relevant training for teachers on inclusion of CWID, shortage of classroom and appropriate educational materials, lack of incentives for teachers and weak parental involvement in the education of their children were identified as outstanding problems in educating the CWID. It is recommended that skill-related trainings and incentive packages should be organized for teachers to compensate for the demanding work, basic instructional resources should be allocated, and parents should be encouraged and empowered to take part in the education of their children.

Possibilities and Limitations of Basic Academic Skills Support Policy: Focusing on the 1st Comprehensive Plan for Basic Academic Skills Guarantee

이 연구의 목적은 2022년 3월 25일 시행된 기초학력 보장법을 비롯한 기초학력 향상 지원 정책의 가능성과 한계를 분석하는 것이다. 이를 위해 기초학력보장 종합계획 발표에 이르기까지의 정책 추진과정을 주요 시기별로 구분하고, 현행 기초학력 향상 지원 정책을 목표의 합리성과 수단의 적절성을 준거로 평가하였다. 분석 결과, 정책 목표의 합리성 측면에서 기초학력 향상 지원 정책은 지원대상 선정의 자율화와 탄력성을 강조하고, 현실성 있고 현장 수용도가 높은 목표치를 설정했으며, 국민적 요구가 높은 기초학력 보장에의 국가 책무성을 확대하였고, 정책체계의 안정성과 공공가치를 유지한 것으로 나타났다. 수단의 적절성 측면에서는 국가수준의 기초학력 진단 도구를 마련하고, 협력수업을 운영하면서 협력교(강)사의 질적 수준을 보장하고자 하고, 학습종합 클리닉을 전담기구로 운영하고, 시도 기초학력지원센터를 지원조직으로 두는 등 사업 수행 방식을 다각화하였다고 평가하였다. 이러한 정책 분석결과를 통해 얻은 시사점을 기초로 기초학력 향상 지원 정책의 발전방향을 제시하였다.The purpose of this study is to analyze the validity of basic academic skills support policies, including the Basic Academic Skills Guarantee Act, which was enforced on March 25, 2022. This study classified the policy promotion process leading up to the announcement of the comprehensive plan for guaranteeing basic academic ability by major period, and evaluated the current basic academic skills support policy based on the rationality of the policy goal and the appropriateness of the policy method. The basic academic skills support policy emphasizes autonomy and flexibility in selecting support targets. The stability of the policy system and public value were maintained. A tool for diagnosing basic academic ability at the national level was prepared, and the need to ensure the quality level of partner teachers was considered. Based through these policy analysis results, this study identified the rationality of goal and appropriateness of method of the basic academic skills support policy were identified, and suggested the development direction of the policies.

중도탈락 운동선수의 새로운 진로 경험에 대한 자문화기술지

This study describes the importance of basic academic skills of elite sports athletes and the improvement and realization of student athlete policies by describing secondary physical education teachers’ student athlete days, new career exploration and preparation process, and result experiences as secondary physical education teachers through self-cultural descriptions. It aims to find out how. As a research method, I tried to interpret it based on the retrospective memory of ‘I’ as a researcher and research participant as a self-cultural description and the result experience as a secondary physical education teacher. The results of this study are presented as follows. First, it was found that student-athletes’ academic disregard and lack of basic academic ability began when they were part of the school sports team and learned their culture. Second, college athletes who felt uncertain about the future decided to drop out, and thereafter, there is difficulty in exploring and challenging new career paths. Third, the dysfunction of elite sports is being repeated in schools. As a conclusion, first, the minimum educational attainment system needs to be reformed and objectivity for subjects secured, and the minimum educational attainment system to be improved for the issue of equity arising from differences in levels and evaluation methods of each school. Second, it is necessary to study the change in perception that student athletes, parents, and school sports departments are policy beneficiaries, and the selection criteria for student athletes to belong to school sports teams. Third, it is necessary to meaningfully apply the minimum grade system for the college entrance exam and the minimum academic level standard so that studies and sports can be combined.

Peningkatan Tes Kemampuan Bahasa Inggris (TOEFL) untuk Dosen Eligible Sertifikasi Pendidik di IAHN Gde Puja Mataram

The Basic Academic Ability Test (TKDA) has a very important role to measure, mapping, and acquire quality Human Resources (HR) based on one's basic abilities in academic scholarship. These basic academic abilities and skills test the ability to think logically, systematically, and critically. This TKDA is often used for various purposes related to academic scores, such as in recruitment to enter the world of work, in the selection of new student admissions, and for eligibility requirements for lecturer certification (SERDOS). The government lecturer certification requires lecturers who are qualified serdos to have a TKDA ability score with a minimum threshold of 530 for 2022. This threshold continues to increase every year for 2021 the threshold is still 430. This increase in the threshold is intended to obtain lecturer standards better from year to year. Therefore, capacity building for eligible lecturers must be carried out with a systematic training scheme. Of course, it is an obligation to be able to continue until the assessment stage by the assessor in order to achieve the target that has been set. This community service, especially for the lecturers, is very useful for improving their abilities. The material given by the tutors who of course have passed the serdos is about TKDA knowledge itself such as types of test questions, solving tricks, test rules, how to make the test time more efficient, and finally the TKDA simulation tryout. Based on the results of the overall evaluation, it can be seen that the main target of the training implementation has been achieved. Participants better understand, understand, and have strategies to deal with TKDA, and based on the simulation, participants are able to work on TKDA questions well.

Individual behavior support in positive behavior support schools in Finland

One objective in Finnish basic education is for pupils with disabilities or behavioral problems to be able to participate in mainstream education and ordinary classrooms. Positive behavior support (PBS) is an approach that offers multi-tiered behavior support for pupils. In addition to providing support at a universal level, educators need to have the necessary skills to provide more intensive individual support for pupils who need it. Check-in/Check-out (CICO) is a research-based individual support system that is widely used in PBS schools. The Finnish application of CICO includes an individual behavior assessment process for pupils with persistent challenging behaviors. In this article, we examined which pupils in Finnish PBS schools are provided CICO support, and in particular, how many have identified needs for specific pedagogical support or behavior-related disabilities, and whether educators find CICO to be an acceptable way of supporting behavior in an inclusive school setting. CICO support was found to be used the most in the first four grade levels, and support was offered mainly for boys. The number of pupils receiving CICO support in participating schools was much lower than expected, and CICO seemed to be secondary to other pedagogical supports. The social validity of CICO was equally high for all grade levels and pupil groups. The experienced effectiveness was somewhat lower among pupils with a need for pedagogical support in basic academic skills. The results suggest that Finnish schools may have a high threshold for starting structured behavior support despite its high acceptability. Implications for teacher education and the development of the Finnish version of CICO are discussed.