Children With Special Needs Research Articles

Understanding the Relationship between Mental Workload and Stress in Special Education Teachers

Children with Special Needs (CSN) have the right to receive inclusive education with teachers as an important factor and the center of the entire education structure. The results of data collection through Focused Group Discussion with Special Education Teachers (SET) in Pangandaran Regency on 27th October 2022, showed that SET sometimes feel anxious about the behaviors shown by CSN at school, such as eating and drinking indiscriminately from items around them that can threaten children's health. And also feel burdened by the hopes of parents who want their child to recover completely after attending special school. Objective: The purpose of this study is to identify the relationship between mental workload and the level of stress of SLTs in Pangandaran Regency. Method: The method in this study is descriptive correlational with a cross-sectional approach. Primary data were collected using the NASA-TLX questionnaire and the SET Stress Level Questionnaire. There were 82 teachers as respondents using a total sampling technique. Result: Data was collected online through a questionnaire distributed to all special education teachers in Pangandaran Regency. The data was processed statistically using the Spearman Rank test which showed a significance of 0.011 (P value <0.05) with a correlation coefficient value of 0.280 which indicated that the strength of the correlation was sufficient (moderate) with a positive correlation direction. Conclusion: It can be concluded that there is a significant relationship between mental workload and the stress level of special school teachers in Pangandaran Regency.

The Status of Academic Achievement of Children with Special Needs (CWSN) and The Attitudes of Secondary School Teachers Towards Inclusion in Tura, Meghalaya

The Status of Academic Achievement of Children with Special Needs (CWSN) and The Attitudes of Secondary School Teachers Towards Inclusion in Tura, Meghalaya

A Review on Special Education in India

As per Article 21A, which mandates free and compulsory for all children from the age group of six to fourteen years, education is considered a fundamental right in India (RTE, 2009). The significance of education for Children with Special Needs (CWSN) has equal significance to that of normal counterpart. Even so, CWSN are substantially far prone miss school than Scheduled Castes or Scheduled Tribes children (Singal, 2009). In addition, even in cases where disabled children attend school, they never advance above the primary level, which leads toa reduced likelihood of finding a job and prolonged financial hardship (World Bank, 2007). The journey from Viklang(non-functional body parts) to Divyangjan (divine body parts) and segregation to inclusion was ambiguous, challenging, and full of obstacles. Various programs and policies have been implemented and enacted since post-independence; these programs act in the interest of CWSN. The researcher has collected data from a pool of sources, including but not limited to journal articles, government websites, newspapers, reports and documents, national education plans, etc. This paper analyses and highlights the idea, evolution, guiding principles, application, advantages, challenges, tactics for putting into practice, current laws, and prospects for special education in India. TheIndian government endeavored to support CWSN welfare by offering social, educational, and rehabilitation services.

Development of Self and Career-Understanding Gamification-Assisted Media for Students with Disabilities

The objective of this study is to develop a career advice platform for Children with Special Needs (CSN) through the use of gamification-assisted education. The study suggests that inclusive vocational schools in Surabaya and Sidoarjo, East Java, should create an Android application called GOPEKA in response to the dearth of structured employment services and specialized resources for CSN. For CSN, who have a predisposition for studying via Android applications, the program is both user-friendly and captivating. The ADDIE paradigm, which comprises Analysis, Design, Development, Implementation, and Evaluation, was specifically applied in our Research and Development (R&D) endeavors. An essential component of career coaching for CSN, gamification-assisted media emerged from an initial investigation that included a literature review and conversations with school counsellors. Utilizing the Career Information Processing and Career Diamond theories as core concepts and incorporating gamification features (components, mechanics, dynamics) were also highlighted in the literature review. A GOPEKA application prototype was developed during the design and development process. Its interface design and button performance were enhanced as a result of a validation procedure conducted by professionals and experts. Seven secondary schools, including a special needs high school in Surabaya and Sidoarjo, participated in an evaluation of the app's efficacy with 82 disabled students from vocational high schools. The average total career planning scores improved significantly from the pre-test to the post-test subsequent to utilizing the GOPEKA application, as determined by the Wilcoxon test on non-normal data distribution. The study's findings indicate that the GOPEKA application's second iteration is efficacious and appropriate for implementation with CSN, subsequent to its validation and feasibility assessments. In addition, the article proposes avenues for further research and addresses the constraints associated with the implementation of gamification in product development.

Questioning inclusive city quality: Teachers' perspectives and experiences in sexuality education for children with special needs in Indonesia

This study explores the significance of Comprehensive Sexuality Education (CSE) for Children with Special Needs (CWSNs) within regular early childhood education settings in two inclusive cities: Banjarmasin and Banjarbaru, South Kalimantan, Indonesia. Using a qualitative phenomenological approach, the research examines the perspectives, confidence, and experiences of Early Childhood Education (ECE) educators who teach CWSNs about sexuality. Participants underscored CSE's role in empowering CWSNs against sexual violence and addressing maladaptive behaviors, despite challenges such as societal misconceptions, curriculum deficits, and insufficient teacher preparedness. Educators' confidence in delivering CSE is hampered by their general educational backgrounds and the absence of specialized educators capable of effectively tailoring programs to individual student needs. Teaching methods varied, encompassing sign language for deaf children, repetitive language with engaging media for those with autism, and approaches sensitive to cultural and religious norms when addressing Body Awareness and Genital Function, Understanding Identity and Gender Roles, and Fostering Personal Boundaries and Safety. Participants advocate for a comprehensive approach to SE inclusivity, emphasizing collaborative efforts among diverse stakeholders and multidisciplinary expertise. They call for clearer policies and sustained support from educational authorities to develop evidence-based curricula and provide comprehensive teacher training. Addressing disparities between privately owned and government-run institutions is crucial for ensuring equitable integration of SE into educational practice.

Optimasi Kemampuan Komunikasi Anak Berkebutuhan Khusus dengan Aplikasi Comm-Screen

Background: Communication needs in children with special needs (ABK) are absolute things to strive for as optimally as possible. One speech therapy approach in facilitating these needs is alternative & augmentative communication (AAC). The development of AAC offers great potential to improve the effectiveness of nonverbal CwSN (Children with Special Needs) communication. Based on surveys, AAC is most widely used for patients with non/minimal verbal such as ASD (Autism Spectrum Disorders) or other conditions. Objective: this study aims to develop a mobile application-based AAC media innovation called Comm-Screen. Method: research is carried out quantitatively with tiered surveys and literature studies to design a prototype of the Comm-Screen application. The Comm-Screen application can display symbols (images) and output audio (sounds) that have been adapted to the culture and speech therapy interventions in Indonesia. The Comm-Screen application is also designed based on appropriate interventions and has been studied in the speech therapy profession to treat communication disorders in nonverbal CwSN. Results: From 54 respondents, 97% of them realized the importance of application-based AAC media in Indonesia as one of the preferred methods for learning communication for nonverbal CwSN. 97.7% of respondents stated that the Comm-Screen application prototype is effectively used as a medium for nonverbal CwSN communication intervention in Indonesia. Conclusion: There is hope from speech therapy practitioners for the advancement of AAC media with the Comm-Screen application that can meet the criteria and objectives of speech therapy interventions in Indonesia. Improvements and development of Comm-Screen applications are still needed as the need for future interventions increases. 
 
 Keywords: AAC, Communication, Nonverbal, Speech therapy

The special parents for special children: A qualitative study

Parents of children with special needs (CSNs) have a unique responsibility to care for and assist in the development of their children. It often leads to psychological adjustments. This study aimed to find empirical evidence of how parents of CSNs with low education and socioeconomic status experience positive psychological adjustments to their CSN. The study used triangulation methods, including focus group discussions, in-depth interviews, and observations, involving seven parents of CSNs. Through an intentional data reduction process, three main themes emerged regarding the manifestation of psychological adjustment in parents of CSNs. These themes are (a) acceptance of the CSN's condition, (b) resilience in parenting CSNs, and (c) anxiety about the CSN's future. The study found that accompanying the growth and development of children with special needs is not an easy journey. Furthermore, parents of CSNs with low education and economic status were delayed in receiving certainty from doctors regarding their child's 'special condition.' However, the parents in this study exhibited positive psychological adaptability. They were able to develop acceptance and resilience and successfully reduce anxiety through patience and faith in Allah SWT. Keywords: children with special needs, parents, acceptance, resilience, anxiety

Anguish and Languish Experienced by Parents of Children with Special Needs through the Pandemic

Abstract The COVID-19 pandemic has significantly impacted life globally. The lockdown-imposed restrictions have negatively impacted a host of sectors, specifically with respect to India, but more so among marginalized communities of children with special needs (CSN) and their primary caregivers whose struggles have been left unnoticed. This article attempts to elucidate the numerous challenges that primary caregivers of this overlooked section of society have endured and its repercussions on their mental and emotional well-being. We further propound the experiences from the pandemic necessitates novel guidelines and make recommendations to support CSN and their caregivers in the advent of another massive crisis.

Development of Rumah Inklusi support group for children with special needs

Handling Children with Special Needs (CSN) requires special knowledge and expertise, so parents and schools with children/students with special needs sometimes experience difficulties in nurturing and implementing inclusive education. The Community Service Team from Universitas Sebelas Maret and the Yayasan Lembaga Pendidikan Al Firdaus developed the Rumah Inklusi and ARCHANA to provide CSNs and their families. This study examines the development of support groups for inclusive homes and the implementation of assisting parents with special needs through support groups. The approach used is Participatory Action Research (PAR), which assists parents with special needs at the Al Firdaus Inclusion School with psychologists, pedagogues, and sociologists. Data collection techniques were done through literature studies, Focus Group Discussions, observations, and documentation. The results of the research show that the PAR approach in this service is carried out in four stages: (1) Reflection to determine the problem; (2) Problem-solving design by designing activities for forming support groups and assisting parents with CSN; (3) Implementation through Focus Group Discussion presenting parents and experts in the field of inclusive education; and (4) Evaluation of the implementation of community service activities. Developing inclusion houses is still needed to reach families with special needs, and the benefits can be felt more broadly. This community service activity found the construction gap for children with special needs between schools and families with special needs, which impacts self-acceptance of children's conditions.

Society's Acceptance of Children with Special Needs

The background of this research is the social acceptance of children with special needs, society's negative behaviors towards children with special needs (CWSN). Differences in characteristics among different societal groups arise due to variations in individuals' backgrounds within the community, such as education, professions, and so forth. This study is a qualitative research with a Literature Review approach. The focus of this research is to explore how society accepts the presence of children with special needs. The aim of this study is to gather information from the community regarding their opinions on children with special needs, both in general and specific contexts.

Diagnostic Assessment of Students With Special Needs in Inclusive School

The 2021 data from Director General PMPK (Community Education and Special Education) Kemdikbud Ristekdikti shows that the number of Children with Special Needs (CWSN) students undergoing education in SLB/inclusive schools is 269,398, and the number of schools is 38,038. Meanwhile, out of the 34 provinces in Indonesia, only 23 provinces or 64 districts/cities have issued Regional Regulations for the inclusive education system. CWSN problems in inclusive schools consist of; (1) rejection in the school environment, (2) the limited number of competent teachers handling CWSN, (3) lack of support systems such as an accurate data of CWSN, (4) lack of affirmative policies in some regions. Oftentimes, CWSN students are unattended in class and are not taught properly. Therefore, this research proposal is designed to develop a diagnostic assessment prototype for inclusive students in Mathematics, Science, Indonesian, and Social Studies subjects. The purpose of this module is to find effective solutions to discover weaknesses and potentials that CWSN students have in the classroom. The instrument was made with experts’ justification and a test design that will be tested on 60 deaf and disabled students of inclusion junior high school. There are also complains of violence against CWSN students, inadequate accessibility, and poor service in inclusive schools. Therefore, a questionnaire was also designed to document the administration of education in six districts/cities involving approximately 64 samples of teachers and principals. The test of the instrument and the screening questionnaire will be carried out at the same time.
 Keywords: inclusion, diagnostic assessment, regulation, test, disability

The Relationship of Meaning in Life and Quality of Life: Basis for a Leadership Development Program among Parent-Carers of Children with Special Needs

The goal of the present descriptive-correlational study is to examine the relationship between the quality of life (QOL) and meaning in life (MIL) of Children with Special Needs (CSN) parent-carers utilizing the simple random sampling method. It included 186 respondents from a suburban private Christian school in Muntinlupa, Metro Manila. The Meaning in Life (MIL) questionnaire and Quality of Life Enjoyment and Satisfaction Short Form (Q-LES-Q-SF) questionnaire were used. The MIL dimensions revealed that, on average, the CSN parent-carers’ Presence of MIL is partly high while the Search for MIL is neither high nor low, which reveals that they have a valued meaning and purpose, yet they are still openly exploring them. The QOL of CSN parent-carers is overall good, with family relationships receiving the highest score and work with the lowest, revealing that there is a marked satisfaction in family relationships while discontent and unfulfillment with work. There is a significant relationship in terms of age, sex, and living status profile variables with MIL, except for education and monthly family income. A strong significant relationship is demonstrated between MIL and QOL of CSN parent-carers. Overall, MIL’s partly high for Presence, neither high nor low for Search, and QOL’s good result imply that CSN parent-carers have a relatively positive understanding of both MIL and QOL in their life and their determination to keep on pursuing this meaning, purpose, enjoyment, and satisfaction in life. The significant relationship and prevailing themes form the basis for LEAD (Leading, Equipping, and Developing), a parent leadership program where one identified recommendation is the review, enhancement, and endorsement for implementation to ascertain understanding, appreciation, and development of QOL and MIL in CSN parent-carers’ life.

Inclusive Education: Need for Enhancing Special Education Skills among Regular School Teachers

The present study attempted to find out the current skill levels of teachers to teach children with special needs (CWSN) in inclusive education settings. A total of 92 school teachers were participated in this study and the data collected by using a two-part questionnaire. Part-one of the questionnaire collected background information of the respondents. Part-two was a five point scale which required the teachers to indicate their preparedness in special education skill levels on a list of competencies needed to inclusive classrooms. Data was analyzed using descriptive and differential statistics. The major findings were that nearly 75% of the regular school teachers had inadequate special education skills. Further, 47% of the teachers did attend proper in-service programme related to special education. Finally, 69% teachers with special education qualification rated themselves as having low competence for working CWSN. Providing Systematic in-service training to the teachers can improve quality of inclusive education. Keywords: Special education skills, inclusive education, in-service training .

Gesture Analysis of Children with Special Needs in Solving Mathematics Problems

<p style="text-align:justify">Mathematics learning is essential for children with special needs (CSN). The process of learning mathematics at the CSN can be started from concrete to abstract. During the math learning process, many gestures are produced by CSN. Gestures can direct the individual to take and understand the implied meaning of any movement or facial expression. The problem formulated in this study is how the CSN gesture in learning mathematics and aims to describe the gesture produced by CSN during the mathematics study. The subject in this study was the CSN with an autistic category. Research is conducted by observing the mathematical learning process. This research uses a qualitative approach. Data is collected with an observation technique using an audio-visual camera and is subsequently analyzed qualitatively. The results showed that the fundamental characteristics of CSN in math learning could be seen from the gesture. Each gesture contains verbal meaning and can represent how they think they are in understanding mathematical problems. Another characteristic is indicated by repeated actions (gesture pointing repeatedly). This condition indicates the special attention and confidence of CSN toward the object being observed.</p>

Positive Self-Talk Intervention to Decrease Stress in Parents of Children with Special Needs

The caregiving experience of parents of children with special needs (CSN) can be challenging and can lead to significant stress and negative impacts on mental health. To address this issue, a community service activity was implemented to provide positive self-talk training to 25 parents of CSN who are members of the Indonesian Special Family Forum (FORKESI) in South Sumatra. The training was conducted online using the Zoom Meeting platform and employed the Asset Based Community Development (ABCD) method. The results of the community service indicated that the average stress levels of the participants decreased after participating in the training. Additionally, participants reported feeling more grateful for the condition of their children, more accepting of their children's condition, and having more open minds. These findings suggest that positive self-talk training is an effective strategy for reducing stress in parents of children with special needs and may have broader implications for supporting caregivers in the community.

The challenges and coping strategies of single mothers caring for children with special needs: Experiences from Kashmir, India

AbstractFamilies play a significant role in the development of their children. Nearly 16% of children in the industrialized world live in single‐parent households, which are mostly comprised of single mothers. Although motherhood is the most beautiful feeling a woman cherishes, this experience can be challenging when the woman has to raise their special‐needs child on her own, without the support of her spouse or partner. This study aims to understand the challenges and coping strategies of single mothers while raising their special‐needs children. To this end, in‐depth case interviews were conducted with three single mothers selected purposively from the Srinagar area in Kashmir, India. The results revealed that multiple roles and responsibilities had an adverse effect on the psychological well‐being of single mothers who had to deal with the financial burden of caring for their child's condition, including expenses for doctor visits, special therapies and medication, among other. In addition, they had to experience the social pressure and stigmatization attached to being a single mother. The most widely employed coping strategies include support from family and friends, religious faith, and self‐coping. The study recommends the creation of welfare packages like free counseling, stipend support, inclusive education, free medical treatment, and therapies for Children with Special Needs (CWSNs) and their mothers.

A Scoping Review of Formal Care to Children with Special Needs during the Covid-19 Pandemic

The Covid-19 pandemic caused an unprecedented closure of direct service for children with special needs (CSNs), which shifted service to remote mode. This scoping review analyzed the strategies adopted by different formal care services for CSNs, their strengths and weaknesses, and the challenges faced by the formal care providers (FCPs). This study identified relevant articles through academic databases and Google searches using appropriate search strings and keywords. It included ten journal articles (n=10) and eight pieces (n=8) of grey literature through a meticulous selection process and extracted data. This review drew results by collating the descriptive numerical data analysis and qualitative thematic analysis and interpreting them. Reporting incorporated all the possible items recommended by the PRISMA-ScR guidelines. This review demonstrated that pediatric rehabilitation adopted the telehealth approach and that special education changed to remote learning. When childcare programs in the USA functioned according to specific guidelines, residential care in South Asian countries faced a financial crunch. FCPs faced personal and professional challenges that required systematic training to deal with pandemic situations. This scoping review made suggestions for relevant policy formulations for equitable and effective service delivery to CSNs during pandemic situations, and it exposed new avenues for research.

Hemodynamic and ventilatory changes in pediatric patients with special needs: A comparative clinical study.

Very limited data are available on the hemodynamic and ventilatory changes during sedation and general anesthesia using bispectral index (BIS) monitoring in intellectually disabled children. The purpose was to determine the hemodynamic and ventilatory changes after propofol and sevoflurane administration in children with special needs (CSN) versus healthy children (HC) during dental treatment. Forty pediatric patients needing dental treatment were allocated into two groups: children without systemic disease (healthy children [HC]) and mentally disabled children (children with special needs [CSN]). Sevoflurane in oxygen (100% oxygen, 5 l/min) and continuous propofol infusion (target-controlled infusion [TCI], 2 µg/ml) were used as sedative agents, and 2% lidocaine with 1:80,000 adrenaline was used as local anesthesia in both groups. Heart rate (HR), oxygen saturation (SaO2), respiratory rate (RR), exhaled carbon dioxide (CO2), blood pressure (BP) and bispectral monitoring (BIS) values were recorded during the entire dental treatment procedure. A statistically significant decrease in systolic BP, diastolic BP and RR was observed, with no significant differences between the healthy and disabled groups. In contrast, the HR and BIS values were lower in the CSN group than in the healthy patients (p ≤ 0.05). Patients with special needs had lower HR and BIS values than healthy patients, while BP, SaO2 and exhaled CO2 showed similar results in both groups. Key words:Bispectral index, hemodynamic changes, ventilatory changes, pediatric patients, special needs.

The effect of play therapy as a therapeutic communication on social interactions of Children with Special Needs

Therapeutic communication is one of the communications applied to Children with Special Needs (CSN), designed for therapy. This research is triggered by the number of Children with Special Needs who have not been accommodated to receive a complete education; this means Children with Special Needs have not been able to get an education because of various problems such as school places, parents inability, and the unwillingness of parents to let their children study which is influenced by social difficulties. Children with Special Needs typically feel scared, reluctant, hesitant, or unable to express themselves; these children are often excluded because they cannot communicate and socialize well, so that the impact is not good for the psychic, mental, social, and sensory of the children. This study aims to analyze the effect of empathy and warmth on associative and dissociative social processes. The research uses a study type with a quantitative approach with 50 people as samples. Data collection is carried out through primary data collection by using a questionnaire spread to several respondents and field observation to see the therapy used. The results showed that the empathy correlation coefficient value of the associative social process was 0.443 (strong enough), and the dissociative social process was 0.554 (strong enough). Meanwhile, the value of the warmth coefficient correlation to the associative social process was 0.850 (strong), and the dissociative social process was 0.880 (strong). Thus, the effect of play therapy as a therapeutic communication on social interaction is 0.428 (strong enough), while the achievement coefficient of determination is 0.283. The independent variables have an influence and contribute with a rate of 28.3% to the independent variable.

Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes

Advancing inclusive education in countries where children with special needs (CWSNs) are yet to be meaningfully included in regular schools will ensure the progress of Goal 4 of the Sustainable Development Goals. One potent determinant to the effective inclusion of CWSNs is teachers’ intention and efforts to integrate them into their classes. Yet, there is still inadequate evidence in the existing body of literature that will help stakeholders understand the psychosocial variables that will impact their intentions and efforts to include CWSNs in their classes. In view of this, our study determined the association between teachers’ sociodemographic characteristics, psychological distress, job satisfaction, and their willingness to include CWSNs in their classes using a hierarchical regression model. The sample size is made up of 502 secondary school teachers in Anambra State. Our model showed the potency of sociobiological and motivational factors on teachers’ inclusive education willingness of CWSNs in their classes. Teachers’ age, years of teaching experience, and job satisfaction are significant predictors of their inclusion willingness for CWSNs. Teachers’ psychological distress did not significantly predict their inclusion willingness for CWSNs. The significance and implications of our findings were underscored.