Degree In Special Education Research Articles

Extolling The Role of Sociology of Education in Empowering Individuals with Disabilities in Nigeria

The paper examined the extolling the role of sociology of education in empowering individuals with disabilities in Nigeria. The paper discussed the concept of disabilities, education, sociology, and sociology of education. The paper also discussed the Contributions of Sociology of Education to People with Disabilities in Nigeria which included; critical analysis of educational systems, understanding social dynamics, advocacy and policy development, examining intersectionality, empowering marginalized voices, critical analysis of social structures, advocacy for inclusive policies, understanding intersectionality among others. The paper concluded that sociology of education stands as a beacon of empowerment for individuals with disabilities in Nigeria. sociology of education paves the way for the empowerment of individuals with disabilities, nurturing a society where every member has the opportunity to thrive and contribute meaningfully. Sociology of education serves as a powerful force for empowerment among individuals with disabilities in Nigeria. The paper recommended among others that; government, non-governmental organization and education philanthropists to provide training and professional development opportunities for educators on inclusive teaching strategies, government should empower individual with disabilities themselves by providing them with opportunities for leadership, advocacy and skill development, teachers and care givers of the people with disability should treat and give them adequate care, love and attention, only specialized teachers with at least a minimum of first degree in special education should be allowed to teach and handle people with disability.

Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya

The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.

Quality in special education from teacher perspectives

ABSTRACT In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected data from 82 special education teachers included by maximum diversity sampling using a semi-structured interview form. We conducted a content analysis using the MAXQDA qualitative data analysis program. As a result of the study, we identified six main themes as quality indicators in separate special education schools. These were teacher and administrator qualifications, school environment (social and physical), curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Moreover, several factors such as teachers with degrees in special education, materials, social perspective, evidence-based practices, family support, and individualised education programs were found to play an important role as quality indicators in separate special education schools. Improvements in quality indicators in separate special education schools can contribute to student outcomes.

Supporting Graduate Students’ Writing in Online Courses

ABSTRACT This paper reports on research undertaken in two fully online, asynchronous university courses. Representing two masters’ programs, one led to a degree in reading as a reading specialist, and the other, to a degree in special education as an educational diagnostician. This investigation explored how writing conferences helped graduate students to better communicate within their new professions. This comparative case study, framed by social presence theory, was conducted across one semester. The findings of this study point to three themes, (1) Components of the Online Learning Environment, (2) Metacognitive Thinking, and (3) Building Professional Identity. The three themes provide glimpses into graduate students’ perceptions of synchronous writing conferences. The purpose of these conferences was to provide graduate students with the tools and support needed to encourage professional writing for their soon-to-be careers.

Проектирование новых образовательных программ по направлению «Специальное (дефектологическое) образование»

The growing number of children with disabilities studying in various institutional settings has made it necessary to analyze educational programs for special needs teachers in terms of their relevance. In the field of special psychology and correctional pedagogy, traditional specializations (speech-language therapy, oligophrenopedagogy, surdopedagogy) cannot adequately meet society’s needs for psychological and pedagogical support for all types of students with mental and physical health disorders. The authors identified general trends in the training of special education teachers while studying educational programs for bachelor’s and master’s degrees in special education offered by higher education institutions under the Ministry of Education of the Russian Federation. Persons with disabilities, whose education and psycho-pedagogical assistance are not given by professional workers, were identified. The factors that influence the development of new educational programs, as well as their validity and importance for providing correctional and pedagogical aid to students with special educational needs, are investigated.

Learning Braille at Higher Education Level: Exploring the Perception of Prospective Special Education Teachers

Purpose: Braille learning is important for teaching students with visual impairment. This study intended to seek the perception of pre-service teachers who obtain degree in special education with the compulsion of learning Braille.
 Design/Methodology/Approach: This was exploratory and qualitative research. The Sample of study included pre-service teachers (N = 21) studying at higher education level. Convenient sampling technique was used to collect data for this study. A self-developed semi-structured interview protocol was instrument to collect data. The validity of the instrument was assured by the expert opinion (N=03). The reliability of the questionnaire was confirmed through an extensive literature review. The data were analyzed through open coding of the interview transcription to draw categories and themes. There were four major themes emerged i.e challenges in learning Braille, reading techniques, Braille comprehension, and Braille Rules.
 Findings: The findings of the study revealed more difficulty in reading Braille in grade two as compare to Braille writing, no training in the haptic sense in higher education institutes, and a lack of proper training courses in teaching and learning braille.
 Implications/Originality/Value: The study recommends appropriate support by the institutes and particular trainings and courses for Braille learning.

Employing Family Caregivers: An Innovative Health Care Model.

Employing Family Caregivers: An Innovative Health Care Model.

An Examination into Teaching Experiences of Contract Teachers Teaching Individuals with Special Needs

This study aimed to examine the experiences of contract teachers teaching students with special needs. To achieve this goal, this descriptive research was designed within the framework of the qualitative research paradigm. Semi-structured interviews were conducted with ten contract teachers. None of the participants had a bachelor's degree in special education. Besides, participants were graduates of departments such as sociology, sports management, and pre-school teaching. The students with special needs had an intellectual disability and an autism spectrum disorder. To determine the experiences of contract teachers, the data collected in the fall semester of the 2021-2022 academic year was analyzed via content analysis. Findings indicated that contract teachers were professionally inadequate. To eliminate these inadequacies, contract teachers tried to develop themselves by getting support from permanent teachers, reading books, and researching on the internet.

Diseño instruccional según el modelo ADDIE en la formación inicial docente

This essay analyzes the instructional design from model ADDIE in the educational initial formation, in a course of seventh semester of the Degree in Special Education during 2020- 2021 at the Benemérita Escuela Normal Veracruzana (BENV). The qualitative methodology used was the teacher’s research-action (Ebbutt y Elliot, 2000) with triangulation strategies of method and subjects (Santos-Guerra, 1990). It articulates the description of the instructional design with the configuration of virtual learning environments, understood like spaces of education-learning and evaluation, an expansion of space and temporary possibilities from the intercommunication and interconnection mediated by the use of technology (Bustos & Coll, 2010). The five phases that structure the ADDIE model are described and analyzed from various angles such as disciplinary and pedagogical dimension of Special Education, cross-institutional dimension, technological dimension, which allows assessing the links between participants. Learning focused on learning to learn and motivational learning were linked to broad and complex instructional processes for teacher training schools as Analysis Design, Development, Implementation and Evaluation.

Student Mobility Program in BINE's Bachelor's Degree in Special Education

The BINE mobility program has been generating exchange and student mobility experiences since 2010. In the first instance through the Young Teacher Exchange Programme, and subsequently with other teacher training institutions of the DGESPE. The present study considers the following dimensions of the instrument shared by the BINE Mobility Program: Perception of the achievement of the traits of the graduate profile, perception of the subjects taken, general evaluation of the experience, and enrichment comments. The mobility program not only aims at academic improvement but also offers opportunities for future teachers to strengthen their autonomy and become better citizens. The aim of the program in the future should be to move from individual enrichment to genuine institutional development.

The TCSEFP Hybrid eMentoring Model

This article describes a hybrid eMentoring model used to support fellows during an 11-month fellowship program, the Teachers College Special Education Fellowship Program (TCSEFP). The TCSEFP is a residency in teaching (RIT) induction program that leads to the completion of a high incidence special education endorsement and a master’s degree in special education. During the fellowship, each participant receives extensive, explicit mentoring from onsite and off-site mentors. This hybrid eMentoring model, developed as a part of the TCSEFP, is facilitated in part via distance technologies.
 

Services for young children with disabilities in China’s rural area: a case study

Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.

Professor Auxiliar e a Inclusão de Alunos com Transtorno do Espectro Autista

No Brasil, é direito do aluno com Transtorno do Espectro Autista com comprovadas necessidades, ter a presença de um acompanhante especializado em sala de aula, o professor auxiliar. Contudo, a legislação referente a esse profissional é recente. O presente estudo caracterizou esses profissionais e a percepção destes sobre suas atividades. Foram entrevistados 12 acompanhantes especializados de Foz do Iguaçu, Paraná. Os dados da caracterização foram tabulados e os dados qualitativos foram analisados pelo método do Discurso do Sujeito Coletivo. Constatou-se que todos os 12 entrevistados eram do sexo feminino, apenas 03 com pós graduação em educação especial, média de idade de 37 anos e 08 professoras estavam tendo sua primeira experiência na atividade atual. Nos discursos observou-se conhecimentos limitados sobre autismo, pouca articulação com o professor regente, necessidade de capacitações com atividades práticas e um misto de frustrações e realizações pessoais em relação a atuação. A atividade do professor auxiliar ainda está em desenvolvimento, poucos estudos relatam essa atuação e necessita de normativas específicas delimitando seus requisitos profissionais, abrangência e metas educacionais.

Preservice Teacher Experiences Implementing Classroom Management Practices Through Mixed-Reality Simulations

The effects of mixed-reality teaching experiences on participants’ perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 29 undergraduates pursuing a degree in special education for learners with mild or moderate/severe disabilities enrolled in a university-level course focused on developing skills in managing the learning environment. Participants teach three different scenarios in the Mursion lab over the semester and complete a 21-statement survey using a 5-point Likert-type scale (i.e., strongly agree–strongly disagree) and reflect about their experience into a video camera. Results indicate that some participant perceptions changed over time because of the Mursion experiences and that the academic program being pursued made no difference in the participants’ Mursion experience. Implications for practice with a focus on rural education and limitations of the study are also discussed.

Knowledge of basic school teachers on identification and support services for children with dyslexia

Background: Dyslexia is a specific learning disability that is characterized by difficulties with fluency, automaticity, and co-morbidity with learning. The study sought to assess the knowledge of basic school teachers on identification and support services for children with dyslexia. Method: A descriptive study design using a quantitative approach was employed for this study. The study population comprised of public basic school teachers who were selected using a simple random sampling technique. Data was collected by means of self-administered questionnaires and analysed with the aid of SPSS. Results: An average of 62% of the teachers had knowledge on dyslexia, 60.5% of teachers had knowledge on dyslexia identification and an average of 65% had knowledge on support services for children with dyslexia. There was a significant relationship between knowledge score and special education training as teachers with Bachelor’s Degree in Special Education were 1.75 times more likely to have higher knowledge score on dyslexia [(AOR) = 1.75 (95% CI; 0.74 to 4.14)]. The main barriers to teaching children with dyslexia included inadequate resources, lack of training on dyslexia, large class sizes making it difficult to recognize a dyslexic as well as time to develop dyslexia friendly instructions. Conclusion: Knowledge of dyslexia among public basic school teachers within the Asokwa Sub-Metropolis was found to be average. Therefore, more in-service training on dyslexia should be organized by the Ghana Education Service for all basic school teachers.

Modelo dual de reconocimiento de la palabra en el Sistema Braille

Este artículo es producto del Seminario de Graduación para optar por la Licenciatura en Educación Especial con énfasis en Discapacidad Visual de la Universidad de Costa Rica, cuyo objetivo fue analizar si la metodología de enseñanza de la lectura del sistema Braille que utiliza el profesorado itinerante de discapacidad visual, se ajusta al modelo dual de reconocimiento de la palabra. Se realizó una investigación cualitativa de diseño fenomenológico con ocho docentes de cuatro centros de Educación Especial, que habían enseñado a leer a estudiantes ciegos. La información aportada en entrevistas y auto-reportes se analizó con el Atlas.ti y se validó mediante la triangulación de fuentes. Los resultados muestran que el profesorado de Educación Especial utiliza métodos de tendencia sintética (silábico y fonético) para la enseñanza de la lectura del sistema Braille, a la vez que estimula la vía léxica y la vía subléxica con las actividades didácticas que le propone al estudiantado en condición de ceguera, por lo que se puede decir que sí hay un ajuste entre esta metodología de la enseñanza de este sistema y el modelo dual de reconocimiento de la palabra.

Teacher training in special education: study habits and teaching practice

The present research was carried out with students of the degree in Special Education of the normal school Fray Matías de Córdova, located in the city of Tapachula de Córdova and Ordóñez, Chiapas; Mexico. The objective of the article is to give an account of the study habits that the students have and the opinion they have of the teaching practice that the professors that form them perform. The results presented here were retrieved through a questionnaire applied to 101 students enrolled in the semester August 2015-January 2016. It was found that these students have as study habits mainly the realization of summaries and graphic organizers to appropriate the academic content of the anthology, which is a compilation of readings elaborated by a team of academics or by the teacher of a subject. At the same time, it was also found that the physical space of the house is the place where they especially perform the process of attending school tasks; As for the opinion students have of the teaching practice of the teachers, they pointed out that the student's oral presentations, the individual participation, the delivery of works and the written exam are daily practices in the professors that form them. It is concluded that the study habits and the teaching practices of the teacher trainers are interwoven in the training of teachers in special education.

Stereo Knobs and Swing Sets: Falling in Love with the Science of Behavior

Dr. Bridget A. Taylor is Co-founder and Executive Director of Alpine Learning Group and Senior Clinical Advisor for Rethink. She has specialized in the education and treatment of children with autism for the past 27 years. She holds a Doctorate of Psychology from Rutgers University and received her Master’s degree in Special Education from Teachers College, Columbia University. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is an Associate Editor for the Journal of Applied Behavior Analysis and serves on the editorial board of the journal Behavioral Interventions. She is a member of the Behavior Analyst Certification Board, a Board Member of The Association for Science in Autism Treatment and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. Dr. Taylor has published numerous articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor’s current research interests are in identifying innovative procedures to increase the observational learning skills of children with autism. BEHAVANALYST (2015) 38:283–292 DOI 10.1007/s40614-015-0041-6

Six Essential Instructional Roles to Implement Response to Intervention Models: Perceptions of Highly Qualified Special Educators

Survey research was conducted to examine practitioners’ reported implementation of key instructional roles in response to intervention (RTI) models. A survey was administered to 65 practitioners who completed a nationally accredited degree program from 2004-2011, resulting in a Masters Degree in Special Education and a state teaching endorsement as a highly qualified K-12 special educator. Research addressed the question: To what extent do practitioners trained as special educators report engaging in six key roles, and associated subskills, in their implementation of an RTI Model? Results suggest that educators trained in special education, working in general or special education settings, engage in implementing each of the key roles within their RTI models. Implications and suggestions for teacher preparation of special educators are provided.

In Memoriam: Dr. John T. Tiffany

In Memoriam: Dr. John T. Tiffany Harold Mowl Jr. , Donald Rhoten, and Joseph Finnegan Click for larger view View full resolution The Deaf community lost a true friend when Dr. John T. Tiffany passed away at his home in Talladega, AL, on September 30, 2013. He was 66 years of age. A native of Dixon, IL, Dr. Tiffany held a bachelor’s degree in special education and a master’s degree in educational administration from Northern Illinois University, and a doctorate in educational leadership from the University of Alabama at Birmingham. Dr. Tiffany had a distinguished career working as a teacher at Dixon State School, in Illinois; teacher and principal at the Florida School for the Deaf and the Blind; assistant superintendent at the Kentucky School for the Deaf; teacher coordinator for deaf and hard of hearing children at the Bi-County Special Education Cooperative, in Morrison, IL; principal at the Alabama Institute for the Deaf and Blind (AIDB); director of the AIDB Regional Center, in Huntsville, AL; executive assistant to the president of AIDB; and headmaster at the New York State School for the Deaf. His career spanned 40 years, from 1970 to 2010. Dr. Tiffany’s work touched on the lives of many students, but his largest single accomplishment was bringing to fruition the Space Camp/Aviation Challenge for the Deaf and Hard of Hearing, a program at the United States Space and Rocket Center, in Huntsville. Over 2,000 students and staff from the United States and other countries have attended the camp since its inception in 1987. Dr. Tiffany served on the board of directors of the Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) and was one of the leaders who helped put together The National Agenda: Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students (April 2005). He was a strong proponent of equal educational opportunities in the least restrictive environment for all deaf and hard of hearing children. In addition to CEASD, Dr. Tiffany belonged to many organizations and associations. An accomplished user of American Sign Language, Dr. Tiffany was always willing to help out as an interpreter, and he was always ready to help out in any way if a person needed it. He was gregarious, fun, and engaged, and never shy about sharing his opinion on things. His passing left behind his wife, Selena, four children, six grandchildren, and one great-grandchild. In Alabama, where he worked and lived for more than 25 years, Dr. Tiffany was a hero among Deaf people. The number of Deaf people attending his memorial service at Saint Peter’s Episcopal Church in Talladega on October 4 proved that Dr. Tiffany was a true advocate of the Deaf and indeed “larger than life.” [End Page 483] Harold Mowl Jr. Superintendent/Chief Executive Officer Rochester School for the Deaf, Rochester, NY hmowl@rsdeaf.org Donald Rhoten Chief Executive Officer Western Pennsylvania School for the Deaf, Pittsburgh, PA drhoten@wpsd.org Joseph Finnegan Executive Director Conference of Educational Administrators of Schools and Programs for the Deaf, St. Augustine, FL nationaloffice@ceasd.org Copyright © 2014 Conference of Educational Administrators of Schools and Programs for the Deaf