Special Education Schools Research Articles

Inclusive educatoin and game-based learning for learners with disabilities: Perspectives from teachers in Bulgaria

The aim of this study is to explore the role of game-based learning (GBL) approaches when utilised for the needs of learners with disabilities. The research explores the strategies and practices employed to make teaching and learning more inclusive and accessible for learners with disabilities and discusses educators’ perspectives and attitudes on the affordances and constraints of educational games for learners with disabilities. From a theoretical point of view, our study is based on the social model of disability. Data were gathered and analyzed through 51 in-depth interviews with educators and specialists across all educational levels in Bulgaria, including general and special education schools, as well as universities. The key findings following thematic analysis include: a common systemic framework highlighting the interactions between the school, teachers, and parents, the diversity in the strategies and educational procedures employed in the country; skills gaps and training needs for educators; more proactive approach to using educational games by special educators compared to general education; and constraints stemming from strict curricula, regulatory policies, and technological challenges. The paper identifies key aspects that need to be considered for leveraging GBL towards more inclusive educational practices for learners with special educational needs.

Towards inclusive special education? On the future of secondary school special educators’ work in Finland

ABSTRACT Although Nordic countries are committed to developing inclusive education, a gap often exists between policy, ideals, and the realisation of inclusion in practice. In Finnish schools, part-time special education is an important tool for promoting inclusive education in the three-tier system. In this study, our research questions were: (1) What should be the main objectives of secondary school special educators’ work in schools striving for inclusion? and (2) Should their work with these main objectives be called inclusive special education? A total of 102 special education teachers answered an electronic questionnaire. Qualitative content analysis was performed on the data. In terms of what the main objectives of special education teachers’ work should be, four categories were found: support for students and teachers, guiding the school towards inclusion, special education in separative settings, and collaboration. Based on our results, we claim that special education teachers’ work can to a certain extent be called ‘inclusive special education’.

Parent Involvement in Post-School Transition Services for Senior High School Students With Intellectual Disabilities.

Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living. A case study was conducted in a Taiwanese high school special education class, collecting data from 12 participants through interviews, documents and diaries. The results showed that active parental involvement in transition activities, strong parent-teacher partnerships, understanding of students' strengths and support from social resources were key to successful transitions. This study explored the effectiveness and difficulties of parents' participation in the post-school transition of students with intellectual disabilities from the perspectives of teachers, parents and students. Finally, it proposed the need to be the child's significant other, early participation in transition planning and joint involvement of parents and their children.

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Perceptions of Saudi elementary school special education teachers regarding mathematics content and instructional practices for students with intellectual disabilities

This study explored the perceptions of special education teachers of students with intellectual disabilities at three elementary schools in Saudi Arabia regarding the instructional practices and content used for teaching such students mathematics. The research employed a qualitative multiple case study design and used an open-ended questionnaire, artifacts, and teacher interviews with 14 special education teachers. By employing thematic analysis of the data collected, the following major issues were identified: (a) there is a strong focus on teaching only numbers; (b) there is an emphasis on teaching functional life skills rather than academic mathematics skills; and (c) mathematics instruction emphasizes procedural mathematics rather than mathematical understanding, also known as conceptual mathematics. These findings illustrated that elementary school students with ID in the sample did not receive comprehensive mathematics education in terms of either content or instructional practices. It might be beneficial for future studies to replicate and extend this research to incorporate observations of the classroom to obtain objective data on teachers’ actual practices while instructing students with ID in mathematics.

Building Sustainable Societies: The Role of Technology in Empowering Momtrepreneurs of Children with Special Needs

This study investigates the technology usage patterns among mothers of children with special needs, focusing on their proficiency, frequency, and purposes of computer and internet use. The aim of this study is to reveal the level of technology use of mothers with disabled children and the difficulties they experience in this regard. In addition, this study is expected to reveal the level of knowledge that mothers have about both the use of technological devices and their applications and to guide projects and development programs to be carried out for mothers. Utilizing a qualitative research methodology, data were collected through semi-structured interviews with 16 mothers whose children attend Famagusta Special Education and Job Training School. The findings reveal that while a significant portion of the participants are beginners or lack confidence in using computers, 87.5 percent of the respondents utilize the internet regularly, primarily for accessing information related to their children’s disabilities and for entertainment purposes. Despite some mothers having received formal training in computer usage, the majority indicated a need for further education to enhance their technological skills. This study underscores the necessity of tailored programs to support these mothers in effectively leveraging technology for their personal and familial needs, contributing to broader discussions on gender equality and empowerment within the framework of the Sustainable Development Goals.

Implementation of organizational health literacy depending on school characteristics in Germany

Abstract Background Children and adolescents are important target groups for health promotion measures to sustain a healthy upbringing. Organizational health literacy in schools is a promising environmental intervention to strengthen health literacy in school children. This study examines the relationship between school characteristics and the implementation of organizational health literacy. Methods School principals in Germany were invited to complete a 20-minute online survey between November 2022 and July 2023. An 8-item self-report tool was used to measure organizational health literacy in schools (OHLS-Q-SF) that comprehends eight different areas within schools to become health literate. A hierarchical cluster analysis was carried out to identify groups according to the composition of the socioeconomic status of the student body. Descriptive statistics, Mann-Whitney-U tests, and Kruskal-Wallis tests were performed. Results 598 school principals (73.6% female, Ø 52.3 years old) who worked at primary schools (49.1%), secondary schools (37%), and special education schools (13.9%) completed the survey. Cluster analysis revealed two groups. The first one (36.8%) contains schools with mainly students with lower socioeconomic status, and the second group (63.2%) contains schools with more students from middle or higher socioeconomic status. The socioeconomic status of students within the schools showed no significant results for any area of organizational health literacy, whereas all eight areas are more likely implemented if the schools already participate in a school health promotion program or network (p < 0.001). Conclusions Participating in a school health promotion program was associated with higher levels of implementation in all areas of organizational health literacy in schools. This finding highlights the importance of those programs. Integrating organizational health literacy into those interventions can be a beneficial approach to sustaining health literate schools. Key messages • Participating in a school health promotion program or network might facilitate schools to become health literate organizations. • In Germany, the socioeconomic status of the students within the schools is not associated with the implementation of organizational health literacy.

Beyond disability. Are culturally and linguistically diverse (CLD) students overrepresented in the Spanish special education system? An intersectional data-based approach / Más allá de la discapacidad. ¿El alumnado con diversidad cultural y lingüística (DCL) está sobrerrepresentado en el sistema español de educación especial? Un enfoque interseccional basado en datos

In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relative risk index for CLD students in special education. In addition to revealing clear equity gaps, the results also indicate that gender intensifies both oppression and nationality effects, pointing to the existence of a mutable structure of inequality that has a stronger effect on male students from non-European countries, particularly Pakistan and the Dominican Republic. We conclude that educational trends, which remained unchanged during the years comprising the study period, reveal the historicity of educational inequality, confirming its structural, multifaceted and intersectional nature. As a possible means of overcoming the barriers faced by foreign students, we propose a reorganization of the conceptual framework of inclusion from an intersectional perspective.

EMOTIONAL AND COGNITIVE INDICATORS IN DRAWINGS OF CHILDREN WITH SPECIAL NEEDS: A PICTURE ANALYSIS STUDY

Pictures contain important clues about how children perceive their own world, their environment and the events they experience, how they position themselves and how they externalize. This externalization event is used as a tool to express sadness, fear, anxiety, worry or the opposite feelings such as peace, happiness, joy, love, belonging, etc., especially in individuals with special needs who cannot or do not want to express themselves verbally. Pictures of individuals with special needs are also considered as an expression of the feelings of individuals with special needs and contain important details about personality development. These pictures written by students with special needs also provide important clues about the mental development and competence of students with special needs. This study was conducted with a total of 25 children with special needs who attend a special education school and whose age range varies between 4 and 12 years. The application with children with special needs, 10 of whom are girls and 15 of whom are boys, and included in this study, covered a period of 20 weeks, and the pictures collected from children with special needs were evaluated with the semiotic analysis method.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0731/a.php" alt="Hit counter" /></p>

Pupil referral units (PRUs) and alternative education provision; a think piece on making a case for parental choice for children with SEND

AbstractParental choice remains a central theme in education policy in England. Parents have the right to choose how their children are educated. For some families this choice is surrendered, with volition and intention, to their local authority which allocates school places after parents, statutory guardians and families have made their decisions. Where applicable, after parents have selected mainstream education for children with SEND, their child might be evaluated, and a recommendation made for their child to undergo a managed move; typically to join a Pupil Referral Unit (PRU) or Alternative Provision (AP). In this think piece, we advocate for PRUs and APs to sit alongside mainstream and special education schools to offer a more balanced first choice for parents. This means PRUs and APs are not ‘othered’ in this choice offer for parents. There are academic, psycho‐social, emotional, well‐being and self‐affirming complexities which could, and quite frankly, tend to result in the pupils and students accessing settings such as these which appear to be othered in this way.

Australia at an educational crossroads: special schools and inclusive education

The ongoing debate surrounding special schools and inclusive education in Australia has come to the forefront since the recommendations of the 2023 Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability, where the Commissioners were split on the implementation of full educational inclusion and the elimination of special schools. The authors discuss the controversy surrounding segregated special education classes and schools, particularly considering the push for full inclusion. The concept of inclusion is examined through a brief review of national and international policies and academic and popular literature, including how the inclusion continuum is conceptualized by policymakers, academics, and families. Stakeholder perspectives on the complexities and challenges of implementing full inclusion in mainstream school settings offer differing experiences and opinions on what is possible. Lastly, by examining the nuances of the special school controversy, the authors provide recommendations on how best to meet the educational needs of all students, across the spectrum of abilities.

Bridging the gap: voices of teachers on inclusive literature

ABSTRACT This study explored teachers’ perspectives on utilising existing children’s books for students with intellectual and additional disabilities. 58 teachers from Israeli special education schools and kindergartens revealed widespread dissatisfaction with available materials. Strikingly, 70.7% were unsatisfied with existing children’s books, and 94.7% believed there were not enough accessible options. Qualitative analysis identified five major barriers: excessive text, inappropriate content for older age groups, challenges with the physical structure of books, mismatches between text and visuals, and specific challenges for teachers of children with multiple disabilities. These findings underscore the substantial need for more accessible literature tailored to the needs of children with disabilities. Despite legislation mandating societal inclusion of people with disabilities, teachers’ dissatisfaction highlights gaps in addressing their students’ literary requirements. The results shed light on these teachers’ vital roles in adapting books and indicate the need for greater collaboration between teachers, publishers, and policymakers. By highlighting the voices of frontline professionals, this study provides a crucial call to action to develop high-quality, customised educational resources for children and young people with disabilities.

Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools

BackgroundInclusive education has become increasingly popular based on the assumption that it has multiple benefits for students with special educational needs (SEN). However, contradictions remain regarding the widespread nature of these benefits, particularly when it comes to academic motivation. AimsIn this large-scale cross-sectional study, we relied on the Big-Fish-Little-Pond Effect (BFLPE) to assess the links between inclusive education and students’ academic self-concepts and learning interests in the mathematics and verbal domains. SampleThe sample consisted of 21,219 German elementary school children in Grade 4 who were enrolled in three groups: students without SEN attending regular schools (n1 = 19,069), students with SEN attending regular schools (n2 = 933), and students with SEN attending special education schools (n3 = 1214). MethodsDoubly latent multi-group multilevel structural equation models and tests of latent interaction were performed to test the BFLPE. ResultsResults supported the BFLPE for both outcomes and domains. However, no BFLPE was identified for learning interest in the verbal domain among students with SEN attending special education schools, although the size of this effect did not differ significantly from that observed among students without SEN. In regular schools, the BFLPE was almost two times stronger among students with SEN than among their peers without SEN. ConclusionsResults support the generalizability of the BFLPE to students with SEN, while casting doubts on the motivational benefits of inclusive education for these students. Interventions targeted at attenuating the BFLPE should thus be tailored for both regular and special education schools.

The Level of Awareness of Male and Female Directors of Special Education Schools in Jordan about Twenty-First Century Skills from their Own Point of View

The Level of Awareness of Male and Female Directors of Special Education Schools in Jordan about Twenty-First Century Skills from their Own Point of View

Sleep problems of children with Down syndrome in northern China.

Limited research has looked at the present-day sleep problems among Chinese children with Down syndrome (DS). This study aimed to investigate the situation of the sleep problems of school-aged children with DS in northern China. Parents of children with DS were a convenience sample recruited through the special education schools of Shandong Province in China. The Chinese version of the Children's Sleep Habits Questionnaire was applied to assess the sleep problems of children with DS. Parents of 334 children with DS reported the average sleep duration was 9.7 (9.3-10.2) hours per night, and 62.0% of children with DS were reported sleeping less than 10h per night. Additionally, the total prevalence rate of sleep problems among children with DS was 69.8%. Sleep-disordered breathing (59.2%), sleep duration (33.8%) and bedtime resistance (32.0%) were the three most commonly reported sleeping problems. Younger children with DS (age 6-8years) had severe problems with bedtime resistance, sleep anxiety and parasomnias than older children with DS (age 9-12years) (all P<0.05). Sleep problems are prominent among children with DS in northern China and are worthy of attention. Caregivers and health professionals should raise awareness of sleep problems in this group of children and implement targeted interventions to improve their sleep quality as early as possible.

Does the optimal level of illumination improve both visual functions and visual comfort in schoolchildren with low vision?

Lighting modification is commonly performed by optometrists and occupational therapists to enhance visibility and visual comfort among schoolchildren with low vision. The purpose of this study is to determine the optimal illumination level for visual function and visual comfort of schoolchildren with low vision and the relationship between them. A cross-sectional study was conducted to assess five levels of illumination ranging from 125 lux to 2000 lux to determine the optimal illumination for visual functions and visual comfort in schoolchildren with low vision from a special education school for blind in Malaysia. Purposive sampling was done to recruit forty-two schoolchildren with low vision for this study. Visual functions assessed were visual acuity, measured using the Early Treatment Diabetic Retinopathy Study LogMAR chart at distance and near, contrast sensitivity (CS) measured using the Pelli-Robson chart at distance and the Mars CS chart at near. Reading speed was determined using the Universiti Kebangsaan Malaysia Malay Language Related Word Reading Text test chart. Subjects were asked to rate their visual comfort using a validated questionnaire at the end of each measurement of visual functions and reading speed for the different illumination levels. Visual acuity and contrast sensitivity at distance and near, visual comfort and reading speed improved significantly with increase in illumination levels (p&lt;0.05). However, the interaction between illumination level and level of low vision was not significant (p&gt;0.05). Visual comfort was significantly associated with visual function (p&lt;0.05), while direct association between visual comfort and illumination level was not significant (p&gt;0.05). Optimal illumination for improvement of visual function, reading speed and visual comfort range from 276.67 lux to 701.59 lux. Majority of the schoolchildren with low vision had improved visual function, reading speed and visual comfort with increased illumination. Illumination of at least 600 lux is recommended for maximum visual functioning and visual comfort of schoolchildren with low vision.

Interventional Analysis of Music Therapy on Emotional Behavior in Children with Autism

Music therapy, as an emerging field of rehabilitation, has been studied by many people. However, it only proves the effectiveness of music therapy in addressing emotional and behavioral issues in children with autism, and there are no specific strategies and methods applicable to special education schools for reference. This study attempts to address this issue. This study adopted a cross subject multi trial design in a single subject experimental method, with music therapy as the independent variable. Using the emotional behavior of these four autistic children who cried for no reason as the dependent variable, data was collected during the baseline, intervention, and maintenance periods to verify the intervention effect of music therapy on emotional behavior. The research results indicate that music therapy has immediate, sustained, and generalized effects on typical emotional and behavioral problems in children with autism. After music therapy intervention, the frequency of emotional and behavioral problems in each of the four autistic children decreased significantly, their self-control ability improved significantly, and language interaction was significantly prolonged. Based on the observation of student expressions and actions, participation statistics, and family interviews, it can be seen that students are interested in the environment of visual music, rhythm training, and situational music. The correct grasp of the core concepts of music therapy and timely feedback on intervention content play a crucial role in the treatment effect in this study.

Impact of parent-delivered traditional Thai massage on children with autism spectrum disorder and parenting stress: a randomized controlled trial

Objectives To evaluate the effects of parent-delivered traditional Thai massage (TTM) on children with autism and its potential influence on parenting stress. Methods Forty-eight children with autism (aged 10.32 ± 1.35 years) were enrolled from Haikou Special Education School (Haikou Province, China) and randomly assigned to either the TTM group or control group in a 1:1 ratio. Alongside their regular school routines, the TTM group underwent 16 sessions of 50-min TTM, twice weekly for 8 weeks. The control group continued their usual daily school routines. Intervention effects and parenting stress were measured using the Autism Treatment Evaluation Checklist and Parenting Stress Index, Fourth Edition Short Form. Results The TTM intervention had a significant positive impact on sociability (p = 0.001, partial ŋ2=0.168) and total scores (p = 0.009, partial ŋ2=0.103). Additionally, the TTM group had significantly reduced parental distress (p = 0.016, partial ŋ2=0.179), parent − child dysfunctional interaction scores (p = 0.008, partial ŋ2=0.206), and total scores (p = 0.001, partial ŋ2=0.179) post-intervention, with a significant rebound observed during the follow-up period. Conclusions Our findings indicate that parent-delivered TTM can effectively improve certain autism symptoms and reduce parenting stress in the short-term. Incorporating parent-delivered massage into family-based interventions offers a convenient, effective, and personalized treatment option for families with limited access to alternative treatment resources. Trial registration Clinical Trials Registry Identifier: ChiCTR2100051355, 2021-09-21

Understanding anxiety‐related problems of children with ASD in school settings

AbstractThe primary purpose of this current study was to identify knowledge of special education and mental health professionals in anxiety‐related problems of children with autism spectrum disorder (ASD) in four Different Categories: Separation Anxiety (SA), Uncertainty (U), Performance Anxiety (PA), and anxiety Arousal (AA). Three hundred eighteen participants across the United States (199 special education teachers, 97 school counselors, and 22 school psychologists) participated. The finding indicated that special education teachers and school counselors have significantly less training and expertise to identify anxiety symptoms in typically developing children and children with ASD than school psychologists (p &lt; .05). Moreover, school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD (p &lt; .05). Findings showed that school counselors could not determine precisely whether symptoms of uncertainty events existed because of anxiety issues or ASD characteristics. School psychologists and special education teachers identified the uncertainty of children with ASD as characteristics of children with ASD, not anxiety symptoms. Implications were discussed.

An online compassion-focused intervention for middle school students: the Inspiring Comfort program

ABSTRACT Interventions that build compassion for others may help increase social connectivity, combat loneliness, and promote positive adjustment in youth. However, limited research has examined the effects of this type of intervention on youth well-being. The goal of this small open pilot study was to examine the feasibility, acceptability, and outcomes of Inspiring Comfort, a 12-session group program in which youth learn and practice compassion, empathy, and helping others in distress. The program was implemented virtually during the COVID-19 pandemic with a sample of 10 students (ages 11 to 14) attending a non-profit special education school. Following the program, reductions in child-reported loneliness, depressive symptoms, and social anxiety were observed, along with increases in compassion for others and self-compassion. Students reported high satisfaction with the program, though challenges with the virtual format were noted. Findings suggest that a compassion-focused intervention may hold promise for addressing loneliness and internalising symptoms in youth, though randomised controlled trials with larger samples are needed.