Special Education Schools Research Articles

Disaster Prevention and Risk Reduction Education Implementation in Special Education Schools in Indonesia: Teachers’ Challenges, Strategies, and Recommendations

Indonesia adopted the Comprehensive School Safety framework to increase the resilience of all its citizens to disaster. During a disaster, children with special needs and disabilities (SEND) are more likely to be abandoned. Hence, this research, targets to determine special education teachers’ disaster education plans and strategies, and the challenges they encountered in implementing Satuan Pendidikan Aman Bencana (SPAB). It was qualitative research that employed a purposive sampling technique in determining the study participants. The main participants were twenty-three (23) special education teachers and thirteen (13) school principals and community engagement officers from twelve (12) special education schools. Data gathering tools used were in-depth interviews, quick surveys, and observations. A qualitative descriptive approach was utilized in analyzing the data. The results build the evidence that amidst the country’s efforts over the past decades, children with SEND remain susceptible to disaster due to its delayed implementation in special education schools. A huge gap between the compliance of public and private special education units was identified. Implementation of locally adopted CSS was very recent. It was concluded that teachers’ competence influences mainly its implementation. Challenges were identified including the unavailability of Disaster Prevention and Risk Reduction Education (DPRRE) integrated modules, limited disability-inclusive teaching materials, and teachers’ limited training and knowledge about Disaster Risk Reduction and Management (DRRM). The findings suggest a necessity to evaluate the quality and suitability of education units’ compliance with the provisions of the SPAB program policy

Correlation of Siting and Standing Performance with Gross Motor Functional Classification System in Children with Spastic Cerebral Palsy

Background: Cerebral palsy (CP) is the most common motor disability in childhood, with spasticity as a frequent complication. Understanding the relationship between the Gross Motor Function Classification System (GMFCS) and motor abilities, such as sitting and standing performance, is critical for managing CP. Objective: This study aimed to analyze the correlation between sitting and standing performance with GMFCS in children with spastic cerebral palsy. Methods: A cross-sectional study was conducted with 350 children diagnosed with CP, aged 6-12 years. Data were gathered over six months at a government secondary school for special education. The GMFCS was used to classify motor function, while sitting and standing abilities were assessed using the Sit to Stand Test. Data analysis was performed using SPSS version 25, employing descriptive statistics and Spearman's rank correlation. Results: The study found that children at GMFCS levels I and II could often sit and walk with minimal or no assistance, whereas those at levels IV and V exhibited varied sitting abilities and primarily used technological aids or wheelchairs. A statistically significant association between sitting ability and GMFCS level was identified (Pearson Chi-Square = 29.151, p = 0.023). Children with spastic CP were predominantly classified at GMFCS levels III (49 participants) and V (49 participants), while those with dyskinetic CP were mainly at level II (13 participants). Conclusion: The GMFCS is an effective tool for assessing gross motor function in children with CP, with strong correlations found between GMFCS levels and sitting and standing performance. These findings can inform targeted interventions to improve mobility and quality of life for children with CP.

INVESTIGATING THE BARRIERS TO USING ASSISTIVE TECHNOLOGIES IN GREEK SPECIAL EDUCATION CLASSROOMS: EFL TEACHERS’ PERSPECTIVES

Empirical findings from different special education contexts worldwide suggest that special education teachers use technologies less than their general education counterparts. The reasons however special educators utilize technology less, remain blurred. This qualitative interview-based study aims to fill this gap and investigate why EFL teachers tend to avoid or neglect assistive technologies in state special education schools in Greece. Thematic analysis was employed to explore the teacher, school, and student-related barriers based on the perceptions of six EFL teachers in special education settings. Findings indicate that the lack of resources, training, technology leadership, time, EFL teachers’ emotional struggles and marginalization as well as students’ poor digital skills and disadvantaged backgrounds constitute the main barriers to using technology in special education classrooms. Additionally, data analysis revealed that EFL teachers are fully aware of the value of using assistive technologies for learning and teaching. The article concludes by putting forward several macro and micro-level recommendations for facilitating assistive technology use in special education schools in Greece.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>

The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia

ABSTRACT This study aimed to assess the impact of online dyslexia training on the knowledge and beliefs of 64 pre-service special education and primary school teachers regarding dyslexia. The Scale of Knowledge and Beliefs about Developmental Dyslexia was utilised to gauge participants’ understanding and perspectives on dyslexia. The training specifically targeted the enhancement of early literacy, reading fluency, and reading comprehension skills in children with dyslexia over 2 weeks. Results indicated a significant improvement in participants’ knowledge and beliefs concerning dyslexia following the online training. These findings suggest that the online dyslexia training holds promise in enhancing pre-service teachers’ grasp of dyslexia. The study discusses limitations and provides recommendations for future research to further refine online training strategies and address persistent challenges in assisting students with dyslexia.

Psihometrijsko proučavanje merne skale za nastavu socijalnih veština učenika sa posebnim obrazovnim potrebama

Introduction. Teaching social skills to students with special educational needs is essential for their personal development and integration into society. Objectives. The purpose of this study was to validate a measurement instrument for the elements involved in teaching and learning social skills in students with special educational needs. Methods. Two studies were conducted to accomplish this objective. We first performed exploratory research on half of the sample consisting of 166 Greek teachers working in primary and secondary special and general education schools in the Western Macedonia region. Then, we conducted a confirmatory study on a sample of 185 Greek teachers who were also working in primary and secondary special and general education schools in the same region. All education professionals work with students with mild special educational needs. The instrument used was an "ad hoc" questionnaire consisting of 17 items of a 5-point Likert scale, to which different analyses were applied to verify its validity and reliability. Results. An Exploratory Factor Analysis (EFA) showed a total of 3 factors corresponding to the "Preparedness of Teachers in Teaching Social Skills", the "Elements of Influence on Teachers' Suitability in Teaching Social Skills", and the "Elements that play an important role in Teaching Social Skills". Subsequently, a Confirmatory Factor Analysis (CFA) was carried out, through which the results derived from the AFE were ratified. Conclusion. The findings reveal an instrument that is adequate in validity and reliability, in accordance with the literature, demonstrating that the model is consistent and coherent with the initial theoretical assumptions.

Benefits of robotic gait assistance with ATLAS 2030 in children with cerebral palsy.

This study aims to assess the impact of integrating ATLAS 2030 into the conventional therapy regimen for children with Cerebral Palsy (CP) compared to conventional therapy alone regarding gross motor function, range of motion (ROM) and spasticity. A non-randomized controlled trial conducted in outpatient rehabilitation settings and special education schools, following the recommendations by the Consolidated Standards of Reporting Trials (CONSORT) statement. Thirty children with CP divided into intervention and control groups. The intervention group received three months of therapy (twice per week) with the ATLAS 2030 device in addition to their standard therapy, while the control group underwent standard therapy alone. Gross motor function assessed using the Gross Motor Function Measure of 88 items (GMFM-88). Spasticity, measured by the Modified Ashworth Scale (MAS), and ROM of the lower limbs. Statistically significant differences were observed between groups, in favour the intervention group, in both the GMFM-88 total score and dimension A, B and D. Similar findings were noted for spasticity and ROM, demonstrating significant improvements in the intervention group. ATLAS 2030 proves to be a safe and valuable tool for the rehabilitation of children with CP, showing improvements in motor function, spasticity and ROM.

Dynamics Determining Administrator Motivation in Special Education Schools

Dynamics Determining Administrator Motivation in Special Education Schools

Association between BMI and health-related physical fitness in adolescents with hearing impairment in China: a cross-sectional study.

This cross-sectional study aimed to address a critical gap in the understanding of the association between body mass index (BMI) and physical fitness levels in adolescents with hearing impairment (HI) in China. This study investigated how different BMI levels impact the physical fitness index (PFI) of HI adolescents. This study employed a physical fitness test for HI adolescents attending special education schools. The test included eight components: height, weight, 50-m sprint, standing long jump, sit and reach, endurance run, bent-knee sit-up (for girls), and pull-up (for boys). Test scores for each student were standardized by age and gender. Individual Z-scores were then calculated, and the sum of these Z-scores constituted the PFI. Logistic regression was used to analyze the relationship between BMI and PFI across different gender and age groups. Statistical significance was set at P < 0.05. The linear regression model showed an inverted U-shaped relationship between BMI and PFI. At the same BMI level, boys exhibited superior physical fitness compared to girls with the same BMI (P < 0.05). Statistically significant differences in PFI levels were observed between normal-weight and obese males, as well as between underweight and obese boys (P < 0.05). In the 13-15 and 16-18 age groups, the increase in BMI has a greater impact on boys PFI than on girls. Adolescents with HI generally demonstrated good physical fitness. Compared to individuals with normal weight, those who were underweight, overweight, or obese exhibited lower levels of physical fitness. Future interventions should focus on adolescents with HI with abnormal BMI.

小组游戏治疗提升心智障碍儿童社会互动能力研究

This research is an exploration and attempt to apply play therapy to the daily curriculum of special education schools by using the professional methods of social work groups from the perspective of social learning theory. In the research process, the research methods of participatory observation, semi-structured interview and questionnaire survey were used to compare before and after intervention, and it was found that the combination of play therapy and group work method could be integrated into the special education teaching curriculum and had a significant effect on improving the social interaction ability of children with intellectual disabilities. The improvement of social interaction ability of children with mental disabilities is specifically reflected in the project: improving the ability to abide by game discipline, improving game cognition, strengthening game performance and overall ability improvement, but for individuals with relatively severe mental disabilities, further casework methods are needed to achieve obvious results. The research can provide reference for social work to intervene in the mentally disabled groups in special education schools.

Effect of Self-Monitoring Skill Training on Learning Achievement of Students with Special Needs in Yobe State Special Education School Goniri

Effect of Self-Monitoring Skill Training on Learning Achievement of Students with Special Needs in Yobe State Special Education School Goniri

일반고등학교 특수교사의 진로·직업교육 경험에 관한 현상학적 연구

General high schools continue the academic tradition in South Korea. This phenomenological study aimed to determine the meaning of career and vocational education experiences for nine general high school special education teachers. Data were collected from interviews, vocational education documents, special classes management plans, literary works, and vocabulary representing the subject. To ensure research integrity, it underwent participant review, peer review, review through the Relational Responsive Community, and IRB review. The organization and interpretation of the collected data consisted of a circular structure that expanded the epistemological and ontological horizons of the research question by creating new questions through hermeneutic circulation and conducting interviews again. The study results found that the essential themes were ‘Bottom of rank: General high school ecosystem cannot be sympathized with,’ ‘Special classes in schools within schools,’ and ‘Special teachers who grow with an existential understanding of students with disabilities’. Through this study results, we discussed disabled students should be able to have valuable experiences that lead to social integration through general high school life, special classes should be restructured, and special teachers should run special classes with an existential understanding of disabled students and the need to grow in self-understanding.

MANAJEMEN KEWIRAUSAHAAN UNTUK MENINGKATKAN USAHA KESEHATAN SEKOLAH DI SLB KABUPATEN BANDUNG BARAT

Indonesia is vigorously implementing a healthy community movement and participate in efforts to improve the hygiene and health of Indonesia's population that has the largest population of 46.497.175 million people, due to the fact Indonesia's health profile according to expert health experts in 2010 the average households with category of Clean and Healthy Behavior (PHBS) reached 35.68%. The spearhead of health development for the community through counseling in , health services in schools through the Government's attention to the movement of healthy Society, especially to further optimize School Health Enterprises in Public School expected to be improved, not least in Special School. Implementation of UKS in Special Education Schools certainly requires good management along with the complexity of learners in the Special Education Schools Heterogene type of abnormality (Blind, Deaf, Mental Retardation, Autism, disability, social behavior and Double Handycape), the needs of each level of education from the basic level to the level medium. The management of learning in Special Needs Education the implementation of the UKS program requires entrepreneurial spirit from the principal who is very objective and specific, especially in preparing the program, implement it. The entrepreneurial spirit is built with innovation, working hard, cooperating with related parties such as Puskesmas, Medical team and health experts to UKS program in Special Education schools done and implemented in the Implementation Plan both individual and classical learning. The management of entrepreneurship in West Bandung Special School to improve School Health Enterprises is expected to be a change agent in providing the teaching resources of students in Special Needs Education so as to reduce the number of morbidity, acquire health knowledge, implementing Clean and Healthy Behavior in daily life, although still with the guidance of teachers and parents should be done gradually and continuously so that the community environment can accept their existence without feeling awkward.

Investigation of burnout levels of special education teachers

The aim of this study was to investigate burnout levels of teachers working in special education schools according to different variables. 127 teachers from Üsküdar, Kadıköy, Ataşehir and Beykoz districts of the Anatolian side of Istanbul participated to the study. In this survey research the data was collected with the Maslach Burnout Scale. Personal information form for demographical data was also given to the participants. The statistical analyzes of the data was conducted in SPSS software package and the burnout levels of the participants were determined. According to the findings, the burnout levels of the teachers did not differ significantly in terms of gender and seniority variables. However, there is a significant difference in the subscale of emotional exhaustion among teachers with undergraduate and graduate degrees (t = -2,036, p

Personality and Life Satisfaction among Parents of Children with Intellectual Disability: The mediating role of Cognitive Flexibility

The current research aims to measure the personality traits and life satisfaction among parents of children having intellectual disability with the mediating role of cognitive flexibility. The survey method was used to collect data from parents of children having intellectual disability. A sample 150 parents of children with intellectual disability was selected by using purposive sampling from south Punjab in special education centers and schools. HEXACO personality inventory-revised, Satisfaction with life questionnaire and Cognitive flexibility scales were used in collection of data. The data was analyzed through SPSS and AMOS (24.0). The results of bivariate correlation found that honesty-humility, extraversion, agreeableness, conscientiousness, openness and cognitive flexibility have significant positive association with life satisfaction, while emotionality has significant negative association with cognitive agility and life satisfaction. The results of Structural Equation Model found that honesty, and consciousness has significant positive impact on cognitive agility, and life satisfaction, whereas emotionality posted negative significant impact on cognitive flexibility and life satisfaction. Cognitive flexibility has noteworthy mediating role in relationship of honesty, emotionality, and consciousness with life satisfaction among parents with intellectual disability. In children gender differences through Independent Sample T-test found the honesty-humility, emotionality extraversion, conscientiousness, cognitive flexibility, and life satisfaction are significantly higher among parents of with male children as compared to parents with female children, while parents of female children have higher emotionality level as compared to parents of male children.

Impact of Braille Reading Proficiency on the Academic Achievement of Students with Visual Impairment at the Secondary Level

The defect or damage to vision denotes the visual impairment. The sight loss brings higher challenges to be faced by students with visual impairment, especially in the field of education. Visual impairment highly reduces the reading capability of the students. The reading competence of blind students from the print material is almost vanished. The Braille device is used to provide embossed content for reading to blind students which helps to improve their learning. The present study aimed to investigate the impact of reading proficiency on the academic achievement of students with visual impairment at the secondary level. All the students with visual impairment were the population of the study. A sample of 40 students with visual impairment (Grade IX=20, Grade X=20) was selected to collect the data for the study. A simple random sampling technique was applied to select the study sample from Govt. Special Education Schools of district Faisalabad.

Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition

Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.

Play Way Method and Academic Achievement of Students with Deafness in Social Studies in Special Education Schools in Uyo Nigeria

Purpose: This work examined the Influence of Play Way Method on the Academic Achievement of Students with Deafness in Social Studies in Special schools in Uyo Nigeria. The objectives of the work were to examine the difference in the achievement of students with deafness taught social studies using play way method and those taught without in Special schools in uyo Nigeria ; determine the difference in achievement of male and female students with deafness taught social studies using play way method in Uyo, Special schools in uyo Nigeria and assess the difference in achievement of students with deafness in rural and urban areas taught social studies using play way method and those taught without in Special schools in uyo Nigeria .&#x0D; Materials and Methods: The research adopted the quasi experimental research design of the pre test post test control group methodology. Independent t-test was used to test the hypotheses. A researcher-designed questionnaire titled "Playway Method Instrument" and a Social Studies Achievement Test were the instruments used for data collection.&#x0D; Findings: Findings of the study indicated that there is a significant influence of play way method on the academic achievement of students with deafness in social studies in Special education schools in Uyo Nigeria.&#x0D; Implications to Theory, Practice and Policy: The study recommended that Teacher should create play activities to engage the students during every lesson. This will engage students into more activities which will enable them use their hands, develop their eye-hand coordination as they usually concentrate carefully on what they are doing.

Playing on Both Sides of the Djembe: Preservice Music Teacher Development Through Facilitating Drumming at a Special Education School

Despite a renewed interest in music teacher education practices with real-world implications, the heterogeneity of learners is often daunting to early-career educators. There is a lack of specific and adequate coursework in undergraduate music education programs to prepare preservice music teachers (PSMTs) for teaching diverse learner populations, including learners with disabilities. Drawing on a project where PSMTs facilitated drumming sessions at a special education school, this case study explored PSMTs’ experiences of project-based service learning in a special educational setting. Five themes that emerged from the data describing PSMTs’ experiences suggest that such initiatives with learners at a special education school can foster student responsiveness and autonomy. The findings describe how integrating dialectic aspects could nurture the music-teaching skills of a PSMT. These aspects are joy and challenges, expectations and reactions, and learning to teach individually and in a group.

Interactions between special education teachers and children with chronic complex conditions: A qualitative study.

The number of children with complex medical conditions has increased in recent decades. In this context, a complex chronic condition is characterized by multiple morbidities that require intensive or continuous health care according to the level of severity. Given their various health conditions, it is challenging to provide special education to these children, but there is still insufficient evidence regarding the practical experiences of educators. The aim of this study was to investigate special education teacher's perceptions, experiences, and challenges while developing interpersonal relationships and communicating with children who have complex chronic conditions. We recruited and interviewed 21 special education school teachers in Japan. The transcripts of the interviews were analyzed using thematic analysis. Our analysis revealed four themes, including "searching for the meaning," "complex chronic conditions as a difficult reality," "widening experience for the future," and "priority for interacting with children." These themes reflect the perceptions, experiences, and challenges of the special education teachers. In cases where children have severe functional limitations, it is more challenging to understand child-teacher interactions. This highlights the importance of searching for meaning in educational practices used among children with complex chronic conditions. Our findings may provide helpful insight into the experiences and challenges faced by special educators who engage with these children.

Determining the Strategies Used by Teachers Working with Students with Intellectual Disabilities in Teaching Reading Comprehension

The general purpose of this study was to define the strategies used by teachers working with&#x0D; students with intellectual disabilities in teaching them reading comprehension. In line with&#x0D; this general purpose, the study sought to find out which cognitive and metacognitive&#x0D; strategies these teachers working used before, during and after reading in reading&#x0D; comprehension activities in the classroom. The study used semi-structured interviews, one&#x0D; of the data collections techniques employed in qualitative studies. Interviews were&#x0D; conducted with 13 special education teachers working with students with mild intellectual&#x0D; disabilities. These students are educated at a special education and practice school high&#x0D; school. The data obtained from the teachers were analyzed using descriptive analysis. The&#x0D; findings obtained as a result of this analysis showed that special education teachers used a&#x0D; limited number of strategies in teaching reading comprehension.