Childhood Education Services Research Articles

Attitude of Public Elementary School Teachers Towards Children with Special Needs in Tangerang Regency

Education is a basic right of Indonesian citizens, including children with special needs. The presence of children with special needs in regular schools, most schools in Indonesia have provided special education services for children with special needs. This study aims to find out the tendency of public elementary school teachers' attitudes towards children with special needs in Tangerang district. This research method uses quantitative with a correlational research design. The population in this study is 40 public elementary school teachers in Tangerang Regency. This research took place in a public elementary school in the Tangerang Regency area. Virgin collection is carried out using an attitude scale. The scale of attitudes used was tested for validity through expert judgment and statistical calculations by Spearman Rho. The results of the study showed that teachers' attitudes towards children with special needs had a moderate category, namely 20 teachers (50%) with the results of the correlation between teachers' attitudes and children with special needs had a close relationship with the value (-0.189). So it can be concluded that children with special needs have a relationship with the attitude of the teacher given to the child.

Inclusive Education for a More Egalitarian Society

Special education for persons with disabilities is an integral part of a nation’s education system. However, it is not until after World War II, particularly after the 1970s, that the right to education of children with disabilities garnered widespread attention in the global community. The UN’ agencies released a succession of official papers related to or specialized in this issue, such as the Universal Declaration of Human Rights, Declaration on the Rights of Mentally Retarded Persons, Declaration on the Rights of Disabled Persons, Declaration of the Rights of the Child, Standard Rules on the Equalization of Opportunities for Persons with Disabilities, Framework for Action on Special Needs Education, and Convention on the Rights of Persons with Disabilities. Despite the variations in the context and content between these papers, they share the common conception that every society and its government have the responsibility and obligation to provide high-quality education services for children with disabilities to ensure their right to education and protect them from educational discrimination and exclusion (Li, 2023).

Humanist education: a case study on educational services for children and adolescents in situations of social vulnerability

Considering the challenges found today in society, especially in the area of Education, this work seeks to reflect on the propositions of Humanist Education, which considers the person in a continuous process of discovering his own Being, connecting with other people and groups, aiming at self-realization, as well as valuing the full use of their potential and capacities, in which feelings and experiences play an important role as a growth factor. Thus, the phenomenological research at Mansão do Caminho aimed to find out how Humanist Education is put into practice. The research allowed the knowledge of the didactic-pedagogical fundamentals of Mansão do Caminho in Salvador (BA) in the educational service for children and adolescents in socially vulnerable situations, focusing on pedagogical practices that aim to educate for the appropriation of humanist values. As the main objective of Mansão do Caminho, the Institution not only exercises the function of teaching and social assistance, but seeks to educate and promote the Human Being in an integral way.

LANGUAGE ASSESSMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN AT RISK FOR LANGUAGE DISORDERS IN RESIDENTIAL CARE SETTINGS

Adequate language development is central to a child's academic and social development. This study aimed to assess the language of 35 preschool and school-aged Portuguese children in residential care in four social institutions, using the Grelha de Observação da Linguagem (GOL-E) developed by Kay and Santos (2014), a validated tool in Portuguese. The results of the study showed that in terms of language competence, compared to the normative results expected for their age: a) Of the thirty-five children assessed, only three were at or above the 50th percentile; b) Twelve children were between the 5th and 25th percentiles; c) Eight children were in the 10th percentile; d) Of the children between the 11th and 12th percentiles, only one was in the 90th and 75th percentiles; e) Eleven children were in the 10th and 25th percentiles; f) One child at the age of 12 was in the 5th percentile. Most of the children were in percentiles below those expected for their age group. According to the definition of speech and language disorders, we can observe that a group of these children fall under the condition of speech and language disorders, but have not been formally identified in the educational system, putting them at risk of failure in school and life. This study highlights the importance of language assessment and special education services for children living in institutions in Portugal. More studies with this population in these age groups are needed to better understand the language competencies of children living in residential care.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0058/a.php" alt="Hit counter" /></p>

Medical Home Care and Educational Services for Children and Youth on the Autism Spectrum: A Scoping Review.

This scoping review examined current evidence on medical home care and its association with educational services for children and youth on the autism spectrum. We searched five databases and grey literature resulting in 328 publications. Publications meeting inclusion criteria were mapped to medical home care component(s) addressed, type(s) of educational services and their strength and type of association. The Andersen Behavioral Model of Health Services Use was used to summarize predisposing, enabling, and need factors considered. Eighteen publications were reviewed, including eight practice/policy reports and ten original research publications. Medical home care components most addressed included family-centered care (n = 10), referrals (n = 16), and effective care coordination (n = 13). Seven publications also addressed multiple educational service types. Two of the five publications that established a significant association between medical home care components and educational services had mixed results, with one publication reporting a negative association and the other publication reporting a positive association. Challenges to medical home care and educational services were most categorized as enabling factors. Results suggest three areas for further investigation: (1) limited evidence on the strength and type of association between medical home care components and educational services; (2) limited use of population data sources; and (3) the need to consider a broader range of factors when examining their association.

Project-Based Learning Model Increases Student Creativity and Learning Outcomes in Pancasila and Citizenship Education Learning

The phenomenon of a lost generation results from less than optimal education services for children during the pandemic season. It causes low student learning outcomes. This research aims to analyze the project-based learning model on students' creativity and learning outcomes in learning Pancasila and citizenship education in high school. This research is quasi-experimental or quasi-experimental with a pretest-posttest control group design. The population in this study was 386 class XI students. The sample selection for the experimental and control groups used a random sampling technique, totaling 70 students. Data collection methods use questionnaires and tests. Data collection instruments use questionnaires and test questions. The analysis test uses the independent sample T-test and descriptive analysis. The research results showed that there was a significant difference in student creativity between the experimental class and the control class. There is a significant difference between the experimental and control classes' post-test results. It was concluded that applying the project-based learning model significantly influenced the creativity and learning outcomes of class XI MIPA-1 students in high school. This research implies that teachers can apply active and reflective learning models, such as project-based learning, to make learning more meaningful.

Job satisfaction amongst special education teachers

Introduction. The level of job satisfaction and attitudes of special education teachers towards working with children with disabilities significantly impact the attitudes of trained student teachers. Positive and satisfied special education teachers serve as role models, inspiring and influencing student teachers in a positive way. On the other hand, if special education teachers are dissatisfied or hold negative attitudes, it can discourage student teachers from pursuing a career in special education. Therefore, promoting job satisfaction and positive attitudes among special education teachers is crucial for fostering a supportive environment that encourages student teachers to embrace the challenges and rewards of working with children with disabilities. Aim. The present study aimed to measure the level of job satisfaction of special education teachers, their attitudes towards working with children with disabilities, and its effect on trained student teachers’ attitudes. Methodology and research methods. The authors developed a questionnaire to measure the level of job satisfaction, and a scale to measure the attitudes towards working with children with disabilities in the sample, validity and reliability were verified. The study sample consisted of 71 special education teachers and 71 teacher students who “receive their training with special education teachers”. The degree to which student teachers’ attitudes are affected by teachers’ satisfaction and their attitudes towards working with children with disabilities was determined using multiple linear regression analysis. Results. The means and standard deviations were extracted to analyse the results of the study, which appeared at an average level of performance on the “attitudes” scale, as the averages ranged from 2.49 to 4.20 and with arithmetic mean as a whole 3.49. Stepwise regression method adopted in the study introduced predicted variables into the regression equation stepwise, resulting in two statistically significant predictive models at the significance level α ≤ 0.05. The first model, involving teacher job satisfaction and student teacher attitudes towards working with children with disabilities, explained 7% of the total variance. The second model, which also considered teachers’ attitudes, explained a substantially larger portion of the variance, accounting for 64% of the total explained variance of the predictive model for student teachers’ attitudes towards working with children with disabilities. Scientific novelty. The findings highlight the significant influence of teacher job satisfaction and attitudes on student teachers’ attitudes. The study contributes to understanding of the factors shaping student teachers’ perspectives and underscores the importance of promoting job satisfaction and positive attitudes among special education teachers to foster a supportive learning environment. Practical significance of this study is that it provides valuable insights for the field of special education and teacher training. By examining the job satisfaction and attitudes of special education teachers towards working with children with disabilities and their impact on student teachers, the study informs educational practices and policies. Promoting job satisfaction and positive attitudes among special education teachers is crucial for creating a supportive environment and enhancing teacher training programmes. This knowledge can guide the development of strategies to improve the preparation of future educators and enhance the quality of special education services for children with disabilities. Overall, the study findings contribute to the field and have practical implications for improving educational experiences and outcomes.

Keterlibatan Orang Tua Dalam Layanan Pendidikan Anak Berkebutuhan Khusus

This research aims to determine the involvement of parents in educational services for children with special needs. When the potential talent of a child with special needs emerges, parents are generally the first to know about it. Based on the parents' observations, everything that is in the child is then informed to the teacher so that action can be taken through a learning program for children with special needs. Through this educational program, it is hoped that they can develop their talents. The research method used is a qualitative method, and uses the library research method.

Strengthening Inclusive Education: Unraveling Prerequisites for Children with Intellectual Disabilities

This article highlights the prerequisites that need to be considered to provide inclusive education to children with intellectual disabilities. Educating these children in inclusive settings not only ensures quality instructional services but also prepares them for adult life in the future. Nevertheless, a number of factors, such as government policies, resource availability, teacher attitudes, community support, and the quality of accessible learning materials, have a tremendous impact on ensuring their inclusion in education. Neglecting the better education of these children may lead to societal burdens, and inclusive education can help students coexist more effectively in broader social contexts as adults. Since students with intellectual disabilities often face challenges in processing and expressing information due to their unique learning characteristics, they must be treated differently using evidence-based practices. Accommodations and modifications in the curriculum, pedagogy, and assessment should be made based on their learning profiles. Teachers should have high expectations and provide quality support for all students to ensure their access to the general curriculum. Educational services for children with intellectual disabilities in Nepal reveal a significant policy-practice gap. Though there are policy provisions for providing inclusive education to all children, children with intellectual disabilities are often segregated, leading to inadequate support and poor education quality. This situation deprives them of their right to study alongside typically developing peers.

Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review

<p><strong><em>Teachers' Perspectives on the Implementation of Inclusive Education Services for Children with Special Needs (ABK) in Indonesia: A Literature Review.</em></strong><em> Perspective is a certain point of view, way of thinking, and attitude about something, the ability to understand or interpret a comprehensive phenomenon in a way that makes sense, in this study, namely the implementation of inclusive education services for children with special needs. This study aims to find out teachers' perspectives on the implementation of inclusive education services for children with disabilities in various parts of Indonesia. The research method used was a systematic literature review using articles obtained online from three databases, namely google scholar, science direct, and Garuda portal with a limit of publishing the last five years. Six articles met the criteria and the results of this systematic literature review showed that in general, teachers' perspectives are positive toward the implementation of inclusive education for children with disabilities, however, it has not been maximized because there are not many adequate human resources so it is necessary to increase the capacity of educators to improve the quality of inclusive education in Indonesia.</em></p><strong><em>Keywords:</em></strong><em> Teachers' Perspectives, Inclusive Education, Special Needs</em>

Issues and Problems of Implementing Inclusive Education Policies in Elementary Schools

Optimizing educational services is a concern for all stakeholders, including education services for children with special needs in elementary schools. However, education services for children with special needs in schools have yet to become a priority. This study aims to determine the issues and problems of implementing inclusive education policies in elementary schools. The type of research used in this research is descriptive qualitative. The subjects involved in this study were school principals, teachers, and 4 children with special needs. The data collection technique used in this study was through interviews, observation, and documentation, with the research instrument being an observation guide. The data obtained was then analyzed using qualitative techniques through three stages: data reduction, presentation, and verification. The results of data analysis show that the problems experienced by schools while implementing inclusive education are that there has not been good coordination between inclusive education policymakers and the school in implementing policies regarding procedures and supporting documents for organizing inclusive schools; there is no Special Assistance Teacher (GPK) so that the handling of ABK tends to be the same as other regular students. There is no individual learning curriculum and program, so it still uses the regular curriculum and learning program. These results then show that the implementation of incubation schools in Indonesia still needs to be by the concepts put forward and implementation guidelines, both in terms of students, teacher qualifications, facilities and infrastructure, and parental and community support.

Implementasi Layanan Pendidikan Inklusif Untuk Anak Berkebutuhan ADHD di PAUD Terpadu Fly Free

This study discusses the implementation of inclusive education services for children with special needs ADHD (Attention Deficiency Hyperactivity Disorder) at the Fly Free Integrated PAUD. This research is a qualitative research using a case study approach. Data collection techniques using the results of observation, interviews and documentation. While data analysis uses the Mills and Hubberman analysis model which includes data reduction, data presentation and verification. The benefit of this research is to find out how inclusive education services are in the Fly Free Integrated PAUD. ADHD (Attention Deficit Hyperactivity Disorder) is a group of children with special needs who experience or find difficulties in brain development, hyperactive movement, impulses and difficulty concentrating. There are several things that are needed by children with special needs ADHD (Attention Deficit Hyperactivity Disorder), one of which is school education that implements inclusive education.

Collaboration in Education Services for Children with Special Needs Inclusive School

Based on the observations and explanations of special guidance teachers in schools, inclusive education providers that the form of collaboration between teachers and stakeholders is still diverse. In general, this study aims to find out and obtain information about the implementation of collaboration between teachers and stakeholders in education services for children with special needs in schools providing inclusive education in Sukabumi. This research is a quantitative research. Data collection techniques are carried out by distributing questionnaires and recording initial data in the form of records that are understood by researchers without reducing the actual data. The results of the study can be concluded that collaboration in several aspects is still lacking such as teacher collaboration with SLB, teacher collaboration with related experts, lack of teacher collaboration with resource centers, teachers are also still lacking collaboration in carrying out learning activities. Meanwhile, there are several aspects that have begun to develop well, including teacher collaboration with parents, as well as teacher collaboration with special guidance teachers in inclusive schools, although not yet dehydrated, maximum results are expected to be a reference in building good collaboration between teachers and related stakeholders in creating effective learning in inclusive education. This study illustrates that inclusive education in its implementation process requires support from teachers and related stakeholders in order to run optimally.

Strategy for Increasing the Quality of Learning in Children with Special Needs (Multi Site Study T SLB-C Negeri Pembina Prov. Kalsel and SLB Negeri Kota Banjarbaru)

This research is motivated by the reality in Indonesia where the distribution of education services does not run optimally. There is a marginalized group, namely Children with Special Needs, they find it difficult to get access to education services because of the limitations they have. Then with the emergence of extraordinary schools is an effort to equalize education as well as being another alternative to the segregation model or commonly known as extraordinary schools which in their implementation are separate from the normal children's education system. So that the potential and challenges of each model of education services for children with special needs were born. SLB-C Negeri Pembina Provinsi Kalimantan Selatan and SLB Negeri Kota Banjarbaru are examples of educational institutions that have a commitment to develop the potential of children with special needs so that they are able to be independent, have skills, and can become part of society.

Educational Services for Children with Autism Spectrum Disorder (ASD) in Autism Special School

The right educational services will help children with autism spectrum disorder (ASD) children to optimize their abilities. The purpose of this study was to analyze educational services for ASD children provided by a special ASD school in Bandung. This research uses qualitative methods in the form of case studies. Research instruments using interviews, observation, and documentation. The validity of the data is using the triangulation method. This study found that ASD special schools have provided optimal educational services according to the subjects' needs. The educational services provided follow the principles of teaching and learning, curriculum, approaches and methods, teaching and learning tools, and evaluation. Choosing the right educational service will help subjects optimally increase their potential. The implication of this research is program recommendations for teachers and parents in the continuation of the program that has been carried out to get optimal results for the subject.

Higher rates of autism and attention deficit/hyperactivity disorder in American children: Are food quality issues impacting epigenetic inheritance?

In the United States, schools offer special education services to children who are diagnosed with a learning or neurodevelopmental disorder and have difficulty meeting their learning goals. Pediatricians may play a key role in helping children access special education services. The number of children ages 6-21 in the United States receiving special education services increased 10.4% from 2006 to 2021. Children receiving special education services under the autism category increased 242% during the same period. The demand for special education services for children under the developmental delay and other health impaired categories increased by 184% and 83% respectively. Although student enrollment in American schools has remained stable since 2006, the percentage distribution of children receiving special education services nearly tripled for the autism category and quadrupled for the developmental delay category by 2021. Allowable heavy metal residues remain persistent in the American food supply due to food ingredient manufacturing processes. Numerous clinical trial data indicate heavy metal exposures and poor diet are the primary epigenetic factors responsible for the autism and attention deficit hyperactivity disorder epidemics. Dietary heavy metal exposures, especially inorganic mercury and lead may impact gene behavior across generations. In 2021, the United States Congress found heavy metal residues problematic in the American food supply but took no legislative action. Mandatory health warning labels on select foods may be the only way to reduce dietary heavy metal exposures and improve child learning across generations.

State Nurseries are Not for Us: The Limitations of Early Childhood Policies Beyond Price Barriers in Barcelona

Access to early child education services has been proven to be an efficient tool in fighting educational inequalities. However, while wealthier families are likely to use childcare services, disadvantaged children tend to be left out. Research has explained this effect, known as Mathew Effect, and has studied both the constraints in the availability and affordability of childcare services, and the cultural norms surrounding motherhood. This paper aims to highlight other factors that also explain the Mathew Effect from a public policy perspective, beyond the economic barriers that limit access to formal childcare services. Through 34 interviews with mothers who have children between one and three years of age who attend both state and private nurseries in the city of Barcelona, we examine the characteristics of regulated childcare services and the objective factors of those mothers’ everyday lives in order to understand the decision-making processes involved in choosing childcare for the under-threes. The results indicate that sliding-scale pricing has allowed mothers with low incomes to access state nursery schools, while the quality of the services offered has served to attract the middle and upper classes. However, early childhood care services have not been adapted to the needs of working-class mothers who, although not being in a situation of social vulnerability, cannot afford private nurseries because of their high costs.

Akses Layanan Pendidikan: Ekspresi Keberagaman Anak-anak Penghayat Kepercayaan Komunitas Orang Lom

One of the basic rights of every citizen is to obtain educational services, as stated in the preamble to the 1945 Constitution. Law Number 20 of 2003 concerning the National Education System article 12 paragraph 1 letter a mandates that every student in the education unit receives religious education according to the religion prescribed by him, adhered to and taught by religious educators within the same religion. After the decision of the Constitutional Court of MK Number 97/PUU-XIV/2016 and the Regulation of the Minister of Education and Culture 27 of 2016 became a new spirit and opportunities for believers in Indonesia. The Constitutional Court's decision did not eliminate the problems experienced by believers in relation to access to education. The guarantee of religious and moral education services for children of spiritual beliefs in accordance with their own beliefs based on article 8 paragraph 4 about the Covenant on Social and Political Rights becomes substantial in accessing religious education services. This study seeks to figure out the dynamics of the implementation of religious education services and practices experienced by children of spiritual beliefs and community strategies in gaining access to educational services.

Investigating multi-tasking and task rotation as aspects of the complexity of early childhood educators’ work

ABSTRACT Researchers of early childhood educators’ practice have noted the usefulness of applying various conceptual and methodological resources to create accounts of complexity. This article contributes to an under-researched area, providing evidence of multi-tasking and task rotation as aspects of the complexity of early childhood educators’ practice. The data regarding these aspects were generated in 46 focus groups conducted with 111 directors, teachers and assistants working in Australian early childhood education and care services. Findings of the thematic analysis of focus group data suggest that for participants, multi-tasking and task rotation were considered an integral and regular aspect of practice. Participants also described a range of ways services had to make these sometimes-challenging aspects of practice work for themselves, children and families. This article concludes with suggestions for making multi-tasking and task rotation more manageable through shared understandings and the creation of enabling conditions within early childhood work environments.

Telephone and Web-Based Delivery of Healthy Eating and Active Living Interventions for Parents of Children Aged 2 to 6 Years: Mixed Methods Process Evaluation of the Time for Healthy Habits Translation Trial.

BackgroundFew translational trials have provided detailed reports of process evaluation results.ObjectiveThis study reported on findings from a mixed methods process evaluation of a large translational trial comparing 2 remotely delivered healthy eating and active living interventions with an active control, targeting parents of young children.MethodsMixed methods process evaluation data were collected as part of a 3-arm, partially randomized preference trial targeting parents of children aged 2 to 6 years from New South Wales, Australia. Recruitment strategies were assessed through the participant baseline questionnaire and a questionnaire completed by the health promotion staff involved in recruitment. Data on participants’ intervention preferences were collected at baseline and after the intervention. Intervention acceptability and demographic data were collected via a postintervention questionnaire (approximately 3 months after baseline), which was supplemented by qualitative participant interviews. Implementation data on intervention fidelity and withdrawal were also recorded. Differences in intervention acceptability, fidelity, and withdrawal rates between telephone and web-based interventions and between randomized and nonrandomized participants were analyzed. The significance level was set at P<.05 for all tests. The interview content was analyzed, key themes were drawn from participant responses, and findings were described narratively.ResultsData were collected from 458 participants in the baseline survey and 144 (31.4%) participants in the 3-month postintervention survey. A total of 30 participants completed the qualitative interviews. A total of 6 health promotion staff members participated in the survey on recruitment strategies. Most participants were recruited from Early Childhood Education and Care services. There was a broad reach of the study; however, better take-up rates were observed in regional and rural areas compared with metropolitan areas. Parents with a university education were overrepresented. Most participants preferred the web-based medium of delivery at baseline. There was high acceptability of the web-based and telephone interventions. Participants found the healthy eating content to be the most useful component of the modules (web-based) and calls (telephone). They regarded text (web-based) or verbal (telephone) information as the most useful component. A high proportion of participants completed the telephone intervention compared with the web-based intervention; however, more participants actively withdrew from the telephone intervention.ConclusionsThis is one of the first studies to comprehensively report on process evaluation data from a translation trial, which demonstrated high acceptability of all interventions but a strong participant preference for the web-based intervention. This detailed process evaluation is critical to inform further implementation and be considered alongside the effectiveness outcomes.