Field Of Special Education Research Articles

특수교육 분야의 자문화기술지 국내 연구 동향 분석

Objectives The purpose of this study is to examine the trends in autoethnographic research in special education, provide necessary information to researchers who intend to conduct autoethnographic research in the future, and explore the directions and applications of autoethnographic research in special education. Methods 54 autoethnography studies in the field of special education in Korea from 2000 to February 2024 were analyzed. The analysis criteria were established based on previous studies, and trends were analyzed according to ‘research type and publication year, researcher, research topic, data collection method, data analysis method, writing method, research validity, and research ethics’. Results As a result of the analysis, The most common type of research was journal articles, with 40 out of 54 (74.1%), followed by master's theses with 11(20.4%) and doctoral dissertations with 4(5.5%). The number of publications increased from 1(1.8%) in 2011 to 12(16.6%) after 2023, indicating a growing trend in autoethnography research. The most researcher type was special education teachers, accounting for 42(63.6%). The most research topic was instruction for students with disabilities, appearing in 23(42.6%) studies. Self-recall materials and cultural artifacts were primarily used for data collection. Holistic-category analysis, in vivo coding, emotional coding were the main data analysis methods. The most common writing method was confessional-emotional writing(35 studies, 33.7%), with imaginative-creative writing appearing in 2(2.9%) studies. Peer check was the most commonly used method for research validity(38 studies, 25.2%), with more than two analysis criteria employed. In terms of research ethics, privacy protection was the most common consideration(32 studies, 42.7%), while 16 studies(21.3%) did not mention research ethics. Conclusions Based on these results, implications for the direction and application of autoethnography research in the field of special education in Korea were discussed.

Bibliographic Literature Review of Postgraduate Theses Examining Burnout of Employees in Special Education Institutions

This study aims to bibliographically examine postgraduate theses on burnout among individuals working in special education institutions in Türkiye. A total of 46 postgraduate theses obtained from the Council of Higher Education (YÖK) database were analyzed using document analysis, a qualitative research method. The theses were evaluated based on prede-termined inclusion and exclusion criteria. The findings revealed that the topic of burnout was predominantly addressed at the master’s level (95.66%), with a limited number of studies conducted at the doctoral (2.17%) and medical specialization (2.17%) levels. Quantitative research methods (100%) were exclusively used, with relational (54.35%) and desc-riptive survey (45.65%) designs being the most frequently employed appro-aches. Studies conducted in the fields of psychology (19.59%) and special education (15.26%) were prominent, while fewer studies were observed in areas such as public health, business administration, and rehabilitation. Among the most frequently examined variables alongside burnout were job satisfaction (11.90%), work engagement (11.90%), and self-efficacy (11.90%), reflecting a focus on individual and professional factors. When examining the geographical distribution of research, it was found that stu-dies conducted at universities in the western regions were more prevalent compared to those in the eastern regions. The study emphasizes the neces-sity of qualitative and mixed-method research to explore the contextual and multidimensional aspects of burnout. Furthermore, increasing research in underrepresented fields such as health and organizational management could provide a more comprehensive understanding of the phenomenon. This bibliographic review contributes to the existing literature while provi-ding practical recommendations for addressing burnout in special education institutions. It underscores the importance of support mechanisms tailored to the unique challenges faced by employees in this field.

The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment.

In 2025, the Individuals with Disabilities Education (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two primary mandates of the law: the obligation of schools to provide a free appropriate public education (FAPE) to eligible students with disabilities and the obligation to place these students in the least restrictive environment (LRE) appropriate to each student's individual needs. The conflict over LRE can be traced throughout the history of IDEA, in debates referenced as "mainstreaming," "regular education initiative," "inclusion," and "full inclusion." In this case, we draw on (a) Congressional intent as shown in the writings of a co-sponsor of the law, (b) the language of the law and regulations, (c) special education rulings of the U.S. Supreme Court and other U.S. Courts of Appeals addressing FAPE and LRE, and (d) policy guidance from the U.S. Department of Education. We argue that there is no basis for believing that FAPE and LRE are in conflict. Rather, the FAPE requirement of the IDEA is the primary obligation of school districts, and it sets the parameters for determining the LRE. To believe otherwise represents a fundamental misunderstanding of the law. We describe how for students eligible under the category of learning disabilities, this perceived conflict has been especially challenging. Historically, the IDEA has made a distinction between high-incidence disabilities, those that occur more frequently, and low-incidence disabilities, those that occur less frequently. At some point, these distinctions morphed into a belief that high-incidence disabilities required less-intensive interventions and were more suited to regular class placement than those students with low-incidence disabilities. This distinction is incorrect. For each student identified as eligible for special education services, the determination of LRE should be an individualized decision based on student needs and where those needs can be best met. This discussion is a critical one for students with learning disabilities and all students with disabilities who may require intensive individualized supports, regardless of prior conceptions of low- and high-disability categories.

رعاية الطلبة الموهوبين من ذوي اضطراب طيف التوحد

The objectives of the Kingdom of Saudi Arabia's Vision 2030 provide great and continuous support for discovering and nurturing talents in all priority development disciplines, which believe in the importance of investing in nurturing talents and innovators as they are the most important tributary to the prosperity of nations and are capable of shaping new future horizons to serve society. This research paper aims to identify the concept of talents with autism spectrum disorder, and to know the distinctive characteristics, methods and ways of detecting talents with autism spectrum disorder, and to identify methods of caring for talents with autism spectrum disorder. The importance of this research paper also lies in directing the attention of specialists in the field of special education to the importance of the category of talents with autism spectrum disorder and that they have talents in many fields. This research paper can contribute to caring for the category of talents with autism spectrum disorder and refining their talents. Through what the researcher has reached in the subject of caring for gifted people with autism spectrum disorder, it has become clear that studies that have addressed this category are rare. In many cases of diagnoses associated with autism spectrum disorder and accompanying disabilities, the gifted category stands out, which is considered a category of double exceptionality. Therefore, the methods of detection, identification and care differ radically in terms of services, methods and modern teaching strategies. Their characteristics, methods of care and needs that differ from the needs of others and their special care methods and educational and guidance services that are compatible with their needs and characteristics have been clarified, which helps in developing their energies to the maximum extent permitted by their abilities and talents that their societies need. There is also a not insignificant percentage of gifted students with autism spectrum disorder who are distinguished by high intelligence, but due to the lack of awareness of the importance of caring for them and paying attention to them on the one hand, and the lack of awareness of some families of the characteristics of their gifted children with autism spectrum disorder on the other hand, which leads to focusing on the obvious weakness of their children and neglecting their high abilities, as well as the inability of specialists to detect and identify Gifted students with autism spectrum disorder due to the lack of measures and tools to detect them that suit their characteristics, which leads to the failure to develop and enhance their abilities, and the failure of society to benefit from these creative energies that need care and attention. Through this paper, the researcher recommended the necessity of paying attention to the category of gifted students with autism spectrum disorder and providing training programs for them and their families. As well as paying attention to the special needs and requirements of gifted students with autism spectrum disorder. And encouraging researchers to prepare tools for early detection and diagnosis of gifted students with autism spectrum disorder. And conducting training research for specialists to develop their abilities to detect early indicators of giftedness for students with autism spectrum disorder.

EXPLORATION OF THE USE OF SCIENCE LEARNING MEDIA FOR BLIND STUDENTS AT SDLB NEGERI SEJAHTERA BOGOR CITY

Education is a basic need for everyone, including people with disabilities, who have the right to education. Children with visual impairments are usually called "blind children" in the field of special education. Based on data from the 2012 National Socio-Economic Survey, the number of Indonesian people with disabilities was 2.45%, according to the Central Statistics Agency (BPS), the number of children with special needs (ABK) in Indonesia reached 1.6 million children in 2017. According to Ministry of Education and Culture, West Java has a total of 688 blind students in 2021. The method used in this research is a literature review. Literature review is the first and important step in preparing a research plan. Literature review is a search and research of the literature by reading various books, journals and other publications related to the research topic, to produce an article regarding a particular topic or issue. In the initial stage of collecting articles based on the variables contained in the title, out of 10 articles, 4 articles were obtained that matched the title topic. At the article reduction stage, there were 4 articles that were not included because there were variables that did not match the title topic.

The Determinantity of Inclusive Leadership Behaviors on Work Engagement: A Research in The Field of Special Education

The Determinantity of Inclusive Leadership Behaviors on Work Engagement: A Research in The Field of Special Education

The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

What This Study AddsTeaching academic skills to students with intellectual disabilities can be a challenge for educators. This study explored the role of AI in the field of special education and provided a novel framework for educational integration of children with mild ID. Interestingly, it demonstrated that using AI-driven interventions could significantly improve academic skills and lead to better learning outcomes. This is crucial, as the holistic approach associated with the "whole child" model of education is prevalent due to the challenges students with ID face in social interactions typically involved in academic socialization. BackgroundIntellectual disabilities (ID) are neurodevelopmental disorders that hinder learning, communication, and daily functioning. It negatively impacts learning of academic skills such as match and reading skills. Artificial intelligence (AI) may offer opportunities for these students to improve their academic performance. AimsTo investigate the effectiveness of using AI in improving academic skills in a sample of seventy boys aged 9–12 with mild ID. They were enrolled into special education programs integrated into public schools in the Jeddah region of Saudi Arabia. MethodsParticipants were randomly assigned to an experimental and control group. The experimental group received ten 60-minute sessions twice weekly during five weeks, utilizing AI to personalize their academic skills activities. The control group received the educational program without the AI. All participants completed the Woodcock-Johnson IV-achievement test at pre-intervention, post-intervention, and one-month follow-up. ResultsThe experimental group demonstrated significant and sustained improvements in academic performance across all measured domains compared to the control group, with effect sizes ranging from moderate (η² = 0.685) to large (η² = 0.921), underscoring the efficacy of the intervention at post-intervention. Conclusions and ImplicationsThis study sheds light on the promise of applying AI tools in special education to respond to distinctive needs experienced by students with mild ID. Future studies should investigate the long-term effects of such interventions and their broader applications across diverse educational contexts for inclusive learning.

Understanding Attitude of Teachers, Peers, and Parents towards Inclusive Education in Bhutan

This study explored the attitudes of Bhutanese teachers, parents, and general students (other than children with SEN) towards inclusive education. A cross-sectional survey questionnaire was used as the main instrument to collect data from teachers (n= 20), children (n= 70) from the inclusive classroom, and parents (n= 34). The findings of this study showed there were no statistically observed differences in teacher attitude in terms of teacher gender, experience, and qualification. However, there was a statistically significant difference in teacher satisfaction when teacher training in relevant fields was considered. Further, the results of simple linear regression showed that teacher training in the relevant field of special education accounted for 54% variance in teacher satisfaction. The result of this study showed that peers and parents were satisfied with inclusive education. The findings have implications for policy planners, curriculum developers, teachers working in SEN schools and parents.

‘When you tweet, you get a response’ advocate parent experiences in Turkish special education

Objectives Advocacy, an active coping strategy, includes activities such as collaboration between parents and schools in the education of children, raising awareness about children and parents with disabilities, and legal support. Advocacy activities are considered as coping strategies for families of children with special needs, and families’ experiences regarding this process vary. This study aimed to examine the experiences of parents who play an advocate role in the field of special education. Methods In this study, qualitative research method was preferred to examine the experiences of families. Semi-structured interviews were conducted with 14 parents of children with ASD to determine the experiences of Turkish parents who systematically advocate for special education. The participants of the study mostly consist of mothers. The diagnosis of the parents’ children is autism spectrum disorder and the age range of the children varies between 6-24 years. Results Based on the interview data, four themes emerged: (a) advocacy strategies, (b) problems, (c) expectations, and (d) achievements. The analysis of the experiences of the parents emphasized prominent social media use for advocacy. Conclusions The parents stated that they conducted or contributed to training and awareness activities and that their self-advocacy skills had improved. They argued that they encountered several problems such as burnout, inadequate supplementary education, political problems, and healthcare services, and they could not defend the rights of their children, despaired, and considered migrating to various countries during their advocacy activities.

The impact of vocabulary assessments on quality of life: Insights from professionals on their application with students with disabilities.

Assessing vocabulary skills is a crucial aspect of educational interventions for students with disabilities, as it directly influences their academic progress, overall communication abilities, and quality of life. This study aims to explore professionals' perceptions regarding the vocabulary assessments used with students with disabilities. By gaining insights into their perspectives and experiences, we can improve the assessment process and enhance instructional practices, ultimately contributing to a better Quality of Life (QoL) for these students. Data were collected through a survey questionnaire completed by 375 professionals working in the field of special education. The findings indicate that professionals in the private sector express higher satisfaction levels and demonstrate better proficiency in applying vocabulary assessment tools compared to those in the public sector. Furthermore, the results reveal that professionals specializing in speech and language disorders report higher satisfaction levels compared to professionals in other specialized areas.

Mapping Global Research on Early Childhood Special Education: A Bibliometric Analysis

Early childhood special education is a scientific field that is gaining worldwide attention. This study uses bibliometric and social network analysis methods to analyze early childhood special education research published in international journals. Therefore, the articles in the WoS database were accessed. WoS is a database of the most prestigious journals indexed SSCI, SCI-Expanded, AHCI, and ESCI. A total of 2051 articles meeting the determined criteria were included in the research. We used the VoSviewer software to perform the analyses and then interpreted the results. According to the research findings, the number of works published in the related field has increased significantly. The Journal of Autism and Developmental Disorders has emerged as the most prolific publisher of articles on this topic. The United States stands out as the most productive country. Dawson, G. is the most effective and cited author. The most frequently used word in the studies examined was autism. It appears that political developments in the field of early childhood special education may contribute to this increase. In addition, the analysis revealed that a certain number of leading countries and researchers have made significant contributions to the field. İnfluential journals in the field of early childhood special education studies, it is noted, focus on special education.

The special education profession in four Nordic countries in light of evolving policies on inclusion and special needs education

ABSTRACT The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context of inclusion and special needs education, (b) the formal qualifications required of special education professionals, and (c) the position of these professionals in compulsory education. Our approach involved a comparative analysis of how legislation and policies interact with the field of special education as a ‘professional jurisdiction’ in each of the four countries. We find that the major thrust of reforms has been aimed at reducing the number of students who receive special needs education and their placement in segregated settings. The introduction of early intervention, multi-tiered systems of support, and collaborative approaches are seen as means of reaching this goal. In addition, findings reveal that the special education profession is weaker in Denmark and Norway compared to Sweden and Finland. We argue that a lack of a consensus regarding the role and qualifications of special education professionals creates problems for schools and limits the availability of diverse forms of expertise which are necessary for inclusion.

Epilogue: towards a more comprehensive understanding of inclusive and special education

ABSTRACT This epilogue to the special issue entitled ‘The Nordic experience of inclusive and special education’ reflects on the eight articles included in the special issue. The analysis is centred around two specific questions 1) can distinctive Nordic conceptualisationHs of inclusive and special education be identified? 2) what insights can be gained from this special issue for research and practice in the field of inclusive and special education beyond the Nordic community? The findings indicate a degree of consistency across the Nordic countries, yet also highlight significant variations at the national, regional, and local levels, which contrasts with the perception of a distinctive Nordic model of inclusive and special education. The greatest commonality is that all Nordic countries (like other European countries) are striving to advance inclusive education and still have a lengthy journey ahead of them in reducing educational inequalities. However, the definition of special educational needs, the implementation of inclusive and special education, and the professionalisation of teachers, could not be characterised by a universal, uniform Nordic approach.

특수교육 분야에서 살펴본 고교학점제: 질적 메타분석 연구

Objectives The purpose of this study is to provide policy implications based on the implementation of the high school credit system in the field of special education in relation to the high school credit system that will be fully introduced from 2025. Methods This study conducted a qualitative meta-analysis on eight qualitative studies conducted on special schools and special classes in general high schools that have been designated and operated as high school credit system research and leading schools. Results First, it was confirmed that teachers, parents, and students agreed on the purpose and significance of in-troducing the high school credit system, but were negative about the curriculum, organization, and support sys-tem for those eligible for special education. Second, regarding the implementation of the high school credit sys-tem in the field of special education, education providers and education consumers proposed the establishment of specific systems and guidelines according to the type and characteristics of disabilities and the expansion of administrative and financial support. Third, while social awareness and environment regarding disabilities are changing, there appears to be a demand for a paradigm shift in career and vocational education for students eligi-ble for special education following the implementation of the high school credit system. Conclusions Based on these results, the high school credit system curriculum, support system, and awareness in the special education curriculum that will be implemented from 2025 were discussed and future tasks were presented.

The Effectiveness of Applying Evidence-Based Practices Based on the Torres Model and its Impact on Improving the Teaching Competencies of Special Education Teachers

The use of evidence-based practices (EBPs) in the field of special education requires full awareness from special education teachers of how to choose and successfully apply EBPs, which contribute greatly to improving the learning outcomes of their students and may even contribute more to raising the level of teaching competencies (TCs) in these teachers. The current research aimed to apply EBPs according to the Torres model (TM) and examine their impact on improving TCs. The sample consisted of 64 special education teachers in Al-Ahsa. The research employed a quasi-experimental approach using components developed by the researcher: a card of EBPs evaluation, a scale of TCs, and a training program. The results showed the superiority of the first experimental group (which was trained according to the TM) over the second group (which was trained in the usual way) in applying EBPs and TCs. The research recommended the importance of knowledge and application of the TM by special education teachers to ensure the successful practice of EBPs with their students and to raise the level of teachers' TCs. Keywords: Evidence-based practices, Torres model, Teaching competencies, Special education teachers, Saudi Arabia

Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea

This study investigates the perspectives of key stakeholders—teachers, principals, and parents of students with disabilities—regarding the 2022 Revised Curriculum, which integrates sustainability and climate change education into the Creative Experiential Activity (CEA) curriculum in special education. It focuses on their perceptions and needs for improving CEA to reflect hands-on learning and sustainable development goals (SDGs), particularly in areas like ICT integration and social inclusion. Through a focus group interview (FGI) and the KJ method of analysis, key themes were derived and organized into six levels to structure the transcripts. The teacher group identified 69 perceptions and 73 needs, with main themes related to ‘extracurricular operation status’, ‘evaluation of extracurricular activities’, and ‘experience activities’. Their needs highlighted ‘suggestions for the revised curriculum’ and ‘expectations for new activities’. The school expert group recognized 37 issues and expressed 74 needs, focusing on incorporating ICT and SDGs, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) into the revised curriculum. The parent group, with 58 recognitions and 56 needs, expressed perceptions of extracurricular activities in terms of ‘related knowledge’, ‘negative emotions’, ‘school status’, and ‘positive attitude toward their child’s participation’. Their primary needs included ‘request for student guidance’, ‘expectation for successful social integration of children (SDG 3: Good Health and Well-being)’, and ‘opportunities for participation in education’. Furthermore, this study addresses gaps previously unexamined in the field of special education by analyzing the distinctive needs of special education settings and proposing concrete solutions to address these unmet needs. The findings underscore the necessity of tailoring educational content to the diverse needs of students with disabilities, promoting inclusive practices that align with SDGs and reflect the evolving educational landscape in special education.

Digital Training for Special Education Teachers on Early Literacy Intervention: A Systematic Review

In today's technology-driven world, education is changing rapidly. This is especially important in special education, where we help students with unique needs. One crucial area is teaching students to early literacy. Teaching students with special needs to this skill can be complex, and teachers need specialized training. However, there are many problems when using traditional ways of training, which may not be flexible or adaptable enough for the digital age. Digital training can better prepare special education teachers, making early literacy support more effective and inclusive. In this paper, the PRISMA approach was applied to find the primary data based on a few keywords, such as "digital professional development (PD), special education teacher, and early literacy intervention." Based on advanced searching on SCOPUS and Web of Science (WoS), (n = 12) were discovered. Expert scholars decided to develop three themes, which are (1) the component of digital PD in special education practices, (2) enhancing early literacy intervention by PD, and (3) the effectiveness of technology on early literacy intervention. In summary, digital training serves as a guide for educators, policymakers, and stakeholders in the field of special education, offering insights into the transformative potential of digital training.

Understanding Mixed Reality Simulation as a Training Environment for Behavior and Special Education Knowledge and Skill Acquisition

Concerningly, pre-service teachers might utilize practices during practicum and student teaching experiences in ways that are less than satisfactory, or even harmful, to students, peers, or mentors. Mixed reality simulation (MRS), an educational tool for practicing teaching skills, may be a warranted approach to field experience that limits wrongdoing. However, few studies have researched the impact and meaningfulness of MRS teaching experiences. Therefore, this study combined both survey results and interview findings to report the extent to which MRS might improve the knowledge and skills of pre-service educators and whether MRS was considered an appropriate field experience alternative. Within one simulated scenario design, participants ( n = 94) were asked to engage five elementary-aged avatar students who presented challenging behaviors and asked questions or made comments about disability. Implications of findings are discussed in relation to mitigating common barriers of field experiences in higher education programs suggesting that, potentially, MRS may be an innovative way to respond to attrition concerns in the field of special education.

Self-determination for students with disabilities during challenging times

In the field of special education and transition services, self-determination is understood as a dispositional characteristic whose development can be supported through effective interventions. However, limited research has explored how youth used their self-determination to navigate through the pandemic and barriers they encountered during and after this period. The purpose of this study was to look at self-reported self-determination scores on the Self-Determination Inventory over one year as students with disabilities returned to school after the onset of the COVID-19 public health emergency to inform future research and supports during challenging times. In a sample of 1,128 students with disabilities, we found statistically and practically significant growth in youth self-determination from the Fall of 2020 to the Fall of 2021, overall and particularly on the Decide subscale of the Self-Determination Inventory. Black youth tended to score higher than White youth overall and across all subscales. There were, however, substantial missing data and a lack of information on interventions and supports received. Limitations and implications for future self-determination research to build on student’s strengths and center their strategies to advance their self-determination are discussed.

The Partnership Between Families and the School in Enhancing the Integration Process for Students with Special Needs

This paper explores the most important and satisfactory aspects of collaborative partnership from the point of view of parents of children with special needs. The descriptive survey method was utilized to suit the purposes of the study and its objectives. The study sample in its final form consisted of 761 parents of students with special needs (658 fathers, 103 mothers) who had a child with a disability. A questionnaire was used for information collection from the participants to reach conclusions on the questions of the study. The findings showed that the results regarding child-centred relationships revealed the presence of some aspects that mothers and fathers consider to be of high importance and enjoy a high degree of satisfaction. Results revealed differences between the average scores of families of children with special needs, according to the educational level variable, in favour of the educational level (secondary school and below) compared to other age levels. Activating aspects of cooperative participation in the field of special education may predict the quality of life of the disabled person and his family.