Special Needs Research Articles

Abduction in the Assessment of Special Educational Needs - Learning Disability

The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.

The Impact of Regular Elementary School Teachers' Attitudes on Inclusive Education for Special Needs Children and Improvement Suggestions

Inclusive education is a crucial component of contemporary global education and a means to ensure educational equity for all students. In China, inclusive education is still in its nascent stages, with the primary approach being the integration of special needs students into regular elementary school classrooms. This paper uses an elementary school in Hangzhou, Zhejiang Province, as a case study. Through field observations and questionnaire surveys, it explores the current state of inclusive education in Hangzhou's elementary schools, evaluating teachers' and students' attitudes towards inclusive education and integrated classes. It identifies existing problems and challenges and proposes suggestions for improvement.

The Role of Vocational Schools in Enhancing Teacher Competence for Inclusive Education of Special Needs Children in Central Kalimantan

Background: This study aims to evaluate the effectiveness of training programs conducted by vocational schools in enhancing teacher competence for inclusive education of special needs children (SNC) in the Central Kalimantan region. Using a quantitative approach, a survey was conducted with 50 teachers from various schools in the region. The results of the study show that teachers' perceptions of the training effectiveness are generally positive, with an average rating of 3.9 out of 5. Data analysis reveals that teachers with longer teaching experience tend to have more positive perceptions of the training effectiveness. The main challenges identified in implementing skills from the training include a lack of time to prepare inclusive materials, limited resources, and inadequate support from school management. This research provides recommendations for the development of more specific and relevant training programs to meet teachers' needs, as well as increased support from school management to support the implementation of inclusive education. The results of this study are expected to make a significant contribution to improving the quality of inclusive education in Indonesia.

Javanese Class Harmony : Inclusive Strategies for Special Needs Students

This study aims to explore the classroom management strategies used by Javanese teachers in teaching children with special needs at Tegal Regency Junior High Schools support inclusive learning. The research used was qualitative approach, through direct classroom observations and interviews with Javanese language teachers who have experience teaching students with special needs. Data analysis used interactive analysis and to test the validity of the data uses triangulation of data sources. The findings showed that Javanese teachers had developed flexible strategies according to the needs of each child with special needs. Students in the deaf-speech category would be treated differently, especially for learning that requires speaking and reading skills, such as tembang and pacelathon. Students in the slow learner category will be required to be more patient to understand the material, supported by the use of interactive learning media and by being given practice questions according to their capacity, whereas for the physically disabled category, there is no special treatment regarding learning material. Thus, the conclusion of this research highlights the important role of Javanese language teachers in Tegal Regency junior high schools in supporting the learning of children with special needs. Through a flexible approach, attention to student involvement, and collaboration between friends in the class, have succeeded in creating an inclusive and empowering learning environment, where every student has the same opportunity to grow and develop optimally in understanding and using the Javanese language.

Building a Dream School: Integration of Alternative Inclusion Natural Schools Education centered on Children With Special Needs Based on the Quran and the Sunnah of the Prophet

Education in Indonesia is still not fully inclusive for children with special needs. Forest schools and inclusive schools offer alternative approaches that focus on holistic and inclusive learning. This research aims to explore the concept of forest school and inclusive school integration to create an innovative dream school. The research method used was qualitative with an analytic descriptive approach. Data collection involved direct observation as well as literature study from books, documents and reputable journals. After the data is collected and grouped according to the data, data analysis will be carried out by applying an analytical descriptive approach, this is to get a comprehensive and in-depth understanding of the phenomenon or concept that is the focus of this research. The results of this study indicate that the integration of forest schools and inclusive schools based on the Al-Quran and Sunnah of the Prophet offers a holistic and inclusive education model. By combining outdoor learning and an inclusive approach, children with special needs can experience a supportive and motivating learning environment, in accordance with the principles of justice and compassion taught in Islam.

Educational outcomes among children with congenital heart disease compared to peers: a Scotland-wide record-linkage study of 715,850 schoolchildren

BackgroundNine in every thousand children born in the United Kingdom have congenital heart disease, and 250,000 adults are living with the condition. This study aims to investigate the associations between congenital heart disease and educational outcomes among school-aged children in Scotland.MethodsRoutine health and education databases were linked to produce a cohort of all singleton children born in Scotland and attending a local authority run primary, secondary, or special school in Scotland at some point between 2009 and 2013. Children with congenital heart disease within this cohort were compared with children unaffected by congenital conditions. Outcomes investigated were special educational need (SEN), absenteeism, exclusion, academic attainment, and unemployment. All analyses were adjusted for sociodemographic and maternity confounders. Absenteeism was investigated as a mediating factor in the associations with attainment and unemployment.ResultsOf the 715,850 children, 6,295 (0.9%) had congenital heart disease and 4,412 (6.1%) had isolated congenital heart disease. Congenital heart disease and isolated congenital heart disease were both significantly associated with subsequent special educational need (OR 3.45, 95% CI 3.26–3.65, p < 0.001 and OR 1.98, 95% CI 1.84–2.13, p < 0.001 respectively), absenteeism (IRR 1.13, 95% CI 1.10–1.16, p < 0.001 and IRR 1.10, 95% CI 1.06–1.13, p < 0.001 respectively), and low academic attainment (OR 1.69, 95% CI 1.39–2.07, p < 0.001 and OR 1.35, 95% CI 1.07–1.69, p = 0.011 respectively). Neither congenital heart disease nor isolated congenital heart disease were associated with school exclusion. Only congenital heart disease (OR 1.21, 95% CI 1.03–1.42, p = 0.022) but not isolated congenital heart disease was associated with unemployment. When days absent were included in the analyses investigating attainment and unemployment, the conclusions were not altered.ConclusionChildren with congenital heart disease have greater special educational need, lower school attendance, attain lower examination grades and have greater unemployment compared to peers. In addition to healthcare support, affected children need educational support to avoid additional impact on their long-term wellbeing.

Maternal Resolution and Religious Processing in Muslim Bedouin Mothers of Children with Special Needs

This mixed methods research examined three interwoven strands: maternal resolution regarding a child’s special needs diagnosis; mothers’ positive versus negative religious processing; and cultural contextualization, with a focus on Bedouin society in Israel. Forty Bedouin mothers participated in semi-structured interviews that were coded in accordance with the Reaction to the Diagnosis Interview manual. The results underwent careful content analysis. The study combined categorical and qualitative research methods. Findings revealed mothers regarded God as either an empowering or a diminishing entity. Positive sub-themes included: acceptance of divine authority, faith, and privilege. Negative sub-themes included: submission to divine will, punishment, and divine test/trial. The categorical findings found 55 percent of mothers resolved with their child’s diagnosis and 45 percent unresolved. Resolved mothers referred to positive religious processing 20 times and negative religious processing four times. Unresolved mothers referred to positive religious processing 11 times and negative religious processing 13 times. Unresolved mothers exhibited inner conflict that emerged in their parental coping and religious processing, while resolved mothers tended to have a positive perception of religion and accept the challenges of raising children with special needs. The results underscore the need for culturally sensitive inquiry and spiritually informed interventions.

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.

Perspectives of Students with Special Needs on Social Interaction of Regular Students in Padang City

This research aims to explain the perspective of students with special needs regarding social interactions with regular students in Padang City from elementary to high school/vocational school levels. This research uses a qualitative descriptive approach with a case study plan. Data was collected through questionnaires given to students with special needs plus interviews and observations used to determine the perspective of students with special needs regarding social interactions carried out by regular students. Data processing techniques that use statistical categorization which is divided into three categories: high, medium and low. The research results show that students with special needs have various perspectives on their social interactions with regular students. Some students with special needs feel accepted and appreciated by regular students, while others feel ignored or even bullied. Therefore in the data there are high, medium and low categories depending on how the interactions are found.

The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students with Special Needs

The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students with Special Needs

Status of Children with Special Needs at Elementary Level of Puri District

Status of Children with Special Needs at Elementary Level of Puri District

Experiences of Youth Studying Together with Classmates with Special Educational Needs and Disabilities

Experiences of Youth Studying Together with Classmates with Special Educational Needs and Disabilities

Employing Assistive Technology (AT) for Children with Special Educational Needs: A Case Study from Pakistan

In the era of the technological revolution, substantive research is required to assess the effectiveness of Assistive Technologies (AT) for the educational needs of children with special needs. Although studies have been conducted to examine the usefulness of integrating assistive technology into teaching content that caters to CWSN. However, it remained a less explored area in the context of developing countries, particularly in Pakistan. Also, there is a lack of awareness regarding the use of AT in the context of Pakistan. The paper addresses how assistive technology can be utilised to educate CWSNs effectively and transform their lives. It also explored the challenges related to its accessibility and availability. The case study design was adopted, and semi-structured interviews were conducted with the administrator, coordinators, and teachers. The interviews were transcribed and analysed by using thematic analysis. The findings of the research study indicated that the quality of life of CWSNs can be made not just easier, but AT can contribute to their overall well-being.

Receiving Teachers' Attitudes and Educational Practices Toward the Inclusion of Learners with Special Needs Education in the Division of Bacoor City: Basis for an Upskilling Program

Receiving Teachers' Attitudes and Educational Practices Toward the Inclusion of Learners with Special Needs Education in the Division of Bacoor City: Basis for an Upskilling Program

Caries and white spot lesion trajectories of orthodontic patients across an observation period of 20 years

ObjectivesFixed orthodontic appliances may increase the risk for caries and white spot lesions. The aim of this retrospective study was to determine the long-term associations between both in orthodontic patients.Materials and methods103 patients aged 36.6 ± 6.5 years whose fixed appliance orthodontic treatment had finished at least 15 years ago were included. Current clinical data and photographs (T3), panoramic x-ray and photographs from before treatment (T0), after debonding (T1) and at 2-year follow-up (T2) were available. Parameters of interest were dentine caries, “Missing/Filled Teeth” (MFT), “White Spot Lesion” (WSL) index and “Periodontal Screening and Recording” index (PSR; T3 only).ResultsAt T0, 30.4% had no caries experience decreasing to 25.6%, 22.4% and 6.8% at T1, T2 and T3 resp. The median MFT (95% CI) at T0, T1, T2 and T3 was 2 (1;3), 3 (2;4), 3 (2;4) and 7 (6;9) resp. increasing significantly at each time point (p < 0.001 each); 30.1% had WSL at debonding. Patients with caries experience at T0 had a 2.4-fold increased risk of WSL at debonding. Dentine caries, caries experience and WSL at T1 were significantly associated with incident caries at T2, but not at T3. PSR at T3 had a significant association with previous caries incidence and WSL.ConclusionsCaries experience prior to orthodontic treatment may constitute a risk indicator for WSL, and caries experience and WSL at its end for caries incidence in the near term.Clinical Relevance Present caries and WSL may help identifying orthodontic patients with special need for prevention and counselling.

Character Education Strategies for Children with Special Needs

Character Education Strategies for Children with Special Needs

Cybersecurity Awareness among Special Needs Students: The Role of Parental Control

The awareness of cybersecurity among special needs students is necessary to help them stay safe while using technology. Recently, a good amount of interest has been drawn toward understanding the concepts and awareness of cybersecurity, and institutions have made efforts to help introduce awareness campaigns to help students understand the concepts of cybersafety, particularly for special needs students. The prior literature has focused primarily on exploring students' preferences, readiness, and experiences with cybersecurity. However, little attention has been given to measuring the level of cybersecurity awareness among students with special needs. To bridge this knowledge gap, the present study conducted an online survey to analyse the level of cybersecurity awareness and parental control among secondary school students with special needs aged 13 to 19 years in Malaysia. The study revealed that special needs students have a moderate level of cybersecurity awareness, with no significant difference among genders or academic streams. However, age does play a role in the level of awareness. Students with better cybersecurity knowledge are more satisfied with their online activities. Educating and monitoring special needs students on cyberattacks, password management, and phishing is crucial. In addition, parental control was found to be reasonable for most parents of students with special needs. This study contributes new knowledge by emphasizing the importance of parental control as a moderating variable in explanatory studies. It also highlights the need for further research in this area to expand the understanding of the importance of cybersecurity and how it can be implemented in specific school environments.

Promoting Social Skills among Generation Alpha Learners with Special Needs

Since digital learning and communication tools are ubiquitous, educators no longer need to teach Generation Alpha (GA) learners how to approach and use them. Nevertheless, while digital tools provide numerous advantages, researchers claim that the development of social skills is challenging for GA learners, given their lack of social experiences and interactions. These challenges are greater among learners with special needs (SNs). This study examines teachers’ attitudes toward the integration of digital tools promoting social skills among GA learners with SNs, rather than focusing on academic skills. Twenty-one semi-structured interviews underwent qualitative analysis. Participants emphasized both the advantages and challenges of using digital tools and shared their perspectives regarding the possible effective use of these tools among learners with SNs.

Beneficiary Experience of Care by Level of Integration in Dual Eligible Special Needs Plans

Beneficiary Experience of Care by Level of Integration in Dual Eligible Special Needs Plans

Enhancing the Language Education of Students with Special Needs in Nigeria through Information and Communication Technology (ICT): Challenges and Prospects

Enhancing the Language Education of Students with Special Needs in Nigeria through Information and Communication Technology (ICT): Challenges and Prospects