Special Education Practices Research Articles

The Effect of the Picture Exchange Communication System on Individuals with Autism Spectrum Disorder

Introduction: The aim of this study was to examine the effect of the Picture Exchange Communication System (PECS) protocol in teaching individuals with moderate/severe autism spectrum disorder (ASD) the ability to initiate spontaneous communication and request food. Method: In the study, a single-subject research model, multiple probe design with across-participant was used. The participants of the study were three boys diagnosed with moderate/severe ASD attending a special education practice school. The independent variable of the study was the first three phases of the PECS protocol, and the dependent variable was the child's ability to initiate spontaneous communication and request food. The study included baseline, intervention, generalization and follow-up sessions. Results: The first three phases of the PECS protocol were found to be effective in children with moderate/severe ASD in learning the skill of requesting food. The children were able to maintain the food-requesting skill they learned one and three weeks after the last intervention session and were able to generalize this skill to different environments and people. Teachers who participated in the study as communication partners expressed positive opinions about the study. Discussion: The effectiveness findings of the study are consistent with other studies in the literature that examined the effect of PECS on the acquisition of requesting skills by individuals with ASD. The findings were discussed in comparison with the related literature and suggestions were made for future research and practice.

ПРАКТИКА ФОРМУВАННЯ ЕСТЕТИЧНОЇ КУЛЬТУРИ ТА ЕСТЕТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ

Today, the processes of forming aesthetic culture and aesthetic competence are becoming increasingly relevant for future specialists in higher education institutions due to the fact that the individual integrative qualities contribute to the comprehensive development of a personality, in particular its spiritual values, which are the basis for a harmonious lifestyle in society. The purpose of the article. Summarizing the research of predecessors in the correlation of the practice of forming aesthetic culture and aesthetic competence of students in higher education institutions in terms of outlining the dominant forms, teaching methods, and pedagogical technologies. The study used a set of the following methods, such as analysis, systematization, generalization of scientific sources, and comparison. Results of the study. The following scientific achievements were analyzed and summarized: A. Karam, H. Sotska, L. Hlazunova, L. Kyrychenko, M. Biletska, M. Necheporenko, S. Dudiaha, Sintin Liu, T. Pidvarko, Y. Shevchenko and Y. Sopina. The formation of aesthetic culture and aesthetic students’ competence involves the aestheticization of the educational environment and requires the use of a set educational components and specific courses, educational and production practices, extracurricular activities, forms, methods of teaching, and pedagogical technologies. Conclusions. Among the forms of training are the following: lecture; seminar and practical classes; practices; conferences; conduct curatorial hours; consultations; subject olympiads; clubs; museum and artist workshops visits; organization and conduct art exhibitions, arts events, round-table discussions; theatrical activity; local lore exploratory expeditions; groups of interest; master classes; reading days; oral journal; distant travels; press conferences; competitions; exhibitions of creative works; aesthetic atelier; scientific association sessions. Teaching methods include: modeling of moral and aesthetic situations; conversational interaction; gaming; creative assignment solutions; crush trouble; dispute; discussion; training; individual and collective discourse; self-reflection and self-esteem methods; microteaching and portfolios. There are dominant pedagogical technologies: problem-based and project-based learning, training, game simulation, and case-technology. Key words: aesthetic culture, aesthetic competence, education, students, forms, methods, pedagogical technologies.

The Norwegian educational and psychological counselling service (EPS) as an ‘inclusion agent’ in schools?

ABSTRACT This article focuses on the schools’ support service related to the Nordic ambition of inclusive education. This ambition entails a somewhat conflicted mandate, which both the schools and the support service find demanding to ensure in their collaboration. As a framework for discussing challenges and opportunities linked to a case study in Norway, the article also shows how this appears in Sweden and Denmark. The question is whether it is possible, through new forms of meetings, to develop an innovative collaboration on inclusive practice between the Norwegian Educational and Psychological Counselling Service and schools. The article builds on selected data from a larger project, using a cross-unit analysis to compare experiences from two different types of collaboration meetings in two different Norwegian municipalities. By this, we have searched for an understanding of the central prerequisites to succeed. The most significant finding is the importance of a leadership which is, under innovative conditions, capable of creating necessary psychological safety to develop the meetings towards real professional learning communities. Finally, the apparently persistent challenges of designing a suitable support service to realise inclusive education in the Nordic countries are discussed in light of a current Norwegian strategy called ‘The Competence Boost for Special Education and Inclusive Practice’.

장애학생 개별화교육계획(IEP) 참여 중재 관련 국내외 연구 동향 고찰

Purpose: This study aims to analyze domestic and international research on the participation of students with disabilities in Individualized Education Programs (IEPs) to explore specific strategies for effectively facilitating student participation in IEPs. Additionally, the study seeks to derive implications applicable to special education practices in South Korea. Method: A total of 21 relevant research papers published between 2004 and 2024 were selected and analyzed to examine overall trends and intervention-related elements. Results: First, out of the 21 studies on student participation in IEP strategies and interventions conducted from 2004 to 2024, only three were conducted in South Korea, indicating a smaller number than that of the international studies. Second, among the participants in these studies, students with intellectual disabilities were involved in 19 out of the 21 studies, with most participants being middle or high school students, while studies targeting elementary school students were very limited. Third, only 9 out of the 21 studies provided support considering the specific characteristics of the disabilities. Fourth, an analysis of independent variables to examine the contents of the interventions revealed that self-directed IEP intervention strategies were the most frequently provided. Conclusion: Based on the findings, this study discusses the practical implications for the participation of students with disabilities in IEPs and suggests directions for future research.

Remixing Special Education Practices with Artificial Intelligence: UDL, EBP, and HLPs

This article presents engaging and practical methods of helping educators to “remix” the evidence-based and high-leverage practices they are already familiar with to include the new capabilities of artificial intelligence (AI). Transformational modern technologies can be powerful and disruptive, possessing the potential to impact multiple areas of society, including education. One of the best ways for educators to implement AI in their teaching is using it to help support and extend their current practices (Mishra et al., 2023). Similar to how a new remix on the radio can make an old favorite song fresh again, educators can use AI to uphold and enhance their existing instructional strategies and skills. However, adapting to the new paradigm of AI in education may be challenging for teacher preparation programs in special education. The authors of this article apply some of the strategies from “Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning” (McMahon & Walker, 2019) to effectively implement AI in education. Rather than needing to start fresh or relearn how to teach while incorporating AI, teachers can view this article as a foundation for how to apply AI tools to support current practice. The recommendations are based on Universal Design for Learning (UDL) and strategies for adapting AI tools to support high-leverage practices and established evidence-based practices. The authors aim to inspire special educators to start using AI to help “remix” and innovate the implementation of their existing instructional strategies.

Administrative and leadership requirements for implementing evidence-based practices in special education programs: the perspective of special education teachers

Administrative and leadership requirements are crucial to the application of evidence-based practices (EBPs) in special education. Therefore, the current study aimed to assess the availability of administrative and leadership requirements for applying EBPs in special education programs from the teachers’ perspective, as well as determine the differences in their availability depending on the variables of disability category (intellectual disability (ID), autism spectrum disorder (ASD), and learning disabilities (LDs)) and school stage (e.g., primary or middle school). The sample included 243 special education teachers working in the city of Riyadh, Kingdom of Saudi Arabia. A questionnaire on the administrative and leadership requirements for implementing EBPs in special education programs (prepared by the researchers) was used to collect data. The results revealed the availability (which ranged from moderate to high) of administrative and leadership requirements for implementing EBPs. Moreover, there were differences in the availability of administrative and leadership requirements according to students’ disability category; these differences were in favor of the learning disability group. However, there were no differences according to the academic stage. We recommend conducting further research on administrative and leadership requirements using different methods.

THE IMPORTANCE OF PLAYFUL ACTIVITIES IN SPECIAL EDUCATION

The article that is now presented is the result of bibliographical research, carried out from studies anchored in the scope of Special Education. Thus, we approach several ludic practices in special education with an emphasis on inclusion that facilitate work and perception, encouraging better learning in relation to the child who has learning difficulties. Therefore, this article aims to present the importance of playfulness in the teacher's work, as well as to show the importance of playfulness in teaching activities and its contributions to learning and the integral development of the student. We emphasize that it is of essential importance to understand that playing for children can be more than a daily activity, being a source of knowledge linked to their integral development. After all, while playing, the child pretends, imagines, frees himself, learns to control his aggression and overcome his fears. In this way, games can provide socialization and obedience to rules, in addition to facilitating mathematical logical reasoning. Therefore, it is of fundamental importance to use the ludic as a way of teaching, developing the best in the ability to absorb different contents in the child's daily life.

Development of special education in Jordan as a model: Reality and challenges

AbstractSpecial education plays a critical role in ensuring equal educational opportunities for individuals with diverse learning needs. In the context of Jordan, the development of special education has made significant progress over the years, reflecting the country's commitment to inclusivity and diversity, with notable efforts from the government and various stakeholders to enhance the inclusivity and accessibility of education for students with disabilities (SWDs). This scoping review aims to explore the reality of special education development in Jordan, and identify the challenges faced in implementing an effective model. By conducting a comprehensive literature search, analysing relevant government and non‐government reports and studies, this research aims to shed light on historical context, policies, progress made, practices and highlight existing challenges and gaps, and propose potential solutions to enhance special education practices in the field of special education in Jordan. This study emphasizes the importance of continuous improvement and implementation of effective strategies to enhance education services for SWDs in the country. By exploring relevant literature, this research also intends to create a roadmap for policymakers and stakeholders to enhance special education services in Jordan and promote a more supportive environment for learners with diverse needs.

Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape

ABSTRACT In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized and ethnic minority college students, another unanswered question remains. Namely, how will K-12 public school districts both adhere to federal policy that mandates proportionate racial representation of students with disabilities within special education categories and support teachers and school systems with compliance to federal policy? Using a legal compliance focal point theoretical perspective, this article contextualizes the affirmative action conversation as one that must include guidance to education systems and teachers working to ensure federal compliance and racial equity within special education.

“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices

ABSTRACT Teachers’ and practitioners’ pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on “storying” pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms, “storying” together/two-gather transformative teaching-learning wisdom. We propose that “storying” involves explicit engagement with and highlighting of the student’s voice, and we would center spirit and emotionality. The girls’ storying illustrates praxical research through the lens of Black Womanist/Feminist and Disability Justice. The girls will show ways to support their learning. We introduce 5 “storying” pedagogical practices related to access-intimacy as interdependence, voicing intersectional knowledge for anti-racist and anti-ableist praxis in special education. Finally, we share how these practices lead to justice in education by reframing the master narratives for our readers to access and determine a reflexive accessibility praxis (everyday life) for their pedagogy.

An instructional framework for teaching STEM to students with moderate to severe disabilities

AbstractAnswering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem‐solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self‐determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging. The purpose of this article is to provide a research‐based framework for instructional design that provides ideas for cognitive accessibility and supports for students with MSD in STEM. The framework aims to guide teachers in considering why to teach STEM, what to teach, and how to teach it. The framework guides teachers to use evidence‐based practices in special education to teach students to know about STEM (i.e., academic content), do STEM practices and processes (i.e., critical thinking skills combined into routines for asking questions or solving problems), and think in ways that support this learning (i.e., metacognitive behaviors).

Applying Artificial Intelligence in Special Education: Exploring Availability and Functionality of AI Platforms for Special Educators

Artificial intelligence (AI) has been rapidly developing, both in the education field and beyond, in recent years. Due to this fast-paced nature, special education teachers may not be aware of the availability of AI that could be pertinent to their practice. In this manuscript, five AI platforms that are readily available for special education teachers to access are explored. AI platform details including pricing, functionality, and feature options are provided for each. Suggestions for how each AI platform can be utilized by special education teachers within their practice is conveyed. Overall implications regarding AI integration, usage, and ethical considerations in special education practice are discussed.

Project-based learning for all? An examination of the approach for students with disabilities

Project-based learning is popular among educators and has been touted as an educationally viable option for all learners, yet limited empirical research exists to demonstrate its effectiveness with students with disabilities. In this paper, the authors investigate the alignment of project-based learning elements with high leverage practices in special education and enhanced anchored instruction, a similar problem-based learning approach with an evidence base with students with disabilities. Project-based learning shares multiple common elements with high leverage practices and enhanced anchored instruction, suggesting that it has the strong potential to be an effective approach for use with students with disabilities. Systematic research needs to be conducted with various groups of students with disabilities across grade levels and content areas to support the claim “project-based learning for all.”

Scale Development and Validation for Assessing University Faculty’s Knowledge, Attitudes, and Practices in Special Education

This study aims to develop and validate a scale to assess university faculty’s knowledge, attitudes, and practices in special education. A total of 210 faculty members in Taiwan participated in this study. The proposed Faculty Perspectives on Special Education Scale (FPSES), a 32-item scale, includes three subscales: Special Education Knowledge (SEK), Attitudes Towards Students (ATS), and Provision of Services (POS). Data were analyzed using descriptive statistics, item analysis, correlation analysis, t tests, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Results showed that FPSES has satisfactory internal consistency reliability, with Cronbach’s α ranging from .93 to .96 and test-retest reliabilities, with coefficient ranging from .88 to .96. The FPSES also exhibited favorable content validity. Furthermore, the CFA confirmed a good fit between the proposed model and the sample data, thereby ensuring the construct validity. In summary, FPSES is a favorable assessment tool with good psychometric properties, which provides insights into faculty perspectives, attitudes, and practices in the provision of special education services for university students with disabilities.

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

Navigating Complexity: Overcoming Challenges in Qualitative Research for Special Education in Pakistan

This paper aims to identify some of the challenges of qualitative research in special education in Pakistan and how such challenges could be effectively handled. It discusses the contemporary state of affairs concerning this type of education and the importance of using qualitative research strategies to study education-related processes in the country. This paper presents several issues, which could be methodological, ethical, linguistic, institutional, and specific to the researcher. Approaches for overcoming these challenges are enumerated, such as formulating culturally appropriate research models, addressing ethical issues, involving the host community members, and availing necessary expert assistance to the research workers. The paper also describes possible recommendations for further qualitative research of special education in Pakistan: The relation to novel qualitative approaches and the requirement of policy encouragement. Despite these challenges, by addressing them and implementing the assessed strategies, qualitative research can greatly support improving the special education practices and policies in Pakistan, thus positively impacting the education of students with disabilities. Keywords: , ,, , , ,

Lessons Learned: Considerations for Enhancing Principal Preparation Programs with Inclusive Special Education Practices

Lessons Learned: Considerations for Enhancing Principal Preparation Programs with Inclusive Special Education Practices

Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden

AbstractTwo educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

A Sentiment Analysis of Emergency Online Special Education after COVID Mass Vaccinations Started

This study examined people’s sentiments toward emergency online special education after mass vaccinations became available to determine whether people had positive, negative, or neutral sentiments towards emergency online special education. The results revealed that most tweets were positive and focused on special needs and special education during emergency online special education. Specifically, most tweets focused on special education, and they included a positive content with average daily sentiment scores never getting smaller than zero. Similarly, special need and special education turned out to be the most frequent expressions used, and topic modeling indicated that target tweets’ content focused on the needs of students with special exceptionalities. All these findings suggest that emergency online special education can be a viable alternative during times of crisis and availability of vaccinations at a larger scale may help to create a positive atmosphere thereby informing teacher education and special education research and practice.