Special Education Practices Research Articles

Evidence-Based Practices in Special Education: A Reflection on the Philosophy, Research and Teaching

Some researchers have taken evidence-based practices (EBPs) as the main solution for enhancing the learning outcomes of students with disabilities. The manner in which the application of EBPs assumes teaching strategies to be aligned with students’ learning problems or disability situations betrays a mechanical approach to dealing with issues of students with disabilities. Post/positivism and scientific methods are underpinning threads supporting these developments. Yet, the complexity of teaching practice tends to be overlooked and scientific methods overextended. In this background, this article reviews the philosophy of science so that a more complete and historical understanding of science is represented, which is helpful in facilitating the discipline to draw attention to the limitations of current discussions about EBPs. Subsequently, we raise three ways to elucidate the research and teaching practices. First, ontological, epistemological and methodological diversities should be practiced to interrogate issues related to EBPs. Second, alternative methodologies should be encouraged to counter the environmental and systematic barriers compromising students’ learning difficulties. Last, a problem-solving approach should be used to compete with a mechanistic approach in responding to students' learning difficulties.

Sex Panic Rhetorics, Queer Interventions

Sex Panic Rhetorics, Queer Interventions

Selecting and Integrating High-Quality Videos into Teacher Education

High leverage practices (HLPs) in special education are 22 critical skills related to collaboration, assessment, social/emotional/behavioral, and instructional domains. These practices are supported by research and recommended for use in PK-12 classrooms serving students with and without disabilities. Given the vast instructional modalities used within teacher education (i.e., face-to-face, online synchronous, online asynchronous, or hybrid flexible), it is important to have an array of resources that support teacher candidates’ knowledge of HLPs, in addition to providing a glimpse at HLP implementation in authentic contexts. Videosare an advantageous option for achieving both goals; however, there are important considerations for maximizing the effectiveness of this learning support. Therefore, the aim of this article is to provide teacher educators with guidance on selecting and integrating videos to address critical HLP content. With a focus on leveraging effective design elements, this article describes the benefits of using video to address HLP content in special education teacher preparation programs, and offers guidance on integrating video within coursework through the use of a multimedia instructional tool called Content Acquisition Podcasts (CAPs).

What if Special Education Could Be Seen as a Site for Justice?

Special education researchers have a huge responsibility and opportunity to develop research designs that help practitioners in schools—particularly school teachers, leaders, counselors, social workers, and interventionists—develop research-based policies and practices that address and meet the increasingly complex needs of young people. In this article, we synthesize insights from the articles published in the issue with careful attention placed on understanding implications to bolster and cultivate special education research, theory, policy and practice that may advance justice and equity.

Language Competences amidst Corporatization, Digital Technologies, and Learning English for Specific Purposes

This paper looks at the tripartite problematic perspective in current English for Specific Purposes educational practices in order to direct educational practices toward the progressive approaches and improvement in the area of language competences. One aspect of the thematic framework concerns the problem of the varieties of English in the light of the question of the norm. The other is related to the problem of corporatization of education. The third perspective focuses on digital technologies in a globalized world, as well as their role in and impact on education. The empirical part of the research was conducted in the form of a survey in which students answered questions about these thematic clusters. The research indicated the justifiability of the conceptual framework of the paper. It also revealed the angles from which the initial concerns could be questioned. The insights may open up an avenue for future tendencies in the syllabus design and classroom activities within English for Specific Purposes. Based on them, the authors recommend a balanced approach to nonstandard variants of English in ESP; an awareness and application of the benefits of both technology and in-person, face-to-face communication; a motivation for learning English that transcends sheer concern for profit.

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder

There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals’ perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals’ responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals’ perceptions align with their practice.

Diversity, Disability, and Decision-Making: Examining the Perceptions of Educational Decision-Makers

ABSTRACT The purpose of this nonexperimental, quantitative study was to explore the perceptions of educational decision-makers regarding the importance of factors that relate to educational decision-making for racially, ethnically, or linguistically minoritized students who may have disabilities. Further, the researchers explored the relationship between the cultural intelligence of educational decision-makers and their perceptions of the importance of factors that relate to educational decision-making. Educational decision-makers (n = 120) included teachers, school psychologists, and local education agents. Results revealed that participants perceived factors related to prereferral/referral processes to be more important in decision-making when compared to factors related to eligibility determination; yet participants self-reported feeling more confidence in making decisions involving eligibility determination. Cultural intelligence was found to be a significant predictor of participants’ reported confidence for making such decisions. Participants found language to be a particularly important area to consider in their decision-making. Findings may serve to inform equitable special education policies and practice and improve educational decision-making regarding students with diverse educational needs.

Early Intervention in Early Childhood Special Education According to Parents: A Qualitative Study

Early intervention practices have an important place in early childhood special education practices as in every period. This study aims to examine the early intervention process of parents who have children with special needs during early childhood, the problems they experience and the solution suggestions to these problems. The study was conducted in qualitative research design. 53 parents participated in the research. As a result of the analysis of the opinions obtained with the semi-structured interview form, 6 themes and categories that were related to these themes were determined. When the special need of the child was found, it was seen that more opinions were expressed in the categories of "hospital/doctor" regarding the first person and/or institution theme. The other category in terms of the meaning of early intervention was "starting treatment/education early for the existing situation/problem”. In addition, the category of “leaving it to time and helping with one's own competence” for the theme of struggling with the difficulties experienced also emphasizes how guidance is necessary and important. It was suggested that early intervention and pregnancy screening and the next process should be carried out with guidance.

Flexible Facilitation: Coaching and Modelling to Support Inclusive Education

The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple general education classrooms. The following themes emerged from the multiphase analysis of data collected throughout the coaching project: coaching as flexible facilitation, coaching as recognition of existing good practice, coaching pedagogical decision-making, coaching instructional reflectivity, and coaching collaborative partnerships. Coaching and modelling for special educators are recommended for promoting inclusive education as they embrace the complexity of changing classroom practice and can enhance collaborative instructional practice.

Special Education Practices for Children with Autism Spectrum Disorders in the UK and Egypt A comparative Study

This study aims to compare the development of special education practices for children with autism spectrum disorders (ASD) in the UK and Egypt and gain an understanding of those factors that enhance special education in both countries. The study applies a comparative framework method. The findings provide a better understanding of special education practices and factors that enhanced the special education for ASD across the two countries. The findings reveal that special education practice in Egypt was hindered by low economic status, scarcity of cultural awareness, inadequate financial support and absence of education policy for ASD. While, in the UK education policy, cultural awareness, economy, and scientific technology have been identified as important enhancing factors for special education. The study suggests some recommendations for developing special education for ASD in Egypt.

THE METHOD OF RELATIVE SOLMIZATION IN UKRAINIAN AND FOREIGN MUSIC PEDAGOGY: THEORETICAL ASPECT

The article provides a historical overview of the use of the method of relative solmization, which is most effective at the initial stage of the development of children’s musical abilities, in Ukrainian and foreign music pedagogy. An attempt was made to systematically analyse the relative system of solmization, which was one of the factors in raising the level of school music education in Ukraine in the second half of the 20th century. The ways of revival and use of this method in the modern musical and aesthetic practice of secondary schools of Ukraine are revealed. It has been proven that the method of relative solmization in various variants and in combination with the absolute method is widely used in the practice of mass and special music education. Analysing the history of the music education development in Ukraine, we can assert that the method of the relative solmization, in various variations and combined with the absolute method, is widely applied in the practice of both mass and specialized music education. Some principles and methods of well-known contemporary music-educational concepts were known and developed in Ukraine long before their use abroad. The popularity of relative solmization depends on objective socio-historical changes and trends in the development of the musical community’s interest in vocal or instrumental music education. Analysing various adaptations of the relative solmization method within the context of national musical cultures allows us to conclude that the majority of the world musicians and educators cannot imagine the process of the general music education without using this method, especially in the early stages of developing children’s musical abilities based on national children’s folklore.

Effect of Teacher’s Professional Development on The Teachers’ Instructional Practices in Special Education

The study was performed to see the effect of Teachers' Professional Development on the Teacher's Instructional Practices in Special Education. The aims of this research include exploring the use of special education teacher instructional practices in schools and studying the influence of professional development on instructional practices of teachers. The study was quantitative in nature and used a self-developed survey for the collection of data from respondents. Descriptive and inferential statistics were used to analyze data. The result indicates that instructional practices differ on the basis of gender; however, qualification has no influence on instructional practices. Moreover, the distance (division)of respondents, duration of training did not affect the professional development of respondents. Moreover, professional development had a direct relationship with the instructional practices in special education.

O que podemos no encontro com a infância? um convite a um olhar heterotópico

This paper aims to propose an invitation to look at the kind of childhood we have been constructing from the practices of Special Education, in articulation with the practices of Early Childhood Education. It problematizes the discursive webs formed in this articulation, considering the way that Special Education teachers working with Early Childhood in public schools regard childhood. Such discussions have derived from the uneasiness of thinking about how we have been producing childhood, given the policy of expanding mandatory attendance to four-year-old children. The analytical exercise, inspired by the discourse analysis proposed by Michel Foucault, has enabled us to question the production of subjects, truths and realities in the “confessions” of the interviewed teachers, in which we have identified two ways of thinking about and producing childhood: captured childhood, which is produced through the operationalization of normalization practices by Special Education, determined by the will to knowledge and the will to power over childhood; and childhood as heterotopy, produced as a powerful movement of resistance and denaturalization of normalizing practices – childhood regarded from other places, as an infinite, multiple, non-nameable, ever undetermined becoming, as an invitation to thought: what can we do in the encounter with childhood(s)?

Investigation of Special Education and Branch Teachers' Attitudes Towards Physical Education and Sports Activities of Individuals with Special Needs

The aim of this research is to examine the attitudes of special education and branch teachers towards physical education and sports activities of individuals who need special education. The sample of study consists of a total of 40 volunteer teachers, 28 female and 12 male, who work as special education and branch teachers at Rize Zehra Usta Special Education Practice School in the spring term of the 2020-2021 academic year. "Personal Information Form", which was developed by the researcher by taking expert opinion, and "Attitude towards Sports Activities of Individuals with Intellectual Disabilities Scale (ATSAIIDS)" developed by İlhan, Esentürk, and Yarımkaya (2016) were used as data collection tools in the research. Survey model, one of the quantitative research designs, was used in the research. SPSS 21.00 statistics program was used in the analysis of the research data. In the findings obtained, a significant relationship was found in terms of the variable of department (branch) from which the participants graduated. It was determined that the attitude levels of the employees who graduated from other departments were higher than those who graduated from the special education department. However, no significant relationship was found in terms of gender, age, education level, having a disabled person in their family, and receiving sports training for the disabled. Keywords: Attitude, intellectual disability, special education, physical education and sports

The Effect of Hippotherapy on Balance and Coordination in Mentally Disabled Children

Objective: The development of psychomotor skills in individuals with mental disabilities progresses more slowly than their healthy peers. Therefore, it is very important for individuals with mental disabilities to do activities for the development of psychomotor skills. This study aims to examine the effects of hippotherapy training on balance and coordination skills in children with moderate and severe mental disabilities. Materials and Methods: 40 students with moderate and severe mental disabilities, between the ages of 14-20, who continue their education in Erzurum Special Education Practice School, 3rd Grade, participated in the study. The participants were divided into two groups of 20 people as the hippotherapy group (HG) and the control group (CG). Before starting the study, the height and age of all students were recorded, and their body weights were measured with digital scales. Flamingo balance test to measure balance skills, balance board test, touch test to measure coordination skills, T agility test, and Illinois agility test and sit-and-reach test for flexibility skills were applied as a pre-test to the individuals. After the pre-tests were completed, 20 subjects in the hippotherapy group participated in the 20-minute hippotherapy training twice a week for 8 weeks at Atatürk University Hippotherapy and Olympic Equestrian Facilities. The control group did not participate in any application. The final tests of the subjects were carried out in the week after the hippotherapy training was completed. Results: After eight weeks of hippotherapy, there was no significant change in the body composition of the subjects in moderate and severe levels in the hippotherapy group, yet positive significant changes were determined in balance, coordination, and flexibility skills. No significant changes occurred in the subjects in the control group. Conclusion: As a result of the study, it was determined that hippotherapy positively affected balance, coordination, and flexibility skills in individuals with moderate and severe mental disabilities. Keywords: Mental disability, hippotherapy, balance, coordination, flexibility

The Impact of the COVID-19 Pandemic on Children With Special Needs: A Descriptive Study.

Amid the COVID-19 crisis, children with special needs may have challenges. To determine emotional and behavioral challenges, 116 children aged 4 to 6 years, who received special education, were evaluated. COVID-19 negatively affected the families at a rate of 94.6%; 76.5% of the children's daily routines were worsened. Although the one-on-one time duration with the mother and father increased (73.5% and 66.7%), reading books (40.6%), play (17.2%), and overall activity durations (25.7%) decreased. The median screen time increased from 1 to 3 hours. According to the families, there was a regression in development in 18.8% of children. Special education practices at home were ceased by 17.2% of families, and a significant difference was found between the groups with and without regression in development in terms of the frequency of continuing special education at home. The development of children with special needs is an ongoing urgent situation; thus, besides protecting and promoting physical health during the pandemic, families and children should also be supported for developmental needs.

Importance of Toy Play in Special Education for young Children: Perspectives and Approaches

Special needs children have different needs compared to typically growing children in various aspects of life. Their learning is hampered due to the difficulties they face in the normal way of learning. Special education practices have been adopting various play-based methods to address special needs children's difficulties and needs. This research reviews toy play as a learning method and its importance in young special needs children's education. The paper takes different perspectives on play and how it is characterized. A study of Toy Play taxonomies is also presented from the perspective of the learning needs of special needs children. Three prominent special education approaches are studied, and a synthesis of how to play fits into these approaches is presented. The future of toy play and further research areas is discussed. Early childhood play is a normal phenomenon that has much use in early intervention, early childhood special education, and early childhood education. Among these areas, there are still many disagreements about how to characterize and use play. These tensions jeopardize evaluation, action, and curriculum planning practices, as well as their links to science and practice. This essay examines play in early learning, early childhood special education, early childhood education, and how play is viewed and used in these settings.

SPECIAL EDUCATION PRACTICES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN EGYPT AND ENGLAND: A COMPARATIVE STUDY

This study aims to compare the development of special education practices for children with autism spectrum disorders (ASD) in Egypt and England and gain an understanding of those factors that enhance or hinder special education in both countries. The study applies a comparative framework method. The findings provide a better understanding of special education practices and factors that enhanced or hindered the special education for ASD across the two countries. The findings reveal that special education practice in Egypt was hindered by low economic status, scarcity of cultural awareness, inadequate financial support, absence of education policy for ASD, and political orientation towards centralization. While, in England education policy, cultural awareness, economy, and scientific technology have been identified as important enhancing factors for special education. The study suggests some recommendations for developing special education for ASD in Egypt.

Online pedagogical practice in special education. Students' perspective

The aim of this study is to investigate students' perceptions of pedagogical practice in special education during online teaching. A number of 24 students from the “Aurel Vlaicu” University of Arad, specialization Special Psycho-pedagogy who attended online activities in classes with severe, profound and multiple mental disabilities completed a questionnaire and provided feedback related to the virtual school. The perception of the students participating in the pedagogical practice is that the virtual educational environment is an opportunity for special education, but only temporarily.

Spontaneous Representations of Disability and Attitudes toward Inclusive Educational Practices: a Mixed Approach

The present study's primary aims were a) to explore non-disabled adults' spontaneous representation of disability and the specific associations related to adults and children with disabilities; to investigate participants' general perception of specific inclusive educational practices and the potential impact of contact with disabled individuals on children. We used a mixed (qualitative and quantitative) approach in a sample of 628 participants aged 18 to 82 (M=28.59, SD=11.50). Our results suggested that most explicit representations of disability were negatively valenced, i.e., people generally used pessimistic and detrimental related words. Psychomotor deficiencies comprised the most frequent disability category associated with disabled adults, while autism was the most frequent disability related to disabled children. Participants considered that the inclusion of physically disabled children (compared to children with intellectual disabilities) in public schools has a more positive effect on non-disabled children. The previous contact with a friend or a family member with a disability significantly and positively impacted the general attitude toward disability and inclusive educational practices. Results are discussed regarding their practical implications for the educational system and specific strategies related to inclusive public policies.