Regular Classroom Research Articles

A Study on the Development of a Specialized Curriculum for Inclusion Classes for Children with Autism in Elementary Schools

The educational challenges faced by children with autism in primary school have garnered increasing attention. With the implementation of inclusive education, integrating these children into regular classrooms has become a reality, albeit a profoundly challenging one. The focus of research lies in developing specialized curricula tailored to the unique characteristics of autistic children, aiming to optimize their adaptation and development within general educational settings. This paper examines the limitations of existing educational curricula, explores the foundational theories regarding the cognitive and behavioral traits of autistic children, and integrates various educational theories such as Multiple Intelligences Theory, Social Constructivism, and Applied Behavior Analysis (ABA), to propose effective strategies for curriculum design. Through the implementation of individualized education plans, multisensory teaching methods, social skills training, and the creation of structured environments, this approach seeks to enhance the learning outcomes and social participation of autistic children while maintaining overall educational quality. The research findings indicate that appropriate interventions and support can significantly improve the educational experience of autistic children, providing theoretical backing and practical examples for educational practice.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

Facilitating Students’ Pronunciations on Plosive Consonant Sounds Through Sephonics Software

This research was about facilitating students’ pronunciations on plosive consonant sounds through Sephonics software. It was done at 3rd semester students of ELT Department of Walisongo State Institute for Islamic Studies in the academic year of 2011/2012. The background of this research was the difficulty in learning pronunciation. This research was aimed to responding the following questions; (1) How was the implementation of using sephonics software for teaching pronunciation (plosive consonant sounds) at third semester students of ELT Department, State Islamic Institute of Walisongo, Semarang? (2) Was there any improvement of students’ pronunciation of plosive consonant sounds after being taught using sephonics software? The participant of this research was the 3rd semester students of ELT Department of Education Faculty, Walisongo State Institute for Islamic Studies, Semarang that consisted of 28 students. It was a classroom action research that had two cycles. They were pre-cycle, cycle 1, and cycle 2. The use of sephonics software was used in cycle 1 and cycle 2. The methods of data collection were test and observation in all cycles. The test form was reading aloud that asked students to pronounce some words that contained plosive consonant sounds. Then, the result of test scores was analyzed by using mean to determine whether there was an improvement in each cycle. This study showed that: (1) the first thing that the teacher needed to do to use this software as a teaching aid was that he or she must conduct the class in a language laboratory. If it was not possible, the teacher could conduct the class in a regular classroom by providing several computers or laptops. Then, the students must be grouped based on the number of the computers. The second thing was that this was CALL learning based; the teacher might explain how to use the software in order that the students could practice by themselves outside of class schedule. (2) After collecting data, the result was found that the average (mean) of pre cycle test was 69. Then, it had very significant improvement in cycle 1 and cycle 2. It became 98.7 from cycle 1 test and 99.6 from cycle 2 test. It meant that the research was successful to improve the students’ pronunciation abilities. In conclusion, Sephonics software was successful to facilitate students’ pronunciations on plosive consonant sounds.

AUTISTIC SPECTRUM DISORDER

This article is part of the conclusion of the Postgraduate Course in Special Education from Favimo University. It focuses on discussing some educational proposals aimed at students with Autistic Spectrum Disorder (ASD), which are inserted in the regular school classrooms. It is the classroom teacher who will mediate the whole of the inclusive process, he is the one who promotes the child's initial contact with other children in the class and is responsible for including him in everyday activities. In this perspective, this theme reaffirms the need that everyone understands and accepts human diversity, and can contribute to the construction of a fairer and more egalitarian society. The article will be divided into three great moments. In the first one will be made a global contextualization of special education. Then the autistic spectrum disorder will be presented- Tea its main characteristics and needs. Finally, some pedagogical proposals that can be used in the classroom will be presented. It is concluded that a lot has changed since the beginning of history when we talk about people with ASD. Of schizophrenics there are numerous distinct characteristics even in the same disorder. Of communication difficulty to high skills. Autism is one of the syndromes as the largest variants of behavior, without modeled patterns.

Impact of Instructional Supervision Strategies on Teacher Performance in Hinabangan Samar District 1

The effectiveness of instructional supervision strategies on teacher performance is a critical area of educational research. This study aimed to determine the effectiveness of different instructional supervision strategies employed by school heads and their impact on the instructional performance of teachers in the Hinabangan Samar District I. This study utilized the descriptive-correlational research design using the researcher-developed survey questionnaire administered to 81 public school teacher-respondents who were randomly sampled. The high effectiveness of school heads' instructional supervision practices in the Hinabangan Samar District I as evidenced by a composite mean of 4.82 highlights the positive influence of strong leadership and supportive practices. The very high positive correlation observed in the Hinabangan Samar District I reinforce the importance of robust supervision systems in educational settings. School heads should prioritize regular classroom observations, provide constructive feedback, and offer professional development opportunities. Additionally, fostering a collaborative culture among teachers can further enhance the effectiveness of instructional supervision.

Pola Komunikasi Guru dengan Siswa Sekolah Menengah Sekolah Alam Bogor dalam Membangun Kepemimpinan

The lack of leadership development and moral values among students can result in deviant behaviors such as verbal and physical violence, and even substance abuse. This underscores the importance of character development and leadership among students. In this context, effective communication between teachers and students becomes crucial in addressing these challenges. This study aims to explore how teachers at SM Sekolah Alam Bogor communicate to instill leadership in their students. This research use qualitative method, using data collection techniques such as interviews, observations, and documentation. The findings suggest that various forms of communication patterns need to be applied to strengthen and complement the communication process between teachers and students. The implementation of leadership is found in various communication processes, whether through regular interactions, assigning tasks, classroom learning, or outdoor trips. Research also found that leadership qualities are present as evidenced by the impact shown by their senior students (SM 3).

Beyond Access: Tackling Bullying to Ensure True Inclusion in Pakistan's Educational Landscape

Though Pakistan has been making progress in the field of inclusive education, mere integration of diverse learners in regular classrooms does not mean inclusive education. This paper claims that bullying is one of the major factors that hinder the process of comprehensive educational inclusion in Pakistan. There are, however, many challenges that hinder the implementation of inclusive education, including social exclusion, discrimination, and bullying of disabled and marginalized learners despite policies that promote their integration into regular schools. This opinion paper assesses the current phenomenon of inclusive education in Pakistan and its relation to bullying. It examines how ignorance of society, unawareness, and insufficient training of teachers lead to schools that cultivate bullying, especially of children with disabilities or those from different ethnic groups. The paper argues that the idea of inclusive education cannot be said to be fully realized if the bullying issue is not tackled, given that victims of bullying are, in essence, excluded from the learning process. In order to address this problem, the authors suggest several measures: policy changes, implementation of extensive anti-bullying programs, increasing the level of teacher awareness and preparedness in diversity and inclusion, as well as community involvement. In this way, Pakistan can move from adopting education as a right on paper to the provision of quality education that is more than just enrolling students and ensuring that they attend classes but that learners feel protected, appreciated, and supported to excel academically. This paper thus seeks to generate further dialogue among educators, policymakers, and researchers on the importance of tackling bullying as a core component of the inclusive education agenda in Pakistan and, hence, towards the formation of a more equitable and inclusive education system.

Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers.

It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a "social misfit" (Wright et al., 1986)] in (nonintervention) regular classroom settings, to determine whether students who are outliers in terms of classroom victimization respond with increasing adjustment problems. Participants were 706 public primary and middle school students (ages 9-14 years, Mage = 11.80, SDage = 1.13) in the United States (80 girls, 85 boys) and Lithuania (259 girls, 282 boys). Peer nominations of physical victimization and disruptiveness along with self-reports of physical victimization, conduct problems, and delinquent behavior were collected twice during an academic year (4 months apart). Longitudinal group actor-partner interdependence model analyses indicated that increases in adjustment problems over the course of the school year were a product of the degree to which a child was a victimized social outlier. Specifically, the discrepancy between individual victimization and classroom victimization norms at the beginning of the school year predicted increases in disruptiveness (d = -0.11), delinquent behavior (d = -0.10), and conduct problems (d = -0.08) from the beginning to the end of the school year. The results are consistent with the assertion that the risks of being a social outlier extend to those who stand apart in terms of their victimization experiences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Enhancing Middle-School Students’ Textual Expression: The Complementary Role of Speech-to-Text Technology

Literature on the impact of speech-to-text (STT) technology on text production is limited, with a predominant focus on students with learning disabilities. The widespread availability of STT suggests its potential integration into regular teaching practices; however, this remains understudied. The present study explored two conditions of narrative text production—STT and keyboarding—using a counterbalanced within-group design to measure text productivity, vocabulary, and sentence construction. Eighty-one middle-school students (Grades 4 and 5), typically from regular classrooms, participated in the study. The results revealed that students produced longer texts and in less time with STT than with keyboarding, and they used more diverse vocabulary. Sentence structures revealed an increase in punctuation and sentence length with STT. The text-based measurements were positively correlated; for instance, if students produced longer texts using the keyboard, they did so similarly with STT. In conclusion, young students can benefit from STT as a complement to traditional transcription, developing their narrative textual expression and reflective skills in knowledge acquisition. The implications of these results are discussed.

People Don’t Practice What They Preach? Inclusive Educational Policy and Exclusionary Practices for Children with Autism Spectrum Disorders in China’s Compulsory Education: A Critical Assessment

Purpose: Autism Spectrum Disorder (ASD) is a neuro-developmental disorder characterized by behavioral deficits. In China, children with ASD find themselves critically challenged due to inadequate support and insufficient awareness among the general public. Methods: This paper illustrates the implementation of Learning in Regular Classroom Program (LRC) in China, comparing and deconstructing the special education policies in two consecutive phases in a southern metropolis in China. Results: A Critical assessment reveals 1) retrogression in guiding principles, 2) inconsistent models of disabilities, 3) consistent use of enrolment rate as Key Performance Index (KPI) and 4) non-mandatory use of language to guide implementation. Conclusion: The widening gap between the conceptualization and realization of the LRC in China is beyond question. Suggested solutions are: 1) professional projection of possible challenges for children with ASD; 2) adequate supply of resource classrooms and special education teachers appointed for the implementation of the Individual Education Plan (IEP); 3) a statutory code of practice in ASD studies.

First Results of the CREDO-Maze Cosmic Ray Project

The CREDO-Maze project is the concept for a network of stations recording local, extensive cosmic ray air showers. Each station consists of four small scintillation detectors and a control unit that monitors the cosmic ray flux 24 h a day and transmits the results to the central server. The modular design of each array allows the results to be used in educational classes on nuclear radiation, relativistic physics, and particle physics and as a teaching aid in regular school classrooms and more. As an example, we present here some preliminary results from the CREDO-Maze muon telescope missions to the Arctic and down into a deep salt mine, as well as the first shower-particle correlation measurements from a table-top experiment at Walailak University. These experiments show that the different geometric configurations of the CREDO-Maze detector set can be used for projects beyond the scope of the secondary school curriculum, and they can form the basis of student theses and dissertations at universities.

The long‐run educational benefits of high‐achieving classrooms

AbstractThis paper examines how placement in high‐achieving classrooms within high school impacts students’ short‐ and longer‐term academic outcomes. Our setting is a large and selective Chinese high school, where first‐year students are separated into high‐achieving and regular classrooms based on their performance on a standardized exam. Classrooms differ in terms of peer ability, teacher quality, and class size, as well as level and pace of instruction. Using newly collected administrative data and a regression discontinuity design, we show that high‐achieving classrooms improve math test scores by 23% of a standard deviation, with effects persisting throughout the 3 years of high school. Impacts on performance in Chinese and English language subjects are more muted. Importantly, we find that high‐achieving classrooms raise enrollment in elite universities by 17 percentage points, as they substantially increase scores on the national college entrance exam—the sole determinant of university admission in China. We provide suggestive evidence that the most likely mechanism driving our results is exposure to higher‐quality teachers.

TEACHER’S ATTITUDES TOWARDS THE MOST EFFECTIVE EDUCATIONAL STRATEGIES FOR SUPPORTING INCLUSIVE EDUCATION

Inclusive education is an approach to education aimed at providing adequate support to all students regardless of their abilities in regular schools. Teachers, as the primary carriers of the educational process, often have dilemmas about what is the best way to support students with developmental disabilities in regular classrooms. In this regard, the goal of this paper is to examine teachers' attitudes on what are the best strategies for supporting students with developmental disabilities in regular schools. Additionally, I examined what teachers believe is the best way to support them in order to implement inclusive education. The sample for this research consisted of 375 teachers (294 or 78.4% females and 81or 21.6% males) from Bosnia and Herzegovina (BIH). Teachers believe that the best strategy is to create positive, and motivating classroom environment followed by adapting the environment in such a way that it suits all students, and collaborative learning, or helping students to learn from each other. Teachers believe they could best be supported through the help in making Individualized Educational Programs. I conclude the paper with certain recommendations on how to improve inclusive education in BIH.

Educational Dilemmas and Challenges for Students with Autism under the Learning in Regular Classroom Policy: A Qualitative Study Based on the Perspectives of Two Parents in Beijing

Learning in Regular Classroom（LRC）is a crucial approach for addressing the educational placement of children with special needs and implementing the philosophy of inclusive education. However, children with autism face significant challenges in inclusive settings due to difficulties in social interaction, communication, and behaviors. This study employs a qualitative research method, interviewing parents of children with autism whose children have completed compulsory education in regular schools in Beijing, to explore the practical challenges of implementing LRC policy the findings reveal conflicts between the ideal and the reality of policy implementation. Families of children with autism encounter challenges related to school placement, adaptation, and support due to incomplete policy regulations, inadequate policy execution, and insufficient educational support. To ensure the effective implementation of inclusive education, a deeper reflection and adjustment of the LRC policy are necessary. This study provides valuable insights from a parental perspective into the challenges faced by children with autism in China under the LRC policy, aiming to inform future policy development and implementation.

Narratives about the implementation of a multifunctional resource room in a federal basic education college in Rio de Janeiro

This work presents an experience report about the implementation of the Multifunctional Resource Room in a federal school as well as the use of such room as pedagogical support to the learning process of all students. This environment has been conceived to be located in the aforementioned institution and it has distinct characteristics since it provides learners with a diversity of pedagogical materials, offering other opportunities for consolidating the concepts taught in the regular classrooms. Thereby the present study aimed at: showing the course of action related to the implementation of the space and describing the collaborative activities developed, which are based on active methodologies as well as on the Universal Design for Learning. It has been concluded that the Multifunctional Resource Room might be a learning environment that maximizes the inclusive culture, based on a planning that caters for everyone’s participation.

Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms

ABSTRACT This study investigates how regular teachers support the inclusion of students with special educational needs in heterogeneous classrooms, focusing on instructional arrangements for fostering both social and academic inclusion. Conducted as two descriptive case studies in primary school classrooms, the research involved classroom observations and semi-structured interviews with teachers. Observations focused on instructional arrangements while interviews provided deeper insights into classroom dynamics. Results highlighted the importance of peer interactions in fostering an inclusive learning environment. In Classroom A, teachers paired students with moderate needs with proficient peers, promoting cooperation and support. In Classroom B, weekly reassignment of seating and partners for a student with severe needs emphasised diverse social experiences and reduced isolation. Teachers employed differentiated instruction approaches, such as adapting tasks and using peer support, to address varied needs. The findings underscore the critical role of teachers in creating inclusive classrooms through thoughtful instructional arrangements and peer support strategies, revealing the intertwined nature of academic and social inclusion. Despite the valuable insights, the scope of the study was limited to two classrooms. Future research should address the perspectives of SEN students and their peers and examine how inclusive practices evolve in secondary education and beyond.

Inclusive actions at school: what do teachers know in practice?

This work seeks to presente reflections on inclusive pedagogical practices, bringing continuity in discussions about teacher training in the face of inclusion, in order to verify how teachers organize their practice to serve students with disabilities in regular classrooms. We sought, through qualitative research, in which we used interviews and open questionnaires, to analyze the practices developed by Basic Education teachers. We understand that, to move towards truly inclusive education, it is essential to invest in teacher training, providing them with the tools, knowledge and support necessary to meet the varied needs of all students. Furthermore, it is essential to promote a broader and more comprehensive understanding of what inclusion means, recognizing that it goes beyond mere diagnostic considerations and encompasses the creation of educational environments that value diversity, equity and mutual respect.

Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey

AbstractThis study examined teachers' concerns about including students with disabilities (SWDs) in regular classrooms and identified the background variables that were significantly associated with their concerns. A total of 1008 primary school teachers from 236 schools across all 25 provinces and cities in Cambodia participated in the study. The Concern about Inclusive Education Scale (CIES) was used as a research instrument. Descriptive statistics, a principal component analysis, reliability tests, Pearson correlation coefficients and a multiple regression analysis were used for data analysis. The result of the principal component analysis confirmed a four‐factor model for the CIES. The study found that Cambodian teachers had high levels of concern about including SWDs in regular classrooms. They expressed the deepest concerns about the inadequate availability of special education instructional materials and teaching aids, the lack of knowledge and skills required to teach SWDs, the increased workloads and the challenges of providing equal attention to all students. The experience of inclusive education training, years of teaching in regular classrooms, and experience of teaching SWDs were significantly associated with their concerns about inclusion. The findings were discussed with practical implications for improved policy and practice to address Cambodian teachers' concerns and promote their inclusive practices.

A Study about Identifying the Factors Related to Mainstream Teachers’ Attitudes toward Inclusive Education

The study used a descriptive methodology to investigate teachers' perspectives on inclusive education practices in urban schools, with teacher attitudes serving as the dependent variable and taking into account factors such as disability types, the role of co-teaching, administrative support, and in-service training for inclusive educational success. The survey included 122 District East high school mainstream teachers from the Karachi Division. Participation was completely voluntary and considered a convenience sample. Females responded at a greater rate (69%), and the majority of participants were above the age of 45 with Master's degrees. The study reveals an evenly divided instruction level between three teaching levels, with seminar/workshop attendance ranking was comparatively high. However, only few of them had no special needs courses. The study found that mainstream teachers' attitudes toward the inclusion of children with special needs are typically positive, but they may be improved, consistent with earlier studies. In conclusion, the study reveals that teachers have modest views on inclusive education with significant challenges in all five sub-domains. Despite this, most teachers believe children with special needs can be effectively taught in regular classrooms.

The Role of Co-Curricular Activities in Improving English Language Speaking Skill of Grade Ten Students at Pinyudo Secondary School in Gog Woreda Gambella, Ethiopia

The purpose of this study was to examine the roles of Co-Curricular Activity (CCAs) in improving English language speaking skill of grade ten Students of Secondary School at Gog Woreda in Gambella Regional state. The study was designed using quesi-experimental research design. To collect the necessary data among the existing grade ten students, 44 students selected from section using simple random technique were used as study sample. From these students 22 were assigned as experimental group and the remaining 22 students assigned to form the control group. To data was collected using test as instrument. The data gathered were analyzed using statistical tools such as: means, standard deviations; and significance level were conducted with the T test using Statistical Package for Social Sciences (SPSS version 24). The finding of the study indicated as there was a difference between the experimental and control groups students English speaking performance. In addition, the findings showed as there is significance difference in the mean score of the experimental and control groups of students participated in the study. Moreover, the finding showed as there is difference with regard to aspects of speaking skills between the learners. Based on the findings it was recommended that the school teachers and administration should give high attention for implementation of CCAs in the school integrating it with regular class room lessons. In addition, the school’s teachers and students should conduct experiences sharing with other schools which have better implementation of CCAs. Furthermore, curriculum designers at different level are highly recommended to use CCAs as integral part of regular class room lesson in designing materials. Moreover, future researchers are recommended to make deep investigation including other variables on the area.