Special Education Centers Research Articles

Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective

Early childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees’ perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan’s North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan’s early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees’ gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.

Investigating Fear of Covid-19, Social Distance and Burnout Among Health and Education Professionals Working in Special Education and Rehabilitation Centers

Special Education and Rehabilitation Centers (SERC) are rare institutions where health and education professionals work together. This offers a unique opportunity to analyze coronaphobia and pay attention to social distance based on the field of license. This study investigates the relationship between coronaphobia and attention to social distance with different parameters among health and education professionals working in the SERC during the pandemic. Our study group consisted of 150 professionals, 97 of whom worked in the health sector and 53 in education, all employed at SERC in Turkey between July and November 2021. The COVID-19 Fear Scale was used to measure coronaphobia, the Social Distancing Scale for COVID-19 social distance level, and the Maslach Burnout Scale for occupational burnout. Coronaphobia and burnout were significantly higher (p=0.027) among education professionals than health professionals. There was no significant difference in social distance attention between the two groups. Salary satisfaction was significantly higher (p=0.004) among health science graduates than those in educational sciences. Coronaphobia and attention to social distancing were significantly worse (p<0.00, p=0.015) among professionals who were satisfied with their salary. A positive and strong correlation exists between burnout and fear of COVID-19 (p<0.001, r=598). In conclusion, to reduce coronaphobia in SERC, it is recommended to provide health literacy training and implement preventive approaches to occupational burnout.

Attitudes towards assistive technology among teachers working in special education and rehabilitation centres in Turkey

AbstractThis quantitative study used a survey model to examine the attitudes of teachers working in special education and rehabilitation centres (SERCs) towards assistive technology (AT). The sample consisted of 224 teachers working in 45 SERCs in Turkey. The Attitude Towards Assistive Technologies Scale (Aslan & Kaan, 2017) and Personal Information form were used for data collection, and data were analysed using descriptive statistics. The results found that the teachers had positive attitudes towards AT, with no difference in attitude according to gender. However, there were statistically significant differences in attitudes towards AT based on participation in in‐service training and professional seniority. The findings revealed that the AT training for teachers working in SERCs is limited and more in‐service training opportunities are needed.

Content Analysis of Postgraduate Theses About the Relationship Between Autism Spectrum Disorder and Physical Activity in Türkiye in 2010-2023

The aim of this study is to evaluate the postgraduate theses on the relationship between autism spectrum disorder (ASD) and physical activity registered at the YÖK National Thesis Center between the years 2010-2023 and to examine these theses using the headings of descriptive features, content and methodology. A total of sixty-one (61) theses, forty-four (44) master's theses and seventeen (17) doctoral theses, on the relationship between ASD and physical activity between the years 2010-2023 were included in the study. The data of the study were obtained by using the document review model, which is one of the qualitative research methods, and analyzed by the content analysis method. Within the scope of the findings obtained from the study, it is seen that the postgraduate theses were mostly published between the years 2019-2023 and most of them were completed at Gazi University. The findings obtained show that the master's (49.9%) and doctoral (47%) theses were mostly carried out in Health Sciences Institutes. Thirty-three (33) studies were conducted in the Department of Physical Education and Sports, including twenty-one (21) master's theses (47.7%) and twelve (12) doctoral theses (70.5%). In addition, four (4) master's theses (9%) and two (2) doctoral theses (11.7%) were conducted in the Department of Physical Education and Sports Teaching. A total of twenty-seven (27) studies, nineteen (19) master's theses (41.3%) were conducted by advisors with the title of Assistant Professor, while ten (10) doctoral theses were conducted under the leadership of advisors with the title of Prof. Dr. (%47.6). The sample group of the master's and doctoral studies mostly consists of individuals/children with Autism Spectrum Disorder (ASD). In addition, the sample group in master's theses (51.5%) and doctoral theses (28.2%) consisted of parents. Of the master's theses in the years 2014-2018 and 2019-2023, 29-30% were studies completed in the field of motor skills and 11-12% in the field of social skills. Of the doctoral theses in the years 2019-2023, 36.8% were studies completed in the field of motor skills and 15.7% in the field of social skills. It was seen that the examined master's and doctoral theses were mostly completed in metropolitan cities such as Istanbul and Ankara. Again, it was understood that postgraduate theses were mostly completed in special education and rehabilitation centers. Quantitative research was mostly applied in postgraduate theses (79.5% of master's degrees, 64.6% of doctoral studies) and the majority used the criterion sampling method (47.7% of master's degrees, 76.4% of doctoral studies). It was also seen that both master's and doctoral theses were conducted in experimental and case study research models. While test battery (41%) and scale (17.9) were used in master's theses, observation form (19.9) and scale (19.9) were used in doctoral theses. Finally, criterion sampling and random sampling methods were preferred in both master's and doctoral theses. As a result, it was seen that the studies completed on individuals with Autism Spectrum Disorder (ASD) increased between 2019-2023 and focused especially on motor skills and social skills.

Swim, Strength, or Combined Programs: Effect on Health-Related Physical Fitness in Adolescents With Down Syndrome.

The adolescent population with Down syndrome (DS) appears to show higher levels of body fat and lower levels of cardiorespiratory fitness or muscle strength than their peers without disabilities. There is a need to create physical activity programs to improve these data. The aim of this research was to determine the effects of a 16-week swimming program, strength program, and combined program (swimming and strength training) on body composition and health-related physical fitness on adolescents with DS and to assess whether there are differences in the results of the different training programs. Forty-five adolescents (17 female and 28 male; average age 15.5 [1.53] years) with DS were recruited and randomized to three groups (swim [n = 15], strength [n = 15], and combined [n = 15]). Results showed that the swim group had significant improvements in all health-related physical fitness variables and there was an improvement in some body-composition variables (p < .05). The strength and combined groups obtained minor improvements in the variables analyzed. In summary, a 16-week swim program consisting of three sessions of 60min is able to improve levels of body composition and health-related physical fitness in adolescents with DS. The swim training program seems to be more effective in improving body composition and health-related physical fitness than the strength or combined program. These findings could be useful in different special-education centers due to the predisposition shown by the population with DS to this sportmodality.

The impact of an applied menstrual self-care education program given to adolescents with intellectual disabilities and their mothers on their knowledge, skills, and anxiety levels

Objectives This study aimed to examine the effect of an applied menstrual self-care management education program provided to adolescents with intellectual disabilities and their mothers on their knowledge, skills, and anxiety levels. Methods A quasi-experimental design based on pre-test and post-test models was conducted with two different groups. The population consisted of adolescents with intellectual disabilities attending three special education and rehabilitation centers in a province and their mothers, while the sample included 32 adolescents with intellectual disabilities and their mothers who met the research criteria. Data were collected using a Demographic Information and Menstrual Characteristics Form and the Beck Anxiety Scale. Descriptive statistical methods (Mean, Standard Deviation) and t-test were employed. Results The applied education program provided education to both mothers and adolescents with intellectual disabilities using a simulator model demonstrating the perineal area and a guide developed for menstrual self-care, and they were asked to perform the practices. Following the education, both mothers and adolescents with intellectual disabilities showed effective gains in knowledge and skills, while also experiencing a reduction in anxiety. Conclusions Providing the same education to both mothers and adolescents with intellectual disabilities not only reduced potential caregiving issues but also facilitated communication between the adolescent and the mother. The study enabled adolescents with intellectual disabilities to realize their potential and decreased dependency on their mothers for care.

Family and Staff Cooperation in Early Childhood Special Education

Introduction: Early childhood is a critical period for supporting children's development. The role of families and the staff responsible for the services is crucial in supports to be provided in the development of children with special needs. In this study, stakeholders' cooperation processes were examined in the context of family-staff and staff-staff cooperation. Method: The participants are 12 staff and seven parents at a special education center. The data of the study, which was conducted in the phenomenological design of qualitative research methods, were obtained with the semi-structured interview technique and analyzed with content analysis. Findings: Findings were discussed under the titles cooperation experiences, family participation and needs, early childhood special education, staff, institution features, opinion and suggestions. Six main themes and 18 subthemes were reached. Discussion: The findings of the study were consistent with the findings of the studies examining the cooperation process in special education services in the literature. Physical features of the institution, its operation in accordance with legal regulations and the staff's efficiency are effective in meeting families' needs of information and social support. Families need cooperation with staff expert in different fields in the process of starting education of children with special needs after early diagnosis and evaluation. The role of families and the directors and staff of the special education institutions are critical in maintaining the cooperation. Parents' needs such as information, social and psychological support must be met in line with the family participation. Family participation should be supported through accessible digital-based cooperation programs, professional skills of staff must be developed, and the physical features of institutions must be improved.

Sharing Our World: Impact of Group Motor Skill Learning on Joint Attention in Children with Autism Spectrum Disorder.

Impaired joint attention is a common feature of autism spectrum disorder (ASD), affecting social interaction and communication. We explored if group basketball learning could enhance joint attention in autistic children, and how this relates to brain changes, particularly white matter development integrity. Forty-nine autistic children, aged 4-12 years, were recruited from special education centers. The experimental group underwent a 12-week basketball motor skill learning, while the control group received standard care. Eye-tracking and brain scans were conducted. The 12-week basketball motor skill learning improved joint attention in the experimental group, evidenced by better eye tracking metrics and enhanced white matter integrity. Moreover, reduced time to first fixation correlated positively with decreased mean diffusivity of the left superior corona radiata and left superior fronto-occipital fasciculus in the experimental group. Basketball-based motor skill intervention effectively improved joint attention in autistic children. Improved white matter fiber integrity related to sensory perception, spatial and early attention function may underlie this effect. These findings highlight the potential of group motor skill learning within clinical rehabilitation for treating ASD.

Effects of dietary intake on cognitive skills of physically challenged children.

Objective: To determine how a child’s dietary intake affected their growth and cognitive skills when physically challenged in Faisalabad City, Pakistan. Study Design: Cross Sectional Study. Setting: Tanzeem ul Lisan, the Government Special Education Center, Al Faisal Markaz e Nabina, and Government National Special Education Center. Period: January 2023 to December 2023. Method: One hundred special children were selected randomly, face-to-face interviews were conducted, and collected data were analysed using Statistical Package for Social Sciences (SPSS). Results: Indicated that male participants aged 10 to 15 years were prominent, whereas 20% each had ADHD, autism, blindness, and deafness. Many participants maintain an active or very active lifestyle despite a significant portion not engaging in regular exercise. Preference for home-cooked meals, moderate consumption of dietary supplements, variation in water intake, and frequency of eating out were found. Respondents' Common issues include difficulty making decisions, remembering personal information, and learning new content. Based on the results, cognitive training programs are recommended to increase awareness among children and their families. Conclusion: In the nutshell, results concluded that dietary intake of special children were associated with physical growth and cognitive skills. Majority of the children were not following normal dietary pattern and the chances of micronutrient deficiencies was higher. Results showed that socioeconomic conditions, type of disorder/ disability, low education of parents, awareness about good nutrition were significantly associated with healthy eating habits and physical growth of special children.

Prevalence of Physical Abuse Among Adolescent with Hearing Impairment

The current study was conducted to explore the level of physical abuse faced by adolescents with hearing impairment. A correlation research design was used. The population for this study comprised the students of (grades 5th-10th) age range (12-18) studying in special education schools and centers of the Gujranwala division. A sample of 350 adolescents with hearing impairment (male 186, female 164) was selected using stratified random sampling for this study. ICAST-1 scale was developed by ISPCAN (2015) for physical abuse and was used for data collection 19 items were selected for physical abuse and validated their content validity by experts. The scale was translated into Urdu and validated by the Urdu language experts. Data was analyzed by reporting frequencies and levels of physical abuse. The findings of this study indicate that almost 90% of the adolescents with hearing impairment were facing moderate levels of physical abuse. The majority face moderate physical abuse in the form of being put in time out, shaken aggressively, pinched to cause pain, locked up or restricted movement, kicking, crushed fingers, and threats with a knife/to hurt or kill you as punishment. We need to reconsider the myth of using punishment to improve children's learning and behavior.

Participation in decision making and job satisfaction of teachers in a special education center in China

Participation in decision making and job satisfaction of teachers in a special education center in China

The Importance of Networks and Relationships: Leveraging the Biocontainment Unit Leadership Workgroup for Special Pathogen Outbreak Response.

Developing and sustaining relationships and networks before an emergency occurs is crucial. The Biocontainment Unit Leadership Workgroup is a consortium of the 13 Regional Emerging Special Pathogen Treatment Centers in the United States. Established in 2017, the volunteer-based workgroup is composed of operational leaders dedicated to maintaining readiness for special pathogen care. Monthly meetings focus on addressing operational challenges, sharing best practices, and brainstorming solutions to common problems. Task forces are leveraged to tackle more complex issues that are identified as priorities. In 2022, members of the workgroup were harnessed for response efforts related to mpox, Sudan ebolavirus, and Marburg virus disease. The weekly Outbreak Readiness call is a shared effort between the Biocontainment Unit Leadership Workgroup and the Special Pathogens Research Network of the National Emerging Special Pathogens Training and Education Center. Call participants included leaders of the Regional Emerging Special Pathogen Treatment Centers and federal partners who shared weekly updates on operational readiness of units, case counts, laboratory capacity, available medical countermeasures, and other pertinent information. The routine exchange of real-time information enabled learning and collegial sharing of experiences, highlighted the experience of the network to federal partners, and provided situational awareness of special pathogen outbreaks across the country. The consortium enabled this rapid convening of partners to meet an urgent need for special pathogen response. The weekly Outbreak Readiness call is a communication model and scalable framework that serves both domestic preparedness efforts and international efforts should the need for a collaborative global response arise. In this case study, we describe the framework and experience of this partnership, along with the structure of rapid deployment for group convening.

“From Blossoming to Blooming”: A Proposal for a Collective Learning and Development Model for Individuals Working with Infants and Toddlers

Purpose: This study intends to propose a novel model for Türkiye for individuals working with infants/toddlers, a country in which nearly two million of students continuing pre-primary education exist and where there are more than half a million refugee children from 0-5 years of age, who are of Syrian origin merely. Design/Methodology/Approach: In fact, Türkiye, as a developing country, owns a highly dynamic and challenging territory for policy makers, educators, decision making bodies, agencies, and non-governmental organizations (NGOs), which urges the said parties to act together for the ‘best interests of the child’. This research then attempts to offer a model for student teachers and NGOs to work collaboratively particularly in times of crises. Findings: These student teachers involve high school students studying child development and university students e.g., of Preschool Education programs. The model seeks to empower student teachers to support each other through a mentoring program addressing: i.the practicum of culturally sensitive teaching, ii.inclusive and socially just praxis, iii.emotionally demanding work. Highlights: NGOs will help the mentoring program to reach out marginalized communities, namely, infants and toddlers a)in adult prisons, b)‘on the streets’, c)in seasonal farm workers’ camps, d)in hospitals, e)in special education and rehabilitation centers. It is believed the proposed model can shed light to prospective initiatives to emerge and also strengthen the critical transition from initial professional studies to early childhood professions.

Development of Management Guidelines of Inclusive Education in Special Education Center, Petchabun Province

Development of Management Guidelines of Inclusive Education in Special Education Center, Petchabun Province

Level of Participation in Daily Activities and its Association with Scoliosis among Hemiplegic Cerebral Palsy

Background: Cerebral palsy (CP) encompasses a spectrum of permanent movement disorders that originate in early childhood, leading to lifelong physical disabilities. Hemiplegic CP, the most prevalent subtype, features notable mobility but poses significant challenges in daily function and adaptation to everyday activities. Objective: This study aims to evaluate the level of daily activity participation and its association with scoliosis in children with hemiplegic CP. Methods: In this correlational study, data were gathered through non-probability convenient sampling from 110 hemiplegic CP children aged 4-18 years across various private and government hospitals and special education centers. The study excluded children with severe pain, impaired mobility, other neuromuscular diseases, or recent orthopedic surgery. Assessments included the Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), and KIDSCREEN-10 for quality of life. The association of scoliosis with GMFCS and MACS was analyzed using the chi-square test on SPSS-22 software. Results: The majority (60.9%) of participants were classified as GMFCS level II, while 46.4% ranked at MACS level I. There was a significant association between GMFCS levels and scoliosis presence (p &lt; 0.05), but no significant relationship between MACS levels and scoliosis (p &gt; 0.05). Scoliotic children exhibited poorer health outcomes, with 52% reporting poor health status. Conclusion: While most children with hemiplegic CP were capable of handling objects, they faced limitations in mobility affecting their daily activities. Scoliosis was relatively uncommon but significantly associated with reduced gross motor function.

Mothers’ experiences of toilet training children with intellectual disabilities: a qualitative study

This exploratory and qualitative study aimed to investigate the experiences of parents of children with intellectual disabilities during toilet training. Between 8 December 2023 and 1 February 2024, 20 mothers were interviewed face-to-face in special education and rehabilitation centres in Zonguldak, Türkiye. The interviews were thematically analysed, revealing four main themes: (1) Techniques used in toilet training, (2) Problems in toilet training, (3) Negative mood symptoms, and (4) Requirements. Mothers faced many problems in toilet training of their children with intellectual disabilities. They realised that they had to be patient and consistent in this process. They were trying different methods to teach this habit to children. However, the mothers also had the feeling inadequacy. They thought their children could acquire toilet habits more quickly when they were patient, knew how to teach correctly and effectively, and were supported. Indeed, with support applications made or to be made to families, it can be ensured that children can overcome the toilet training process more comfortably and with behaviour acquisition.

Effects of School-Based Neurofeedback Training on Attention in Students with Autism and Intellectual Disabilities.

In this study we aimed to assess the influence of school-based neurofeedback training on the attention of students with autism and intellectual disabilities. We assessed 24 students of a special education center who attended neurofeedback training sessions during the schoolyear; we also assessed 25 controls from the same center. We used two computer tasks to assess sustained attention in simple and cognitively demanding test situations, and we used a pen-and-paper task to assess selective attention. Each student who took part in the study was tested at the beginning and at the end of the schoolyear. Students from the experimental group significantly improved their performance in the task related to sustained attention to simple stimuli. No performance improvement related to neurofeedback treatment was observed in either sustained attention in cognitively demanding situations or selective attention. School-based neurofeedback training may improve sustained attention to simple stimuli in students with developmental disabilities.

Doing Things-Out-Of-Love: Rearing Children with Special Needs from the Lens of their Parents

Owing to the importance of parents as partners of teachers in Special Education (SPED) institutions, various scientific explorations were conducted to understand the parents` experiences in dealing with their children with special needs. Among these, there is a dearth of studies that unveiled the experiences of parents in the upland municipalities of the Philippines towards the development of responsive interventions tailored to the parents` needs. This prompted the investigation in Rosario Elementary School - Special Education Center, Cervantes District to determine the parents` challenges in dealing with their children with special needs and their coping as insights in the development of a practical intervention. This endeavor utilized the Qualitative Method with Case Study as its design. It considered total enumeration to comprehensively depict the picture of the parents` experiences. Using an interview protocol, data were gathered and analyzed thematically. After the analyses of the transcripts, the study revealed that parents face emotional stress, financial constraints, communication obstacles, and a lack of methods to employ for their children`s acquisition of academic skills and basic life skills. They cope by being optimistic, empathetic, resourceful, and hardworking. A SPED – Based Parental Convergence Program was developed tailored to the findings. Through parents` kind hearts, they thrive every day despite the challenges they encounter. However, they need to be armed with various supports from a pool of experts, concerned authorities, and their fellow parents for them to be more productive. Further, studies may be conducted to validate the study`s findings.

Investigation of the Relationship between Physical Activity Level and Quality of Life in Children with Specific Learning Disabilities using Regression Analysis

It has been reported that the academic skills of children with specific learning disabilities (SLDs) and their participation in physical activity may be affected. This study aimed to examine the relationship between physical activity level and quality of life in children with SLDs. The study was conducted with children diagnosed with SLDs at the Afyonkarahisar Special Education and Rehabilitation Center. Once the sociodemographic information of the participants was recorded, their physical activity levels were determined using the Physical Activity Questionnaire for Older Children (PAQ-C, ages 8-14 years), and their quality of life levels were assessed using the Pediatric Quality of Life Inventory (PedsQL). A total of 51 individuals, 21 girls and 30 boys, were included in the study. The mean age of the participants was 10.58±1.51 years. Physical activity score had a weak positive correlation with the physical health summary score (rspearman=0.342, p=0.014); weak positive correlations with the emotional functionality score (rspearman=0.308, p=0.028) and the school functionality score (rspearman=0.337, p=0.016); and moderate positive correlations with the school functionality score (rspearman=0.427, p=0.002), the psychosocial health summary score (rspearman=0.440, p=0.001), and the total PedsQL score (rspearman=0.462, p=0.042). In addition, the physical activity score was determined to statistically significantly predict the total PedsQL score (F=13.297; p=0.001). In conclusion, this study revealed that the physical activity levels of children with SLDs significantly affected their quality of life.

Internet use and risky online activities in children with developmental disorders: parental perspectives

Objectives This study aimed to identify Internet use and risky online activities in children with developmental disorders from the viewpoint of parents. Methods This descriptive study was carried out with the parents of 407 children, aged between 6 and 17, who were receiving educational and rehabilitation support at the special education and rehabilitation centers. A questionnaire consisting of socio-demographic data and information on risky online activities was used to collect data. Results Mobile phones are the preferred device for 89.1% of children to access the Internet. The average age for starting to use a smartphone is 4.57 ± 2.10 years. Most commonly, children use the Internet for playing games (86.5%), listening to music (73.9%), and watching videos (69%). Risky online activities were noted while using the Internet, including revealing actual names (69.8%), submitting personal photos (90.6%), sharing personal photos with others (93.8%), and divulging the streets of their neighborhood (46.1%). Conclusions Internet practices of children with developmental disorders are precarious. Thus, it is crucial for parents to assume substantial responsibility in safeguarding children with developmental disorders from risky online activities. Educational programs should be developed to raise awareness and encourage responsible use of the Internet in order to promote healthy digital literacy.