Special Education Classrooms Research Articles

Challenges and Barriers to Identifying Pain in the Special Education Classroom: A Review

Although special education professionals are primarily responsible for the well-being of students with intellectual and developmental disabilities (IDD), these professionals often lack training in determining whether a child with IDD is experiencing pain. Pain that is not assessed or managed restricts student access to learning. This systematic review describes potential challenges or barriers to adequate pain assessment in the special education classroom. The review methods yielded 36 sources. Five themes emerged following summative content analysis. These themes point to a critical need to identify special educators’ current practices related to pain. Understanding these practices will inform research and development for a needed training program for special educators related to pain occurrence, identification, and assessment in students with IDD.

"Hey the Tomatoes Didn't Grow, but Something Else Did!": Contesting Containment, Cultivating Competence in Children Labeled with Disabilities

In this article we offer a number of empirical examples to argue that educational practices designed to provide children labeled with disabilities with a free and appropriate public education can lead to an experience of "containment." Drawing upon data from two science projects conducted with children labeled with disabilities in an elementary school in the United States we explore adults' and children's experiences of contesting containment in a special education classroom, alongside a concomitant desire to cultivate competence. Based on the work of Foucault (1977) we suggest that children with labels face a number of containment strategies including: exclusion and classification (categorizing and placing children in segregated classrooms with an alternative curriculum); individualization (Individual Education Plans); examination and assessment (measuring children's attainment against predetermined goals and tests); and control (the regulation and self-regulation of children's bodies and behaviors). Notwithstanding these disabling constraints, it is possible to move towards an approach informed by Disability Studies in Education (DSE), in which competence is cultivated through more inclusive strategies. These include positioning children as abled rather than labeled through taking a Universal Design approach to Learning (UDL); recognizing children's multimodal communicative practices; constructing learning stories as a narrative form of pedagogical documentation and assessment; valorizing the ways in which children contest containment and control through their bodily actions and child-initiated narratives; and respecting children's autonomy in the learning process.

Special Education Teachers' Views On Using Technology In Teaching Mathematics

Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special education classrooms in order to increase achievement and facilitate learning and various technological tools are used in teaching mathematics to individuals with special needs. Therefore, special education teachers need to be competent in using technology in teaching mathematics and aim of this study is to determine the views and recommendations of special education teachers on technology use in teaching mathematics to students with special needs. Qualitative research method was used in the study. A total number of 15 special education teachers working at special education institutions in North Cyprus participated in the study. A semi-structured interview form developed by the researchers was used to collect the data. Data of the study were analyzed using content analysis method through constituting themes based on the answers of special education teachers. According to the results, special education teachers think that they are competent in using technology in teaching mathematics. Results are provided and discussed with reference to relevant literature. Finally, implications for special education practices and recommendations for further research are also presented.

Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities

The literature reveals that paraprofessionals are responsible for supporting students at risk of/with disabilities in a variety of academic and nonacademic tasks, yet they often lack appropriate training. Recent studies demonstrated the effectiveness of training for paraprofessionals to support students with disabilities in a meaningful way. In rural communities, such professional development and training opportunities are often unavailable despite the need. The purpose of this study was to explore the effects of a Universal Design for Learning (UDL)–based ongoing professional development model for paraprofessionals in rural general and special education classrooms. Specifically, this study sought to first examine the professional development needs among paraprofessionals in rural communities in the inland Northwest United States and second to provide effective and ongoing professional development opportunities. Findings from this study suggest that ongoing professional development models for paraprofessionals working with students with disabilities, based on needs assessments and consistent with UDL framework, have positive effects. Discussions of implications for future research and practice are included.

The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms

ABSTRACTThe current study was designed to determine whether classroom quality (i.e., the quality of teacher–child interactions) served as a mediator of peer effects with respect to preschool children’s gain in language skills over an academic year. Participants were 670 preschool-age children (64.6% boys; M = 4 years, 4 months, SD = 7 months) enrolled in 83 inclusive early childhood special education (ECSE) classrooms in multiple school districts in a single Midwestern state. Measures included an index of classroom quality, average level of classmates’ language skills, and fall and spring language assessments for each child. Results showed that both classroom quality and peer effects contributed to children’s language gain over an academic year, showing that both instructional quality and peers are influential to language development. Results did not support a mediating role for classroom quality: that is, classroom quality did not mediate the effects of peers on children’s language gain.

Teaching and Learning Biology With iPads for High School Students With Disabilities

This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher’s deep pedagogical and content knowledge and positive attitude toward using iPads were significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this special education classroom, the discussion suggests for more content-focused iPad integration and deeper technological content knowledge among teachers.

중도 중복장애학생 특수학급에 대한 일반학교 관리자의 인식 및 관리경험에 대한 질적 연구 : 인천광역시를 중심으로

중도 중복장애학생 특수학급에 대한 일반학교 관리자의 인식 및 관리경험에 대한 질적 연구 : 인천광역시를 중심으로

Assessing Classroom Climate in Special Education: A Validation Study of the Special Education Classroom Climate Inventory

This study examined the internal structure, convergent validity, and reliability of the student self-report Special Education Classroom Climate Inventory (SECCI) in a sample of 325 students attending special education classes in six (semi) secure residential settings and in two youth prisons in the Netherlands. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) provided evidence of a theoretically based four-factor model—with Teacher Support, Positive Student Affiliation, Negative Student Interactions, and Unstructured Classroom Environment as dimensions—showing an adequate fit to the data, providing preliminary support for validity of the SECCI. Limited evidence for convergent validity was found in significant but small associations between classroom climate and academic self-concept. Ordinal Cronbach’s alpha reliability coefficients were good for all factors. The SECCI might be used to assess and subsequently target (problematic) classroom climate in schools for special education for students in (secure) residential youth care and youth prisons, although further development of the SECCI and replication of our study results seem necessary.

The Editor’s Note

Kappan’s editor tells the story of one young woman’s journey from working with autistic peers while in high school, to spending a decade in special education classrooms as a paraprofessional, to finishing her college degree with the hope of becoming a certified teacher of elementary and special education.

Integrating social studies and social skills for students with emotional and behavioral disabilities: A mixed methods study

Research indicates that academic growth and student behavior are inextricably linked. Schools that systematically address both academic and social/emotional learning (SEL) have shown increased student achievement when compared to schools that do not address both factors (Elliott, Huai & Roach, 2007; Hawken, Vincent & Schumann, 2008). Even with this understanding, outcomes for students with emotional and behavioral disabilities (EBD) continue to be of concern (Bradley, Doolittle & Bartolotta, 2008). This study explores the effectiveness of integrating SEL and social studies learning in the self-contained special education classroom for students with EBD using Storypath, an inquiry-based social studies curriculum. We hypothesized that the systematic integration of SEL opportunities into meaningful, well-planned and engaging academic instruction could provide students with an opportunity to authentically learn and practice key social and academic skills. Quantitative findings via an online survey and qualitative findings via interviews and observations indicate that students with EBD can successfully engage in less structured and more cognitively challenging academic activities and use SEL skills effectively in the context of these lessons.

La evaluación psicopedagógica del alumnado cultural y lingüísticamente diverso: un estudio exploratorio sobre las prácticas de los orientadores

Consecuencia de los flujos migratorios que se han producido en la última década en gran parte de los países, las políticas educativas europeas han mostrado un creciente interés y preocupación por la respuesta educativa que recibe el alumnado cultural y lingüísticamente diverso (CLD). Al respecto, diversos informes y estudios han destacado la sobreidentificación del alumnado CLD en aulas de Educación Especial. Ello ha contribuido a cuestionar la validez de las prácticas diagnósticas, y de sus instrumentos, cuando se tiene que identificar las Necesidades Específicas de Apoyo Educativo de algún estudiante CLD. En España se desconocen estudios que hayan indagado sobre las prácticas diagnósticas que realizan los profesionales para identificar las necesidades educativas de estos estudiantes. La principal finalidad de este estudio fue explorar las prácticas de evaluación psicopedagógica que llevan a cabo los/as orientadores/as escolares cuando tienen que identificar las NEAE del alumnado CLD escolarizados en centros de Educación Primaria y Secundaria. La muestra estuvo formada por 64 orientadores/as, pertenecientes a 13 Equipos Psicopedagógicos de Tenerife, que trabajan en centros con alumnado CLD. Se diseñó un cuestionario ad hoc formado por 21 preguntas, agrupadas en cuatro dimensiones: I) Variables socio demográficas y experiencia profesional, II) Factores de la Evaluación psicopedagógica, III) Selección y uso de instrumentos diagnóstico y, IV) Evaluación de la competencia lingüística y el uso de intérpretes. Se presentan los resultados sobre las prácticas más frecuentes que utilizan los orientadores cuando realizan evaluaciones al alumnado CLD, con o sin dominio del idioma español, en relación a: factores a los que conceden importancia, evaluación de la competencia lingüística y del nivel de aculturación, selección y uso de instrumentos diagnósticos y experiencias con uso de intérpretes.

A Qualitative Study on Special Educators' Inclusive Education Experiences and Their Needs of Special Education Classroom for Students with Severe and Multiple Disabilities - Focused on Incheon Metropolitan City

A Qualitative Study on Special Educators' Inclusive Education Experiences and Their Needs of Special Education Classroom for Students with Severe and Multiple Disabilities - Focused on Incheon Metropolitan City

Experiences of children with autism spectrum disorders in adapted physical education

School-age children with autism spectrum disorder (ASD) are rarely asked to describe their experiences within the programs that they receive and are largely missing from the narrative of their own lives. Current literature on the experiences of children with ASD have focused on special education classrooms, sensory perceptions, and general physical education classes and no prior studies have addressed how middle school-age children with ASD perceive their adapted physical education (APE) experience. Data were collected from participants (N = 10) through a drawing, an observation in their APE setting, and an interview. Themes identified were enjoyment in participation, the influence of peers and family members in participation, and the sensory experience of APE. Children with ASD were able to communicate their experiences in adapted physical education settings services and the barriers and facilitators that exist both in class instruction and transfer of the skills learned into everyday movement experiences.

PRESCHOOL TEACHERS’ USE OF PRAISE IN GENERAL, AT-RISK, AND SPECIAL EDUCATION CLASSROOMS

Teacher praise is an effective strategy that decreases preschool students’ disruptive behavior. It is well established that school-aged students with behavior problems receive fewer teacher praises than their peers; however, it is unclear whether these findings are consistent among preschool students. The purpose of this study was to collect praise frequency data in general, at-risk, and special education classrooms. Over 10 hours of direct observation data were used to examine six preschool teachers’ natural use of praise. Teachers’ use of praise was not statistically different based on classroom type; however, special education teachers used twice as many praises compared to general education and at-risk teachers. Teachers used more general praise compared to behavior-specific praise, which was statistically significant. Finally, teachers delivered more praise to individual and large groups of students compared to small groups of students, which was also statistically significant. Future directions and implications for using praise to prevent behavior problems among preschool students are offered.

Life Skills Training for Middle and High School Students with Autism

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students' gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%).

Strategies for Involving Parents in School Communication and Application in a K-1 Special Education System

This study aimed to determine practices that could improve communication and participation in special education classrooms with parents. Special education classrooms seem to have greater difficulty cultivating relationships with parents due to the complex nature of education. Improved communication has shown that it can have a positive effect on student achievement as well as communication between parents, teachers, and schools. The classroom was made up of all special education students that ranged in grades k-1, male/ female, and variation of intellectual disabilities. The school is located near a military base and situated in an area that has higher rates of poverty. Indirect methods of communication were utilized in this study; classroom newsletters, daily communication chart with weekly feedback, and a parent questionnaire. The action research showed that there was some improvement in perceptions of positive interactions as well as a steady rate of participation using indirect methods of communication. Indirect methods seemed to provide some improvements in communication between parents, teachers, and schools. It showed that most parents had an improved perception of the teacher and were mostly satisfied with the communication. Future research could look at other indirect methods of communication, direct forms of communication, or a combination of both.

Implementing an Intervention in Special Education to Promote Social Skills in an Inclusive Setting

Abstract This study examined the effects of instruction, delivered in a special education classroom, to improve classroom behaviors and support the emergence of social skills in an inclusive classroom for two fourth grade male students with behavioral concerns. The intervention consisted of peer mentoring, interactive social narratives, video modeling and technology-aided instruction. Effectiveness of the intervention was determined using multiple baseline design across three behaviors and analysis of student interviews and journals. Results indicate that classroom behaviors improved and students reported changes in themselves, increased motivation, and emerging friendships. Implications for using evidence-based practices to improve social functioning of students with behavioral difficulties in an action research study are presented.

Will a sustainable lifestyle fit as a part of special education?

In Finland, environmental education is a part of the national core curriculum of basic education. It aims at raising children into citizens who are committed to a sustainable lifestyle and motivated to act for the environmental and human well-being. The purpose of this research was to study how the themes of sustainable lifestyle added in teaching influence students’ attitudes toward sustainable development and lifestyle. The study was an action research in which 16 ninth-graders, who study in a special education classroom, participated. The research data comprised the initial and final measurement and the five-week-long teaching period that included lessons introducing the sustainable lifestyle, morning opening speeches, and small theme projects. During the study, a teaching experiment was created and it served as a model of how to include themes of sustainable lifestyle in education as a cross-curricula theme. Based on the findings, the teaching period enhanced students’ awareness of the concept of sustainable lifestyle although their appreciation of some sustainable lifestyle areas increased and some decreased. The study showed how challenging it is to aim at enhancing students’ appreciation of sustainable lifestyles through learning contents of sustainable development and environmental education in special education. The most functional teaching methods were interactional and communal activities.

Interactive Book Reading With Expository Science Texts in Preschool Special Education Classrooms

Interactive Book Reading With Expository Science Texts in Preschool Special Education Classrooms

Our Students’ Minds Matter: Integrating Mindfulness Practices into Special Education Classrooms

Our Students’ Minds Matter: Integrating Mindfulness Practices into Special Education Classrooms