Special Education Course Research Articles

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.

The Opinions of Prospective Teachers about Biology and Nature-Related Activities for Mentally Disabled Students

The aim of this study is to examine the opinions of prospective teachers about biology and nature-related activities for mentally disabled students. The survey method was used in this quantitative study. Attitude scale towards biology and nature-related activities for mentally disabled students was used as a data collection tool. The scale was applied to a total of 258 (183 females, 75 males) prospective teachers studying at the education faculty of a state university and taking special education courses. According to the findings, prospective teachers expressed their positive opinions about all the activities specified in the scale. However, a few prospective teachers stated that some of the activities, especially interaction with animals, were not applicable for their mentally disabled students. However, when the findings are evaluated in general, it is concluded that biology and nature-related activities are very valuable for mentally disabled students.

Constructing expertise: reframing intelligence with preservice teachers

ABSTRACT We argue that part of inclusive teacher preparation is building a mindset that positions all learners as valuable and capable members of the classroom community. A key piece of developing this mindset is engaging pre-service teachers in authentically rethinking their understanding of intelligence and expertise. This article is a descriptive piece of an inclusive education teacher preparation programme making changes to construct teachers and peers with intellectual disability as experts to help develop future teachers. We describe the programme and two features that position people with intellectual disability as experts: hiring a teaching assistant with an intellectual disability for an introductory special education course and embedding a semester-long experience that pairs pre-service teachers with college students with intellectual disability. We describe these experiences and what preservice teachers shared about them. Implications for teacher education and future research are discussed.

Study of the concept of aesthetic education in China and Kyrgyzstan

Relevance. The concept of aesthetic education and its implementation in the educational process and daily life of states is one of the fundamental conditions for the becoming of civil society, and has an essential impact on the formation of the cultural heritage of any country in the world.Purpose. The purpose of this study was to examine the specific features of the concepts of aesthetic education in the People�s Republic of China (PRC) and Kyrgyzstan, as well as to identify differences in the cultural and educational systems of these two countries.Methodology. The methodological framework of this study included the methods and techniques of scientific cognition, which were used to solve the tasks set and ensure the relevance of the results obtained. The study employed the general scientific systemic-structural, dialectical, interdisciplinary historical and legal methods and the method of synthesis, as well as the methods of analysis and a systematic approach to conducting this study.Results. The research found that the differences in the concepts of aesthetic education stem primarily from the different historical, cultural, and educational environments of the two countries. China has a long tradition of art and culture, and much attention is paid to art education. Kyrgyzstan, as a multinational state, also has a diverse culture, but the population is focused on how to promote its unique culture through aesthetic education. The Chinese education system also includes aesthetic education as a subject in the compulsory curriculum and has a special art education course. In Kyrgyzstan, however, there are specialised art courses and various educational resources available, but the level of aesthetic education stays relatively low.Conclusions. The result of this study can serve as an impetus for finding opportunities for educational exchanges and cooperation between China and Kyrgyzstan, which will help expand intercultural relations and improve cultural education in general, and can help to better understand the nature and characteristics of aesthetic education in the two countries, which will contribute to the establishment of educational exchanges and cooperation between them.

Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya

The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.

Emerging perspective of a mathematics teacher educator on connections between advanced and school mathematics

Contemporary research on mathematics teacher education reveals attention by researchers on mathematics connections (MC). Nevertheless, researchers have not investigated experiential views of mathematics teacher educators (MTEs) around MC. This article addresses the scenario by relating findings of an intrinsic case study involving a purposively chosen MTE. MTE responded to interview questions regarding experiential viewpoints on connections between advanced and school mathematics. Narrative data analysis suggested that MTE prefers special mathematics education courses (MECs). Envisaged MEC are supposed to align with school mathematics but comprised of subject matter, which is neither advanced mathematics nor school mathematics. Such courses coupled with school-based mentorship are expected to acquaint mathematics student teachers with MC. MTE could not provide subject matter-based connections except for pedagogic ones. Study of advanced mathematics was encouraged to foster understanding of MC. These findings motivate further research concerning how advanced mathematics ought to be connected to school mathematics concepts.

Special Educator Course Format Preferences

Online special education courses and programs are widely available and provide pathways for both initial certification and in-service professional learning. Despite the wider availability of online special educator courses and programs due to the COVID pandemic, very limited research about special education candidates and educator preferences for online courses is available. This study included 965 special education teachers and paraprofessionals who completed an online survey of their preferences about various special education course formats and lengths. Results indicated that special educator course format and length preferences varied and that fully online courses are not uniformly the top choice. Findings also suggested that shorter online courses (e.g., 7-weeks) are best suited to knowledge-based topics, while skills-based courses benefit from longer course duration (e.g., 15-weeks). Implications for special education program delivery are discussed.

Perceptions and experiences of preservice music educators working with students with disabilities: A mixed methods inquiry of online field experiences within a music for special education course

Music teacher preparation programs typically provide preservice music educators (PMEs) experiences working with many student populations, including students with disabilities. Researchers have shown the positive impact field experience and coursework has on PMEs preparation to teach music to students with disabilities (SWD). Yet, few music education programs provide PMEs with experiences teaching SWD. The purpose of this explanatory mixed methods study was to examine the influence of a 6-week online field experience, in combination with content-specific coursework, on PME’s perceptions related to teaching music to SWD. From pretest to posttest, participants reported a significant decrease in these perceptions. In subsequent interviews, the authors found that participants’ perceptions may have decreased due to feelings of inadequacy and the desire for more experience. Participants stated that the field experience was the most meaningful part of the course overall. Implications for preservice music teacher education are discussed.

Intrafamilial Heterogeneity in Spinocerebellar Ataxia Type 21 (P8-11.015)

<h3>Objective:</h3> To emphasize the variability of clinical presentations of genetic movement disorders as depicted by a family with SCA21. <h3>Background:</h3> Spinocerebellar ataxia type 21 (SCA21) is a rare autosomal dominant condition that can have a variety of motor, cognitive, or behavioral manifestations. This clinical variability is seen both between and within families with the same mutation. <h3>Design/Methods:</h3> N/A <h3>Results:</h3> A 51-year-old woman presented to clinic for evaluation of lifelong worsening balance impairment and hand clumsiness. Her physical exam noted marked ataxia and dysmetria in the extremities, ataxic gait, and spastic extremities, and neuropsychiatric testing was remarkable for mild impairments. Following further workup, a family history of neurologic complaints was taken, which revealed that one of her three children had tremors. When brought to clinic, the patient’s daughter revealed a lifelong history of bilateral hand tremors with worsening over the previous two years. She further noted a slowness in her thinking that required special education courses, as well as other mild motor difficulties. Given the potential for a genetic condition, an ataxia panel was ordered, which revealed a c.509C&gt;Tp.P170L mutation in the TMEM240 gene in the patient and her daughter. <h3>Conclusions:</h3> This case emphasizes the importance of recognizing intrafamilial clinical heterogeneity in the diagnosis of genetic movement disorders. It highlights the potential benefits of an investigation into a family history notable for neurological disorders, which may provide the opportunity for appropriate testing and diagnosis. The variable presentations of spinocerebellar ataxias within families have been explored in a limited number of case reports. The identification of a possible unknown factor driving these differences in presentation could have potential therapeutic implications. While all reported cases of SCA21 have some degree of gait and limb ataxia, only one case has reported tremor onset followed by ataxia and dystonia, as seen in this case. <b>Disclosure:</b> Emma *Use 368242 Wetmore has nothing to disclose. Dr. Decker has nothing to disclose. Maysen Mesaros has nothing to disclose. An immediate family member of Dr. Rodriguez-Porcel has received personal compensation in the range of $500-$4,999 for serving on a Scientific Advisory or Data Safety Monitoring board for Anmeal. Dr. Rodriguez-Porcel has received publishing royalties from a publication relating to health care.

The Impact of a School-University Partnership Model on Preservice Teacher Outcomes: Developing Future Special Educators

ABSTRACT Solutions for the special education teacher shortage typically focus on the retention of inservice teachers. A different approach starts earlier, focusing on preservice teachers who are developing their skillsets and determining their field of interest. Using Social Cognitive Career Theory as a framework, we examined preservice teachers’ special education career-related outcomes. In this pilot study, we evaluated the effect of a school-university partnership compared to a typical introduction to special education course. Using a quasi-experimental design, 77 participants completed pre- and post-measures on their special education: (a) perceived knowledge and comfort, (b) teaching efficacy, (c) career outcome expectations, (d) interest, and (e) career intentions. Results of paired t-tests showed that participants in both groups improved significantly in their perceived special education knowledge, confidence, and self-efficacy, with larger effect sizes for the partnership group. Analysis of Covariance (ANCOVA) showed higher posttest scores in special education self-efficacy, interest, and intentions for those in the partnership group. Themes from participants’ open-ended responses mirrored quantitative findings. Implications from this pilot study for research, practice, and policy are discussed.

Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities

&lt;p style="text-align: justify;"&gt;By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamification in education refers to the introduction of game elements in non-game environment. A case study was adopted for this study as a qualitative approach to investigate the possibility of improving motivation. The study was conducted in the first and second semester of the 2020/2021. The sample consists of (6) participants of pre-services teachers studying in special education course for 15 weeks. Data were collected through semi-structured interviews. The result of the interview showed that there is a clear desire among the students to succeed during learning using game elements. Their desire is very clear and higher. Most of them became active during their learning. They enjoyed learning in gamified learning environment. The researchers recommended that the Ministry of Education should train teachers to employ game elements to motivate their students.&lt;/p&gt;

Level of Knowledge of Final Year Students in Bachelor of Education (Special Education) on Autism

Final-year students in the education field or pre-service teachers must undergo practicum training to meet their graduation requirements. These teachers must also have a good level of knowledge before undergoing practical training to be able to conduct effective teaching. Therefore, this study intends to identify the level of knowledge of final-year students in the Special Education course on autism before starting the practicum training. This study also examined two main objectives: i) to measure the level of knowledge of final year students in Bachelor of Education with Honors (Special Education) on autism, and ii) to identify appropriate methods to enhance their knowledge of autism. This study was conducted quantitatively using questionnaires distributed online to 35 final-year students at selected universities. The findings of this study were analyzed using descriptive analysis based on frequency and percentage. The results showed that the level of knowledge among the final-year students was at a relatively good level for basic characteristics. There were still some confusion and misunderstanding about the specific characteristics of autism. In addition, among the appropriate measures to assist final-year students to improve their knowledge is the provision of more effective teaching content and experiential training by the university. Moreover, final-year students should intensify their own efforts to increase their knowledge of autism.

Role of Parents and Teachers in the Social Development of Students

This research paper has been carried out to explore the role of teachers and parents in the social development of children and transforming them into potential beings of society with technological support. A technique called "judgmental sampling" or "intentional sampling" was used to choose the sample size of 130 people. The people who took part were the kids' birth parents. A questionnaire was made beforehand to collect information, and the chi-square test was used to determine what it all meant. This study shows how important it is for special educators, trainers, teachers, and psychologists to help children develop academically and socially to become valuable members of society. The training and development of children in a city should use cutting-edge technology and new ways of looking at education to help them grow and succeed in society. Schools are encouraged to give special education teachers seminars, workshops, and courses yearly to help them improve their professional skills. Seminars on awareness and Counseling for parents are also on the list of things that should be required. Parents, teachers, and the general public all need to know more about the problems children face today.

The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools

This article discusses the design and content of an online continuous professional development (CPD) course in special education provision for students in Irish immersion (IM) primary and post-primary schools. The course was developed using the data from a mixed methods study on the needs of teachers in this area. This article describes the ABC course design method used. It presents the five modules of the course: (1) bilingualism and second language acquisition, (2) assessment, (3) inclusive pedagogies, (4) universal design for learning, and (5) ICT for the inclusion of all students. It also includes data from a course evaluation form completed by participating teachers (N = 25) in relation of the areas of the course that were effective, areas that they would like to learn more about, and recommendations on how the course could be improved. It is anticipated that this article will be of interest to immersion teacher educators internationally.

How Sustainable Are Claims about Evidence-Based Content in Australian Courses for Preparing Special Educators?

We reviewed the content of units in master’s-level special and/or inclusive education courses in Australia to determine whether the content relating to instructional practices and behaviour support and intervention included evidence-based practices (practices drawn from sound research). We identified claims about evidence-based practices made in publicly available materials describing unit content and determined whether these claims were supported by the actual content described. Of the 28 courses examined, six made no claims about evidence-based practices, 19 courses included supported claims and 15 courses included unsupported claims. Interpretation of the results should be cautious given the limited material available for some courses, but overall, the results are cause for concern. We believe there is a need for formal standards for special/inclusive education courses and certification for qualified special educators in Australia.

Research on the Integration of Innovation and Entrepreneurship Education and Higher Special Education Courses ——Taking the Network Engineering Course of the Technical College for the Deaf of Tianjin University of Technology as an Example

Under the background of "mass entrepreneurship and innovation", mass entrepreneurship and innovation education urgently need integration with professional education. This paper takes the Network Engineering course of the Technical College for the Deaf of Tianjin University of Technology as an example, analyzes the mass entrepreneurship education's research status, deeply studies the integration education of innovation and entrepreneurship education and the deaf network engineering professional course, and proposes the education path of "integration of expertise and innovation," it gives a new method for the organic combination of entrepreneurship and innovation education and professional education in China's higher special education.

Expanding Preservice Teachers’ Conceptions about Disability Through Young Adult Literature

This article provides information and resources to help special education teacher educators improve preservice teachers’ competence for working with disabled1 students and addressing ableism in their classrooms, by incorporating young adult (YA) literature into special education teacher preparation experiences. Embedding YA literature with representations of disability can address ableism in education by helping preservice special education teachers to conceptualize disabled adolescents differently. Current approaches to teacher education may reinforce dysconscious ableism (Broderick &amp; Lalvani, 2017) and undergird educational segregation on the basis of disability. After reviewing current literature on addressing ableism during teacher preparation and using YA literature in teacher education, this article models how special education teacher educators can critically examine YA texts by providing criteria for evaluating representations of disability and a unit plan with three lessons for use in an introductory special education course. A bibliography of young adult books featuring characters with disabilities is also provided.

Development of live worksheets assisted diagnostic assessment instruments to measure understanding of science concepts prospective elementary school teachers

Understanding the material's content is one of the main competencies a teacher must possess, so it is necessary to diagnose the extent of understanding the level of understanding of science concepts for prospective teachers. This study aims to produce a valid and practical diagnostic assessment instrument assisted by live worksheets to measure the level of understanding of science concepts for elementary school teacher candidates. This research is development research using a 4-D model (define, design, develop and disseminate). In the define stage, science concepts that are difficult to understand for prospective elementary school teacher students have been identified, namely the material of temperature and heat, electricity, magnetic fields, and the solar system. The next stage is to design the right instrument to diagnose the level of understanding of science concepts for elementary school teacher candidates, namely a diagnostic instrument with three-level multiple choice questions integrated into the live worksheet application. Furthermore, in the development stage, the questions pay attention to the final abilities expected to be achieved in students based on the semester learning plans for special science education courses on materials identified at an early stage. The instrument that has been developed is then tested for validity and practicality. The validity test results obtained an average score of 3.8 which means the instrument is very valid, and the results of the practicality test show a practical instrument with an average score of 3.5. The final stage of this research is dissemination, namely the process of disseminating research and development products in the form of diagnostic assessment instruments assisted by live worksheets to measure the level of understanding of the science concepts of elementary school teacher candidates that have been developed. In conclusion, the live worksheet-assisted diagnostic assessment instrument developed is valid and practical for measuring the level of understanding of elementary school teacher candidates.

Preparing Australian Special Educators: Courses and Content

The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The implications of these findings are discussed in the context of the limitations necessarily imposed by the inclusion of only publicly available online information.

Engaging preservice teachers in interdisciplinary collaboration and intervention in a reading clinic setting

This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics addressed by tutors related to benefits and barriers of collaboration, including the influence of collaborative relationships on their personal growth and on the growth of their tutee, strategies for establishing relationships and trust, and the ways they perceive collaboration as practice for future teaching. This study has implications for how teacher preparation program faculty prepare teachers to work alongside colleagues of various disciplines in future school settings.