Special Education Groups Research Articles

스마트 교육과 디지털 교과서 연구 동향

This study extracted a total of 180 papers on digital textbooks published between December 2004 and July 2022, analyzing research topics, temporal patterns, research areas, research subjects, research methods, research abstract keywords, affiliated academic societies, and target subjects. The results of the study are as follows: First, research on 'digital textbook performance and educational activities' was the most prevalent, with significant concentrations during the periods of 2013-2015 and 2019-2021. Second, there were more empirical studies than theoretical studies, and quantitative analysis was more common than qualitative analysis. Third, the keywords in the abstracts were primarily focused on the digital textbook itself, teaching and learning research, and smart educational environments for digital textbook learning. Fourth, digital textbook research tends to concentrate on elementary school children and special education groups, indicating a need for more realistic and practical perspectives in expanding research.

Feasibility Analysis of Higher Education Popularization for Chinese Special Education Groups---Taking Physically Disabled Students as an Example

Based on the analysis of the current situation of special education for people with disabilities in China, it is found that the compulsory education popularization of the Chinese special education group is relatively high, but the higher education popularization for people with disabilities needs to be improved. Improving the popularization of higher education for special groups can improve China's educational environment and also maintain social harmony. This article mainly analyzes the feasibility of popularizing higher education for special education groups in China. The study found that China is paying more attention to vocational education for special education groups, aiming to equip them with skills and serve society. However, at present, insufficient attention is paid to education at the higher education level, and there is a lack of relevant policy guarantees. Therefore, it is recommended that government departments should formulate clear and comprehensive regulations and policies to ensure the equal rights and interests of disabled students in higher education. At the same time, it is also necessary to increase investment in funds, improve the construction of basic education facilities in universities, and provide auxiliary facilities for students with physical disabilities. The training of university teachers should be strengthened, and more attention should be paid to the overall development of disabled students. Psychological education, quality education, and curriculum teaching should all be strengthened.

Moral development in students with high abilities: State of knowledge from 2002 to 2022

From an early age, children with high abilities show signs of high moral sensitivity. These children, as well as showing an advanced ability to think about abstract ideas such as justice and fairness, can also show superior performance in one or more areas, in isolation or in combination, when compared to students of the same age group, grade and environmental experiences. The general objective was to describe and characterize the state of knowledge on the moral development of students with high abilities. To this end, an integrative literature review was carried out in five electronic databases from 2002 to 2022 (Periódico CAPES, Sage Journal, Eric, Psycinfo and LILACS). The following results were found: i. In total, 14 articles were selected, which indicates a shortage of scientific publications on this subject; ii. quantitative tests for assessing moral development were the most commonly used instruments for assessing moral development in students with high abilities; iii. two theories of moral development were used in studies to explain the moral development of people with high abilities: Piaget's theory and Kohlberg's theory, the latter being cited in international studies and the former in national studies; and iv. the need for educational interventions for the moral development of students with high abilities. The conclusion is that it is necessary to promote scientific research on this subject, as meeting the emotional and educational needs of children with high abilities and the inclusion of this special education group in school depends on the knowledge accumulated by scientific studies.

A Study of Artificial Intelligence-Driven Educational Intervention Strategies for Students with Special Educational Needs

Abstract This paper first introduces the intervention path of artificial intelligence in special education. It then takes the deaf and hard-of-hearing people as the research object, adopts artificial intelligence technology, digitizes the speech signal, performs sound-rhyme syncopation, and constructs an interactive speech evaluation system using the HMM model as the evaluation basis. Finally, this paper discusses the effect of an interactive speech recognition model on special education interventions and describes the future development trend of combining artificial intelligence and special education. The results show that the subjects’ passive response to basic interactive speech in the baseline period showed a stable state, the interactive speech ability in the intervention period showed stable progress, and the subjects’ ability in the maintenance period remained at a high level. In the three periods, the posttest error rates of the experimental group testers on semantic recognition were 40%, 30%, and 10%, respectively, whereas the control group was 80%, 70%, and 65%, respectively, which shows that the semantic network training affected the improvement of the speech recognition ability of the 10 subjects. The mean values of the average error rate of the three stages of the experimental group were 7.53%, 2.44%, and 2.07%, and their average recognition times were 1566.73 seconds, 1051.30 seconds, and 463.55 seconds, respectively. The three-stage semantic recognition training significantly improves the subjects’ semantic recognition ability and reduces the recognition time. The integration of artificial intelligence and special education is critical for special education groups’ education and healing.

A Comparison Controlled Study Examining Outcome for Children With Autism Receiving Intensive Behavioral Intervention (IBI).

This study evaluated the effects of a center-based Intensive Behavioral Intervention (IBI) model for preschool aged children with autism. Outcomes of 25 children receiving IBI was compared to the outcomes of 14 children receiving autism specific, eclectic, special education. Both provisions were described as appropriate treatment options by the professional agency who diagnosed the children, and the decision of where to enroll the child was made by the parents after consultations with the specialists. After 14 months of treatment, children from the IBI group improved significantly on standard scores in intellectual functioning and adaptive behavior and had a significant reduction in autism severity compared to the children in the autism specific, eclectic, special education group. Results suggest that preschool aged children with autism may make large gains in intellectual and adaptive functioning and improvement in autism severity with IBI, and that effects of IBI may be similar to that of EIBI. These findings must be interpreted with caution due to the limitations inherent in the present comparison-controlled design.

ARTIGO - AVALIAÇÃO MISTA PARA PROMOÇÃO DA QUALIDADE DA EDUCAÇÃO INFANTIL: POTENCIALIDADES E TENSÕES EM PRODUÇÃO COLETIVA

ABSTRACT: The evaluation of the quality of Early Childhood Education constitutes a field of knowledge and practices that mobilize structural aspects into the area considering the competence of the different agents in the evaluation processes and their effects in the effectiveness of public policy. In the framework of an evaluation aligned with the promotion of quality and the recognition of Early Childhood Education as a public policy subordinate to social control, we propose to discuss the potentialities and tensions present in the mixed-method evaluation, a model that combines internal and external procedures and instruments inside and outside of institutions. The discussion starts from a mixed-method evaluation experience carried out in conjunction with the technical team of the Public Ministry of the State of São Paulo (MPSP), in the Special Education Group of Ribeirão Preto. The results indicate that the mixed evaluation was powerful because of its dialogic format: the external evaluation allowed a technical and multiprofessional look aligned with the public quality policy; the internal evaluation facilitated a collective self-reflection on quality but showed different strengths and weaknesses in terms of critical views. By combining these perspectives, possibilities are created for overcoming the limitations of each type of evaluation, and also for reflecting on the dynamics of relationships between individuals and public agencies.

THE RESEARCH TREND OF EMOTION REGULATION PSYCHOLOGICAL GAME TECHNOLOGY IN SPECIAL EDUCATION IN CHINA FROM THE PERSPECTIVE OF SOCIAL NETWORK ANALYSIS

THE RESEARCH TREND OF EMOTION REGULATION PSYCHOLOGICAL GAME TECHNOLOGY IN SPECIAL EDUCATION IN CHINA FROM THE PERSPECTIVE OF SOCIAL NETWORK ANALYSIS

Assistive Relief Tool for Early Childhood and Special Psychological Symptom Groups during the Pandemic: Clothing Design Based on the Virtual Contact Principle.

During the COVID-19 pandemic, some special populations—groups of early childhood and people with autism, among others—faced more profound challenges than the common people. The lack of real physical contact such as embracing greatly affected the effectiveness of development, psychiatric treatment, and other processes for these populations. This study is aimed at developing clothing with appropriate contact pressure based on the contact comfort principle of psychology and providing a type of pressure clothing that can relieve the wearer's tension by simulating hugging, alleviating the lack of physical contact for early childhood education and special education groups during the pandemic. First, the elementary requirements of clothing design are attained using a questionnaire survey and test method. The analysis revealed that clothing should fulfill the four requirements of pressure comfort, fabric softness, wearing and taking off comfort, and visual beauty. Second, we realized the performance requirements in the fabric and accessories, style design, structure design, and functional design. Finally, the product experience is proposed through a fitting, and the reasonable opinions were fed back to the product design to enhance the functionality of clothing. The research shows that clothing can simulate hugging and can ease the loneliness of the wearer. This study can be used as a good tool to assist during the pandemic for early childhood education and special psychological symptom groups, as well as a broader group of people living alone at home, to play an adjunctive treatment and loneliness relief functions.

Identifying developmental disability in national surveys: Addressing the knowledge gap with special education histories

BackgroundIn the United States nearly 20% of children ages 12–17 have developmental disorders. Some attain population-based developmental milestones after a delay, or increase functioning through special education, medication, technology, or therapy. Others have severe lasting impairments. An indicator identifying those groups in surveys of adults could help shape policies to improve lives. HypothesesWe hypothesized that survey histories of special education could indicate functional status levels. MethodsData were from the nationally representative Panel Study of Income Dynamics (1997–2017, n = 2745). With measures of diagnoses, behaviors, functional status, service use, and adult outcomes, we tested three special education groups as indicators of: (1) no impairment (no special education), (2) disorders, developmental diagnoses that adversely affect educational performance, but with development after a period of delay or only moderate disability, indicated by transfer from special education; and (3) severe lasting disability, the diagnoses combined with life-long needs for supports or services, with limitations in areas including self-care, mobility, and capacity for independent living, indicated by special education in the individual's final year of school. ResultsAcross the special education groups, from no impairment to severe lasting disability, there were trends of: increasing severe and lasting disability (respectively 4.8%, 35.6%, 76.4%); increasing special services use (13.5%, 43.1%, 83.7%); increasing severe emotional disorders (2.3%, 11.3%, 17.9%); lower percentages attaining at least an associate's degree by age 25 (42.1%, 20.7%, and 8.9%); and more chronic diseases. ConclusionsSpecial education histories provide a useful indicator of developmental disability impairment levels in adults.

Associations between study questionnaire-assessed need and school doctor-evaluated benefit of routine health checks: an observational study

BackgroundIn Finland, school doctors examine all children at predetermined ages in addition to annual health checks by school nurses. This study explored the association of study questionnaire-assessed need for and school doctor-evaluated benefit of routine health checks conducted by doctors.MethodsBetween August 2017 and August 2018, we recruited a random sample of 1341 children in grades 1 and 5 (aged seven and eleven years, respectively) from 21 elementary schools in four Finnish municipalities. Children mainly studying in special education groups or whose parents needed an interpreter were excluded. School nurses performed their health check as usual. Parents, nurses, and teachers then completed study questionnaires that assessed the concerns of parents, school nurses, and teachers regarding each child’s physical, mental and social health. Doctors, blinded to the responses, routinely examined all the children. The primary outcome measures were (1) the need for a health check based on the study questionnaires and (2) the benefit/harm of the appointment as estimated by the doctors according to predetermined criteria, and (3) the patient-reported experience measures (PREMs) of benefit/harm of the appointment as estimated by the parents and children. We compared the need for a health check with the doctor-evaluated benefit using multilevel logistic regression.ResultsThe participation rate was 75.5 %. According to all questionnaires, 20–25 % of the 1013 children had no need for a health check. The doctors regarded 410 (40.6 %) and the parents 812 (83.4 %) of the appointments as being beneficial. Respondents rarely reported harm. The children who were classified as needing a health check more often benefitted from the health check (assessed by the doctor) than children with no need for one (OR 3.53; 95 % CI 2.41–5.17).ConclusionsThe need for a health check is an important predictor of school-doctor evaluated benefit of the health check. This approach could allow school doctors to allocate time for the children who need them most.Trial registrationClinicalTrials.gov, Identifier NCT03178331, registration June 6th 2017.

Deriving the Final Image Criteria for the Wexler Scale the Jordanian Image of Children's Intelligence for Preschool and Primary Years for the Age Group 4 - 6.5 Years

The aim of this study is to derive the criteria for the final image of the Wexler scale, the Jordanian image of children's intelligence for pre-school and primary school for the age group 4 - 6.5 years. The study population consists of all children in the Hashemite Kingdom of Jordan for the age group 4 - 6.5 years. The sample of the study consisted of (1491) tests distributed by gender, age group, special education groups and the area of residence for the years 2016-2019, who were chosen in a stratified randomized manner, as the study tool was used, which is the Wexler scale of children's intelligence for pre-school, the Jordanian image. The indications of the validity of the scale were reached through the validity of the content and the correlative validity, as the correlation coefficient between the Wexler-Binet scale of intelligence reached the Jordanian image (0.71) and the illustrated IQ scale (0.72). Factor analysis found that there are two factors (verbal, performance) explain (50.98) of the total variance. As for the results of the discriminatory honesty, it showed statistically significant differences between ordinary children and special education groups in favor of ordinary children. The results also showed the existence of statistically significant differences according to the age group and in favor of older age. There were also indications of the stability of the scale by the half-segmentation method and the stability by the internal consistency method, where the reliability coefficients ranged between (0.86 - 0.89) for the sub-measures and (0.92) for the total degree. The criteria for the final image of the scale were also derived by converting the raw score to a weighted score for the sub-tests and then to a mean deviation intelligence ratio of 100 and its deviation 15. The study recommended the use of the Wexler scale in evaluating children for pre-school and primary school and taking appropriate decisions.

Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups

ABSTRACT The aim of this research was to study how children’s play behaviour was related to their cognitive skills and vocabulary development in integrated early childhood special education (ECSE) groups. The longitudinal study is part of the LASSO research project, which concerns children’s stress regulation, learning and quality of early childhood education, including special education. Children with and without special needs should be supported according to their diversity of individual needs as equal members of a learning community. The study aimed to discover how this was realised by assessing children’s various learning paths. The data were collected between 2012 and 2015 and involved 289 children, including 121 with special educational needs (SEN). The children’s cognitive skills and vocabulary were measured with standardised psychological tools: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Developmental Neuropsychological Assessment (NEPSY). Play behaviour was evaluated with the Preschool Play Behaviour Scale (PPBS). In this study, we hypothesised that progress in children’s social play boosts cognitive functions and duly boosts learning. The results indicated that all skills improved for all of the children during the research period, although there were differences in results between children's status groups.

Construction a Scale for Dignose Pupils with Exceptional Needs According To DSM Norm

This research aims to build a standard for the diagnosis of students with special needs according to the DSM standard. To achieve this, the current research has determined the teachers and teachers of students with special needs enrolled in their schools and centers for the academic year 2017–2018. (30) teacher and teacher while the sample of statistical analysis (100) teachers and teachers distributed to schools and centers of special education and to achieve the goal of research must be applied to measure the diagnosis of students with special needs of special education groups (learning disorder identified, Behavioral and emotional injuries, disorder, communication disorder, hyperactivity and attention deficit-impulsivity) with the sample they are teachers of students with special needs, The researcher has built a scale for the diagnosis of students with special needs followed the steps to follow when building the scale. The researcher relied on the standard DSM-5 Anwar Al Hammadi's image in the construction of the scale.

Perception Exercise self-efficacy, Body Image and Health-related Quality of Life of Children with Needs Special Education

In this study, it was aimed to examine the body ımage, exercise self-efficacy and health-related quality of life of children with special education needs. Participants of this study were selected from volunteer students in five and eight classes in state school in Mersin during the 2016-2017 academic year. The study group consists of a total of 95 students, 52 of which require special education and 43 of which are healthy. The Health Related Quality of Life Scale (Kid-KINDL) was used to describe the quality of life of healthy and specialist training groups, the Exercise Self-Efficacy Scale (ESS) and the Body Image Scale (BIS) were used to determine exercise levels. According to findings; When the groups’ physical characteristics were compared, a significant difference wasn’t observed in terms of age between them (p> 0.05). However, when compared with healthy group special education group body height, weight and VKI, there was a significant difference at p <.001 level. There was no significant difference between the groups in the friendship subscale of the HRQL-KINDL scale (p> 0.05). However, the total quality of life, physical well-being, emotional well-being, school, self-esteem and family subscales scores of the healthy group were significantly higher than the special education group (p <0.001). Similarly, healthy group ESL and BIS were found to be higher than special education group (p <0.001). As a result of this study, it was seen that the of health group have higher exercise self-efficacy and body image and health-related quality of life than special education group.

Enhancing peer interaction during guided play in Finnish integrated special groups

ABSTRACTThis article focused on the pedagogy that enhances peer interaction in integrated special groups. In Finland, most children identified as having special educational needs (SEN) attend day-care in mainstream kindergarten groups; the rest are in integrated or segregated early childhood special education (ECSE) groups in public day-care centres [National Institute of Health and Welfare. 2013. “Child Day Care 2013 – Municipal Survey.” Accessed March 15, 2016. https://www.julkari.fi/bitstream/handle/10024/116231/Tr16_14.pdf?sequence=4]. An integrated group, which typically consists of seven children without and five with SEN, is supposed to be an inclusive environment that provides an atmosphere in which every child can feel togetherness and be scaffolded [Pihlaja, P. 2009. “Erityisen tuen käytännöt varhaiskasvatuksessa – näkökulmana inkluusio.” [The Special Education Practices in Early Childhood Education – Inclusion as Viewpoint.] Kasvatus 2: 146–156]. Our aim was to examine how ECSE professionals’ pedagogical practices were used to enhance peer interaction in interactive play. We analysed 14 videotaped sessions of guided play and conceptualized the studied phenomenon by portraying five guidance types in which the identified pedagogical practices were used in different ways.

Analysis of The Situation, Relating To Physical Activity Of Schoolchildren In Special Physical Education Groups During Physical Education Lessons And During Leisure Time / Specialiosios fizinio ugdymo grupės mokinių fizinio aktyvumo per kūno kultūros pamokas ir laisvalaikiu situacijos analizė

During the annual schoolchildren’s examination, a medical specialist – a family doctor, assigns schoolchildren to physical education groups in accordance with their state of health. The schoolchildren who have continuous or temporary health disorders, are assigned to the special physical education group (SPEG). Main aim of the research was to carry out the analysis of a special physical education group (SPEG) students’ physical activity situation during physical education classes and leisure time in several schools of Lithuania. Research subject and methods. The research involved 308 assigned SPEG students from 34 Lithuanian schools. Surveying method tested: students’ appointment to SPEG reasons, type of work with SPEG students during physical education classes, SPEG students’ physical activity self-evaluation. The received data were calculated using Excel 2016. Research results. Most students were assigned to SPEG because of vision, cardiovascular system, musculoskeletal apparatus disorders, asthma, and diabetes. The surveyed SPEG students claimed that they like to play sports, play games, do physical exercises. Most of them have a favorite type of sport or a vibrant leisure time activity (basketball, volleyball, dancing), but 80% do not attend anything or attend immobile after-school activities (art, language, music or science clubs). For the majority (96%) of respondents physical education classes are held in conjunction with the class, 78% of surveyed students believe that exercises given during physical education classes are done fairly. Highlighted problems during the research: the majority of respondents said that they do not feel healthy and do not know what exercise their doctor recommends. 79% of physical education teachers do not assign special tasks for SPEG students during physical education classes and 75% do not explain intelligibly the impact of exercise for the body. [...].

The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.

Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers' role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An "academic-oriented" education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.

Oppilaiden kaikupuheen tehtävät kielellisesti epäsymmetrisissä luokkahuonekeskusteluissa

Keskustelukumppanin puheen toistaminen tarjoaa henkilölle, jolla on käytössään rajalliset kielelliset resurssit, mahdollisuuden osallistua aktiivisesti keskusteluun. Tällaiseen toistamiseen on suhtauduttu aikaisemmissa tutkimuksissa kahtalaisesti: sitä on pidetty joko ei-toivottuna ja poisopittavana ekolalisena puheena tai sen on uskottu palvelevan kielitaidoltaan heikomman keskustelijan vuorovaikutuksellisia tavoitteita. Tässä artikkelissa tarkastellaan, mitä oppilaiden kaiuttavalla puheella tehdään ja miten opettajat vastaavat siihen luokkahuonekeskusteluissa. Tutkimusaineisto koostuu videotallennetuista oppitunneista autismiopetusryhmässä (N = 11) ja yksilöllisen opetuksen pienryhmässä (N = 9). Aineistossa oppilaat käyttivät kaikupuhetta responsseina joko opettajan uutta tietoa esitteleviin lausumiin, ohjaileviin lausumiin tai kysymyksiin. Vuorovaikutustilanteiden keskustelunanalyyttinen mikroanalyysi osoitti kaiuttamisen palvelevan orientoitumisena opettajan vuoroon, korjausaloitteena, itseä ohjaavana lausumana sekä sanojen opettelun keinona. Opettajien responssit oppilaiden kaikupuheeseen olivat pääasiallisesti lyhyitä ja sen nopeasti ohittavia. Opettajien taito tunnistaa kaikupuheen kommunikatiivisia tehtäviä on tärkeää, jotta lapsen toimijuus ja hänelle merkitykselliset asiat saisivat tilaa keskustelussa.

Traumatic Brain Injuries and Special Education Services in the Schools

ABSTRACTThe purpose of this study is to replicate a study conducted by Hux, Marquardt, Skinner, and Bond (1999) in which the researchers explored the frequency of traumatic brain injuries (TBI) in the special education population as compared to the frequency of TBI among students in general education. Hux and colleagues (1999) found that roughly one-quarter of their sample received evaluations for special education services at some point, and that almost half their sample had sustained at least one TBI. Similarly, the current study explored the frequency of TBI in both general education and special education groups in a kindergarten through twelfth grade school. Results indicated that the sample in the current study reported a lower incidence rate of TBI than the general population as well as that in the 1999 study by Hux and colleagues. Additionally, only one student in the current sample (5% of TBI group) reported a history of TBI along with receiving special education services. Discrepancies between the current study and the Hux and colleagues (1999) study are explored, and possible reasons for the discrepancies are discussed.

Concentrated Language Encounter Approach in Practice for Global Teaching of Literacy: Lighthouse Strategy Implementation

This article presents the lighthouse literacy strategies model using the concentrated language encounter (CLE) approach that has been successfully replicated in many countries in different languages and cultures. A review of CLE research studies and the project implementation in Thailand showed highly significant results in students’ literacy skill improvement. The theoretical bases were derived from the research on language education in Australia with aboriginal children. Through the implementation program in Thailand, three CLE models/stages in teaching language and a specific ‘train the trainers’ program were developed at different levels of literacy skills. Four different types of CLE literacy programs that include formal, informal, special education, and ethnic groups were successfully implemented.