Special Education Professionals Research Articles

The Effects of Joint Training on Career and Technical Education and Special Education Professionals

The Effects of Joint Training on Career and Technical Education and Special Education Professionals

The effectiveness of the Bisindo-based rational emotive behavior therapy model in reducing social anxiety in deaf women victims of sexual harassment

PurposeSocial anxiety disorder is a common phenomenon that occurs in everyone with varying degrees, ranging from mild to severe. One of the causes of social anxiety disorder is a traumatic experience due to sexual harassment that has been experienced. In deaf women, this experience is made more difficult because of the language and speech limitations shared. As a result, irrational thoughts and beliefs arise for the victim. This study aims to examine the effectiveness of the Bisindo-based rational emotive behavior therapy (REBT) model in reducing social anxiety in deaf women who are victims of sexual harassment.Design/methodology/approachThe research method uses single-subject research with multiple baselines across subjects. The research subjects were deaf women victims of sexual harassment who the National Government Organization Woman Crises Center in West Sumatra and the Association of Indonesian Special Education Professionals identified. Data were collected by observation and social anxiety scale and analyzed by graphical visual analysis.FindingsThe results showed that the Bisindo-based REBT was effective in reducing social anxiety in deaf women who were victims of sexual harassment.Research limitations/implicationsThe implementation of therapy in this study involved therapists, teachers and sign language interpreters. It requires extraordinary time and effort for the subjects to be able to reveal the sexual harassment they experienced. Furthermore, the small number of subjects meant that the results of this study could not be generalized widely. Therefore, this study has implications for future researchers to conduct experiments using the Bisindo-based REBT model on more subjects.Practical implicationsPractically, the results of this study have implications for a model for handling cases of sexual harassment in deaf women that can be used by women’s organizations and the Indonesian Association of Women with Disabilities.Originality/valueIt is recommended for counselors, psychologists and therapists to use the Bisindo-based REBT in dealing with cases of sexual harassment in deaf women because therapy that follows the characteristics of the victim’s language can help them to get the expected results.

Indicators of Progress in the Wake of Endrew F.: The Distinction Between Professional Recommendations and Judicial Rulings

The central obligation under the Individuals With Disabilities Education Act is to provide each eligible student with a free appropriate public education (FAPE). In Endrew F. v. Douglas County School District RE-1 (2017), the U.S. Supreme Court revised the prior substantive standard for determining FAPE that the court had developed in Board of Education v. Rowley (1982). The Endrew F. court modified the Rowley standard of requiring the individualized education program (IEP) to be reasonably calculated to enable the student to receive educational benefit to requiring a student's IEP to be reasonably calculated to enable the student to “make progress appropriate in light of the student's circumstances.” The purpose of this article is to compare what the post– Endrew F. courts use with what the professional literature recommends as measures of appropriate progress. The results inform special education practitioners about the significant discrepancy between the courts’ focus on the “must” of legal requirements and the “should” of professional recommendations. The discussion suggests ways that special education professionals can use their expertise to inform courts and legislatures to narrow this gap for the benefit of more effective progress for students with disabilities.

Predicting Parent Trust Based on Professionals’ Communication Skills

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child’s professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals’ communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals’ communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents’ ratings of professionals’ communication competence, and professionals’ use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study’s findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents.

Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

AbstractThis pilot study examined the self‐reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co‐teaching with a special educator or general educators with more consistent experience co‐teaching with a special educator. General educators with frequent opportunities to co‐teach with a special educator reported significantly higher levels of knowledge of classroom management and differentiation procedures. Additionally, general educators with more frequent opportunities to co‐teach with a special educator reported significantly higher levels of use of classroom management practices. Based on these results, we suggest that in the absence of adequate direct support from special education professionals, students with EBD who are placed in general education settings may be denied adequate and appropriate educational opportunities. However, this hypothesis requires further investigation utilizing methods such as systematic observation.

Family-SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania.

Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent-school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children's academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent-school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child's situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child's specific needs and plan complex habilitation/rehabilitation. To sum up, a parent-educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields.

The Impact of Co-Teaching Models in Inclusive Special Education Classrooms

Two or more teachers, typically a general education teacher and a special education teacher, co-teach a class so that they can better meet the needs of their students. Collaborative teaching is another name for co-teaching. examines the impact of co-teaching methods in inclusive special education classrooms, with special attention to the pros and cons of using a team-based approach to teaching. perspectives and lessons learned from teachers, researchers, and other special education professionals who have used co-teaching strategies in the classroom. This article reviews the research and scholarly literature on the impact of co-teaching on students with disabilities in inclusive settings.

Формування риторичної культури мовлення фахівців спеціальної освіти.

The article presents the results of a study of rhetorical speech culture of special education teachers in inclusive and special education institutions. Modern special school is set the task of increasing the efficiency of educational process. Inclusive and special education institutions organize the language environment to make its development potential effective and optimal for each age group. That means the creation of an artificial language environment that encourages a child to provide communication. The speech culture of special education teachers is considered not just a communicative action, but a model for children to follow, a means of interaction with parents, and, finally, an indicator of professional, pedagogical, and human culture. The specificity of speech culture of modern special education professional lies in its multifaceted nature and the ability to use linguistic and non-linguistic means to achieve maximum effect in professional activities. In current conditions of our education system, a special education teacher must meet the requirements of the art of interaction with children, colleagues, parents, predict difficulties and results, quickly and creatively find optimal pedagogical solutions in unusual situations. The rhetoric mastership of special education teachers suggests the ability to speak convincingly, interestingly, beautifully, clearly, at the highest level of speech culture and also obtaining a set of requirements for general and speech culture, communication at the highest level what indicates speech culture of a special education teacher in special and inclusive education. Speech culture of special education professionals in the system of special and inclusive education makes up a system of spiritual forms of human life where the selection and use of language tools lets obtain the greatest effect from the communicative tasks. Therefore, there are certain requirements for special education teachers in the system of special and inclusive education: their speech must be absolutely literary; the culture of speech and its ethics are of special attention; the structure of speech should be correlated with the age of children; the content of speech expressions must clearly correspond to the level of a child’s development, his ideas and interests; accuracy, clarity, simplicity of speech; speech rate regulation; voice control; speech should be emotional, figurative, express interest, attention, love for the child; possess the techniques necessary to influence a child's speech.

Enacting Special Education in a Digitalized School: Opening for New Understandings of a Digitalized Special Educational Practice

As society has gotten increasingly digitalized, schools have made extensive efforts to accommodate to that development. With the digitalization of school, the special education practice and the roles of special education needs coordinators (SENCOs) and special education teachers (SETs) change. However, there is a lack of research examining this transformation, a gap which this exploratory study opens up for new understandings of. This mixed method study explores the special education practice in a municipality in Sweden, one of the most digitalized countries in the world. The findings show that SENCOs and SETs have highly positive beliefs about digital tools in special education, but at the same time their frequency of use varies greatly. Also, the study identifies special educational activities engaging with digital technology, describing a work practice with complex expectations of the special education professionals also in the area of digital teaching and learning. Furthermore, the competencies considered as necessary for handling the expectations are discussed.

School professionals’ knowledge about pediatric traumatic brain injury: an international study

ABSTRACT Objective To determine Spanish-speaking school professionals’ level of knowledge and attitudes regarding pediatric TBI. Methods School professionals(n = 2,238) from 19 countries completed an online-survey regarding their training, knowledge and misconceptions, attitudes and perceptions about TBI. Results Of the full sample 75% (n = 1689) knew what TBI was, though only 18% (n = 350) reported having experience with a student with TBI. Only 7.7% (n = 143) and 3% (n = 55) of participants could identify all of the common short- and long-term TBI sequelae, respectively. Special education professionals, those with experience with a student with TBI, and those who had received training regarding TBI showed greater knowledge in these areas. Although participants showed high levels of knowledge in 6/24 misconceptions of TBI, they endorsed others. Group, sex, experience with students with TBI, training in TBI, and number of years working were significantly linked to some misconceptions about TBI; however, the effect sizes were small. Conclusion The knowledge and experience that Spanish-speaking school professionals have regarding childhood TBI are minimal. It is therefore critical that these professionals receive a more comprehensive education during their academic training and the practice of their profession about TBI.

“Mines in the Classroom”: Black student’s safety with general and special educators

Abstract How Black learners are made to feel in the classroom by their general and special education professionals affect how they learn and navigate their world. An historical account of American education for the Black mind can be viewed as dull, dangerous, and deadly. It is imperative that each child feels physical and psychological safety in every educational environment. This is the premise of this article.

Over represented – under represented: the juxtaposition of Black males in special education programs

Abstract The disproportionate, over-representation of Black boys in special education continues to be a matter of social injustice and inequity in education. Many Black students are placed in special education due to subjective identification processes. This is especially true when it comes to classifications such as Emotional Behavior Disorders (EBD). Black boys classified with EBD are more likely to be educated in exclusionary settings, and once placed, are less likely to return to integrated environments. This often leads to poor educational and life outcomes. The topic of disproportionality in special education has been studied and discussed over the past several decades, yet the problems persist. The purpose of this article is to discuss reasons for the over representation of Black boys who are identified as having EBD. Moreover, this discussion is extended to include the disproportionate, under-representation of Black men as special education professionals, classroom teachers and full-time faculty members in special education teacher preparation programs. The impact of this juxtaposition continues to exacerbate both sides of disproportionality of Black males in special education.

“Life is in the Ears”: what Black learners should hear from general and special educators

Abstract What Black learners hear from their general and special education professionals affect how they communicate and interact in classrooms and other learning situations and environments. Most students, no matter how young, are very perceptive—they can tell if the teacher or the learning environment is welcoming or unwelcoming. When the environment is not welcoming, Black learners feel psychologically disenfranchised, disadvantaged, and disillusioned. And, when the environment is welcoming, these learners feel motivated and inspired to maximize their fullest potential. Rather than engage Black learners with implicit and explicit messages that are results of negative assumptions, unrealistic expectations, illusory generalizations, and systemic racist statements, general and special educators should send inspiring messages to their learners while also trying to hear from them to allow their silenced voices to be visible in school programs. This is the premise of this article.

Qualitative Focus Groups with Professionals of Special Education and Parents of Young Females with Intellectual Disability Exploring Experiences with Menstrual Hygiene Management and the Trigger for the Non-Therapeutic Hysterectomy in Mexico.

How primary carers, physicians, health education professionals, and others see or understand the subject of menstruation in women with intellectual disability (ID) is rooted in the socio-cultural context and in the socio-economic structures in which all of them live. The aim of this study was to explore how parents of young females with ID and special education professionals perceive and experience menstrual hygiene management, which coping strategies are applied; and what triggers the performance of a hysterectomy. A qualitative focus group study design was conducted with 69 parents and 11 special education professionals, in 14 schools and one Down syndrome clinic, in Mexico City. Data were analysed using the method of thematic analysis. The main concern of parents was how to cope with the underlying disease. They perceived menstrual bleeding positively. Their psychological distress had to do with the reproductive health of their daughters, with their wish to avoid pregnancy, and with their fear of death and leaving their daughters alone and helpless without them. None of them favoured hysterectomy. Medical indication of hysterectomy was identified as the trigger for its performance. There is an urgent need of policy development/review on best practices for hysterectomy in the females in question.

Çocukluk Çağı Başlangıçlı Şizofreni ve Otizm Spektrum Bozukluğunda Dil ve İletişim Özellikleri: Bir Literatür Taraması

Introduction: Schizophrenia (SZ) and Autism Spectrum Disorders (ASD) both have life-long and negative impacts on the individuals. In contrast to ASD, SZ occurs “rarely” in childhood (before the age of 13) which is called Childhood-Onset Schizophrenia (COS). Although COS and ASD have distinct pathologies, they exhibit common characteristics since they were described first. One of the most important commonalities is overlapping language and communication features. Till now, it is known that there is no integrative model related to the mutual language characteristics and underlying neurogenetic factors covering both of these disorders. Therefore, this literature review aimed to reveal previous research reporting both diverging and converging language issues with regards to these populations. The information presented in this review also aimed to help special education professionals about noticing the children who might present the features of COS. For this aim, firstly, the historical backgrounds of the disorders were given. Later, the language and communication features of COS and ASD including the overlapping characteristics were presented in light of previous research.Discussion: Studies showed that pragmatic limitations could be observed within both populations. Atypical language characteristics such as echolalia and self-talk could also be mutually observed. A need for future studies exploring the morphological and semantic levels of COS and ASD was emphasized. Furthermore, it was proposed that retrospective and prospective studies could be designed with a large sample. The connection between language and pretend play or executive functions could be examined.

Επικοινωνία γονέων παιδιών με ειδικές εκπαιδευτικές ανάγκες ή/και αναπηρίες και εργαζομένων στην ειδική αγωγή

The target of this research is to depict the views of professionals in special education related to the communication they develop with parents raising a child with special educational needs. More specifically, the study examines the form, the frequency, the difficulties that occur in communication process, and their proposals for an effective communication. This study constitutes a qualitative survey with quantitative comparative elements. The sample were 60 professionals in special education. Data were collected with the use of a structured interview. The findings indicate that communication is a continuous contact and exchange of information. The mother is the key person who comes in contact with the professionals. Professionals don’t testify with certainty whether the parents are cooperative, however, they indicate satisfaction with the fact that parents follow their instructions and advice. They communicate with parents on a regular basis, even though a specific workplace doesn’t exist, and they mention many efforts and actions for an effective communication. The main communication axis is the child with special educational needs itself. Also, they refer various boundaries in the communication process and, at the same time, they suggest effective ways aiming to resolve these difficulties.

The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery

An integral element of maximizing positive postschool outcomes for youth with disabilities is interagency collaboration. Centers for Independent Living (CILs) can be critical service providers for youth and young adults with disabilities. This study explored CIL professionals’ contributions in supporting transition-age youth. Furthermore, the study examined these professionals’ perspectives of why CIL involvement is vital in transition service delivery. Eight dyads consisting of a CIL administrator and a CIL staff member providing direct services to transition-age youth with disabilities were interviewed from eight U.S. CILs. Thematic analysis of each interview transcript yielded themes related to the scope of services that CILs are providing in tandem with special education professionals, and why CIL professionals believe their involvement in secondary transition is critical. Findings included that interview participants delineated three overarching areas where CILs support transition-age youth while collaborating with schools. Furthermore, the findings showed that the crucial nature of CIL involvement in the transition service delivery process is rooted in several value-based principles. These five value-based principles were as follows: (a) Empowerment-, autonomy-, and independence-based, (b) youth-led and individualized, (c) strengths-based and goal-driven, (d) peer-based and disability-pride-driven, and (e) ensuring services were available and accessible. These findings, implications for practice, and future research directions are also discussed.

Educating culturally and linguistically diverse students with disabilities in inclusive settings: beyond debates

Abstract Inclusive and equitable education is the ultimate tool to develop students, communities, and the general society. And, special education is an added tool to help atypical and vulnerable students to be productive citizens in a thriving society. Ceteris paribus, for many culturally and linguistically diverse (CLD) students with disabilities, being educated in an inclusive environment should be the ideal policy. However, it is not! Inclusion has continued to be debatable, challenged, and controversial, making this ideal goal implausible and unrealistic. Coupled with their disabilities, CLD students experience the loaded problems of discrimination, racism, and xenophobia in the multidimensional forms of misidentification, misassessment, mislabeling/miscategorization, misplacement, and misinstruction. These multiple problems make it easy for general and special education professionals and service providers to (a) view placement as instruction, (b) focus on unidimensional and narrow confines, and (b) intentionally, unintentionally, or inaccurately judge CLD students’ capabilities and willingness to maximize their fullest potential. The question then is, since the goal is to increase “normalcy” in the lives of CLD students with disabilities, is it not important to equitably educate them with their “normal” peers in inclusive settings? This article responds to this question.

Work-Family Positive Spillover and Mental Health of Married Special Education Professionals

The current study aims to examine the relationship between work-family positive spillover and mental health of special education professionals. For this purpose, correlation research design was used. Purposive sampling method was used to recruit 200 married professionals working in private special education institutions of Lahore. Assessment was carried out using multi-dimensional scale of work-family positive spillover and Mental Health Continuum-Short Form (MHC-SF). Pearson Product Moment Correlation and Linear Regression were employed to analyze the data. A significant positive relationship of work to family positive spillover with social wellbeing and psychological wellbeing of the participants was found. Similarly, a positive relationship of family to work positive spillover with social wellbeing and psychological wellbeing of the participants was also found. Overall, it was concluded that a positive association of work and family roles with each other improves the social and psychological wellbeing of special education professionals.

Reasons for Over-Identifications of Children with Disabilities in Pakistan: An Analytical Survey

The thought behind this research study was to explore the basic reasons for the over-identification of children in the special education department in Punjab. The population for the study was honorable teachers and the professionals working in this department. The research tool developed was a questionnaire created to record the opinions of the special education professionals and teaching staff against the tentative reasons. The sample who participated and provided their valuable opinions were249 teaching staff and professionals from all over Punjab. The major reasons for the over-identification of children recorded are professional inefficiency, poor family background, some behavioral, Social or Psychological issues, Substandard diagnostic process,Shortage of human resources, Mis-evaluation of the poor health of the student, and lack of strong advocacy by a professional organization to reduce over-identification. Key recommendations made by the researchers are aware of the identification process,hiring the professionals, and timely and updated training should be conducted to reduce the over-identification of children in Special education in Punjab.