Special Education Pupils Research Articles

“We Lost Our Connection with the Children, the Smiles, the ‘Good Mornings’”: Caring for Special Education Pupils During the COVID-19 Lockdown

Special education teachers care for their pupils’ physical, emotional, and social needs, serve as the primary communication channel between the school and the parents, and coordinate other care workers such as paraprofessionals and psychologists. During the COVID-19 pandemic, the Israeli special education system moved to distance instruction, and slowly resumed operations following the first lockdown, even while the general education system remained shuttered. The life-threatening situation of the pandemic, where special education workers faced the crisis situation both personally and at the same time, professionally, in helping their students, families, and colleagues, created a situation of “shared trauma” for the teachers. Semi-structured interviews with 17 Israeli special education teachers were conducted to explore how they experienced the phenomenon of the pandemic. The teachers felt frustrated with the system, fearful for their health, lonely, and helpless in their ability to accomplish their job. Their work was negatively affected by masking and distance restrictions upon returning to the classroom. Many teachers benefitted from the support of colleagues and principals. We explore the implications for those who work with special education pupils and highlight the potential for increased cooperation and collaboration between care workers for their own benefit and the welfare of children.

Study on the effectiveness of speech-to-text technology in supporting writing skills among special education students in Saudi Arabia

This study aims to assess the efficacy of speech-to-text (STT) technology in improving the writing abilities of special education pupils in Saudi Arabia. A deliberate sample of 150 special education college students was selected, with participants randomly allocated to either an experimental group employing STT technology or a control group using traditional writing methods. The study utilized a comprehensive approach, which included standardized writing assessments, questionnaires, and statistical analyses such as t-tests, correlation, regression, ANOVA, and ANCOVA. The results demonstrate a substantial enhancement in writing skills among the experimental group utilizing Speech-to-Text (STT) technology. The findings contribute to the discussion on assistive technology in special education and offer practical recommendations for educators and policymakers.

Development of Smart Link Book as a Medium for Interaction Between Special School Institutions and Parents Through User Centered Design

By redesigning linking books, this study seeks to enhance the user-communication experience (UX) between school-aged children with special needs (SLB) and their parents. Understanding special education pupils’ growth, needs, and progress depends heavily on effective parent-school communication. Current link books, however, frequently fall short in terms of providing information in a user-friendly and inclusive manner. This research employs a user-oriented design approach to comprehend the requirements and preferences of parents and special education students. We found possible issues in the current bridge books through content analysis and engagement methods. The findings of this study will be used to guide the redesign of link books so that they are more user-friendly and available to everyone. The creation of a new linking book prototype involved the application of iterative design techniques. This prototype includes design components like inclusive language, understandable graphics, and improved accessibility features. Then, to gauge reactions and identify areas for development, this prototype was tested with the help of parents of SLB students and the students themselves. It is intended that the findings of this study would help those who create connecting books for special schools and other educational institutions that wish to enhance communication with special needs student groups. Better design will allow us to establish more efficient lines of communication between parents and schools, enhancing parental support for the academic growth of special education kids.

Kreowanie upośledzonej tożsamości Innego w środowisku edukacyjnym (psychiatryzowanie)

The aim of the article, based on a qualitative study, is to identify and interpret the meanings parents assign to messages conveyed by school personnel about the behavior of students with moderate and severe intellectual disabilities coupled with autism. The main research objective is to present the mechanism of impairment of the identity of pupils in special education, known as psychiatricization. The phenomenon of psychiatricization occurs in situations where school staff abuse and misinterpret the behaviour of people with intellectual disabilities, looking for mental illness in the behaviours they present. One of the reasons for this phenomenon is the misunderstood, behavioural-coded communication of pupils perceived as mentally ill by teachers who are convinced they should be diagnosed and treated with appropriate psychotropic drugs in order to subdue and quieten the awkward pupil. A consequence of the activities and discourse of school staff, i.e. psychiatricization, including stigmatization, harm, abuse of power-knowledge, is falsifying the identity of students, depriving them of opportunities and opportunities for optimal development and satisfying their special educational needs. The presented qualitative research is located in the constructivistinterpretative paradigm, and the mainstream of the scientific narrative is the critical theory.

The Teachers’ Role in Behavioral Problems of Pupils With EBD in Special Education: Teacher–Child Relationships Versus Structure

This longitudinal study examined bidirectional associations between special education pupils’ teacher–child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral problems moderated the prospective associations. Participants were 586 pupils (86% boys) in Grades 4 to 6 ( Mage time 1 = 10.82 years, SD = 0.86) from 13 special education schools in the Netherlands and their teachers. Findings indicated that primarily teacher–child conflict was related to increased externalizing problems. More classroom structure was related to decreased attention-hyperactivity problems, but higher teacher–child relationship quality was linked to increases in attention-hyperactivity problems. Moreover, both types of problems were related to increases in conflict. Severity of behavior problems did not moderate these associations. Although findings were not consistent in both school years, they suggested that particularly reducing conflict and instilling more classroom structure were the most effective strategies in reducing behavioral problems. Furthermore, disrupting negative transactional associations between conflict and externalizing behavior is important to reduce externalizing behavior.

The effect of Peer Teaching Strategy on the acquisition of some by mathematical concepts Special Education pupils

The current research amides know the effect of peer teaching strategy on the acquisition of mathematical concepts. To achieve the aim of this research ,the researcher put two null hypotheses .The first ,There is no statistically significant difference at the level of (0.5)between the average of the grades of experimental group that used peer tutoring and that of the control group that used traditional method in the acquisition of some mathematical concepts in the post- test phase according to sex variable. The sample included all special education pupils at Nineveh center for the year 2011/2012. The researcher used the experimental design with two equal groups. The sample consisted of (12) male and female pupils divided in two groups ;the experimental with(6)pupils , (3) males and (3) females who used peer to touring and the other control group of (6) pupils with(3) males and (3)females that used traditional method .Equivalence process in clouded 'time age measured in month and the academic achievement of the parents'. The researcher made a test to acquire mathematical concepts. After doing surface validity ,the test in its final image was adopted. Stability was done using re-test reaching (0.82).The researcher applied the test to measure the acquisition of math metical concepts .After applying the tools, the data were treated statistically .The results showed; 1-There is a statistically significant difference at the level of (0.5)between the means of the experimental group that used peer tutoring and the one of the control group that used traditional method on the acquisition of some mathematical concepts in post test 2- There is no statistically significant difference at the level of (0.5), between the means of the experimental group that used peer to tutoring the average of the control group that used the traditional method in acquiring some mathematical concepts in post test according to sex variable. Given the results mentioned above, the researcher recommends the use of using peer tarring strategy in the acquisition of mathematical concepts due to its positive effect in developing class interaction between the pupils of special education The researcher suggests using a similar study to know the effect of using peer tutoring stretchy on learning some materials or initiate a study about the effect of using peer tutoring to ring strategy on some variables like social interaction and the stage.

Attitude of Special Education Teachers in Teaching Special Education Integration Program towards Learning Disabilities Students Dyslexia Academic Performances in District Hilir Perak, Perak

This study aimed to review the attitude of Special Education Teachers in PPKI on academic performance dyslexia students in district Hilir Perak, Perak. This study used a survey method using a questionnaire which is divided into three parts. Part A concerns with teacher’s personal information and Section B is about the attitude of teacher and Part C is on the academic performance of students. The sample consisted of 69 teachers around the district of Hilir Perak. Data were analysed using descriptive statistics and statistical inference. T-test and one way ANOVA was used to analyse the research questions are built. The findings showed that demographic factors such as gender, level of education and teaching time showed a significant difference to the level of teacher attitude. Meanwhile, age, length of service and marital status did not show significant differences in the levels of attitude. In addition, correlation tests were also carried out to identify the relationship between the attitudes of special education teachers on the academic performance of Dyslexia students. The findings of the test results showed a correlation coefficient of r = .418 sig = 0.004 where <.05. In conclusion there is a correlation between the attitudes of teachers of special education pupils to academic performance Dyslexia. The positive coefficient r indicates the positive attitude of teachers of special education, the higher the academic achievement of Dyslexia students. The findings also suggest that future studies will help improve the academic performance of Dyslexia students and taking into account the attitude and precision of special education teachers.

SENARIO PEMBELAJARAN TILAWAH AL-QURAN MURID MASALAH PEMBELAJARAN (KEFUNGSIAN SEDERHANA)

Qur’an recitation is one of the components of Islamic Education for special education pupils with learning difficulties. The instruction of the Qur'an recitation for special education pupils is different when compared to average pupils. This paper discusses the Qur'an recitation learning scenario for special needs pupils with learning difficulties of moderate functional learning. Moreover, there are some challenges that teachers need to face in teaching Quran recitation to these pupils. However, the shortcomings of these pupils can be overcome through different learning compared to the natural ones. Therefore, pupils with learning problems will not be neglected in the study of the Qur'an.

Center of Education and Psychological Studies Abstract of Research Titled Curriculum Play and Its Role in Affirm Teaching Subject At The Pupils of Intermediate Stage

The first chapter is identify the research and deals with the problems through Iraqi child expose to several psychological and social problems which limit the motivation of learning in him. As the curriculum depends on the traditional method in lecturing and keeping in heart we see it is necessary to shade light on use the play of learning to aid the pupil to keep the studying subject in his mind . Also the importance of the research appears in that the intermediate stage represents one of the important environments in which education process is cultured in all its dimensions ,characteristics and components .The standard of civilization among the nations is the amount of each mother concern in her children . The objective of the research is to identify importance of curriculum play as a modern teaching method aid in affirm the study subjects for intermediate stage pupils .The research limits were on curriculum making plays in all of intermediate stage for all levels from first to six year .Each concept of curriculum play making ( drama experience) and the term affirming Second Chapter This chapter includes theoretical frame and previous studies :The axies of theoretical frame were : The evolution of teaching games through histories , principles of play making and teaching steps according to strategy of curriculum and characteristics of verbal expressions for pupils of intermediate Also it includes a group of Iraqi and Arabic and foreign studies such : Al-noory study 1999 : ( The Effect of several Teaching Games in Developing Self-Trust And Its Relations With Studying Awards At Intermediate Stage Pupils ) Mustafa Study 2008 : (The Effect Of Use Teaching Games And Figures in Acquiring Some Sport Concepts In Special Education Pupils) . Study of Mustafa Suliman 1991 (The Effect Of Use Teaching Games And Figures in Understand Some Sport Concepts Student –Teacher ) Keen Study 1980 ( The Effect Of Teaching Games in Articulation Of Third, Fourth And Fifth Year Pupils in Intermediate Stage . Third Chapter This chapter deals with curriculum plays making .It includes :Teaching methods , curriculums , teacher , learner .Also it explains aspects of expression I psychology , social ,thinking linguistic communication as well as expression in conversation ,discussion ,story speech words reports and free expression . Fourth chapter The most important conclusions are : It is possible to play making of all curriculums without exceptions . Curriculums play makings considered a medium to introduce human experience and media , education and entertainment method . The most important recommendations are : Curriculum Planners care for play making contain to make the classroom interested for the pupils. The necessity of coordination between Ministry of Education and Ministry of Culture and Media in order to make curriculum making and benefit from mss media in education and in teaching to the highest degree . The researcher makes the following studies : 1-The effect of use curriculum playmaking in motivation of pupils towards English language subject for five year . 2-The play making in enhance patriotic spirit in fifth year student. The researcher

Tantrum Behavior Modification for Autistic Student at Secondary School Using Social Stories Technique

Autistic children have some social problems including weakness in bilateral interaction, communication problems and lack of imagination. The objectives of this study were to examine the effectiveness of social stories technique in reducing the duration of a student autistic tantrum and elimination of the problem tantrum. This study is a case study that builds quantitative behavior classical conditioning theory expounded by Ivan Pavlov and combined with the ADDIE Model. Observations carried out over a period of 20 days to see the effectiveness of social stories technique for changing the negative behavior of autistic students studying in a secondary school. The method of A-B where A represents the baseline phase and B-phase intervention represents. Social stories read to sample every day before the teaching begins within 10 minutes. The results of this study found that social stories technique successfully reduced the tantrum behavior study. However, tantrum behavior is still failing to be completely eliminated, but there is a significant reduction of the behavior. Through this study, it was found the use of social stories can reduce negative behaviors in autistic teenager. It is hoped that this study can serve as a guide and ideas for teachers to diversify the techniques to modify negative behavior among pupils in special education. We hope this study can be uplifting and inspiring teachers that negative behavior autistic students can be changed with the right technique.

Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities

Purpose – The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach – A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings – Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications – A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value – There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design.

The Impact of Socio-Pedagogic Equine-Activities intervention on Special Education Pupils with Neurological Disorders.

Tutkimushankkeen nimenä on The Impact of Socio-Pedagogic Equine-Activities intervention on Special Education Pupils with Neurological Disorders. Tutkimus suoritetaan Helsingin yliopiston Käyttäytymistieteellisessä tiedekunnassa soveltavan kasvatustieteen laitoksella. Tässä tutkimuksessa tutkitaan hevosen ja talliyhteisön avulla tapahtuvaa sosiaalista kuntoutusta ja syrjäytymisen ehkäisyä. Tutkimuksen aihe on poikkitieteellinen (erityispedagogiikka, sosiaalipedagogiikka, psykologia ja antrozoologia). “Talliyhteisö ja hevonen tarjoavat maksimaalisen kokemuksen, joka ei ole verrattavissa muihin, koska se sisältää sekä ainutlaatuisen fyysisen kokemuksen että riemukkaan sosiaalisen ympäristön” (Hart 2000, 94). Vuonna 2002 Kuopion yliopiston koulutus- ja kehittämiskeskuksessa aloitettiin pilottihankkeena uuden interventiomenetelmän täydennyskoulutus, sosiaalipedagoginen hevostoiminta kasvatus-, sosiaali- ja terveysalan ammattilaisille. Menetelmä on Suomessa uraauurtava yhteisöllisyyden ja eläinavusteisen kuntoutuksen kombinaatio, jonka viitekehys lähtee sosiaalipedagogiikasta. Se voidaan määritellä sosiaalisen kasvun ja hyvinvoinnin tukemiseksi hevosen kanssa tapahtuvassa yhteisöllisessä toiminnassa. Sosiaalipedagogiikan työkäytänteet sisältävät kolme elementtiä: toiminnallisuus, yhteisöllisyys ja elämyksellisyys. Se on luova tieteenala, joka edellyttää rohkeutta kokeilla uusia, erilaisia työskentelytapoja. Pedagogisen suhteen kautta mahdollistetaan perusta yksilön muutokselle ja saadaan aikaan uusi elämänorientaatio, ”uinuvan ihmisyyden herättäminen” (Hämäläinen 2002). Tavoitteena on lasten ja nuorten sosiaalisen kasvun ja hyvinvoinnin tukeminen hevosen kanssa tapahtuvassa yhteisöllisessä toiminnassa.Beck ja Katcher (2001) ovat huomanneet lasten tulevan rauhallisemmiksi eläinten läheisyydessä. Tämä rohkaisee käyttämään eläimiä vaikuttavuuden vahvistajina käyttäytymisen ja sosiaalisten taitojen interventio-ohjelmissa. Eläinavusteiset interventiot jaetaan neljään kategoriaan: lemmikkien vierailuohjelmat, eläinavusteinen terapia, hippoterapia ja terapeuttinen ratsastus (All &amp; al. 1999, 49-51). Eläimet ja niistä huolehtiminen antaa lapsille mahdollisuuden oppia hoivaamista (Hanselman 2001, 160). Läheinen dialogisuus, tässä ja nyt -oleminen, hoivaaminen, rauhoittuminen ja eläimen menetys ovat aspekteja koskien lasten ja eläinten välisiä siteitä ja bondingia (Melson 2001, 70). Hevosen käyttäminen kuntoutuksessa on jo useassa maassa pitkään käytetty toimintamalli. Keski-Euroopassa, Yhdysvalloissa sekä Pohjoismaista Ruotsissa ja Tanskassa on talleja, jotka yhteisöllisen ja sosiaalisen kasvun näkökulmasta tekevät työtä lasten ja nuorten syrjäytymiskierteen katkaisemiseksi ja jo syntyneiden vaurioiden korjaamiseksi. Lapset ja nuoret ovat tämän hevostoiminnan piirissä monenlaisten diagnoosien pohjalta Sosiaalipedagogisessa hevostoiminnassa talliyhteisö tiedostaa kokonaisvaltaisen tehtävänsä kasvatuksellisena yhteisönä. Toiminta on turvallisuutta ja vuorovaikutusta herättävä, jonka tavoitteena on vastuullisuuteen ja yhteisöön kasvaminen. Talliyhteisö pyrkii tiedostetusti antamaan vastuuta lapsille ja nuorille, oikeassa suhteessa ikäkauteen ja kehitysedellytyksiin (Koistinen 2005, s. 4-5). Kaikkein vaikuttavin tapa opettaa ja oppia edellyttää kaikkien aistien käyttämistä. Eläinten kanssa toimiminen antaa lapsille sensorisia kokemuksia (Melson 2001, 79-80.) Taatakseen näiden eläinavusteisten ohjelmien laadun, on merkittävää se, ettei eläimiä käytetä hyväksi vaan niitä kohdellaan tasavertaisina kuntoutuskumppaneina (Fredrickson-MacNamara,and Butler 2006, 140). Yhdysvalloissa on viimeisen viiden vuoden aikana tutkittu runsaasti hevosen roolia sosiaalistamis-prosesseissa. Psykologian tohtori Kay Sudekum Trotter (2006) tutki riskilasten ohjausta hevosten avulla. Hän löysi tutkimuksessaan tilastollisesti merkitsevää parantumista koeryhmän kokonaiskäytöksessä, positiivisen käytöksen lisääntymisessä ja negatiivisen käytöksen vähenemisessä. Magnell &amp; al. (2006) tutki hevosavusteisen psykoterapian vaikutusta riskinuoriin. Hänen tutkimuksessaan löydettiin samankaltainen tilastollisesti merkitsevä tulos kokonaiskäytöksen parantumisessa. Lisäksi saatiin tilastollisesti merkitsevä tulos kommunikaatiotaidoissa ja sosiaalisissa taidoissa. Heinäkuussa 2008 tutkija matkusti Yhdysvaltoihin, Washburnin yliopistoon Kansasiin, tapaamaan professori Pamelyn MacDonaldia, joka on tutkinut hevosen vaikutusta sosiaalisessa kuntoutuksessa erityisluokkien parissa. Hänen tutkimuksessaan löydettiin tilastollisesti merkitsevät erot tarkasteltaessa hevostoimintaan osallistuneita ryhmiä yksittäisinä tapauksina. Eräässä ryhmässä saatiin tilastollisesti merkitsevä ero itsetunnon kohoamisessa, toisessa hoivaamisen lisääntymisessä ja aggression vähenemisessä.Ottaessaan vastuuta eläimistä lasten ja nuorten motivaatio ja ymmärrys syvenevät (Melson 2001, 90). Lasten ja nuorten kanssa toimiville aikuisille voidaan antaa kuusi periaatetta, jotka sovellettuina ohjaustyöhön tukevat myönteisen minäkäsityksen muodostumista:- Anna oppilaan kokea, että opettaja tukee häntä.- Anna oppilaiden tuntea olevansa vastuullisia ihmisiä.- Anna oppilaiden tuntea itsensä pystyviksi.- Opeta oppilaat asettamaan realistiset tavoitteet.- Auta oppilaita arvioimaan itseään realistisesti.- Kannusta realistista itsekiitosta (Korpinen 1990).Omanarvontunnetta ja itsetuntemusta voidaan oppia kokemusten ja elämysten kantta. Hevoskokemusten kautta tämä on mahdollista. Sosiaalipedagogisen hevostoiminnan pilottityössään koulupudokkaiden kanssa tutkija muotoili em. periaatteet talliympäristöön sopiviksi:- Ohjaaja on mukana auttamassa alkuun. Annetaan yrittää aina itse, mutta ollaan taustalla valmiina.- Oppilas saa tärkeitä ja merkittäviä tehtäviä (esim. hevosen hyvinvoinnin tai tallin toiminnan kannalta). Hän kokee olevansa tärkeä osa kokonaisuutta.- Oppilaalle annetaan tallilla kykynsä mukaisia tehtäviä, joiden kautta onnistumisenelämykset ovat mahdollisia.- Hevostoiminta suunnitellaan yhdessä oppilaan ja ohjaajan kanssa. Toiminnan tulee olla tavoitteellista, mutta se ei saa ylittää eikä alittaa oppilaan suorituskykyä.- Toiminnan jälkeen käydään se yhdessä läpi. Pohditaan keskustellen asetettujen tavoitteiden kautta miten toiminta sujui. Mietitään mahdollisia muita tapoja toiminnan suorittamiseksi.- Harjoitellaan olemaan tyytyväisiä omaan suoriutumiseen. Opetellaan löytämään arjesta niitä pieniäkin kiitoksen paikkoja. Opetellaan iloitsemaan pienistäkin onnistumisista ja siirtämään tätä iloa hevostoiminnan ulkopuolelle (Kjäldman 2003, 10).Opettajan näkökulmasta hevostoiminta oli mielekäs toimintamuoto koulupudokkaiden motivoimiseksi opiskeluun. Talliympäristö poikkesi perinteisestä kouluympäristöstä antaen mahdollisuuden työstää oppiaineita uudella tavalla. Hevostoiminta avasi uudenlaisen pedagogisen suhteen opettajan ja oppilaan välille. Oppitunnit olivat aidommin vastavuoroisia kuin perinteisessä kouluopetuksessa. Parhainta antia olivat tunne kasvamisesta kunnioitukseen toista kohtaan, luottamuksen lisääntymiseen, vastuullisuuteen, ymmärtämiseen ja kokemusten kohtaamisiin ainutkertaisina (Kjäldman 2003, 20).

The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education

After several failed attempts to rein in the growth of special education, the Dutch government made a start in 1991 with a policy to accommodate pupils with problems in regular education and to put a stop to the growth of special education. This paper examines a large-scale study conducted by our research group at the University of Amsterdam which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. It was expected that the pupils in special education would do better due to the specialist care and individual attention. However, with a few exceptions, few differences were found when comparable at-risk pupils in regular schools were compared with their counterparts in both types of special schools. There was a conspicuously large measure of variability in both regular and special education. All school types had both at-risk pupils who were doing well from an academic and/or psychosocial perspective and pupils whose progress left much to be desired. There is little evidence to support the idea that at-risk pupils make less progress, in either their academic or psychosocial development, in regular schools compared with pupils in special schools. The general assumption that at-risk pupils will do better in special education does not seem to account for its attractiveness. Contrary to the policy theory, the dual system, as it exists in The Netherlands, does not appear to be an obstacle to the provision of adequate care for pupils with special educational needs. However, the policy to equip regular schools to accommodate this category of pupils appears not to be realized as simply as that. It has not proved possible to demonstrate the effects of the varying levels of specialist help provided by regular schools on the development of at-risk pupils.

The Finnish Model of Special Education: a mixture of integration and segregation

Abstract This article examines the development of special education in the Finnish compulsory education system in the 1980s. The main emphasis is on evaluating the extent to which the aim of integrating special education has been achieved. Special education is also evaluated in relation to school level and gender. The main result of this examination is that the aim of integrating special education has only partially been achieved. Integration has been achieved in the sense that part‐time special education is the major form of education. Nevertheless, the amount of pupils involved in traditional types of special education has also continued to increase substantially in the 1980s. Two out of three pupils in special education are still boys, but the proportion of girls has clearly grown in SMA teaching.

Is COUNSELING Necessary for Special Education Pupils?

Is COUNSELING Necessary for Special Education Pupils?

How Shall We Individualize Instruction—Or Should We?

Individualization of instructional programs, a concept deeply ingrained in special education, rests in part on the assumption that some kinds of instruction are better for some students while other kinds are better for other students. In research, differentiation of instruction based on learner characteristics is called “aptitude-treatment interaction.” This article examines various models of aptitude-treatment interaction that guide these studies, with specific reference to individualization of instruction for special education pupils. The examination reveals scant evidence to support the notion of individualization.

Microcomputers in perspective.

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.

A longitudinal comparison of the WISC and WISC-R with special education pupils

A longitudinal comparison of the WISC and WISC-R with special education pupils