Special Education Settings Research Articles

The Concept And Role Of Teacher Personality For Children With Special Needs In The Perspective Of The Qur'an

Teacher personality is a crucial competency, significantly shaping their influence on students, particularly those with special needs who, despite limitations, deserve quality education to reach their potential. Teachers play a central role beyond instruction, nurturing the inherent capabilities in each child. According to Indonesia’s National Education System Law (UU SISDIKNAS), all children, including those with specific needs, are assured equal access to quality education, promoting development, knowledge, and active participation. Effective teaching relies not only on professional skills but also on personal character. This article examines the Qur'anic perspective on teacher personality, focusing on traits essential for special education teachers working with students with disabilities. Using a qualitative approach, the study includes content analysis of Qur'anic verses, interviews, and observations from special education settings to construct a framework of ideal teacher qualities, such as patience, compassion, integrity, and justice. Data Analysis Model The data obtained was analyzed using the Miles and Huberman qualitative analysis model. Findings reveal that these traits foster inclusive, supportive learning environments, enhancing student engagement, emotional well-being, and academic progress. The study highlights the need for Qur'anic values in teacher training, especially in special education, suggesting that character-based development benefits teaching effectiveness and enriches the learning experience. Policymakers and educational institutions may utilize this framework to strengthen recruitment, training, and professional development, ensuring educators embody values that positively impact students with special needs. Appendices provide selected Qur'anic verses, their interpretations, and applications in teaching practices.

ICoaching the coach: building capacity with embedded evidence-based practice implementation support

PurposeThe purpose of this study was to investigate the effectiveness of iCoaching during reading intervention. An interventionist received mentoring support to implement iCoaching. The goal of the study was to increase teacher-delivered, behavior-specific praise (BSP).Design/methodology/approachUsing a single-case multiple-probe design across participants (Gast, 2010; Horner and Baer, 1978), iCoaching was implemented in a two-part package of (1) professional development (PD) and (2) live iCoaching sessions where three teachers received preemptive coaching comments to increase BSP delivery during reading intervention. Visual analysis identified changes in teacher behavior.FindingsFindings demonstrated the iCoaching intervention package increased teacher knowledge and implementation of evidence-based practices (EBPs; i.e. BSP) during tiered reading intervention groups. Most student participants made gains in reading skills (accuracy, words per minute and composite score) across the areas measured.Research limitations/implicationsTeacher absences, observation scheduling, an ongoing global pandemic, IEP meetings during intervention time, and other changes in the schedule were limitations of this study. The first set of earbuds lost the audio signal several times, and researchers lost the ability to hear the instruction occurring in the classroom; the earbuds were replaced by the first intervention phase.Practical implicationsPrevious iCoaching literature demonstrates iCoaching provides implementation support for EBPs learned in PD. Peer coaching can have a positive impact on EBP implementation when iCoaching is non-evaluative, which supports teachers with EBP implementation with minimal disruption to teaching.Originality/valueThis manuscript extends iCoaching research (Randolph et al., 2020, 2021) from small group special education settings to general education intervention groups. Additionally, research shows iCoaching can be extended with mentoring.

Investigating the Adoption of Virtual Libraries by Police Academies in Indonesia: An Enhanced TAM Model Aligned with the SDGs

The evolution of digital technology has changed the educational landscape, with virtual libraries becoming essential in the modern learning environment. The study investigates the adoption of virtual libraries among Indonesian police academies, where cadets need access to resources that support theoretical and practical training needs. This study aims to evaluate the relationship between perception of ease of use (PEOU), perception of usability (PU), external aspiration (EA), and alignment with Sustainable Development Goals (SDG) 4 in shaping cadets' intentions to use virtual libraries. Using an enhanced Technology Acceptance Model (TAM) framework, this quantitative study analyzed data from 140 cadets through structural equation modeling to examine the direct and indirect pathways of adoption intent. The findings revealed that PU significantly influenced adoption intentions, while PEOUs played a smaller role, suggesting that cadets prioritized the practical benefits of virtual libraries. However, neither the PU nor the PEOU mediates the relationship between EA, SDG alignment, and adoption intent, which suggests that external aspirations and SDG alignment alone are not enough to encourage cadet adoption in the absence of perceived direct benefits. These findings highlight the complex nature of technology adoption in special education settings, which emphasizes the need for tailored resources aligned with the cadet's operational and academic goals. The study contributes to the TAM literature by combining sustainability and aspiration dimensions, which offers insights for academy administrators and policymakers to improve the relevance of virtual libraries. To encourage adoption, the study recommends designing content that addresses cadet-specific training needs. Future research may explore the role of institutional support and longitudinal assessments to capture evolving perceptions of virtual libraries, further informing sustainable practices in police training.

Costly involved? An examination of latent motivational profiles in physical education

ABSTRACT Situated Expectancy-Value Theory (SEVT) posits that expectancy for success, task value, and perceptions of cost are pivotal motivational factors influencing learning in a specific educational setting. The purpose of this study was to examine the profiles of expectancy, value, and cost beliefs pertaining to participation in physical education. Additionally, this study aimed to explore the longitudinal associations between these belief profiles and students’ demographics (gender, grade), class engagement and cardiorespiratory fitness throughout a school year. A total of 455 students from two urban public middle schools in China participated in this study, with latent profile analyses employed for the analysis. Three distinct profiles were identified: a high cost with moderate attainment value profile, a high expectancy-value with moderate effort cost profile, and a moderate mixed motivation profile. Further analyses demonstrated associations between gender and grade level with latent profile memberships (b = 1.13, SE = .31, p < .01). The high expectancy-value with moderate effort cost profile exhibited higher initial class engagement compared to the other two profiles (χ²(2) = 18.74, p < .01), while the decline in cardiorespiratory fitness over time was most pronounced in the high cost with moderate attainment value profile (χ²(2) = 5.10, p < .05). This study enhances our comprehension of the amalgamation of various motivational beliefs within student groups and emphasises the importance of taking into account diverse perceptions of cost. Tailored support may be crucial for students with differing motivational beliefs to foster continuous development in physical education.

A Systematic Review of Motivational Factors in Developing Speaking Skills Among Indonesian EFL Learners

This systematic review aims to identify the key motivational factors that influence the development of speaking skills among Indonesian English as a Foreign Language (EFL) learners. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, five studies were selected for in-depth analysis. The methodology involved the identification, screening, and thematic analysis of research focusing on motivational factors affecting speaking proficiency. The results indicate that both internal factors—such as self-confidence, personal satisfaction, and integrative motivation—and external factors—including teacher support, classroom atmosphere, task structure, and instructional media—play crucial roles in enhancing learners’ motivation to participate in speaking activities. The novelty of this study lies in its focus on the Indonesian EFL context, offering a comprehensive overview of how these motivational factors intersect in this specific educational setting. The study contributes to the field by providing practical recommendations for educators, suggesting that a balanced focus on internal drives and supportive external environments is essential for improving speaking proficiency among Indonesian EFL learners. This review thus highlights the importance of addressing both personal and environmental factors to foster greater participation and confidence in speaking activities.

Motivation through solidarity

The aim of this study is to describe and discuss the unique motivational characteristics of adult immigrants and refugees learning Greek as a second language, characteristics related to the concept of investment in second language learning, based on the results of a qualitative study carried out in non-formal educational settings. Seventeen (17) participants attending Greek lessons in non-formal educational settings in Athens, Greece, were interviewed through semi-structured interviews. The data obtained was analysed using thematic analysis. The students were asked about the reasons they are learning Greek and what motivates them to invest in studying the language. The results of the thematic analysis show that the main motives driving the participants to invest in learning Greek in the research settings were threefold: instrumental, integrative, and related to the L2 learning environment. Learning Greek was considered as a chance that could lead to greater job opportunities, empowerment, and greater integration into the host society. Additionally, the results highlight the fact that the atmosphere in the specific educational settings being very friendly and relaxed was very important for the participants and enhanced their desire to invest in learning Greek in the specific settings. Finally, the social aspect was also significant for the immigrants and refugees, who considered participation in the classes as a means of greater socialisation with both locals and other immigrants. The study highlights that non-formal settings are better suited to migrants/refugees’ learning needs and can promote the social inclusion of vulnerable groups and their integration into the host society.

“When Father Christmas Is the Gaslighter”

The article is written with, by, and for (m)others whose children have been labelled as having “special educational needs” (SEN). The term (m)others is used to pay attention to the continued impact of the gendered nature of care for (disabled) children at the level of the individual, but also to recognize gender as a social construct, and the many ways of being a (m)other (Anderson). The broad aim is to explore the ways in which special education systems across the global North construct (m)others of disabled children as “mad.” This discussion is timely given the high levels of conflict between parents/carers and global North special education systems in contemporary times. The article explores “madness” as a mechanism of social control produced in special education systems by paying close attention to “intimate encounters” between (m)others and practitioners that occur day-to-day in (special) education settings. The developing analysis is shaped by the concept of “gaslighting,” which offers a useful framework both for understanding deeply affecting and effecting “intimate encounters” between (m)others and practitioners, and for exposing the operations of power in special education systems. The conclusion reflects on what new understandings of (m)others’ madness have been revealed and how they have the potential to (re)shape practice.

Implementing assessment protocols in compulsory school for students with intellectual disabilities: challenges and opportunities for teachers educating students with intellectual disabilities

PurposeThis study investigates the impact of integrating structured assessment protocols within the Japanese lesson study (JLS) framework in Swedish Compulsory School for Students with Intellectual Disabilities (CSSID). The purpose is to explore whether such integration can enhance teachers’ professional certainty in assessing and supporting students with intellectual disability (ID), aligning educational practices with inclusive legislative mandates.Design/methodology/approachThe study utilized structured assessment protocols during lesson study cycles, where teachers observed and discussed research lessons based on predefined learning objectives. Data were collected through questionnaires, assessment protocols and post-lesson discussions, then analyzed using narrative and descriptive statistical methods.FindingsThe integration of structured assessment protocols in lesson studies enhanced teachers’ focus and clarity in assessing and supporting students with ID, improving their perceptions of student engagement, interest and understanding. However, challenges in adapting the protocols to varied teaching contexts and student needs limited the overall impact on professional certainty.Practical implicationsThis study examines the adaptability of integrating lesson study with assessment protocols in special education settings. It demonstrates that structured assessment protocols used within the lesson study process provide a common focus on academic achievements for students with ID.Originality/valueThis study contributes to the field by demonstrating the potential of modifying traditional lesson study approaches to include structured assessment protocols, particularly in the context of special education. It highlights the need for ongoing professional development and sustainable assessment strategies that support the diverse learning needs of students with ID.

A Training Person Need Analysis for Music Teachers Readiness to Teaching Music Vocational for Visually Impaired Student: A Review

Music vocational is a programme that provides students with work, networking and learning activities outside of school through music performance or other musical activities that encourage students to gain some experience in a music industry job setting. However, music vocational education is still developing and is currently trying to reach students with special needs through special schools. The standardised skills that are commonly used and developed in society need to be understood and practised by children with special needs, especially the visually impaired students. However, its programme some case not being executed by the relevant teachers background. This study aims to examine the need for relevant music teachers for the implementation of music vocational training programmes in special education settings. Literature study on this study to explain the standard specifications of music vocational education and training teachers and how to implement vocational or specialised music learning for visually impaired students. The qualitative data show that vocational music education requires teachers with at least two years' experience and knowledge of music and the music industry, as well as several strategies for teaching visually impaired students in vocational music programmes that are directed towards self-determination in preparation for possible future careers.

Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea

This study investigates the perspectives of key stakeholders—teachers, principals, and parents of students with disabilities—regarding the 2022 Revised Curriculum, which integrates sustainability and climate change education into the Creative Experiential Activity (CEA) curriculum in special education. It focuses on their perceptions and needs for improving CEA to reflect hands-on learning and sustainable development goals (SDGs), particularly in areas like ICT integration and social inclusion. Through a focus group interview (FGI) and the KJ method of analysis, key themes were derived and organized into six levels to structure the transcripts. The teacher group identified 69 perceptions and 73 needs, with main themes related to ‘extracurricular operation status’, ‘evaluation of extracurricular activities’, and ‘experience activities’. Their needs highlighted ‘suggestions for the revised curriculum’ and ‘expectations for new activities’. The school expert group recognized 37 issues and expressed 74 needs, focusing on incorporating ICT and SDGs, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) into the revised curriculum. The parent group, with 58 recognitions and 56 needs, expressed perceptions of extracurricular activities in terms of ‘related knowledge’, ‘negative emotions’, ‘school status’, and ‘positive attitude toward their child’s participation’. Their primary needs included ‘request for student guidance’, ‘expectation for successful social integration of children (SDG 3: Good Health and Well-being)’, and ‘opportunities for participation in education’. Furthermore, this study addresses gaps previously unexamined in the field of special education by analyzing the distinctive needs of special education settings and proposing concrete solutions to address these unmet needs. The findings underscore the necessity of tailoring educational content to the diverse needs of students with disabilities, promoting inclusive practices that align with SDGs and reflect the evolving educational landscape in special education.

Students with dyslexia and bilingual students: teachers’ beliefs and attitudes on meeting their needs

ABSTRACT This study explores how teachers perceive the distinct educational needs of bilingual students and students with dyslexia in formal education. Bilingual students with a migrant background often face learning difficulties due to challenges in academic language skills. In the Greek context, it has been observed that teachers may misinterpret these difficulties as dyslexia, which results in bilingual students being expelled from mainstream classes and (mis)placed in specialised education classes intended for students with learning disorders. The current research investigates teachers’ awareness and understanding of this phenomenon, specifically focusing on the tendency to misidentify language-related challenges in bilingual students as dyslexia. The study reports on 123 secondary school teachers’ beliefs and attitudes regarding the relationship between bilingualism and dyslexia. Based on our findings, the teachers generally refer bilingual students with a migrant background to special education settings without proper substantiation because of their own inefficiency in handling bilingualism in the classroom. The findings suggest the necessity of reorienting relevant educational policies and offering adequate training to teachers on both bilingualism and dyslexia.

Understanding EMI and CLIL: Literature review

Exploring educational contexts, this literature review examines the distinctions between English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL). While both instructional styles aim to enhance language proficiency alongside subject knowledge, they also exhibit distinct pedagogical approaches, objectives, and implementation strategies. The main emphasis of English-Medium Instruction is on delivering material, with a secondary focus on developing language skills. Content and Language Integrated Learning effectively combines subject and language goals, ensuring thorough integration of both aspects. This review meticulously analyses recent studies to provide a comprehensive understanding of the nuanced differences and similarities between EMI and CLIL. Employing a systematic approach, various academic databases, such as Scopus, Web of Science, ERIC, Google Scholar, and JSTOR were exhaustively searched using targeted search terms to identify pertinent research published from 2010 to 2024. The findings illuminate various aspects of each approach, offer valuable insights for educators, policymakers, and researchers, and highlight the implications for teacher training and institutional support. It emphasizes the importance of a profound understanding of these instructional differences to make well-informed decisions tailored to specific educational settings and goals. Such knowledge is crucial for contributing to the evolving discourse on bilingual and multilingual education strategies and enhancing educational outcomes in diverse learning environments.

Using publicly available UK datasets to identify recruitment sites to maximise inclusion of under-served groups: three case studies

Background There is strong evidence that those recruited into studies are not always representative of the population for whom the research is most relevant. Development of the study design and funding decisions are points in the research process where considerations about inclusion of under-served populations may usefully be made. Current practical guidance focuses on designing and modifying participant recruitment and retention approaches but an area that has not been addressed is recruitment site selection. Methods We present case studies of three NIHR funded trials to demonstrate how publicly available UK population datasets can be used to facilitate the identification of under-served communities for inclusion in trials. The trials have different designs, address different needs and demonstrate recruitment planning across Trauma centres, NHS Trusts and special educational settings. We describe our use of national freely available datasets, such as those provided by NHS Digital and the Office for National Statistics, to identify potential recruitment sites with consideration of health status, socio-economic status and ethnicity as well as clinical and risk factors to support inclusivity. For all three studies, we produced lists of potential recruitment sites in excess of the number anticipated as necessary to meet the recruitment targets. Discussion We reflect on the challenges to our approach and some potential future developments. The datasets used are all free to use but each has their limitations. Agreeing search parameters, acceptable proxies and identifying the appropriate datasets, then cross referencing between datasets takes considerable time and particular expertise. The case studies are trials, but the methods are generalisable for various other study types. Conclusion Through these exemplars, we aim to build on the NIHR INCLUDE project, by providing trialists with a much needed practical approach to embedding EDI into trial design at the grant application stage.

Implementasi Algoritma Teorema Bayes Dengan Pemodelan UML Untuk Mendiagnosis Tingkatan Gangguan Autisme Di SLB Pelita Hati

Autism, as a complex developmental disorder in children with special needs, involves delays in aspects of cognition, emotion, behavior, and social interaction. This research proposes an innovation by applying UML modeling and Bayes Theorem Algorithm to detect the level of autism disorder in Sekolah Luar Biasa (SLB) Pelita Hati. The SLB environment, faced with limited human resources and an increasing number of students, is a major challenge. The developed expert system provides an efficient solution with quick recommendations, reduces the expert's workload, and increases the detection accuracy of autism disorders. The expert approach with Bayes' Theorem provides an accurate insight into the complexity of autism disorders. Bayes' theorem is used to calculate the probability of events based on relevant observations. The application of UML modeling in the design of the expert system proved successful, producing an effective solution to support the diagnosis and treatment of autism disorders in SLB Pelita Hati. The results showed an accuracy of 94%, signifying a heavy level of confidence, with therapy recommendations such as Physiotherapy Therapy, Speech Therapy, Remedial Therapy, Cognitive Therapy, and Game Therapy, Occupational Therapy, Sensory Integrity. This research makes an important contribution in addressing the challenges in autism diagnosis approaches in special education settings.

Ta'zîzu Dâfi'iyyati Thullâbi Riyâdh al-Athfâl li Tathwîri Mahârât al-Lughah al-'Arabiyyah al-Syafawiyyah min Khilâli Barâmiji al-Ta'lîm al-Mukatstsaf

This research study was motivated by several key factors. Firstly, the Arabic language holds great religious and cultural significance in Indonesia, as it is a core component of Islamic identity and practice, particularly in the context of Quranic education for children. However, many students at Quranic preschools struggle with developing proficiency in spoken Arabic. Additionally, educational literature emphasizes the critical role of student motivation in facilitating effective language learning outcomes. Therefore, it was important to investigate the factors influencing students' motivation to learn Arabic in this specific educational setting. Moreover, most prior research in this field has been conducted in non-Indonesian contexts, necessitating localized studies to explore the nuances of the Indonesian educational dynamics. Ultimately, this research aimed to help address the gaps in the existing body of knowledge around Arabic language instruction in Indonesian Quranic preschools. The researcher employed a quantitative approach and simple linear regression to analyze data collected from interviews, observations and questionnaires. Statistical tests of validity, reliability, normality, linearity and correlation were performed on the questionnaire data using SPSS. The iresults ishowed ithat iintensive Arabic classes had a significant effect on students' motivation to learn speaking skills, as idemonstrated iby ia ip-value iof iless ithan i0.05. Regression analysis further reported that these classes influenced motivation by 33.1%, as indicated by the R-squared value. Therefore, the intensive language exposure appeared to positively impact the kindergarteners' drive to develop their Arabic communication abilities.

Non-Suicidal Self-Injury among Adolescents: Effect of Knowledge, Attitudes, Role Perceptions, and Barriers in Mental Health Care on Teachers' Responses.

Non-suicidal self-injury (NSSI) involves the deliberate harm of one's body without the intent to commit suicide and is particularly concerning among adolescents. Teachers play a critical role as gatekeepers in identifying and addressing self-harm, underscoring the importance of their knowledge and response strategies in this area. This study explored how teachers' knowledge, attitudes towards NSSI, perceived roles, and workplace barriers affect their responses to students exhibiting NSSI behaviors. A cross-sectional survey was conducted among 203 middle and high school teachers in Israel. Data were collected during July and August 2023 using six validated questionnaires. Higher levels of teacher knowledge, positive attitudes, and strong role perceptions correlated with more effective responses to NSSI, whereas increased workplace barriers tended to diminish response efficacy. Positive correlations emerged between role perception and both knowledge and attitudes, whereas negative correlations emerged between workplace barriers, attitudes, and role perceptions. Teaching experience moderated the impact of role perception and workplace barriers on responses. Significant differences were observed between regular and special education settings, although no differences were noted in referral rates or years of seniority. These findings suggest that enhancing teacher knowledge and attitudes towards NSSI, while addressing workplace barriers, can improve response efficacy in educational settings.

Family cohesion and its relationship to the level of ambition among high school students

Introduction. By investigating family cohesiveness and student ambition in the Karak Educational Directorate, this study sheds light on how family dynamics affect high school students' ambitions. In a specific cultural and educational setting, it examines the intricate relationships between family togetherness and student ambition. The study's regional focus makes it stand out; it furthers our understanding of how families affect adolescents' growth and development and provides helpful data for educational policymakers in similar circumstances. The study aimed to explore family cohesion and its relationship to the level of ambition among high school students in the Karak Educational Directorate and the effect of the variables (gender and academic field) on them. Study participants and methods. This study used the descriptive correlational approach, and the sample consisted of (858) high school students in the Karak Qassabah district. After developing them and verifying their validity and reliability, the family cohesion and ambition level scales were used. Results. The study indicated that high school pupils in the Karak Educational Directorate had an average degree of family cohesion. The areas of communication and empathy had the greatest average scores (3.93), while intellectual stability and conformity had the lowest (3.51). On average, we got 3.66. The pupils demonstrated a high degree of ambition, with an average score of 3.74 indicating a range from a high of 3.89 for optimism to a low of 3.62 for tolerance for frustration. There was a strong positive association (r=0.572) between ambition and family cohesiveness. Regarding the correlation between family unity and aspirations, gender disparities benefitted women, whilst in the realm of academia, they favored students majoring in science. Practical significance. The study highlights the significant impact of family dynamics on students' aspirations. As a result, it's clear that teenagers whose families are generally cohesive have high levels of academic ambition, highlighting the importance of parental encouragement in this important life transition. The results offer important information for parents, teachers, and lawmakers, especially on the gender and academic speciality differences in family cohesiveness and aspirations. In order to inspire and motivate high school pupils, this study stresses the importance of supportive home settings and individualised educational plans. Future efforts to improve students' educational and personal development through family involvement might use this research as a basic reference.

Evaluating the Efficacy of Tablet-Based Assistive Technology in Saudi Special Education Settings

Evaluating the Efficacy of Tablet-Based Assistive Technology in Saudi Special Education Settings

Unveiling frustration: an exploration of principals' frustration in special education schools for complex disabilities

PurposeThe study aims to explore the diverse meanings and sources of frustration among Israeli principals working in special education settings. The study poses two questions: 1. What are the perceived expressions of frustration among principals working in the context of special education? 2. What are the perceived sources of frustration among principals working in special education settings?Design/methodology/approachA total of 17 semi-structured interviews were conducted with principals working in special education schools for complex disabilities to investigate perceived expressions and sources of frustration.FindingsThe study identified four themes through data analysis: helplessness regarding the children, helplessness regarding bureaucratic aspects, frustration from conflicts and disappointment and frustration from feeling alone.Originality/valueDespite the extensive acknowledgment of emotions and feelings in the context of educational leadership, the experience of work frustration among special education school principals has not been explicitly investigated. This research provides empirical insights into the nuanced experiences of frustration among special education principals, offering both empirical and practical implications for understanding and addressing this critical aspect of their work.

“We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID‐19

AbstractWith the increase of special schools in UK and around the world, this study seeked to explore in‐depth the reality of practitioners working with children with SEND in specialist settings throughout the COVID‐19 pandemic. Utilising semi‐structured interviews with 11 special school teachers and leaders, this study found that professionals working in specialist settings experienced parental conflict, challenges related to personal life and working arrangements during this time, and highlighted concerns and opportunities for the future and sustainability of the SEND system. The professionals highlighted some essential components needed to support the development of meaningful careers and the reduction of attrition in the sector such as an increase in pay and greater appreciation of the role. This study has implications for policy and practice in a time of uncertainty pre‐election and during national crises such as high teacher turnover coupled with low teacher recruitment.