Special Education Students Research Articles

Attitude of Preschool Teachers towards Special Educational Needs Students

Attitude of Preschool Teachers towards Special Educational Needs Students

CritSEM: Advancing QuantCrit to Examine Racialized Resegregation in Special Education

The field of education urgently needs research, aligned with QuantCrit, to disrupt the racialized overrepresentation [resegregation] of Black and Latinx students in special education. Our concern about how statistics have been (mis)applied motivated us to consider the possibility of quantitative methods for use in educational research that aims to dismantle white supremacy. Therefore, we developed CritSEM (Critical Structural Equation Modeling) as a methodological intervention for the purpose of telling a Critical Race Counterstory. Specifically, we examined the extent that anti-racist educators can disrupt processes causing the resegregation of Black and Latinx students in special education, using restricted data from the 2011 Early Childhood Longitudinal Study. Our study concludes with a discussion and implications about working toward an anti-racist special education system and applying QuantCrit in advanced statistical methods.

Beyond disability. Are culturally and linguistically diverse (CLD) students overrepresented in the Spanish special education system? An intersectional data-based approach / Más allá de la discapacidad. ¿El alumnado con diversidad cultural y lingüística (DCL) está sobrerrepresentado en el sistema español de educación especial? Un enfoque interseccional basado en datos

In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relative risk index for CLD students in special education. In addition to revealing clear equity gaps, the results also indicate that gender intensifies both oppression and nationality effects, pointing to the existence of a mutable structure of inequality that has a stronger effect on male students from non-European countries, particularly Pakistan and the Dominican Republic. We conclude that educational trends, which remained unchanged during the years comprising the study period, reveal the historicity of educational inequality, confirming its structural, multifaceted and intersectional nature. As a possible means of overcoming the barriers faced by foreign students, we propose a reorganization of the conceptual framework of inclusion from an intersectional perspective.

Perceived Self-Efficacy among Special Education Students Enrolled in a Practical Training Program During the COVID-19 Pandemic in Jordan

The current study aimed to investigate the level of perceived self-efficacy among special education students enrolled in the practical training program during the COVID-19 pandemic in Jordan. The study sample consisted of (150) male and female students from various public and private Jordanian universities, who were purposefully chosen, and enrolled in practical training during the semesters that continued under the pandemic. To achieve the objectives of the study, the descriptive approach and the perceived self-efficacy scale prepared by the researcher were used. The results of the study showed that the level of perceived self-efficacy among students of practical training in the specialization of special education came at a high level; the results also indicated that the level of perceived self-efficacy concerning the employment of modern technology ranked first and at a high degree, while the self-efficacy related to teaching skills and behavior modification, as well as management, communication, and social responsibility came to a medium degree. The results also showed that there are statistically significant differences between the arithmetic averages of the level of perceived self-efficacy among students of field training in the specialization of special education who are registered in Jordanian universities according to the type of university (public/private) on the total degree and all dimensions except for the dimension (management, communication, and social responsibility) and in favor of private universities. The results also showed that there were statistically significant differences between the arithmetic averages of the level of self-efficacy among students of special education according to the type of training and its duration on the total degree and dimensions and in favor of the two training categories (full and continuous semester" and "full and intermittent semester"). In contrast, the results did not show any statistically significant differences between the arithmetic averages of the level of perceived self-efficacy among special education students enrolled in the practical training program during the COVID-19 pandemic in Jordan, according to the student's gender.

International Comparison for Literacy Improvement of Special Education Students: Korea, the U.S., Japan, and Canada

International Comparison for Literacy Improvement of Special Education Students: Korea, the U.S., Japan, and Canada

POLÍTICAS DE INCLUSÃO EDUCACIONAL NA EDUCAÇÃO SUPERIOR

This article discusses inclusive educational policies for students with disabilities in higher education. In methodological terms, documentary research was carried out on the inclusion of public students of special education (PEE) of the IF Goiano, prepared in the period from 2015 to 2022. The focus was to analyze and understand how access, permanence and support has been given to these students enrolled in undergraduate courses. The data were analyzed from a qualitative perspective, establishing axes of analysis based on the research objectives. The results revealed, among other aspects, that the challenges are numerous, among which we can mention the lack of financial and human investments for the support that part of these students need, the absence of effective teachers to act in the support, the lack of clarity of the pedagogical practices accessible to PEE students. Despite these difficulties, the research revealed that the institutional policies aimed at PEE students at the IF Goiano have been translated following the guidelines of federal policies in the area.

General education inclusion of students with significant disabilities: the role of the school-based occupational therapy practitioner

ABSTRACT Since the passage of The Individuals with Disabilities Education Act (IDEA) in 2004, it has been mandatory for disabled children to be educated with non-disabled children within public agencies to the greatest extent possible. While school systems have responded by creating academic and functional programs better suited for educating students with disabilities, they tend to be self-contained environments with limited opportunities for exposure to typical peers throughout the school day. The inclusion of special education students, especially those with significant impairments, is currently not meeting the expectations set forth by IDEA. The reasons for this vary widely and have led to the pervasive restrictive placement of students with extensive support needs (ESN) despite the numerous benefits of inclusive placement presented in available research. This manuscript will compile the existing evidence on the educational placements of significantly disabled students and use it to paint a picture of the current state of inclusion, identify the barriers to its implementation, list the benefits of inclusion for all students, and discuss how occupational therapy practitioners can facilitate, enhance, and expand inclusion of these children. This manuscript serves as a call to action for school-based occupational therapy practitioners to expand their role in this setting by emphasizing their unique skill sets to educators and fully utilizing their strengths to act as advocates for the significantly impaired students they serve.

Positive Behavior Intervention and Support (PBIS) in Teaching English Language in Special Education

This paper delves into the role of Positive Behavior Intervention and Support (PBIS) in managing behavior while teaching English to students with special needs in mainstream classrooms. PBIS is an approach that reinforces positive behavior, creates a supportive learning environment, and addresses behavioral issues. The paper illustrates the way BIS can be used in English classrooms to meet the needs of special education students, enhancing their social interactions and academic performance. The paper reviews existing literature and presents a practical case study to demonstrate that PBIS not only benefits students with special needs but also contributes to a more inclusive and effective educational environment for all students.

The Study of Augmented Reality Typhoon Resilience Education for Elementary Special Education Students: A Case Study in Taiwan

The Study of Augmented Reality Typhoon Resilience Education for Elementary Special Education Students: A Case Study in Taiwan

The Impact of Online Learning during the Covid-19 Pandemic on Academic Outcomes for Newly-Struggling High School Students

The Covid-19 pandemic caused worldwide closures of schools resulting in a sudden shift to online instruction for students. For many students, this shift caused a decrease in academic performance. This study was conducted to explore whether particular demographic variables were associated with decreased academic outcomes for newly-struggling students as well as to determine if there was a relationship between these demographic variables and the frequency of D and F final course grades. Student final course grades were collected from a Midwestern United States high school’s student information system. The data were used to compare academic performance between the fall semester of 2019 during in-person learning and the fall semester of 2020 when the Covid-19 pandemic resulted in school closures and a shift to online learning. Logistic regression analysis was used to answer each of the research questions. The findings from this study suggest that there was a significant relationship between low household income status and status as a newly-struggling student. Additionally this study suggests a significant relationship between low household income status and an increased frequency of D and F final course grades between semesters when compared with sample group peers. Conversely, while special education students did see an increase in frequency of D and F final course grades between semesters it was a significantly lower increase between semesters than their newly-struggling sample group peers.

아이트래킹을 활용한 디지털교과서 인터페이스 주시패턴에 관한 연구 - 청각장애학생들을 중심으로

The Ministry of Education (2023) announced plans to introduce AI digital textbooks in 2025, aiming to provide personalized education and transform the educational paradigm towards interactive, self-directed learning. This study explores interface designs to enhance the immersion of digital textbooks for students with hearing impairments. Digital textbooks should be easily accessible to all users, including younger learners and those with disabilities. They can serve as effective tools to replace private tutoring, particularly for students with disabilities who often progress slower than their peers. The research employed two main methods. First, a literature review on special education students was conducted, analyzing the cognitive characteristics of students with hearing impairments, followed by a preliminary experiment to identify improvements. Second, an eye-tracking experiment analyzed scan paths and fixation times (heat maps). Based on validated data and in-depth interviews, guidelines were established. Findings indicated that students spent significantly more time on image and text areas in the interactive version(D1) of the digital textbook compared to the original version(D). Post-tests verified a positive effect on academic achievement. This study aims to alleviate some of the challenges faced by students with hearing impairments in acquiring English, enabling them to realize their potential and become members of the global community.

ALUNOS COM BAIXA VISÃO E PROFESSORES DURANTE O ENSINO REMOTO EMERGENCIAL

In the context of the Covid-19 pandemic, measures were created to combat the virus, such as social distancing, which caused schools and other educational institutions to suspend their face- to-face activities, adhering to Emergency Remote Teaching (ERT). Adaptations and the use of different teaching strategies in this context were necessary and it was considered relevant to understand how regular class and Special Education teachers and students with Visual Impairment (VI) dealt with the particularities of the ERT. The objective of the present study was to analyze the characteristics of the ERE for students with VI enrolled in elementary school II and high school, during the pandemic. This is a descriptive exploratory research, in which data collection was carried out online, through interviews with a semi-structured script, via Google Meet. The collected data were submitted to textual content analysis, interpreted and organized into categories. Information was obtained on how students with low vision accessed content in remote classes, which platforms were more and less accessible, how teachers acted and remote work, using Google Meet as the main platform for accessing classes. The data allow us to broaden the understanding of the experiences of regular class teachers, Special Education teachers and students with low vision about ERT during the Coronavirus pandemic.

Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

PurposeThis case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.Design/methodology/approachThis study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.FindingsThe findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.Originality/valueThis case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Enhancing Mastery of Basic Coloring Skills Using the SGG Technique Among Special Education Students with Learning Disabilities

Enhancing Mastery of Basic Coloring Skills Using the SGG Technique Among Special Education Students with Learning Disabilities

Сomparative characteristics of the physical development of secondary special education students according to different types of the autonomic nervous system

Сomparative characteristics of the physical development of secondary special education students according to different types of the autonomic nervous system

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.

Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Building Inclusive Narratives: Methodological Strategies for Creating Stories in Teacher Trainingand University Outreach

The presented methodological and interdisciplinary experience implies a synergy between teaching and university extension at the National University of Costa Rica. The main purpose is to develop learning experiences that foster collaboration, recognition of diversity, and disciplinary encounters in initial teacher education. A total of 48 fourth-level students in Special Education and third-level students in Preschool Education, organized into 12 mixed groups of four individuals each, participated in this initiative along with academic-extensionists from the project "Literacy: A perspective for the construction of inclusive reading environments". The pedagogical proposal is based on the methodology systematized by teacher Oscar Jara, but it is adapted and enriched through three key moments: the initial experience of training in "creating inclusive stories", the interdisciplinary itinerary, and the resulting reflections. During six in-person pedagogical meetings at UNA, aspects of language development were addressed from an interdisciplinary perspective, with an emphasis on Universal Design for Learning (UDL). The result was the creation of 12 inclusive stories, developed according to the principles of UDL. Through workshop dynamics and reflections, the feelings and thoughts of the participants were reconstructed, thus enriching the initial teacher training experience with an interdisciplinary approach. It is worth noting that this experience enhances the formation of the professional profile, promoting reflective skills, respect, dialogue, and joint construction, in line with regulations on inclusive education and early childhood. In conclusion, this initiative demonstrates how university teaching can promote the training of future professionals committed to inclusion and respect for diversity, through interdisciplinary approaches that foster a deeper and more coherent pedagogical practice with the current demands of the educational field.

통합교육 지원 순회교육 실태 및 요구 조사

The purpose of this study is to analyze the current state of operation and demands for a better direction as itinerant education for supporting integrated education is legally enacted. To this end, focus group interviews (FGI) were conducted with special education teacher. These teachers were in charge of integrated education support itinerant education for special education students attending schools without special classes at special education support centers of all local education support offices under the Seoul Metropolitan Office of Education. As a result of the completed interviews, five major themes, 16 minor themes, and 54 meaning units were derived. Based on the research results, directions for better integrated education support and itinerant education were discussed and suggested.

A Study on Change Process of Career Planning in Career Exploration Program Using Educational Drama for Middle School Special Education Students With Developmental Disabilities

A Study on Change Process of Career Planning in Career Exploration Program Using Educational Drama for Middle School Special Education Students With Developmental Disabilities

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.