Special Education Settings Research Articles

Vaccinating Adolescents With Intellectual and Developmental Disability at School: An Opportunity to Promote Supported Decision Making.

Internationally, vaccination rates among adolescents with intellectual and developmental disability (IDD) are lower than those of the general population. Little research has addressed this issue. This study investigates the experiences of vaccinating adolescents with IDD in special education settings in Australia, with a focus on student engagement. Semistructured interviews and focus groups were undertaken with 50 stakeholders involved in the school vaccination program. Data was analyzed thematically using a framework approach. We identified five themes: lack of student engagement, practices discouraging engagement, practices fostering engagement, lack of vaccination protocol adjustments, and lack of disability-specific nurse training. Nurses' limited knowledge and skills in engaging students with IDD can result in unethical practices, students feeling excluded from vaccination decisions, and students being traumatized by negative treatment experiences. Clinical protocols lack guidance and reasonable adjustments to provide inclusive vaccination services. Supported decision making could provide more inclusive school vaccinations, more positive vaccination experiences, and higher vaccination rates among adolescents with IDD.

Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers.

Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired and with a supervising practitioner who is trained in special education.

Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review

This study explores the use of digital simulations in STEM education, addressing the gap in systematic reviews synthesizing recent advancements and their implications for teaching and learning by focusing on their impact on learning outcomes and student engagement across general and special education settings. The review includes 31 peer-reviewed empirical studies published in the last five years, sourced from ERIC, Scopus, and Web of Science, and adheres to the PRISMA methodology to ensure transparency and rigor. The findings reveal that interactive simulations are the most widely used type of digital tool, accounting for 25 of the 31 studies, followed by game-based simulations and virtual labs. Quasi-experimental designs dominate the research landscape, often employing pre- and post-tests to evaluate intervention effectiveness. While inquiry-based learning emerges as the most frequently implemented instructional strategy, hybrid and simulation-based approaches also feature prominently. Despite the evident benefits of digital simulations in enhancing conceptual understanding, engagement, and problem-solving skills, research gaps remain, particularly regarding their application in primary and special education contexts. This review underscores the need for diverse research methodologies and broader population studies to maximize the potential of digital simulations in STEM education.

Introduction

This issue seeks to confront the challenge encapsulated in the notion of Special Education. This is a challenge which has been with us from before the days of compulsory education, intensified with the arrival of formal schooling for the masses and took on a new dimension as calls for inclusive education began to grow. It is about how we support people who have sensory, intellectual or physical characteristics that are marginalised by society and who face additional everyday challenges as part of their lived experience. Across all countries, similar numbers of children associated with such characteristics spend at least 80% of their time outside of the regular classroom, even in those systems which claim to have closed special education settings (E.g: EASNIE, 2024; Anastasiou et al, 2015).

Application of TEACCH method to sharpen life skills in children with autism.

Background : The prevalence of autism in Indonesia has risen significantly in recent years, requiring targeted interventions to address developmental challenges. Special education institutions like TKLB River Kids play a crucial role in equipping autistic children with essential life skills to enhance their independence and quality of life. The TEACCH (Treatment and Education of Autistic and Associated Communication Handicapped Children) method has been widely recognized for its structured approach tailored to the unique needs of autistic individuals. This study examines the implementation of the TEACCH method at TKLB River Kids to explore its impact on developing life skills among autistic children.Aim : The study aims to analyze the application of the TEACCH method in honing life skills among autistic children at TKLB River Kids, identifying the influencing factors and the outcomes of this intervention.Method : This qualitative study employed a case study design to deeply explore the implementation of the TEACCH method. Data collection involved a one-month observation, interviews with three teachers and one therapist, and documentation analysis at TKLB River Kids. Triangulation techniques were used to validate the data, and Miles and Huberman's interactive model was applied for analysis.Results : The findings reveal that the TEACCH method, utilizing visual schedules, independent work systems, and structured task organization, significantly improved life skills such as self-care, communication, motor development, and social interaction. Internal factors like children’s motivation and cognitive abilities, as well as external factors including parental support and the availability of visual aids, influenced the program’s success. Improvements in emotional regulation, task completion, and independence were observed, with parents and educators reporting reduced stress and enhanced family dynamics.Conclusion : The structured implementation of the TEACCH method at TKLB River Kids has effectively fostered independence and life skills development in autistic children. The collaborative approach involving schools and families highlights the potential for broader application in special education settings, offering a sustainable model for enhancing the well-being of children with Autism Spectrum Disorder.

Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in Special, General, Gifted, and Bilingual Education Settings

ABSTRACT Autonomy is a major predictor of post-secondary education, social-emotional well-being, and positive life outcomes. Autonomy-supportive learning environments are crucial for increasing students’ behavioral, emotional, and cognitive engagement as well as preparing students for successful post-secondary outcomes. The direct teaching of autonomous learner skills is not part of the general or special education curricula. Teacher beliefs and perceptions are associated with the level of autonomy-supportive practices put forth in the classroom. Therefore, the purpose of this study is to examine the direct and indirect effects of teachers’ perceptions concerning the importance of autonomy-supportive teaching, their capacity to execute autonomy-supportive teaching behaviors, and their perceptions of their student’s ability to engage in autonomous behaviors on teachers’ self-reported implementation of autonomy-supportive teaching behaviors. This study examined teachers’ perceptions in general, special, gifted, and bilingual education settings. Results indicate that teacher beliefs and perceptions are significant antecedents of employing autonomy-supportive teaching behaviors.

THE RELATIONSHIP BETWEEN THE CLASSROOM MANAGEMENT SKILLS, SELF-EFFICACY, AND CURRICULUM LITERACY LEVELS OF TEACHERS WORKING IN SPECIAL EDUCATION SCHOOLS

The significance of special education has been on the rise recently. Considering this trend, there has been a growing interest in studying the abilities and attributes of teachers working in special education institutions. This study explored the connection between classroom management skills, self-efficacy beliefs, and proficiency in curriculum among teachers in special education settings. Employing a correlational, quantitative research model, this study involved 421 teachers from special education schools. The classroom management skills scale, teacher self-efficacy belief scale, and curriculum literacy scale, conducted online in the spring of 2021, were used to collect data. Statistical analyses included Pearson correlation analysis. After calculating the correlation between the variables, multiple regression analyses were employed. The findings revealed a moderate positive correlation among the three variables. Furthermore, it was established that teachers' self-efficacy beliefs and curriculum literacy significantly predicted 38.6% of their classroom management skills. Enhancing teachers' self-efficacy beliefs and curriculum literacy is beneficial for improving their classroom management abilities.

Supporting all learners through high quality early childhood curricula: STREAMin3 implementation across Virginia

IntroductionCurricula are an essential component of high-quality early learning experiences. Unfortunately, many early childhood educators face challenges in accessing evidence-based curricula, and implementation fidelity to curriculum is often poor without aligned support, including professional development for educators. This is especially true for educators within family day homes and private programs, who receive the lowest pay, struggle to access meaningful support, and leave the profession at high rates, compared to publicly funded programs.MethodsIn this paper, we describe the STREAMin3 birth-to-five curriculum model. We focus on describing how the curriculum model is intended to be used program-wide in infant, toddler, and preschool classroom, how the curriculum components support social, emotional, and academic skills, and how the aligned and embedded professional development model is designed to build educator capacity. We then present implementation data from the scaling of STREAMin3 during 2022 to 2023 in over 2,000 early childhood education classroom settings in Virginia that received state or federal funding.ResultsWe found that educators used and enjoyed the curriculum. Educators at private programs and family day homes reported higher satisfaction, compared to those at public programs and in early childhood special education settings. On average, educators reported implementing curriculum components two to three days a week.DiscussionWe discuss implications, including the need to support educators across settings as curricula and other initiatives are implemented at-scale across states. We discuss the need for future research to explore approaches to increase educator engagement and implementation, with attention to the unique needs of different program types.

Exploring the Role of Early Diagnosis of Hearing Loss in Children and Its Impact on Educational Outcomes, Language Development, and Social Integration in Special Education Settings

The study explores the impact of early diagnosis of hearing loss on children's educational outcomes, language development, and social integration in special education settings. The research involved 150 children with early hearing loss, comparing the differences between early diagnosis (0-2 years) and late diagnosis (more than 2 years after birth). A quantitative research design was employed, using standardized test scores, teacher assessments, speech development tests, and social interaction surveys for data collection. The findings show that early diagnosis positively influences academic performance, language development, and peer interactions. Children diagnosed early demonstrated better academic outcomes (p < 0.05), more advanced language skills (p < 0.05), and improved social interactions (p < 0.05) compared to those diagnosed later. A strong positive correlation was found between early diagnosis and the effectiveness of support services (r = 0.65, p < 0.05). These results emphasize the importance of early intervention and robust support systems for children with hearing loss, highlighting the need for expanded newborn hearing screening programs and improvements in educational practices. Further research is recommended on long-term outcomes, the role of assistive technologies, and the influence of family involvement on improving outcomes following early diagnosis.

Examining Demographic, Social-Emotional, and Educational Factors Influencing Teaching Motivation among Arab Teachers in Regular and Special Education

In recent years, research has increasingly emphasized the emotional, social, and educational aspects of teacher training and professional practices in both regular and special education systems. This study aims to: (a) investigate differences in teaching motivation, socio-emotional learning, perceived social and family support, mental well-being, resilience resources, and situational anxiety across demographic variables (specifically gender, age, academic qualifications, and type of education system) among Arab teachers in northern Israel; and (b) assess the extent to which these socio-emotional and educational factors explain the variance in teaching motivation among these teachers. To achieve these objectives, teachers from both regular and special education settings were asked to provide demographic information and complete self-report measures targeting the specified factors. The results revealed significant differences in socio-emotional and educational factors across the demographic variables of gender, age, academic qualifications, and type of education system (regular or special education). Notably, a significant negative relationship was observed between teaching motivation and situational anxiety, while positive relationships were found between teaching motivation and perceived social and family support, mental well-being, socio-emotional learning, and resilience resources. Moreover, multiple linear regression analysis identified socio-emotional learning, mental well-being, and resilience resources as significant predictors of teaching motivation, accounting for approximately 35.3% of the variance. This study highlights the critical role of socio-emotional factors in shaping teaching motivation, particularly among Arab teachers in northern Israel. Understanding these dynamics can inform targeted interventions and support systems, ultimately enhancing teacher effectiveness and improving student outcomes in both regular and special education settings.

Precision teaching in the 21st century: trends, barriers and the path forward

Purpose This paper aims to explore the current state of Precision Teaching, identifies key barriers the field must address and outlines future directions for progress. Design/methodology/approach Precision Teaching (PT) is a methodology that uses the family of Standard Celeration Charts to monitor changes in behaviour frequencies, guide instructional decisions and promote the acceleration of learning. Since its inception, PT has been widely adopted across general and special education and other settings. Research has demonstrated its effectiveness in improving skill acquisition in interventions, including reading fluency, mathematical skills and critical thinking. Findings Despite its success, barriers to broader implementation remain, including limited awareness, technological challenges and research promotion. As the field continues to evolve, interdisciplinary collaboration and technology promotion will be key to ensuring the continued growth of PT. Originality/value By addressing these barriers, the methodology can expand further, enhancing its impact across a diverse array of fields and populations.

Hiding in plain sight: children with visual perceptual difficulties in schools.

Cerebral visual impairment (CVI) is increasingly being recognized as a significant cause of visual difficulties in children, particularly those with typical visual acuity, who nonetheless struggle in educational settings. This narrative review aims to elucidate the nature and impact of visual perceptual difficulties (VPD) associated with CVI in school-aged children, who often remain undiagnosed due to the current erroneous focus on visual acuity as a required diagnostic criterion for CVI. The review synthesizes findings from recent studies, highlighting that up to 3.4% of children in mainstream schools and a higher percentage in special educational settings may experience VPD, which significantly impacts upon their learning and development. The manifestations of VPDs, such as difficulties in motion perception, recognition, and visuospatial processing, are often subtle and can thus be overlooked, leading to misconceptions about the origins of the affected child's abilities and behaviors. The review also discusses the challenges in current diagnostic processes, emphasizing the need for comprehensive history taking and assessments that go beyond standard visual acuity tests. It proposes a multi-faceted approach to identification and support, incorporating both clinical assessments and teacher/parental observations, to better address the needs of affected children. Furthermore, this paper advocates for the inclusion of VPDs in the International Classification of Diseases (ICD 11) to ensure children with these visual issues receive appropriate educational support. By integrating lived experiences of individuals with CVI and the latest research findings, this review underscores the urgent need for awareness and tailored educational strategies designed to support children with VPDs. The findings suggest that without such recognition and intervention, many children with VPDs will continue to "hide in plain sight," facing unnecessary challenges in their educational and social development. The review concludes with recommendations for policy changes and future research directions to improve the identification, classification, and support of children with VPDs within the educational system.

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.

Understanding self-fulfillment: principals’ perspectives in special education for complex disabilities

PurposeThis study examined the diverse expressions of self-fulfillment among principals working in Israel’s special education system for complex disabilities. It addressed two primary questions: (1) What are the perceived manifestations of self-fulfillment among principals in the context of complex disabilities? (2) What examples of self-fulfillment do these school principals provide?Design/methodology/approachThe study employed a qualitative methodology to explore the experiences of self-fulfillment among principals in Israel’s special education system for complex disabilities. Special education principals in this context are school leaders whose responsibilities focus solely on managing schools dedicated to children with severe and complex disabilities, such as autism spectrum disorder, intellectual disabilities and physical disabilities. Semi-structured, face-to-face interviews were conducted with 17 school principals, providing an in-depth understanding of their perspectives and experiences.FindingsThe study identified four patterns of self-fulfillment expressed by the participants: fulfillment in students’ advancement, fulfillment in facilitating social change, fulfillment through inclusive relationships and fulfillment as a mission and calling.Originality/valueWhile self-fulfillment is acknowledged as a common work experience, the expressions and meanings attributed to it by principals working exclusively in special education settings have not been explicitly investigated. By examining the distinct context of special education for complex disabilities, where principals’ roles are driven by a sense of calling and social significance, this study revealed unique manifestations of self-fulfillment. These differ from the career-focused fulfillment seen in for-profit organizations.

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.