Special Education Research Articles

Investigating Fear of Covid-19, Social Distance and Burnout Among Health and Education Professionals Working in Special Education and Rehabilitation Centers

Special Education and Rehabilitation Centers (SERC) are rare institutions where health and education professionals work together. This offers a unique opportunity to analyze coronaphobia and pay attention to social distance based on the field of license. This study investigates the relationship between coronaphobia and attention to social distance with different parameters among health and education professionals working in the SERC during the pandemic. Our study group consisted of 150 professionals, 97 of whom worked in the health sector and 53 in education, all employed at SERC in Turkey between July and November 2021. The COVID-19 Fear Scale was used to measure coronaphobia, the Social Distancing Scale for COVID-19 social distance level, and the Maslach Burnout Scale for occupational burnout. Coronaphobia and burnout were significantly higher (p=0.027) among education professionals than health professionals. There was no significant difference in social distance attention between the two groups. Salary satisfaction was significantly higher (p=0.004) among health science graduates than those in educational sciences. Coronaphobia and attention to social distancing were significantly worse (p<0.00, p=0.015) among professionals who were satisfied with their salary. A positive and strong correlation exists between burnout and fear of COVID-19 (p<0.001, r=598). In conclusion, to reduce coronaphobia in SERC, it is recommended to provide health literacy training and implement preventive approaches to occupational burnout.

Assessing cognitive flexibility in adaptive learning technologies for special education

This study used quantitative methods to examine the correlation between adaptive learning technology and cognitive flexibility in kids receiving special education. The study included a cohort of 120 kids, ages 8–12, who were diagnosed with particular learning difficulties, ADHD, or autism spectrum disorder. Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST), while the utilization of adaptive learning technologies was quantified using self–report questionnaires. The data was analyzed using several statistical methods, such as independent samples t-tests, regression, Pearson correlation coefficients, ANOVA, and ANCOVA. The findings revealed a noteworthy and favorable correlation between the utilization of adaptive technology and the scores of cognitive flexibilities. This correlation remained significant even after accounting for demographic characteristics. Moreover, it was shown that the diagnostic status had a moderating effect on the correlation between the utilization of adaptive technology and cognitive flexibility. The results emphasize the capacity of adaptive learning technologies to improve cognitive flexibility abilities in kids with special needs, offering significant knowledge for educators, legislators, and technology developers.

EEG-Characteristics of Aesthetic Perception and Evaluation of Artworks During a Museum Visit: А Neuroaesthetic Study

Twenty-eight people (30–70 years old, 12 men, 16 women, artists and non-artists) participated in a comparative neuroaesthetic study in the conditions of real-life visit to M. Vrubel mono-exhibition (Russian Museum, St. Petersburg). During the visit to the exhibition (usually lasted for around 60 min), EEG of participants was recorded. The subjects were looking at the paintings for 30 seconds to 3 min and evaluated the subjective aesthetic “attractiveness” of the paintings by a series of button presses (from 1 to 10). Were analyzed EEG spectral power in the α1 (8–10 Hz)-, α2 (10–13 Hz)-, β1 (13–18 Hz)-, β2 (13–30 Hz)-frequency bands during viewing the most famous Vrubel paintings (“Bogatyr”, “Swan Princess”, “Swan”, “Sitting Demon”, “Flying Demon”, “Pan”, etc.) and event-related EEG synchronization/desynchronization in relation to the subjective emotional and aesthetic evaluation of these paintings. Professional artists showed lower spectral power values in α1 (leads F3, C3, T4, Pz) and α2 (F3, Fz, F4, C3, Cz, C4, P3, Pz, P4)-frequency bands in frontal, central, and parietal regions. The artists were also found to have lower power values in β1,2-frequency bands in frontal (F3, F4, C3) regions and higher power values in occipital (O1, O2 – β1, β2) and posterior temporal (β2) cortical regions compared to the group of subjects with no special artistic education. Moreover, artists decision-making about the high emotional-aesthetic attractiveness of paintings was accompanied by an increase in event-related EEG synchronization for 11.5–27 Hz in frontal and central cortical areas over 580–360 ms before giving the response, compared to non-artists, whereas low emotional-aesthetic evaluation was characterized by 9–27 Hz EEG desynchronization, which started 60 ms before the giving the response and lasted up to 440 ms after it, in the posterior temporal and parietal regions. The differences in frontal cortical areas may indicate a higher engagement of the reward system during the perception of aesthetically pleasing paintings, and the differences in parietal and posterior temporal areas may indicate a continuing visual synthesis (more sustained visual attention) during the perception of subjectively less attractive paintings in artists compared to non-artists.

A Study on the Listening Environment in Schools for the Inclusive Education of Students with Hearing Impairments

Purpose: The purpose of this study was to investigate the listening environment for students with hearing impairments in inclusive education, providing fundamental data for establishing performance standards and improving classroom listening environments for these students.Methods: The teacher’s voice signal, classroom noise, and reverberation time were measured and analyzed in general classrooms, special education classrooms, and gymnasiums from 10 elementary schools where students with hearing impairments receive inclusive education.Results: The average equivalent noise level in the general classrooms was 56.8 dBA, and it was 53.4 dBA in the special education classrooms. The signal-to-noise ratio was +12.3 dB in the general classrooms, +15.7 dB in the special education classrooms, and +5.1 dB in the gymnasiums. The reverberation time was 0.4 seconds in the general classrooms, 0.5 seconds in the special education classrooms, and 0.8 seconds in the gymnasiums.Conclusion: Currently, it can be difficult for students with hearing impairments to effectively listen in inclusive educational environments. Therefore, improvements are needed to create better listening conditions.

Building Sustainable Societies: The Role of Technology in Empowering Momtrepreneurs of Children with Special Needs

This study investigates the technology usage patterns among mothers of children with special needs, focusing on their proficiency, frequency, and purposes of computer and internet use. The aim of this study is to reveal the level of technology use of mothers with disabled children and the difficulties they experience in this regard. In addition, this study is expected to reveal the level of knowledge that mothers have about both the use of technological devices and their applications and to guide projects and development programs to be carried out for mothers. Utilizing a qualitative research methodology, data were collected through semi-structured interviews with 16 mothers whose children attend Famagusta Special Education and Job Training School. The findings reveal that while a significant portion of the participants are beginners or lack confidence in using computers, 87.5 percent of the respondents utilize the internet regularly, primarily for accessing information related to their children’s disabilities and for entertainment purposes. Despite some mothers having received formal training in computer usage, the majority indicated a need for further education to enhance their technological skills. This study underscores the necessity of tailored programs to support these mothers in effectively leveraging technology for their personal and familial needs, contributing to broader discussions on gender equality and empowerment within the framework of the Sustainable Development Goals.

Непряма благотворительная помощь американских и российских организаций и частных лиц в пользу России в годы Первой мировой войны

In the article has been attempted to consider the history of distant relief from the American and Russian organizations and individuals in favor of Russian disadvantaged children and orphans, sick and wounded Russian soldiers during the World War I. At the moment, in the Russian and American historiography, humanitarian cooperation between Russia and the United States is presented very fragmentally and haphazardly, and this topic has not received the deserved attention of researchers at all. Consequently, the author has identified the following purpose of this article – to summarize and expand the available material about the American and Russian relief and humanitarian assistance, to identify the features, forms and instruments of its activities, as well as to draw a general conclusion about the scale and benefits of the aforementioned assistance to Russia during the European war. The article was written on the basis of materials from the American and Russian periodicals, published documents and archive sources stored in the funds of The Russian State Historical Archive, the Archive of the Foreign Policy of the Russian Empire of the Ministry of Foreign Affairs of the Russian Federation, the Russian State Archive of the Navy. As a result, the author concluded that this assistance was of a national coverage and was expressed by both temporary and permanent American relief organizations. Russian organizations, which were under the auspices of Russian diplomatic authorities in the United States, set goal to collect funds through various entertainment events. Nevertheless, these donations took a small part in solving the problem of shortage of sanitary property. In general, both sides engaged in charitable activities not only out of a sense of compassion and a sincere desire to provide all possible assistance, but also within the framework of public diplomacy aimed at creating a favorable image of their country and stimulating friendly relations between Russia and the United States.

INFLUENCE OF TEACHERS’ PROFESSIONAL QUALIFICATIONS ON ACADEMIC PERFORMANCE OF LEARNERS WITH VISUAL IMPAIRMENT (VI) IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN NAIROBI COUNTY, KENYA

The purpose of this study was to influence teachers’ professional qualifications on the academic performance of learners with visual impairment (VI) in integrated public primary schools in Nairobi County, Kenya. The research assumed an expressive survey design exploiting quantitative techniques. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed both qualitative and quantitative data collection techniques. Quantitative data was analyzed and coded using Statistical Package for Social Science (SPSS V 23.0). The findings showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE, while only a tiny fraction had PhD qualifications. The study concluded that professional qualification significantly influenced the academic performance of learners with VI, braille proficiency of teachers significantly influences the academic performance of learners with VI, and ICT integration has improved the quality of assessment in school, thus advancing the academic performance of learners with VI. The study recommended that the government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring that most teachers receive special education when dealing with learners with VI and other disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0736/a.php" alt="Hit counter" /></p>

Embracing Mixed Methods Research in Special Education

This introduction to the special issue on mixed methods research examines guest editor perspectives on the research culture in special education and the broader ecosystem of education research. Articles included in the special issue are used to illustrate how core methodological features and application of a flexible metaparadigm enables mixed methods research to enhance the quality and depth of research findings. Given that the researcher’s role as the instrument is pronounced in mixed methods research, we argue for reflexivity and explicit reporting of how researcher backgrounds shape the questions they ask, methods they use to answer them, and lenses through which they interpret findings. We encourage our colleagues to consider how the integration of numerical and textual data can enable us to ask questions that challenge traditional dichotomies, capture the complexities of human experiences, and generate more nuanced interpretations of findings that acknowledge the inherent limitations of relying on a single methodology or paradigm.

The use of artificial intelligence in the education of people with visual impairment

Over the past decades, technological advances have led to the development of assistive technologies in the field of education. Specifically, in special education, access for people with a disability may require adaptations to educational programs and technological applications to enhance their independence and participation in society. One of these innovative educational technologies is artificial intelligence. Research has shown that the effective application of artificial intelligence is an important aid in the education of students with special educational needs, such as those with visual impairments. This article presents a brief review of recent studies on the application of AI in the education of people with visual impairments and whether it can contribute to improving their quality of life and their equal access to all levels of education. It also provides a case study, the "PeopleLens" system, for an in-depth analysis of the use of AI as an assistive technology.

NORMATIVAS DO AEE NO ESTADO DE SANTA CATARINA:REFLEXO NA EDUCAÇÃO ESPECIAL EM PORTO UNIÃO

This article aims to bring a provocation regarding Specialized Educational Assistance in Santa Catarina and what its impact is in the municipality of Porto União, to achieve this by adopting a qualitative, bibliographic, documentary, exploratory research method. To answer this question, we will work with the following specific objectives to briefly discuss the history of AEE in Brazil; explore current documents related to AEE in the state of Santa Catarina with an emphasis on the school and family relationship, operating spaces and teachers; and relate the regulations explored with the educational reality of AEE in the city of Porto União. We concluded that the research was important, since we were able to realize that even with advances in the perspective of inclusive special education, there is still a long way to go towards achieving effectiveness of this right, especially in schools, in relation to the social aspect, we understand that the research elucidates the importance of knowing a little more about this universe so that, with the collaboration of all rights, they are not neglected.

The Effectiveness of Applying Evidence-Based Practices Based on the Torres Model and its Impact on Improving the Teaching Competencies of Special Education Teachers

The use of evidence-based practices (EBPs) in the field of special education requires full awareness from special education teachers of how to choose and successfully apply EBPs, which contribute greatly to improving the learning outcomes of their students and may even contribute more to raising the level of teaching competencies (TCs) in these teachers. The current research aimed to apply EBPs according to the Torres model (TM) and examine their impact on improving TCs. The sample consisted of 64 special education teachers in Al-Ahsa. The research employed a quasi-experimental approach using components developed by the researcher: a card of EBPs evaluation, a scale of TCs, and a training program. The results showed the superiority of the first experimental group (which was trained according to the TM) over the second group (which was trained in the usual way) in applying EBPs and TCs. The research recommended the importance of knowledge and application of the TM by special education teachers to ensure the successful practice of EBPs with their students and to raise the level of teachers' TCs. Keywords: Evidence-based practices, Torres model, Teaching competencies, Special education teachers, Saudi Arabia

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.

Validation and reliability of teleaudiology approach among deaf or hard of hearing school age children in Malaysia: a preliminary study

ABSTRACT Objective This study investigated the implementation of teleaudiology in Malaysia's Special Education Service Centre (SESC), aiming to optimize audiological services. Design Using a cross-sectional design, the research compared the outcomes of audiological tests conducted via teleaudiology and traditional methods on deaf or hard of hearing (DHH) school-age children. Study Sample The study included 25 students for validation, 5 for reliability, and 5 educational audiologists and facilitators. Results The results demonstrated high validation and reliability values for video otoscopy, tympanometry, acoustic reflexes, and pure tone audiometry. Intra-rater reliability was consistently high. In terms of testing duration, the conventional approach took an average of 3.32 minutes longer than teleaudiology. Conclusion The successful implementation of teleaudiology in the SESC catered to the audiological needs of the DHH population and fostered professional collaboration, potentially benefiting educational audiologists.

Embracing the New Normal or Clinging to the Past? Digital Anxiety Among Elementary School Teachers in Post-COVID Taiwan

AbstractThis study investigates the extent of digital anxiety among elementary school teachers in Hsinchu City, Taiwan, in the context of the post-COVID new normal. Specifically, the study employs the Depression, Anxiety, and Stress Scale-21 (DASS-21) to measure the level of anxiety experienced by teachers in adapting to digital teaching methods. The online survey was conducted in November 2021, and 358 valid responses were obtained from Hsinchu City. The results of the survey provides insights into the challenges that teachers face in adapting to the new normal and the impact of digital anxiety on their change of teaching. Result reveals that when going back to teaching face-to-face, teachers’ levels of depression, anxiety, and stress soon returned to normal. However, the stress of teachers without kids and special education teachers dropped dramatically. Overall, this research provides a comprehensive analysis of digital anxiety among elementary school teachers in Hsinchu City and offers recommendations for supporting teachers' well-being and promoting effective digital teaching practices in the post-COVID era.

Reverse Career Fairs in Rural Areas for Postsecondary Transitions for Students With Disabilities

For students with disabilities in rural locations, there can be unique barriers related to postsecondary transition. Reverse Career Fairs (RCFs), wherein employers take the role of attendees and students with disabilities focus on showcasing their skills and talents, are one way to provide students with experiences that support evidence-based predictors of post-school outcomes. An option for navigating these barriers is described through a framework used to foster postsecondary transitions for students with disabilities in rural settings through the implementation of RCFs. RCFs provide inclusive postsecondary opportunities by restructuring traditional approaches to career exploration and promoting meaningful connections between students with disabilities and prospective employers. A framework identifying key role groups and phases in facilitating an RCF and pilot results of one Special Education Regional Technical Assistance Center are provided.

Digital Media and EdTech-Based Instruction for Students and Teachers with Disabilities in Jordan

There is a need for evaluations to help us understand the associations found in research on special education and new media. The researcher in this study explores the role of digital media in public education, with a specific emphasis on the role of digital media in the education of students with special needs and other types of disabilities. We used qualitative studies for our investigation. Under this pedagogical framework, it will provide helpful materials for digital media teachers and students who may not be fully aware of the benefits and significance of special education in the context of digital media instruction and education. Because there aren't enough studies on the subject, the sample size for this article is 12. The special edition on digital media and educational technology-based education for children with impairments. Initially, the selected pieces were dispersed in 2020 and 2022. Information required for the review's assessment was assembled by classifying the collected data according to the review's rubric. The review is the most useful tool for this assessment since it provides the best method for arranging both large amounts of data and personal judgments. In addition to describing how instructors and library media workers may work together to address the needs of children with disabilities, this article gives an overview of both physical and digital access to the library's resources. Research conducted by specialists has shown a positive correlation between all of these biomarkers.

Tingkat Kemampuan Melempar Bola Pada Permainan Bocce Anak Tuna Grahita Ringan Peserta Didik Putri (SDLB) Negeri Wiradesa Kabupaten Pekalongan

Special Education is intended for students who experience difficulties in the learning process due to physical, emotional, mental, intellectual, or social disorders, or have extraordinary intelligence and talent potential (National Education System Law of 2003). Children with physical, cognitive, and behavioural disorders generally receive educational services at Special Schools (SLB), which are special schools for children with special needs. This study used a "One Group Pretest - Posttest" design with a sample size of 10 female students in elementary school. Before being given treatment, an initial measurement of gross motor skills was carried out on moderately mentally retarded students at SLB Negeri Wiradesa with light warm-ups. Furthermore, bocce games were given as a treatment to train gross motor skills. After that, re-measurements were carried out to see changes in gross motor skills, referred to as final tests. The results of the study showed that bocce games could improve the gross motor skills of moderately mentally retarded students in Physical Education subjects at SLB Negeri Wiradesa, especially for female students.

INVESTIGATION OF PLAY TEACHING SELF-EFFICACY OF TEACHERS WORKING IN PRESCHOOL SPECIAL EDUCATION INSTITUTIONS

This study aims to understand the level of teacher's play teaching self-efficacy and the relationship between the level of self-efficacy and demographic characteristics. In the descriptive type, research is organised using the relational screening model. 100 teachers in preschool special education facilities connected to Istanbul's Ministry of National Education participated in the study. The "Personal Information Form" and the "Preschool Play Teaching Self-Efficacy Questionnaire" are used to gather research data. The data was analysed using statistical analysis. Based on the survey results, it was determined that play teaching self-efficacy is highly valued among preschool special education instructors working in institutions.

What Is Known About Curriculum Modifications? A Scoping Literature Review

Modifying the curriculum is a common practice used to support students with individual education plans (IEPs). All 13 provinces and territories in Canada (and their associated federally run schools) permit the use of curriculum modifications yet, despite their frequent use, the efficacy of this long-standing practice has rarely been studied. This scoping literature review maps what is currently known about curriculum modifications. Findings reveal two significant issues with the terminology used in the existing literature—inconsistent use of terms and conflation of terms. Additionally, the limited research available reports that while some students identified as having intellectual disability may benefit from modified curricula in certain contexts, other groups of students may experience harm. These findings lay a foundation for future research on curriculum modifications, an area that warrants urgent attention from the anti-oppression movement within special education.

How Principals Decide Which Students With Disability Sit Standardised Tests and the Implications for School Accountability*

Whether students with disability should be included in standardised testing is a contentious issue. In this study, we provide the first empirical evidence on what happens when principals are given discretion over exempting students with disability. Using population administrative data of children with teacher‐identified low‐moderate disability, we find evidence of widespread exempting in their first national test (at 8–9 years old). Those who receive special education funding, a visible flag of disability, are 30 percentage points less likely to sit, controlling for teacher‐assessed student capabilities. We find no evidence that that the rate of indiscriminate exempting is linked to school competition, but find instead that it is linked to the presence of learning impediments. While not impacting overall school accountability, such behaviour potentially compromises accountability for special education programs and sends a bad signal to students with learning impairments.