Special-needs Students Research Articles

Teaching English for Students of Special Needs in Jordan

This paper explores the challenges related to teaching English to students with special needs in Jordan. Despite Jordan's significant progress in policy development, the practical implementation of these policies lags, resulting in suboptimal educational outcomes for students with disabilities. The research highlights the gap between the Jordanian educational system's philosophical commitment to equality and the reality of educational provision for special needs students. Key challenges identified include limited access to specialized educational centers, insufficient teacher training, inadequate infrastructure, and negative social impacts, such as bullying. Furthermore, Addressing these challenges is essential for building an equitable education system that benefits all students, regardless of their abilities or geographical location.

Examination of teacher's opinions regarding normal development students and students with special needs education in the same class

This study examines teacher opinions about the education needs of children with normal and special abilities in the same class at a Turkish Republic of Northern Cyprus (TRNC) primary school. Therefore, in order to increase the success of the students studying in the same class, the opinions and suggestions of the teachers were examined and the things to be done were stated. As one of the qualitative research methods, the descriptive survey method was used in the study. According to purposive criterion sampling, 84 primary school teachers were sampled for this study. The semi-structured interview forms were used to collect the data related to teachers' opinions. The obtained data were analyzed by content analysis. As a result, it shows that this prepares students with special needs for socialization by introducing them to students at different developmental levels. However, when the teachers' opinions were examined, it was stated that the education applied in this way had negative aspects. Due to the deterioration of the classroom order, it was determined that sufficient time could not be allocated to special needs students. At this point, participants emphasized the importance of designing appropriate education programs for special-needs students in order to ensure their success.

Evaluating parental experiences in using technology for remote learning to teach students with special needs during the COVID-19 pandemic

BackgroundThe 2020–2021 school year shut down because of the COVID-19 pandemic brought an unprecedented burden on parents, especially those with special needs children. Parents with children with special needs were left to assist their children with remote learning at home using technology for the first time. These students with special needs were used to face-to-face and one-to-one classroom learning by skilled educators but are now left to be educated by their parents.ObjectiveThis study explored parents’ experiences assisting their special needs children with remote learning for the first time, using technology at home during the COVID-19 pandemic.MethodA transcendental (descriptive) phenomenology was undertaken to explore the experiences of nine participants, recruited from two school divisions in Manitoba, Canada, on their child’s education and the challenges they experienced during remote learning from home. A purposive sampling technique was used, and data were collected through telephone interviews.ResultsEight out of nine parents reported a negative experience with remote learning. Four major themes emerged after the data analysis: participants’ fear and anxiety during remote learning, difficulty maintaining routines during remote learning, students’ behavioral issues and mental health changes during remote learning, and lack of home support during remote learning. Furthermore, results indicated that integrating technology in remote learning for students with special needs was ineffective.ConclusionThis study suggests poor communication between parents and teachers, and parents’ desire to be involved in planning remote learning for students with special needs during the COVID-19 pandemic lockdown was not met. This study also suggests that schools failed to meet students’ IEPs during remote learning. Furthermore, this study highlights that remote learning for special-needs students is inappropriate without educational assistance.

The impact of authentic materials in the life sciences class on the learning of students at stage with moderate intellectual disability

The aim of this study is to reveal the effectiveness of using authentic materials for teaching daily weather conditions, which is among the learning outcomes of life science class, to special-needs students with moderate intellectual disability who receive education at Stage I in special education practice schools, in a teaching process involving the participation of their parents. In the present study, we used an action research design, which is one of the qualitative research approaches. The study sample consisted of three parents, and three students with moderate intellectual disability who received education at Erzurum Special Education Practice School in the Yakutiye district of Erzurum in the 2019/20 academic year. As a data collection tool, a rough evaluation form was used as a criterion-dependent assessment tool in the pre-application, post-application and general evaluation stages so as to determine the current status of special education students. On the other hand, parent and teacher interview forms were used to determine their views on the practice, video recording to evaluate the processes, and ABC recording (anecdotal recording) to detect the stimuli that appeared before and after the students’ behaviour and to predict the function of such behaviour. Descriptive analysis technique was used for the analyses in accordance with the qualitative research approach. In the data obtained at the end of the first four weeks, the number of correct responses before the application was found to be very low, while almost all of the answers given after the application were correct. In the general evaluation phase, the correct responses obtained for all questions used during the activity in which various authentic materials were used indicated a positive contribution to students with moderate intellectual disability with respect to learning about daily weather conditions. It can therefore be recommended that authentic materials be used more in the learning processes of students with moderate intellectual disability.

Using Behavioral Engagement Measures of Multiple Learning Profiles to Recognize Twice-Exceptional Students

Using the ECLS-K:2011, a nationally representative dataset, we compared measures of behavioral engagement among students with four different learning profiles: students identified with learning disabilities, students identified as gifted, students identified as both gifted and having a learning disability (twice-exceptional; 2e), and general education students. Behavioral engagement focuses on conduct in class, participation in school-related activities, and interest in academic tasks. We detected differences in engagement among the four learner profiles, specifically when comparing students with disabilities to other profiles. When comparing students with disabilities and general education students to gifted and 2e students, the effect size was medium to large. The effect size between the gifted and 2e profiles was small, suggesting similar behavioral engagement. Because disabilities and giftedness can often “mask” each other, these findings suggest that recognizing how behavioral engagement manifests in each category can lead to more accurate identification of special-needs students for GT assessment.

Learning Support Teachers’ Intention to Use Educational Robotics: The Role of Perception of Usefulness and Adaptability

The implementation of Educational Robotics (ER) with special needs students (SNS) has been found to be helpful for knowledge improvement, by keeping students engaged and decreasing the risks of social exclusion. The present study aimed to investigate the relationship between learning support teachers’ (LST) perceptions about ER (i.e., perceptions of usefulness and adaptability) and intention to use ER with SNS. The data were collected via a questionnaire administered to 187 teachers at the end of a post-degree specialisation course. The results showed that LST perceived ER as highly useful for any typology of SNS; however, their perceptions of the usefulness of ER were stronger than their intention to use ER, particularly in the case of neurodevelopmental disabilities. In this case, participants reported that ER is less adaptable than useful and less adaptable with neurodevelopmental disorders than with socio-economic, cultural and linguistic disadvantages. Hierarchical multiple regressions showed that the intention to use ER for neurodevelopmental disorders was predicted by the perception of adaptability and the teacher’s level of experience with ER. As for socio-economic, cultural and linguistic disadvantages, the intention to use ER was predicted by the perception of usefulness and adaptability.

Interpersonal Communication Between Special Educational Needs Teachers and Parents of Special-needs Student During Covid-19 Pandemic

The pandemic has had a significant impact on all sectors, especially on education which has a systemic impact. The changing pattern of teaching, learning, and the consequences endured are also a problem, especially in schools that administer inclusive education. This results in a changing pattern of communication between teachers, special-needs students, and parents. The study aims to illustrate the interpersonal communication dynamics inherent between a teacher and a parent as a central figure in the study of courage for special-needs students. The type of method used was a qualitative method with a case study approach. The study included five participants, three with details of special educational needs teachers and two for parents of special-needs students. The study was conducted in a data search phase through observation, documentation, and interviews. To strengthen the results, the focus group discussion included the five participants directly. For data analysis Miles and Huberman method was applied, whereas for data credibility data triangulation was used. The results of this study indicated that interpersonal communication had a significant impact in helping special-needs students to learn and to survive the pandemic.
 Keywords: special educational needs teacher, interpersonal communication, parents of special needs students

Communication between Parents and Teachers of Special Education Students: A Small Exploratory Study of Reddit Posts

Communication between teachers and parents is an important research topic in the field of special education. Although this type of communication is fraught with challenges such as conflict and lack of trust, there are also some success factors such as collaborative two-way communication and the use of appropriate technologies to facilitate communication. In this paper, we set out to explore this topic in more depth, by examining the experiences of parents and teachers of special-needs students when it comes to communication. A small exploratory qualitative study of social media posts from Reddit is performed. The aim is to shed light on the experiences of parents and teachers. The findings show that both parts of this dyadic relationship have mixed experiences, but the general sentiment is skewed towards the negative. These findings are discussed in relation to the literature on parent-teacher communication.

Virtual Learning Challenges for Special-needs Students: Study in Early Elementary School Age during the Covid-19 Pandemic

Students with special needs at seven private primary schools in Probolinggo Regency, Indonesia, are the focus of this research, which aims to identify the challenges they confront throughout the distance learning process. A case study approach was used in this research. The participants in this research were seven parent-teacher pairs. Demographic data were collected in this research and an interview was conducted using a standard format. This research used content analysis as an analytical approach. Standardized interviews have shown that academic, social-emotional, and linguistic development are the most common issues that parents and teachers encounter in their work with children. On the other hand, educational difficulties were often associated with classroom involvement. According to the findings of this study, children with special needed have difficulty developing academically, socially, and linguistically. It revealed that inclusive students struggle with technology use, participation in online classes, and attention management.

STRATEGIES USED BY ENGLISH TEACHER FOR STUDENTS WITH SPECIAL NEEDS

Accommodating children with special needs as much as possible in educational institutions means that some of their needs are met. It is hoped that the education they receive will allow them to broaden their horizons in life. so they can think creatively, innovatively, and productively. No one wants to be disabled or imperfect like other children. Being disabled doesn't mean they can't do anything. Thus, this research is focused on finding the strategies faced by English teachers in teaching students with special needs. The participant involved in this study is one of the English teachers in a special-needs school who has experience in teaching English. Data was collected using semi-structured interviews. The results show that the strategies used by teachers when teaching English are a student-centered approach and the use of repetition to help students remember lessons. This study found that there are three topics about strategies used by English teacher for students with special needs, which are needed to help the researcher answer the researcher's questions. The topics are: teacher understanding of special-needs students’ characteristics; teaching challenges; and teaching strategies.

Peers with Special Needs: Effects and Policies

Abstract In light of the debate over inclusive education, this paper evaluates the impact of exposure to special needs (SN) peers. More classroom peers with SN lower performance, the probability of entering postcompulsory education, and income at ages 17 to 25. SN students and students at the lower end of the achievement distribution suffer most from higher inclusion. We analyze the effects of reallocation policies to alleviate negative externalities, and demonstrate that inclusion is preferable to segregation in terms of maximizing average test scores.

Peer Tutoring with Realistic Mathematics Education in Inclusive Class to Improve Problem-Solving Skills

Many teachers are unprepared to teach special-needs students in inclusive classes. In addition, methods and approaches related to the effectiveness of learning mathematics in inclusive classes have not been explored, especially those related to problem-solving skills. This study aims to analyze the effectiveness of the peer tutoring method with the Realistic Mathematics Education approach to the problem-solving skills of slow learners and inclusive class students. This type of research is a quasi-experimental design with a Group Pretest-Posttest design. The sample of this study was selected by saturated sampling consisting of 31 slow learners and 62 regular students spread over three inclusive classes. Determination of slow learners is based on the results of intelligence tests and student learning outcomes. The instrument used to measure problem-solving skills is an essay in the form of a pretest and posttest. The data analysis technique is descriptive qualitative, quantitative, and inferential analysis. The results showed that the average post-test score was higher than the average pretest score based on problem-solving skills, more than 75% of all students. Get a score higher than the minimum achievement criteria. It shows that the peer tutoring method with the Realistic Mathematics Education approach is effectively applied in inclusive classes for slow learners and general students regarding problem-solving skills.

Independent Character Building of Special Needs Children in Special Elementary School

This study aims to describe the implementation of instilling independent character in SLB N 1 of Yogyakarta. The used research design was qualitative research using a case study. Data collection was conducted by interview, observation, and documentation. The collected data was analyzed using interactive-inductive analysis technique encompassed data reduction, data representation, and conclusion. The research result showed that (1) the indicator of independent character in SLB N 1 of Yogyakarta showed by preparing the need for studying, having self-confidence, individually finishing the assignments, being dare to express an opinion, group cooperation, reading and writing correctly also adequately., doing the calculation task independently. (2) Instilling independent character addressing special-needs students was carried out through learning activities, direct teaching, spontaneous activity, exemplary, and daily habituation. This finding can be used by stakeholders and inclusive educational practitioners to organize and conduct independent character building for special-needs students at school.

Consultation Management Model Based on Behavior Classification of Special-Needs Students Using Machine Learning

When observing behaviors of special-needs students, on average, typical behaviors of common propensity are observed along with unspecific behaviors. Unlike behaviors that are generally known, information regarding unspecific behaviors is insufficient. For an education or guidance regarding the unspecific behaviors, collection and management of data regarding the unspecific behaviors of special-needs students are needed. In this paper, a consultation management model based on behavior classification of special-needs students using machine learning is proposed. It is a model that provides data to a user by collecting, classifying and managing the behavior data by letting the machine learn the data regarding the unspecific behaviors of special-needs students that are not typical and well known. Since it requires data regarding various behaviors of special-needs students, the data set shall be organized using the behavior pattern data of special-needs students that currently exists, and the data shall be learned by the proposed model. Web-based machine learning model that collects behaviors of special-needs students in real-time is proposed in order to collect the behavior pattern data regarding the unspecific behaviors of special-needs students. The data can be input using the proposed model, and the user can use it through web-browser. The data can be easily input and revised using the proposed model in any environment that the internet can be accessed. The utilization of data analysis result can be enhanced through the use of data list and tools such as a graph through a web-browser, and the accuracy can be enhanced by learning the result that has been acquired by comparing it with previous data by connecting to the database. The test has been performed by arbitrarily applying unspecific behaviors that are not stored in the database, and the forecast model has accurately classified and grouped the input data. Also, it has been verified that it is possible to accurately distinguish and classify the behaviors through the feature data of the behaviors even if there are some errors in the input process. In future, the research of real-time data collection and tailored education index data: the common items need to be organized as a data by recording a class time of special schools or special classes and analyzing the behavior patterns of multiple special-needs students in real-time.

Exploring Digital Literacy Strategies for Students with Special Educational Needs in the Digital Age.

21st century learning requires students to be equipped with learning skills, knowledge, media literacy and also life skills. In order to achieve these skills, the school curriculum embeds the use of technological tools and strategies to provide teaching and learning strategies for learners, including students with special needs or Special Needs Students (SNS). Studies found that students struggle to cope with their studies in the digital learning environment due to their limited digital literacy skills. Digital Literacy skills are essential to develop as independent learners in the digital age. Previous studies have shown that digital literacy skills have demonstrated a positive influence on student performance. However, limited studies have been conducted on the issue. This paper aims to discuss the concept of digital literacy skills to support teaching and learning strategies for SNS in Malaysia from teachers’ perspectives. The digital literacy skills model consists of cognitive skills, technology and ethics as basic guidelines to explore digital literacy teaching and learning strategies for SNS. This concept has been tested as a preliminary study in a course by interview with five teachers who taught a Desktop Publishing among SNS. From the findings, it was shown that the digital literacy skills model is able to improve the teaching and learning strategies needed for SNS in the digital environment.

Lektura szkolna ucznia z ASD. Na przykładzie W 80 dni dookoła świata Jules’a Verne’a

The article discusses observations pertaining to one of the basic aims/objectives of education, namely: reception and analysis of a text read by students with ASD (Autism Spectrum Disorder) at the 2nd stage of their education, as well as the form of abridgement of the text (based on the example of Jules Verne’s Around the World in Eighty Days) to suit the needs and capabilities of special-needs students. The conclusions presented herein result from pedagogical observations conducted during many years of a Polish-language teacher’s work focused on students with ASD in one of Warsaw’s elementary schools. They point to the necessity of individual facilitation of the entire process of reception, analysis, and interpretation of the text read in order to meet the needs and capabilities of a particular student-reader. Selection of suitable text and the abridgement thereof to the level of a child with developmental disorder classified as ASD, must take into account the preceding diagnosis and special educational needs mentioned in a psychological and pedagogical counselling centre’s medical opinion.

Experiences of teaching sexual and reproductive health to students with intellectual disabilities

ABSTRACT There is growing awareness and international commitment to improving sexual and reproductive health for persons with intellectual disabilities. Despite this, people with intellectual disabilities continue to face stigma and have limited access to sexual health education and information. This qualitative phenomenological study uses data from 10 interviews to describe what it means to teach sexual and reproductive health and rights to students with intellectual disabilities at special-needs schools in southern Sweden. The meaning of teachers’ experience is described through their efforts to ‘accept the challenge to coach special-needs students into adulthood’. Findings show that sexual and reproductive health in special-needs schools covers a broad range of topics and that the teacher must adapt to students’ shifting needs. They also reveal that teachers are motivated and have access to the necessary resources to teach sexual and reproductive health but feel they lack the skills to address students’ particular sexual health issues, including questions of culture and religion. Schools are the main source of sexual health information in Sweden and therefore play a crucial role in providing equal education and promoting public health.

Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States

Background Although most research on teacher sorting has taken place in the United States, where teacher distribution favors more advantaged children, there is some evidence that the distribution of teachers across schools is much more equitable in South Korea. This is the first study to directly compare teacher distribution across schools and classrooms in the two countries. Research Questions Our research questions are: (1) Are teachers in lower secondary schools distributed evenly across schools in South Korea and the United States? (2) Are teachers in lower secondary schools distributed evenly across classrooms in South Korea and the United States? (3) How does assignment of teachers to classrooms within schools differ in South Korea and the United States? Research Design We use data from the 2013 Teaching and Learning International Survey to examine the distribution of teachers across regions, schools, and classrooms in the United States and South Korea. To answer our research questions we employ a range of quantitative techniques, ranging from simple descriptive statistics and Gini indices of teacher variables, to multinomial and ordered logistic regressions of school and classroom conditions on key teacher quality variables. Results We find that across schools, inequitable teacher sorting patterns are more pronounced in the United States. In both countries teacher sorting is more pronounced across classrooms than across schools; specifically, teachers with more total experience are less likely to teach in classrooms with higher concentrations of economically disadvantaged students and students with behavioral problems. Further, U.S. teachers with more years of experience in their current schools are less likely to receive assignments in classrooms with more language minority students, economically disadvantaged students, and students with special needs. Conclusions We conclude that South Korea can provide lessons to the United States to help reduce inequities in disadvantaged children's access to qualified teachers across schools through policies like centralized assignment of teachers, incentives to teach in difficult-to-staff schools, and mandatory rotation of teachers across schools. In terms of cross-classroom teacher sorting, our results signal a warning for policy makers in both countries. We argue that the most effective way to reduce within-school teacher sorting is to better integrate language-minority, low-income, and special-needs students into classrooms so that teaching conditions do not differ significantly across classrooms, and teachers have fewer options to sort across.

IMPLEMENTATION OF RELIGIOUS VALUES ON INDIVIDUAL EDUCATION PROGRAM (IEP) BASED IN ISLAMIC ELEMENTARY SCHOOL

Elementary has emerged as an inclusive school in Indonesia recently. Eventhough some of them haven’t shown the proper planning of inclusive learning, learning process, and optimal outcome learning for special needs students. Moreover if the learning process connected with religious value in Islamic elementary school. How the implementation of religious value can be involved in Individual Education Program (IEP) in elementary school? This paper discuss about Individual Education Program (IEP) based on religious value which conduct as a particular curriculum for special needs students (SNS). Investigation for specific purpose on this study headed to Islamic values development in SNS. The data collected from interviews, documents, and observation from Ar-Roihan Inclusive Islamic Elementary School Lawang that has been pointed as inclusive pilot project since 2016. Prior study has shown the benefit of inclusive school for disability children, but it’s not focus on how Islamic values influence in their daily activities. Developed from data collected, the IEP program has reflected how the SNS used to and motivated to Islamic way in their daily activities, such as pray together, recite holy Qur’an, and respect for each other. Findings indicated that IEP which had given as individual treatment and lesson plan became an important thing for Islamic inclusive elementary school to reach their goal for disability students activities such as pray together, recite holy Quran, dan giving charity.

The Inclusion Assistant: Who Is She Supposed to Be? An Exploratory Study

Following the almost worldwide implementation of policies giving all students - including those with special education needs - the right to learn within the general education system, there has been a sharp increase in the number of inclusion assistants (IA). IAs provide special-needs students one-to-one accompaniment, allowing them to function in the general education classroom and reducing the onus on the classroom teacher in such cases. Unfortunately, many, if not most, of IAs enter the system without suitable training or special qualifications and often neither they nor the teachers have a clear idea of how they should fulfill their role. This exploratory study used a questionnaire and semi-structured interviews to identify and compare how 30 classroom teachers and IAs define the IA's role. It also studied how eight IAs changed their perception of their roles after attending an IA training course and what the implications of such courses may be. The findings indicated that there is a discrepancy in how teachers and IAs define the IA's role, indicating a need for clearer delineations. The results also indicated the necessity for creating a suitable framework for teaching IAs the theoretical and practical aspects of the job.