Special Needs Research Articles

Pauli Exclusion by n→π* Interactions: Implications for Paleobiology.

Proteins have evolved to function in an aqueous environment. Collagen, which provides the bodily scaffold for animals, has a special need to retain its integrity. This need was addressed early on, as intact collagen has been detected in dinosaur fossils, even though peptide bonds have a half-life of only ∼500 years in a neutral aqueous solution. We sought to discover the physicochemical basis for this remarkable resistance to hydrolysis. Using experimental and computational methods, we found that a main-chain acyl group can be protected from hydrolysis by an O···C=O n→π* interaction with a neighboring acyl group. These interactions engage virtually every peptide bond in a collagen triple helix. This protection, which arises from the Pauli exclusion principle, could underlie the preservation of ancient collagen.

Assessment of Access and Participation of Students with Special Needs in Public Universities of Uganda

The study explored the access and participation of students with disabilities in public universities in Uganda, evaluating current practices and identifying barriers to effective inclusion. This research is anchored in Uganda's commitments made at the Global Disability Summit to enhance educational opportunities for persons with disabilities. A qualitative approach was employed, gathering data through interviews, focus group discussions (FGDs), and observations with students with disabilities and administrators from both universities and secondary schools. The sample comprised 44 respondents, purposively selected from three public universities—Makerere University, Kyambogo University, and Mountains of the Moon University—and three secondary schools known for their focus on students with disabilities. Qualitative analysis, facilitated by NVivo14, uncovered critical challenges including limited parental and stakeholder involvement, restrictive admissions policies, inadequate training for lecturers in special needs education, and the inaccessibility of facilities like libraries and laboratories. Despite some affirmative action measures, significant barriers persist, such as physical inaccessibility, attitudinal challenges, and financial constraints. The study found that inclusive practices are inconsistently implemented, and many institutions lack essential assistive technologies and supportive services. Recommendations include strengthening stakeholder engagement, providing specialized training for lecturers, improving infrastructural accessibility, and increasing sensitization and advocacy efforts. The study also advocates for expanding the current 64 university admission slots for students with disabilities to 320, as pledged at the Global Disability Summit

Landscape Design Approach in Special Education School

Special education schools and their gardens are priority places that will facilitate their adaptation to real life in addition to providing education to many students with different characteristics. In this study, the planning and design process was evaluated by examining the garden approaches in the schools where individuals with special educational needs are educated. In addition, it is aimed to determine the landscape design criteria by considering the planning and design approaches made in line with different vocational backgrounds in schools where individuals with special education need are present. The study area is the garden of Nilüfer Special Education Vocational School in Nilüfer district of Bursa. The study area covers the greenhouse and the olive grove in front of it, which serves within the scope of agricultural education. In the method of the study, the landscape design process and the criteria that can be used in this process are discussed. Based on these criteria and the landscape design process, a landscape design was made on the area. By keeping the physical facilities of the area, user requests and expectations, user profile in the foreground, the design process was handled and a proposed landscape design was put forward.

Fostering an enabling environment for Learners with Special Needs in rural primary schools in Lesotho

Successful inclusion of Learners with Special Educational Needs in mainstream teaching and learning is a challenge globally. This study explores fostering an enabling environment for Learners with Special Educational Needs in rural primary schools in Lesotho. Data for the study were collected using a qualitative approach using a case study design, and analysis was done through Thematic Analysis. Thirteen teachers from two primary schools in the rural community and two officials from the Ministry of Education and Training purposively were selected in Lesotho and participated in this study. Focus group discussions and one-on-one semi-structured interviews were used as instruments for data collection. Thematic results showed that teachers’ inflexibility hindered the creation of an enabling environment in terms of infrastructure and poor allocation of resources, which were critical challenges to support LSEN in their daily teaching and learning activities. The results revealed that not enabling environments and the unavailability of relevant resources increase the number of dropouts in schools among LSEN. The results further revealed that the lack of pertinent training for regular teachers to help special education learners succeed effectively handicapped the education of LSEN in mainstream teaching and learning. Therefore, the study recommends that teachers be given continuous workshops by MoET and in-service training to fill the gaps in special education programmes and produce teachers who can be relevant in inclusive teaching and learning in Lesotho's primary mainstream schools, particularly rural schools.

The Relationship Between Motivation, Job Satisfaction and Psychological Well-Being among Special Needs Teachers in Johor

Education is a process and opportunity for students to learn and reap new knowledge. Having an adequate amount of education can help a young student to achieve their ambitions, get a successful career and have high social status. However, special needs education has broader scope, and it does not only focus on taking care of the physical disabilities of the children. It also includes focusing on the children’s academic learning, development from dependence to independent stage and also better social interaction skills throughout their life. All special need teachers deserve to feel comfortable, satisfied and happy with their job. There are many factors that can contribute to job satisfaction, psychological well-being and motivation. Five objectives were created to identify the relationship between motivation, psychological well-being and job satisfaction. Descriptive Statistic had been used to identify the level of each variable for the special needs teacher in Johor while Inferential Statistic like Wilcoxon and Kruskal-Wallis H had been applied to determine which motivation factor (extrinsic-intrinsic) influence special needs teachers the most and is there relationship between all three variables. Finally, it is found that the level of motivation, psychological well-being and job satisfaction is high among the special needs teachers. Also, extrinsic factor is given more importance than intrinsic factor and lastly, it is proven that there is no significant difference in all three variables among special needs teachers

UPAYA GURU DALAM MENANAMKAN NILAI KEAGAMAAN PADA ANAK BERKEBUTUHAN KHUSUS DI SLB MA’ARIF NU LAMONGAN

Initially the term special needs emerged from special education given to students who experienced physical or psychological disabilities. There are 4 basic principles of children's rights contained in the Convention on the Rights of the Child which was approved by the United Nations General Assembly on 20 November 1989 and ratified by Indonesia in 1990, namely Non-Discrimination, the Right to live, the Right to develop and the Right to to have an opinion. Learning for children with special needs requires an individualistic approach. Based on the problems above, this research has 3 research focuses: 1) What are the religiousvalues instilled in children with special needs at SLB Ma'arif NU Lamongan? 2) How do Class Teachers Efforts to Instill Religious Values in Children with Special Needs at SLB Ma'arif NU Lamongan? 3) What are the Supporting and Inhibiting Factors in theImplementation of Instilling Religious Values in Children with Special Needs at SLB Ma'arif NU Lamongan? In this research, researchers took a qualitative research method approach. In this research, the researcher took a qualitative descriptive type of research. Data collection was carried out using interviews, observation and documentation.

Using Assistive Technology to Differentiate and Accommodate Students with Special Needs Facing Learning Difficulties in Mathematics

This paper will discuss how assistive technology forms the basis of differentiation and support for students with special needs when conquering specific math learning difficulties. The Department of Special Education utilized a quantitative research design to collect data from 240 teachers through a structured, self-developed questionnaire. The use of simple random sampling maximized representative samples and minimized biases. We established the effects of AT in terms of differentiated instruction, increased student engagement, and an inclusive learning environment. Teachers estimated complex mathematical concepts using AT tools, such as virtual manipulatives and educational apps, as easier to understand and improve student confidence and participation levels. Overall, the findings indicate a need for continuous teacher training and resource allocation to effectively integrate these into a holistic classroom experience. The conclusion is that integrating assistive technology into education is a gateway to ensuring that every special need student receives quality learning in mathematics, thus equalizing access to education. Recommendations call for investment in professional development of the teachers, adequate resources for AT tools, and inculcation of AT provision in curriculum design. Further research should investigate the long-term effects of AT on students' achievement in other subjects.

Association between Gaps in Care Coordination and Emergency Department Visits Among Children without Chronic Conditions or Special Needs.

Prior studies and have shown that gaps in care coordination (CC) increase the risk of emergency department (ED) visits among children with special healthcare needs. This study aims to determine if gaps in CC are associated with an increased risk of ED visits among children without special needs (non-CSHCN). We conducted a cross-sectional study using the National Survey of Children's Health (2018-2019), representing children up to age 17. A "gap" in CC occurs if the adult proxy reported dissatisfaction with communication between providers or difficulty getting the help needed to coordinate care for the child. Using logistic regression models adjusting for age and sex, we measured the association between a gap in CC and 1 or more ED visits during the past 12 months overall and stratified by any special needs. Adjusted odds ratios (AOR) and 95% confidence intervals (95% CI) were calculated. Between 2018 and 2019, 15% of respondents reported a gap in CC and 19.4% of children had at least one ED visit. Among non-CSHCN, these rates were 11% and 17%. In this population, a gap in CC was independently associated with an increased odds of ED use (AOR: 2.14; 95% CI 1.82, 2.52). Self-reported gaps in ambulatory CC were associated with increased odds of ED visits even among non-CSHCN children with minor illnesses, suggesting that providers need to be aware of potential pitfalls in CC for all children, and ensure that pertinent information is available where needed.

Using Special Physical Education Curriculum-Based Measurement to Improve Student Motor Development in Both General and Special Needs Population: Review of Early Research Lasting More than Five Decades

The main goal of this study is to acquaint experts in the field of education with the results of early research, which are related to the problems they face even now when it comes to sensitive groups with special needs. Previous experiences can be a good indicator of different models of action for pedagogues and managers within the modern education system. Inclusive education has become a reality faced by all participants in the process. Effective action models have been adopted in developed countries, primarily Western countries. However, in less developed countries, it is evident that the problem of inclusion is faced later, primarily due to legal regulations and the need for more funds for specific training of all participants. This issue is especially neglected when it comes to inclusion in the physical education of children with various disorders in motor development. Examples from practice in earlier research can be a good guide for overcoming various obstacles that all participants face today, both in special and inclusive physical education. Controversies are still occurring between supporters of the traditional particular education approach versus the modern, inclusive education model. A better familiarity with the issue can contribute to overcoming prejudices, which this overview study of earlier research can contribute.

Dual-Eligible Nursing Home Residents: Enrollment Growth In Managed Care Plans That Coordinate Care, 2013-20.

Dual-eligible beneficiaries have insurance through two distinct and uncoordinated programs: Medicaid, which pays for long-term care; and Medicare, which pays for medical care, including hospital stays. Concern that this system leads to poor quality and inefficient care, particularly for dual-eligible nursing home residents, has led policy makers to test managed care plans that provide incentives for coordinating care across Medicare and Medicaid. We examined enrollment in three such plans among dual-eligible beneficiaries receiving long-term nursing home care. Two of those plans, Medicare-Medicaid plans and Fully Integrated Dual Eligible Special Needs Plans, are integrated care plans that establish a global budget including Medicare and Medicaid spending. The third, Institutional Special Needs Plans, puts insurers and nursing homes at risk for Medicare spending but not Medicaid spending. Among dual-eligible nursing home residents, enrollment in these plans increased from 6.5percent of residents per month in 2013 to 16.9percent in 2020. Enrollment varied across counties but did not vary appreciably with respect to nursing home characteristics, including the share of residents with Medicaid. As policy makers pursue strategies to coordinate medical and long-term care for dual-eligible beneficiaries, it remains critical to evaluate how these plans influence the care of dual-eligible nursing home residents.

Enhancing Teacher Competency Through Psychoeducation: A Study on Knowledge Improvement Regarding Children with Special Needs at Islamic Greens School Bekasi

Enhancing Teacher Competency Through Psychoeducation: A Study on Knowledge Improvement Regarding Children with Special Needs at Islamic Greens School Bekasi

Strategy of Religious Character Implementation for Special Needs Student at SD Langit Biru Kota Bengkulu

This article examines the strategies used by teachers in integrating religious character for children with special needs at the research location at SD Langit Biru Kota Bengkulu. The aim of this research is to present a reference/learning model for children with special needs which is still very rarely found in research on education. This happens because there are still very few schools that are serious about working on inclusive class programs. Of these few schools, SD Langit Biru, Kota Bengkulu is one of the schools that holds inclusion classes. The method used in this research is descriptive qualitative with a case study approach. Data collection techniques through interviews, observation and documentation. In data analysis, content analysis is used where the results of documentation, interviews and observations are compiled, edited or interpreted .. The results of this research are: First, there are three types of needs of ABK students at SD Langit Biru, Kota Bengkulu, namely, speech delay, Grahita, and Autism. Second , there is no standard character development strategy for children with special needs. Learning strategies are adapted to the type of special needs and are stated in each individual program and according to the achievements of the phases in the independent curriculum. Third, although each has its own individual program. The four obstacles faced by teachers include a lack of knowledge about children with special needs, fluctuating parental commitment and limited facilities. Although this research is a case study in one elementary school and it is very possible that different strategies will be found in other schools, this article presents strategies and learning models in cultivating religious character for children with special needs which can be a reference in developing other learning strategies.

The Impact of Disasters on Stress Levels of Caregivers of Children with Special Needs: A Comparative Study

Aim: Caring needs of children with special needs increase the stress levels of caregivers for many reasons. The aim of this study was to examine, compare, and provide recommendations regarding the stress levels, factors influencing stress levels, and coping strategies among caregivers of both healthy and special needs children during disaster periods. Method: This research was planned as a cross-sectional study. The survey, which was created in an electronic environment, disseminated to as many people as possible across the country via e-mail, various communication networks, and social media. After the demographic information of 261 caregivers were recorded, the Depression Anxiety Stress Scale 21, the Caregiver Strain Index, and the Ways of Coping Inventory Questionnaire were administered. Results: While the stress level was high (Mean±SD:7.67±3.98) in the caregivers of children with special needs, this level was within the normal limits (Mean±SD:6.44±3.61) in the caregivers of healthy children. There was a significant difference between the groups (p:0.009). In terms of coping with stress, caregivers of children with special needs were found to prefer emotion-focused/passive approaches, and there was a difference between the groups (p:0.000). Conclusion: The restrictive conditions during disaster period can impact the mental health of caregivers of special needs children, and there are several factors involved in this process. In line with this, we believe that specific policies and strategies need to be developed to support the mental health of caregivers of special needs children during extraordinary situations such as disaster scenarios.

Correlation of Parenting Styles and Oral Health Behavior of Children with Down Syndrome in Banjarmasin

Background: Parental, Down syndrome is a trisomy chromosomal genetic disorder that leads newborn child having more than one chromosome so that could interfere the normal growth of the body due to an excess of protein level. Children with Down syndrome have different oral health problems compared to the general population. They need assistance to maintain their oral health because of mental and physical deficiencies as well as limitations in optimally cleaning their teeth. Objective: To analyze the relationship between parenting styles and oral health behavior of children with Down syndrome in Banjarmasin Special Needs School, Indonesia. Materials and Method: This is an observational analytic study with cross-sectional approach. Sample was taken using simple random sampling technique and a cross-sectional sample formula obtained for 32 respondents. The instrument used a parenting style questionnaire and a behavioral modification questionnaire for children's oral health. Results: Democratic (87.5%) compared switch order parenting styles. It was found that there were more children with Down syndrome in the category of moderate behavior (59%) than children with good behavior (38%) and poor behavior (3%). The results of the Somers'd test data analysis obtained a significance value of 0.034 (p<0.05) and the correlation value obtained was 0.571, which means that the correlation strength is moderate with a positive correlation direction (unidirectional). Conclusion: The more democratic the parents use as parenting style the better the oral health behavior of children with Down syndrome will be.

Beyond Words: Assessing the Effectiveness of an Innovative Speech Program for Learners with Special Needs at E.D.G.E Learning Center Inc.

Beyond Words: Assessing the Effectiveness of an Innovative Speech Program for Learners with Special Needs at E.D.G.E Learning Center Inc.

‘Release them into the wild, but how far can they go?’ Improving social and emotional mental health through teaching bushcraft skills to children with special educational needs and disability: a preliminary case series evaluation study

ABSTRACT Previous research indicates that outdoor activity and learning programmes are a beneficial educational approach, but studies have neglected to consider how well this approach may address the social, emotional and mental health needs of children with Special Educational Needs and Disability (SEND). In this study, seven Key-Stage 3 children with SEND (aged 11 to 14) from a special educational needs provision within a mainstream school attended a five-week ‘bushcraft’ programme. Standardised psychometric measures of self-concept were completed by children before and after the intervention, and teachers rated pupils’ stress levels before and after. Results indicate that the programme was associated with a range of mental health, social and emotional benefits, suggesting that teaching bushcraft skills to this group is an acceptable, feasible and effective intervention leading to improvements in social and emotional function and mental health in children with SEND. Directions for future programme development and evaluation are considered.

Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review

Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review

Stress Mindset Relates to Better Mental Health in Parents of Children With Special Needs: A Path Analysis Study

Stress Mindset Relates to Better Mental Health in Parents of Children With Special Needs: A Path Analysis Study

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.

Caregiver Perception of the Oral-Health-Related Quality of Life of Children with Special Needs: An Exploratory Study.

Compared to the general population, individuals with special needs tend to have worse oral health, potentially diminishing their quality of life. This study aimed to evaluate the perception of parents and caregivers regarding the effect of oral health on the quality of life of individuals with special needs who received dental treatment under general anaesthesia, as well as the impact on their and their families' quality of life. This cross-sectional study involved participants with special needs who had undergone a dental treatment under general anaesthesia. Before the intervention, an oral examination was conducted to count the number of teeth affected by caries. Parents or caregivers filled out a specially designed questionnaire that included sociodemographic information, details about the children's oral hygiene and dietary habits, and questionnaires on the impact of their child's oral health on their quality of life (P-CPQ) and the influence of the oral health of children with psychophysical difficulties on the family (FIS). The data collected were analysed both descriptively and using the chi-square test, Fisher's exact test, Kruskal-Wallis test, and Spearman's correlation analysis. The level of significance was set at p ≤ 0.05. This study involved 42 children (24 females and 18 males) with an average age of 21.14 ± 8.34 years. The average number of carious teeth per participant was 9.74 ± 5.63. About 66% of respondents reported that their children performed oral hygiene with their help, while 9.5% of them did not do so at all. Individuals with a higher number of caries had statistically significantly higher scores on the emotional well-being (p = 0.004) and social well-being (p = 0.033) subscales of P-CPQ, as well as on the parental emotions subscale of FIS (p = 0.020). Also, there was a difference in the number of carious teeth in participants due to unhealthy habits (drinking sweetened beverages, p = 0.030) and due to comforting with food (p = 0.004). The increase in the number of carious teeth in individuals with special needs has been associated with the quality of life of their families. To address this, it is crucial to promote the prevention of oral health issues by educating individuals with special needs and their caregivers on proper oral hygiene techniques and diets tailored to their specific requirements.