Special School Teachers Research Articles

DISEMINASI KAMUS DIGITAL KIRATU SEBAGAI MEDIA PEMBELAJARAN INOVATIF PENDUKUNG PENDIDIKAN INKLUSI DI SLB NEGERI JOMBANG

This community service activity aims to improve the skills of special school teachers in using digital dictionaries as teaching aids. This training focused on the introduction and application of digital dictionary technology specifically designed to support inclusive education, especially for deaf students. In this activity, SLB teachers were given training on how to utilize digital dictionary features such as interactive definitions, images, videos and sign language to enrich learning materials. In addition, the training includes a practical session on making digital dictionaries that suit the needs of the curriculum and students. The benefits of this training include improving teachers' ability to present more appropriate and adaptive teaching materials, as well as supporting students' independence in the learning process. This activity is expected to improve the quality of education and create a more inclusive and effective learning environment for students with special needs.

Augmentative and alternative communication training: The effect on perceptions of special school teachers

Augmentative and alternative communication (AAC) strategies benefit learners with complex communication needs (CCN) by allowing them to participate, interact and learn. AAC is realised in the South African Education policy; however, research indicates that many teachers still have limited AAC knowledge. With this study we aimed to describe the effect of a newly developed evidence-based AAC training programme on special school teachers’ perceptions of their own abilities related to teaching learners with CCN as well as their perceptions of the general academic, communication, and classroom interaction skills of learners with CCN and finally the teachers’ perceptions of the inclusion of learners with CCN. A quasi-experimental pre-test-post-test group design with a non-randomised control group was used, employing a standardised measuring instrument, with 5 subscales, namely the modified teachers attitude scale (MTAS). The sample size included 58 teachers who participated: 6 in the pilot, 34 in the experimental and 18 in the control group. The brief AAC training session of 4 hours had a positive, statistically significant effect on several items on the subscales measuring teachers’ perceptions of their abilities related to teaching learners with CCN, as well as their perceptions of the communication of learners with CCN, classroom interaction skills, and teachers’ perceptions on the inclusion of learners with CCN. AAC training is recommended for special school teachers to enhance their own knowledge and to enhance the academic and social skills of learners with CCN. Furthermore, future studies are recommended to determine the prevalence of learners with CCN to influence the planning of services for this population in this context.

Building Resilience: A Qualitative Analysis of Bullying Among Children with Disabilities on Parental and Teacher's Perspective.

Bullying can happen to every human in the community, including children with disability and their families. Children with disabilities, as a vulnerable group in a community, may experience different types of bullying and have different responses to it. This study aimed to identify bullying experiences in children with disabilities based on teachers' and parents' perspectives. This study used a qualitative descriptive research design. Participants in this study consisted of two groups, namely parents and teachers in Special Schools, with 18 people (eight parents and ten teachers) in the Pangandaran Regency area, Indonesia, from May to June 2023. The sampling technique chosen was purposive sampling. The data collection process used Focused Group Discussion (FGD) throughout the semi-structured interview. The data was analyzed by thematic analysis. This study applied NVIVO 12 software to assist with data categorization and framework based on participant statements and observations (QSR International). The data from the discussion were analyzed using thematic analysis methods to find relevant themes were found in the statements expressed by the participants. The results of the data analysis obtained three main themes related to bullying in children with disabilities, namely the type of bullying, the impact of bullying, and the responses to bullying. A support group is necessary to establish a source of parental coping and increase resilience in caring for children with special needs.

A comparative study of technological pedagogical content knowledge between special education and general education in China

ABSTRACT This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.

Challenges of Special Education Teachers in HOTS (Higher Order Thinking Skills) Based Learning for Students with Special Needs in Lampung Province

The research aims to identify the perspectives and challenges special education teachers face when learning HOTS (Higher-order thinking skills) for students with special needs at the elementary level in Lampung Province. This research uses a survey-type quantitative approach with Google Forms. Twenty-nine special school teachers were respondents by random sampling. The study's results found that all of the teachers knew the concept of HOTS-based learning. As many as 69% of teachers thought that HOTS-based learning could be applied to every type of ABK, and the rest answered no. However, 66% of teachers have implemented HOTS-based learning for students with special needs. This research explores the perceptions, experiences and obstacles of teachers who have implemented HOTS for children with special needs in Lampung. Based on research, Teachers admit they need training, good facilities and infrastructure, peer support, parental support, and reading resources. Recommendations for overcoming this challenge include increasing teacher training, allocating sufficient resources, and supporting and collaborating between the government, schools, and the community. Apart from that, HOTS is indeed a good concept, but this research also shows that HOTS is one of many things that teachers should implement. The implementation of HOTS must be appropriate to the needs and abilities of each child with different special needs.

Use of Differentiated Instruction at Special Education Schools: Teachers’ Perspective

The study was designed to explore teachers’ perceptions about implementation of differentiated instruction for special students by adopting quantitative approach. A questionnaire was used to collect data from the teachers of special education schools. The survey design involved the administration of questionnaire to special education teachers in selected schools within the target population. The target population for this study comprised special education teachers working in specific schools within the designated divisions of South Punjab. By adopting convenient sampling method, 346 teachers from special education schools were selected as the sample of the study. The value of Cronbach’s alpha (0.836) showed that questionnaire was highly reliable. The collected data was analyzed by using Statistical Package for Social Sciences (SPSS). Findings showed that there was no significant difference in the opinions of teachers by gender and locality about implementation of differentiated instruction. Teachers were also in favor of using customized instruction, agreement about the fact that support for employing small groups, multisensory teaching, instructional decisions, pre assessment, varied learning activities, taking ownership, guiding, supporting students, individual learning, developing groups and feasibilities, understanding of students' learning profiles. Teachers had negative opinions about cooperative learning methods, peer tutoring, respecting opinion, curriculum development, assigning worksheets, student needs, adopting alternative methods and divergent thinking. Findings showed that lack of support, limited resources, behavioral challenges, time constraints were the major barriers. It was recommended that differentiated instructions could b improved by adopting including assessment techniques, developing plans, adopting technology and adaptation of advanced differentiated techniques.

Pengaruh Regulasi Emosi Terhadap Subjective Well-Being pada Guru SLB

This study aims to determine whether there is or there is no emotional regulation that affects the subjective well-being of Special School teachers in Surabaya. The population and sample in this study are all SLB teachers who meet the criteria of six Special schools in Surabaya. The Design research used in this research is non-experimental quantitative analysis. The method used in this study is a simple linear regression test to see whether emotional regulation affects subjective well-being or not. The total sample collected in this research is using purposive sampling. The instruments of emotional regulation and subjective well-being use questionnaires with a Likert scale approach. The results of the study showed a significance value = 0.001 (p<000.5) which means that there is an influence of emotional regulation on subjective well-being on SLB teachers in Surabaya with an r square value of 0.171 which means that emotional regulation has a positive influence on subjective well-being of 17.1%.

Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment

AbstractThe current study examined what makes special education teachers remain in the profession. We will examine this, uniquely, separately among teachers in special education schools versus special education classes in general education schools. Participants were 212 special education teachers in special education schools and 257 in special education classes. Teachers completed questionnaires on social support, psychological empowerment, job satisfaction and future occupational plans. Results revealed significant associations between social support, psychological empowerment, job satisfaction and teachers' future plans. In addition, teachers in special education classes experienced lower levels of perceived social support and psychological empowerment compared to those in special education schools. A non‐significant moderation effect was found for the association between social support, psychological empowerment and satisfaction, with the occupational plans of teachers in both contexts. These findings demonstrate the importance of providing support for and strengthening the sense of psychological empowerment of special education teachers, particularly those who teach in special education classes in general education schools.

Enacting a child safety education programme in special education contexts

BackgroundThe teaching of personal safety and abuse prevention skills in schools is a feature of robust child protection systems across the world. In Ireland, the Stay Safe programme is mandatory for all primary schools and aims to equip children with the skills and knowledge necessary to reduce their susceptibility to abuse. The mandatory nature of the programme presents a challenge to schools catering for children with special educational needs and disabilities, due to a lack of clarity for teachers over the extent to which it can be adapted. AimThe aim of this study was to probe how teachers in special schools balance the mandatory requirement to teach the designated safety programme, with the practical reality that many of their children may not be able to process the intended learning, in the way it is prescribed. In a broad sense, the study aimed to showcase how teachers increase the accessibility of the programme for children with various special educational needs and disabilities. Methods and ProceduresThe study adopted a mixed-methods approach to data-gathering. Phase 1 consisted of a questionnaire distributed via Qualtrics to every special school principal in Ireland (n = 133). Phase 2 consisted of a three-site embedded case study with three special schools. Data from both phases of research were merged, using a three-part iterative framework, to arrive at a nuanced understanding of how the designated safety programme was enacted in special schools. Outcomes and ResultsThe results indicated that teachers in special schools enact the designated safety programme with varying degrees of systematicity, despite its mandatory status. Aspects of the programme were frequently skipped, supplementary material was introduced and content was generally changed depending on child need. The greater the learning difficulty, the more modification engaged in by teachers in special schools. Conclusions and ImplicationsThis article concludes by proposing that greater flexibility be provided to teachers in special education contexts to modify mandatory child safety education programmes. To support this flexibility and boost teacher expertise in undertaking programme modifications effectively, the article highlights teacher professional learning as a key priority. Prioritising the ongoing development of teacher expertise goes some way towards reducing an over-reliance on past teaching experiences guiding provision, at the expense of expert, evidence-based approaches.

Growing through understanding and support: special boarding school teachers’ perspectives and experiences on sexual education for children with autism

This study aims to thoroughly analyze the perspectives of teachers in special boarding schools in Harbin, China, regarding sexual education for children with autism, with the goal of better understanding and improving practices in this crucial educational area. Using a semi-structured interview approach, the study conducted detailed interviews with 20 teachers from special boarding schools across urban and suburban areas, representing a diverse range of socio-economic backgrounds, to gather their direct insights and experiences regarding sexual education for children with autism. Employing a reflective thematic analysis, the study systematically coded and analyzed the interview content to delve into teachers’ viewpoints and strategies. The research revealed four core themes: trust building, addressing diversity, expanding interactions, and promoting sustained development. These findings not only provide profound insights into the practical aspects of sexual education in special school environments but also offer valuable guidance for future educational practices and policy formulation.

Learning Degrees for Students with Special Needs in Inclusion Class Settings

The aim of this study is to describe the learning degrees of students with special needs in the inclusive high school classroom setting in Pangkalpinang City. This study used a qualitative approach with the case study method which was conducted to see and observe learning for students with special needs at SMAN 1 Pangkalpinang. Data collection techniques using interviews and observation. Data analysis techniques in this study used three stages, namely data reduction, data exposure, and drawing conclusions. The results of the research are the learning degrees of students with special needs in the inclusion class setting at SMAN 1 Pangkalpinang going well because the teacher has made learning modifications according to the level of potential, obstacles, and needs of students. The teacher's attitude towards the uniqueness of the learning process of students with special needs is very positive. The teacher’s efforts in teaching students with special needs together with other students in inclusive classes include: (1) Consultation with special school teacher, (2) Discussions with colleagues, (3) Implementing cooperative learning and project based learning which accompanies all students, (4) Learning for students with special needs in inclusive classes is developed on the principles of flexibility, modification of learning degrees, and support

Android Needs Analysis as A Mobile Learning Media in Special School

The study aims to collect data to measure the benefits and constraints of using Android smartphones as mobile learning in special education institutions and why they are needed. This study uses a descriptive quantitative method using a questionnaire distributed through google forms filled out by 62 teachers of special or inclusive schools in Indonesia. The data analysis method was carried out using SPSS 25 with the following instrument scale and category by Azwar (2014). The results of this study are that teachers experience high benefits of 62.9%, experience several obstacles, and show the highest score at moderate with 82.3% percent. The teacher also feels that using Android as a learning media is easy because various platforms are provided. However, apart from the benefits, teachers also experience several obstacles in their use, such as the lack of socialization or training, and concern about the negative impact on students with special needs.

Interactions between special education teachers and children with chronic complex conditions: A qualitative study

Background The number of children with complex medical conditions has increased in recent decades. In this context, a complex chronic condition is characterized by multiple morbidities that require intensive or continuous health care according to the level of severity. Given their various health conditions, it is challenging to provide special education to these children, but there is still insufficient evidence regarding the practical experiences of educators. The aim of this study was to investigate special education teacher’s perceptions, experiences, and challenges while developing interpersonal relationships and communicating with children who have complex chronic conditions. Methods We recruited and interviewed 21 special education school teachers in Japan. The transcripts of the interviews were analyzed using thematic analysis. Results Our analysis revealed four themes, including “searching for the meaning,” “complex chronic conditions as a difficult reality,” “widening experience for the future,” and “priority for interacting with children.” These themes reflect the perceptions, experiences, and challenges of the special education teachers. Conclusions In cases where children have severe functional limitations, it is more challenging to understand child-teacher interactions. This highlights the importance of searching for meaning in educational practices used among children with complex chronic conditions. Our findings may provide helpful insight into the experiences and challenges faced by special educators who engage with these children.

Perceptions of Special Education Homeroom Teachers by Parents and Teachers in Israel

Homeroom teachers in special education make outstanding efforts and are extremely devoted to their work. However, they must contend with frustrated parents who are disappointed with the inability of these teachers to meet their needs and expectations. Accordingly, it is of great interest to examine parents' perceptions of the role of the homeroom teacher in special education. The current study examines these perceptions regarding four dimensions of the homeroom teacher’s functioning versus the parents: Professionality, trustworthiness, availability, and empowerment. Parents' perceptions were examined in comparison with those of teachers at special education schools. The sample included 100 parents and 101 teachers in special education schools. The data were collected by a questionnaire constructed by the researchers in a previous study. The questionnaire includes four parts, examining the dimensions mentioned above. The teachers' questionnaire was identical, but they were instructed to refer to the relationship between the homeroom teacher and the parents. The findings show that the parents gave significantly lower evaluations than the teachers on all four dimensions: the homeroom teacher was perceived by the parents as less professional, less trustworthy, less available, and less empowering than evaluated by the teachers. The findings have practical implications for the training of special education teachers and for the professional development of teachers and also for coordinating expectations and defining boundaries that might help both homeroom teachers and parents form a constructive relationship.

Socially Responsible Human Resource Management Practices and Job Satisfaction of Public Servants with Disabilities in South-West Nigeria

Overt ill-treatments from management and co-workers have often led to job dissatisfaction and discouraged other persons with disabilities keen and able to join the workforce. Persons with disabilities continue to suffer employment-related and other forms of discrimination, resulting in low job satisfaction and job discontentment. These conditions accentuate the need for socially responsible human resource management practices in organisations. This study examined socially responsible human resource management practices and job satisfaction of public servants with disabilities in South-West Nigeria. Survey research design was adopted for this study. The study’s sample size of 422 public servants and leaders was determined using total enumeration sampling technique. A structured and validated questionnaire and semi-structured interview were used to obtain quantitative and qualitative data. Cronbach’s alpha reliability coefficients for the constructs ranged between 0.69 and 0.84. The response rate was 95%. Data were analysed using descriptive and inferential (multiple linear regression and hierarchical regression) statistics. The study found that SRHRM had a statistically significant effect on job satisfaction (Adj.R2 = 0.53, F(5, 410) = 92.07, p < 0.05). The interviews indicated that only two of five States had a deliberate strategy driving recruitment of persons with disabilities. A vast majority were employed as teachers in special schools, and diverse administrative roles across government ministries, departments and agencies. All States provided varying degrees of basic support and benefits, and stated that the employment of persons with disabilities was influenced by its leadership and affected organisational reputation. The study concluded that SRHRM affects job satisfaction of public servants with disabilities in South-West Nigeria. The study recommended that the government, in conjunction with institutional stakeholders and advocacy groups, should facilitate the adoption of SRHRM practices in South-West Nigeria. In addition, the involvement of the private sector and provision of financial grants and subsidies for employers would enhance wider employment, inclusion and quality organisational support for persons with disabilities.

READINESS OF TEACHERS OF GEOGRAFHY OF SPECIAL SCHOOLS IN SLOVAK REPUBLIC TO USE THE ELECTRONIC MANUAL WITH IT SUPPORT

The purpose of the article is to highlight the level of readiness of teachers of geography of special schools of the Slovak Republic (on the example of 14 of special and inclusive education institutions of the Košice Region) to the use of an electronic didactic manual on IT support. Teachers of the Department of Special Pedagogy of the Pedagogical Faculty of the Catholic University in Ruzomberok together with teachers of the geography of special schools prepared an electronic didactic manual on IT support taking into account modern requirements to the level of knowledge, abilities and psychophysical capabilities of school children with special education needs. The manual has helped to raise the level of geographical learning among school children of special school. The convincing results of the pedagogical experiment are described in the previous article «Using a didactic tool with IT-support for teaching geography in a special school in Slovakia». However, in the course of studying the question the researchers concluded that success in the work depends on the level of readiness of the teacher for this work. Namely, the presence of interest and motivation to the introduction of innovative forms of training for the subjects of the education process the attitude of the teacher to the organization of the education process, the level of professional training (possession of the means and technologies of training). To obtain objective and unbiased results Google Form has conducted a survey of teachers of geography. The first set of questions – the reference one – provided an opportblocky to explain the answers of the second set of questions – the informative one. The statistical processing of the survey results supports the assumption that the quality of the IT-supported e-manual is largely dependent on the teacher’s readiness. The results also show that the majority of teachers of geography surveyed are well aware of the benefits of this teaching tool and are now ready to put the manual into practice. However, due to the rapid progress in the use of information and communication technologies the teachers of special schools do not deny the need to improve their professional knowledge of the use of ICT in postgraduate teacher training.

PRELIMINARY ANALYSIS ON ENTERTAINING EDUCATIONAL CONTENT FOR LEARNERS WITH AUTISM SPECTRUM DISORDER

This paper reports on an ongoing study regarding the needs of autism spectrum disorder learners for entertaining learning materials. Previous researchers have introduced a number of assistive technologies, but the use of assistive technologies is problematic for students with autism spectrum disorder. The lack of entertaining learning material for autism spectrum disorder students may be one of the reasons. Therefore, this study proposed student–entred learning and self–paced learning approaches to better help autism spectrum disorder students for learning. The methods of fieldwork and semistructured interviews were utilized to investigate the needs of autism spectrum disorder learners for entertaining learning materials. During the fieldwork, the favorite or main leisure activities at home of the participants were collected. Semi-structured interviews were conducted with teachers in special schools to investigate students’ needs for entertaining learning materials. The study results indicated that there are very few entertaining learning materials developed specifically for learners with autism spectrum disorder, but the need is urgent.

In House Training peningkatan kompetensi guru dalam pelaksanaan pendidikan vokasional di SLB Negeri Rembang

The independence of students with special needs in the future is prepared through vocational education. Teacher competency in carrying out vocational education needs to be improved so that the quality of educational services can be better. Through a qualitative approach, this research aims to present an objective picture regarding the implementation of increasing teacher competency in providing vocational education in Rembang State Special Schools. Based on the purposive sampling technique, the informants were eight class teachers who also served as vocational teachers, consisting of three men and five women. Data collection was carried out in November 2023. Data collection was carried out by observation, interviews, and documentation. Data validation uses member check techniques, triangulation techniques, and researcher persistence. Data were analyzed through inductive analysis which consists of data reduction, data display, and concluding. The results of this research indicate that training is still needed for teachers in special schools to develop vocational education programs for students with special needs involving various approaches.

사립 특수학교 교사로서의 삶에 대한 내러티브 탐구

This study set out to understand the meaning of the lives and experiences of special educators working in private special school spaces. To this end, three special educators with close relationships to the researcher in the private special school space were selected as study participants. These three special educators had lived through different experiences with personal lived knowledge within the changes and culture of private special school employment. In order to explore the experiences and life stories of the participants in this study, the research was conducted as a narrative inquiry method that explored the three-dimensional space of the changes in teacher recruitment (temporality), the private special school, Hannam School (spatiality), and the sociocultural roles and perceptions of private special schools and the unique organizational culture of private special schools (sociality). The research process consisted of organizing field texts as life stories, and the researcher reconstructed them through retelling to understand how special education teachers who have lived in private special schools experience changes in self-esteem and self-perception. This exploratory process revealed that the experience of being a private special school teacher was shaped by multiple dimensions of time and space. This meant that the participants’ experiences as private special school teachers were shaped by the temporality of their past, resent, and future, as well as by their internal and external perceptions and cultural differences. The research participants used the metaphor of a “well” to represent these experiences, and they drew their own experiences from the “well” space. The construction of these experiences provides an understanding of the lives and experiences of teachers in private special schools and allows us to rethink the changes and developments in private special schools in the field of special education. In addition, it was an opportunity for special education teachers working in private special schools to consolidate their role of ownership in the field and gain momentum for new challenges.

Differences in Subjective Well-being Among Special-school Teachers and Regular Teachers in Ternate

<p><em>Improving the quality of human resources in Indonesia, especially in Ternate, a teacher plays a very important role in the field of education and has a strategic position because it is one way to create competent and quality human resources. The aim of the research was to look at the differences in subjective well-being between special school teachers and regular school teachers in Ternate. The subjects were 58 special school teachers and 61 regular school teachers with a total of 117 teachers. Based on statistical test data, the subjective well-being of regular teachers is higher with a score of 69.59% in 61 subjects and the subjective well-being of special school teachers is lower with a score of 47.46% in 58 subjects. Based on these results, it shows that there is a very significant difference in subjective well-being between special school teachers and regular school teachers, it is found that regular teachers have higher subjective well-being compared to special school teachers.</em><em></em></p>