Special School Teachers Research Articles

Evaluation of the Psychological Wellbeing of Special Science School Home Economics Teachers

Due to the nature of the teaching profession, teachers at various institutions of learning across the world, particularly in the Nigerian setting, are obligated to take on more academic responsibilities than necessary. According to the literature, researchers attempt to assess the psychological health of instructors around the globe, but no such study has been done in Nigeria with respect to home economics teachers at special science schools. This study, which examined the psychological wellbeing of home economics teachers at Nigerian special science schools, was inspired by the knowledge gap in the field. A cross-sectional survey research design with 156 home economics teachers randomly selected from the population of all home economics teachers in all the special science schools in Enugu State, Nigeria, served as the foundation for this study. A 42-item measure measuring psychological wellbeing was used to collect the data. The scale's psychometric characteristics were accurately estimated. Percentage, bar charts, and t-test of independent samples were used to analyze the data. The findings revealed that the majority of home economics teachers at Nigerian special science schools were found to have very low psychological wellbeing. Further investigation indicated that school location has no significant influence on the psychological wellbeing of home economics teachers. The researcher recommends that the post-primary school management board should establish a supportive academic environment that will promote the psychological wellbeing of the home economics teachers in special science schools.

Development of Teacher Module for Learning Static Dominant Movement for Students with Autism

his research aims to offer solutions to overcome the difficulty of teachers in finding resources for PJOK learning modules in SLB schools. The purpose of this study was to develop a teaching module for learning about static dominant motion for students with autism in class 1 SDLB. This research follows the ADDIE model. A quantitative descriptive data analysis technique was used in this study, while the data was collected using a questionnaire instrument. The research subjects were 9 autistic students and 18 special school teachers. The module has been validated by media experts, material experts, and characteristics experts for autistic children. The results of the large group trial showed a percentage value of 92%. The product of this module was then concluded to be valid and suitable for use by SLB teachers. This module is expected to provide convenience for teachers in teaching autistic students, especially static dominant motion.
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Special education teachers’ emotional intelligence and its relationships with social support, work engagement and job performance: a job demands-resources theory’s perspective

Based on the Job Demands-Resources theory, this research investigated the multiple mediating role of special education teachers’ social support and work engagement in the relationship between their emotional intelligence and job performance. Data of 710 Chinese mainland teachers in special education schools were analyzed. The results showed that emotional intelligence directly predicted job performance. Both social support and work engagement partially mediated the relationship between emotional intelligence and job performance. Furthermore, social support and work engagement serially mediated the relationship between emotional intelligence and job performance. The limitations and implications for future studies and practices are discussed.

The Commitment of Special School Teachers Towards The Implementation of Distance Learning During the Covid-19 Pandemic

The COVID-19 pandemic is a challenge for teachers to keep learning. One alternative that teachers can do is distance learning. The continuity of learning is largely determined by the commitment of the teacher. The purpose of this study is to reveal the contribution of teacher commitment to the continuity of learning, as well as to find out the effective contribution and relative commitment of teachers to learning in special schools. This research approach is quantitative research. The sampling technique used is accidental sampling, where the determination of the sample is based on chance, anyone who responds to the researcher can be used as a sample. Data collection techniques using a questionnaire. The teacher commitment instrument was adapted from the commitment scale developed by Allen and Meyer which has sufficient validity and reliability. The learning instrument uses content validity, and the instrument reliability uses the interrater technique. Questionnaires were sent via WhatsApp to all teacher communities throughout Indonesia which were limited to 3 days and collected 872 respondents. The data were analyzed by multiple regression with the help of SPSS 23. The results showed that the teacher's commitment to the implementation of distance learning was influenced by the teacher's commitment by 2.5% and influenced by other variables not included in the linear regression model by 97.5%. Normative commitment has an effective contribution (1.31%) and a relative contribution (51.77%), which is the largest contribution compared to the other two aspects of commitment.

Fiscal cuts in education and their effects: Politicising learned helplessness as a disciplinary technology in education leaders in Catalonia. An exploratory research study

The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008–2015) and on into the non-recovery years (2015–2020) until the onset of the COVID-19 pandemic. During these years, through what Ball (2008) describes as a “ratchet effect,” education cuts and their everyday effects in schools produced learned helplessness (LH) in head teachers and leaders. Theoretically, we propose to examine this malaise from a political angle, seeing it as a disciplinary technology to transform education leaders’ identity and practices. To corroborate this, we conducted four interviews with head teachers of different public primary, secondary, and special education schools, and a psychopedagogical service leader in the same semi-rural area in Catalonia. The exploratory results show that the incremental and selective cuts soon became a new normal and created feelings of (political) learned helplessness that may be seen not as negative side effects but as a disciplinary technology that reshaped leaders’ subjectivity. At the same time, education leaders carried out some (ir)responsible practices of resistance that can be understood as care of the self and others. More research needs to be done with different agents to capture the complexity and ambiguity of cuts and LH as a political phenomenon.

Serious Game Design Of Sound Identification For Deaf Children Using The User Centered Design

The loss of hearing function in deaf children causes deaf children to experience obstacles in listening to the sound of objects or sounds of language as children generally hear. Therefore, it is necessary to optimize the hearing function of deaf children. The Development of Sound and Rhythm Perception Communication (PKPBI) is a special program to practice understanding sound so that the remaining hearing of deaf children can be maximized. So far, the PKPBI learning media at the sound identification stage used by the Karnna Manohara Yogyakarta Special School teacher is the keyboard. However, the keyboard has weaknesses such as the collection of sounds on the keyboard is very limited. Another problem is the Covid 19 pandemic, PKPBI learning is less than optimal due to limited face-to-face meetings. The purpose of this research is to design a serious game as a learning medium for sound identification for deaf children that can be used in the classroom and at home. The method used to design serious sound identification games is User Centered Design (UCD). Based on the research results, the design of this serious game can be developed into a serious game application to practice sound identification in deaf children.

Determinants of professional burnout of special school employees

The aim of the research was to diagnose the phenomenon of professional burnout of special school employees. The research was conducted among employees of special schools in the Opolskie Voivodeship. The method used in the research was a diagnostic survey. The research tool was selected by adapting the Maslach's occupational burnout questionnaire for the research purposes. Considering all three dimensions of professional burnout, the results of the research show that the dominant group is the group of people with a low level of emotional exhaustion, low depersonalization and a high level of reduced sense of personal achievements. In all three dimensions of professional burnout, no statistically significant difference was observed between women and men working in special schools. Age, professional experience and the degree of professional promotion are factors correlating with emotional exhaustion and risk factors increasing the depersonalised approach to their charges. Special school teachers work at different levels of education, but this is not related to the professional burnout. The number of subjects they teach influences the symptoms of the burnout process. Employees of special schools are not a burned out group because none of the respondents meets the criterion of full-blown professional burnout, i.e. has a high level of emotional exhaustion, a high level of depersonalization and a reduced sense of personal achievements. At the same time, they are a group with a very reduced sense of personal achievements, as it is declared by as many as 98.10% of the respondents. Therefore, actions should be taken to change the perception of employees and teachers about their work or to look at the criteria that are used to evaluate (or self-evaluate) their work. If a different method of research were used, the conclusions could be slightly different, even completely different.

Digital inclusion in Spanish mainstream and special schools: Teachers' perceptions of Internet use by students with intellectual disabilities

Accessible summary Students with intellectual disabilities in mainstream and special schools can benefit from information and communication technologies, including the Internet. We asked teachers about the benefits, risks and safety of online activities for students with intellectual disabilities. Teachers perceive that online activities are not safe enough for this group. Teachers in special and mainstream schools hold different perceptions. Teacher training is necessary to promote digital inclusion.

Hubungan antara Kepuasan Kerja dengan Kinerja pada Guru Sekolah Luar Biasa di Kota Samarinda

This study is aim to know the relationship between work performance and work satisfaction on special school’s teachers in Samarinda City. The hypothesis of this study is there is a positive correlations between work performance and work satisfaction on special school’s teachers. There are 60 teachers as subjects in this study, those are 16 men and 44 women. This study has used Koopmans’ work performance scale (2014) and Spector’s work safisfaction scale (1985). Result of Spearman correlation test shows that the correlation coefficient obtained by 0.369, with a significance value of 0.002 (p0.05. There is a positive correlation between job satisfaction and work performance on special school’s teachers. Job satisfaction has an effect of 13.6% on performance seen from the coefficient of determination of (r²) = 0.136. The remaining 86.4% is the influence of other factors. Other findings indicate that by gender there was no difference in job satisfaction and performance between male and female respondents. Similarly, there is no difference in the two variables based on years of service. Other psychological factors for the performance of special school teachers still need to be investigated further.Keyword: work performance, work satisfaction, special school’s teachers

A Survey on the Personnel Changes of Teachers in Special Needs Schools in Japan: Focusing on Interviews with University Teachers in Training Schools

A Survey on the Personnel Changes of Teachers in Special Needs Schools in Japan: Focusing on Interviews with University Teachers in Training Schools

COMMUNICATION COMPETENCY FOR TEACHERS OF YAKUT SPECIAL SCHOOL PURWOKERTO: POTENTIAL AND CHALLENGES

The language skills of teachers in special schools (Sekolah Luar Biasa/SLB) possess specific characteristics and must be continuously improved. Language habituation for special students is a reflection of their daily communication skills. The teacher's need for classroom management for special students becomes a new challenge because teachers are expected to optimize the use of language in the classroom to enhance students' communication skills directly. Based on the background of the problem, it is essential to conduct a clinical pedagogical analysis for teachers in dealing with problems that occur in the classroom, especially in language learning and communication for special students at SLB B Yakut Purwokerto. In order to answer the formulation of the problem, this study employed a qualitative approach to answer the clinical-pedagogical analysis conducted. The analytical instruments include (1) analysis of vocal abilities such as tone, articulation, pronunciation, application of intonation in learning; (2) analysis of self-expression abilities such as mimics and gestures in learning; and (3) the attitude and mentality of communication in learning. Based on the results of the learning analysis, it shows that the teacher's language skills still need to be improved. On a scale of 100, the results of the analysis of four language skills in SLB teacher learning comprise of communication skills which are 8.2, and class management 7.8. The development of communication and interaction-based learning media acquired 7.0 by implementing learning media technology to initiate creative ideas from teachers of SLB B Yakut Purwokerto, which later can be a good atmosphere for other schools. Teachers improve pedagogic knowledge and competence in optimizing learning situations through quality and fun interactive learning. All teachers realize the urgency of mastering speaking skills: emphasizing essential points, intonation, clear articulation; hence, special students can understand the material quickly in enhancing students' abilities.

Developing an online system to support algebra progress monitoring: Teacher use and feedback

A brief overview of the development of an online system to support algebra progress monitoring across several years of an iterative process of development, feedback, and revision is provided. Online instructional modules addressed progress monitoring concepts and procedures; administration and scoring of three types of algebra measures, including teacher accuracy with scoring; and navigation and use of the online data management system, including data entry, graphing, and skills analyses. In the final year of this federally funded research project, a test of the functionality of the completed system as well as an evaluation of teachers’ knowledge, accuracy, and satisfaction with the online professional development was evaluated. Specifically, 29 general and special education secondary school teachers completed 11 fully developed online instructional modules independently and administered weekly two of three types of algebra measures across 10 weeks with one of their classes of students. Data analysis included teacher accuracy in the scoring of the measures; change in their knowledge of student progress monitoring and data-based decision making; and teacher satisfaction with the online system, including instructional content, feasibility, and usability for data-based decision making. Directions for future research and implications for classroom use of this online system are discussed.

Analysis of Teachers' Questions in the STEAM Class for Students with Intellectual Disabilities

The purpose of this study is to analyze the various characteristics of teacher's question to find out whether teachers who teach STEAM classes are conducting effective classes that can stimulate creativity and improve problem-solving skills. For the purpose of the study, the video recording data of the 8th hour of the STEAM class by two special education teachers and the teaching/learning process plan of the class were collected. Then, researchers and research assistants transcribed all verbal interactions that appeared in class and the researcher read the transcription data line by line and analyzed the type of questions. The results of the study are as follows. First, when examining the questions that appeared in the STEAM class of special school teachers for students with intellectual disabilities by question type, closed questions including cognitive & memorial questions and convergent thinking question were very high, and open-ended questions including divergent thinking questions and evaluative thinking questions were relatively low. Second, the stage of STEAM class was divided into introduction, development, and wrap-up stages, and as a result of analyzing the degree of use of question by special school teacher for students with intellectual disabilities according to each stage, the question was used a lot in the order of development, introduction, and wrap-up stage. By analyzing teachers' question in the operation of STEAM classes, it will be possible to prepare basic data for improving science classes using STEAM education in special schools for students with intellectual disabilities.

ROLE OF ASSISTIVE TECHNOLOGY IN TEACHING-LEARNING PROCESS OF THE STUDENTS WITH VISUAL IMPAIRMENT: AN INSIGHT STUDY

Technology is a tool to unlock the learning and expand the horizon of the students with the disabilities. It has great potential in providing access for all learners especially the ones suffering with vision loss and is a great tool to remove the previously insurmountable barriers faced by the visually impaired students. The study aimed at investigating the role of assistive technology in teaching-learning process of the students with visual impairment. The research design employed was mixed research design. A Survey and a semi-structured interview were conducted with a noticeable percent of the students and teachers comprising of 62 students and 28 teachers of various inclusive and special schools for the visually impaired students of Amritsar district. The method of purposive sampling had been employed by the investigator and the percentage analysis and thematic analysis techniques had been used to analyse the data collected using the self- developed tools prepared by the investigator. The study found out that assistive technology facilitated the learning and teaching of the visually impaired students, encouraged independent learning as well as has enormous contribution towards curriculum coverage and served a great role in the building up of certain personality traits amongst the students. It was also explored out that in spite of playing a great role in effective teaching and learning process yet there are various barriers on its way like lack of training and aids in various schools of the district which must be eliminated by the support of national and state government authorities who should recognize the benefits of assistive technology in supporting educational independence and individualized achievement of the students with visual impairment.

국내 특수교사 양성 대학의 행동분석 관련 과목 운영 실태: 행동분석전문가 학사학위 과정 자격 기준 마련을 위한 기초 논의

The purpose of this study was to obtain implications for preparing Korean Behavior Analyst Certification by analyzing the subjects related to behavior analysis at special education teacher training that reflects the qualification standards of bachelor's degree program, which has recently been increasing interest in Korea. We analyzed the curriculum posted on the department's website for 46 departments of 31 universities with special education departments among universities that are special education teacher training institution of nationwide. The results of the study are as follows. First, 23 out of 31 colleges (74.2%) have both behavioral analysis principles and clinical practice courses in the department (major) for training teachers in special schools nationwide. Second, 49 subjects related to behavioral analysis principles were opened in the National Special School Teacher Training Department (major), and mainly consisted of 3 credits for elective major, with subject names such as ‘Behavioral modification’, ‘Positive Behavior Support’, and ‘Special child behavior modification’. Third, 123 subjects related to clinical practice were opened in the department (major) for training teachers in special schools nationwide, and mainly consisted of 3 or 2 or less credits for elective major and teaching profession, with subject names such as ‘Educational volunteer activities’, ‘School field practice’, ‘Educational volunteer activities’, and ‘Special education field practice’. According to the results of this study, in order to prepare a bachelor's degree course for behavioral analysis specialists, the necessity of opening additional courses related to behavioral interventions to strengthen the professional competence of preliminary special education teachers was discussed.

Fruit Audio Aroma: Innovative Learning Media For Optimizing The Sense Of Touch, Listening, And Smell In Blind Children

Education for blind children begins at the age of childhood and elementary school. At that age, blind children will begin to be introduced to fruits. However, in general, teachers in special schools will introduce fruits to blind children using only real fruit. This is considered ineffective, because the fruit recognition learning process only relied on the ability of the teacher that causes blind students to get bored quickly and the material presented by the teachers is not well received. Therefore we need a 3D fruit learning media designed according to the characteristics of blind children. The purpose of making Fruit Audio Aroma media is as a solution to overcome problems in the learning process of the blind children with disabilities related to fruit material. The method used is the observation method. The result of this study indicated that the Fruit Audio Aroma media provides maximum usability with easy and practical use, according to the needs of the blind through aroma, braille, texture, QR code and audio features that can be operated smoothly. Thus, this media is effective for increasing the sensitivity of the sense of touch, hearing and smell in blind children.

Сучасний стан підготовки та видання підручників для молодших школярів із порушеннями зору (якісний аналіз).

Key aspects of the current textbook creating process in terms of writing and publishing textbooks for junior pupils with visual impairments (with blindness and low vision) are presented in the article. A qualitative analysis of primary school textbooks for junior pupils with visual impairments has been done. At the current state of research the qualitative analysis is done by means of questioning teachers (primary schoolteachers/ typhlopedagogues) of special schools for children with visual impairments in different cities and towns of Ukraine, namely, Kyiv, Cherkasy, L`viv, Dnipro, Konotop, Kharkiv, Zhytomyr, Slov`yans`k, Boyarka, Kam`yanetsPodilsky, etc, concerning the quality of writing and publishing textbooks in Braille for pupils with blindness and in enlarged font for pupils with low vision. The questionnaire is compiled in such a way that its results make it possible to analyze the quality of writing and publishing textbooks for junior pupils with visual impairments on a number of subjects, i.e. The «Ukrainian Language» («Українська мова»), «Reading»(«Читання»), «Mathematics»(«Математика»), «Computer Studies»(«Інформатика»),` «Environment»(«Я досліджую світ») etc. The following aspects are presented: details of publication, the correspondence of a textbook to the Syllabus, the correspondence of a textbook to requirements of ergonomics and design, the correspondence to requirements for different parts of a textbook such as an introduction, symbols, exercises, tasks, a context. Requirements to graphical images and embossment, typing of a text in Braille, its placement on a page in particular and in the book in general are also taken into consideration. The received results of the qualitative analysis will enable standardization of creating special textbooks in Braille and in an enlarged font for pupils with visual impairments. The questionnaire contains one more component of the qualitative analysis, namely, assessment forms. Their analysis permits to determine a level of adapting of a textbook, difficulties in perceiving the textbook by pupils with visual impairments, a complexity of the textbook structure. The above mentioned results will help find out necessary ways of improvement in the process of creating and adapting textbooks for pupils with visual impairments. This article is also an attempt to compare the quality of the textbooks in Braille published in 2017- 2021 to the ones published in 2014-2016 aimed at qualitative changes observations.

The Enactment of Online Learning for Special Need Students during COVID 19 Pandemic: A Case Study

The present study focuses on the implement of online learning in special education and how Information and Telecommunications Technology being used to strengthen and support the achievement of learning and the learning goals at special needs junior high school students (SMPLB) Jambi. The research method used in this study is a case study where the researchers observe how the patterns and processes of online education in the learning of SMPLB students, distributing questionnaires on the use of ICT to the teachers, interviews with parents/guardians of the students, and interviews with special junior high school teacher Sri Soedewi Maschun Sofyan, S.H Jambi. The results of the research indicate that the students in special needs schools have difficulty in obtaining technology that suits with their needs in learning. The learning process cannot be carried out as expected because the teachers have difficulty in making technology-based learning materials for the students, especially for students with the deaf and the blind. Reading and writing skills are also very limited, and the student learning is very low because the online method greatly limits opportunities for direct interaction between the students and the teachers. The involvement of parental assistance is also very low because the parents do not understand how to aid with children in online learning.

Professional stress of special school teachers in Palakkad District

The present study is aimed to find out the professional stress of special school teachers in Palakkad district, Kerala State. Data were collected from 50 special school teachers dealing students with LD,HI,VI,MR and Autism by administering professional stress scale developed by the researcher and her supervising teacher. Teachers with average stress are 76%where as teachers with severe stress and low stress are 16% and 8% respectively. There is no significant difference in professional stress based on gender, type of management and teaching experience. Among the various components contributing to professional stress, students’ behaviour and parental involvement are more influential than rest of them. The least influential components are working environment and administrative norms. The findings indicate the need to empower special school teachers in the district to deal students and their parents in a most pleasing and diplomatic way. .

Assessment of The Learning Outcomes of Physical Education in Children with Intellectual Disabilities

Adaptive physical education is a type of physical education geared toward children with special needs, such as intellectual disabilities. Of course, there must be an assessment in learning to see if the results taught from the cognitive, affective, and psychomotor perspectives were achieved. The goal of this research was to learn more about how physical education learning outcomes were assessed in schools for students with intellectual disabilities in Semarang. The research method used was descriptive. This method aims to describe the events and circumstances that occurred. The research approach used was qualitative. Data were gathered through observation, interviews, and documentation. The informant for this study was a Semarang-based special school teacher (SLB) who teaches physical education classes. The findings revealed that teachers had difficulty making assessments for mentally retarded students even though the assessment was still conducted as it should. It was determined that the teacher conducted a cognitive, affective, and psychomotor assessment of physical education learning and modified the assessment indicators to find appropriate standards. Meanwhile, the assessment was carried out based on the students' abilities.