Special School Teachers Research Articles

Early Detection Instruments for Children with Special Needs

Children's age is a golden age, so it is very important to pay attention to their development. Especially if there is a suspicion that his growth and development is different from children his age. The purpose of this research is to develop an instrument for early detection of growth and development of children with special need. The research design was Research and Development carried out in 2 stages. The first stage was identifying the DDTK instrument from the SDIDTK and Denver II manuals and then conducting FGDs with 70 participants. The second stage is test results development of 30 parents and their children with special needs to get recommendations on the results of instrument development. Methods to identify children with special needs by means of observation, interviews, documentation, orders and a combination of 3 methods. Data analysis using descriptive analysis, validity test and using product moment and reliability using Alfa Chronicle. There are eight questionnaires to detect blind, deaf, mentally retarded, disabled, disabled, autistic, ADHD and special intelligent. The development of this instrument has the addition of aspects of behavior and physical appearance that exist in children. The development of instruments for early detection of development of children with special needs consists of 8 questionnaires. The results of the instrument trial showed good results and the opinion of special school teachers and ABK therapists was very positive with the development of this instrument so it is recommended to be disseminated to posyandu cadres, the community and health workers.

INVESTIGATION OF IMPROVING INDOOR AIR QUALITY METHODS AT EDUCATIONAL INSTITUTIONS PROVIDING SERVICES FOR CHILDREN WITH DISABILITIES IN VIETNAM

Indoor air quality has a significant impact on the health and working efficiency. There are studies on indoor air quality and the effect of indoor air quality on young children around the world and also in Vietnam. However, several studies have have not evaluated indoor air quality in classrooms at educational institutions that provide assistance to children with disabilities. As a result, the article focuses on investigating methods to improve indoor air quality at educational institutions providing services for children with disabilities, based on theoretical and practical studies on air quality; expert and teacher opinions on the feasibility and readiness to implement methods to improve air quality at intervention facilities for children with disabilities. The survey has 151 people that took part in it. The findings indicate that teachers in both inclusive and special schools have a basic grasp of classroom indoor air quality and its influence on children with disabilities. Teachers in specialized schools, on the other hand, rated classroom indoor air quality substantially worse than teachers in inclusive institutions. Furthermore, they highlighted steps done by their institution as well as additional innovative but particular ideas for improving classroom indoor air quality for children with impairments. Because this is a relatively recent problem in Vietnam, more methods to enhance classroom indoor air quality at educational institutions that provide services for children with disabilities are required.

Professional Qualities of Special Education Itinerant Teachers: A Qualitative Study from China

ABSTRACT In China, many special education schools are or have been rebuilt into resource centres. To support the national program of ‘Learning in Regular Classroom’ (LRC), these centres often recruit teachers in special education schools to serve as special education itinerant teachers (SEITs), who travel across regular schools to provide specialised professional support. However, most studies of professional qualities of SEITs have been conducted in western countries and the analysis was based on SEITs for students with visual or hearing impairment. Little is known about the professional qualities of SEITs in the Chinese LRC context. This study aims to make a contribution in this regard. Semi-structured interviews were carried out with seven SEITs. It was found that beliefs, knowledge, skills, professional identity and motivation, and self-awareness of professional development were recognised as the core professional competencies necessary for the implementation of itinerant service. Implications for practice and future research in SEITs’ professional development are presented.

Special education teachers’ experiences of addressing challenging behaviour during the pandemic

ABSTRACT In times such as this pandemic, where the spread of COVID-19 has resulted in school shutdowns, emergency remote learning was implemented in several countries and different educational settings. School closures made it challenging for special education teachers to support their children with special needs and families. This research aimed to identify the support provided by Spanish teachers in special education schools to children with intellectual and developmental disabilities who exhibit challenging behaviour and the support given to their families. Data were collected from 22 teachers from seven special education schools by using focus group interviews. Thematic analysis was used to identify, analyse, and report patterns within the data. The results show that teachers deployed many different interventions to provide adequate support to their students and families, such as delivering materials to families, communicating in diverse ways, providing academic or functional tasks, and working with other services. Despite these efforts, teachers also reported difficulties when providing support to students and families. Therefore, future research needs to continue exploring experiences during COVID-19 to inform more accurate educational practices, especially considering children with special needs.

The preliminary validity and reliability of the Assessment of Barriers to Learning in Education – Autism

BackgroundFew robust autism-specific outcome assessments have been developed specifically for use by teachers in special schools. The Assessment of Barriers to Learning in Education – Autism (ABLE-Autism) is a newly developed teacher assessment to identify and show progress in barriers to learning for pupils on the autism spectrum with coexisting intellectual disabilities. AimsThis study aimed to conduct a preliminary validity and reliability evaluation of the ABLE-Autism. Methods and proceduresForty-eight autistic pupils attending special schools were assessed using the ABLE-Autism. Multi-level modelling was used to evaluate test-retest reliability, internal consistency and convergent validity with the Teacher Autism Progress Scale. Outcomes and resultsResults showed excellent test-retest reliability and internal consistency. A large effect size suggested that the ABLE-Autism is strongly correlated with the Teacher Autism Progress Scale. Teacher feedback was positive and suggested that the ABLE-Autism is easily understood by teachers, relevant to autistic pupils in special schools, and adequately covers the skills and behaviours that teachers believe are important to assess for these pupils. Conclusions and implicationsAlthough further validation is recommended, the preliminary evaluation of the ABLE-Autism suggests that it is a useful and has the potential to be an effective outcome assessment for autistic pupils in special schools.

The nature and extent of healthcare provision for people with intellectual disabilities in Ghana: A qualitative study.

Ghana has designated special schools with the mandate of training and equipping persons with intellectual disabilities with social functioning and vocational skills needed to promote their social inclusion. This study investigates the nature and extent of healthcare provision for persons with intellectual disabilities in their respective special schools. This research adopted a qualitative, but participatory approach to collect data from respective stakeholders. The findings reveal that some of these special schools do not have professional health workers, and most healthcare providers have challenges diagnosing and prescribing medication for this population due to the health workers' limited understanding of their healthcare needs, coupled with communication barriers. The researchers have suggested setting up of a special health department with personnel who have received training on intellectual disabilities. This department must undertake training for the housemothers in special schools, parents in the communities, and teachers in special schools.

Reflective Gem to Improve Receptive Communication Skills for Students with Hearing Impairment

The inability to receive excitatory voice experienced by the student with hearing impairments presents diverse impacts. The impacts include difficulties in understanding the information that others convey, lengthy understanding sentences, and holding verbal communication. This research aimed to develop a reflective maternal method integrated with the Android system to improve vocabulary mastery to support students with hearing impairments to perform receptive communication. There were twelve students with hearing impairments within the 15-23 age range as the samples. This research belongs to research and development adapted from the multimedia development model for learning. Product feasibility test was performed through the alpha and beta tests. The average expert validation score was 4.25, and the average score of the material expert was 4.50. Both expert validation results were in an excellent category. Also, the results of the media experts' validation were 3.58 in the good category. Meanwhile, the average score of beta test was 3.58 in the good category. It can be concluded that Android apps can be operated via smartphones or computer devices to improve the receptive communicative ability of students with hearing impairments. This application is called Reflective Game. This research recommends an Android application program that can be used by Guidance and Counseling teacher accompanied by special school teachers to improve students' vocabulary understanding for the student with hearing impairment. Besides, it provides skills to understand proverbs, opposites (anonymous), and synonyms.

Improving absorption of students with special needs by the use of Mathematical Multi-purpose Videos

This article begins with a research collaboration between the Director of Seameo-Sen, based in Melaka Malaysia, and the Study Center in the Field of Learning for Students with Disabilities of FMIPA UNNES. The research objective to obtain the results of the analysis that revealed the use of the Multi-purpose Videos of Mathematical Teaching Aids to increase the absorption of students with special needs. The research method is with a qualitative approach. The subjects of this study taken one Malaysian Special School teacher, a Partner Researcher from Seameo-Sen, and the four of visually impaired and the mental retardation students at State Special School (SLBN) in Salatiga. Data analysis: data reduction, data presentation, data interpretation, and drawing conclusions, accompanied by class visit activities at SLBN Salatiga by applying Multi-purpose Videos of Mathematical Teaching Aids, interviews, Focus Group Discussion (FGD), and triangulation of data sources. As a result, by applying the Multi-purpose Videos of Mathematical Teaching Aids there was an increase in the absorption of SLB students. In conclusion, SLB needs to use Multi-purpose Videos of Mathematical Teaching Aids to increase the absorption of students with Special Needs in Mathematics.

Contribution of Education and Teaching Experience to the Professionalism of SDLB Teachers

Extraordinary School Teachers are required to have professionalism in teaching. Teacher professionalism shows the commitment of teachers to improve their professional abilities and develop their skills in carrying out their duties and functions as teachers. This study aims to determine the effect of education, training and teaching experience on teacher professionalism of special elementary school teachers in Kudus Regency. This research is an explanatory research with a quantitative approach. The research subjects were 63 SDLB teachers in Kudus Regency. The sampling technique was carried out by total sampling. The data collection method used a questionnaire. Data analysis using multiple regression analysis. The results showed that education partially had a positive and significant effect on the professionalism of SDLB teachers in Kudus Regency. Teaching experience partially has a positive and significant effect on the professionalism of SDLB teachers in Kudus Regency. Education and teaching experience together have a positive and significant effect on the professionalism of SDLB teachers in Kudus Regency. The result of the coefficient of determination (R2) of 0.645 shows that the influence of education, training and teaching experience on teacher professionalism is 64.5%. Teaching experience has the greatest influence on teacher professionalism, amounting to 55.4%.

Design of an Alphabet to Braille Letter Conversion Board Android based

A blind person is someone who has problems in terms of vision. This can occur due to congenital factors or disease factors that can affect the eye. To be able to replace the role of the eye to read something, blind people are known as a writing system known as Braille. Braille letters are letters specially designed for blind people. The introduction of Braille letters has been carried out since the beginning by special school teachers using Braille cards. Due to the large number of characters, the card arrangement often seems to take time to find the desired character. The arrangement of cards like this means that learning can only be done in a special school environment and cannot be done by someone who is not a special school teacher. To assist teachers in teaching and to help ordinary people teach Braille to the blind, a tool called the Android-based conversion board for the alphabet to Braille is made.

How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.

The Perception of Special Education Teachers for Implementing STEAM Education for Students with Intellectual Disabilities

The purpose of this study is to investigate the current perception of educational practice as special education teacher, STEAM education as an alternative approach to the traditional teaching, and the difficulties or barriers for implementing STEAM education effectively. For the purpose of this study, qualitative research design was used and continuous comparative analysis was used for the data analysis. Among teachers of special schools with intellectual disabilities, teachers who are conducting STEAM education were selected by purposive sampling. The results of this study are as follows. Special teachers have different perceptions of STEAM education. Most special teachers were positively thinking about conducting the STEAM class for students. They recognized that it could be an opportunity for students with intellectual disabilities to naturally interact with each other during class activities and to express creativity through the process of creating something by themselves. Some teachers think that STEAM classes are good, but a great deal of effort and time should be invested compared to traditional teaching methods. They felt that they lacked conceptual knowledge for conducting STEAM class in actually planning STEAM class and a lot of time and effort should be invested in preparing the class. In conclusion, special teachers were positively thinking about conducting the STEAM class for students with intellectual disabilities, but they still feel a lot of difficulties in actual implementation, thus it is necessary to provide support needed in order to activate the STEAM class.

Influences on teaching proficiency and reorganization of the curriculum of teachers in special schools for students with physical disabilities based on students’ individual differences and learning abilities

Influences on teaching proficiency and reorganization of the curriculum of teachers in special schools for students with physical disabilities based on students’ individual differences and learning abilities

P0195 / #1969: CAN DEAF PEOPLE LEARN AND APPLY BASIC LIFE SUPPORT?

Aims & Objectives: In this study, it was aimed to test whether deaf people can learn and apply basic life support (BLS). Methods: Deaf people trained by health professionals in accordance with 2015 American Heart Association guidelines. A special education school teacher proficient in total communication was identifed as communicator between health professionals and the participants. Health professionals taught the teacher for the BLS skills on the day before the training. Teacher accompanied traniers and participants during whole training time. Training lasted 2 hours including theoric and practical education.Pre and post-training awareness and knowledge tests were applied to measure the awareness and knowledge of all participants. Participants’ success in applying BLS steps was evaluated by practical exam that was coordinated by physicians using checklist. Results: Forty volunteer participants with hearing loss were included in the study. In post-training awareness questionnaire, significant improvement was determined in terms of BLS hearing, BLS searching, feeling sufficient to apply BLS, knowing about call emergency number and watching videos about BLS. There was a statistically significant improvement in 7 questions from 12 questions between the pre- and post-training knowledge tests (p <0.05). Volunteers were able to give true answers regarding environmental safety, control of the airway and respiration, 30: 2 chest compression, 100 times chest compression, the hands placed in the middle of the chest in post-training knowledge test. In the 16-step BLS application evaluation in volunteers applied BLS with a success rate of 80%. Conclusions: This study showed that deaf people can learn and apply BLS

Utilization of NON B3 Waste as Learning Media in Online Class during the Pandemic

Covid-19 pandemic had a significant impact on many aspects of life, including in the world of education. Pandemic conditions make the learning process adapt to new conditions, one of which is changing the form of face-to-face learning into online learning. The online learning process for teachers at Special School (SLB) faces challenges in delivering learning materials to students with special needs, especially in using appropriate learning media. This article discusses the training provided to special school teachers in Yogyakarta to make learning media utilizing non-B-3 waste as a support for the online learning process for children with special needs. The method used is a qualitative method with data collection techniques using interviews, observation, and performance evaluation. The results of this study indicate that the training in making learning media based on non-B-3 waste is significant in helping teachers solve online classroom learning problems for children with special needs. The reason for choosing non-B-3 waste for learning media are easy to get, and teachers can make media according to students abilities and learning objectives.

Estimation of Abuse by Teachers in Special Needs Schools in Japan

Children with disabilities are at high risk of being abused at school by their teachers. Based on legislation in Japan, the authors assessed the implementation of measures to prevent abuse and reasonable accommodations (arrangements) available at special needs schools in Japan. Government data has concentrated only on physical maltreatment by teachers; thus, we also collected grievances from parents to estimate the prevalence rate of abuse at special education settings. Of the 1,077 schools that were sent questionnaires, 333 completed them. Educational programmes for staff were the most common measure employed to prevent abuse. Various forms of support, including communication with internet-communication technology, were provided in relation to reasonable accommodations. After the implementation of the abuse prevention act for persons with disabilities, 14 (4.20%) schools reported grievances from parents claiming that their child had been bullied by teachers. Because Japan does not have educational inspection systems, such as the United Kingdom and the Netherlands, we assumed the incidence rate. Provided that all the grievances were related to abuse, the incidence rate was 0.02–0.05% (95% CI).

Perceived Stress and Coping Mechanisms among Teachers in Three Special Schools in the Northern Parts of Ghana

The aim of this study was to find out perceived stress and coping mechanisms among teachers in special schools in the northern part of Ghana. This study was an explorative study with quantitative survey as its main design. Teachers in three special schools formed the population of the study. The proportionate simple random sampling was used to select 60 teachers for the study. A self-constructed questionnaire was the main instrument for the study. Data were collected personally by the researchers. The data obtained were analysed in SPSS using frequency distribution tables and percentages as well as means and standard deviations. Also, independent t-test, one-way analysis of variance, and Pearson correlation coefficient were run to determine the relationship between some demographic factors and the variables investigated. It was found that several factors cause stress among special educators, such as low remuneration and lack of pupils' progress. The effects of stress included cardiovascular diseases, headaches, depression, and anxiety. The teachers' responses showed that leaving the stressful event, seeking administrative support, and a sense of efficacy were some coping strategies adopted. It was concluded that several factors cause stress among special educators with physical, psychological and behavioural effects, hence there is a need for effective coping strategies to make them stay safe and healthy. It was recommended that social support systems should be made an integral part of the teachers' job to make them cope adaptively to stressful situations.

Эмоциональное выгорание на работе среди учителей государственных и специальных школ

The purpose of this research was to compare job burnout among public and special school teachers. The statistical population of this research consisted of all public and special school teachers in Jahrom, Iran. Of these teachers, 84 (42 public school teachers and 42 special school teachers) were selected as the study sample. Special school teachers and public school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. The Maslach Burnout Inventory was used to measure job burnout. The collected data were analyzed by multivariate analysis of variance (MANOVA). The results revealed that job burnout subscales (except for the Low sense of personal accomplishment), were higher among the special school teachers compared to those of the public school teachers (p&lt;0,001), but there was no significant difference between male and female in terms of job burnout subscales (p=0,99). According to the findings of this study, it is suggested that the Ministry of Education take steps to prevent special schools’ teachers job burnout by raising the level of services at their workplaces.

Analysis of the Relationship between Burnout and Empathy Ability among Teachers in Special Education Schools

In order to explore whether the empathy ability of Chinese special education school teachers has an impact on their burnout, this study investigated 156 special education school teachers using the Empathy Competence Scale and the Burnout Scale. The results are as follows : (1)The scores of various dimensions of burnout of teachers in special education schools are all lower than the theoretical median, and the overall level of job burnout of this group is low. (2)Except imagination was not correlated with emotional exhaustion, other dimensions of empathy ability were significantly correlated with all dimensions of burnout (all p &lt;0.05). (3)Regression analysis found that perspective taking could negatively predict emotional exhaustion and low personal accomplishment (all p &lt;0.05). Empathy concern could negatively predict low personal achievement (p &lt;0.05). Personal distress positively predicted emotional exhaustion, depersonalization, and low personal accomplishment (all p &lt;0.001). Imagination could negatively predict emotional exhaustion and depersonalization (all p &lt;0.05).

Development of Functional Academic Guidebook Based on Experiential Learning for Teacher Specialized in Teaching Children with Intellectual Disability

This study is to determine the feasibility of functional academic guidebook based on experiential learning model in terms of material and media aspects. The type of research is research and development (RnD), using Borg and Gall model. The procedure for developing teaching materials is limited to 9 steps of activities, namely: research and information collecting, planning, preliminary form of product development, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, and final product testing. The research subjects were 6 special school teachers. The eligibility of teaching material product is validated by a material expert and a media expert. Data collection used is a questionnaire and interview. Based on the results of the study, the feasibility of a functional academic guide book based on the validation of the material experts is 3.37 (very good) and the media experts is 3.74 (very good), the results of main field testing is 3.18 (very good), and operational field testing is 3.51 (very good).