Special Schools Research Articles

The Relationship of Self-Regulation and Resilience in Parents of Attention Deficit Hyperactivity Disorder (ADHD) at Special School-C Karya Tulus Tuntungan II

<strong><strong></strong></strong><p>Attention deficit hyperactivity disorder is a mental development disorder that becomes a problem for parents if it is not treated immediately. <em>So that parents can increase their resilience and bounce back from difficulties wisely. </em>The type of research is descriptive quantitative with a cross-sectional approach. <em>This research aims to analyze the relationship between self-regulation and the resilience of parents with children with ADHD at </em>Special School-C <em>Karya Tulus Tuntungan II. The type of research is descriptive quantitative with a cross-sectional approach. Technique. Sampling is purposive sampling. This research's respondents were parents with children with ADHD at Special School-C Karya Tulus Tuntungan II, totalling 50 respondents. </em>This research was carried out from March 27 to May 5 2024.<em> The instruments used were the Connor-Davidson Resilience Scale (CD-RISC) and the self-regulation questionnaire (SRQ). Data were analyzed using the Spearman rank statistical test. The results of the study showed that the majority of respondents (74.0% had self-regulation in the capable category, there was a strong positive relationship between self-regulation and the resilience of parents who have children with ADHD with a Pearson correlation value of +0.450, p-value -value=0.001; p>0.05). The conclusion is that there is a relationship between self-regulation and the resilience of parents who have children with ADHD at Special School -C Karya Tulus Tuntungan II, which is quite strong and in the same direction. It is recommended as a nursing intervention that can be developed to explore self-regulation and resilience in patients and families, especially in parents who have children with ADHD.</em></p><p><strong><em>Keywords: ADHD, parent, Self-regulation, Resilience</em></strong></p>

"I Thought It Was Better to Be Safe Than Sorry": Factors Influencing Parental Decisions on HPV and Other Adolescent Vaccinations for Students with Intellectual Disability and/or Autism in New South Wales, Australia.

The uptake of human papilloma virus (HPV) and other adolescent vaccinations in special schools for young people with disability is significantly lower than in mainstream settings. This study explored the factors believed to influence parental decision making regarding vaccine uptake for students with intellectual disability and/or on the autism spectrum attending special schools in New South Wales, Australia, from the perspective of all stakeholders involved in the program. Focus groups and interviews were conducted with 40 participants, including parents, school staff, and immunisation providers. The thematic analysis identified two themes: (1) appreciating diverse parental attitudes towards vaccination and (2) educating parents and managing vaccination questions and concerns. While most parents were described as pro-vaccination, others were anti-vaccination or vaccination-hesitant, articulating a marked protectiveness regarding their child's health. Reasons for vaccine hesitancy included beliefs that vaccines cause autism, concerns that the vaccination may be traumatic for the child, vaccination fatigue following COVID-19, and assumptions that children with disability will not be sexually active. Special school staff regarded the vaccination information pack as inadequate for families, and nurses described limited educational impact resulting from minimal direct communication with parents. More effective communication strategies are needed to address vaccine hesitancy among parents with children with disability.

Prevalence of malocclusion and orthodontic treatment needs in children with special needs in district Mandi, Himachal Pradesh, India

Malocclusion plays an important role in overall oral health of every individual because it is associated with periodontal disease, temporomandibular disorder and may be complicated by an individual disability and special need.To determine the prevalence of malocclusion in children with special needs in District, Mandi, Himachal, Pradesh, India, using DAI and IOTN, and to assess whether the observed malocclusion is affected by sex. The study was consists of 200 children with mental retardation, physical disability, sensory impairment between 10-18 years of age from various special schools for people with special needs. A pre-structured proforma was used to record the findings and socio-demographic information. The special need children were examined in respective schools under natural light, using Dental aesthetic Index (DAI) and Index of orthodontic treatment need (IOTN).The prevalence of the malocclusion was found to be more in the subjects with the mental retardation and physical disability followed by hearing and visual impairment. There were no statistically significant differences in DAI and IOTN scores between gender.: The need for orthodontic treatment was found to be more in mentally retarded group than the other groups of special need children as per the IOTN and DAI scores in District, Mandi, Himachal, Pradesh.

Hygiene management of adolescent female students with disabilities in the special schools of Bangladesh

Hygiene management of adolescent female students with disabilities in the special schools of Bangladesh

Social Support at School for Students with Sensory Disabilities.

Social support is the gratification of basic social needs (affection, belonging, esteem or approval, security, identity) through interaction with others. Social support at school allows students to perceive themselves as competent during learning and to enjoy school in general. Little is known about social support at school for students with sensory disabilities. This review aims to synthesize findings from studies examining social support at school for students with hearing and visual impairments. A search of computerized databases was supplemented by a manual search of the bibliographies of the main publications. The synthesis of the literature suggests that all students need adequate support devices in class and properly trained support teachers. However, visually impaired students are more likely to have access to resources compared to those with hearing impairments. Students with visual impairments attending regular schools are more positive about the availability of resources than those with hearing impairments attending special schools. Overall, senior secondary school students indicate higher resource availability than junior secondary school ones. Still, very few studies have investigated social support for students with sensory disabilities. Thus, further research is needed to confirm these results.

Effectiveness of the interaction unit method in teaching addition and subtraction problem-solving skills to students with intellectual disability

This study examines the effectiveness of the interaction unit method, which is presented virtually, in teaching addition and subtraction problem-solving skills to students with intellectual disability (ID). The research was conducted with three students (one girl and two boys) aged 15–16 years who were diagnosed with ID and were attending a special education vocational school in Istanbul. Multiple probe design with probe trials across the subjects was used. The dependent variables include the participants’ level of solving addition and subtraction problems, and the independent variable is the teaching via the virtual interaction unit method (VIUM). We found that by using this method, students with ID could acquire the skills to solve addition and subtraction problems. Moreover, it was determined that the students continued to maintain these skills one and two weeks after the intervention and were able to generalize different environments, tools, and people. Considering the social validity of the research obtained from teachers’ opinions, it was concluded that the opinions about the VIUM were positive.

Cross-bite and oral habits among Albanian autistic children according to the stages of occlusal development

This study had two aims. First, we aimed to investigate the prevalence of ACB, PCB, and oral habits among a group of Albanian children with ASD compared with a group of children without ASD. Second, we aimed to identify the associations of ASD with ACB, PCB, and oral habits. The sample inlcuded 125 children with ASD (91 males, 34 females) from 2 special schools for children with disabilities and 2 daily residential centers in Tirana. The control group included 125 children without ASD. The relationships between categorical variables were evaluated via the chi-square test. To identify the potential risk factors for ASD, we performed binary logistic regression. No statistically significant differences were found for CB or oral habits between the primary and adolescent dentition stages. A comparison of children with ASD with CB and oral habits revealed a significant difference in the prevalence of PCB. Binary logistic regression revealed that ACB, PCB and oral habits were not associated with ASD. CB was more prevalent among children with ASD in the primary and mixed dentition stages. Oral habits were more prevalent in the mixed and adolescent dentition stages. However, ASD is not a risk factor for CB or other oral habits.

Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

PurposeThis case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.Design/methodology/approachThis study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.FindingsThe findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.Originality/valueThis case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Gratitude training: forgiveness in mothers of students with visual impairment

ABSTRACT Gratitude skills training improves the forgiveness in mothers of students with visual impairment (VI). The current study aimed to explore the effects of gratitude intervention on forgiveness in mothers of students with VI. This research was a semi-randomized controlled trial design. Thirty mothers of students with VI were randomly chosen from Special School in Gachsaran, Iran. They were randomly replaced to treatment (n = 15) and control (n = 15) groups. The treatment group participated in nine-session 90-minute gratitude training, while the control group participated in general placebo sessions. Both groups responded to the Rye Forgiveness Scale (RFS) before and after the intervention. The results of the Univariate Analysis of Variance showed that the gratitude training significantly and positively influenced the forgiveness in the treatment group in the post-test (p < 0.001). The research suggests that gratitude training can promote forgiveness in mothers of students with VI. Results of this research increase the interest of parents of these students in gratitude training. Moreover, the gratitude skills intervention can be used as an intervention for improving forgiveness in mothers of students with VI.

A study on the approaches of teaching English for deaf and hard-of-hearing (DHH) students in the special higher secondary schools (HSS) in south India

A study on the approaches of teaching English for deaf and hard-of-hearing (DHH) students in the special higher secondary schools (HSS) in south India

Implementing Comic Strip As a Way of Teaching Christian Educational Materials to Primary School Students with Special Needs

Everyone has a right to education. This means that education must be provided to both normal and special needs students. So far, education for students with special needs has been conducted in conventional ways. This can be proven from how the materials of Pendidikan Agama Kristen dan Budi Pekerti (Christian Education and Ethics) are taught to special needs students who go to a special school named Sekolah Dasar Luar Biasa (SDLB). This cannot be done any further as students with special needs learn very slowly and in many cases might not even read well due to their weakness in mastering alphabetical symbols. It is believed that Comic Strip can be used as a way of teaching Christian educational materials for SDLB students. Keywords: teaching Christian education materials, students of special needs, Comic Strip

Comparative Study of Emotional Correlations Academic Information Seeking Behaviour and Library Services in Special Schools in Karnataka India

Comparative Study of Emotional Correlations Academic Information Seeking Behaviour and Library Services in Special Schools in Karnataka India

Integrating Task-Based and Differentiated Instruction (DI) to Overcome Language Learning Challenges

This research aims to overcome language learning difficulties faced by students with special needs by applying a task-based approach and differentiated learning (DI). Qualitative methods are used in analyzing data. The research took place at a special school at SLB Negeri 2 Denpasar. SLB Negeri 2 Denpasar is a special school for children with hearing impairments. In this remarkable school, students would learn to communicate by reading the movements of their lips. Primary data in this research refers to the exact information obtained from student grades and academic tests. The treatment is modified according to the children's cognitive capacities. The results showed that task-based and differentiated learning (DI) are effective techniques in supporting students with special needs. High school students with special needs require a different type of parental guidance. Students with special needs can receive learning support by limiting choices and guiding choices. Providing autonomy for students to engage in task-based learning can facilitate higher student learning.

PSYCHOLOGICAL WELL-BEING IBU YANG MEMILIKI ANAK TUNARUNGU

The various challenges faced by parents of deaf children can cause stress in parents. The stress experienced by parents in raising deaf children harms the parent's ability to care for children so it can have an impact on the psychological well-being of parents, especially mothers of deaf children. The aim of this research is to explore and understand the psychological well-being of mothers in caring for their deaf children. The method used in this research is narrative qualitative. The sampling method was carried out using a purposive sampling method. Data collection was carried out using a semi-structured interview method. The participants in this research were four mothers of deaf children whose ages were between six years old until twelve years old and who attended special schools. The results of this study show that the challenges in caring for a deaf child can have an impact on the mother's psychological well-being. In terms of self-acceptance, mothers accept the condition of their deaf children but tend to be dissatisfied with the care they provide for their children. The mother's attempts to broaden her understanding about deaf children and their care, demonstrate the personal growth component. In terms of positive relations with others, friends in the community are a source of enthusiasm for the mother in raising children. The demand to care for children independently encourages mothers to develop aspects of autonomy and environmental mastery. When it comes to their purpose in life, mothers have the desire to make their children become self-sufficient and able to communicate in the future.

Telerehabilitation of Developmental Dyslexia: Critical Considerations on Intervention Methods and Their Effectiveness.

Paper-based or IT tools can be used in telerehabilitation mode to improve the skills of children with developmental dyslexia (DD), seeking to increase reading speed and reduce errors. Telerehabilitation is the provision of remote treatments in which the patient works autonomously in a familiar environment under the remote monitoring, through telecommunication means, of an expert operator. Through telerehabilitation, children with DD can receive treatments outside the specialist clinic, at home or school, via internet connections, and through advanced technological platforms. These procedures allow adequate communication with the family, intensity of treatment, self-adaptivity of exercises, and child engagement; these factors are crucial for a high intervention efficacy. Recent studies have supported the effectiveness of the telerehabilitation of reading in children with DD, with some studies reporting no differences in efficacy between remote and in-person methods. Nevertheless, many points remain to be clarified about the procedures and methods required by telerehabilitation, the variables linked to its effectiveness (e.g., the impact of the intensity of the training and the neuropsychological profile of the child), and the comparative validity of different tele-treatment paths. These aspects are discussed in the present paper.

A canon of editors and colleagues of “Special School”

The hundredth anniversary of “Special School”, Poland’s first magazine dedicated to the education and upbringing of disabled children, provides an excellent opportunity to revisit the profiles of individuals who, in diverse and often challenging socio-cultural contexts, advanced the field of special pedagogy while continuing Maria Grzegorzewska’s mission. This publication aims to present the biographies and significant achievements of the magazine’s founders, with reference to the reflections presented in the last issue of “Special School” from 2023.

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.

Invisible Children: the Face and Reverse of Special Education in Bosnia and Herzegovina, 1958–1990

Bosnia and Herzegovina (BiH) was one of the republics of the former Yugoslavia (SFRJ), a state with an established totalitarian regime that kept its subjects under control and imposed a recognized ideology on them. Although it tried to present itself as a country with equal rights for all people, that was not the case. Namely, the example of people with disabilities reveals the double face of the regime. While other republics developed already inherited institutions for the care of children with disabilities, BiH did not even have a higher education institution for the education of specialists for working with children and adults with disabilities until the mid-1990s. Special elementary schools were also rare. In some elementary schools, there were auxiliary departments for children with disabilities. Segregation was highly emphasized and parents often hid their children because of shame and public condemnation. In this paper, I will try to show how the Republic of Bosnia and Herzegovina treated special education within the state of Yugoslavia. It is obvious that, despite the needs, special education in BiH was underdeveloped. At the higher education institutions that trained future teachers, there was no mention of working with children with disabilities. For the most part, schools solved this issue according to their priorities and possibilities. Although they talked about the importance of health and inclusion in the education of all, the example of this republic shows the opposite. So, it is evident that the ideology of a totalitarian regime in the 20th century misuses the concept of child health. In doing so, such regimes use childcare to publicly promote their ideological intentions and social awareness while the situation in practice testifies otherwise. From the data obtained by researching three pedagogical journals in the period from 1958–1990, it is clear that special education remained somewhere in the corner and that schools or teachers decided by themselves whether or not they would accept these children into their environment. Therefore, the situation in education in BiH, a society that called itself socialistic, often had results that showed the opposite, and this was exactly what was reflected in the field of special education.

The Influence of Parenting Style on School Adaptation of Special Children in Primary School

Family education is the starting point of life which is important to childrens development. Especially for special children, good family education is favorable to make up for congenital defects. Recently, China paid high attention to the development of special education, formulating the Action Plan for the Development and Promotion of Special Education in the 14th Five-year Plan to push it towards high-quality development. Social attention to special children increases significantly but still has rising space. In China, the study of parenting styles on childrens school adaptability has gotten rich achievement, but the research for special children is relatively few. Different parenting styles and both parents using the same parenting style have different impacts on the childrens development. Special childrens school adaptability is influenced by many factors, so their developmental level is uneven. Therefore, parents need to accurately grasp the relationship between the two and use appropriate parenting styles to nourish their children to promote childrens physical and mental health development.

Implementation of Sibi Sign Language Realtime Detection Program (Case Studi At Sekolah Luar Biasa Negeri 1 Tabanan)

Indonesian deaf people utilize SIBI to communicate using spoken words, gestures, facial expressions, and body language. SIBI, certified for Special Schools (SLB), helps deaf pupils communicate. This project implements SIBI (Indonesian Sign Language System) a real-time detection algorithm at Sekolah Luar Biasa Negeri 1 Tabanan using image processing and YoloV8 ultralytics deep learning. The program trains a sign language gesture detection model on Google Colab's GPU. The SIBI sign language images were used to train a YoloV8 object detection model. The camera captures movements, which the YoloV8 algorithm trained on SIBI gesture data processes. It can recognize gestures in real time and generate text to non-sign language users. The dataset has 107 class vocabulary and 7 class affix prefixes for complete gesture recognition. Shirt color, room brightness, and webcam quality affect detection rates. Optimal detection accuracy is 87.74% and subpar 58.02%. Despite these limitations, the strategy helps deaf students communicate more effectively with non-sign language speakers. This program improves inclusivity and communication in schools, making learning easier for hearing-impaired pupils. This work provides a reliable and quick sign language identification system to help deaf educators and caregivers with daily interactions and education.