Special School Students Research Articles

EDUCATION AND ASSESSMENT OF LEARNING OUTCOMES IN LITHUANIAN SPECIAL SCHOOLS

The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 – strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.

大学生・専修学校生および小学生を対象にした「死の教育」の授業実践と評価に関する研究

大学生・専修学校生および小学生を対象にした「死の教育」の授業実践と評価に関する研究

How fast children with intelectual disabilities speak

The article takes a position on speaking rates in people with intellectual disabilities, where speech tempo is a research category. It presents the findings of research on speech tempo in special school students with moderate and mild intellectual disabilities, which are compared to the results of a control group – nondisabled peers. Students’ utterances were analyzed in terms of selected quantitative and qualitative aspects of speech. They included: the number of sounds used in a 30-second-long speech segment, the number of pauses, and also the percentage share of pauses in an utterance. To test research hypotheses, statistical analyses of the linguistic material collected were made with the use of the Student’s t-test, the non-parametric Mann-Whitney U test, and the Shapiro-Wilk test.

Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia

ABSTRACTThis study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh, H. W. 1990. Self-Description Questionnaire – I (SDQ I). Manual. MacArthur, NSW, Australia: University of Western Sydney) was used to measure the children’s self-concept. The results showed a decrease in the academic achievement and academic self-concept of DHH students who were in a special class (Grade 4) when they transferred to the mainstream (Grade 5), while the academic achievement and self-concept of the DHH students continuing in a special school remained stable. All three groups – DHH in the mainstream, DHH in the special school and hearing students – showed improvements in their social self-concept after the transition.

A Qualitative Research of Teachers’ Experiences in Applying Augmentative and Alternative Communication System in a Special School for Students with Intellectual Disabilities

A Qualitative Research of Teachers’ Experiences in Applying Augmentative and Alternative Communication System in a Special School for Students with Intellectual Disabilities

지적장애 특수학교 교사들의 보완대체 의사소통 적용 경험에 관한 질적 연구 - 학교 안 전문적 학습공동체 사례를 중심으로 -

지적장애 특수학교 교사들의 보완대체 의사소통 적용 경험에 관한 질적 연구 - 학교 안 전문적 학습공동체 사례를 중심으로 -

Inclusive education in the Netherlands: how funding arrangements and demographic trends relate to dropout and participation rates

ABSTRACTThere is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements – and the incentives that are associated with these arrangements – and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education.

O processo de inclusão de pessoas com deficiência visual no mercado de trabalho

O objetivo deste estudo foi descrever o processo de inclusão no mercado de trabalho de pessoas com deficiência visual da região de Londrina-PR, destacando-se a importância das escolas especiais na formação e inclusão destas pessoas e o papel da empresa. Além disso, pretendeu-se atrelar teoricamente a questão da responsabilidade social empresarial à inclusão social. Para responder a questão proposta, realizou-se uma pesquisa descritiva, por meio de entrevistas semiestruturadas, adaptadas dos estudos de Soares (2006). Foram realizadas quatro entrevistas: duas com alunos da escola especial; uma com um colaborador da escola e uma com o empregador de um dos alunos. Os dados foram analisados qualitativamente por meio da análise de conteúdo. Os resultados da pesquisa destacam como aspectos facilitadores para inserção no mercado de trabalho: a lei de cotas; os recursos da informática e, principalmente, a força de vontade da pessoa com deficiência em buscar uma vaga e provar que é capaz de exercer a função designada. Os aspectos desafiadores destacados por eles foram: a falta de informação e o preconceito em relação à capacidade de trabalho da pessoa com deficiência.

예비특수교사의 지적장애 특수학교 사전실습 프로그램 참여 경험

연구목적: 본 연구는 특수교사를 양성하는 교원양성 대학에서 2년간 사전실습 프로그램에 참여한 학생들을 대상으로 사전실습 프로그램에 참여하면서 있었던 주된 경험 및 느낀 점들에 대해 살펴봄으로써, 우수한 특수교사 양성을 위한 기초자료를 제공하는데 목적이 있다. 연구방법: 이 연구의 목적을 위해 2년간 사전실습 프로그램에 참여한 30명의 예비특수교사들이 이 프로그램에 참여하는 동안 배우고, 경험하고, 느낀 점을 형식에 구애받지 않고 반구조적인 감상문 형태로 작성하도록 하였으며, 이후에 5명을 선정하여 반구조화 심층면담을 실시하였다. 질적연구 방법인 지속적 비교 연구법을 활용하며 분석하였다. 연구결과: 사전실습프로그램에 참여하는 동안 예비특수교사들은 특수교사가 되기 위한 다양한 현장역량들을 많이 기를 수 있었던 것으로 나타났다. 예비특수교사들은 특수교육 현장과 지적장애 학생들을 보다 실제적으로 이해할 수 있게 되었고, 2년간의 사전실습 프로그램 경험을 통해서 4학년 1학기에 참여할 정규실습에 대비하기 위한 수업능력향상, 수업시연 자신감 향상, 문제행동 대처방법 숙지에 도움을 주었다. 뿐만 아니라 전공학업이해 증진 및 예비특수교사로서의 진로 확신을 가질 수 있었다. 결론: 예비특수교사들의 현장역량강화를 위해서 4주간의 정규실습 전에 반드시 체계적인 사전실습 프로그램이 제공될 필요가 있다.

Application of Learning Vector Quantization Method in Kinect Device AS a Base of the Development of Behaviour Detection System

One of the lessons for mental disorder students in Special Schools is practicum lessons in the form of vocational education. This lesson uses equipment that requires prudence. Mental disorder students have characteristics that are low memory and move based on intuition. Teachers should pay extra attention especially to detect student behavior during the learning. This detection is needed for learning to take place smoothly and students are safe from the dangers around the practicum place. Teacher's feedback on the detection obtained in the form of a warning from the teacher. This study is expected to be useful for providing a special detection pattern for students to assist teachers by providing feedback in the form of warnings using natural motion detection technology. This research was conducted using Kinect as data input and data was processed using artificial neural network and Learning Vector Quantization method. The dangerous attitude used in the test is the attitude of standing at the time of drilling position. The data used by training is 126 data and do training using LVQ. At the LVQ training stage, the training was conducted with parameter of Learning Rate 0,05, maximum Iteration 44, reduction of learning rate 0.01, and Learning rate minimum 0,02.

개별차원의 긍정적 행동지원이 특수학교 지적장애 초등학생의 수업 방해 행동에 미치는 영향

The purpose of this study was to examine the effects of the individualized positive behavior support on problem behaviors of two special school students with intellectual disabilities. The participants were students with intellectual disabilities who received education in grade 3 in a special school. The study utilized multiple baseline design across subjects, and measured behaviors using partial interval recording. Functional behavior assessment was also conducted using direct observation, interviews with the teacher, and with motivational checklist (MAS). Student’s personal profiles were analyzed to identify the function of the behavior. The dependent variables were the classroom disruptive behaviors demonstrated by students during class: out of seat behavior, making noise verbally, banging the desk, chatting with peers during the instruction, and lying down on the floor. The findings from the study indicated that the individualized positive behavior supports (i.e., antecedent strategies, alternative behavioral strategies, and consequent strategies) were helpful reducing disruptive behaviors of the two students during both intervention and maintenance phase. The implication included the guidelines for future research and limitation.

Curriculum Adaptation in Special Schools for Students with Intellectual Disabilities (SID): A Case Study of Project Learning in One SID School in Hong Kong

Using a qualitative case study approach, the authors analyzed the curriculum adaptation process for one project learning activity in School K, which is a SID school in the context of school-university collaboration. Multiple sources of data were collected for triangulation, including interviews, documents and observations. Curriculum adaptation strategies in this study were analyzed from five perspectives: instructional goals, instructional content, instructional strategies, instructional settings, and student behavioral needs. It was found that curriculum adaptation efforts could help students with ID develop potential at their own level through project learning activates and teachers could also gain professional development during the university-school collaboration process. As for future studies, enlarging the sample size, involving teachers’ past orientations and motivations in the project learning process, and collecting quantitative data could all be taken into account.

The impact of maternal responsiveness and control on change in externalising behaviour problems: differences between regular and special schools

ABSTRACTThe present study compared 124 adolescents from special schools for students with emotional and behavioural disturbances (EBDs) and 133 regular schooled adolescents with regard to their perceived maternal behaviour. It was also tested longitudinally whether effects of maternal parenting behaviour on subsequent externalising behaviour vary as a function of school type. The two groups did not differ from each other with regard to perceived maternal parenting behaviour. However, an interaction effect of school type and parenting behaviour on externalising behaviour was found. Maternal warmth/support predicted a decrease and maternal strict control an increase in subsequent problem behaviour only for adolescents from special schools. The importance of parenting programmes especially for parents of adolescents attending special schools for students with EBD is discussed.

The Relationship between Resilience and Care Burden among Parents of Students with Intellectual Disability in Golestan Province, Iran, in 2016

Introduction: Children with intellectual disabilities sometimes disrupt the mental health of the family and cause serious damages in their parents. Consideration of the mental health of parents of exceptional children is important due to the psychological, social, and financial burden of care and increased care burden on families of children with intellectual disabilities. Materials and Methods: This was a descriptive-correlation study. The subjects consisted of 200 parents of students in special schools of Golestan Province, Iran, in 2016. The participants were selected through multistage random sampling method. A demographic information questionnaire, the Conner-Davidson Resilience Scale (CD-RISC), and Elmstahl’s Caregiver Burden Scale were used to collect data. The collected data were analyzed using descriptive and inferential statistics in SPSS software at the significance level of P < 0.05. Results: In this study, the resilience and burden of care scores of parents of children with intellectual disabilities were 51.86 ± 17.27 and 56.89 ± 14.27, respectively. Simple linear regression test showed a significant relationship between resilience and burden of care [B = 0.32, Beta = 0.39, P < 0.01, %95 CI: -6 (-4.2 to -8.1)]; with 1 degree decrease in resilience, the burden of care score will increase 0.3 points. Conclusion: In this study, the burden of care was higher and resilience was lower than average and resilience of parents of students with intellectual disabilities could be increased with reduction in the amount of burden of care. Among the predictive variables, the effect of income on the burden of care was evident to a greater extent in parents of children with intellectual disabilities compared to other variables. This indicates that the burden of care can be reduced and resilience can be increased by raising income levels and economic well-being. Therefore, it is suggested that the necessary economic and counseling measures be taken to reduce the burden of care.

Analysis of personality level of students of industrial-field specialized high schools and Meister high schools

Analysis of personality level of students of industrial-field specialized high schools and Meister high schools

Special Education Outcomes and Young Australian School Students: A Propensity Score Analysis Replication

Using a second cohort of Australian school students, this study repeated the propensity score analysis reported by Dempsey, Valentine, and Colyvas (2016) that found that 2 years after receiving special education support, a group of infant grade students performed significantly less well in academic and social skills in comparison to matched groups of students who did not receive support. Using Longitudinal Study of Australian Children data, the present study found that the second cohort of students with additional needs also performed less well than matched groups of peers and that these results also held true for the specific subgroup of these children with learning disability/learning problems. The ramifications of these results to the delivery of special education in Australia are discussed.

AN EVALUATION OF THE QUALITY OF LIFE OF HEARING IMPAIRED CHILDREN ATTENDING SPECIAL SCHOOLS IN THE SERBIAN EDUCATION SYSTEM

Quality of life is vague and difficult to define, since individual goals, in addition to economic, cultural, religious and educational factors, also have a dominant influence. This study is aimed to determine the differences in the responses received on the quality of life of deaf and hard-of-hearing children and to show which of the two social protections, family or boarding school, provides better conditions for the assessment of the quality of life of these children. The methods used in data processing included descriptive statistics and statistical analysis (Cronbach α, t-test and Pearson's correlation coefficient). All statistical analyses were performed in the statistical program SSPS 19. The sample consisted of 61 students in special schools for deaf children who were examined using a paediatric questionnaire about quality of life (Pediatric Quality of Life Inventory TM – PedsQL, version 4.0). The results: With children who were housed in dormitories of special schools for deaf children, during their education we obtained less pronounced results ranging from 0,70 on the sub-scale of psycho-social health to 0,81 on the social scale. Conclusion: The obtained results indicate that children with hearing impairment who are housed in the dormitories of schools for the deaf during their education have a favourable opinion of the quality of their lives, irrespective of the fact that they live in a dormitory compared to children who live with their families.

Effects of Traditional Game Program on Gross Motor Skills and Social-Emotional Development of Elementary Special School Students with Cerebral Palsy

Effects of Traditional Game Program on Gross Motor Skills and Social-Emotional Development of Elementary Special School Students with Cerebral Palsy

Assessment of Sexual Maturation among Boys in Special Schools of Tehran, Iran

Background: Due to lack of detailed standards of sexual maturity in individuals with Intellectual, sensory and motor disability in Iran and the importance of timing of onset of puberty in these individuals, a study is necessary. By knowing the onset of puberty, physiologic and behavioral changes can be traced in these people, as well as the potential impact of the puberty on the underlying disease can be considered. The aim of the study was to investigate of sexual maturation among boys of special schools of Tehran. Materials and Methods: Cross-sectional study was performed on children and adolescents male students in special school in Tehran at 2013. A random, multistage sample 0f 895 boy students of special schools was taken from 25 special schools in five districts of Tehran city. In this study, symptoms and stages of puberty were identified. Pubertal stages were assessed by visual inspection and palpation based on the rating scales of Tanner. In addition, demographic data such as age, height, weight were collected. Then the data were analyzed and mean age of onset of puberty was determined. Results: The mean age of onset of puberty in boys (Genitalia stage 2) was 13.12 ± 1.84 years and sexual maturation was completed at 16.57 ± 1.34 years. The average height at the onset of puberty (Genitalia stage 2) was 151.1 ± 9.91 cm and the average weight was 48.47 ± 10.14kg. The mean BMI for puberty onset was 20.89 ± 5.43. Conclusion: In our study, the mean age of puberty onset in boys with disabilities was 13.12 ± 1.84 years. Compared to the data from healthy boys, our findings indicate that the mean age of pubertal onset in boys with disabilities in special school is higher than that of their healthy counterparts.

Комплексная модульная система предупреждения профессиональных деструкций следователей в ходе их профессионального становления

The article substantiates the need to improve the readiness of the future legal psychologists to effective coping behavior in the light output at the present time in Russia professional standards governing the activities of professionals providing psychological assistance to minors, including those who are in legally relevant situations. The aim of the presented research - the identification of typical coping strategies for students of legal psychology in the educational practice and the analysis of the relationship of coping strategies with successful performance practices. Second-year students were diagnostic practice in various educational institutions, including schools and special schools for students with deviant behavior. Probationers acted as a psychologist, a holistic diagnostic problem solving - from the receipt of the request to make recommendations on the results of the survey. The method of content analysis was processed 41 report on the practice. Fixed mention of problematic situations that have caused negative emotions in the trainees, and mention of coping behavior. Revealed the typical difficulties of students and coping strategies when performing queries on psycho-diagnostics of children with behavioral problems. We found a significant positive correlation between the success of the implementation of practice tasks students with a variety mentioned in the report difficulties with the frequency of their appearance, as well as with a variety of coping strategies. The study offers methodological tools for the preparation of the future legal psychologists in diagnostic practice.