Special Schools Research Articles

Optimizing school-based delivery of HPV and other routine vaccines for adolescents with disability in specialist schools in Victoria, Australia: a co-design study.

To co-design strategies to improve school-based immunization service delivery for adolescents with disability in Victoria, Australia. Co-design workshops with 15 stakeholders from six Victorian specialist schools. In two workshops, participants discussed findings from previous interviews (n=32) and defined immunization challenges. Investigators thematically analysed discussions, prioritized ideas and produced prototype interventions. In a third workshop, prototyped interventions were discussed to elicit preferences and feedback. An advisory group was consulted prior to strategy finalization. Multiple opportunities were identified to improve vaccine service delivery for adolescents in the specialist school setting. A fundamental challenge was to improve accessibility of parent information about the school immunization program and the vaccination pathway. Developing information resources and education modules about vaccination day could enable schools to prepare students. Finally, developing and implementing a clear vaccination pathway from consent to post-vaccination, incorporating the capacity to cater to individual student needs, will optimize the vaccination experience for these students. This is the first study to co-design a proposed model of vaccine service delivery, with supporting resources, tailored to adolescents in special schools. Further work is needed to examine feasibility and acceptability of implementing and evaluating the service delivery model.

The Dutch School System’s Failure to Achieve Inclusion and Comply with the UN-CRPD

The Dutch school system claims to promote inclusion through the Appropriate Education Act (2014), which obliges schools to find the best educational environment for each student. Despite these intentions, the reliance on special schools remains omnipresent, with over 73,000 students enrolled in 2023, which is an increase compared to 2014. This contradicts the idea of inclusivity envisioned by the Act and the UN-CRPD and maintains a dual-track system, where students with disabilities are separated into specialized schools. This essay discusses the current situation in the Dutch school system and how it is failing to achieve inclusion advocated by the UN-CRPD.

Oxytocin’s social and stress-regulatory effects in children with autism and intellectual disability: a protocol for a randomized placebo-controlled trial

BackgroundOxytocin is increasingly considered as a new pharmacological option for mitigating social difficulties and regulating stress in autism spectrum disorder. However, in prior trials, autistic individuals with co-occurring intellectual disability (ID) have largely been overlooked, despite their high prevalence, poorer outcome, and the enhanced need but reduced availability of therapeutic interventions. Prior studies have also overlooked the importance of standardizing the context in which oxytocin is administered, rendering outcomes from prior trials inconclusive.MethodsTo meet these limitations, we propose a double-blind, randomized, placebo-controlled trial investigating the effects of intermittent multiple-dose intranasal oxytocin administration (4 weeks, 24 IU 3x/week), administered within a standardized psychosocial stimulating context at special need schools, in 80 children with autism and co-occurring ID (4–13 years old). Clinical-behavioral as well as stress-regulatory effects of oxytocin will be evaluated using the Autism Treatment Evaluation Checklist (ATEC), the Brief Observation of Social Communication Change (BOSCC) expert rating scale, and measurements of high-frequency heart rate variability (HF-HRV), a validated index of parasympathetic autonomic nervous system activity. To assess the possibility of retention and/or late-emerging effects, outcomes will be assessed immediately after the administration regime, and at two follow-up sessions, four-weeks and six months after administration.DiscussionSignificant clinical-behavioral improvements on the ATEC and BOSCC, and significantly higher parasympathetic HF-HRV power in the oxytocin compared to the placebo group would confirm beneficial clinical-behavioral and stress-regulatory effects of oxytocin in autistic children with co-occurring ID. This would also corroborate the use of intermittent dosing schemes in combination with concomitant psychosocial stimulation.Trial registrationThe trial was registered on the 9th of December 2022 at the European Clinical Trial Registry (EudraCT 2022-002423-36) and on 20th of September the trial was transferred to the EU Clinical Trial Register (EU CT 2024-513436-14).

Trauma‐informed education for pupils with adverse childhood experiences and social, emotional and mental health needs: Special school headteachers' lessons learned from the coronavirus pandemic

AbstractThis doctoral study explored headteachers' lived experiences of leading trauma‐informed education in their special schools for pupils with adverse childhood experiences (ACEs) and social, emotional and mental health (SEMH) needs throughout and since the coronavirus (Covid‐19) pandemic. Five headteachers of SEMH special day schools in England participated in semi‐structured interviews in late 2023. Transcripts were examined using interpretative phenomenological analysis. The interviews focused on participants' perspectives on their leadership during and since the pandemic, including in light of Government policy and guidance, and their perceived impacts on their schools, pupils and themselves. Key lessons include recommending that policymakers seek to understand the sector better by consulting those with lived experience of leading, working at, and attending SEMH special schools. In doing so, this understanding should inform smarter policy that better supports pupils with ACEs and SEMH needs in future emergencies. The research also identifies the need to provide more effective support to headteachers during times of crisis.

Socialization and personal values of teachers in general education, special education, and extracurricular education schools

ABSTRACT The study compared socialization and personal values of teachers in general education schools, special education schools, and music schools that offer extracurricular education. A total of 401 teachers in Estonia filled in the Portrait Values Questionnaire. The results showed that teachers’ socialization and personal values were similar across different schools, but teachers in special education schools differed from general education and music school teachers. Teachers in schools for students with emotional-behavioral difficulties ranked achievement much lower and considered hedonism more important to socialize in children. Teachers in schools for students with disabilities rated self-transcendence values less important to develop in children than general educators and music school teachers. Regarding personal values, teachers in schools for students with emotional-behavioral difficulties considered hedonism more important and security less important than teachers from other schools. Overall, the findings suggest that teachers adapt their values to the school’s context and children’s characteristics.

Nutritional aspects in patients with cerebral palsy: A multicenter observational study in Spain.

Nutritional aspects in patients with cerebral palsy: A multicenter observational study in Spain.

Developing Self‐Advocacy Skills in Japanese Special Needs High Schools: A Survey of Teachers Educating Students With Intellectual Disabilities

ABSTRACTThis study investigated the awareness and frequency of self‐advocacy skills development training for students with intellectual disabilities conducted by teachers in Japanese special needs high school sections. The study developed the Difficulty Scale for Self‐Advocacy Skills Development (DS‐SSD) and the Frequency Scale for Self‐Advocacy Skills Development (FS‐SSD). Using these tools, the study surveyed teachers in special needs schools for students with intellectual disabilities. Teachers' responses (N = 80) to the DS‐SSD underwent exploratory factor analysis, which revealed two primary factors: “difficulty in developing self‐understanding” and “difficulty in developing communication skills for rights.” The results indicated that teachers with more years of experience, especially in special needs education, reported less difficulty developing students' self‐understanding. Teachers with more years of teaching in schools found developing students' communication skills for rights less challenging. However, the study found no relationship between the frequency of self‐advocacy skills development and the teachers' gender, overall teaching experience, or experience in special needs education. These findings offer insights into the challenges and frequency of self‐advocacy skills instruction provided in special needs schools. Factors influencing the efficacy of these educational practices are discussed.

Integrated Science Process Skills of Science, Technology and Engineering Students: Challenges and Opportunities for Improvement

The Philippines has one of the lowest average scientific proficiency scores among the PISA-participating countries and economies. The present study investigates the integrated science process skills of grade 9 Science, Technology, and Engineering (STE) program students in Angeles City, Philippines. 79 grade 9 STE program students were invited to be part of the study. They were mostly female and came from non-special science elementary schools. This study utilised a 30-item integrated science process skills test by Kazeni (2005). The reliability of the instrument is 0.81. This study used statistical analysis, specifically descriptive statistics (frequency, mean, standard deviation, one-way ANOVA, and point-biserial correlation). Based on the results, there is no significant relationship between their score from the 30-point integrated science process skills test and their gender and previous elementary school, whether the students came from special science elementary school or non-special science elementary school. This investigation recommends integrating science process skills throughout the curriculum by embedding inquiry-based learning opportunities. Courses could be designed to progress from basic science process skills such as observing, measuring, communicating, classifying, and predicting to more complex tasks such as defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. Aligning the curriculum with frameworks that emphasise critical thinking and problem-solving, which are core components of integrated science process skills, is suggested. A series of instructional strategies that foster active student engagement with these skills, such as case- and project-based learning strategies, are proposed. The use of formative assessments is recommended to track the science process skills over time. Integration of technology tools that design and simulate experiments to offer additional avenues for skill development is encouraged.

A Study on the Intervention of Inattentive Behaviors in Children With Moderate Intellectual Disabilities Based on Positive Behavior Support

This study evaluated the use of Positive Behavior Support (PBS) based on Functional Behavioral Assessment (FBA) to reduce inattentive behaviors in children with moderate intellectual disabilities. Employing a multiple-base-line design, three 15-year-old male students from a special education school in Shandong participated in individualized interventions lasting 9–15 sessions. Strategies included classroom environment adjustments, behavior cues, differential reinforcement, and timely behavioral interruptions. Results showed substantial reductions in inattentive behaviors across all three cas-es, with Case J showing the greatest improvement (from 11.78 to 2.45 in-stances per session), followed by Cases W and G, with decreases of 6.44 and 4.97, respectively. All cases had a Tau effect size of 1.00, reflecting strong intervention effectiveness. Participants also displayed enhanced fo-cus, self-regulation, and quality of life, as reported by teachers and parents. However, limitations such as short intervention durations and limited parent involvement were noted, pointing to the need for extended interventions and stronger home-school partnerships. Overall, PBS proved to be an effective and flexible approach to improving classroom behaviors and social adapt-ability in children with moderate intellectual disabilities.

Design of A Braille Printer Based on ESP32 Microcontroller with Voice Input

Braille is a tactile phonetic alphabet system invented by Louis Braille, a blind teacher from France, in the 1800s. The Braille system was recognized as "a vital language of communication, as valid as all other languages in the world" in 2005. There are other alternatives, such as touch-based methods, to convey information that is generally obtained through sight. One of them is the use of Braille letters for reading, writing, and improving welfare by increasing insight. However, only 52 special schools in Indonesia have printers for Braille books. Limited access to Braille printing facilities in Indonesia is due to high costs. The cost of a printer machine, approximately 50 million per school, poses a challenge in providing learning facilities. This research proposes a compact and cost-effective Braille printer using an ESP32 microcontroller with both speech and mechanical switch inputs. The mechanical switch is used for typing text to be printed, while the microphone captures sound input in the form of audio, as it is easier to use. Audio input is processed using speech-to-text technology. The speech-to-text process is carried out with speech recognition, which listens to the words spoken by the user and matches them with the data in the module to execute specific commands. This Braille printer is designed to print Braille letters based on data received directly from individuals with and without disabilities. The printer accepts input in the form of speech or text, which is then sent to the processing module, the ESP32 microcontroller. Once all data is processed, the Braille printer module controls axis movements using a stepper motor. Braille prints are embossed to create raised dots on paper. Experimental results demonstrate 100% accuracy for both speech and typing inputs, along with reliable printing performance on standard HVS paper. Compared to previous solutions, the proposed design is more versatile, affordable, and portable. This study presents a practical solution for increasing access to Braille education and information.

BALANCE AND VESTIBULAR DEFICITS IN CHILDREN WITH PROFOUND UNILATERAL HEARING IMPAIRMENT

Background: Hearing loss is among the most prevalent sensory impairments, significantly impacting communication, spatial awareness, and motor coordination. Unilateral hearing loss (UHL) often remains underdiagnosed in ENT screenings despite its known association with vestibular dysfunction. The vestibular system plays a crucial role in balance by integrating sensory input from visual, proprioceptive, and auditory pathways. This study aimed to determine the prevalence and association between balance impairments and vestibular deficits in children with profound unilateral sensorineural hearing loss (SNHL). Objective: To assess the frequency and correlation of balance and vestibular dysfunction in children with profound unilateral SNHL. Methods: A cross-sectional study was conducted among 68 children (33 males, 35 females) aged 8–15 years, recruited from special education schools and ENT clinics. Dynamic balance was assessed using the Pediatric Berg Balance Scale (PBBS), a 14-component test, while static balance and vestibular function were evaluated through the Pediatric Clinical Test of Sensory Interaction on Balance (P-CTSIB) and the Vestibulo-Ocular Reflex (VOR) assessment. Statistical analysis was performed using SPSS version 25, with chi-square tests applied to determine associations between balance deficits and vestibular impairments. Results: The mean age of participants was 10.57 ± 2.083 years. A significant association (p < 0.05) was observed between vestibular dysfunction and balance deficits. Overall, 68% of children exhibited major impairments in maintaining both static and dynamic balance. In P-CTSIB Conditions 5 and 6, where vestibular input was isolated, the Phi and Cramér’s V value was 0.624, indicating a strong correlation. VOR testing revealed abnormal compensatory eye movements in 36.7% of children, further confirming vestibular dysfunction. Conclusion: Children with profound unilateral SNHL exhibited significant balance deficits and vestibular dysfunction. These findings highlight the need for routine vestibular screening in children with hearing impairment to facilitate early intervention and improve motor function.

Collaborative Counseling Model in Religious Learning for People with Disabilities

This study examines the collaborative guidance and counseling model for individuals with disabilities in a religious education environment in Madura. This study addresses key questions: How do individuals with disabilities learn Islamic teachings? How do they fulfill religious obligations? What is the role of parents, siblings, and peers in providing social support? This study used a qualitative approach. Data were collected through in-depth interviews, participant observation, and document analysis. The researcher conducted direct observations that allowed for in-depth experiences with families, educators, and students. Data triangulation was obtained through various sources, including focus group discussions (FGDs) with teachers, parents, and individuals with disabilities. The location of the study was SLB Api Alam Tlanakan. The findings indicate that (1) religious values ​​are internalized in both structured (Special School) and unstructured (family and social environments) environments; (2) economic constraints affect the family's ability to support religious education; and (3) religious education plays a unique role in shaping the behavior and identity of individuals with disabilities. This study highlights the importance of community involvement in religious education for individuals with disabilities.

Status of Vision Impairment and Refractive Errors in Special Schools in Andhra Pradesh, India

Status of Vision Impairment and Refractive Errors in Special Schools in Andhra Pradesh, India

Self-efficacy of teachers in special education schools for teaching through play

This study aims to ascertain the degree to which special education teachers believe they can effectively teaching through play. A descriptive survey model was used in the research. Our study sample consisted of 241 teachers working in special education in a state institution under the Konya Provincial Directorate of National Education. The data collection tool of the research is the 18-item "Self-Efficacy Scale for Teachers Working in Special Education in the Process of Teaching Through Play" developed by the researchers. As a result of the research, it was concluded that the teachers participating in the study had very high self-efficacy perceptions in terms of planning instruction according to program stages and developmental characteristics, as well as in the application process and evaluation related to developmental characteristics. However, their perceptions of self-efficacy regarding the application method were high. Regarding gender, it was shown that female teachers have stronger self-efficacy, and preschool instructors have higher average scores than class teachers and special education teachers based on the undergraduate graduation variable. In addition, it was determined in the research that the self-efficacy perceptions of teachers in terms of the process of teaching through play are similar according to the professional seniority and the disability type of students they work with.

Role of Parents in the Care of Mentally Challenged Children in the Selected Special School of Bagalkot

Role of Parents in the Care of Mentally Challenged Children in the Selected Special School of Bagalkot

The Relationship Between the Anxiety Level of Parents of Children with Special Needs and the Parenting Patterns Provided at Jember State Special Schools

Anxiety is an appropriate response to a threat, but anxiety can become abnormal if the level does not match the portion of the threat or comes without any particular reason. This anxiety also occurs in parents who have children with special needs. Having a child with special needs certainly causes feelings of anxiety for parents who care for, educate and raise. This is because children with special needs are handled differently compared to other children who do not have physical or intellectual disabilities. The aim of this research is to determine the relationship between the anxiety level of parents of children with special needs and the parenting style provided at the Jember State Special School. This research uses a quantitative research design with a cross-sectional approach. The population of this research is all parents of children with special needs at the SLB Negeri Jember, with a sample of 111 respondents selected using a purposive sampling technique. The results of research using the Chi-Square statistical test showed that the p value was 0.001 < 0.05 with r = 0.535, which means that the anxiety level of parents of children with special needs has a relationship in the moderate category with the parenting style provided. This indicates that the higher the level of anxiety experienced by parents, the greater the application of permissive parenting. The conclusion from this research is that it is very important for parents to be able to overcome the anxiety they experience, so that it does not affect the parenting style given to their children. It is hoped that this research can become the basis for health and education services to become a good source of information for parents to overcome anxiety and implement correct parenting patterns.

Navigating frustration: a comparative analysis of coping strategies among special education and elementary school principals

ABSTRACT While frustration is a prevalent emotion in the workplace, research on its manifestations among school principals remains limited. This study aimed to explore coping strategies for work-related frustration among elementary and special education school principals. The guiding research questions were (1) What are the primary expressions of frustration reported by school principals? (2) What strategies do they use to cope with work-related frustration? (3) How do coping styles differ between elementary and special education principals? Based on 36 interviews with Israeli school principals, distinct coping styles emerged between the two groups. Elementary principals tended to seek emotional support, engage in enjoyable activities, and employ self-encouragement. In contrast, special education principals used cognitive restructuring, sought advice and feedback, and adjusted their self-perspective to normalise situations. Problem-solving emerged as a less commonly employed strategy for both groups. The study concludes with empirical and practical implications for research and practice.

Relationship between executive functions and school readiness in kindergarten children with cochlear implant

This study aimed to examine the relationship between executive functions and school readiness of kindergarten children with cochlear implants. The study included 109 children between the ages of 57 and 71 months, who were enrolled in a special education practice school for the deaf and followed up by the ear, nose, and throat diseases clinic, who had bilateral severe or profound sensorineural type hearing loss and who used bilateral cochlear implants. The participants’ teachers filled out the Childhood Executive Functions Inventory and the Primary School Readiness Scale. The findings showed a significant relationship between the Childhood Executive Functions Inventory-Working Memory, Inhibitory Control, and Total scores and Primary School Readiness Scale of kindergarten children with cochlear implant (r values are −.793, −.819., and −.768, respectively; p < 0.01). The results obtained from this study emphasize the importance of interventions that support the executive functions and school readiness of children with cochlear implants from the earliest period and increase their participation in school life.

Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa

Understanding the mandatory reporting of child sexual abuse in selected special schools, Eastern Cape, South Africa

특수학교 진로전담교사의 교수역량 강화 방안: 전문가 델파이 조사를 중심으로

Objectives The purpose of this study is to suggest teaching capabilities and sub-factors derived through the Delphi survey method from previous research analyzed through consensus of an expert panel regarding ways to strengthen the teaching capabilities of career teachers in special schools. Methods Among the previous studies on ways to strengthen the teaching capabilities of career teachers in special schools, theses were searched through the National Assembly Library and RISS (Study Information Research Service), and specialized search sites such as KCI (Korean Journal Citation Index) and DBpia (Nuri Media), KISS (academic database), etc. were researched and analyzed to derive teaching capabilities and sub-factors using the Delphi survey method targeting a panel of experts related to career counseling and special education. Results As a result of the 1st to 3rd survey of a panel of 15 experts related to special education and career education for special education subjects, including special school professional counseling testers and career teachers, 6 teaching competencies and 53 sub-factors were derived. Teaching capabilities include career psychological testing capabilities, understanding of career education and career counseling, enhancing counseling program capabilities for each type of disabled student, capabilities for establishing work identity and enhancing expertise, career counseling capabilities, and capabilities for structuring a support environment for career teacher job performance. We analyzed measures to strengthen the teaching capabilities of school career teachers and secured validity and reliability. Conclusions Through this study, it is expected to be used as basic material for career education consulting in career teacher training courses or as a guideline for curriculum development at qualification training institutions, and further contribute to career counseling and career education for students in special education. In addition, based on this study, we hope that it will be used in various studies and contribute to the career counseling capabilities of not only career teachers, but also managers of special schools, special education teachers in charge of careers, and homeroom teachers.