Special Schools Research Articles

The Influence of Workload on Psychological Well-Being of Teachers in Special Schools and Units in Nyandarua County, Kenya

The Influence of Workload on Psychological Well-Being of Teachers in Special Schools and Units in Nyandarua County, Kenya

Overshadowed By Royal Roads: Vocationally Oriented Middle Schools as Pathways to Higher Education in Switzerland

In Switzerland, four different educational pathways lead to higher education (HE): baccalaureate schools, upper‐secondary specialized middle schools, vocational middle schools, and dual vocational education and training (VET) combined with a federal vocational baccalaureate. The four pathways are not equally supported by Swiss education policy: Baccalaureate schools and dual VET plus a federal vocational baccalaureate are politically treated as the two royal roads to HE, while specialized middle schools and vocational middle schools, in this study grouped under the term vocationally oriented middle schools (VOMS), receive only little political attention. This holds true even though VOMS have a high transition rate to HE and are considered to have the potential to bring young women into male‐typical HE programs and attract high‐achieving youths with a migration background. The study investigates from a governance perspective how (in practices and processes) the conception of the royal roads to HE is constructed and reproduced as well as how this affects the positioning of VOMS as pathways to HE in Switzerland. The study refers to the theoretical framework of the sociology of conventions and the concept of valuation practices. The data basis consists of publicly available documents and qualitative interviews. The findings show that commensurations, categorizations, visualizations, and the interplay between a variety of human and non‐human actors reinforce two highly stable and powerful cognitive formats of royal roads to HE. At the same time, these same practices construct an image of VOMS as less significant additional pathways to HE by rendering their qualities and potentials as such pathways comparatively invisible or tabooing them in the service of educational policy interests. With these findings, the present study contributes to the international scholarly discussion on permeability between VET and HE.

Manajemen Kurikulum Pesantren Modern dalam Mengintegrasikan Nilai Keislaman dan Sains di Pondok Pesantren Anwarul Huda Malang

The integration of Islam and science in the modern era is an important part in facing technology and globalization, so the management of the pesantren curriculum must adjust to this. This research aims to discuss the curriculum management of modern Islamic boarding schools in integrating Islamic values and science in the Anwarul Huda Islamic Boarding School Malang. The research method used is qualitative with a descriptive approach. The results of the research show that curriculum management at Anwarul Huda Islamic boarding school Malang starts from the VISION, MISSION and goals. After that, a management structure and programs were formed that integrated Islamic values and science. There are two officially Islamic boarding school programs, and the other is supportive. The official programs are: first, the regular program (special school classes) which is specifically for junior high school or MTS graduates to continue their MA in Islamic boarding schools based on Islam and modern science. Where students at MA are not only taught related to books and religion, but general knowledge and practice that are in accordance with national curriculum standards such as Physics, Biology, Technology and others. Second, a special program called madrasah diniah which is required for students, both in school or college, with a class level. The supporting program is the implementation of activities integrating Islamic and scientific values, for example making chips using modern tools, tempeh beans from original materials, mineral water that is guaranteed to be safe and original, and also maggot and worm cultivation which are all applied based on science and religious science so as to maintain halal and honesty.

Association between behavioral problems and parental stress in children and adolescents with epilepsy.

The current study evaluated the association between behavioral problems in children and adolescents with epilepsy and parental stress. A prospective observational study of 314 consecutive parents of children and adolescents with epilepsy who attended the out-patient epilepsy clinic of a tertiary care hospital was done between June 2022 and September 2023. Self-reported Child Behaviour Check List (CBCL) was reported by parents; who also reported the parental stress scale (PSS). The data as per CBCL guidelines was evaluated in three groups of children and adolescents with epilepsy aged 1.5 to 5years; 6 to 10years and 11 to 18years. The associations between score on CBCL with reported score on PSS was evaluated. Among the 314 children and adolescents with epilepsy, 37(11.8%) were aged between 1.5 to 5years; while 108(34.4%) aged between six to 10years, the remaining 169(53.8%) aged between 11 to 18years. In children below 5years of age, internalizing factors like anxiety/depression, somatic symptoms were significantly higher. Importantly, the reported scores on PSS were lower in parents of adolescents than children with epilepsy. When evaluated for correlation of CBCL with PSS, internalizing characteristics like withdrawal were strongly associated with parental stress in children below the age of 5years. On the contrary, in children aged above five years, and in adolescents externalizing characteristics showed strong correlations with parental stress. Child's higher school performance had a negative correlation with PSS(R-Square: -0.499; p<0.001) and requirement for special school or child not attending school had positive correlation with PSS(R-square: 0.433;p<0.001). Behavioral problems in children and adolescents with epilepsy differ with age. Parental stress is associated with internalizing behavior in pre-school children whereas externalizing behavior dominated in children and adolescents. Poor performance of children at school and requirement for special school is associated with high parental stress.

AN EX POST FACTO STUDY ON DISASTER PREVENTION AND RISK REDUCTION EDUCATION IMPLEMENTATION IN SPECIAL EDUCATION SCHOOLS IN INDONESIA

Indonesia is taking proactive steps to enhance disaster resilience and safeguard its citizens through the implementation of the Satuan Pendidikan Aman Bencana (SPAB). However, in disaster contexts, children with special needs and disabilities (SEND) are frequently overlooked. To further improve SPAB implementation, this research aims to investigate the cause-and-effect relationships between the compliance-based status of disaster prevention and risk reduction education in special education schools, the challenges teachers face, and the strategies employed in teaching disaster education to children with special needs and disabilities. The study employed ex post facto research design to investigate the cause-and-effect relationships between variables. Data from interviews and brief surveys were analysed using the phi coefficient, a nonparametric tool that assesses the strength and direction of correlations between variables. The researchers collected information from twenty-three special education teachers, and thirteen school principals and public relations officers across twelve special education schools in the Special Region of Yogyakarta. The results suggest that compliance-based implementation has an inverse effect on the main challenges that teachers encounter. As the quality of compliance with the specific provisions in SPAB increases, the barriers to teaching disaster education among students with special needs and disabilities decrease. However, it is important to consider that not all challenges that emerged during the implementation of disaster education were influenced by mere compliance with the SPAB provisions.

Possibilities for Better Educating Students with Intellectual Disabilities in Nepal: A Constructivist Outlook

The study is primarily concerned with finding possibilities for providing better education to students with intellectual disabilities studying in the special schools of Nepal. This is qualitative research carried out in an interpretive paradigm followed by a descriptive research design. Three special schools for students with intellectual disabilities from three separate districts of Kathmandu Valley were taken as samples by purposive sampling method. Three head teachers from these schools were automatically selected and six teachers from purposive sampling. Two experts were selected by using the convenience sampling method. Thus, 11 respondents took part in the study. Interview questions were prepared, validated by the experts’ review, and administered to the respondents to gather data. A Document study was also carried out to collate information. Thus, obtained data from these sources were triangulated to ensure the reliability of the study. Study results depicted that there are immense possibilities to provide better education catering to the prevailing challenges of teaching students with intellectual disabilities. Possibilities are high when guiding documents are prepared, qualified teachers are recruited, there are several special education experts, critical masses take their roles in the society, home-school collaboration is adequately practiced, providing inclusive education or introducing inclusive special education settings in the schools.

Exploring teachers’ experience of distance teaching for children with autism spectrum disorders during a pandemic in Indonesia

This study aimed to explore teachers’ experiences, challenges, and strategies to address the obstacles associated with distance learning for children with autism spectrum disorder (ASD) during COVID-19 in Indonesia. A mixed-method was adopted including both textual such as interviews and visual consisting of photovoice. The analysis included the participation of six teachers from Autism State Special Schools who were interviewed online with the obtained data subjected to a thematic method. Additionally, three main themes were observed namely (1) the experiences of teachers with sub-themes including adaptation, selfless assistance, and yearning for children, (2) distance learning challenges which focused on parents’ time constraints as well as internet accessibility, and (3) strategies to overcome challenges with three sub-themes such as adapting learning methods, pursuing social support, and using religious coping. The results suggested potential solutions for teachers facing similar challenges during distance learning which could inform future efforts to improve distance learning for the population.

Prototype of Web-Based Application as Information Media for SLB and Therapy Services in Malang Raya

The study aims to investigate the development and impact of a web-based application that seeks to centralize and streamline access to information about special education schools (SLB) and treatment facilities in the Malang Raya area. The rapid progress of information and communication technology (ICT) presents a huge chance to improve the delivery of services and the spread of information in the domains of education and healthcare, specifically for children with special needs. This research utilizes many data collection techniques, such as observations, interviews, and document analyses, to identify the precise requirements and difficulties encountered by parents and caregivers when seeking pertinent information. The program employs digital technology to centralize fragmented data, providing a user-friendly interface that enhances the effectiveness of data retrieval and facilitates streamlined decision-making for parents. The program offers several important features, such as interactive maps, comprehensive service descriptions, and a community forum. These features work together to promote stronger community support and improve communication between service providers and users. The study finds that the application effectively helps to decrease the digital gap, empowering parents and caregivers by offering timely and accurate information that promotes the optimal development of children with special needs. This research highlights the significant impact that ICT may have in developing educational and therapeutic environments that are more inclusive and responsive.

Parent’s Involvement in the Education of their Children who have Intellectual Disability: Perception and Knowledge

The purpose of the study was to investigate the knowledge and attitudes of parents with children who have intellectual disabilities (ID) regarding special education and inclusive education programming. The study employed a qualitative approach that involved semi-structured interviews with four parents of children with intellectual disability who are attending private and public special education schools in Saudi Arabia. The findings indicate parents have diverse and generally positive opinions regarding different aspects of the education and educational services their children who have intellectual disability. Through the coding and analysis of their responses to the 20 interview questions, four themes emerged, which were: Information and Knowledge About Special Education and Inclusion, Communication, the Individualized Education Program (IEP), and Assessment and Instruction. The parents also indicated a desire for stronger communication practices between school and home to better support their students with disabilities. Based on the results, it is recommended that further research on the communication processes between school personnel and parents/caretakers be conducted to identify best practices for achieving good communication for the benefit of students with intellectual disabilities.

Bullying Among Special Education Students.

The purpose of the study is to examine traditional and cyberbullying among the students with special education needs attending special education schools. Additionally, traditional and cyber victimization among special education students have been examined in terms of gender and grade levels. A sample of the present study consists of 295 students with special education needs (177 gifted, 118 deaf) attending segregated special education schools. The Revised Olweus Bully/Victim Questionnaire, the Revised Cyber Bullying Inventory-II, the Strengths and Difficulties Questionnaire, and a demographic data sheet were employed to collect data. Results of the study indicated that of the total 295 students with special education needs, 28.1% of the students with special education needs were bullies and 39.3% were victims of traditional bullying. Furthermore, 13.5% of the students with special education needs were identified as cyberbullies, and 23.3% of them were found as cybervictims. When gender and grade level were examined in regard to traditional and cyber victimization, significant gender differences were found in 9 and 10 grade levels. Male students with special education needs obtained higher scores for victimization than female students with special education needs. The results of the study were discussed in the light of literature.

Exploration of parental perspectives and involvement in therapeutic communication approaches for deaf and/or hard-of-hearing children at special schools in South Africa

Family-centred intervention optimises the development of communication abilities and academic outcomes in children with hearing loss. Cognisance of family values, respect for family differences and adaptations to cultural and linguistic...

VOCATIONAL EDUCATION IN PEREYASLAV IN THE EARLY TWENTIETH CENTURY: CONTENT AND MAIN ACTIVITIES IN THE CONTEXT OF THE DEVELOPMENT OF NATIONAL EDUCATION

A retrospective analysis of professional education development and formation of Pereiaslav at the beginning XX century was made in this article; the development of commercial school of Pereiaslav at the beginning XX century, vocational technical training was studied on the archive recording and egghead paperback research and analysis ground. Descriptive information: history, professional education, Maecenas. The history of professional education development and formation is an essential part of national history.Taking into account modern educational reforms in Ukraine the interest in analyzing the background and development of vocational technical training increased. A huge majority of scientists` works concerning branch education and research affairs issues can serve as evidence.Pererva V., Seiko N., Berezivska L., Kazmyrchuk G., Kazmyrchuk M. and others are engaged in problems of foundation and direction of commercial education in Ukraine. Sikorcriy M., Filonenko N., Gozkalo G., Nabok L., Troncko T. and others are engaged in problems of foundation and direction of commercial education in Pereiaslav at the beginning XX century.At the second part of XIX century after the abolition of serfage the developing industry was requiring skilled workers; and a lot of forward-minded people from different sections of the community were realizing the necessity in training of an educated man. The development ofcapitalism stimulated increasing of the commercial schools. Different ministries were opening their educational establishments: the Ministry of Local Education was opening teachers` seminaries, the Ministry of Agriculture was opening veterinary schools, and the Ministry of War was opening cadet corps, military specialized schools, and academies. The handicraft classes were opened in rural schools. Special handicraft schools were organizing.At the second part of XIX century some positive changes came into formation of commercial education: the foundation of professional education was laid, the secondary school teaching no classics was created, and the number of special education establishments was opened. The educational establishments existed thanks to money of private individuals, because state educational support was not enough. Representatives of Pereiaslav elite and industrialists paid a lot of attention to the development of the commercial education system. The best features of former entrepreneurial elite were embodied in their public activities.The study of the origins of the historical experience of the development of education at the regional level has not only scientific and cognitive, but also applied significance. The analysis of regional features of the development of national education provides an opportunity to understand the processes and phenomena that occur today in the educational environment and are caused by changes in the social and economic life of our country.

Does preservice teachers’ contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? “If you don’t have the heart, you can’t cope … ”

ABSTRACT Background This study sought to explore the effects of preservice teachers' contact with children with intellectual disabilities on their attitudes. The study was conducted against the backdrop of the exclusion and discrimination experienced by children with intellectual disabilities in Ghanaian schools. Method Twenty-two preservice teachers who interned at a special school for children with intellectual disabilities were interviewed before and after their practicums, and the gathered data underwent thematic analysis. Results There were changes in the participants’ knowledge and willingness to interact and work with children with intellectual disabilities. For instance, before the practicum, the participants held stereotypical understandings of intellectual disabilities. However, after their practicums, their level of discussion of the core characteristics of intellectual disabilities had improved. Conclusion Based on these findings, this study concludes by recommending that contact with children with intellectual disabilities be included as an integral part of preservice teacher training programmes.

Penerapan Prompt Untuk Meningkatkan Keterampilan Identifikasi Melodi Dan Ritme Sederhana Anak Berkebutuhan Khusus Usia 7-8 TahunDi Sekolah XYZ Jakarta

This study aims to assess the implementation of physical and visual prompts in enhancing the skills of identifying melodies and rhythms in special needs children aged 7-8 years at XYZ School in Jakarta. This study involved four children attending a special music education class, who have difficulties in identifying melodies and rhythms on the piano. Using an action research method, the instruments used included questionnaires and a Likert scale evaluation rubric for quantitative data, as well as observations and anecdotal notes for qualitative data. The physical prompts used involved direct assistance to the participants' hands to guide them to the correct note positions, while the visual prompts consisted of visual cards displaying musical notation. Initially, the participants' ability to identify melodies and rhythms was 0%, categorized as 'Not Developed'. After two intervention cycles, the ability to identify melodies increased to 98.21% and simple rhythms reached 100%, both categorized as 'Developed as Expected'. These findings support the integration of physical and visual prompts into the curriculum of special schools and teacher training, to maximize the learning potential of special needs children. Further studies are recommended to help educators understand various types of prompts and their applications in a broader educational context.

Prenatal, perinatal, and environmental risk factors contribute to the high prevalence of autism spectrum disorder in northeastern Bangladesh

Objectives Autism spectrum disorder (ASD) is a neurodevelopmental condition with increasing prevalence worldwide, including in Bangladesh. This study investigated prenatal, perinatal, and environmental risk factors associated with ASD in northeastern Bangladesh, where data on the disorder is scarce. Methods A cross-sectional study was conducted with 168 children diagnosed with ASD (CWA), 167 typically developing children (TDC), and 185 unaffected siblings (Sib), recruited from five government-approved specialized schools in Sylhet, northeastern Bangladesh. Diagnoses were confirmed using a modified ADI-R/ADOS, and logistic regression was used to analyze associated risk factors. Results Advanced maternal age, firstborn status, and a history of consanguinity were significant prevalence of prenatal/perinatal complications, including birth asphyxia and blood Rh incompatibility, compared to TDC and Sib. A considerable gap in scientific awareness was noted, with many parents attributing their child’s condition to associated with ASD. Parental exposure to mercury-based dental amalgam was also strongly linked to ASD. CWA had a higher generational or religious belief. Conclusions We identified critical risk factors contributing to the high prevalence of ASD in northeastern Bangladesh, underscoring the need for enhanced diagnostic, educational, and healthcare strategies to ensure good health and well-being and to provide quality education for individuals with ASD.

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

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

Implementation Of Learning Media Based On Artificial Intelligence Technology For Students Of Special School C

Implementation Of Learning Media Based On Artificial Intelligence Technology For Students Of Special School C

Training Teachers Who Shape the Future: Teacher Education in Switzerland

In Switzerland, teachers across all educational levels are trained at universities, with the majority receiving their education at universities dedicated to teacher training. Established and integrated into the system of higher education institutions in the early 2000s, universities of teacher education (UTE) are designed to train prospective teachers for primary and lower secondary levels, as well as for special needs education. Some of these universities of teacher education (UTE) are integrated into universities of applied sciences. Due to their practice-oriented degree programs and research focused on occupational fields, universities of teacher education are classified typologically as universities of applied sciences. At the national level, their legal foundation is established by the recognition regulation issued by the Swiss Conference of Cantonal Ministers of Education (EDK). Teacher training for the eight-year primary level (including kindergarten or entry level) is typically conducted at universities of teacher education. The program spans three years and culminates in the awarding of a teaching diploma and a bachelor’s degree. The program equips them with the vocational skills essential for the education and holistic development of primary school pupils. The program comprises subject sciences, subject didactics, educational sciences, and practical vocational training. Teacher training for the lower secondary level is primarily conducted at universities of teacher education and, in some cantons, at universities. The program spans 4.5 to 5 years and culminates in the awarding of a teaching diploma and a master’s degree. The training equips students with the vocational skills essential for educating and supporting the development of lower secondary school pupils. Obtaining a teaching diploma for baccalaureate schools and upper secondary specialized schools requires both a bachelor’s and a master’s degree in a specific subject area. Depending on the canton, vocational training is undertaken either at universities of teacher education or at universities. The training for the teaching diploma equips candidates with the professional skills essential for educating and guiding the development of pupils at baccalaureate schools. The University of Basel also offers Bachelor and Master degrees in various disciplines for teacher education.

Advancing Inclusive Education: A Comparative Analysis of Special Schools and Inclusive Practices in Afghanistan

Advancing Inclusive Education: A Comparative Analysis of Special Schools and Inclusive Practices in Afghanistan

특성화고등학교 학생의 학교생활 스트레스, 스마트폰 과의존, 대인관계 역량이 건강증진행위에 미치는 영향

Objectives The purpose is to determine the level of school life stress, smartphone overdependence, interpersonal competency, and health-promoting behavior among students at specialized high schools and to identify factors affecting health-promoting behavior to provide basic data for student education. Methods This is a descriptive research study targeting 305 students attending three specialized high schools located in G Metropolitan City from October 4 to October 14, 2023, on school life stress, smartphone overdependence, interpersonal skills, and health. Data were collected using a self-administered questionnaire on promotion behaviors. The collected data were analyzed using descriptive statistics, t-test, Pearson correlation analysis, and multiple regression analysis. Results Health promotion behaviors were significantly different from daily smartphone use time, exercise habits, and grades, and health promotion behaviors were found to have a significant positive correlation with interpersonal skills. Factors affecting health promotion behavior include interpersonal skills (β=.34, p&lt;.001), usual exercise habits (daily) (β=.28, p&lt;.001), and usual exercise habits (more than 3 times a week). ) (β=.19, p&lt;.001), usual exercise habits (1 to 2 times a week) (β=.19, p&lt;.001), smartphone use time (less than 2 hours) (β=.18, p&lt;.001), and the explanatory power of these variables for health promotion behavior was 27.0% (F=22.88, p&lt;.001). Conclusions In order to promote health-promoting behavior among students in specialized high schools, the development of interpersonal competencies that takes students' developmental stages into account must be developed in parallel. In addition, specific strategies are required for an educational environment in which regular exercise habits can be implemented and an educational plan that can moderate smartphone use.