Special Educational Assistance Research Articles

PRÁTICAS PEDAGÓGICAS INCLUSIVAS NA EDUCAÇÃO BÁSICA

This research sought to analyze the scientific production on the pedagogical practices used by Elementary Education teachers, which favor the learning of students with disabilities from the analytical perspective of Universal Design for Learning (UDL). A bibliographic search was carried out based on three keywords: disability, pedagogical practices and inclusion. For all documents found, inclusion criteria were determined: addressing pedagogical practices with students with disabilities, publications between 2011 and 2022, through the Portal de Periódicos da CAPES and having: “pedagogical practice”, in the title and abstract. As a result, 16 articles were found, highlighting the understanding of teachers about Inclusive Education, the performance of Specialized Educational Assistance (SEA), the use of the Individualized Educational Plan (IEP), positive stimulation of teachers and family in education. The survey also pointed out the challenges of adapting the school curriculum and training teachers for a teaching that contemplates everyone's participation and learning. Under the critical analysis of the UDL approach, this study showed that we are still far from having curricula and teachers prepared to carry out pedagogical practices that everyone can participate in without the need for adaptations during classes in Basic Education.

Specialized Educational Assistance (AEE) from the perspective of inclusive education

This article addresses the role of Specialized Educational Assistance (SEA) within the context of inclusive education in Brazil. Since participating in the World Conference on Special Educational Needs in 1994, the country committed to ensuring access to all children to elementary education by 2015, promoting inclusive education that considers the different learning needs of students, including those with disabilities. SEA is a fundamental strategy provided for by the National Policy on Special Education in the perspective of inclusive education, offering support and resources to minimize the difficulties faced by students with disabilities. This article discusses relevant legislation, including Decree No. 7,611/2011, which establishes guidelines for special education, highlighting the importance of integrating SEA into the school's pedagogical proposal and involving family participation. Additionally, it is emphasized that SEA is not intended to replace regular education but to complement it, offering services adapted to the individual needs of students.

Tecnologia Assistiva na Educação

This article proposes a contemporary analysis of Assistive Technology in Education and its direct relationship with the promotion of a culture of inclusion in schools. The methodological paths followed were those of the bibliographic review analysis; analysis of the contemporary social fact and also, with interviews with experts who work in innovation projects and assistive technology. We sought to bring up a contextualization of the social fact related to the Brazilian school context about the use and application of Assistive Technology in Specialized Educational Assistance (AEE) in Brazilian public schools, as well as to analyze data and information from the Brazilian Institute of Geography and Statistics (IBGE) which, through the census, analyzes the social context of people with disabilities, high abilities/giftedness and singularities. In this eagerness, the article discusses through academic analyzes in order to try to understand some paradoxes that are installed in the convergence of information. Through an academic perspective, the investigations were of the most elementary concepts about Assistive Technology, as well as brought up social and pedagogical issues and also presents the technology called Colibri, which presents itself as an alternative to break with existing obstacles to a digital and social inclusion of people with disabilities in Brazil.

TECNOLOGIA ASSISTIVA NA EDUCAÇÃO

This article proposes a contemporary analysis of Assistive Technology in Education and its direct relationship with the promotion of a culture of inclusion in schools. The methodological paths followed were those of the bibliographic review analysis; analysis of the contemporary social fact and also, with interviews with experts who work in innovation projects and assistive technology. We sought to bring up a contextualization of the social fact related to the Brazilian school context about the use and application of Assistive Technology in Specialized Educational Assistance (AEE) in Brazilian public schools, as well as to analyze data and information from the Brazilian Institute of Geography and Statistics (IBGE) which, through the census, analyzes the social context of people with disabilities, high abilities/giftedness and singularities. In this eagerness, the article discusses through academic analyzes in order to try to understand some paradoxes that are installed in the convergence of information. Through an academic perspective, the investigations were of the most elementary concepts about Assistive Technology, as well as brought up social and pedagogical issues and also presents the technology called Colibri, which presents itself as an alternative to break with existing obstacles to a digital and social inclusion of people with disabilities in Brazil.

Studi Fenomenologi: Coping Stress Guru Pendamping Khusus Wanita di Sekolah Kristen Kalam Kudus Pontianak

A special education assistant (teacher's aide) is responsible for supporting the main teacher in all aspects of teaching and learning activities, from planning to evaluation. Teaching children with special needs is more complex and risky, leading to higher levels of stress compared to teaching typical children. Therefore, an effective regulatory system is needed, along with the implementation of stress coping mechanisms, to reduce these stress levels. The research objective is to understand stress coping mechanisms among female special education assistants at Kalam Kudus Christian School in Pontianak. This study employs a qualitative method with a phenomenological approach. Data collection will be conducted through interviews and observations with six female special education assistant subjects. The data collection technique used is purposive sampling, and data analysis employs content analysis. Research validity will be tested using triangulation and member checking. The research results show that the study subjects use two types of stress coping mechanisms: emotion-focused coping and problem-focused coping. The emotion-based coping results include seeking social emotional support, escape avoidance, and accepting responsibility. Additionally, the problem-based coping results include seeking informational support and confrontive coping, which influence their approach to reducing stress levels.

25 The Hybrid Learning Environment During Covid-19: A Case Study on IEP Implementation for a Student with Autism Spectrum Disorder

Objective:An effective support system for families with children with an Autism Spectrum Disorder (ASD) consists of multiple methods of educational and therapeutic delivery. Such methods are adapted to meet a family’s needs and needs of the time, like the COVID-19 pandemic. Individualized Educational Plan (IEP) are established by schools to support success in academics for children with ASD. IEPs can vary depending on the district and accessibility, thus, the effective implementation and communication between this support system is important for its success. The current case study examines academic and therapeutic outcomes of an IEP implementation during hybrid learning of a child with ASD and their family.Participants and Methods:Purposeful sampling identified a participant from a previous IRB approved study through the UNLV Educational Psychology program that interviewed parents on their remote learning experience. A qualitative case study was applied to further investigate student outcomes. Parent interview and the child’s progress report were coded and analyzed systematically. The identified family included correspondence from the mother (Lisa, 37) and her son (Noah, 9). Noah attended third grade at a Charter School and was diagnosed with ASD in 2019. His IEP included 80% in General Education (online) with Special Education assistance (in person; reading, writing, and mathematics) and Occupational (OT), Speech/Language (SLP), and Physical Therapy (PT) (hybrid).Results:Noah began hybrid learning in October 2020, with in-person learning two days a week and remote learning everyday for two to three hours each day. Progress report and interview were collected in April 2021 at the halfway point of his IEP implementation which described Noah’s current special education and therapy services goals/outcomes in March 2021. This included 11 goals that were observed and assessed in OT (2), PT(2), Reading (2), Writing (1), Math (2), and SLP (2). Noah progressed in 9 of 11 goals, with 1 being met and 8 classified as satisfactory by displaying some improvement in respective skills mid year. The remaining OT (2) goals showed no definitive conclusion. Lisa mentioned that lack of direct observation of particular skills and too many online classes to attend led to inconclusive outcomes. Lisa and Noah came across difficulties while engaging in OT online sessions encountering emotional stress when adjusting to the mode of delivery. Lisa expressed positive emotions when referring to the support system and described it as collaborative with adequate attention to multiple aspects of his development. She voiced understanding of her’s and other professionals’ role and the extent of their abilities in the context of the pandemic.Conclusions:Of the 11 IEP goals, there was adequate progress for the child amid hybrid learning. The parent preferred that OT be delivered in person as certain procedures require direct contact and affected outcomes. Hybrid learning has allowed for parents to directly access their children’s endeavors and heighten communication with professionals. This suggests that maintenance of IEP standards can be satisfactory in a hybrid learning model with adequate monitoring from parents and treatment teams for children with ASD.

ONGOING PROFESSIONAL DEVELOPMENT FOR TEACHERS ADDRESSING THE NEEDS OF STUDENTS WITH ADHD

The role of the school in relation to students with attention deficit hyperactivity disorder (ADHD) entails the development of new skills for the professionals involved, even if their undergraduate education predates the new demands that have emerged within the school environment. This is due to the fact that reality necessitates a shift in the educators' approach. Therefore, the available resources for teamwork underscore the importance of training for the teaching team, administrative trio, and broader school staff to better serve students requiring assistance in the Specialized Educational Assistance (SEA) classroom, both within the school environment and beyond, involving family members. While fulfilling their roles, the professionals overcome previously unknown knowledge gaps, evolving in response to the new reality. Addressing the described issue, pedagogical resources as well as insights from neuroscience emphasize the aim of the work, which is to present contemporary alternatives to mitigate the symptoms of hyperactivity (attention deficit) for improved behavior and cognition. This fosters autonomy, better interpersonal relationships, emotional stability, and self-management for an enhanced quality of life. In this perspective, it is crucial to justify that the educators' competencies rely more on their personal commitment than on waiting for commonplace classroom situations to deteriorate due to lack of skills in handling group dynamics.

The configuration of the “other” in the context of inclusion

This article aims to problematize the place that the “other” occupies in school spaces, considered as inclusive. The objective is to understand the cultural and social conditions that outlined the standardization and, consequently, the exclusion of all forms of difference. This is an exploratory descriptive study with an analysis based on a qualitative approach. Data were collected from interviews with a semi-structured script applied to seven subjects, six from basic education and one from higher education. The field was the Specialized Educational Assistance (SEA) of a Basic Education school and the Nucleus of Inclusive Special Education in higher education. The results indicate that the “other” is seen as an “evil alterity” created from the standardization between normal and abnormal in opposition to human diversity as an expression of concrete alterity

Betydningsfull gjennom musikk: En samfunnspsykologisk studie av musikkterapiens ringvirkninger i barnehagen

Aims and background: To explore music therapy as special education at preschool level. The research has been carried out in a context where the relevance of music therapy is understood in light of children’s rights to inclusion and participation. Method: In two focus group interviews, preschool teachers, special education teachers and assistants described their experiences and use of music therapy. Data were analyzed through thematic analysis. Findings: The results indicate that music therapy facilitates contact, communication, sense of community and joy. When children receive music therapy as special education, the music is used actively by children and adults throughout the week for learning and participating in the preschool community. Implications: Special education provided in the form of music therapy can reduce exclusion and create an environment that promotes learning, development and participation in a community. The findings are discussed from a community psychology perspective. We use the term mattering, consisting of feeling valued and adding value, to shed light on important processes in relationships and on the interaction between music therapy provision and ordinary preschool provision. Keywords: music therapy, children, community psychology, mattering, participation, special education

Special education in Norwegian early childhood education and care: a document analysis of special education assistance provided to children with language disorders

ABSTRACT This study aims to investigate the characteristics of special educational assistance provided to children with language disorders (LDs) attending ordinary early childhood education and care institutions (ECECs) in Norway, with a focus on objectives for language development and language interventions. An in-depth document analysis of 71 pedagogical documents, such as expert assessments and individual development plans (IDPs), pertaining to four children with LDs was conducted. These documents play a large part in the documentation of the special education provision and were analysed and categorised in line with a hermeneutical approach. The findings show that the objectives and the language interventions recommended by the Educational Psychological Service (EPS) in the expert assessments are general or missing, and the language interventions recommended were seldom tailored to the children’s LDs. This propagates further among the IDPs. The findings further suggest a division in the responsibilities between the different institutions, with the result that the provision given to the children appears fragmented. Finally, the analysed documents reveal a variation in the quality recommended in special education assistance, which implies a need for improvement in both organisation and competence at ECECs and EPS, to be able to provide an integrated practice.

SPECIALIZED EDUCATIONAL SERVICE AND EVERYDAY LIFE AT SCHOOL

The present article proposes to investigate the daily relationships in the pedagogical work developed between the Common Class and the Specialized Educational Assistance (SEA) in the daily life of a school in the municipal network of Elementary School I. It analyzes the legal attributions of the actors involved, the partnerships developed and possible existing conflicts in the researched field. The study consists of a qualitative approach and literature review to support the analysis of the interviews. The bibliographic study is based on national legislation and the concepts of Mantoan (2010), Ropoli (2010), Machado (2013), Smith (2008), Baptista (2011), among others. Finally, the results indicate that there are no frequent relational conflicts in the articulation of AEE with common education, and the relationship is established in collaborative work, exchange of knowledge and mutual respect, to solve problem situations present in everyday school life.

The association between atopic dermatitis, cognitive function and school performance in children and young adults.

Children with atopic dermatitis (AD) may have disturbed sleep, affected self-esteem and decreased quality of life, likely interfering with performance in school. To examine the association between hospital-managed paediatric AD, school performance and cognitive function. In this cross-sectional study we linked data from the Danish national registers and identified three populations between 2001 and 2019. Population 1 comprised children with graduation grades registered from lower secondary school, population 2 comprised adolescents with registration of an upper secondary graduation mean, and population 3 comprised male conscripts with registration of an IQ test score. AD was defined as a hospital diagnostic code (inpatient or outpatient) prior to the exam or conscription date, and was stratified according to severity, activity and atopic comorbidity. Outcomes included graduation mean from lower and upper secondary school, special educational assistance in primary and lower secondary school, and IQ at conscription. In total, 770 611 (12 137 with AD), 394 193 (6261 with AD) and 366 182 (4539 with AD) children and adolescents were included in populations 1 (lower secondary graduation), 2 (upper secondary graduation) and 3 (conscription), respectively. In lower secondary school, children with severe AD had significantly lower overall, written and oral graduation grade means compared with children with mild AD: respectively, difference -0.29 [95% confidence interval (CI) -0.45 to -0.13, P < 0.001], difference -0.26 (95% CI -0.42 to -0.10, P = 0.0016) and difference -0.30 (95% CI -0.49 to -0.11, P = 0.0018). In upper secondary school, adolescents with AD performed similarly to their peers without AD. Young men with AD scored significantly lower IQ test means at conscription examination than male conscripts without AD: difference -0.60 (95% CI -0.87 to -0.32, P < 0.001). AD, in particular when severe, is associated with lower school performance in childhood and IQ in young men, which can interfere with academic achievements in life. Optimization of treatment of children with AD and specific educational support to children with severe AD could be needed.

Zakat Collection and Distribution Methods in The Phase of Covid-19 Pandemic: Analysis of its Implementation in Perak

The threat of the COVID-19 virus has spread to all countries of the world. This contagion has affected various sectors, especially the economic, social, education and health sectors. Many institutions are affected by the spread of this virus and one of them is the zakat institution. This is due to the increasing poverty rate and those affected by health problems. This problem affects the zakat institution as the zakat collection is decreasing, wheras the zakat distribution is increasing simultaneously. Thus, this study aims to analyze the management of zakat collection and distribution by the Islamic Religious Council and Perak Malay Custom (MAIPk) in the phase of COVID-19 pandemic in Perak. This study uses a qualitative approach in which the data collection process involves library research method. The data collection process is done by analyzing documents from books, journals, newspapers and also the official portal of MAIPk. For the data analysis process, all documents involved were analyzed using content analysis method. The results show that the MAIPk has implemented several methods for the management of zakat collection and distribution to face the threat of COVID-19 pandemic. Among the methods implemented are zakat campaign activities and dissemination of zakat information in electronic media, providing allocations to those affected by COVID-19, supplementary food assistance, special educational assistance, donations of health and medical equipment and various other assistances. These efforts are viewed as highly beneficial and capable of assisting the community in dealing with the COVID-19 pandemic’s effects, particularly in Perak.

The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children

BackgroundThree to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care (ECEC) improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if such effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders.MethodsWe used data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigated the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analysed bias due to treatment by indication with directed acyclic graphs, adjusted for treatment predictors to reduce bias, and estimated effects in different patient groups and outcome domains with a hierarchical Bayesian model.ResultsIn the adjusted analysis, pre-schoolers who received special educational assistance had on average by 0.1 (0.04–0.16) standardised mean deviation fewer psycho-social difficulties in elementary school.ConclusionIn a sample of children from mostly higher socioeconomic backgrounds we estimate a positive effects of special educational assistance during the transition from preschool to the school years. It may therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to solidify the findings and identify success factors for the implementation of special educational assistance in ECEC.

Children with Autism Spectrum Disorder of All Ages, Levels of Symptom Severity and General Cognitive Ability Display Low Processing Speed Index Scores Warranting Special Educational Assistance

The processing speed index (PSI) of the Wechsler intelligence scale for children (WISC-IV) has been found to predict a child's level of academic functioning. The consistently reported PSI weakness in children with autism spectrum disorder (ASD) therefore warrants special assistance and attempts at compensation for the disadvantages associated with these children's low PSI. We investigated the association of PSI scores with age, general cognitive ability [as measured by full-scale IQ (FSIQ)], symptom severity and discrepancy between the WISC-IV indices verbal comprehension (VCI) and perceptual reasoning (PRI) in 101 school children with ASD. The PSI weakness in children with ASD was not related to age, FSIQ, VCI-PRI discrepancy or any of the symptom measures. These findings suggest that school children with ASD independent of their age, level of cognitive ability, VCI-PRI profile and most notably independent of their symptom severity should be entitled to special assistance and compensation in educational settings.

Co-teaching that works: special and general educators’ perspectives on collaboration

ABSTRACT There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative approach where interviews with eight educators have been analysed to identify underlying processes and mechanisms that are characteristic of successful collaboration between these two educational professions. The sampling was purposive and only educators who have been found to have achieved successful collaboration in the past were invited to participate. Three main themes emerged during the analysis: a meta-analytic approach to teaching, mutual recognition and enthusiasm, and inclusive education teaching. The overall conclusion of the findings indicates that successful collaboration is embedded in the type of instruction that supports the basic premises of inclusive education and appreciation of diversity. Educational professionals who are willing to come closer to one another in terms of their practice and professional identities are better equipped to succeed in co-teaching situations.

Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

ABSTRACT Purpose: to describe the panorama of the pedagogical context in the preschool teaching of students with Autism Spectrum Disorder (ASD), in a municipality in the state of São Paulo, Brazil. Methods: 32 teachers, including early childhood education (ECE), special education (SE), and specialized educational assistance (SEA), participated answering a questionnaire about their performance with autistic students. A descriptive qualitative analysis of the data was performed. Results: the average age of the teachers was 40.6 years old, with an undergraduate degree in Teaching, Pedagogy, Special Education, and/or Visual Arts, of which 84.4% were postgraduate. 87.4% knew ASD characteristics; 80%, SEA, 66.7%, SE, 57.1% of ECE teachers had receive the medical report. 78.1% reported difficulties in socialization, communication, behavior, learning; 15.6%, aggressive behavior / irritation; 12.5%, difficulties in attention / concentration; 6.2%, motor coordination difficulties in their autistic students. 62.5% considered that their autistic students had the potential to follow mainstream education; 68.8% received guidance from team professionals; 78.1% participated in courses/lectures on the theme; 28.1% considered they were able to teach autistic children; 78.1% stated that adjustments in the teaching structure were necessary. Conclusion: the scenario of the pedagogical context in the preschool teaching of students with ASD, in the studied municipality, needs reflections. Information on ASD characteristics, training courses, knowledge on individual follow-ups, so that teachers are prepared to promote effective teaching and learning, are needed.

IMPLEMENTAÇÃO DAS SALAS DE RECURSOS MULTIFUNCIONAIS: TEMPOS VIVIDOS E VIVENCIADOS.

Este relato de experiência fora escrito por profissionais atuantes no Atendimento Educacional Especializado, nos anos de 2014 a 2017, a fim de ilustrar aos leitores o processo de implementação da primeira sala de Recursos Multifuncionais, no município de Arraial das Flores, servindo de ilustrações para futuras instalações e implementações. A intenção desse relato é apresentar como foram as experiências vividas nas primeiras salas de Atendimento Educacional Especializado na cidade de Arraial das Flores, apresentando toda trajetória desde a organização do espaço – com os materiais disponibilizado pelo Governo Federal até o funcionamento da sala de A.E.E, discorrendo sobre as duas salas que possibilitaram meios e recursos, ao desenvolvimento da aprendizagem do estudante com deficiência. Para realização do relato de experiência fora feita uma revisão de bibliografia na área afim, contendo embasamento teórico, além das experiências vividas pelas profissionais atuantes no Atendimento Educacional Especializado no dado munícipio. Vale ressaltar que a implementação aconteceu de acordo com os preceitos legais, assegurando Atendimento Educacional Especializado a todas as crianças com deficiência, regularmente matriculados nas escolas municipais.

Ethics and the Special Education Assistant

The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported and forced to take on responsibility without authority as they navigate through the ethics of what is the best inclusive practice for the student with special needs. By using an ethical approach to analyze an example of a) the Special Education Assistant’s working life and b) one extreme experience of that life, insight into the varied nature of this world is illuminated.

What do pre-service special teachers think about special education assistants

What do pre-service special teachers think about special education assistants