Special Education System Research Articles

Rola logopedii w przekształcaniu systemu nauczania i interwencji w przypadku specjalnych potrzeb edukacyjnych (i nie tylko)

The paper aims at discussing the major issues relating to the current transformation of special education systems to an inclusive system which has an impact on the area of speech and language therapy (SLT) intervention, conceived as a collaborative discipline that focuses not only on isolated speech disorders, but also on symptomatic speech disorders and related problems. It also describes the role of universities in the undergraduate education of speech and language therapists in the context of interdisciplinary collaboration and working with people with special needs.

Strategies for Involving Parents in School Communication and Application in a K-1 Special Education System

This study aimed to determine practices that could improve communication and participation in special education classrooms with parents. Special education classrooms seem to have greater difficulty cultivating relationships with parents due to the complex nature of education. Improved communication has shown that it can have a positive effect on student achievement as well as communication between parents, teachers, and schools. The classroom was made up of all special education students that ranged in grades k-1, male/ female, and variation of intellectual disabilities. The school is located near a military base and situated in an area that has higher rates of poverty. Indirect methods of communication were utilized in this study; classroom newsletters, daily communication chart with weekly feedback, and a parent questionnaire. The action research showed that there was some improvement in perceptions of positive interactions as well as a steady rate of participation using indirect methods of communication. Indirect methods seemed to provide some improvements in communication between parents, teachers, and schools. It showed that most parents had an improved perception of the teacher and were mostly satisfied with the communication. Future research could look at other indirect methods of communication, direct forms of communication, or a combination of both.

MODERN INNOVATION TRENDS IN THE NORTHERN REGIONS AND CORPORATIONS

Purpose : the purpose of the study is to analyze, identify and structure the main trends of technical and technological development of regions and corporations in the Russian North. Methods: to achieve the purpose, methods of factor and system analysis, general economic approaches are used. For the structuring of processes, the methodological tools of indicators and indicators are of great importance, especially in conditions of a high degree of isomorphism of territories. Given the high degree of uncertainty of economic processes in the North, the presence of a large number of risks and threats, in some cases, expert methods and content analysis are used. Results: the main results of the research can be attributed to the relatively high degree of innovative activity of organizations in the regions of the Far North, in the industrial sector with a predominantly resource-resource orientation. The need for accelerating technical and technological transformations in connection with the strengthening of the sanction policy of the West is substantiated. Import substitution, especially in the areas of economic security, is, in effect, imperative. Conclusions and relevance : in the strategic perspective, the industrial complex of the northern regions will provide accelerated industrialization with orders for high-tech materials and equipment needed to develop the Arctic shelf. A certain scientific novelty is the conclusion that the northern regions and corporations have innovative demand and financial potential, therefore, despite the predominantly raw material profile, they can become a kind of locomotive of the national innovation dynamics. The structuring of perspective directions of state support for innovations in the North, where the need for support of the research sector is justified at the federal level, and the strengthening of attention to the system of general and secondary special education can have practical significance.

ИССЛЕДОВАНИЕ, АНАЛИЗ И РАЗРАБОТКА ПРАКТИЧЕСКИХ РЕКОМЕНДАЦИЙ ПРИ СЕСТРИНСКОМ УХОДЕ ЗА ПАЦИЕНТАМИ С КИШЕЧНЫМИ СТОМАМИ

In Russia, the number of patients with intestinal stoma continues to grow. The topic of pro-viding rehabilitative care to ostomy patients and the role of the ward nurses in it is insufficiently illuminated. There is no certification of the profession and the system of special medical education for rehabilitative care of ostomy patients for secondary health workers. The structure of the organization of such assistance has not been formed, taking into account the stage of the rehabilitation process, the availability of criteria for the effectiveness and quality of the medical services rendered. The aim of the study is to identify the problems of patients with stomas in the organization of care in a hospital, the development of practical recommendations for nursing care. The studies were carried out by means of a comparative analysis, a questionnaire of 165 ostomy pa-tients on the basis of the departments of two clinics: without specially trained nurses for the care of ostomy patients and a trained medical staff. According to the results of the questionnaire, the author identified the main problems of such patients in the organization of medical rehabilitation care in a hospital. The unique result of the study: the majority of ostomy patients needed the help of specially trained care for the nurse's stoma and additional rehabilitation literature before the ostomy surgery and immediately after the surgery, while in the hospital. The absence of a ward, trained in the care of a nurse's stoma and the knowledge of her stomatherapy standards, reduces the quality of a surgical operation, leads to negative consequences for the patient: stoma complications, psychological problems, poor quality of life. The need for further rehabilitation assistance to ostomy patients after discharge from the hospital has been identified.

TO THE QUESTION OF STUDYING OF THE CHARACTERISTICS AND LEVEL OF DEVELOPMENT OF MONOLOGUE SPEECH OF CHILDREN WITH SPEECH DISORDERS

The concept of "General underdevelopment of speech" implies the existence of violations of all components of speech system: a phoneticphonemic hand, lexical content, grammatical structure and connected speech. Psychopedagogical diagnosis is essential to build effective correctional-pedagogical work. The article presents the results of an experimental study of the characteristics of the coherent monological speech at the senior preschool children with General underdevelopment of speech in the conditions of the compensation groups preschool educational institutions as a necessary condition of readiness to learn in school. In the special education system remains relevant and socially important problem of formation of coherent speech in children with developmental disabilities. Connected speech – the highest form of speech and thought activity, which determines the level of speech and mental development of the child. Connectivity is one of the most important integral features of the text that includes vzaimodeistvie such factors as: the content of the text, its meaning, logic of presentation, a special organization of language means; communicative intention; compositional structure. Theoretical-methodological bases of development of coherent speech of preschool children identified in the works of M.M. Horsemeat, A.M. Leushina, L.A. Penievskoy, I.O. Solovieva, E.I. Miheevoj, A.P. Usova, E.A. Flurinol. The content and methods of training of monologic speech in kindergarten actively developed A.M. Borodich, N.F. Vinogradova, L.V. Voroshnin, V.V. Stamp, E.P. Korotkova, N. Arlanova, E.A. Smirnova, N.G. Smolnikova, O. S. Ushakova. In this article the author conducted a study of the characteristics of coherent speech in senior preschool children with General underdevelopment of speech in terms of compensating group Doo.

Students with special needs in the Kazakh educational system

Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.

Competencies needed for the teachers of visually impaired and blind learners in Al Balqaa Province area schools

Background : Effective teaching needs the teacher to have competencies in personality, knowledge and skills. This ensures a quality and quantity of desired outcomes. That is the same for teaching of individuals with disabilities. The presence of criteria and standards, or what we call competencies is important to deliver educational services to individuals with disabilities. Literatures mentioned very different competencies that help the professionals in their work. The competencies are considered as a milestone for instruction; however, despite the presence of the required competencies worldwide in this field, it is still unapplied well. There are many agencies which don’t apply these competencies. This study aimed at investigation of the competencies needed for the staffs in schools at Al-Balqa province area. Methods : A special tool consists of demographic variables and 31 statements which measures the competencies of the teachers of the visually impaired and blind learners. The study sample consists of 120 participants of both sexes. The sample was selected from 50 schools in Al-Balqa province area. A convenient statistical approach was used to analyze the data. Results : The result of the study revealed no relationship between the variables (sex, education level, experience, and class level) and the competencies. However, there was a marked difference in competencies due to the characteristics of the teachers. Furthermore, the results indicated a significant difference in the quality and quantity of competencies due to the teachers’ characteristics. This was in favor of the sighted teachers. As for the difference between the blind and poor sightedness, the result was in favor of the latter. Conclusions : The teachers of the visually handicapped learners in Al-Balqa province schools need to have special education competency-based services , that need general reviewing for the system of special education.

SPECIAL EDUCATION REFORM TOWARDS INCLUSIVE EDUCATION: BLURRING OR EXPANDING BOUNDARIES OF SPECIAL AND REGULAR EDUCATION IN CHINA

China has developed a three‐tier special education service delivery system consisting of an array of placement options of special schools, special classes and learning in regular classrooms (LRC) (with the LRC as the major initiative) to serve students with disabilities after 1980s responding to the international trend of inclusive education mandate. How to balance the development of special education schools (classes) and inclusive education remains controversial. The authors found that special education provision in China has been improved in scale and quality with the expansion of special schools and LRC programmes both to have formed a parallel special education system. The authors argue that the boundaries between special and regular education system are enlarged and blurred in different situations. This reflects that the move towards inclusive education in China has been largely underpinned by its specific cultural values and conflicts between the pursuit of academic excellence and new goal of universalising basic education for all. The Chinese pragmatic practice of inclusive education shows that special schools should be a part of, instead of apart from, inclusive education, and thus should be re‐empowered with new roles to support and facilitate inclusive education.

Early Childhood Inclusion in Turkey

Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in natural environments. The current definition of inclusion provided in special education laws developed in Turkey aligns with the definition of inclusion provided in the contemporary literature. However, implementation of inclusive practices in early years is still in its early stages and baby steps are taken to develop more comprehensive system of special education and inclusive practices. The purpose of this article is 4-fold: (a) to describe Turkish special education laws and regulations that support inclusive education and teaching in natural environment; (b) to summarize current inclusive practices in early childhood in Turkey; (c) to summarize and synthesize the available research on early childhood inclusion in Turkey; and (d) to discuss challenges and suggestions for future directions to enhance early childhood inclusion in Turkey.

Upper And Lower Limbs Disability And Personality Traits.

It is believed that the study of personality has the potentials to enhance our prognostic abilities and can better to expose the etiology of mental illness through the relationship of revealed mechanisms. The focus of this study was to investigate and compare the habitual patterns of behavior, thought and emotions of upper and lower limb physically disabled students in terms of personality traits. This cross sectional study consisted of 100 upper limbs and lower limbs disabled students taken from Kingston school Inclusive Education System Abottabad, Mashal special education system Haripur, Syed Ahmed Shaheed special education center Abottabad, Al-Munir Foundation Mansehra and Hera Special Education System Haripur and 100 normal students taken from Islamic International School Abottabad, Falcon Public School Haripur, Iqra Academy Mansehra and Alhamd International School Haripur of Hazara Division by purposive sampling technique. This study was conducted during the month of June 2013 to May 2014. Goldberg five big personality scale was used for measuring personality traits of physically disabled and normal students. The significant difference of personality traits scores between physically disabled students (M = 139.2, SD=12.0) and normal students (M=184.5, SD=13.2), t (198) =25.3, p<.05 was observed. Normal students have high scores as compared to physically disabled students on big five traits, i.e., Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Openness to Experience.

TRUST TO THE WORLD AS A FACTOR OF SOCIO-PSYCHOLOGICAL SAFETY OF CHILDREN WITH INTELLECTUAL DISABILITIES

В статье актуализируется проблема безопасности детства. На основе анализа отечественных и зарубежных работ по психологии проанализирована категория «доверия к миру», выступающая фактором психологической безопасности личности в онтогенезе. Объектом исследования выступили дети с нарушениями интеллекта. Предметом исследования – особенности формирования у детей с интеллектуальными нарушениями доверия к миру. Методологическую основу составили подходы социальной психологии (И.В. Антоненко, И.А. Донцов), психологии развития (В.П. Зинченко, А. Маслоу, Э.Г. Эриксон) и специальной психологии (Л.С. Выготский, С.Л. Рубинштейн, О. Шпек). Методы исследования: теоретический анализ литературы; метод экспертных оценок с привлечением педагогических работников (учителя, социальные педагоги, психологи) коррекционных школ VIII вида Ивановской области и г. Москва. Результаты работы: раскрыто содержание категории доверия к миру в контексте социализации и обеспечения психологической безопасности детей с нарушениями интеллекта. Делаются выводы относительно необходимости воспитания у детей с нарушениями интеллекта доверия к миру с помощью психолого-педагогическое сопровождения, выполняющего психопрофилактическую, психокоррекционную и защитную функции. Область применения: система специального образования.

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years--Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012.

Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years--Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012.

Cultural Competence in Bilingual Social Communication Assessment: A Case Study

The purpose of this article is to highlight how cultural considerations impact assessment and diagnostic decision making. This article addresses the steps involved in conducting a culturally sensitive, comprehensive evaluation of social communication skills using the Autism Diagnostic Observation Schedule-2nd Edition (ADOS-2). This evaluation was conducted with a 13-year-old, bilingual Cantonese-English speaking teenage girl. She had a history of atypical social behaviors and language disorder, diagnosed at age two. Her complex social difficulties were previously overlooked by professionals and misunderstood as related to her Chinese culture and/or prior history of language disorder. Conducting a culturally appropriate assessment was further complicated by the family's lack of English proficiency and low socioeconomic status, and related challenges they experienced with accessing and navigating the healthcare and special education system. Lisa was referred to a multidisciplinary team, which included a native Cantonese-speaking speech-language pathologist (SLP), to determine the nature of this teenager's social challenges. The team's understanding of the layers of cultural influence on social development—overarching Chinese values, local Chinese community, and the family environment—played a key role in determining whether this teenager's social behaviors were acceptable in either the Chinese or mainstream American culture. Evaluation results shed light on this teenager's long-standing social interaction difficulties, and were consistent with a diagnosis of autism spectrum disorder (ASD). With this newly understood diagnosis, the family reported they felt relief in knowing how to best support their daughter.

الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

هدفت الدراسة إلى تقييم اجراءات الامن والسلامة المدرسية اللازمة لحماية الطلاب ذوى الاحتياجات الخاصة في المملكة العربية السعودية. و تم الاعتماد على المنهج الوصفي التحليلي و تم تقسيم الدراسة إلى فصلين أساسين ، بحيث يتناول الفصل الأول الاطار المفاهيمي من خلال التعرف على المقصود بالأمن والسلامة المدرسية ، والتعرف على فئة ذوى الاحتياجات الخاصة و ، ثم نتاول فى الفصل الثاني تحليل الواقع الحالي فى المجتمع السعودي وتشخيص الآثار السلبية لعدم دمج ذوى الاحتياجات الخاصة فى المدارس ، وختاما بأهم التوصيات وآليات لعلاج تلك المشاكل، وتصميم خطة إجرائية لتنفيذ الدراسة ووضع جدول زمني لها. النتائج: يواجه الاطفال ذوى الاحتياجات الخاصة عدة مشاكل منها ما هي نفسية أو تعليمية أو اجتماعية، و يعتبردمج هذه الفئة فى المجتمع عامة وفى المدارس خاصة موضوع معقد ، حيث يعرف الدمج على أنه اتاحة الفرص للاطفال المعوقين للانحراط في نظام التعليم الخاص كاجراء للتاكيد على مبدأ تكافؤ الفرص في التعليم و يهدف الى الدمج بشكل عام الى مواجهة الاحتياجات التربويه الخاصه للطفل المعوق ضمن اطار المدرسه العاديه ووفقا لاساليب ومناهج ووسائل دراسيه تعليميه ويشرف على تقديمها جهاز تعليمي متخصص اضافة الى كادرالتعليم في المدرسه العامه و اشارت كثير من الدراسات الى أثر الدمج و منها ما أيد و منها ما رفض نتيجة لعدة اتجاهات ايجابية و سلبية. و خلاصة القول أن الطلاب من ذوى الاحتياجات الخاصة يتعرضون الى العديد من المخاطر وتتعرض سلامتهم للخطر اضعاف ما يتعرض اليه الاخرين و تسعى زارة التربية و التعليم لتطبيق الأساليب التربوية الحديثة لذوي الاحتياجات الخاصة من البنين والبنات في سن المدرسة.

Becoming a Parent of a Child with Special Needs: Perspectives from Korean Mothers Living in the United States

The current study aimed to explore how cultural contexts influence the attitudes of mothers raising children with disabilities. Semi-structured in-depth interviews of seven immigrant Korean mothers regarding their personal experiences within the complexities of the special education system in the United States were analysed to identify factors that help mothers to thrive in the face of numerous challenges they encountered when working with professionals from different cultural and linguistic backgrounds. Narratives revealed that support groups, parent–professional relationships and cultural norms served as motivational factors that encouraged mothers to take initiative in proactively seeking ways to meet the needs of their children. Findings highlight the importance of a professional’s genuine attitude and open-mindedness when approaching culturally and linguistically diverse families.

Special Education Teacher Preparation in the Gulf Cooperation Council Countries

The provision of special education for students with disabilities depends upon the availability of well-qualified special educators, which, in turn, depends upon the availability and characteristics of preparation programs. In countries of the world where special education systems are still developing the capacity to provide the education that laws and policies promise, choices made in the design and offering of preparation programs may interact with contextual factors, creating intended and unintended consequences, opportunities, and constraints that affect the countries’ abilities to provide special education. In this study, we investigate this idea by examining special education teacher preparation in the Arab countries of the Gulf Cooperation Council—Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. Applying Bray and Thomas’s framework for comparative analyses to data collected from 2014 to 2015 for the 32 universities in the region that provide preparation programs, we describe the comprehensiveness of preparation opportunities, analyze program delivery components, and consider the implications of the program choices made on the preparation opportunities and special education services that can be provided in the countries as a result.

On the continuum from mainstreaming to inclusion: the development of the approaches towards students with special needs and their expression in the educational frameworks in Israel

The State of Israel, like other developed countries around the world, engages intensively in the thinking about and care of students with special needs (SwSN). Israel attempts to open rang of possibilities to this population in its considerable diversity, while responding to the challenges faced by the population of students defined in Israel as „special education”. This article presents the developing approaches, which are at the basis of the special educational system in Israel, as a case study of the reference to SwSn. The first part of the article presents the ideological elements of the special education system in Israel throughout its historical development, and the second part presents the way in which the continuum of the educational frameworks was understood to serve the educational perception.

Integrated and Network Systems of Research Education in the Knowledge Society (By Example of the Russian Educational System)

purpose of the paper is to present the results of the theoretical study of the research education modern model institutionalism that describe the structure of learning communities, their social forms and systemic genesis. methodological approach is based on the structural-functional analysis of the 25 years’ experience of the Russian scientific and social programme for young people and schoolchildren The Step into the Future. article explains the concept of an educational in the context of the development of modern education in line with the movement towards the knowledge society. An integrated educational system becomes the basis for modern educational socio-morphism and relies on a network of specialized partnerships. cluster-network organization scheme of an integrated system is considered, as well as its forms and the model of genesis. Classification of integrated educational systems that associate institutions of secondary and higher education and professional systems of the society has been developed; examples have been provided. A conceptual analysis of a special integrated educational system is given, that is, of a macro-school, which is an educational network of geographically distributed partnerships. genesis of the institutional-environmental structure of learning communities of the research type has been shown to be determined by the development of the interdependent system of “environment – method” relations. DOI: 10.5901/mjss.2015.v6n6p529

The Comparison of Early Childhood Special Education System in Turkey with in Hungary, Italy and Romania

In this research early childhood special education services in Turkey were compared with special education services in Hungary, Romania and Italy. Document scanning method was used in this research. According to the findings equality in education is in the forefront in early childhood special education legislation of countries. In previous studies it it was found that some studies were done such as Montessori in Italy, Portage and Little Steps Early Education Programme in Turkey, Special Need in the Classroom Project in Romania under favour of Salamanca Conference and in Hungary disabled children were found out by application of questionnaires in education conditions. In special education early childhood education systems Romania, Hungary and Italy use “inclusion” education system and in addition “integred” education system is used in Hungary. In Turkey besides individualized education programme, inclusion system is used. In general despite the education system of these four countries are the same, they use inclusion herewith.

You can lose what you never had

An often-used idiom states: you can't lose what you never had. Yet contrary to this expression, it is possible to lose what you never had – at least when special education support is concerned. In Ontario, as in other jurisdictions, special education exists as a codified system. An ever-changing nexus of discourses and documents – including normalisation, legislation, regulations, and memoranda – set out how special education is to function in the province. The documents themselves articulate how learners' needs are to be formally identified, as well as how students are to be supported. Within this network a phenomenon of non-identification has arisen whereby some students do not get identified and yet would have qualified for special education support had they gone through the process. Yet what leads to this phenomenon? To what does the phenomenon itself lead? Should Ontario's special education system be readjusted to address the phenomenon of non-identification, or is identification itself an inherently flawed practice? To explore these three questions, this paper will analyse Ontario's identification policy, examining what it allows, what it dictates, as well as the challenges it creates.