Special Education Teacher Education Research Papers (original) (raw)

2025, Journal of special education preparation

After more than 20 years of a critical shortage in special education teachers, this mid-Atlantic state expedited program development for undergraduate-level teacher preparation programs. To meet the accelerated timeline, one program at a large public university used its graduate-level coursework as a model for the undergraduate level program. After initial implementation, it was clear that revisions were necessary. In this article, we provide a description of the program revision activities conducted, including (a) building a representative advisory board, (b) conducting a needs assessment, (c) developing a coherent curriculum map, (d) creating an action plan and implementing reforms, and (e) reviewing ongoing activities for continuous improvement. Implications are described, including how special education teacher preparation programs can use the CEEDAR Center Roadmap to Educator Preparation Reform to guide data-based program revisions, conduct a Q-Sort Activity as a systematic way to identify program priorities, and engage in program review activities, ultimately to better prepare special educators and reduce the teacher shortage.

2025, Journal of Teaching and Learning with Technology

Coaching is becoming a more widely-accepted model of support for both preservice and inservice P-12 teachers. With the use of technology such as Bluetooth headsets and live streaming, coaching has become less intrusive and more “in the moment.” In this case study, we describe the use of an eCoaching process for two PhD students who taught courses in a teacher preparation program of a higher education institution. The four-step process included (a) observing the PhD students teach, (b) collaboratively developing instructional goals with the coach, (c) providing performance feedback while coaching, and (d) reflecting on the process with the two PhD students who were teaching undergraduate courses. Findings indicate that eCoaching was well received and provided multiple opportunities for both PhD students and their coach to reflect on instruction as well as the eCoaching process. Implications for practice and future research are discussed.

2025, DUMILIG.,RJ & NAPILA., E.

This study journeyed into the real-life stories of Special Needs Education (SNED) teachers, aiming to uncover the heart of their professional experiences within the context of 21st-century education. Using a qualitative narrative inquiry, we listened deeply to these educators through in-depth, semi-structured interviews that opened a window into their daily challenges, joys, and strategies. Their stories revealed not just the facts, but the feelings, thoughts, and teaching choices that shaped their work in inclusive classrooms. By focusing on their voices, this research shed light on the complexities SNED teachers faced and how they continued to adapt and persevere in a demanding and ever-changing educational landscape shaped by new technologies, diverse learners, and evolving policies. This approach helped us understand their world from within, making their lived experiences the center of the study, and offering valuable insights to inform policy, training, and support systems.

2025

This report details the Inquiring Teachers, Inquiring Learners project which was developed to support partner institutions to develop and apply a culture of action research within their organisation. The underlying principle of the project was professionalism and in particular the promotion and development of teachers’ professional identities and attitudes as the key to the enhancement of student learning, above all, a vision of the ‘inquiring teacher’. Inquiring teachers it is felt are more likely to develop inquiring learners. Teachers are best placed to know about their subjects and their learners’ needs within their local contexts. The project aimed to support partners of the School of Education to develop the skills and knowledge to define and undertake an action research project that would contribute to improving ITE within their context.Education and Training Foundatio

2025, المجلة المصرية للدراسات المتخصصة

هدفت الدراسة إلى التعرف على فعالية توظيف لعب الأدوار في تنمية التحصيل الدراسي لدى
الأطفال ذوي صعوبات تعلم القراءة، واعتمدت الدراسة على المنهج التجريبي، وتكونت عينة
الدراسة من ) 32 ( طفلاً من الملتحقين بالصف الثالث الابتدائي، واستخدم الباحث كل من التطبيق
القبلي والبعدي والتتبعي للاختبار التحصيلي في القراءة، وذلك لقياس مدى فعالية لعب الأدوار في
تنمية التحصيل لدى عينة الدراسة ، وتوصلت الدراسة إلى وجود فروق ذات دلالة إحصائية بين
متوسطات درجات المجموعة التجريبية في التطبيق القبلي والبعدي للاختبار التحصيلي في القراءة
لصالح التطبيق البعدي بعد تطبيق جلسات لعب الأدوار
الكلمات الدالة : لعب الدور ، التحصيل الدراسى ، صعوبات تعلم القراءة

2025, Psychology and Education: A Multidisciplinary Journal

This qualitative case study explores the lived experiences of Special Education (SPED) teachers in teaching learners with dyslexia in public schools in Davao Oriental, Philippines. Dyslexia presents challenges in literacy development, particularly in writing, and many teachers lack the training and resources to address these needs effectively. The study aimed to understand how SPED teachers navigate these challenges, what strategies they employ, and how they adapt their practices to support writing development among dyslexic learners. Using a case study design, the research involved in-depth interviews with three SPED teachers who had at least two years of experience teaching students with dyslexia. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns and insights. The study was grounded in Vygotsky's Sociocultural Theory, emphasizing the role of guided learning and social interaction in cognitive development. Findings revealed three major themes in the teachers' experiences: initial uncertainty and self-doubt, the celebration of incremental learner progress, and personal and professional growth through reflective practice. Teachers reported challenges such as learners' difficulty understanding instructions, fear of making mistakes, and a lack of instructional materials. Despite these obstacles, they employed adaptive strategies including personalized visual aids, multi-sensory instruction, and scaffolded writing tasks. Emotional resilience and a strong sense of purpose helped sustain their motivation. The study underscores the importance of equipping SPED teachers with targeted training, adequate resources, and collaborative support systems. It highlights the transformative potential of reflective teaching and inclusive practices in fostering literacy among learners with dyslexia. These insights contribute to the broader discourse on inclusive education and offer practical implications for policy, teacher development, and classroom practice.

2025, ETCOR Educational Research Center, Inc.

Aim: The study described the perceptions of non-SPED teachers regarding the impact of multidimensional reflective practices on promoting inclusive, responsive, and growth-oriented teaching. Methodology: This study used a qualitative design through semi-structured interviews. The study consists of 15 non-SPED teachers from Zuni High School in Zuni, New Mexico, U.S.A. Results: The results revealed three (3) main themes: professional growth and transformation through reflection, responsive teaching through deeper understanding of student needs, and improvement in classroom management and student engagement. Conclusion: Non-SPED teachers perceive multi-dimensional reflective practice as a transformative approach that nurtures their growth both personally and professionally. Reflective practice makes them more self-aware, empathetic, and inclusive in their teaching approach.

2025, Precarization of Work of Employees with Disabilities in Contemporary Russia: Towards a Research Problem Statement

This systematic review examines the precarization of employment among people with disabilities (PwD) in contemporary Russia. Drawing on theoretical approaches to precariat studies, empirical data, and previous research, the authors... more

2025

This study assessed the teaching strategies employed by lecturers to support learners with hearing impairments (LwHI) in higher learning institutions in Tanzania, addressing a critical gap in inclusive education practices. The research underscores the importance of adapting pedagogical approaches to promote equitable learning opportunities for all students. The study was guided by two objectives: (i) to examine the current teaching strategies utilized by lecturers in inclusive classrooms, and (ii) to explore the perceptions of LwHI regarding the effectiveness of these strategies. Employing a qualitative research approach within a single case study design, data were collected through semi-structured interviews with a purposive sample of 10 lecturers and 10 students with hearing impairments. The findings revealed that lecturers implemented a range of instructional strategies, including video captioning, transcription, sign language interpretation, visual aids, and the use of multimedia resources. Additionally, assistive technologies such as listening devices were employed alongside collaborative learning techniques. Despite these efforts, both lecturers and learners reported several challenges, including limited proficiency in assistive technology use, overcrowded classrooms, time constraints, and communication barriers due to unreliable interpretation services. The study recommends enhanced classroom modifications, targeted training for lecturers in sign language, and the increased application of interactive teaching methods. Furthermore, it calls on curriculum developers to integrate the specific needs of learners with hearing impairments into educational planning and instructional delivery.

2025, Editorial: Into the Light

While strategies promoting self-determination have been effective in the United States and other Westernized countries, these identical approaches and "best practices" are not necessarily effective in cultures that do not embrace the same individualistic values. In these settings and situations, culturally appropriate approaches are necessary to engage these individuals with disabilities and their families while promoting similar principles underlying self-determination, empowerment, social justice, and rights. This article provides an overview of some traditional strategies promoting self-determination and/or empowerment and then discusses how these are not always useful in practicing with culturally diverse population groups even in the United States. Alternative approaches are described such as the access to culturally diverse resources and community-based rehabilitation that adhere to specific cultural beliefs, values, and practices but still promote some level of empowerment among individuals with disabilities. Evidence drawn from the literature as well as professional experience will be used to discuss the relevance and implementation of these respective strategies in terms of their strengthsnamely, empowering individuals with disabilities as well as supporting/embracing family, religion, spirituality, and overall cultural diversity.

2025

Teacher attitudes toward the inclusion of children with disabilities into general education classrooms have been found to be strong predictors of the success of efforts to create inclusive learning communities. Specifically, research has shown that when teachers have positive mindsets toward inclusion, they more readily adapt their teaching methods to meet a variety of student learning needs. This conclusion suggests that the inclusion movement would benefit from research that identifies effective ways to assist teachers in the formation of positive attitudes and beliefs toward inclusion. Inquiries of this kind require instrumentation. To address this need, the authors have developed the Teacher Attitudes Toward Inclusion Scale (TATIS), an instrument that is built around three well-researched components of teacher attitudes toward inclusive teaching: (a) Attitudes toward students with disabilities in inclusive settings, (b) Beliefs about professional roles and responsibilities, and ...

2025, Theory and Research in Education

Students labeled with intellectual disability, including those with profound intellectual and multiple disabilities, are subject to numerous practices that diminish or demonstrate disregard for their status as knowers. The widespread acceptance of epistemically undermining educational practices aligns with a prominent philosophical conception of equal moral status, which we reject. The alternative conception of moral status that we outline brings into view a developmental dimension that is often ignored in moral status debates. We argue that epistemically undermining educational practices are morally and epistemically demeaning toward intellectually disabled students when and because they betray a basic moral obligation to protect students' formative opportunities within educational contexts. We show that epistemically undermining practices constitute a serious wrong to students in their capacity as knowers. Evaluating the moral adequacy of educational practices requires a concern for the diverse, pluralistic conditions under which students' epistemic capacities might be enabled to grow and develop.

2025, Conduct!

At the time of writing (December 1992) Wendy Saunders (now Wendy Baker) was one of five teachers who were to become the first British Petö-trained conductors after training in Budapest and Birmingham. This article describes her final practical examination, the culmination of four years of daily conductive work, study and assessment. Wendy explains what was required, how she prepared for the examination and how the Petö Institute evaluated her work. Wendy received the grade of '5: Excellent' for this examination and was awarded the same grade for her Conductor Diploma.

2025, Život i škola : časopis za teoriju i praksu odgoja i obrazovanja

2025

HUMANE PRETPOSTAVKE INKLUZIVNOG OBRAZOVANJA UČENIKA OŠTEĆENOG SLUHA Mr. sc. Ambra Imširagić, dip. defektolog Centar za obrazovanje, vaspitanje i rehabilitaciju slušanja i govora, Tuzla, Bosna i Hercegovina "Čuda nisu stvorena samo od snova nego i od svakodnevnih i neglamuroznih činjenica poput razmišljanja, rada i upornog ustrajavanja. Shvatite da ste i sami čudo.Vjerujte da možete postići da se čuda događaju razmišljanjem, molitvom, vjerovanjem, radom i pomaganjem drugim ljudima. Ne zaboravite da čuda stvaraju ljudi koji mogu zato što misle da mogu." Norman Vincente-Peale Sažetak: Obrazovna inkluzija određena je kao put kojim se stvaraju nastojanja kako bi svaka osoba, bez obzira na okolnosti i iskustva, dosegnula svoj puni potencijal u životu. Italija ima preko 30 godina prakse uključivanja djece s posebnim potrebama u redovan sustav odgoja i obrazovanja. Po razvijenosti inkluzije na prostorima Balkana odnosno u Bosni i Hercegovini, kod nas je ona još uvijek na početku. Proći će mnogo vremena dok se razvije svijest o značaju inkluzije i odgovornosti za inkluziju na ovim prostorima. Inkluzivno obrazovanje razvilo se kao pokret koji je trebao biti izazov dosadašnjoj ekskluzivnoj teoriji i praksi i postao je favorizirani usvojeni pristup koji se odnosi na učenje svih učenika u redovnim školama. Naš je osnovni cilj putem ovog rada ukazati na humane pretpostavke inkluzije učenika oštećena sluha uz pomoć upotrebe znakovnog jezika te korištenjem usluga tumača znakovnog jezika i niza drugih neophodnih preduvjeta za uspješno uključivanje djeteta oštećena sluha u redovan sustav odgoja i obrazovanja. Samo na taj način organizirana inkluzija učenika oštećena sluha dat će pozitivne rezultate, a to je uključivanje ove djece u cjelokupan društveni život. Ključne riječi: inkluzija, učenici oštećena sluha, humane pretpostavke inkluzije, znakovni jezik. U suvremenom je društvu posljednjih godina teorija i praksa rehabilitacije djece s oštećenjem sluha snažno usmjerena prema njihovu potpunijem uključivanju u životnu zajednicu. Ako povijesno analiziramo, ovo brought to you by CORE View metadata, citation and similar papers at core.ac.uk

2025, Život I Skola Casopis Za Teoriju I Praksu Odgoja I Obrazovanja

2025

U knjizi je prikazana analiza primene bilinvalnog programa usklađenog sa savremenom koncepcijom predškolstva

2025, Pedagogika specjalna-poszukiwania

Artykuł przedstawia teoretyczne ujęcie problematyki dotyczącej edukacji i komunikacji dzieci
z autyzmem. Skupia się na założeniach dotyczących dysfunkcji umiejętności komunikacyjnych
występujących wśród dzieci i proponuje funkcjonalne podejście do nauczania i rozwijania
kompetencji porozumiewania się. W tekście zostały opisane główne komponenty funkcjonalnej
edukacji, a także ogólna analiza metody komunikacji funkcjonalnej stosowanej wśród dzieci
z zaburzeniami ze spektrum autyzmu, którą jest Picture Exchange Communication System.
Autyzm, jako całościowe zaburzenie rozwoju, wymaga stosowania odpowiednich i zaplanowanych strategii pracy terapeutycznej, które umożliwią dziecku w przyszłości w miarę
możliwości samodzielne życie w społeczeństwie.

2025

Effective Professional Learning Communities (PLCs) contribute to the overall improvement of student learning when a system-wide, leadership-based approach from the district and school level is applied by aligning a common vision, goal, and purpose. Despite a government-led implementation of PLCs province-wide in New Brunswick schools over ten years ago, the efficacy of PLCs in one particular New Brunswick school district has demonstrated little evidence of effectiveness or improvement. A district leadership team employed an Internal District Instrument (IDI) survey to measure areas of strength and barriers as it relates to its PLC formation and growth. Additionally, the team collected pre and post perception survey data from twenty teachers (n=20) during a summer learning session on building and sustaining PLCs. IDI survey results indicated that the district leadership team was seeking help in the domain of professional growth and development and that teachers and administrators wer...

2025, Issues in Educational Research

This study critically explored Filipino third graders' fluency in science to determine their readiness to comprehend and understand fourth level science, which is taught in English. This mixed design case research purposively sampled 30 third graders from a government-owned elementary school. An oral reading technique using a pre-selected science text passage determined the participants' fluency in science in terms of word recognition and decoding, reading speed, and reading prosody. The results show that our third graders registered low ratings in all the three components of reading fluency. They are categorised as instructional readers of common terms, but are frustrated readers of science terms. They have very low reading speed and based on their reading prosody, more than half of these learners are labelled as non-fluent readers. This resulting dysfluency may be sourced from non-congruence of the complex morpheme and phonemes of English medium compared to the home language of the learners (Filipino). The home language of learners in the Philippines depends on ethno-linguistics grouping, thus a comparative study may be done to extract more information on how to align and help our learners be ready to accommodate level 4 science.

2025, Issues in Educational Research

This study critically explored Filipino third graders’ fluency in science to determine their readiness to comprehend and understand fourth level science, which is taught in English. This mixed design case research purposively sampled 30 third graders from a government-owned elementary school. An oral reading technique using a pre-selected science text passage determined the participants’ fluency in science in terms of word recognition and decoding, reading speed, and reading prosody. The results show that our third graders registered low ratings in all the three components of reading fluency. They are categorised as instructional readers of common terms, but are frustrated readers of science terms. They have very low reading speed and based on their reading prosody, more than half of these learners are labelled as non-fluent readers. This resulting dysfluency may be sourced from non-congruence of the complex morpheme and phonemes of English medium compared to the home language of th...

2025, Journal of Educational Sciences

The aim of the current research is to identify the nature of the correlation between Test Wiseness skills (organizing test time, dealing with the question paper, dealing with the answer sheet, review skill) and the dimensions of academic justice (academic evaluation, dealing with students, providing information to students, organizing work and distributing tasks) as perceived by the students of the Faculty of Education in Qena. The sample of the current research consisted of (180) male and female students from the Faculty of Education in Qena (general education-basic education-childhood division) with an average age of 20.63 and a standard deviation of 0.87. The Wiseness test scale prepared by (the researcher) was used, and the academic justice scale prepared by (the researcher), The results indicated that there is a positive, statistically significant correlation between Test Wiseness skills (organizing test time, dealing with the question paper, dealing with the answer sheet, review skill) and the dimensions of academic justice (academic evaluation, dealing with students, providing information to students, organizing work and distributing Tasks) as perceived by students of the Faculty of Education in Qena.

2025

This conference proceeding paper regarding the presentation made at the NRMERA 2019 conference focused on the purpose to develop candidates who possess dispositions so that they will be successful in the classroom. This presentation included a mock panel interview including four undergraduate teacher candidates as the participants along with two education faculty members. The panel interview demonstrated to the audience the format, the physical arrangement, professional dispositions and dress, and questions strategically developed identifying 4 major human attributes: Verbal and Listening, professionalism, and human interaction.

2025, Educational Research: Theory and Practice

The research focused on clarifying the responsibility of the institutions preparing teacher candidates. The purpose was to develop candidates who possess dispositions so that they will be successful in the classroom The study focused on examining candidates' dispositions as assessed by their college supervisor as compared to the assessment by their cooperating teaching in the student teaching setting. The participants were all students admitted into the school of education who also completed their program of study in a small college in southeastern Nebraska. The candidate disposition assessment survey assessed student dispositions that were aligned to meet Interstate Teacher Assessment and Support Consortium (InTASC) standards. An analysis of variance was calculated on the survey results for teacher education candidates over the last four semesters (18-19 and 19-20 school year). Three of the four semesters found no statistical difference in the two assessments for teacher education candidates. One of the four semesters showed significant difference between the College Supervisor and Cooperating Teacher. Further research was recommended to: add the teacher education candidate self-assessment to the data; implement other strategies/opportunities to assess teacher education candidates' dispositions; develop training for assessing teacher education candidates for all assessors; and provide opportunities for candidates' to reflect on their disposition assessments to identify areas that may need to be strengthened.

2025

Wy daw nic two Aka de mii Pe da go gi ki Spe cjal nej im. Ma rii Grze go rzew skiej Redaktorzy tematyczni Akbota N. Autayeva (KZ) -psychologia Andrzej Giryński (PL) -pedagogika specjalna Jan Łaszczyk (PL) -pedagogika, metodologia Bernadeta Szczupał (PL) -pedagogika specjalna Ewa M. Kulesza Renata Wójtowicz Wersja papierowa jest wersją pierwotną (referencyjną)

2025, Francis Keli Munyao

Title: An Investigation into the Causes of Sexual Relationships Between Secondary School Teachers and Learners: A Case Study of Embakasi East Subcounty, Nairobi County

2025

This study sought to measure the degree of consumersʼ attitudes towards insurance services in the north of the West Bank and their relationship with a number of variables. To this end, the researcher developed a questionnaire and administered it to a randomly chosen sample of 155 insurance services consumers. After data collection and analysis, it was found that the degree of consumersʼ attitudes towards insurance services was high. No significant differences were found which might be attributed to the variables of sex, age, marital status and place of living. However, there were differences in favor of high income people. In the light of these findings, the researcher suggests of that insurance companies should show high interest in commercial promotion (ads and publicity for their products) to enlighten consumers and others about their services. In addition, insurance companies are advised to have their own electronic websites to facilitate communication with the consumers and disseminate the regulations and rules which insurance companies abide by.

2025

Współczesna edukacja stoi w obliczu wielu wyzwań – globalnych kryzysów, migracji, przebodźcowania, problemów ze zdrowiem psychicznym czy dezinformacji. Coraz więcej osób uczących się doświadcza trudności, które nie mieszczą się w ramach tradycyjnego modelu edukacyjnego. Pojęcie specjalnych potrzeb edukacyjnych (SPE), znane w edukacji od lat 70. XX wieku, początkowo odnosiło się głównie do uczniów z niepełnosprawnościami. Z czasem objęło także osoby z zaburzeniami neurorozwojowymi, trudnościami emocjonalnymi, traumą, ale też uczniów wybitnie zdolnych czy funkcjonujących w trudnych warunkach społecznych. W polskich szkołach i przedszkolach opracowano szereg narzędzi, które dość dobrze wspierają te potrzeby. Jednak w szkolnictwie wyższym temat ten pozostaje niemal pomijany – zakłada się, że wszyscy studenci funkcjonują według tych samych zasad, bez uwzględniania ich indywidualnych uwarunkowań.
Celem pracy jest wskazanie możliwych kierunków wsparcia i dalszych badań nad potrzebami edukacyjnymi osób dorosłych uczących się na poziomie akademickim – szczególnie tych, których sytuacja nie wpisuje się w formalną definicję SPE, a jednak wymagają dostosowań i indywidualnego podejścia. Praca opiera się na krótkiej analizie literatury polskiej i zagranicznej dotyczącej SPE, z naciskiem na rozwiązania sprawdzające się w edukacji niższego szczebla. Na tej podstawie podjęto próbę refleksji nad tym, jak wybrane elementy systemu można by dostosować do realiów szkolnictwa wyższego.

2025, Contemporary Issues in Technology and Teacher Education Journal

Teacher educators understand that the preparation of teachers needs to be rooted in the practice of teaching. This understanding, paired with the advancement in digital technologies capable of delivering practice-based teaching experiences, requires that those charged with preparing teachers consider how to best to position these technologies within their programs. This article positions virtual field experience platforms as on-ramps to professional practice and provides guidance for examining the features and capabilities of such platforms to inform their selection and use within teacher preparation programs.

2025

The term “direct instruction” is often used to sell products or to persuade state legislators to make bad decisions. But everybody already uses it in some form. It's a basic pedagogical strategy that should be part of every teacher's... more

2025

Bakalářská práce se zabývá především muzikoterapií a jejími možnostmi využití u osob s mentálním postižením. A možnostmi rozvíjet komunikační schopnosti a dovednosti osob s mentálním postižením. Práce se skládá ze dvou částí, teoretické (odborné) a praktické. Teoretická část seznamuje dle odborných pramenů s psychopedií. Definuje pojem " mentální retardace" a její klasifikaci. Popisuje čím se zabývá logopedie a zaměřuje se na symptomatické poruchy řeči u osob s mentálním postižením. Popisuje metody, které napomáhají k rozvoji komunikačních schopností a dovedností. Mezi tyto metody patří také muzikoterapie. Kapitola o muzikoterapii vysvětluje pojem "hudba" . Obsahuje definici "muzikoterapie" a zaměřuje se na její historii i současnost. Více se zabývá pedagogickou muzikoterapií z důvodu využitelnosti u osob s mentálním postižením. Praktická část obsahuje popis zařízení ve kterém bylo prováděno pozorování probíhající muzikoterapie a její koncept. Následně samotné pozorování, ze kterého je vyvozen závěr. Ze závěru vyplývá využitelnost muzikoterapie u osob s mentálním postižením.

2025, Cognizance Journal of Multidisciplinary Studies (CJMS)

Hearing impairment covers many conditions and degree ranging from being hard of hearing to complete absence of aural comprehension. Niemann, Greenstein & David (2004) describe the impact of a hearing impairment where a child can see people talking but cannot understand what is being said. This results in the child having difficulties understanding the world and in expressing personal needs, resulting in limited interactions and social isolation. Thus, it is important to identify the hearing impairment as early as possible; otherwise, the child will also miss out on important educational experiences (Pagliano, 2005). However, teaching vocabulary activities to students with Hearing impairment can be regarded as a struggle (Berent and Clymer, 2007). Hence, the study aimed to know the vocabulary activities employed by Special education teacher to support students with hearing impairment. This is a single holistic case study to further investigate the vocabulary activities employed by the special education teacher to successfully support the learners with hearing impairment. The special education teacher emphasized the importance of grouping vocabulary words into related ideas, using a multisensory approach to enhance comprehension and retention for students with hearing impairments. Gradually progressing from isolated words to phrases and sentences helps students understand how words fit into context. Sign language was used as a tool to convey meanings and concepts. Daily life experiences were connected to vocabulary instruction, making it relevant and practical. Activities were tailored to individual abilities, using SMART criteria for planning. The choice between sign language and spoken language depended on individual needs. Continuous vocabulary expansion was also emphasized, allowing students to become more proficient in reading and comprehension. Educators with hearing impairment class should use a multisensory approach to vocabulary instruction, incorporating visual aids and tactile elements. Structured instruction, repetition, and the use of sign language enhance comprehension and communication. Special education teachers should also explore innovative ways to integrate vocabulary instruction into students' daily lives.

2025

regardless of its disabilities. Burgstahler pointed out that Universal Design for Instruction (UDI) was an instructional design that usable, accessible, and inclusive. It features the following principles in Inclusive Education. 1. Equitable use. The design is useful and accessible for people with diverse abilities and in diverse locations. The same means of use should be provided for all students, identically whenever possible or in an equivalent form when not. 2. Flexible use. The learning design accommodates a wide range of individual abilities, preferences, schedules, and levels of connectivity. Provide the learners with choice in methods of use. 3. Simple and intuitive. The course interface design is easy to understand, regardless of the user's experience, knowledge, language skills, technical skills, or current concentration level. Eliminate unnecessary complexity. 4. Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the student's sensory abilities. 5. Tolerance for error. The design minimizes hazards and adverse consequences of accidental or unintended actions. 6. Low physical and technical effort. The design can be used efficiently and comfortably and with minimal physical and mental fatigue. 7. Community of learners and support. The learning environment promotes interaction and communication among students and between students, faculty, and administrative services. 8. Instructional climate. Instructor comments and feedback are welcoming and inclusive. High expectations are espoused for all students. Consequently, this study was also guided the social model of disability. According to this model, disability was socially

2025, Ayena, O. O.

No part of this publication may be stored in a retrieval system, transmitted, or reproduced in any way, including, but not limited to, photocopy, photograph, magnetic or other record, without prior permission of the publisher. It is the responsibility of the author(s) to ensure the accuracy of the content in their articles. Also, it is the responsibility of the author(s) to obtain appropriate permission and ensure the ethical treatment of research participants. Points of view and opinions are those of the individual authors and are not necessarily those of the international Association of Special Education.

2025

This chapter excerpt includes research to support the existence of the three cueing systems and their impact on reading. I’ve included many more citations than are necessary because SoR enthusiasts insist there’s no research to support... more

2025

Teaching volleyball presents distinct challenges for non-MAPEH (Music, Arts, Physical Education, and Health) teachers, particularly when they are assigned to teach outside their specialization-a common occurrence in public secondary schools with limited staffing and resources. This study investigates the instructional experiences of non-MAPEH teachers in the Division of Valencia City, Philippines, focusing on the difficulties they face, their coping strategies, and recommendations for improving volleyball instruction. Using case study design, data were collected through in-depth interviews with selected participants. The findings revealed that non-MAPEH teachers experience emotional and instructional difficulties, such as anxiety, lack of confidence, and uncertainty due to their limited content knowledge and pedagogical training in physical education. Moreover, challenges related to inadequate sports facilities, lack of instructional materials, and minimal financial support hinder effective volleyball instruction. Despite these barriers, teachers displayed resilience by engaging in selfdirected learning through digital platforms, sports-related media, self-assessment, and participation in professional development activities such as seminars and workshops. While these adaptive strategies helped fill knowledge gaps, the study concludes that these are not sufficient in isolation. The research recommends institutional interventions, including targeted training, structured mentorship, improved resource allocation, and curriculum development tailored to non-specialist teachers. Future research may examine the long-term impact of training, mentorship, and peer collaboration on the competence and confidence of non-MAPEH teachers in teaching volleyball. It may also

2025

Although much has been written about the strengths and challenges of using a response to intervention (RTI) model for identifying and serving students with learning disabilities (LD), the consequences of using this model for gifted students with LD have not been fully explored. This article addresses this void in the literature. A brief overview describing gifted students with LD is provided, followed by a description of RTI. Using a case illustration, the challenges of using RTI for the identification of these students are discussed, and a strength-based, integrated model is proposed as an alternative. Recommendations for training programs and school practitioners are provided.

2025

This case study examines how able, interested and motivated (AIM) pupils are being challenged in Key Stage 2 within and beyond core subjects. The research project focuses on a primary school in England as its single case study. Alongside consideration of the range of practices that are currently in place to extend and challenge learning, a series of observations and interviews were used to gain insights into pupils’ and practitioners’ perspectives on how AIM children are being challenged in core and foundation subjects. Open observations, individual and group interviews were employed to gather data from groups of AIM and high attaining children from each year group in KS2, the school’s AIM coordinator and class teachers. The study suggests that the effective use of differentiation, acceleration and enrichment strategies by teachers not only challenge AIM children’s current understanding but can also motivate them to pursue challenging activities independently. However, schools need ...

2025, 7ο Πανελλήνιο Συνέδριο Εκπαίδευση και Πολιτισμός στον 21ο αιώνα

Θέμα του παρόντος πονήματος είναι η παρουσίαση μιας νέας εκπαιδευτικής φιλοσοφίας, της συμπερίληψης, καθώς και των συνθηκών που θα μπορούσαν να συνεισφέρουν στην ανάπτυξη ενός σύγχρονου συμπεριληπτικού σχολείου. Η εφαρμογή των αρχών και των μεθόδων της συμπεριληπτικής εκπαίδευσης είναι ένα δύσκολο εγχείρημα, το οποίο δύναται να επιτευχθεί μέσα από τη δράση συγκεκριμένων παραγόντων. Μία από τις ευνοϊκές προϋποθέσεις που θα συντελούσε καίρια προς αυτό είναι η ενεργός συμμετοχή των εκπαιδευτικών, των μαθητών και, γενικότερα, της κοινότητας στην προαγωγή της νοοτροπίας της συμπερίληψης. Ακόμα ένας παράγοντας που θα επηρέαζε θετικά είναι η υιοθέτηση ενδεδειγμένων πολιτικών κατάρτισης του προσωπικού των εκπαιδευτικών οργανισμών αναφορικά με τις μεθόδους που εφαρμόζουν κατά τη διδακτική πράξη. Τέλος, πρόσθετο ευνοϊκό στοιχείο δυνητικά θα καταστεί η αξιοποίηση των σύγχρονων ερευνητικών δεδομένων, καθώς και των πληροφοριών που προκύπτουν μέσα από τις διαδικασίες αναστοχασμού.

2025, Educatio

Általános iskolában tanuló enyhén értelmi fogyatékos és többségi tanulók létszámadatainak területi eloszlása a 2017/2018. és 2022/2023. tanévek közötti időszakban

2025, International Journal of Science and Research (IJSR)

This paper describes the development of an innovative electromagnetic vortex field gradiometer designed to measure electromagnetic field components that penetrate shielding in far-field conditions. The study addresses limitations in traditional measurements for mitigating stray currents, with applications in both agricultural and industrial settings. Findings reveal significant potential for enhancing our understanding of electromagnetic interactions and stray current impacts.

2025, Educação Profissional e Tecnológica: Contradições, Desafios e Perspectivas.

2025

Representatives from the Kansas State Department of Education; the Kansas Commission for the Deaf and Hard of Hearing; the University of Kansas Transition Coalition; and the transition coordinator, parents, Independent Living Center, and administrators from the Kansas School for the Deaf formed a team to establish quality transition services and resources for students who are deaf or hard of hearing and assistance to their parents, educators, agencies, and independent living center staff, especially in rural areas. Our team, a result of the Summits sponsored by the federally supported pepnet 2, wanted deaf and hard of hearing students to be empowered to experience life as self-sufficient and contributing citizens. To do this, we needed a statewide plan. The Kansas team got together and deliberated. We were aware of multiple and varied needs, but we had a difficult time prioritizing. What should be the focus? At first, we thought that the focus should be program structure, but there was inadequate

2025

2025, 13ο Πανελλήνιο και Διεθνές Συνέδριο «Οι ΤΠΕ στην Εκπαίδευση»

Τα προγράμματα σπουδών των Φ.Ε. επιχειρούν να ενισχύσουν την καλλιέργεια γνώσεων και δεξιοτήτων, τη βιωματική μάθηση και να συνδέσουν την επιστήμη µε την κοινωνία και το περιβάλλον. Όμως, παρ’ όλες τις προσπάθειες από πλευράς Ε.Ε. και την αξιοποίηση σύγχρονων παιδαγωγικών πλαισίων, τα αποτελέσματα αναφορικά με την διάχυση των Φ.Ε. στην κοινωνία και την επιλογή επιστημονικής καριέρας δεν είναι τα αναμενόμενα. Στην παρούσα μελέτη διερευνάται η ποιοτική επίδραση του πλαισίου που προέκυψε από την διασύνδεση των δεξιοτήτων του 21ου αιώνα και των τριών διαστάσεων των Επιστημονικών Προτύπων Επόμενης Γενιάς. Επιπρόσθετα γίνεται εστίαση στο βαθμό κατά τον οποίο η αξιοποίηση των Τ.Π.Ε μέσα από μια οριζόντια διασύνδεση των αντικειμένων των Φ.Ε., επιτυγχάνει να ενεργοποιήσει τους μαθητές για να προσεγγίσουν με επιστημονικό τρόπο μια προβληματική μέσα από τη διαπραγμάτευση και τη μελέτη ποικίλων αρχών των Φ.Ε.

2025, Knjiga sažetaka XXII Međunarodna naučna konferencija „Fizička aktivnost i zdravlje – zalog za ceo život“ (ur. Milinko Dabović, Iva Bubanja, Vladimir Miletić)

Uvod Nedostatak fizičke aktivnosti jeste faktor koji je na prvom mestu negativnog uticaja na zdravlje (Giddens & Sutton 2021), kao i nedostatak jeftinih i pristupačnih vidova rekreacije što je podatak od izuzetnog značaja kada je predlog praktične primene hortiterapijskih i socioloških benefita zelenih površina u pitanju. Hortiterapija ili vrtna terapija se može posmatrati i realizovati ne samo kao oblik radne terapije koji ima široku rehabilitacijsku primenu, već i kao jedna vrsta fizičke aktivnosti, oblik rekreativne aktivnosti shodno potrebama i željama ciljne grupe. Interakcija sa biljkama u vrtovima i na zelenim površinama smanjuje stres, poboljšava mentalne, psihosocijalne i psihofizičke sposobnosti ljudi i pozitivno deluje na zdravlje i uopšte na povećenje stepena kvaliteta života ljudi (Drkenda i drugi, 2024: 12-13, 148-153). U ovom radu će biti razmotrene glavne karakteristike hortiterapijskih vrtova, kao i rezultati do sada realizovanih hortiterapijskih radionica u okviru projekata iz oblasti hortiterapije sprovedenih u Bosni i Hercegovini, a koji su pionirski projekti iz ove oblasti u regionu. Metod U radu je primenjen metod teorijske analize. Rezultati i diskusija Od 2018. godine je realizovano pet (5) edukativnih hortiterapijski radionica za decu predškolskog uzrasta u BiH. U okviru radionica deci je omogućena sadnja i vežba iz oblasti proizvodnje sadnog materijala sa ciljem da deca najmlađeg uzrasta zavole prirodu, upoznaju njene raznolikosti, da shvate značaj proizvodnje biljnog materijala, a kroz igru i druženje, da se nauče timskom radu, toleranciji i poštovanju prema drugom i drugačijem. Tokom 2021. godine realizovana je i radionica hortiterapije za studente Univerziteta u Sarajevu koja je pored sportsko-rekreativnih aktivnosti (šah, badminton, džudo) obuhvatila pasivnu komunikaciju s biljnim materijalom kroz njegove vizuelne, čulne, auditivne i taktilne kvalitete, a imala je i izraženu socijalnu komponentu, razvijanje veština saradnje i unapređenja timskog rada u obliku specifičnog tim bilding programa. Zaključak Hortiterpijski i sociološki aspekt u sinergijskom delovanju upućuju na razvijanje kvaliteta odnosa čovek-priroda kroz interakciju čoveka sa različitim biljnim kulturama na zelenim površinama, uz kvalitetnu komunikaciju sa hortiterapeutom shodno uzrastu ciljne grupe i ostalim društvenim i kulturološkim karakteristikama ciljne grupe.

2025, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children

Preparing teachers to meet the needs of children with disabilities remains a complex challenge. General education teachers feel unprepared, and attrition and teacher shortages in special education remain high. Despite a trend toward inclusive education, many children continue to be educated in segregated settings. This study explores the potential challenges and learning opportunities that self-contained settings offer early childhood special education teachers in training. Five early childhood preservice students seeking dual certification reflected on their placements in self-contained early childhood special education classrooms. Through an analysis of their weekly student teaching journals, we explored students’ experiences in segregated early childhood special education classrooms and implications for teacher education. Our findings revealed that including a self-contained setting as one of several field experiences encouraged future teachers to think flexibly about teaching ch...

2025

This paper describes the selected planned educational activities in the field of education by encouraging the development of reading literacy skills and reading strategies. This mainly concerns the activities proposed to implement e.g. within the framework of the regional action plan project in the Moravian-Silesian Region (2016-2019), but also about other important educational readership, targeted towards current activity as examples of good practice.