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

2025, Journal Article

This research reviewed the role of Human Resource Management (HRM) towards inclusive education teacher's training with respect to inclusion of practices which support the children with disabilities. Conducted from a qualitative, phenomenological perspective, the research inquires about the lived experiences of HR managers, teachers and school principals in relation to HRM practices which lead to the inclusion of all in the teaching environment. Information was gathered through interviews and group discussions on effectiveness of current HRM practices, training needs of teachers, results of programs to date, and blockages for implementation of IE strategies from 15 respondents. The research also provides valuable insights about major HRM strategies (e.g. mentorship and specialized trainings) thus found to be very effective to prepare teacher for inclusive education. On the other hand, there were barriers to overcome such as a lack of resources and resistance to change in schools. The research also considers gaps in current training models, proposing feasible interventions, such as enhanced collaboration between industry and educational HR staffs and prolonged encouragement for the use of inclusive teaching practices. The results aim to be influential in policy changes that will consider exclusions in education and the training and knowledge that teachers need to be able to provide an equitable education for all. It is recommended that further studies replicate the current findings in different contexts, so that HRM practices may be made more generalizable and transcendent for inclusive teachings.

2025, International Journal of Science and Research

Schools worldwide are increasingly expected to promote intercultural understanding as a foundation for social cohesion. In Australia, while the curriculum aspires to foster respect for diversity and civic responsibility, its implementation often falls short, with reports of exclusion and racism undermining students' sense of belonging. This study explores how developing intercultural teaching competencies can help reduce both teacher role stress and student existential stress in culturally diverse classrooms. Drawing on a scoping review of recent literature, it identifies key teaching competencies-curriculum design, facilitative teaching, reflective practice, and inclusive learning cultures-that promote social cohesion. The paper situates these competencies within broader psychosocial challenges and offers strategies that not only enhance intercultural understanding but also support teacher wellbeing and student identity development. It calls for policy alignment, targeted teacher training, and school-wide support to make intercultural education more effective and sustainable.

2025, O ROLI RODZINY I RÓWIEŚNIKÓW W INKLUZYJNEJ EDUKACJI I REHABILITACJI OSÓB Z NIEPEŁNOSPRAWNOŚCIAMI

The purpose of this article was to analyze the state of research on how children in inclusive preschools resolve peer conflicts. A systematic review of research results published in the scientific journal databases Scopus, Web of Science (WoS), Ebsco and Google Scholar between 2000 and 2024 was conducted using the PRISMA scheme. The results indicate that teacher intervention using a variety of strategies (6 papers) and programs to develop children's social skills (4 papers) is the main way to develop conflict resolution skills in preschool inclusive units. None of the studies analyzed describe ways for children with disabilities to resolve conflicts on their own. It can be concluded that teachers equipped with conflict resolution strategies can significantly influence preschool children's ability to resolve peer conflicts.

2025, Perspectivas em Diálogo: Revista de Educação e Sociedade

A partir de pesquisa qualitativa realizada em diferentes municipios do Rio de Janeiro o texto analisa as politicas educacionais na area da Educacao Especial implementadas no Brasil nos ultimos anos, em particular do atendimento educacional especializado (AEE). Igualmente, apresenta reflexoes sobre a escolarizacao de criancas e jovens com deficiencia intelectual. A pesquisa evidenciou, entre outras questoes, os avancos legais na garantia dos direitos educacionais e sociais do publico da Educacao Especial. Mostrou, tambem, os problemas enfrentados pelas redes de ensino para implementar tais politicas e as fragilidades dos processos educativos dirigidos para criancas e jovens com deficiencia intelectual.

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, International Journal of Science and Research (IJSR)

2025, Políticas Educativas – PolEd

A matrícula de alunos com deficiência intelectual (DI) nas redes regulares de ensino vem aumentando no Brasil, assim os professores que atuam junto a esses alunos exercem papel fundamental na consolidação desse processo. Os objetivos deste estudo foram: (a) analisar o conhecimento dos professores acerca da inclusão escolar de alunos com deficiência intelectual, matriculados no Ensino Fundamental e Médio e (b) investigar, com base nos relatos dos professores, como ocorre a prática pedagógica com o aluno com deficiência intelectual. A pesquisa, realizada por meio de questionários, teve como participantes 18 professores de uma diretoria de ensino do interior do estado de São Paulo, divididos entre: oito professores da sala regular que ministraram aula no Ensino Fundamental para alunos com deficiência intelectual, oito professores que ministraram aula no Ensino Médio para alunos com deficiência intelectual e dois professores da Educação Especial. Como resultados, constatou-se que a maioria dos professores tem dificuldade em lidar com os alunos com deficiência intelectual. Os dados evidenciam que, por mais que haja avanços no campo das políticas públicas, precisa-se de mecanismos que possibilitem a efetivação do direito da permanência e a apropriação de conhecimentos na escola para esses alunos. Portanto, a formação continuada dos professores requer investimentos.

2025, Multicultural Education

Debra L. Cote and Vita L. Jones, are professors in the College of Education at California State University, Fullerton, Fullerton, California. Shannon L. Sparks is a professor in the College of Education at the University of Nevada Las Vegas, Las Vegas, Nevada. Patricia A. Aldridge is a professor in the College of Education at Virginia State University, Petersburg, Virginia. ence the transition goals that families emphasize the most. For example, Turnbull and Turnbull (2001) found that families from Western cultures (i.e., Anglo European) valued independence and personal choice while other cultures (e.g., Native American) valued interdependence and cooperation for the good of the group. CLD families (i.e., African American, Hispanic American, Native American) were found to place great emphasis on culture and interdependence when planning for their children’s’ transition programs (Geenen, Powers, & Lopez-Vasquez, 2001). All families were concerned about who would protect and look afte...

2025, International Journal of Research Publication and Reviews

To address the rising need to present vocabulary content to 21 st century second language learners in ways they can easily understand, and considering their techsavvy nature, this study explored the motivational effect of digital games in the teaching of vocabulary. Based on this premise, this study utilized a quantitative data approach centered on learners' vocabulary level in relation to using digital games for vocabulary instructi on. Likewise, a focus group discussion was conducted to investigate the learners' and the teacher's experiences during the implementation of digital games for vocabulary instruction. There was empirical evidence found in relation to the positive motivational effect of digital games in vocabulary instruction. This is significant proof of how the young learners of today acquire language content using technology. This help offer new and relevant innovative strategies in language and vocabulary instruction with the integration of technology in the classroom.

2025, Theory into Practice

Abolition is a verb, referencing how people build safe conditions while dismantling (and developing solutions beyond) harmful institutions, including within education. Considering disability justice movement work in our roles as teacher educators, we explored how we might contend with the harmful purposes and functions of educational structures as we prepare future teachers to adopt abolitionist stances in their pedagogies. We begin with the premise that the current educational system, rooted in ableism, is fundamentally designed to rank, categorize and hypervalue/devalue children based on ability. Ableism intersects with multiple oppressions, fueling the inequitable distribution of resources in special/gifted education; and racist educational outcomes. To divest from ableism-decoupling learning from punishment in practice-we share three pedagogical examples from our own teaching, discussing how we support future teachers to imagine and enact teaching practices beyond providing services or accommodations, so that multiply-marginalized children and educators can be recognized as whole. Ableism is often defined as discrimination toward people with disabilities (e.g., Hehir, 2002). However, disability activists and scholars offer more nuanced and expansive understandings of ableism. Lewis (2022) defines ableism as a system of assigning value to people's bodies, minds, and behaviors "based on constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness" (para. 4). The current educational system, rooted in ableism (Beratan, 2006; Hehir, 2002; Keefe, 2022), is fundamentally designed to rank, categorize, and hypervalue/devalue children based on ability broadly defined, rather than solely based on institutional classification of disability. Ableism is also inherently intertwined with other forms of oppressions (e.g., anti-Blackness, racism, cisheteropatriarchy, capitalism, linguicism), fueling the inequitable distribution of resources in special/ gifted education, and the subjection of racialized children to harm. Thus, educators must understand how ableism is entrenched in the US educational system. Preceding the passage of the Educational for All Handicapped Children Act of 1975 (EHA), and within the context of eugenics and compulsory schooling, students with disabilities were often deemed ineducable, placed in segregated institutions, and/or kept isolated from society, Children were also excluded from schooling due to race, gender, class, language, and migration status, among others, as additional markers of CONTACT Jennifer Phuong

2025, European Journal of Education and Pedagogy

This article aims to reexamine the concept of inclusive education by challenging several axioms underlying theoretical, ethical, and moral principles against some paradoxes associated with inclusive practices. The research design prioritised an in-depth, interpretive exploration of relevant scholarly literature, policy documents, and theoretical texts to identify key themes and principles, following the thematic analysis method. An axiom can be defined as a statement or proposition accepted as true that serves as a basic assumption or principle upon which a logical system or theory is constructed. Although axioms are considered self-evident or wellestablished statements that do not require demonstration within the context of a system, they can be challenged by associated paradoxes as apparently self-contradictory statements that, upon closer inspection, may disclose hidden or non-obvious truths and reveal unexpected insights. Despite their distinct nature, paradoxes and axioms share similarities. Both are starting points for contemplation and deeper analysis, potentially leading to new understandings and theories to resolve apparent contradictions.

2025, Agency of Students and Graduates of Russian Universities in the Sphere of Labor and Employment: Educational Experience and Well-Being // Vysshee obrazovanie v Rossii = Higher Education in Russia. 2025. 34(7). P. 133–152.

The article offers an approach to identifying “agentic” students and graduates in the field of work and employment of university, and analyzes the differences between the respective groups in terms of their educational experience (with an emphasis on higher education) and well-being. To identify agency, understood as an activity related to proactive influence on surrounding structures, we refer to respondents’ self-identification of their current employment status, as well as their experience of project work in the job place (for corporate entrepreneurs). We call “agentic” those respondents who indicated entrepreneurship or self-employment/freelancing as their main source of income (due to the need for them to be agentic by creating a new structure in the economic field and ensure its functioning), as well as corporate entrepreneurs (that is, corporate employees with experience in project leadership). Corporate employees without project leading experience at their main workplace; respondents with partial integration in the labor market (for example, odd jobs); respondents outside the labor market. We found that individuals in “agentic” positions in the labor market are more likely to initiate changes in the educational process atthe university, as well as participate in formal and informal organizations at the university and, in general, be proactive in educational activities. They are also characterized by higher levels of well-being. These findings indicate the important role of the university in the formation of educational and professional trajectories against the background of the growing demand for individual agency in conditions of increased variability of social structures (neo-structuration).

2025, F1000

Background Academic staff performance plays a critical role in the success of higher education institutions. In Uganda's private university sector, understanding how demographic characteristics affect academic staff performance can inform more equitable and effective human resource practices. This study investigated the extent to which demographic factors influence academic performance among academic staff in private universities in Uganda. Methods A cross-sectional quantitative research design was used, involving 386 academic staff members from selected private universities. Data were collected through structured questionnaires and analyzed using Pearson product-moment correlation to assess the relationships between demographic characteristics (gender, age, education level, position, years of teaching experience, and field of specialty) and indicators of academic performance. Results The analysis revealed several statistically significant correlations. The highest level of education attained was positively associated with years of teaching experience (r = .504, p < .01) and academic position (r = .619, p < .01). Years of teaching experience also showed a positive Open Peer Review Approval Status AWAITING PEER REVIEW Any reports and responses or comments on the article can be found at the end of the article.

2025, Enhancing Executive Functions in Early Childhood: Scientific Approaches to Teaching and Parenting

Enhancing Executive Functions in Early Childhood: Scientific Approaches to Teaching and Parenting. This article explores the intersection of scientific methodologies and early childhood education, emphasizing the role of guided and open-ended inquiry in fostering executive function and academic achievement. Drawing on recent scholarly perspectives, it redefines scientific investigation as a flexible, context-sensitive process rather than a rigid sequence of steps. The discussion highlights the Froebelian model and Bayesian thinking in children, illustrating how natural learning diverges from traditional scientific methods. Key pedagogical strategies such as storytelling and cooking are analyzed as vehicles for inquiry-based learning, activating cognitive, social, and motor skills crucial for development. The article distinguishes between guided and open-ended inquiry, outlining their respective impacts on critical thinking, creativity, and self-regulation. By linking executive function to lifelong learning and academic success, the article provides actionable recommendations for educators and parents to cultivate challenging yet supportive environments. Ultimately, it advocates for a holistic approach that balances structured guidance with autonomy, preparing children to thrive as motivated, resilient, and confident learners.

2025, Socijalna psihijatrija

Prema definiciji Svjetske zdravstvene organizacije (SZO) (1) moguće je razmišljati o mentalnom (psihičkom) zdravlju kao stanju u kojem pojedinac postiže stanje ravnoteže u sebi i s okolinom. Psihičko zdravlje determinirano je zadovoljenjem osnovnih ljudskih potreba, kao što su ona za društvenim prihvaćanjem, odnosima i pozitivnim osjećajima (2). Psihičko zdravlje uvjetovano je čimbenicima stabilne ličnosti, čvrstom pozicijom i ulogom u društvu te iskorištavanjem vlastitih sposobnosti. Stabilnu osobu obilježava i harmoničan razvoj kognitivnog, socijalnog i . psihijat., 42 (2014) 21 -32 Izvorni znanstveni rad

2025

Problemi mentalnog zdravlja značajno su povezani i utječu kako na kvalitetu života osoba s poremećajima iz autističnog spektra (PAS), tako i na njihovu uključenost i prihvaćenost u socijalnoj okolini (1). Vrlo visok rizik za mentalno zdravlje proizlazi iz simptoma poremećaja iz autističnog spektra (nerazvijenog govora ili niske razine funkcionalne komunikacije, oštećenja složenih obrada informacija, „teorije uma“, centralne konherencije i izvršnih funkcija, uskih interesa i rigidnosti u ponašanju) koji ih istodobno onemogućavaju da opisuju svoja mentalna staSoc. psihijat., 42 (2014) 220 – 229 Izvorni znanstveni rad

2025

Prema definiciji Svjetske zdravstvene organizacije (SZO) (1) moguce je razmisljati o mentalnom (psihickom) zdravlju kao stanju u kojem pojedinac postiže stanje ravnoteže u sebi i s okolinom. Psihicko zdravlje determinirano je zadovoljenjem osnovnih ljudskih potreba, kao sto su ona za drustvenim prihvacanjem, odnosima i pozitivnim osjecajima (2). Psihicko zdravlje uvjetovano je cimbenicima stabilne licnosti, cvrstom pozicijom i ulogom u drustvu te iskoristavanjem vlastitih sposobnosti. Stabilnu osobu obilježava i harmonican razvoj kognitivnog, socijalnog i Soc. psihijat., 42 (2014) 21 – 32 Izvorni znanstveni rad

2025, Revista Exitus

Educação inclusiva: cultura e cotidiano escolar, organizado por Rosa Glat, é um livro que convida os leitores a compreenderem melhor o panorama da educação inclusiva no contexto brasileiro, além de ser uma ferramenta para professores/as da educação básica que atuam com pessoas com necessidades educacionais especiais incluídas na rede regular de ensino. A obra é composta por dez capítulos subdivididos em duas partes principais. Na primeira delas intitulada "Educação inclusiva: conceituando uma nova cultura escolar", encontram-se os três primeiros textos que discutem questões mais gerais relacionadas aos diferentes paradigmas da educação especial no Brasil, ao conceito de adaptações curriculares e a acessibilidade no currículo. No primeiro capítulo, as autoras Rosana Glat e Leila de Macedo Varela Blanco retomam os principais paradigmas da educação especial no Brasil, destacando os diferentes momentos históricos que evoluíram de um sistema paralelo e segredado até a atual concepção de educação inclusiva na qual todos/as os alunos/as, independentemente da sua situação ou condição física e psíquica, têm direito a uma educação de qualidade na rede regular de ensino. Também são discutidos os diferentes modelos constituintes da educação especial como o modelo clínico, a filosofia da normalização, o modelo de integração e a educação inclusiva. O capítulo dois discute sobre as adaptações necessárias para a efetivação da inclusão de pessoas com necessidades especiais nos estabelecimentos de ensino. Inicialmente é retomado o conceito de adaptação curricular e em seguida as autoras apresentam os principais encaminhamentos realizados pelos Parâmetros Curriculares Nacionais em relação às estratégias a serem utilizadas nessas adaptações. As autoras descrevem o quadro de adaptações propostas pelo Ministério da Educação (MEC) que se dividem em adaptações não significativas e significativas e ainda refletem

2025

plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students ’ IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their post-school goals. In addition, IDEA 2004 outlines a requirement for states to evaluate their performance on priority indicators including the percent of youth who had IEPs who are working in the community within the first year after exiting school (Indicator 14, IDEA 2004). Although youth with developmental disabilities (DD) typically stay in school longer than their peers and often receive costly long-term funded supports as adults, these students continue to transition to sheltered post-school employment rather than supported employment (paid work in the community). Studies examining the employment outcomes for youth with disabilities and predictors for favorable post-school outcomes proliferate in the field yet littl...

2025, ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION

This article analyses the new role of specialized teacher towards children with special needs, in Italian inclusive school. Inclusion implies a (epistemological) redefinition of the concept of education for all specialized teachers and not, to take in and recognize the needs of students with special needs. Inclusive school, by needing to have the revolutionary structuring of institutional framework, launches a challenge, especially to the traditional role played by the teaching assistant who has to strengthen his/her knowledge and skills, however, without becoming an hyper-specialist. The current scientific debate leads to the evolution of the professional identikit of a teaching assistant who has reached a crossroad marked by antithetical, problematic, in progress, solutions. In this context it is important to reflect on the epistemological status of special education to underline the specific role of mediator-agent of change teaching assistant, to support differences and diversiti...

2025

Special Educators’ Perceptions on Effective Preparation and Practice for Student Success by Aerial Anne Liese MA, New Mexico Highlands University, 2005 BA, University of New Mexico, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University November 2017 Abstract Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan’s self-determination theory, focused on student success provided the study’s framework. T...

2025

Το παρόν άρθρο παρουσιάζει ένα πρόγραμμα εκπαιδευτικής παρέμβασης σχεδιασμένο για μαθητές/τριες σε ειδικό εκπαιδευτικό πλαίσιο, με στόχο την ενίσχυση της αποδοχής της διαφορετικότητας και την καλλιέργεια φιλικών σχέσεων. Ως βασικό εργαλείο αξιοποιείται το παραμύθι «Φρουτίνο – Περιπέτειες στη Χώρα των Φρούτων και Λαχανικών» της Ολυμπίας Νικολάου, το οποίο μέσω της συμβολικής αφήγησης προσφέρει ερεθίσματα για την ανάπτυξη ενσυναίσθησης, συνεργατικότητας και κοινωνικών δεξιοτήτων.Η Γεωργία Θεοφάνους μς την ταινία της «Η Κίκο και το σπασμένο αβγό» δίνει μια ολοκληρωμένη παρέμβαση με ήχο , εικόνα και δια δραστικά παιχνίδια προσραμμένα στις ιδιαίτερες εκπαιδευτικές ανάγκες των μαθητών. Η παρέμβαση βασίζεται σε αρχές της βιωματικής μάθησης και της συναισθηματικής αγωγής και προσαρμόζεται στις ανάγκες παιδιών με μαθησιακές και κοινωνικο-συναισθηματικές ιδιαιτερότητες. Η αξιολόγηση του προγράμματος αναδεικνύει τη θετική του επίδραση στη βελτίωση της κοινωνικής αλληλεπίδρασης και στη μείωση της απομόνωσης μαθητών/τριών με δυσκολίες.

2025, East Asian Journal of Multidisciplinary Research (EAJMR)

The study aimed to determine the implementation level of inclusive education among mega high schools within the SOCCSKSARGEN region in the Philippines. Descriptive quantitative and qualitative research designs were employed to describe inclusive education implementation. The study encompassed input from school principals and teachers from four mega high schools, selected via cluster sampling. The findings showed a high implementation level of inclusive education among the respondents and were influenced by several challenging factors resulting in an impact evaluation integrating the theory of change. Over the long term, inclusive education implementation could bring about tangible societal benefits, upholding every student's right to education, aiding social integration, reducing discrimination, promoting equality, and eventually contributing to the development of a more inclusive society.

2025

The aim of this study was to identify factors that negatively influence students’ performance in Grade 7 mathematics in the district of Berea of Lesotho. A Bronfenbrenner’s model of child development and the constructivist theory were used to frame the study. The sample was drawn from the population of 98 primary schools in the Berea district of Lesotho. Of the 98 primary schools in the Berea district 15 were purposively sampled for participation in the study. This sample represented more than 10% of the study population. Participating schools were selected on the criterion that they persistently registered poor performance in Grade 7 mathematics. The poor performance of n=15 schools was determined through an evaluation of their performance trends. For instance, the n=15 schools had registered an average pass in Grade 7 mathematics that ranged from 17.0% to 39.4% in the year that preceded the study, which was considered to be less than the national benchmark of at least 50% and abov...

2025

Worldwide recognition of the significance of the early childhood years for later development and wellbeing and the importance of investing in high quality early childhood education (OECD, 2006) has promoted a great deal of interest in transition research, policy and practice. This trend is seen in Australia, particularly in COAG commitments to early childhood education (Commonwealth of Australia, 2009b), Childhood Research Quarterly, 22, 55-71.

2025

Despite ample evidence that parent participation is beneficial to the education of individuals with disabilities, language, culture, and class can be barriers to parent participation in the IEP process. Parent participation is especially vital to the inclusion of historically marginalized communities, where access to social and cultural capital might inhibit participation. While numerous studies have documented barriers to parent participation, very few studies have explored parents' funds of knowledge as a way of authentically including their knowledge and voice in the IEP process. The purpose of this phenomenological study was to gather the life histories, schooling experiences, and family and cultural knowledge of seven Latinx mothers in order to understand their lived experiences participating in the IEP process. Parents' struggles to navigate explicit and implicit challenges in school and family systems reveal intentional choices, along with robust commitments to access...

2025, 10ο Πανελλήνιο Συνέδριο: Εκπαίδευση και Πολιτισμός στον 21ο αιώνα

Το μουσείο του 21ου αιώνα δείχνει ενδιαφέρον για την αποτελεσματική προσέγγιση των διαφορετικών ομάδων κοινού. Παρά ταύτα, η επίσκεψη στο μουσείο παραμένει σε χαμηλά επίπεδα στις προτιμήσεις του κοινού και ιδιαίτερα των οικογενειών με μικρά παιδιά ως επιλογή αξιοποίησης του ελεύθερου χρόνου. Οι οικογένειες διαθέτουν πληθώρα προτάσεων για την αξιοποίηση του ελεύθερου χρόνου τους και αυτό συνεπάγεται ότι το μουσείο καλείται να αντιμετωπίσει έναν ισχυρό ανταγωνισμό. Σκοπός της παρούσας εργασίας είναι να παρουσιάσει τα ευρήματα μίας έρευνας για το πώς η εφαρμογή ενός προγράμματος ελεύθερου χρόνου ειδικά σχεδιασμένου για οικογένειες με μικρά παιδιά, θα μπορούσε να μετατρέψει ένα μουσείο σε μία ενδιαφέρουσα επιλογή για την αξιοποίηση του ελεύθερου χρόνου τους. Ως χώρος διεξαγωγής της έρευνας επιλέχτηκε το σύγχρονο Αρχαιολογικό Μουσείο Χανίων. Η πλειοψηφία των μουσείων στον ελλαδικό χώρο είναι τα αρχαιολογικά και τα περισσότερα από αυτά δεν παρέχουν προγράμματα που να απευθύνονται σε οικογένειες με μικρά παιδιά. Το δείγμα της έρευνας αποτέλεσαν τρεις οικογένειες, οι οποίες συνόδευαν παιδιά σχολικής και προσχολικής ηλικίας. Ως εργαλεία για τη συλλογή των δεδομένων χρησιμοποιήθηκαν η συνέντευξη και η παρατήρηση και αξιοποιήθηκε η θεματική ανάλυση. Οι συμμετέχοντες/ουσες είχαν στη διάθεσή τους δύο σακίδια που πλαισίωναν την περιήγησή τους, καθοδηγώντας τους στα εκθέματα και δίνοντάς τους την ευκαιρία να ερευνήσουν και να αλληλεπιδράσουν με αυτά με ποικίλους τρόπους. Τα αποτελέσματα που προέκυψαν από την επεξεργασία των δεδομένων δείχνουν πως οι οικογένειες θα ενέτασσαν τις μουσειακές επισκέψεις στις επιλογές του ελεύθερου χρόνου τους, αν το μουσείο παρείχε προγράμματα, τα οποία να ανταποκρίνονται στις ανάγκες τους και να συνδυάζουν μάθηση μέσα από την ψυχαγωγία και το παιχνίδι.

2025, Sustainability

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integratio...

2025, ΠΕΡΙΒΑΛΛΟΝΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ ΓΙΑ ΤΗΝ ΑΕΙΦΟΡΙΑ

Το παρόν άρθρο διερευνά την αποτελεσματικότητα του Σχολείου του Δάσους(ΣτΔ) ως παιδαγωγικής προσέγγισης που ενισχύει τη συμπεριληπτικήεκπαίδευση σε σχολικά πλαίσια γενικής εκπαίδευσης. Εστιάζοντας σε έναδημοτικό σχολείο στην Αγγλία, η... more

2025, Journal of Issues and Practice in Education Vol.2 No. 1

This paper discusses the development of special education in Tanzania. It analyses the impact of developments in special education, promoting agents, and inclusive education. The paper highlights experiences and efforts of developing special education by considering church movements, government and non-government organizations. Finally, the paper addresses the importance of multi-sector approach in making special education a reality in Tanzania. One of the important sectors is the social work as it relates to the welfare of individuals in the society.

2025, Kanchana

Abstract:
This article critically evaluates the English language learning capacities of bilingual children from middle-income families in Sri Lanka. Drawing upon educational, socio-cultural, and cognitive factors, the study highlights the strengths and challenges these learners face in acquiring English as a second or additional language. It further reflects on the implications for educational policy and practice in the Sri Lankan context.
Keywords: bilingualism, English language learning, Sri Lanka, middle-income families, language acquisition

2025

Este articulo aborda algunos elementos de la educación inclusiva en Nicaragua, con énfasis en las características de estudiantes con discapacidad múltiple y en las metodologías que los docentes implementan para favorecer su aprendizaje integral. Además, se propone una guía metodológica dirigida a docentes para optimizar el aprendizaje de estos estudiantes, ampliando sus oportunidades de atención y fortaleciendo las redes de apoyo dentro de la comunidad educativa. El estudio se desarrolló bajo un enfoque cualitativo y descriptivo, con la aplicación de técnica de grupo focal y la observación. La muestra estuvo conformada por 39 protagonistas entre madres de familias, estudiantes, docentes y miembros del equipo directivo del centro educativo, todos ellos seleccionados por criterio de conveniencia. Los principales hallazgos del estudio indican que los estudiantes con discapacidad múltiple tienen un gran potencial para continuar avanzando en su educación, a pesar de los retos académicos que enfrentan. Aquellos que han desarrollado habilidades en socialización, autonomía y manejo de conceptos como orientación y movilidad han logrado reconocer y desplazarse con mayor facilidad en su entorno. Así mismo, han adquirido habilidades básicas de lectoescritura y cálculo matemático. El rol de los docentes ha sido fundamental en este proceso, gracias a su vocación, compromiso y su experiencia pedagógica. No obstante, aún existen aspectos metodológicos y didácticos por fortalecer, así como la necesidad de un mayor trabajo conjunto entre las familias y el equipo directivo del centro educativo para garantizar una respuesta equitativa, inclusiva e integral.

2025, Journal of Disability Policy Studies

Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job while still in high school was strongly correlated with postschool employment success. In addition, being male and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations related to future work were all associated with increased odds of employment after school for young adults with severe disabilities. Implications for transition policy and practice are presented along with recommendations for future research addressing the career development of youth with in...

2025, Journal of English Language Teaching

This study explores the strategic use of regional languages in English as a Second Language (ESL) classrooms in the multilingual landscape of Indian higher education contexts. Based on insights from reflective journals and interviews with ESL teachers in Assam, the research identifies key considerations for balancing regional language use without compromising English language learning. Drawing on the frameworks of Prabhu's Communicational Teaching Project and Kumaravadivelu's Postmethod Pedagogy, findings highlight how regional language support enhances learner participation, comprehension, and confidence. The study offers a set of practical guidelines aimed at promoting flexible, context-driven English instruction in multilingual settings.

2025, Cognitive Remediation Journal

V naší práci popisujeme první zkušenosti s novou formou intervence u pacientek s mentální anorexií. Jedná se o kognitivní nácvik, který provádí rodič s pacientkou v domácím prostředí. Vycházíme ze zkušeností s kognitivní remediací zaměřenou na kognitivní deficity této populace pacientek, tedy na sníženou schopnost set-shiftingu a slabou centrální koherenci. Zároveň využíváme zkušeností z vícerodinné terapie. Naší pilotní studie se účastnilo 8 rodin. Jednalo se o rodiče a dcery trpící mentální anorexií ve věku 15-19 let. Uvádíme první výsledky kvalitativního a kvantitativního hodnocení intervence rodiči a pacientkami a na jejich základě navrhujeme možnosti modifikace.

2025, Exceptional Children

2025, Focus on Exceptional Children

As technology evolves, so does its impact on our lives. These changes clearly affect our daily activities, but how might they also impact education, teachers, atid the lives of students with disabilities? This article focuses on technological innovations and their potential implications for students and teachers in our schools. How changes in technology are impacting today's learners is highlighted by a study of yotith ages 8-18 completed by the Kaiser Family Foundation (2004). The Foundation labeled and defined this age group as Generation M, youth who use multimedia daily. This new generation was found not to disregard older media but simply to be skilled at multitasking-using various types of media simultaneously (e.g.. watching TV. text messaging. and playing an online game at the same time). In its research of more than 700 kids who journaled for 7 days about their use of media, the Kaiser Family Foundation found that: The typical 8-to 18-year-oid lives in a home with an average of 3.6 CD or tape players. 3.5 TVs. 3,3 radios, 2.9 VCRs/DVD players. 2.1 video game consoles, and 1.5 computers. Indeed, one in four (24%) live in homes with five iir more TVs. hall" (53%) live in homes wiih three or more VCRs/DVD players. h:ilf (fi6'í>) have two or more video game players, and one-third (34'Ji I live in homes with a digital video recorder. Cable or satellite TV service is widely available (more than eight in ieii young people have one or ttie other), and a majority of youth (55%) get premium channels such as HBO al home. (p. 5). GenerationMisexposed to and expects that technology will bepart of daily life. Yet. these expectations create a gap between those who are students in today's schools and those who teach this generation of learners. We conjecture that there may be an even wider gap between higher-educalion professionals who are preparing these future teachers to serve Generation M students. This article does not emphasize the problems that these gaps may create but. rather, the potential implications of these emerging technologies^which have tremendous potential for teacher educators, classroom teachers, and students with disabilities. The authors of this article come from diverse disciplines, representing a different type of team than one normally sees in the discipline of special education. This diversity is both necessary and natural when technology is applied to the educational needs of today's

2025, Focus on Exceptional Children

2025, Psychology and Education: A Multidisciplinary Journal

Inclusive education presents significant challenges for general education teachers, particularly in mainstream classrooms where learners with special needs are integrated. This study explored the lived experiences of general education teachers in Davao Oriental, Philippines, who manage inclusive classrooms without specialized training. The overarching objective was to understand how these teachers navigate instructional, emotional, and institutional demands while fostering inclusive practices. Specifically, the study sought to uncover their experiences, coping mechanisms, and insights that inform their teaching strategies. A qualitative phenomenological design was employed to capture the personal narratives of five purposively selected teachers. Data were collected through semi-structured, in-depth interviews and analyzed using descriptive phenomenological method of Colaizzi. The participants shared their experiences of teaching learners with special needs alongside regular students, highlighting the emotional stress, lack of preparation, and instructional challenges they face. Findings revealed three major themes: (1) difficulties in addressing diverse learning needs, (2) emotional strain due to limited resources and support, and (3) inadequate training in inclusive education. Despite these challenges, teachers demonstrated resilience through differentiated instruction, peer collaboration, and continuous professional development. They emphasized the importance of school and parental support, flexible teaching strategies, and a collaborative culture in promoting inclusive education. This study contributes to the understanding of inclusive teaching from the perspective of general education teachers and underscores the need for systemic support, targeted training, and shared responsibility in inclusive education. It offers practical insights for educational institutions aiming to strengthen inclusive practices and teacher preparedness.

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 ...