Special Education Teachers Research Papers (original) (raw)

2025, Psychology in the Schools

Teachers' psychological well-being is essential to their professional effectiveness and the quality of support they provide to students. Special education teachers, in particular, face elevated emotional and occupational demands that can undermine their well-being. Despite this, structured interventions targeting their well-being remain scarce, and the role of positive psychology in this context is underexplored. This pilot study examined the feasibility and preliminary effects of a 7-week intervention program based on Seligman's PERMA model. Initial interviews were conducted with 24 teachers from three Special Education Practice Schools in Türkiye. Following a matching process, 14 teachers were assigned to either an experimental group (n = 7) or a control group (n = 7) based on demographic characteristics and pre-test scores. Program effectiveness was evaluated using pretest, Posttest, and a 60-day follow-up assessment. Results indicated significant improvements in overall well-being and all five PERMA components-positive emotions, engagement, relationships, meaning, and accomplishment-for the experimental group, with gains maintained at follow-up. No significant changes were observed in the control group. While the small sample size limits generalizability, findings provide preliminary support for the feasibility and potential effectiveness of PERMA-based interventions in special education settings. This study contributes to the growing literature on teacher well-being by offering early-stage evidence from an experimental, school-based application.

2025, Psychology and Education: A Multidisciplinary Journal

This study aimed to examine the Adversity Quotient management of Filipino subject teachers in classroom teaching in Bongao. The respondents were 40 elementary teachers handling the Filipino subject. The data were collected using the researcher-made questionnaire adopted and modified from Stolz (2021), consisting of 40 questions per dimension. The results, analyzed using the weighted mean and Mann-Whitney U Test, revealed that teachers are less anxious in the control, ownership, endurance, and reach dimensions. Moreover, there is a significant relationship between ownership and endurance dimensions, while no significant relationship was observed among others. In conclusion, the researchers concluded that a lower level of anxiety among teachers is closely associated with a higher Adversity Quotient (AQ). When teachers experience less anxiety, they tend to be better equipped to face challenges and effectively manage the demands of their profession. This suggests that teachers who can regulate their anxiety are more likely to perceive situations as manageable and within their control, thereby positively influencing their AQ scores.

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

Bu çalışma, Bolu Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsünde Ahmet YIKMIŞ'ın danışmanlığında Kadriye YILDIZ tarafından hazırlanan "Zihinsel yetersizlik gösteren öğrencilerin eğitiminde bilgisayar kullanımı ile ilgili öğretmen görüşleri" adlı yüksek lisans tezine dayanılarak hazırlanmıştır. 3-5 Kasım 2016 tarihleri arasında gerçekleştirilen INES Uluslararası Akademik Araştırmalar Kongresi sözlü bildiri olarak sunulmuştur.Eğitimde teknoloji kullanımın yaygınlaşması ile birlikte teknolojinin öğrenci, öğretmen ve ortam açısından incelenmesinin önemini de ortaya çıkmıştır. Bu nedenle hangi teknolojik araç eğitimde ne kadar etkili ve verimli olmaktadır, sorusu eğitimin kalitesini de belirlemeye çalışmaktadır. Bu araştırmada bu sorulara yanıt bulmak için zihinsel yetersizlik gösteren öğrencilerin eğitiminde bilgisayar kullanımı ile ilgili öğretmen görüşlerinin ortaya konulması amaçlanmıştır. Nitel araştırma tasarımı ve fenomenoloji desenine göre düzenlenen b...

2025, International Journal of Special Education and Information Technologies

Teaching students with LD requires an arduous effort from special education (SE) teachers. Mathematics may seem to be a difficult subject,however, students with learning disabilities (LD) face more challenges in learning the subject. Even though teachers’ knowledge has been widely studied, there is few research focusing on SE teachers who teach mathematics specifically. This systematic literature review attempts to critically present what kind of knowledge that SE teachers need to teach mathematics effectively. Nineteen papers were selected from Scopus as the leading database and few supporting databases such as Sage and Science Direct. This study identified subject matter knowledge and pedagogical content knowledge as the core expertise for SE teachers with knowledge about students with LD characteristics as the supporting knowledge. This study’s contribution is the identification of these teachers’ knowledge generally and mathematically to create a specific teaching model for lear...

2025, Journal of Research in Special Educational Needs

Artistic teaching tools included in the process of education increase the efficiency of traditional learning methods, since they help pupils to be more open, relaxed and motivated, while facilitating the presenting of information. Puppets present one such tool, as by including them in the educational process, they affect different areas of a child's development, which is important for all pupils, especially those with special educational needs. They help achieve general and specific objectives in the process of education set out individually for each pupil with learning difficulties, since they offer a more creative, more interesting and less stressful style of learning. Puppets can affect the emotional, cognitive and social development of pupils and enable their integrated development as well. The research is based on a descriptive causal non-experimental method of empirical pedagogical research and was conducted among Slovenian teachers teaching pupils with special needs in regular elementary schools. We presented the teachers with the possibility of using puppets in their teaching process, found out the frequency and the aim of the use, as well as teachers' opinions on the use of puppets, their acquaintance with their use and factors affecting it.

2025

Visual impairment comes in many different classifications. Nevertheless, less evidence found in research conducted in teaching and learning of foreign languages with these group of students. In addition, the challenges on how to customize the needs of the individual to meet the requirements of the course are real. This case study research focuses on understanding needs and overcoming challenges during the teaching and learning activities of one student with visual impairment in public speaking course. As the initial stage to understand the needs, the need analysis were conducted to the student which later was utilized to design teaching strategies to meet the necessities. The research methodology employed for this case study research is qualitative method, ranging from observation and interviews. Data analysis is narrative analysis in a qualitative approach. The findings affirm that the accessibility of assistive technologies improve the quality of teaching and learning for students with visual impairment, such as an application of JAWS to provide voice over the text and other assistive technologies as well as low tech technology that help her needs. Limitation is applied as it is a single case study research.

2025

Tendo em conta que o educador de infância/docente de Intervencao Precoce experiencia diariamente dilemas frequentes, neste artigo propomo-nos refletir sobre como as dimensoes afetivas (de humanitude ) e as dimensoes eticas sao sentidas pelos tecnicos de Intervencao Precoce. Para o efeito, foi realizado um inquerito por questionario a 15 educadores/docentes de Educacao Especial em Intervencao Precoce com experiencia nesta area, atraves de protocolo de aplicacao direto e via eletronica. Deste estudo resultaram varios dados qualitativos que, depois de analisados e discutidos, levaram a diversas conclusoes que vem dar respostas as questoes e problematica iniciais. Os dados obtidos, na generalidade, apontam para que estes profissionais valorizem a capacidade de escuta, a disponibilidade, a empatia e a credibilidade.

2025

This article proposes a reflection on the relationship between the capability approach and disability, with the aim to promote reflection on the possible implications in the field of education and schooling. This ratio is still largely unexplored; however, some recent contributions to the literature offer attractive incentives to rethink everyday inclusive practices. In particular, the text presents a case of action-research on the use of the ICF in schools in the Turin area. Possible connections are shown between the Capability Approach and ICF—in its concrete implementation by teachers. Obtained results of this experience are encouraging and it is therefore suggested to pursue this research path and thus keep considering the capability approach as a core reference for the current debate on inclusion.

2025, RicercAzione

Il presente articolo intende proporre un focus di approfondimento
sugli strumenti tecnologici, utilizzati dagli insegnanti nel contesto della scuola secondaria di primo e secondo grado, per promuovere l'inclusione degli studenti con disabilità e per sostenere lo sviluppo di nuove
competenze. Partendo dai risultati emersi da una recente Systematic Scoping Review sull’uso delle tecnologie per l’inclusione, il presente contributo, oltre a illustrare la metodologia seguita nell’analisi della letteratura e i risultati raggiunti, offre al lettore un approfondimento su
un particolare aspetto della ricerca, consistente nell’evidenziare il ruolo svolto dalle tecnologie nel favorire processi inclusivi e di apprendimento delle competenze.

2025

Call The article explores Social and Emotional Learning (SEL) in educational contexts and the role these skills play in the professional profile and educational practices of specialized teachers. A qualitative study was conducted with 17 support teachers for students with disabilities, who participated in focus groups. The thematic analysis highlighted the many socioemotional challenges faced by teachers, the awareness they gained, and their unmet training needs. The results emphasize the importance of specific training to enrich their professional and personal identity. Keywords: Social and emotional learning | professional development | teacher education | focus group | thematic analysis L'articolo prende in considerazione il costrutto del Social and Emotional Learning (SEL) all'interno dei contesti educativi ed esamina il ruolo che le com petenze ad esso correlate possono avere rispetto al profilo professionale dei docenti specializzati e nella loro azione didattica. Attraverso una metodologia d'indagine qualitativa, realizzata mediante focus group, vengono analizzate le esperienze e le percezioni condotte da un gruppo di insegnanti specializzati nel sostegno didattico agli alunni con disabilità. L'analisi tematica dei dati ha messo in luce le molteplici difficoltà socioemotive affrontate dai docenti, le consapevolezze acquisite e i bisogni formativi ancora insoddisfatti. I risultati evidenziano la necessità di una formazione specifica, finalizzata a ridefinire e arricchire il profilo professionale e identitario dell'insegnante.

2025

È possibile ricondurre l’inclusione scolastica degli studenti con disabilità visiva ad un processo che si definisce e ridefinisce costantemente in funzione del cosiddetto “dilemma della differenza” (Norwich, 2008) che implica, da un lato, la necessità di garantire pari opportunità di apprendimento a tutti nel rispetto dei limiti e delle potenzialità individuali e, dall’altro, l’esigenza di prevedere forme di supporto specifiche che possono sfociare in sterili tecnicismi. In questo campo di tensioni, assumono un ruolo fondamentale tutte quelle variabili implicite che influenzano l'agire didattico dei docenti promuovendo o ostacolando i processi inclusivi; nello specifico, tali variabili sono connesse alla tipologia e al grado di severità della disabilità, alla formazione iniziale e continua degli insegnanti e all'esperienza di contatto con la disabilità. Inoltre, gli studi in questo ambito hanno evidenziato che anche la rappresentazione individuale della disabilità può influire in maniera significativa sulle dinamiche di insegnamento-apprendimento e sulle scelte operate dai docenti nel processo di trasposizione didattica. Muovendo da queste considerazioni, il contributo intende presentare i risultati preliminari di uno studio esplorativo sugli atteggiamenti e sulle percezioni dei futuri insegnanti di sostegno nei confronti degli allievi con disabilità visiva. Il campione è costituito dai partecipanti al Corso di Specializzazione per le attività di sostegno in corso di svolgimento presso l'Università degli Studi di Salerno. Il protocollo di ricerca ha previsto la somministrazione di un questionario quali-quantitativo suddiviso in tre sezioni: la prima è volta ad acquisire informazioni di tipo anagrafico, relative alla formazione e professionali, la seconda indaga gli atteggiamenti dei docenti nei confronti degli allievi con disabilità visiva e la terza sezione intende esplorare le opinioni e le percezioni del campione relativamente alle barriere e ai facilitatori che possono influire sul processo di insegnamento- apprendimento e sull’inclusione scolastica degli studenti con disabilità visiva.

2025, International Journal of Multidisciplinary Research and Development

In Zambia, a significant gap exists between the ideology and approaches of music education (ME) and the policies and practices that govern it. While ME faces numerous challenges, existing studies have not sufficiently examined its ideological foundations and pedagogical approaches as key areas requiring attention. This study explores ME curriculum and practice through the lens of ideology and pedagogical approaches, aiming to bridge the gap between policy and implementation. The findings of this study will contribute to informing the future development of the ME curriculum in Zambia. The study used qualitative research methods embedded in multi-site case study design which included Southern, Lusaka and Copperbelt provinces of Zambia. Data sources included curriculum documents on ME, interviews and focus groups from 106 respondents comprising curriculum developers (1), teachers (24), lecturers (8) and learners (73) in primary and secondary schools and tertiary institutions, as well as observations of actual teaching. Both purposeful and convenience sampling techniques were used to include participants and institutions. Findings indicate that humanism, democracy and aestheticism influenced policy generation and implementation in ME. Additionally, music is approached through various avenues, including music as practical or vocational training, cultural preservation, promotion of positive leisure activities, holistic learning and integrated arts. Curriculum gaps show lack of specialised music rooms, unclear inclusion guidelines, low use of technology and inconsistent teaching of ME despite policy mandates. The prospects in ME point to increased use of technology, introduction of specialised training in music at primary, generating a ME policy and a practically oriented curriculum.

2025, Perspectiva Educacional

Special Education is undergoing a process of paradigm shift, reflected in national and international policies. The new paradigm of inclusive education challenges professional training to redefine traditional functions of special education teachers, without losing their professional identity. This article presents the results of a survey conducted by a university about the projective vision of the role of these professionals towards the demands of the XXI century. The survey questionnaire was applied to special education teachers graduated from said university, their employers, and teacher trainers. The consultation takes place in the context of the update of the graduate´s profile and curriculum of a university career with a long trajectory in that institution. The findings indicate changes in teaching practices, these require a new vision to address the training of teachers which involves moving into the new paradigm that would allow to assume diversity in school context.

2025, International Journal of Science and Research Archive

In the recent past there is a dramatic progress towards access to education with the Right to Education Act (RTE 2010) in India. The Government of India (GoI) could progressively succeed in achieving high enrollment of students in schools across India this is followed with the provision of midday meals, clean toilets, drinking water facility and various other schemes. The grappling issue is the quality in basic education still remains as a dream. Older students from rural government schools of grade V th to VII th still fail to read simple sentence in English or perform a three digit division sum in Mathematics (Annual Status of Education Report-ASER 2016). Inclusive education is arduous for students with Intellectual Disabilities (ID) who have gross challenges in learning the mainstream school curriculum. To overcome the barriers of learning, technical strategies of inclusive education should be practiced in inclusive classrooms. The present paper focuses on essential elements of inclusive classroom for students with ID which includes individualized education program, functional curriculum, assistive technology, curricular modifications, and accommodations.

2025, Psychology and Education: A Multidisciplinary Journal

This study was conducted to investigate the lived experiences of teachers with disabilities (PWD) in public schools in South Cotabato, Philippines. Utilizing a qualitative, transcendental phenomenological design, the research gathered data through in-depth interviews with five (5) PWD teachers. The study explored their work-life experiences, focusing on challenges, opportunities, and recommendations to improve their professional roles. The findings revealed six significant themes: Joys and Rewards, which highlighted the fulfillment PWD teachers find in seeing their students succeed; Struggles and Challenges, which included physical limitations and emotional struggles like isolation; Hopes for the Future, centered on aspirations for inclusive policies and accessible school environments; Challenges in the Workplace, such as inadequate infrastructure and lack of support systems; Opportunities and Growth, which emphasized the adaptability and empathy developed through their unique experiences; and Recommendations for Support, focusing on the need for assistive technologies, improved accessibility, and systemic reforms at school, district, and national levels. The study concluded that while PWD teachers demonstrate resilience and dedication, systemic barriers hinder their work-life experience. Recommendations include infrastructure improvements, inclusive training programs, and enhanced policy implementation to foster a supportive and equitable educational environment for PWD teachers. By addressing these factors, the Department of Education (DepEd) can promote greater inclusivity and empower PWD teachers as valued contributors to the Philippine education system.

2025

Speciale "Architettura e inclusività", a cura di Sergio Bettini con la collaborazione di Ubaldo Spina, «Il Giornale dell'Architettura», 13 gennaio 2025

2025

Η παρούσα μελέτη αποτελεί μέρος μιας ευρύτερης έρευνας για τα έμφυλα χαρακτηριστικά της Μαθηματικής Εκπαίδευση και αξιοποιεί δεδομένα από ημιδομημένες συνεντεύξεις 14 εκπαιδευτικών των μαθηματικών. Σκοπός της είναι να διερευνήσει τον λόγο τους σχετικά με την ύπαρξη της έμφυλης ανισότητας στους/στις εκπαιδευτικούς που διδάσκουν μαθηματικά στο Λύκειο. Η ανάλυση του λόγου τους πραγματοποιείται στο πλαίσιο της φουκωϊκής προσέγγισης. Τα ευρήματα επιβεβαιώνουν ότι ο έμφυλος καταμερισμός εργασίας στον ιδιωτικό και δημόσιο χώρο και οι ‘μύθοι’ για την αρρενωπότητα της μαθηματικής σκέψης αποτελούν τις βασικές αιτίες της ανισότητας των γυναικών και ανδρών που διδάσκουν μαθηματικά στο λύκειο αλλά καθώς έχουν φυσικοποιηθεί δεν αμφισβητούνται από το σύνολο
των εκπαιδευτικών.

2025, Professionalità Studi

Obiettivi: Il presente articolo si propone di esplorare come Inclusione e Service-Learning (SL) si interconnettono, evidenziando un loro progressivo intreccio alla luce del d.lgs. n. 62/2024. Metodologia: Lo studio adotta un approccio qualitativo, analizzando due progetti di SL nel primo e nel secondo ciclo d’istruzione. Risultati: I risultati evidenziano che il SL non solo facilita la traduzione pratica dei principi di inclusione, ma si configura come una leva strategica per trasformare la scuola in un motore di innovazione educativa e sociale. Limiti e implicazioni: Emerge la necessità di una maggiore istituzionalizzazione del SL nel curricolo scolastico, superando le attuali limitazioni organizzative e strutturali. Originalità: Il contributo apre una prospettiva sulla concretizzazione della dimensione inclusiva nel SL, proponendo un’analisi innovativa che intreccia educazione, inclusione e innovazione sociale.

2025, PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

The purpose of this phenomenological study is to discover the lived experiences of the special education teachers and parents in terms of providing psychosocial support to children with learning disabilities. Five (5) parents of children... more

2025

This study investigates the effect of role-play method on facilitating the academic performance of pupils with hearing impairment in Primary One at a Special Education School in Langtang Local Government Area, Plateau State. Recognizing the critical need for inclusive and adaptive teaching strategies, this research focuses on how role-play—a student-centred and experiential instructional technique—can enhance learning outcomes for children with hearing impairment. The study adopts a quasi-experimental design involving a control and experimental group of Primary One pupils. Data was collected through pre- and post-test academic performance assessments in key subjects such as English and Social Studies. The findings reveal that pupils exposed to the role-play method showed significant improvement in comprehension, participation, and retention compared to those taught with conventional methods. Additionally, the method was found to boost self-confidence, encourage peer interaction, and reduce communication barriers. The study concludes that role-play is an effective pedagogical approach for children with hearing impairments, offering both cognitive and emotional learning benefits. It recommends the incorporation of role-play techniques in curriculum planning and teacher training programs in special education schools. These findings contribute to the growing body of knowledge advocating for innovative and inclusive educational practices that cater to the diverse needs of learners with disabilities.

2024

This Dissertation is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself.

2024, Journal of Educational Sciences & Psychology

The prevalence of students with specific learning disorders in higher education, although still disproportionately low, is increasing rapidly. Given this transformation, students with specific learning disorders remain vulnerable, as the lack of inclusion of their learning disability impedes the learning required at university level and has a negative impact on their academic performance. A systematic literature review was conducted to investigate via VOSviewer software the status of teaching integration of students with specific learning disabilities in universities. There is a large literature in the field of specific learning disabilities and research interest is expanding, however, research on specific learning disabilities in higher education is rather limited. Relevant data were revealed that should be adopted to reduce barriers to learning and create an inclusive environment in universities.

2024

ODYSSEY 2014 40 "He was the only deaf student in the entire school. He had no one who could communicate with him-not teachers, not students, not anybody. This tugged at my heart, and I wanted to help." Said by a first grade general education teacher when a child who was deaf entered her classroom When Jeffery* entered Woodlawn Elementary, a small, rural school in the northeast United States, a committed team of professionals began to work collaboratively to provide services. Jeffery was born deaf and received a cochlear implant at the age of 4. He spent his first years of school in a self-contained classroom with students who had a variety of disabilities. After two years of using his cochlear implant and a sign language interpreter, Jeffery still had limited language skills though a few dedicated professionals saw his potential. When he started first grade, Jeffery, at the direction of his Individualized Education Program (IEP) team, was placed in an inclusive general education classroom in which he was provided services, allowing him to have greater access to the curriculum and to improve his socialization (Kluwin, 1999). For our school's professionals, Jeffery's entry into an inclusive classroom was a new experience. We were a teacher of the deaf, a first grade general education teacher, a speech-language pathologist, an occupational therapist, and an interpreter. None of us had ever worked with a deaf student with cochlear implants or co-taught. We had a limited understanding of how this would work. However, our high expectations and our strong desire to see Jeffery remain in the general education classroom for as much of the day as possible drove us to work hard to succeed. Each of us wrote separate goals reflecting our individual areas of expertise into Jeffery's IEP. Now we each had to find ways to meet those goals in the context of a first grade curriculum, a general education classroom, and Jeffery's same-age peers.

2024, Psicologia Escolar e Educacional

Práticas educativas, problemas de comportamento e habilidades sociais infantis são questões que têm sido pouco estudadas no contexto escolar. Objetivou-se comparar as práticas educativas de professores do ensino regular e do especial com os comportamentos infantis em grupos diferenciados por problemas de comportamento e pelo sexo das crianças. Participaram quinze professoras e vinte e oito alunos (seis a nove anos), distribuídos em dezoito do ensino regular (infantil e fundamental) e dez do ensino especial. Procedeu-se à avaliação com os professores por meio de um questionário (Q-RSH-Pr) e de entrevista semiestruturada (RE-HSE-Pr). Verificou-se, com diferenças significativas, que os meninos e as crianças com problemas de comportamento apresentaram mais dificuldades e suas professoras relataram utilizar mais práticas negativas de educação, e que as meninas apresentaram mais habilidades sociais. Não se encontraram diferenças nas comparações entre o ensino regular e o especial. A comparação entre as práticas educativas dos professores e os comportamentos das crianças no contexto escolar é útil para intervenções. Palavras-chaves: Educação, distúrbios do comportamento, habilidades sociais.

2024, Psicologia Escolar e Educacional

2024, COVID

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

2024

Hematological disorders, such as anemia and sickle cell disease, can have significant cognitive impacts that hinder language learning. These conditions often impair attention, working memory, and processing speed, making it difficult for students to acquire and demonstrate linguistic knowledge effectively. This paper explores the multifaceted cognitive challenges faced by students with hematological disorders and their implications for academic success, particularly in language-based tasks. Drawing on existing literature, the study examines the role of cognitive deficits in language learning and proposes targeted interventions to support affected students. Strategies such as multisensory instruction, extended time accommodations, and assistive technologies are discussed as effective tools for mitigating the cognitive barriers posed by hematological disorders. Additionally, the importance of emotional and psychological support, along with collaboration between educators, healthcare providers, and caregivers, is emphasized in fostering an inclusive and supportive learning environment. The study concludes that a holistic approach, addressing both cognitive and emotional needs, is essential for ensuring equitable access to education and promoting academic success for students with hematological conditions.

2024, 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...

2024, ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION

The socio-pedagogical professional educator, recently redefined by the Law 205/17, Budget Law for the financial year 2018 multiannual budget for the three-year period 2018-2010, section 1, subparagraph 594-601 (G.U. n. 302 of 29/12/17 effective date 1/1/18), assumes a strategic and rigorously recognized role as a professional in the field of educational care and help within the micro and macro social and educational contexts. Nowadays, in fact, these contexts are constantly called to renew themselves in the direction of the affirmation of the inclusive perspective in order to ensure full citizenship, membership and participation rights of all forms to diversity. With reference both to the delicate task of inclusive governance required within the Special Pedagogy and to the careful planning of personalized educational-didactic interventions, it is necessary to critically reread the educational background and skills of our professional. In particular, it is necessary to combine theore...

2024

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...

2024, ProQuest LLC eBooks

(2016). Racial and ethnic disparities in special Education: A multi-year disproportionality analysis by state, analysis category, and race/ethnicity. Office of Special Education and Rehabilitative Services: Washington, DC. Retrieved from... more

2024, Muyunga-Mukasa T.R.

Advancing a better learning environment for learners with autism meant that Disability Justice was the medium to establish politico-legal contexts fostering access to education for Learners with disabilities. The researcher used SWOT analysis to synthesize a narrative establishing policy. Systems, structures and changes evolve over time. These very changes are used to feed into the data making the SWOT analysis a source establishing definitive characters considered strengths, weaknesses (gaps), opportunities and threats. One of the lessons learnt is the need to ensure that the education space contributes and promotes quality of life measured against equity, accessibility, affordability, acceptability and availability leading to better life outcomes for the different disability categories.
Key words: Autism Spectrum Disorder, Contexts, Education, School District,

2024

The article titled "Language Disorders in Students with Mild Mental Retardation in SLB/Sekolah Luar Biasa: How to See Their Language Acquisitions" by Ilfan Askul Pehala et al. (2023) offers a thorough examination of language disorders in students with mild mental retardation, with a particular focus on two female students. The study's objective is to explore differences in language disorders and highlight the underlying causes while proposing strategies to address them. Using a qualitative case study approach, the researchers gathered data through interviews and observations to analyze the participants' language abilities. This review will assess the article's methodology, findings, and the implications of its conclusions

2024, INCLUSIVE ENVIROMENTS

Prepared environment to disability………………………………………………………………..10-14 2.2.2 Physically disabled children……………………………………………………………14-16 2.2.3 Development of young children…………………………………………………………………………16-18 2.3 Theoretical Framework……………………………………………………………………19 2.3.1 Prepared environment to disability………………………………………………………………………..19 2.3.2 Physically disabled children………………………………………………19-20 2.3.3 Development of young children…………………………………………………………………………20 2.4 Empirical studies ………………………………………………………………21 2.4.1 The relationship between prepared environment to disability and physically disabled children………………………………………………………………………………..21 2.4.2 The relationship between physically disabled children and development of young children…………………………………………………………………………………….21 2.4.3 The relationship between development of young children and prepared environment……………………………………………………………………………22 Summary…………………………………………………………………………………..22

2024, International Journal of Special Education

The co-teacher plays a crucial role in supporting students with special educational needs in an inclusive class. Despite interest in this role, few studies have considered their tasks in detail. To the author’s knowledge, this topic has never been investigated from the perspective of Polish primary school teachers. Therefore, the research questions posed in this study relate to the scope and frequency of tasks performed by a co-teacher in an elementary school and their correlation with the teacher’s seniority, professional rank, and qualification in special education. The survey was conducted online between April 2021 and December 2023 using the Forms platform. A total of 200 questionnaires were subject to analysis. The results show that the teachers with higher rankings and a higher level of professionalism were more likely to perform more complex tasks. However, there are still areas they need to work on while co-teaching. These include the use of diagnostic tools and their development. Novice teachers need to develop more complex cooperative-consultative tasks.

2024

Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. Teacher supply poses challenges in many areas of the United States (Sutcher, . Washington state faces a growing teacher shortage, especially in bilingual education, math, science, English language development, and special education . About 97 percent of school district human resource directors in the state reported struggling to fill positions or facing a teacher shortage crisis during the 2016/17 school year (Washington Office of Superintendent of Public Instruction, 2016). Moreover, the number of people who received an initial teaching certificate, meaning they completed a teacher preparation program and earned a teaching credential in the state, dropped by 40 percent, from 4,370 to 2,591, between 2008/09 and 2014/15 (U.S. Department of Education, 2016). During the same period the number of students in the state increased by 3 percent, or approximately 30,000 (Washington Office of Superintendent of Public Instruction, 2017a). In addition, Washington's teacher workforce is much less diverse than its student population. In 2015/16 only 10 percent of fully certificated teachers were people of color, while 44 percent of students were people of color (Washington Office of Superintendent of Public Instruction, 2016). Encouraging limited certificated teachers to become fully certificated is one strategy for reducing teacher shortages and increasing the diversity of the teacher workforce (see box 1 for definitions of key terms used in the report). Schools across the nation employ teachers with limited or temporary teacher certifications for short periods when fully certificated teachers are not available. Washington had 1,834 For additional information, including technical methods, the Limited Certificated Teacher Survey, and supporting analyses, access the report appendices at .

2024, Journal of Policy Research

The study aimed to explore policy-related factors that affect the quality of teachers' work lives in special education schools through teachers' perspectives. Quality of teachers' work life is defined as the overall well-being, satisfaction, and fulfillment that individuals experience in their work environment. The study used a qualitative approach involving the phenomenological design, which focused on the lived experiences of the participants about the phenomenon. The study involved 15 senior special education teachers who were purposefully sampled to collect the data through in-depth semi-structured interviews to measure the quality of work life in special education schools in Punjab. The study explored different factors such as class environment, supportive administration policy, professional development, collaborative work culture, recognition and appreciation of teachers' efforts, emotional support and self-care, and parent and community involvement that affected the quality of work life of special education teachers. The study further also identified different policy measures required to be taken, such as updating the quality of teacher preparation programs, incentives for teachers, professional development, inclusive school policies, and career pathways and advancement opportunities for improving the quality of teachers' work lives. The given study also added suggestions.

2024, DESIDOC Journal of Library & Information Technology

The study examines a comparative analysis of students’ emotional correlations, academic information-seeking behavior, and library services in special schools in Karnataka, India. The research data was gathered using qualitative and quantitative methods, including in-depth interviews, survey methods, and focus groups conducted among 2054 specially-abled students in Karnataka. The study is confined to visual and hearing-impaired students. Students from both groups demonstrated high emotional similarity (strong positive correlation, r= .928). However, hearing-impaired students exhibited stronger information-seeking behavior (significant t-value, 3.145). While libraries offered similar service types to both groups (t-value, 1.145), visually impaired students had better access to assistive technology (significant t-value, 5.678), highlighting a resource disparity and suggesting libraries require strategies tailored to student needs.

2024

fronte alle sfide odierne della Pedagogia Speciale: etica, educazione e progettualità Probabilmente prima o poi l'umanità sconfiggerà la cecità, la sordità o la debolezza mentale. Ma le sconfiggerà molto prima sul piano sociale e... more

2024, HE SSRI Equalities Network

This poster presents trauma-informed teaching strategies for university lecturers, aiming to support students affected by trauma. It highlights the importance of creating a safe, supportive, and inclusive learning environment that acknowledges the diverse experiences of students. Key strategies include fostering strong student-teacher relationships, implementing flexible course policies, promoting self-care, and integrating trauma awareness into the curriculum. By adopting these practices, educators can enhance student engagement, academic success, and overall well-being. The poster serves as a practical guide, offering concrete steps and resources to help lecturers create a more inclusive and empathetic educational experience for all students.

2024, Different categories of Disabilities under IDEA

Disabilities encompass a broad range of conditions that affect individuals' physical, cognitive, sensory, and emotional functioning. Understanding the different categories of disabilities is crucial for promoting inclusivity and providing appropriate support. The primary categories include physical disabilities, such as mobility impairments and chronic health conditions; sensory disabilities, encompassing visual and hearing impairments; intellectual and developmental disabilities, which affect cognitive functioning and adaptive behavior; and psychiatric disabilities, which involve mental health conditions like depression and anxiety. Additionally, learning disabilities impact the ability to process and understand information, while communication disabilities affect speech and language skills. Each category presents unique challenges and requires tailored interventions to enhance quality of life and participation in society. Recognizing and addressing the diverse needs of individuals with disabilities is essential for fostering an equitable and accessible environment.

2024

This paper seeks to explore the academic factors behind the low mean pass percentage of Candidates from 2011 to 2022 that Zambia examination with a view to help teachers of RE and Candidates make the best progress possible in RE. A qualitative study approach with a descriptive case study was used. Data was collected through semi structured interviews, focus group discussions, document analysis and lesson observations. Data were analysed using thematic analysis. The exploration revealed a number of factors responsible for the low examinations. The academic factors include teachers and candidates negative attitude towards RE, poor instructional materials for RE, poor teaching approaches by RE teachers and curriculum design mismatch with material content and assessments. Going forward, the article recommends all stakeholder involvement in the curriculum and content revision, through continuous professional developments CPDs and stakeholder orientations in order to create consistency in the teaching, learning and assessment of RE.

2024, TESI FINALE CORSO DI FORMAZIONE PER IL CONSEGUIMENTO DELLA SPECIALIZZAZIONE ALL'INSEGNAMENTO PER LE ATTIVITÀ DI SOSTEGNO SCUOLA PRIMARIA 2018/20

FROM THE DYNAMIC FUNCTIONAL PROFILE TO THE OPERATIONAL PROFILE: The school inclusion of Italian students with Special Educational Needs has undergone significant changes over the years and, only in 2012, has it become more concrete by... more

2024

La ripartenza, ai tempi della pandemia, richiede alle scuole di tornare a dare potere alla pedagogia della parola e della comunicazione. La cura e la relazione educativa devono essere prioritarie rispetto ai saperi contenutistici e alle dinamiche formative tradizionali. Un esempio concreto, per prendersi cura dei propri alunni e promuovere la scuola-comunità, è costituito dall'esperienza di Barbiana. Gli alunni e le famiglie trovano nella scuola un adeguato supporto anche per fronteggiare le problematiche connesse con i tempi che cambiano solo se i docenti sperimentano pratiche abilitative di senso, metacooperazione e team teaching.

2024, The State of Early Childhood Music Education in Bachelor Programs in Turkey and Determining the Competencies of ECME Specialists

Abstract: This study has been prepared with the aim of determining the overall situation regarding the adequacy of early childhood music
education (ECME) in the undergraduate programs of education faculties, specifically in the music, classroom, and preschool teaching departments,
as well as in the child development departments of health sciences faculties. The study also aims to identify the knowledge, skills, and competencies
that an ECME educator should possess, based on the opinions of instructors and music teachers. The research adopts a qualitative research
methodology within the framework of a structured case study. Data were obtained through a literature review and interview technique. The
theoretical framework of the research was established by reviewing domestic and international sources, as well as postgraduate studies, using the
literature review method. Data obtained from interviews with participants were analyzed based on categorical content analysis. Similar and related
data were grouped around specific concepts and themes, and interpreted using a descriptive analysis approach, in line with the sub-objectives of the
thesis. Participants in the study express a common belief that graduates do not possess sufficient knowledge and experience in ECME. The perceived
inadequacies are attributed to reasons such as the program including only theoretical courses related to ECME, the absence of direct courses
specifically for preschool education, the lack of practical application in the courses, the non-specialization of academics in early childhood music
education, insufficient course hours, a lack of knowledge on how to apply theoretical information to early childhood, and the program being
deemed inadequate due to a limited number of courses. Competencies that an ECME specialist should possess are categorized into general
competencies and field-specific competencies
Öz: Bu çalışma; öğretim elemanları ve müzik öğretmenlerinin görüşleri doğrultusunda, eğitim fakültelerinin müzik, sınıf ve okul öncesi
öğretmenliği lisans programları ile sağlık bilimleri fakültelerinin çocuk gelişimi bölümlerinin Erken Çocukluk Müzik Eğitimi (EÇME) yeterliğini
kazandırmasına ilişkin genel durumunu ve EÇME eğitimcisinin sahip olması gereken bilgi, beceri ve yetkinlikleri belirlemek amacıyla
hazırlanmıştır. Bu çalışma, nitel araştırma metodolojisi çerçevesinde yapılandırılan bir durum çalışmasıdır. Veriler literatür taraması ve görüşme
tekniği kullanılarak elde edilmiştir. Literatür taraması yöntemi ile yurt içi, yurt dışı kaynaklar ve lisansüstü çalışmalar taranarak araştırmanın
kuramsal çerçevesi oluşturulmuştur. Katılımcılarla yapılan görüşmelerden elde edilen veriler kategorisel içerik analizi esas alınarak incelenmiştir.
Benzer ve birbiri ile ilişkisi olduğu belirlenen veriler belirli kavramlar ve temalar etrafında bir araya getirilmiş ve yorumlanmış, betimsel analiz
yaklaşımı kullanılarak tezin alt amaçları doğrultusunda raporlaştırılmıştır. Katılımcılar lisans mezunlarının EÇME ile ilgili yeterli bilgi ve deneyime
sahip olamadan mezun oldukları ortak görüşüne dayanmaktadır. Yetersizlik kanılarını; programın EÇME’ ye yönelik sadece teorik dersleri içermesi,
doğrudan okul öncesine yönelik derslerin olmaması, derslerin uygulamadan yoksun olması, akademisyenlerin erken çocukluk müzik eğitimi
uzmanı olmaması, ders saatlerinin yetersizliği, verilen teorik bilgilerin erken çocukluğa nasıl uygulanacağının bilinmemesi, programın yetersiz
kaldığı, derslerin sınırlı sayıda olması gibi nedenlere bağladıkları görülmektedir. EÇME alan uzmanının sahip olması gereken yeterlikler ise genel
yeterlikler ve alan yeterlikleri olmak üzere iki temada toplanmıştır.

2024, Πρακτικά 5ου Πανελληνίου Συνεδρίου Κοινωνιολογίας της Εκπαίδευσης. Η εκπαίδευση σε κατάσταση εκτάκτου ανάγκης

Ο όρος μαθητική διαρροή στην Ελλάδα αναφέρεται στη μη ολοκλήρωση της εννιάχρονης υποχρεωτικής εκπαίδευσης η οποία εφαρμόζεται από το σχολικό έτος 1980-1981. Η μη ολοκλήρωση της υποχρεωτικής εκπαίδευσης πέρα από ατομικό και κοινωνικό πρόβλημα έχει αρνητικές συνέπειες για τα άτομα και την κοινωνία. Στο κείμενο παρουσιάζουμε τα ευρήματα ποιοτικής έρευνας η οποία διερευνά τις συνέπειες της μαθητικής διαρροής μέσα από το λόγο ανθρώπων οι οποίοι εγκατέλειψαν το σχολείο. Αξιοποιήσαμε τη μέθοδο της Ποιοτικής Ανάλυσης Περιεχομένου και με θεωρητική δειγματοληψία πραγματοποιήσαμε 64 ημιδομημένες συνεντεύξεις με άτομα που εγκατέλειψαν δημοτικό ή γυμνάσιο στην Ηλεία το διάστημα 1980-2015. Τα αποτελέσματα έδειξαν ότι η πλειονότητα των συμμετεχόντων αντιμετώπισε αρνητικές συνέπειες: Επαγγελματικές, ψυχολογικές-συναισθηματικές, μορφωτικές, λειτουργικές και κοινωνικές. Ωστόσο, ένας στους τέσσερις ερωτώμενους απάντησαν ότι η εγκατάλειψη του σχολείου δεν είχε αρνητικές συνέπειες στη ζωή τους.