Special needs education Research Papers (original) (raw)

The Coalition Government’s ‘Green Paper’ (DfE, 2011) proposes a systemic overhaul of services for pupils with Special Educational Needs in England, with increased parental choice of provision, and “sharper accountability” (p. 67) in schools. Deadlines for various stages of this reform have not been met, and its final nature remains uncertain. This article reveals SENCOs’ insights into their changing role in this turbulent policy context. This is achieved through the thematic analysis of 227 responses to an ‘open-ended’ question in the national SENCO Survey 2012. Findings from this sample indicate that SENCOs predict schools in England will become more inclusive, with greater shared responsibility for achievement for all, and SENCOs’ increased involvement in staff training and other whole school capacity-building activities. Respondents predict a greater partnership with parents, for whom they will provide advice and links to other services. They foresee their reduced involvement in direct teaching, and an intensification of their work in other ways, especially in terms of paperwork associated with pupil tracking and other accountability measures. These changes are anticipated against a backdrop of resource cuts, requiring SENCOs to show increasing self-reliance and imagination.

- by
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- Education, Special Education, Educational Leadership, Teacher Education

The Single Payment Authority (SPA) is a Public Organization that complies with the most
modern management systems, seeking the maximum utilization of human resources and
a high degree of effectiveness and efficiency in Greece and Europe. The present study
attempts to investigate the training needs, attitudes, and views of the staff of the SPA in
the context of reform actions and modernization of the Public Administration. The
necessity of the study is considered important so that the personnel managed by SPA are
able to face the challenges and respond to crisis conditions. The aim of the study is to
highlight the benefits civil servants gain by attending training programs, identify the
barriers hindering their participation in the training programs offered and define new
subjects for training programs that will cover the modern needs of SPA employees. The
sources of investigation for the systematic collection of information and data analysis
were based on the method of triangulation with literature review, interviews and
questionnaires ensuring validity and activating the meritocratic judgment. From the
research results, it becomes clear that the training in the public sector needs to improve
in terms of subject areas, methodology, as well as adult educational methods and
techniques in order to satisfy the constantly changing needs of the services. Needs
analysis must be included as a vital step of any educational program design in order to
meet the needs of SPA employees today, thus upgrading the services and facilitating its
development

The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, lear...

- by Błeszyński Jacek J.
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- Psychology, Special Education, Rehabilitation, Disability Studies

This interview study addresses the gap in earlier research by focusing on the narratives of 13 ADHDdiagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline-common to the first four types-constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.

- by Tanja Vehkakoski
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- Psychology, ADHD (Psychology), Classroom environment, ADHD

Dyscalculia is a learning difficulty faced by an individual. The purpose of this study is to investigate the level of problems of dyscalculia in primary schools. The researchers employed quantitative design to carry out the study. Survey method is used to collect the data. Descriptive and inferential statistics are used to analyze the survey data. A study was conducted with 381 primary schools Mathematics teachers in Malaysia. Means and standard deviation were used to analyze the level of problems of dyscalculia, whereas independent t-test were used to compare the level of problems of dyscalculia between school locations. The results show that the level of problems of dyscalculia is medium high (M=3.31, σ=0.97). On the other hand, the problem of dyscalculia in rural area is slightly higher (M=3.822, σ=0.697) than the urban area (M=3.717, σ=0.696). In short, there is no significant difference for the level of problems of dyscalculia between different school locations (p=0.147, p>0.05). This study is able to bring significances to Ministry of Education Malaysia, educators, teachers, and researchers. The result is useful to determine the allocations of funding and resources for the students with learning difficulties. It is also able to create the awareness of dyscalculia among the people. As a conclusion, interventions and diagnosis need to be carried out in order to improve the capabilities of these pupils to the maximum.

- by Yoong Soo May
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- Mathematics, Special Education, Learning Difficulties, Survey Research

Our musical instruments should be reconsidered in various sizes, for various purposes and being reexamined their effect and capabilities. The original instruments are already exceptional, colourful and they are suitable to be used for duo, trio, quarted chamber music teams (İlerici, 1964). It is seen that Autism spectrum disorders children are innate gifted in music. As they cannot communicate with the outside world and the social environment, they live in a withdrawn world. They should be ensured to interact with music starting from of pre-school ages. Considering the place, these children live and their socio-cultural environment, a different kind of style of musical therapy should be chosen for every children. The therapist is the half of the treating with music, and the other half is the child who is going to be treated. Children teach the therapist the style of the treatment. In other words, they are the teacher of the therapist, because these children lead the way through their interactive behavior, body language and sensory organs.

- by Open Access Publishing Group
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- Music, Special Education, Autism, Autism Spectrum Disorders

With more and more families presenting with two or more children with autism, this revolutionary treatment method in autism is transforming the lives of these autistic children and their families. Not only that, this approach is healing the lives of the entire family, thus being the FIRST, scientifically proven healing approach in autism that is truly (W) Holistic in every sense of the term. This is a win-win situation for all, as one can see the RESULTS of this path-breaking treatment in autism, right from Day ONE. The Problem While it is known that there is a " risk " of another child with autism being born in a family where the parents already have one child with autism, the actual statistics for the same is lacking. This article is inspired by my experience in healing children with autism in families with more than one child with autism. Autism Treatment Approach The healing method that was applied was Intent Healing™ that is based on Applied Energy Medicine and Applied Intentional Epigenetics. One can know more details about the same by perusing these articles on the scientific basis of the same and the case reports of successfully healed cases here: http://www.intenthealing.com/blog/ and in this online course on 'The Energy Basis of Autism and the Solution' , where the Testimonials and the Evidence of successfully healed cases of Autism, in line with EBM (Evidence Based Medicine) applying Intent Healing™ is available here: http://authenticautismsolutions.usefedora.com The treatment method applied was as follows: 1. Energy assessments of both parents and the autistic children: The energy patterns of the parents and the children were assessed over two days and two nights and the reports shared with the parents. This helps in understanding the underlying specific causes for the symptoms of autism seen in each child with autism, which was unique to each child. 2. Individual healing sessions with each parent: These sessions were done over skype and as Remote Healing sessions timed according to the time zones where the parents lived. Intent Healing™ energies were channeled in the sessions and the individual parents' energies were realigned first. 3. Individual sessions for each child: These sessions were done as Remote Healing sessions while each child was sleeping in bed at different times of the night. In some cases the sessions were done for one child and once the symptoms disappeared in that child the ISSN 2379-7150 sessions were done for the other child who had autism and then the third child after that. In some cases with two children with autism the sessions were done on the same day at different timings and improvements in the symptoms in both the children with each session were noted and documented till complete disappearance of all the symptoms was achieved. Results 1. In all the cases improvements of the symptoms in the children were seen right from the very FIRST session. 2. With consecutive sessions, PROGRESSIVE improvements in the symptoms were seen and documented in both the children with autism in the cases where the families had two children with autism and those families with more than two children with autism, the improvements were seen in ALL the autistic children. 3. In ALL the cases of families with two or more than two children with autism, 70-80% of the limiting symptoms of autism in each child disappeared over a span of 20-30 days were the sessions were done on consecutive days with no break in between. In families where the sessions were done for each child one after the other (doing the sessions for one child only first till the symptoms disappeared and then moving on to the next child and so on), the time period for recovery was correspondingly longer due to the logistics involved. 4. The ENTIRE FAMILY including the parents got healed in the process. By this I mean the physical well-being of the parents improved and they had more energy to devote to their individual creative pursuits and careers and were able to see progress in ALL aspects of their lives individually, as well as collectively, as a family.

- by Dr.Rajalakshmi Kandaswamy
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- Neuroscience, Neuropsychology, Pediatrics, Special Education

Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in w...

- by Eileen Flores
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- Psychology, Reinforcement Learning, Autism, Autism Spectrum Disorders

Students with intellectual disabilities can learn to read. There are three basic approaches to reading instruction with this population: (a) a sight word approach, (b) a phonics or skills-based approach, and (c) a comprehensive approach. Of these, only the comprehensive approach will enable students to achieve their full literacy potential. This article describes a comprehensive, meaning-based approach. This is not a program or method; rather, a set of research-based strategies designed to develop all three of the brain’s cueing systems

- by Andrew Johnson
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- Psychology, Special Education, Reading, Special education (Psychology)

Comprehension involves thinking. To improve comprehension, improve students' thinking. This is done by teaching cognitive processes. This paper describes and includes a variety of examples of activities and graphic organizers that can... more

- by Andrew Johnson
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- Special Education, Reading, Reading Comprehension, Special Educational Needs

The authors of this paper have coined the term special needs community therapists to describe this unique group of special needs professionals involved in a participatory community-based trans-disciplinary treatment (involving intervention, rehabilitation and/or management) that caters to short-term (acute cases) and long-term (chronic cases) intellectual and developmental disabilities done within a residential context, where the clients (i.e., these individuals are treated as customers who need specialized therapy services) and the therapists live and work together. Community therapy for people with special needs can be provided via two main management systems – clinically based case management (institution-centered) and/or person-centered care management (client-centered) – and several different service models such as standard community treatment with high client-therapist ratios and intensive community treatment where the emphasis is on community involvement and lower client-therapist ratios.

The prevalence of Autism is on the rise worldwide with studies presenting the worldwide prevalence rates as 1 in 68 children. This is rising alarmingly every year and the combined presentation of Autism with ADHD in the same child is also increasing. In this scenario it is shocking to note that many medical professionals in general and paediatricians in particular are unaware of the availability of an Autism Cure that is already being accessed by parents with children with autism from all over the world and these children are thriving completely free from their limiting symptoms. This article seeks to enlighten medical professionals about this Autism Cure and emphasizes the urgent necessity for them to update themselves about the same so that more children with Autism and ADHD (and their parents) need not suffer unnecessarily due to this " autism cure awareness gap " that is currently prevailing among medical professionals and paediatricians worldwide. Read More ... #Autism #AutismCure #AutismTreatment

- by Dr.Rajalakshmi Kandaswamy
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- Medical Sciences, Neurology, Pediatrics, Special Education

The study of Mathematics is difficult for most of the pupils, especially for students with special needs. However, learning of this subject is easy for everyone if it is connected to reality. In this article, the authors discuss this important issue, which is essential for the contemporary school of the inclusion. Lo studio della matematica risulta difficile per la maggior parte degli alunni e, in particolare per coloro che presentano bisogni educative speciali. Tuttavia, l'apprendimento di questa disciplina può risultare spontaneo e semplice per chiunque se essa è connessa al mondo reale. In questo articolo gli autori discutono questa importante tematica che è essenziale per la scuola inclusiva contemporanea.

The purpose of the present study was to investigate the relationship between personal variables of physical education students and their attitudes towards participation of children with disabilities and self-efficacy (SE) in teaching students with disabilities in regular classes. A total 153 PE majors (95 females and 58 males) participated in the study. A 15-item attitude instrument and a 15-item SE instrument concerning dilemmas during educational tasks were administered as a part of the didactic assignments. Factor analysis revealed one challenge and two threat factors in the attitude instrument. The statistical analysis revealed significant effects on attitudes to gender (females higher than males) and years in college (advanced students higher than novices). Significant effects on SE were found in the coursework, previous experience and years in college variables. SE was inversely related to both threat factors of the attitude instrument (r = −0.42 and −0.43 respectively).

- by Sima Zach
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- Special Education, Statistical Analysis, Inclusion, Physics Education

Las personas con discapacidad intelectual son uno de los grupos sociales más desfavorecidos en los países europeos. Este estudio recoge y describe las principales líneas de apoyo al alumnado con discapacidad intelectual en Europa a través de una descripción de los tres países representativos (Finlandia, Francia y Alemania). Con el fin de hacer comparaciones entre los diferentes países, se identificaron varios elementos clave: evaluación de diagnóstico y elección del tipo de centro, tipos de escolarización, medidas de apoyo específico profesorado, evaluación y certificación. Finalmente, se concluye con una breve reflexión sobre el impacto de los diferentes tipos de apoyo en Europa, abordando las políticas específicas relacionadas con la atención educativa de los alumnos con discapacidad intelectual.

- by Alicia Garcia
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- Special needs education

This chapter describes two inclusive, multi-level learning strategies: learning contracts and agendas

Współpraca nauczycieli w klasie włączającej Cooperation of teachers in an inclusive class The cooperation of a classroom teacher and a supportive teacher in an inclusive classroom is one of the important determinants of the success of inclusive education. It can be seen as a process of defining responsibilities and shaping the ability to perform roles that require collaboration. The aim of this paper is to show, on the basis of comparative analysis of two cases of co-teachers, that the process of shaping this cooperation is complex, multifaceted and can result in creating more or less favorable educational conditions for students with special educational needs and their classmates.

More than 2 million people in the United States are unable to speak or use handwriting as an effective and efficient mean of communication (ASHA,2004). This paper discusses a brief history of augmentative alternative communication (AAC)... more

- by Justin Briglio
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- Languages, History, Genetics, Social Movements

This research aims to identify the effectiveness of assessment application based on Decision Support System (DSS). This effectiveness is viewed from teacher's needs and accuracy of this application in detecting impairment suffered by children with special needs. Research method used in this research is qualitative method with the subject of data are teachers from 10 cities in Central of Java teaching children with special needs. This research's result shows that the effectiveness assessment application based on Decision Support System (DSS) is suitable with teacher's need, namely: % very good, 7,,% good, ,,% not very good, and % not good. While, accuracy test's results of assessment application based on Decision Support System (DSS) are 50% very good, 40% good, 7.5% not very good, and 2,5% not good. It can be concluded that assessment application based on Decision Support System (DSS) effectives to meet the needs and accuracy in identifying and assessing.

Assessment of motor development in preschool children has become increasingly important with the recent acknowledgement that motor impairment/deficit is linked with cognitive, language, social, and emotional difficulties. As there is lack of evidence regarding motor development and early intervention in children with special education needs (SEN), the purpose of this study was to assess the motor development of preschool students with SEN within the educational context to allow their teachers to design appropriate physical education activities to improve students' motor proficiency. In the present study, the Peabody Developmental Motor Scales-Second Edition test battery was used with five groups of students with different SEN: (a) Autism Spectrum Disorder, (b) Down syndrome, (c) cerebral palsy, (d) mental disability, and (e) specific learning difficulties. Students were grouped on the basis of specific characteristics, such as gender and SEN, and statistically significant differences between groups were sought. Differences in the difficulties encountered during the subtests by children in different SEN groups were found, suggesting that evidence of certain motor weaknesses are more likely for children with specific SEN. An unsatisfactory level in overall performance in gross, fine, and total motor quotients confirmed the delayed motor development of students with SEN. The paper concludes with recommendations for an appropriate evaluative measure and early intervention programmes for children with specific motor impairments.

- by Vassiliki Riga and +1
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- Special Education, Motor Development, Special Educational Needs, Early Childhood

The number of young children with developmental disabilities seems to be escalating in Singapore. This is accompanied by a corresponding increase in the number of early intervention centers to cater to the learning and educational needs of these children with special educational needs. Early intervention is crucial in the early years of a child’s developmental stages as it can minimize the effects of young children who are at-risk or diagnosed with developmental disabilities, thereby enhancing the potential for independence in adulthood. While there has been an abundance of published studies in early intervention, most of them are done in the Western and European countries. Research in early intervention for young children with special educational needs is scarce in Singapore. With the increased prevalence and awareness of young children with special needs, attention is very much warranted in early intervention. Hence, this paper provides an overview of early intervention, its service delivery models, importance, and finally the benefits so that parents whose child with special needs can gain a better understanding of early intervention.

استهدفت الدراسة الحالية فاعلية برنامج علاجي معرفي-عصبي قائم على استخدام الكروت الضوئية للتخفيف من آثار الديسلكسيا لدى عينة من الأطفال ذوي تشتت الانتباه. بلغت عينة الدراسة 10 أطفال مصابين بالديسكسيا التطورية ممن تتراوح أعمارهم بين 9 إلى 11 سنة. وتم تشخيص الديسلكسيا التطورية وتشتت الانتباه باستخدام مجموعة من المقاييس التشخيصية. تكون البرنامج التدريبي من كروت ضوئية إلكترونية ذكية تعرض على أجهزة الحاسوب والتي تعتمد على إظهار الكلمات والحروف بألوان مختلفة مع ملازمتها للنطق السليم للأحرف والكلمات. في الجلسات التمهيدية للبرنامج تم التأكيد على الحروف واصواتها اللغوية السليمة وذلك بالاستعانة بمتخصص. الجلسات العلاجية ركزت على استخدام المهارات المعرفية في نطق الكلمات نطقاً صحيحاً مع وجود تغذية راجعة فورية. واستغرق تطبيق البرنامج وقتاً زمنياً يقدر بــــ 12 أسبوعاً بواقع 3 جلسات أسبوعية لمدة لا تقل عن 20 دقيقة ولا تزيد عن 35 دقيقة. وأسفرت النتائج وجود تحسن في أداء نشاط الخلايا الدماغية بعد تطبيق البرنامج. كما بينت النتائج وجود تحسن في أداء الأطفال على بطارية مقاييس الفهم القرائي، القدرة على التمييز بين الكلمات وغير الكلمات، الترميز الصوتي. أكدت الدراسة فاعلية البرنامج المقترح في التخفيف من الديسلكسيا لدى الأطفال ذوي تشتت الانتباه. وارتكز تحسن الخلايا الدماغية للأطفال المصابين بالديسلكسيا التطورية في المكون البصري "الاورثوجرافى" للكلمات.
كلمات مفتاحية: - التعلم العلاجي- الديسلكسيا- تشتت الانتباه- الكروت الضوئية الذكية

- by Tarik N. Mohamed
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- Neuropsychology, Special needs education

A kötet az ELTE Bárczi Gusztáv Gyógypedagógiai Kar Gyógypedagógia szak értelmileg akadályozottak pedagógiája szakiránya Felnőttek gyógypedagógiai kísérése című kurzusán született hallgatói projektmunkákat tartalmazza, melynek célja, hogy hasznos eszköztárral bővítsék a felnőtt értelmi fogyatékos, különös tekintettel az értelmileg akadályozott emberek támogatását, kísérését a mindennapokban.

- by Ildikó Dunás-Varga and +2
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- Good practices, Special needs education, Adults With Intellectual/Developmental Disabilties

Teacher education programs that prepare teachers within the context of functioning elementary and secondary schools are widely discussed and debated. Research studies show that effective preparation of good teachers includes intensive practical experience with K-12 students under carefully supervised conditions in collaboration with experienced teachers. The field studies/practicum is a compulsory part of the teacher education program. Field studies/practicum in special education programs are dealt with in different ways at different universities. The role of the field studies/practicum in undergraduate and graduate special education programs is very important. What kind of field studies/practicum best prepares prospective special education teachers for classroom practice? Based on real life experience and research, the authors have proposed a reinforced life experience practicum framework, which prepares prospective special education teachers for effective classroom practices.

- by Chia Jung Yeh, Ph.D. and +1
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- Teaching and Learning, Education, Educational Technology, Scholarship of Teaching and Learning

Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown that parenting stress is much higher whose children are diagnosed with developmental disabilities such as ASD than typically developing children. The contributing factors include, but not limited to, the child’s limited social and communication skills and restricted and stereotypical activities (core deficits of autism). Parents lacking knowledge about ASD often resort to other forms of interventions in the hope to find a cure and believe it can help to eradicate the deficits of the disorder. Such treatments are known as complementary and/or alternative medicine and are not evidence-based. As there is no current remedy for ASD, perhaps it is time for parents to stop finding a cure to this disorder. In this paper, the author uses the application of the theory of salutogenesis and with the use of the three salutogenic components – meaningfulness, comprehensibility and manageability, aim to he...

- by Arnold Chua
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- Psychology, Special Education, Autism, Autism Spectrum Disorders

This describes how to use basals in a reading workshop setting. This will make reading class more interesting and engaging, and meet the needs of students of varying levels in an inclusive general education setting or a special education... more

Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special education classrooms in order to increase achievement and facilitate learning and various technological tools are used in teaching mathematics to individuals with special needs. Therefore, special education teachers need to be competent in using technology in teaching mathematics and aim of this study is to determine the views and recommendations of special education teachers on technology use in teaching mathematics to students with special needs. Qualitative research method was used in the study. A total number of 15 special education teachers working at special education institutions in North Cyprus participated in the study. A semi-structured interview form developed by the researchers was used to collect the data. Data of the study were analyzed using content analysis method through constituting themes based on the answers of special education teachers. According to the results, special education teachers think that they are competent in using technology in teaching mathematics. Results are provided and discussed with reference to relevant literature. Finally, implications for special education practices and recommendations for further research are also presented.

- by Open Access Publishing Group and +1
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- Technology, Educational Technology, Special Education, Mathematics Education

Lambert, M. (1998) Conductive Education and MOVE: a descriptive comparison. Learning Resources Journal, 14(1) February 1998, 14-17.

The present study aims at identifying the needs of the teachers of visually impaired students in Amman city. For this end, the researchers have developed a special tool which consists of 31 statements. The tool has been validated by a group of professionals from the University of Jordan and World Islamic University. The liability of the tool was calculated by using (Cronbach’s, alpha=0.953). The sample has been collected from some governmental and no governmental schools which deliver special education services to students with visual impairment. The community research comprises (100) teachers of both sexes, from 20 schools. Sixty participants (60) have been chosen to a chief the purpose of the study. The participants had been chosen according to the following criteria; teach at least one visual impaired or blind student, have an experience at least 6 months. For the purpose of this study, the researchers have tested the assumption. Through using SPSS program (Version 21). A suitable statistical approaches (Mean, SD Percentages; t-test; Chronback alpha test). ANOVA, Ancova and post comparative have been used to analysis the data.
The results of the study revealed the need for training in braille writing and reading, communication skills for the visually impaired teachers (mean=2.07/4) which is the lowest and for all statements was (mean=2.81/4) with percentage of 70.28%. Which consider moderate according the scale? However the statement which indicated the need for early intervention has a (Mean=3.52) which was the highest of all scale items. Also the study indicates no relation between demographic variable (sex; education; experience; class level) and training needs (sig 0.677, 0.094, 0.434, 0.322; respectively) but there is a significant difference (*.003) due to teachers' characteristics. In addition, when Scheffe’s test for post Hoc comparison (*0.76) the results indicate presence of significant differences in quality and quantity of training needs of the teachers of the visually impaired students relate to teachers' characteristics toward the sighted teachers of visually impaired students (mean=3.06). The results of Scheffe’s test for Post Hoc comparison (*0.89) also indicate a presence of significant, a difference in the teachers of the visually impaired student between the blind and partially sighted teachers in favor of partially sighted teachers (mean=3.19).

- by Open Access Publishing Group
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- Teacher Education, Deaf studies, Teacher Research, Teacher Training

Australia and New Zealand are two South Pacific nations with a shared history of British colonisation and close links maintained through kinship, travel, shared media and business relationships. Our public education systems also reflect a shared history of educational ideas and responses to the challenges of increasingly heterogeneous populations. In both countries, most deaf students are integrated into regular schools, and at the same time official recognition has been given to native sign language. We illustrate the ways in which inclusion can expose and dismantle -or alternatively, serve to fortify -the barriers of 'ableist' tenets; and contend that the presence of deaf students in regular classrooms must be underpinned by transformative practices that go beyond 'simple inclusion'.

- by Margaret McLean and +1
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- Inclusion, Mainstreaming, Special needs education, Cultural Awareness

Purpose: In this study, it has been aimed to determine the effect of 8-week ball-handling training program on upper-lower extremity muscular strength of individuals with Down syndrome.
Method: In the study, twenty one individuals who had been medically diagnosed with trisomy down syndrome and still attending special education and rehabilitation centres have participated as voluntarily. The participants have been selected randomly and divided into exercise (10 participants) and control groups (11 participants). The exercise group was trained with Ball-handling Training Program for 8 weeks; 2 days a week and a 60 minute per day. However, the control group did not participate in any activities regularly. In the study, Takei hand grip dynamometer was used to measure upper extremity strength. For the measurement of lower extremity strength, standing broad jump–vertical jump, wall squat test and Takei leg dynamometer strength tests were utilized. The statistical analyses of the data were realized by using SPSS 21.0 package program.
Results: The means of after eight weeks, leg strength test (pre:22.47±13.12; post:30.90±13.87; p=.005) wall squat test (pre:23.55±10.95; post:30.92±13.87; p=.005) and dominant hand grip strength (pre:11.35±5.74; post:14.55±7.18; p=.024) were found more significant than the means of baseline in exercise group. But, It was not significant differences between post measurements of exercise and control groups (p>0.05).
Conclusion: The findings of the study have revealed that 8-week ball-handling training program made a positive effect on upper-lower extremity strength of individuals with Down syndrome. However, it is assumed that if the program implemented is maintained for a longer period of time, the positive effect of the training on individuals with DS will increase.

This study aims to determine the teachers' understanding and needs on reproduction health education at high school for students with Mental Retardation in SLB CG YPPCG Surakarta, SLB PBM Surakarta, SLB YSSD Surakarta and SLB N Surakarta. This study is a kind of qualitative research with case study type. Subject in this study is teachers of students with Mental Retardation in 10 th until 12 th grade in 4 SLB-C in Surakarta with total of 12 respondents. Data was collected by using the instrument of knowledge and attitude understanding. Data was analyzed by sing descriptive qualitative. In this research, there are three aspects: the majority of teachers do not understand about reproduction health education yet, all respondents indicate that there are no reproduction health education programs in schools, and all respondents suggest that it is important to have education reproduction health for children with Mental Retardation.

Childhood apraxia of speech (CAS) also known as Developmental verbal Dyspraxia (DVD) is an unusual speech disorder in which a child struggles on realising accurate mouth, jaw and tongue movements in order to speak. Children with CAS have problems saying sounds, syllables, and words. It's important to know that CAS is just a label for a speech disorder. In other words, the child's brain has to learn how to make plans that tell his or her speech muscles how to move the lips, jaw and tongue in ways that result in accurate speaking. At the same time, these movements must ensure that the speech is occurring at normal speed and rhythm. In childhood apraxia of speech, the brain struggles to develop plans for speech movement. As a result, children with CAS don't learn accurate movements for speech with normal ease. In CAS, the speech muscles aren't weak, but they don't perform normally because the brain has difficulty leading or harmonizing the movements. A child with apraxia cannot move his or her lips or tongue to the right place to say sounds correctly because the message from the brain to the mouth is disrupted.

The aim of the research is to know the teachers role and teachers needs in the personal hygiene learning of children with cerebral palsy. The subject of the research is teachers of SLB D1 YPAC Surakarta as a respondents are 6 persons. Data gathering technique gets from interview and observation. Data will be analyzed with qualitative research method in descriptive approach. The result of the research indicate that the majority respondents who is using speech method to convey about the personal hygiene learning. From 6 respondents, only 1 respondent who is sometimes using demonstration method. Utilizing picture media sometimes use by all respondents, 2 respondents sometimes using another media. From all respondents said that need another learning media which is might support the succeed of the personal hygiene learning of children with cerebral palsy.

The constructivist and behaviorist approaches for educating children with special needs induced plenty of controversy. Many authors suggest that an amalgamation of both methods would conduct to an improved educational process. This research contains a brief debate of approaching pupils with special needs, a summary of key constructivist and behaviorist ideologies and their influence on scholars with special needs and a list of suggestions that could find applicability on classroom.

Previous researches showed that nature and/or nurture has influence on child development. To understand the interaction between nature (biological endowment) and nurture (environment) in child development different researches and... more

This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHD-diagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline – common to the first four types – constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.

- by Juho Honkasilta and +2
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- ADHD (Psychology), Classroom environment, ADHD, Narrative Methods

Der Beitrag will das sonderpädagogische und kulturwissenschaftliche Verständnis von kognitiver Beeinträchtigung (insbesondere ‚geistige Behinderung‘ und ‚Demenz‘) um die Perspektive Judith Butlers erweitern. Der Rekurs auf Butlers Theoriemodell schließt an aktuelle Diskussionen innerhalb der Disability Studies an, die ‚Behinderung‘ als Ergebnis kultureller Zuschreibungspraxen und damit als prinzipiell kontingent beschreiben. Im Mittelpunkt steht die kulturelle Hervorrufung und Reproduktion von 'geistiger Behinderung' und 'Demenz' durch machtvolle Diskurse entlang der diskurs- und subjekttheoretischen Annahmen, die Butler für die Generierung der heterosexuellen Geschlechterdichotomie herausgearbeitet hat. Dabei wird insbesondere Butlers Kritik an der Unterscheidung einer vermeintlich biologisch-außerdiskursiven, natürlichen Geschlechtlichkeit (Sex) und einer sozial konstruierten Geschlechtsidentität (Gender) für eine (Re-) Definition von ‚kognitiver Beeinträchtigung‘ als kulturell erzeugtem Phänomen fruchtbar gemacht. Neben dem Erkenntnisgewinn dieser transdisziplinären Lesart für das Forschungsfeld einer anwendungsorientierten Heilpädagogik und einer daraus abgeleiteten Kritik an Institutionalisierungsprozessen im sonderpädagogisch/gerontologischen Praxisfeld, hebt der Beitrag auch immanente Grenzen der Subjekttheorie Butlers hervor, die für eine sozialwissenschaftliche Rezeption fruchtbar gemacht werden können. Die Konstitution des Subjekts nach Butler, so eine Kernthese, läuft dann ins Leere, wenn das betreffende Subjekt den Sprechakt, der es hervorruft, aufgrund kognitiver Beeinträchtigungen nicht auf intersubjektiv nachvollziehbare Art und Weise beantworten kann.

- by Hendrik Trescher
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- Sociology, Critical Discourse Studies, Sociology of Education, Special Education

The low-incidence disability of visual impairment has led to many challenges in the field of education. The present study compared school related issues of adolescents with a visual impairment and their parents to adolescents who do not have a visual impairment and their parents. The purpose of this study was to examine the perspectives of students with a visual impairment and their parents to determine the level of satisfaction of the education the students are receiving. A sample of n = 180 parents and 10th grade students were used to answer the questions regarding various factors of education. The predicted outcome will be that overall parents are satisfied with their child's education but will have negative feelings regarding the quality of education. It is also predicted that the students with a visual impairment will have similar feelings regarding education.

There are several types and methods of instruction. One of them, direct instruction, can produce positive effects on different groups of students when used in an effective manner. These groups tend to be students who are struggling and not meeting the normal standards of achievement for students their age (i.e., students typically categorized as needing special accommodations). Research suggests that direct instruction can be used as a tool for at-risk students, disabled students, and English language learners to help accelerate their learning, increase social skills and show marked academic improvement.

Having to take care of children with developmental disabilities can affect parents not only in their psychological well-being but also affect physical well-being. Taking care of a child with special needs can be a growing experience or it can become stressful depending on how a parent perceives the event. Depending on the cognitive appraisal and the person-environment interaction, parents can either engage in positive behaviours of dealing with the disability or indulge in poor coping behaviour which will have adverse impact physically as well as psychologically. The present article attempts to highlight the various ways of coping used by parents to deal with their children’s disabilities. Review of research papers suggests some clear differences between affected parents and non-affected parents on use of different types of coping strategies along with various moderating factors like education, income, social support available, socio-economic conditions, and type of coping used. There were also findings on how mothers differ from the fathers in their coping behaviours when dealing with disabilities.

This study aims to (1) Obtain the phenomenon overview of mentally retarded students in everyday life. (2) Determine the motion behaviors of mentally retarded students outside and inside physical education activities. (3) Figure out the mentally retarded students' ability in joining the activities of physical education and any obstacles faced by them. (4) Figure out how teachers give the treatments to mentally retarded students while they are doing sports activities in physical education. (5) Figure out the activities of physical education for students' self-developments. Subject of this research are mentally retarded students at Special Education School with Multiple Disabilities of Bina Sejahtera Surakarta. This study was using qualitative methods Life story-Case Study with four criteria used; the degree of confidence (credibility), transferability, dependability, and certainty (conformability). The degree of confidence was examined by using triangulation of data from the informant who was considered as a person who was close enough to the mentally retarded students. The analysis in this study was carried out within five stages, namely: (1) data reduction, (2) data display, (3) conclusion drawing, (4) results validity enhancement and (5) narrative analysis results. The results of this research show that physical education can be a medium for mentally retarded students' personal development, which includes some aspects of them, such as; physical education is proven to enhance the students' concentrations and focuses, increase their self-confidences and physical activities can help students to interact socially well and improve their self-developments.