International Journal of Special Education (IJSE)最新文献

Examining Career Transitioning among Students with Specific Learning Disabilities 研究有特殊学习障碍的学生的职业过渡问题

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.41

Chiedu Eseadi, B. Diale

{"title":"Examining Career Transitioning among Students with Specific Learning Disabilities","authors":"Chiedu Eseadi, B. Diale","doi":"10.52291/ijse.2023.38.41","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.41","url":null,"abstract":"The career transitioning of students with specific learning disabilities (SLD) has not been commendable. People with SLD are overrepresented in unskilled work and underrepresented in managerial and professional occupations as compared to their non-disabled peers. This research paper discusses the career transitioning of students with SLD with regard to existing research concerning knowledge, attitudes and perceptions about these students. It examined ways of preparing and supporting students with SLD towards their transition into the world of work. Additionally, it examined how important career transitioning is for students who have SLD. Stronger social networks, improved self-esteem, avoiding stigma, and potential lifetime advantages including better incomes and independent living as some of the relevance of career transitioning for students with SLD. The paper highlights the need for students with SLD to receive support and guidance from their parents, teachers, school administrators, peers, counselors, and other stakeholders in order to obtain stable careers for the future. Further research is required to strengthen the literature that already exists on this topic.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"86 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

If I were a Teacher… - Cogitations of People on the Autism Spectrum About the Teacher’s Vision 如果我是一名教师...... - 自闭症谱系人士对教师愿景的思考

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.47

J. Błeszyński

{"title":"If I were a Teacher… - Cogitations of People on the Autism Spectrum About the Teacher’s Vision","authors":"J. Błeszyński","doi":"10.52291/ijse.2023.38.47","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.47","url":null,"abstract":"This article is part of a broader study on adults with autism. The main assumption of the series of studies is concerned with listening to and hearing the voices of those most affected - those with a diagnosis of autism. The collected material, which is based on our own experiences of people with autism, allows us to present views on the teacher’s role- the educational space’s creator. Thus far, we have introduced the experiences and comments of teachers and therapists; now, we can listen to the voices of students, parents, and people with autism. This study employed the netnographic method. The study involved a group of people diagnosed with autism, and a meeting closed online for those who agreed to participate. Reaching out to a large group made it possible to analyze the results of the statements given by ranking and creating meaning bundles. Furthermore, by differentiating according to age and gender, it became possible to conduct a deeper qualitative analysis concerning specific statements that seem representative of this group of people. The first conclusion is that the approach to the teaching/learning process differs. This is due to symptoms that are specific to autism, as well as the different educational and therapeutic approaches. The second is related to the use of punishment that, in addition to the forbidden ones (such as physical), often evolve into psychological and social punishments, such as isolation, marginalization, or a lack of interest. It seems equally important to draw attention to the ineffective attempts to impose (often referred to as violating) recognized normative forms of functioning and the treatment of these people as not fully intellectually capable, which is not a condition. Purpose of the research. The research aims to present the educational reality described by the people who are the most concerned in this study, i.e., those who have been diagnosed with autism at various stages in their lives.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"4 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-Cultural Differences in Empathy, Listening-Styles, Mindfulness and Intersubjectivity in American and Polish Counseling Discourses 美国和波兰心理咨询话语中的移情、倾听方式、正念和主体间性的跨文化差异

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.44

Beatrice Latavietz, Jody Fiorini, Małgorzata Sekułowicz

{"title":"Cross-Cultural Differences in Empathy, Listening-Styles, Mindfulness and Intersubjectivity in American and Polish Counseling Discourses","authors":"Beatrice Latavietz, Jody Fiorini, Małgorzata Sekułowicz","doi":"10.52291/ijse.2023.38.44","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.44","url":null,"abstract":"Empathy and mindfulness, that require an attentive attitude towards the speakers, plus de-automated listening skills and collaborative discourses of American and Polish counselors-in-training, are analyzed for developmental patterns and cross-cultural comparisons. The results of the mixed methods analysis reveal that American counselors-in-raining outrank their Polish counterparts in both affective and cognitive empathy, suggesting their greater metacognitive and empathic awareness. By contrast, Polish counselors-in-training show greater focus on people and content during listening (rather than time, for example), which suggests their aural mindfulness. Developmental (pre-/post comparisons) and cross-cultural patterns identified in the (meta)discursive analysis of 124 audio-recorded counseling sessions suggest differential conceptualizations of mindfulness and empathy as expressed in professional discourse by the American and Polish counseling-students. While the American counseling discourse features mostly implicit stance, attenuated and sentiment-rich counseling moves, the Polish discourse showcases epistemic/ evidence-rich reasoning and intersubjective, camaraderie-building ‘social-lubrication.’ Cross-cultural differences reflect different conceptualizations of client needs. Implications are offered for active-listening modification (for the US counseling-students) and multi-dimensionality of empathic-awareness and expression (for the Polish students) in order to enhance mindfulness in counseling-techniques, pedagogy, and/ or therapy-sessions.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":" 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139144802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Study of the Requirements Availability for the Successful Transition of Students with Intellectual Disability to the Post-School Stage from their Teachers’ Perspective 从教师角度研究智障学生成功过渡到毕业后阶段的必备条件

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.45

Mahmoud Eltantawy

{"title":"A Study of the Requirements Availability for the Successful Transition of Students with Intellectual Disability to the Post-School Stage from their Teachers’ Perspective","authors":"Mahmoud Eltantawy","doi":"10.52291/ijse.2023.38.45","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.45","url":null,"abstract":"The transition of students with intellectual disability to the post-school stage is considered of great importance to them as well as their families, and it needs some requirements to be carried out successfully. That is why the present study aims to recognize the extent of the availability of successful transition requirements to help these students transfer to the post-school stage based on the perspective of their teachers, as well as to identify the differences between these requirements according to the type of school where teachers work (public, private center), the gender of the students (males, females), and the severity of the disability (mild, moderate and severe). The study sample consists of 317 male and female teachers of students with intellectual disability in Egypt. To collect data, the study relies on a questionnaire of the requirements for transitioning students with intellectual disabilities to the post-school stage (prepared by the researcher). The study’s findings disclosed that the degree of availability of the requirements for transferring students with intellectual disabilities to the post-school stage showed an overall average degree of availability and that the degree of availability of conditions varied about the four subdimensions. The study recommended the necessity of conducting more study related to the transfer of students with intellectual disabilities, improving their transitional plans, developing legislations that guarantee their transfer, and paying attention to the professional development of teachers concerning the transfer of these students.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Psychological Assessment of Students with Developmental Needs – Universal Design Approach 对有发展需要的学生进行心理评估--通用设计方法

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.38

Beata Papuda-Dolińska, Tomasz Knopik, Grażyna Krasowicz-Kupis, K. Wiejak

引用次数: 0

Promoting Interaction and Shared Play Between Children with Profound Multiple Disabilities and Children Without Disabilities – a Pilot Study 促进严重多重残疾儿童与非残疾儿童之间的互动和共同游戏 - 一项试点研究

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.39

N. Klang

{"title":"Promoting Interaction and Shared Play Between Children with Profound Multiple Disabilities and Children Without Disabilities – a Pilot Study","authors":"N. Klang","doi":"10.52291/ijse.2023.38.39","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.39","url":null,"abstract":"Previous research shows that opportunities for shared interaction and play are beneficial for both children with and without disabilities. However, children with disabilities often experience limited opportunities to engage in play with peers. This study aimed to get insight into how interaction between children with profound multiple disabilities and children without disabilities can be promoted. Actions to promote shared play were explored through interviews with teachers and children in the course of a collaborative project with teachers at a school for children with an intellectual disability, situated within a mainstream school. According to the interviewed teachers, play could be promoted through adapting play rules, and materials, providing adult support, developing communication potentials, and time for play. The participating children without disabilities conveyed expressions of enjoyment and expressed ideas of how to support children with disabilities and adapt activities so that everybody could be a part of them. The results are discussed in light of previous research on creating opportunities for shared play between children with and without disabilities.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139142473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusive Research as a Way of Empowering People with Intellectual Disabilities. Reflections of the Training Participants 包容性研究是增强智障人士能力的一种方式。培训学员的思考

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.36

Agnieszka Żyta, Monika Parchomiuk, Katarzyna Ćwirynkało

{"title":"Inclusive Research as a Way of Empowering People with Intellectual Disabilities. Reflections of the Training Participants","authors":"Agnieszka Żyta, Monika Parchomiuk, Katarzyna Ćwirynkało","doi":"10.52291/ijse.2023.38.36","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.36","url":null,"abstract":"The potential of inclusive research has been indicated in many studies. Yet, it is almost unknown in Poland. A group of researchers from two academic centers invited people with Intellectual Disabilities (ID) to participate in a study. The study aimed to undertake inclusive research projects relevant to persons with ID. Prospective co-researchers with ID were offered training focused on issues related to scientific research and improving social skills necessary for playing various roles, including those of self-advocates. A qualitative, interpretive phenomenological analysis was used to explore the co-researchers’ experiences related to the training. Four main themes emerged: 1) circumstances associated with joining the training, 2) benefits of the training, 3) challenges as a researcher, and 4) training needs. The potential of the training was significant both in terms of expanding the psychosocial skills of co-researchers and integrating the group. The data confirmed the usefulness of the training in terms of preparation for the role of a co-researcher and increasing life skills critical in other areas of social life.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"74 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Shifting Paradigms Towards Supporting Individuals with Disabilities: A Psycho-Cybernetic Approach to Social Work 转变支持残疾人的范式：社会工作的心理控制论方法

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.40

Izabela Ziębacz

{"title":"Shifting Paradigms Towards Supporting Individuals with Disabilities: A Psycho-Cybernetic Approach to Social Work","authors":"Izabela Ziębacz","doi":"10.52291/ijse.2023.38.40","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.40","url":null,"abstract":"The concept of researching an individual's character in a cybernetic framework according to M. Mazur's theory (CTC) presents an interesting tool for diagnosing and supporting excluded individuals, combining elements of cybernetics, and social sciences in an innovative, interdisciplinary approach. The cybernetic characterization of an individual's character allows for the identification of its components and the determination of their interrelations, opening new perspectives for understanding the mechanisms shaping the individual's functioning and identifying areas requiring support. In the context of social work, the proposed application of Mazur's concept emphasizes the need for a paradigmatic shift from the medical model to an emancipatory one in working with people with disabilities. This paper delves into the theoretical and practical applications of the CTC in the context of special education, highlighting its potential in individualizing educational processes and promoting inclusivity. Such an approach has the potential not only to enrich the scientific literature in the field of special education but also to contribute to the promotion of a more inclusive society, where equal opportunities for personal development and self-fulfillment become the norm. This study, though pioneering, marks the beginning of the journey, calling for further, detailed explorations and empirical verifications of the proposed concepts.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"5 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Removing Barriers to Teaching Students with Autism Spectrum Disorder Using Fiction with Preservice Teachers 与职前教师一起用小说消除自闭症谱系障碍学生的教学障碍

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.46

Amelia Spencer, Gay Barnes, Louanne Jacobs

{"title":"Removing Barriers to Teaching Students with Autism Spectrum Disorder Using Fiction with Preservice Teachers","authors":"Amelia Spencer, Gay Barnes, Louanne Jacobs","doi":"10.52291/ijse.2023.38.46","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.46","url":null,"abstract":"This comprehensive mixed-methods study sought to investigate the impact of integrating contemporary Young Adult (YA) literature into an introductory-level special education survey course. The primary objectives were to assess whether this integration led to significant improvements in both academic cognitive knowledge and empathetic knowledge regarding individuals with Autism Spectrum Disorder (ASD). The study involved 135 undergraduate students enrolled in this course between fall of 2016 and spring of 2020. To gauge the effects of YA literature on their perceptions and insights, participants were required to complete a questionnaire containing four open-ended questions. These responses were subjected to a rigorous analysis employing both quantitative and qualitative methods. Additionally, participants were asked to provide feedback through a student satisfaction survey, which was assessed using a 5-point Likert scale. The findings of this research provide compelling evidence that the integration of YA realistic fiction into the college classroom significantly enhances students’ academic cognitive knowledge and fosters a deeper empathetic understanding of individuals with ASD.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139142026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Issue of Law in Conversations with People with Intellectual Disabilities 与智障人士对话中的法律问题

International Journal of Special Education (IJSE) Pub Date : 2023-12-29 DOI: 10.52291/ijse.2023.38.35

T. Żółkowska

引用次数: 0