International Journal of Special Education (IJSE)最新文献

{"title":"Health Promoting Special Schools for Children and Young People With Intellectual Disabilities in Poland: Development of Standards and Self-Evaluation Procedures","authors":"Magdalena Woynarowska-Sołdan, Dorota Danielewicz","doi":"10.52291/ijse.2020.35.11","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.11","url":null,"abstract":"The purpose of the study was to present the process and results of developing standards and self-evaluation procedures for health promoting special schools (HPSS) for children with intellectual disabilities. The work was undertaken in order to address the needs of special schools interested in establishing a health promoting school (HPS). We used following methods: 1) Preparation: interviews with principals and teachers at 8 special schools, as well as regional HPS network coordinators, visits to 4 schools; 2) Development of HPSS project standards, self-evaluation procedures and tools: consultations with representatives of 8 schools and with regional coordinators; 3) Pilot study of HPSS the self-evaluation procedure and tools at 8 schools and development of a finalised version: direct observation, document analysis, interviews with selected participants, survey studies of school staff and students’ parents, testing students using one of the following methods: “Draw and write”, “Draw and tell”, conversation or written response. The study included people supporting HPS on a national and regional level, school principals and health promotion coordinators from special schools for students with intellectual disabilities. The pilot study was conducted on a group of 341 teaching staff, 148 non-teaching staff, 468 parents of students, and 435 students. The analysis of the study’s reports and consultations with school principals and health-promotion coordinators from participating schools guided the development of the final version of standards, in addition to the associated model of HPSS and self-evaluation procedure along with a set of tools to measure the accomplishment of the standards. The HPSS standards and self-evaluation procedure were approved by the Ministry of National Education and officially disseminated, with special schools gaining the opportunity to apply for the Health Promoting School National Certificate. The self-evaluation element of HPSS makes it possible to improve the activities of special schools with respect to health promotion while encouraging collaboration and exchange of ideas with regular schools.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132936918","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}

{"title":"A Model of Developmental Support for Children after TTTS – Case Study","authors":"Leszek Ploch","doi":"10.52291/ijse.2020.35.7","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.7","url":null,"abstract":"This paper describes a model of developmental support of a nine-year-old girl, born as a twin in the 27th week of pregnancy, with significant perinatal history. Prenatal examination diagnosed Twin-Twin Transfusion Syndrome (TTTS). Due to premature birth and numerous developmental dysfunctions resulting from it, the girl required the assistance of complex specialist care. However, in the first four years of the child’s life, the strategy of developmental support was drastically neglected. The basic aim of the study was to present the author’s individual model of support, designed especially for the four-year-old girl together with recommendations of conduct for therapists and the child’s parents. The model was developed on the basis of a multi-profile diagnosis, which allowed proposing an individual strategy for intensive developmental support for children after TTTS. Developmental support activities in the proposed model were performed for 58 months, and after this period diagnosis revealed significant changes in the level of functioning of the child regarding ways of responding to communication with the environment. The study confirmed the efficiency of an individual model of developmental support, indicating its beneficial results.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117243998","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}

{"title":"Close Intimate Relations between People with Intellectual Disabilities Constructivist Research: The Polish Perspective","authors":"Remigiusz Kijak","doi":"10.52291/ijse.2020.35.4","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.4","url":null,"abstract":"The issues raised in this article are not often mentioned in the source literature. Available studies demonstrate that partnership issues for people with intellectual disabilities appear to be among the ignored problems. Empirical evidence indicates the participation of people with disabilities in the realization of these roles, but their realization is burdened with difficulties resulting from individual predispositions and social conditions. I am directing my research on partner relationships towards a constructivist–interpretative paradigm based on ontological relativism (the multiplicity of meanings given to the category of relationship can be observed at this point, arising in subjective reconstructions—statements—of the people surveyed), subjective epistemology (arising in the course of the research, which is co-created by the cognitor and the subject), and the naturalism of methodological procedures, which means the rejection of advanced statistics in favor of cognition of the true experiences of the subjects. I have assumed a qualitative nature for the research and the biographical method was used. The research aimed to answer the questions: How are the relationships of people with intellectual disabilities understood? What meaning do people with intellectual disabilities assign to love and relationships and their own intimate relations (sexuality)? A literal linguistic analysis of the statements of those tested with the Atlas.ti software is presented in the results. The article depicts the way people with intellectual disabilities describe their relationships, how they feel in the relationships they create, and thus, what linguistic means of expression they use to communicate their intentions and expectations with respect to their partner.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115730533","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}

{"title":"Expressive Suppression in Parents of Children with Disabilities","authors":"Karolina Juszko, J. Szczepańska-Gieracha","doi":"10.52291/ijse.2020.35.5","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.5","url":null,"abstract":"Raising and caring for children with disabilities involves a number of challenges that most parents/caregivers are unprepared for. Dealing with negative emotions such as guilt, lack of fulfillment, disappointed hopes, fear, shame and even despair can adversely affect the life of the entire family. Expressive suppression protects the ward and other family members from an outward expression of the caregiver’s emotions and prevents conflicts, but it does nothing to alleviate the caregiver’s internal emotional state. This study diagnoses the problem of expressive suppression in parents/caregivers of children with disabilities and assesses the connection between suppressed emotions and anxiety/depressive symptoms based on the Courtauld Emotional Control Scale (CECS) and the shortened Hamilton Depression Rating Scale (HAMD-7). The study involved 60 parents of children with disabilities living in metropolitan, urban, and rural areas. An elevated level of expressive suppression and the occurrence of anxiety-depressive disorders occurred in over half of the parents. Using non-parametric methods, a significant weak positive correlation (p = 0.398) is observed between the sum of the points obtained on the CECS scale and the sum of the points on the HAMD-7 scale. In the group with the elevated levels of expressive suppression, a significant strong positive correlation (p = 0.612) is observed between the sum of the points obtained on the CECS scale and the place of residence (with a higher degree of expressive suppression in parents from rural areas). There is also a significant correlation between the sum of points scored on the HAMD-7 scale and the financial standing of the families (p = 0.667), which reflects the impact of low social status on the occurrence of anxiety and depressive disorders.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115348245","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}

{"title":"Child Care Workers’ Perspectives on Transition Services for Pre-school Children with Special Needs in Hong Kong","authors":"Selena K. W. Lo, Mantak Yuen, Ryder T. H. Chan","doi":"10.52291/ijse.2020.35.3","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.3","url":null,"abstract":"Transitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133869200","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}

{"title":"Personal Predictors of Parents’ Educational Aspirations for their Children with Disabilities","authors":"Janusz Kirenko, Piotr Alfred Gindrich","doi":"10.52291/ijse.2020.35.8","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.8","url":null,"abstract":"In order to address the main research problem, the authors determined the correlation between personal predictors, i.e. the level of self-esteem measured by Fitts’ Tennessee Self-Concept Scale, the styles of coping with stress examined by Endler & Parkers’ Coping Inventory for Stressful Situations, the intensity of social support measured by Norbeck Social Support Questionnaire, and the level of educational aspirations of parents of children with disabilities, assessed by K. Parental Aspirations Questionnaire. The research involved 247 mothers and fathers of children with visual, auditory, motor and intellectual disabilities. Only full families were investigated. The research relied on multiple step-wise regression analysis, factor analysis, and path analysis for mothers and fathers separately. The high level of aspirations for the education of children with disabilities was dependent on the positive self-esteem of both mothers and fathers. The article presents a discussion of the results, study limitations, practical implications and future research areas.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131679782","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}

{"title":"Teachers’ Instructional Interaction in an Inclusive Classroom: Interaction Between General Teacher and Special Assistant Teacher","authors":"Rasmitadila Rasmitadila, A. Tambunan, Reza Achmadtullah, Y. Nuraeni, A. Samsudin, M. Nurtanto","doi":"10.52291/ijse.2020.35.2","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.2","url":null,"abstract":"The purpose of this study was to determine the categories of instructional interaction, the basic patterns of instructional interactions, and the functions of the basic model of instructional interaction that occurs between the English teacher (ET) and the special assistant teacher (SAT) to help the slow learner student (SLS), in terms of instructional interaction that occurs between two teachers in an English lesson. The researchers used single-case study method research. Data were collected through observation, as well as through semi-structured interviews with the two teachers. Findings from this study indicate that the category of instructional interaction that occurs between the two consists of academic and non-academic interactions. The instructional interaction basic patterns that are formed between ET and SAT in academic interaction are initiate-response-follow-up (IRF) and initiate-response (IR). The function of the basic pattern of academic interactions is to inform delegation of academic tasks from ET to SAT and to help SLS perform academic assignments. The instructional interaction basic pattern of non-academic interaction is initiate-response (IR). The function of the basic pattern of non-academic interactions is to enhance the provision of non-academic assistance from SAT to SLS, such as motivating, and focusing on learning. If instructional interactions between ET and SAT have not been carried out optimally, then the collaboration has not been well planned.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115844939","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}

{"title":"Parent’s Involvement in the Education of their Children with Disabilities in Primary Schools of Bahir Dar City, Ethiopia: Voices of Parents","authors":"Mebrat Gedfie, D. Getahun, D. Negassa","doi":"10.52291/ijse.2020.35.6","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.6","url":null,"abstract":"The purpose of this study was to examine the extent of parents’ involvement in the education of children with disabilities and the role of parent’s socio-economic factors in their involvement in primary schools of Bahir Dar city. Qualitative research was carried out in the present study using the descriptive survey design to answer the research question. Data were collected using a questionnaire designed to measure six dimensions of parents’ involvement in education (parenting, communicating, learning at home, volunteering, decision making, and collaborating with the community) from 143 parents selected by means of a simple random sampling technique. Five primary schools were sampled for the present study. The data obtained were analyzed using both descriptive and inferential statistics such as one–way MANOVA. The results indicated that involvement in ‘parenting’ is more prevalent than among dimensions of parental involvement in education. Parents revealed a below-expected level of involvement in communicating, learning at home, volunteering.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121875354","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}

{"title":"A Change in Interpersonal Relational Capital: Through mentoring relationships and homework activities in a university setting","authors":"A. Ljungblad, G. Berhanu","doi":"10.52291/ijse.2020.35.1","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.1","url":null,"abstract":"This article presents an innovative project revolving around student participation in homework activities. The theoretical framework is relational pedagogy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Pedagogical Relational Teachership (PeRT). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence-building emerged between students and mentors over time. The examination of the mentor-student relationships highlights how a new interpersonal relational capital launched a movement with a possible change in social position, in terms of entering future university studies. The article discusses the results at a societal level in relation to equity and young people’s possibilities of participating in future university studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128039636","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}

{"title":"Labeling is not the Issue: The Benefits of Labeling Children with Learning Disabilities when Response to Intervention is Implemented","authors":"Turki Samah Alzahraney","doi":"10.52291/ijse.2023.38.1","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.1","url":null,"abstract":"Labeling students with disabilities has been an educational practice since the U.S.’s passing of P.L. 94-142 in 1975; however, the issue of students being labeled as “learning disabled” remains an ongoing controversy in special education. While some researchers have focused on the negative stigma surrounding students with learning disability (LD) labels, others have highlighted the positive outcomes of these students. This paper analyzed both perspectives on the labeling of students with LDs and focused on its positive outcomes to demonstrate that labels help these students succeed in school. It also discussed the rationales for using the IQ-achievement discrepancy model and the response to intervention (RTI) approach, including their varying implementation procedures and methods, to identify students with LDs. Finally, it addressed the barriers to successfully implementing RTI in schools and explained the implications of using this approach with students with LDs, parents, general educators, and special educators.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130540202","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}