International Journal of Special Education (IJSE)最新文献_第3页

Analysis of the Application of Pedagogical Technology to the Learning of Children with ASD 教学技术在自闭症儿童学习中的应用分析

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.8

引用次数: 0

Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective 聋人学生叙事中的介词短语:功能视角

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.9

M. Manar, Dadang Sudana, I. Lukmana

{"title":"Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective","authors":"M. Manar, Dadang Sudana, I. Lukmana","doi":"10.52291/ijse.2023.38.9","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.9","url":null,"abstract":"Comprehending the linguistic features of deaf student writers in comparison to those of the hearing group at the further phase helps in providing pedagogical treatment for mitigating the linguistic gap between both. In line with this idealism, the present study aims to reveal the phenomena of prepositional phrase positions and patterns of deaf and hearing students in representing the circumstances of their real-life narratives. Four stories about being chased by a dog were elicited from each of the groups. The analysis was carried out by employing the table adapted from the experiential framework of Halliday and Matthiessen (2004). The findings in general reveal the less flexible positions of prepositional phrases and the less complex prepositional phrase patterns of the deaf group. Though the results of this study might not be absolutely conclusive, at least they portray the insight into the certain tendency between both groups of students in representing the circumstances for their meaning making of narratives. At the further phase, the findings of the present study are expected to provide benefits for language teachers and practitioners in the context of special education especially the case of deafness.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124608936","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

Towards the institutionalization of inclusive education in Palestinian kindergartens 迈向巴勒斯坦幼儿园全纳教育的制度化

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.7

Rabiha M. I. Elyan

{"title":"Towards the institutionalization of inclusive education in Palestinian kindergartens","authors":"Rabiha M. I. Elyan","doi":"10.52291/ijse.2023.38.7","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.7","url":null,"abstract":"Despite the importance of inclusive education as a human right for people with special needs, clear foundations and criteria are absent for integrating children with special needs into kindergartens in Palestine. This has led to their exclusion from Palestinian kindergartens, whether directly or indirectly. This study identifies the foundations needed for the institutionalization of inclusive education in Palestinian kindergartens (KG), and the requirements for implementing these foundations. The study utilized qualitative data collection and analysis methods and conducted semi-structured interviews with specialists in inclusion, educational policymakers, kindergartens principals and teachers, and parents. In addition, the content of the national documents that deal with inclusive education was analyzed, with special reference to the issue of inclusion in kindergartens. Grounded theory techniques were used to conduct an inductive analysis of qualitative data (thematic analysis). The results showed that four themes and thirteen sub-themes denote the essential foundations that must be integrated towards the institutionalization of inclusive education in Palestinian kindergartens. These essential foundations are: activating the right base, formulating policies, developing practices, and creating trends. Accordingly, several sub-elements were identified from each of the essential foundations. The study proposes specific recommendations that might help overcome the challenges ahead in the process of institutionalizing inclusive kindergartens in the Palestinian context.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948000","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: 1

Early Indicators of Good Reading Skill: Grade 3 Learners in Focus, Ethiopia 良好阅读技能的早期指标:三年级学生的焦点，埃塞俄比亚

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.10

{"title":"Early Indicators of Good Reading Skill: Grade 3 Learners in Focus, Ethiopia","authors":"","doi":"10.52291/ijse.2023.38.10","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.10","url":null,"abstract":"The article presents early indicators of good reading skills for Grade 3 learners. It employed an explanatory sequential mixed methods design by which quantitative data collection and analysis occurred first, followed by qualitative data collection and analysis. The intention of using this design was that qualitative data would explain and contextualize the quantitative findings. The quantitative part constitutes a non-equivalent control group design in a quasi-experimental approach. It used naturally occurring intact groups that already existed before and after a quasi-experimental treatment occurred to make comparisons between groups. It involved 1,325 Grade 3 learners selected by convenient sampling technique from 10 primary schools. It used a reading achievement test for quantitative data collection in both groups after and before the intervention. It analyzed quantitative data with the help of a t-test and ANCOVA. Under the qualitative part, a multiple case study design was employed via interviews and observation of learners, teachers, and parents. Qualitative data were analyzed thematically. The findings indicated that there was an association between reading achievement and learners’ linguistics skills, schema, motivation, and reading self-efficacy. Therefore, teachers are advised to emphasize early indicators of reading skills in order to make Grade 3 learners more beneficiaries.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114152906","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

Beery VMI Scores of Children with Autism Spectrum Disorder Undergoing Occupational Therapy 接受职业治疗的自闭症谱系障碍儿童的VMI得分

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.4

Blair Carsone, K. Green, W. Torrence, Bridgett Henry

{"title":"Beery VMI Scores of Children with Autism Spectrum Disorder Undergoing Occupational Therapy","authors":"Blair Carsone, K. Green, W. Torrence, Bridgett Henry","doi":"10.52291/ijse.2023.38.4","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.4","url":null,"abstract":"Visual motor integration (VMI) is the ability to control hand movements through vision. Children with autism are at risk for VMI deficits although this correlation is well described in previous research not much else is known about the relationship between autism and VMI. This study investigated the potential predictors of VMI performance in children with autism. The impact of occupational therapy attendance, age, gender, and pre-Beery-Buktenica Developmental Test of VMI scores on post-Beery-Buktenica Developmental Test of VMI scores were analyzed. Secondary data from 104 subjects were analyzed using multiple linear regression. It was concluded that the pre-Beery-Buktenica Developmental Test of VMI score was the greatest predictor of the post-Beery-Buktenica Developmental Test of VMI score. Age and gender were not predictive. Occupational therapy attendance was not a significant predictor; however, there was a significant difference between pre and post-assessment scores. The findings of this study illustrate that children with autism who have VMI deficits can benefit from rehabilitation services, that all ages and both genders can expect similar positive outcomes, and that these positive changes were not limited by attendance. Professionals can utilize the predictive model to formulate realistic goals based on current VMI performance for both rehabilitative and school settings.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121986835","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

Exploring teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education: General and special education teachers in Mkushi District, Zambia 探讨教师对全纳教育持续专业发展(CPD)的看法:赞比亚姆库什地区普通教育和特殊教育教师

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.13

Nchimunya Ng’andu

{"title":"Exploring teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education: General and special education teachers in Mkushi District, Zambia","authors":"Nchimunya Ng’andu","doi":"10.52291/ijse.2023.38.13","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.13","url":null,"abstract":"The purpose of this study was to explore teachers’ perceptions of Continuing Professional Development (CPD) for inclusive education in Mkushi District, and its role in improving pedagogical practices in inclusive settings. The study was conducted among 78 general and special education teachers teaching in primary and secondary schools that were either special or inclusive education schools. A survey research design was used to measure teachers’ perceptions about the current practices in inclusive education and their training needs to enable them to implement inclusive education. A self-administered online questionnaire was sent out to participants, through which quantitative and qualitative data were collected and analyzed. The findings suggest that generally, teachers in Mkushi have positive perceptions about CPD for inclusive education and were enthusiastic about the practice. However, the teachers indicated that they needed CPD to focus on how to teach in inclusive settings and to develop skills in adapting teaching materials to meet learners’ needs. The teachers believed that these training needs could be achieved if they were trained by experts in inclusive education. It is hoped that the findings of this research would lead to more effective models for teachers’ professional development in inclusive education in Zambia.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122173059","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: 1

The project “Colour Made Inclusive” as an example of creative education for youths “色彩包容”项目是青少年创意教育的典范

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.14

Justyna Siemienow

引用次数: 0

Mothers As New Teachers During The COVID-19 Pandemic: Challenges and Opportunities 2019冠状病毒病大流行期间母亲作为新教师:挑战与机遇

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.16

Sultan Kilinc, Sara Jo Soldovieri, Mary E. Fitzgerald

{"title":"Mothers As New Teachers During The COVID-19 Pandemic: Challenges and Opportunities","authors":"Sultan Kilinc, Sara Jo Soldovieri, Mary E. Fitzgerald","doi":"10.52291/ijse.2023.38.16","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.16","url":null,"abstract":"COVID-19, as a global pandemic, has generated extreme disruptions and challenges worldwide in social, economic, healthcare, and educational systems. To reduce the virus’s transmission, education systems moved to remote learning in the spring of 2020, with little to no time for preparation. This paper examines the educational experiences of parents of students with disabilities whose children attended PreK-6th public schools in the US during the COVID-19 pandemic using a Disability Studies in Education theoretical framework. In this qualitative phenomenological study, we interviewed 15 mothers of students with disabilities on Zoom. Using constant-comparative data analysis, we identified a theme revealing mothers’ new identities as teachers of their children with disabilities at home, which brought unique challenges and opportunities. The mothers’ challenges were related to the school’s overreliance on them in remote learning, balancing multiple responsibilities, the need to re-learn academic content and new technology, and the collision of teacher and mom identities and school and home boundaries. These challenges strained mother-child relationships and negatively influenced the mothers’ mental health and well-being. However, their new identity as new teachers also generated new opportunities. Particularly, remote learning made school practices transparent, and mothers reconceptualized their children’s abilities and realized their competence for learning.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129181523","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

Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students with Extensive Support Needs 扰乱系统:社会系统如何使有广泛支持需求的学生的教育隔离永久化

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.6

Kirsten R. Lansey, Kristin K. Burnette, Diane L. Ryndak

引用次数: 0

Kuwait Parents’ Attitudes toward Inclusive Education for Students with Intellectual Disabilities in General Education 科威特家长对通识教育中智障学生全纳教育的态度

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.11

Hawaa Alshemari, L. S. Stansberry Brusnahan, Amira Albagshi

{"title":"Kuwait Parents’ Attitudes toward Inclusive Education for Students with Intellectual Disabilities in General Education","authors":"Hawaa Alshemari, L. S. Stansberry Brusnahan, Amira Albagshi","doi":"10.52291/ijse.2023.38.11","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.11","url":null,"abstract":"This study investigated the attitudes (i.e., beliefs, feelings, and behavioral intentions) of Kuwaiti parents about providing students with intellectual disabilities (ID) an inclusive education in general education classrooms. One hundred seventy-seven parents from the six governorates in Kuwait participated in this study. The researchers utilized a survey method to examine the parents’ attitudes with a concentration on eight demographic attributes: gender, age, level of education, knowledge about people with ID, having a child with a disability, contact with a person with ID, having school-age children, and the governorate where they live. The results indicated that parents who had contact with or had children with ID held the most positive attitudes toward providing students with disabilities an inclusive education in general education. The findings of the study provide a comprehensive view of the importance of the inclusion of people with disabilities in attitude. In this study, we identified predictor factors that affect the attitudes of parents and implications.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134154068","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