International Journal of Special Education (IJSE)最新文献_第4页

Increasing Concentration of Attention Deficit Hyperactivity Disorder (ADHD) Students Through Gamification Learning Media in Indonesian Inclusion Elementary School 游戏化学习媒体对印尼全纳小学注意缺陷多动障碍(ADHD)学生注意力集中的影响

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.15

Adistyana Pitaloka Kusmawati, F. Fahrurrozi, Asep Supena

{"title":"Increasing Concentration of Attention Deficit Hyperactivity Disorder (ADHD) Students Through Gamification Learning Media in Indonesian Inclusion Elementary School","authors":"Adistyana Pitaloka Kusmawati, F. Fahrurrozi, Asep Supena","doi":"10.52291/ijse.2023.38.15","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.15","url":null,"abstract":"This study aims to determine the patterns of increasing concentration of Special Needs students in Indonesian Elementary Schools. Since these students often have difficulty understanding the educational process, gamification is considered an alternative to improve their learning outcomes and concentration in Elementary School. In this study, a descriptive-qualitative approach was implemented to describe the techniques used by the teacher to improve students’ learning concentration in the classroom. A total of 13 participants, consisting of 4 Elementary School teachers, 4 Special Needs students, 4 parents, and 1 inclusion institution principal, were observed and interviewed. Furthermore, data collection techniques included in-depth interviews, Focus Group Discussion (FGD), and classroom observation. The results showed that there was an increase in the concentration of ADHD students after using gamification media in the learning process. The parents of these students provided adequate support, and the principal’s policy recommended strengthening parental relationships and using gamification media. These results are expected to be useful for teachers and study experts interested in conducting various analyses on ADHD students.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"26 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":"130936708","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

Dimensions of Classroom-Based Assessments in Inclusive Education 全纳教育课堂评估的维度

International Journal of Special Education (IJSE) Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.12

Jana Jungjohann, Markus Gebhardt

{"title":"Dimensions of Classroom-Based Assessments in Inclusive Education","authors":"Jana Jungjohann, Markus Gebhardt","doi":"10.52291/ijse.2023.38.12","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.12","url":null,"abstract":"Inclusive education aims to provide learning progress for all. It requires assessments to identify learning levels and progress and to adapt and evaluate instruction. We extend the classroom-based assessment (CBA) approach and argue that CBA in inclusive schools consists of the four dimensions of Instructional Decision-Making, Educational Assessment, Identification of Students with Special Educational Needs, and Progress Monitoring. For this paper, we developed both a framework of CBA for research interests and individual scales for each dimension (6 to 9 items per scale) in order to identify the four dimensions in which teachers need further training. To create a more manageable instrument for education and training practice, we tested a combined model as a questionnaire. In a survey of 110 teachers and 152 pre-service special education teachers (N = 252), the individual scales had good internal consistency (α = .92, .82, .92, .93). Using Confirmatory Factor Analysis, an initial combined model, consisting of the revised individual scales, showed acceptable fit values (CFI = 0.94, TLI = 0.89, RMSEA = 0.07, SRMR = 0.06) almost everywhere. The further development of the questionnaire and its significance and relevance for inclusive educational practice will be discussed.","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":"128883410","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: 3

Opinions of Teachers Working in Special Education Schools on the Individualized Education Program Team 特殊教育学校教师对个性化教育项目组的看法

International Journal of Special Education (IJSE) Pub Date : 2022-12-06 DOI: 10.52291/ijse.2022.37.44

Yahya Çıkılı, Hilmi Ünal

引用次数: 0

Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia 小学学科教师实施全纳教育的准备度感知:对埃塞俄比亚教师教育的启示

International Journal of Special Education (IJSE) Pub Date : 2022-12-04 DOI: 10.52291/ijse.2022.37.42

Tsigie Genet Zegeye

{"title":"Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia","authors":"Tsigie Genet Zegeye","doi":"10.52291/ijse.2022.37.42","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.42","url":null,"abstract":"The objective of this study was to examine teachers’ perceptions of readiness for teaching in inclusive classrooms using a survey design. It also explored teachers’ views on factors that hinder them apply inclusive education. A questionnaire consisting of open and close-ended items was administered to collect data from participant eachers. The close-ended questions measured teachers’ perceptions of readiness and open-ended questions solicited information on factors that hinder teachers to implement inclusive education. Data collected from 80 sample teachers were analyzed. Findings indicated that teachers had lower levels of readiness for teaching in nclusive classrooms. While variables such as participants’ gender and grade level taught do not generate variations in teachers’ perceptions of readiness, teaching experience seemed to generate variations. It is revealed that the lack of short-term pieces of training and knowledge and skills teachers gained in teacher training programs which were insufficient and were not quite useful for teaching in inclusive classrooms were factors identified by teachers that affect inclusive education implementation. In general, teachers lack the readiness to teach in inclusive classrooms. So, to make inclusive education a success for students with special needs, it is high time to evisit the teacher education program in Ethiopia.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125351575","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

Technology as a learning tool. Access of autistic children to e-learning 作为学习工具的技术。自闭症儿童获得电子学习的机会

International Journal of Special Education (IJSE) Pub Date : 2022-12-04 DOI: 10.52291/ijse.2022.37.46

Joanida Musaray, Blerina Muskaj

引用次数: 2

Knowledge about anger in children with a mild intellectual disability 轻度智障儿童关于愤怒的知识

International Journal of Special Education (IJSE) Pub Date : 2022-12-04 DOI: 10.52291/ijse.2022.37.43

Marzena Buchnat, A. Jasielska

引用次数: 1

Hear Our Voice: Motivational Curriculum and Perceptions of Adults with Intellectual Disability 聆听我们的声音:智障成人的激励课程与认知

International Journal of Special Education (IJSE) Pub Date : 2022-12-04 DOI: 10.52291/ijse.2022.37.45

Pamela Lindsay

{"title":"Hear Our Voice: Motivational Curriculum and Perceptions of Adults with Intellectual Disability","authors":"Pamela Lindsay","doi":"10.52291/ijse.2022.37.45","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.45","url":null,"abstract":"Students with intellectual disability (ID) benefit from classrooms offering specialized curricula and resources designed to meet their individual learning needs. This qualitative, single descriptive case study applied Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivational Instruction Model to reading instruction for adults with ID in a Northern California learning environment previously excluding a specific motivational curriculum component. Twelve adult student participants with ID experienced a reading workshop curriculum including and without the addition of Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational instruction model. The research questions, presented in a focus group format, asked how the students described their perceptions of learning ability in the four ARCS focus areas of attention, relevance, confidence, and satisfaction. The sub-questions asked which areas the students perceived as the most engaging part of each workshop. Four instructor participants also provided classroom observations in post-workshop interviews. Resultant themes identified that perceived personal connection to class material, personal support, and recognition of accomplishment motivate student concept learning, engagement, and success. Implications and recommendations for scholars, practitioners, and leaders present suggestions for developing new models or adapting existing models for motivational instruction designed for optimal education of this special student group.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132885488","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

Translating inclusion for students with visual impairment and special educational needs in French-speaking Belgian school organizations 在讲法语的比利时学校组织中为有视力障碍和特殊教育需要的学生翻译包容性

International Journal of Special Education (IJSE) Pub Date : 2022-11-21 DOI: 10.52291/ijse.2022.37.41

Farah Dubois-Shaik

引用次数: 0

Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review 儿童和青少年的生命限制或危及生命的条件-概述主题教育实践:一个范围审查

International Journal of Special Education (IJSE) Pub Date : 2022-11-21 DOI: 10.52291/ijse.2022.37.39

Martina Haroková, Jan Crastina

{"title":"Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review","authors":"Martina Haroková, Jan Crastina","doi":"10.52291/ijse.2022.37.39","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.39","url":null,"abstract":"Objectives: The scoping review (ScoRev) presents the literature relating to the education of children and youth with life-limiting conditions (LLC) and life-threatening conditions (LTC) and identifies and describes the topics that appear in the literature. Method: The scoping review was conducted based on Arksey and O’Malley’s 5-stage ramework. In a total of five databases, ProQuest, ERIC, Web of Science, Scopus, and EBSCO Discovery Service a combination of keywords was used to identify 14 records published in 2002- 2018 that corresponded to the ScoRev selection criteria. These records were then analyzed in terms of content and classified into thematic ategories and subcategories. Results: The ScoRev selection consisted of a dissertation and thirteen journal articles. A well-elaborated topic of the studies related to the teacher’s roles, experiences, and needs in the education of a child with LLC or LTC. Other topics included the challenges in the education of these children, intervention, or eath of a child in school. The topic of education of students with life-limiting or life-threatening conditions is most frequently assessed from the teacher’s perspective. Conclusion: The results of the ScoRev may suggest a lack of available resources that would reflect the current practice of educating children and youth with LLC and/or LTC n a general basis.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132056497","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

Cognitive profiles of students with hearing loss as a pathway for differentiated instruction 听力损失学生的认知概况作为差异化教学的途径

International Journal of Special Education (IJSE) Pub Date : 2022-11-21 DOI: 10.52291/ijse.2022.37.40

Pooja Gupta

{"title":"Cognitive profiles of students with hearing loss as a pathway for differentiated instruction","authors":"Pooja Gupta","doi":"10.52291/ijse.2022.37.40","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.40","url":null,"abstract":"\"Hearing loss can disrupt a child’s cognitive abilities and academic growth in areas such as reading, writing, math, social studies, and sciences. Yet educational interventions to enhance the cognitive performance of students with hearing loss remain uncertain because researchers have not holistically mapped the cognitive profiles of this opulation. The goal of the study was to compare the cognitive profiles of elementary, middle, and high school students with hearing loss to determine typical patterns of cognition. The participants included diagnosticians in a targeted school district who responded to a survey about the cognitive profiles of students with hearing loss who received special education services under the Individuals with Disabilities Education Act. The study employed heat maps to visually chart the strengths and weaknesses of the sample and render the results accessible to general practitioners. The findings of this study revealed that almost all students in the population were functioning in he below-average to average range on all cognitive abilities. Patterns of performance indicated that if a student scored below average on one cognitive ability, they likely performed below average on the other cognitive abilities. The study indicates that interventions should be designed to address each student’s individual profile. \"","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"36 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125726776","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