International Journal of Special Education (IJSE)最新文献_第5页

Virtual assessments for students with disabilities: A case study from India: Virtual assessment in reading 残疾学生的虚拟评估:来自印度的案例研究:阅读中的虚拟评估

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.36

Radhika Misquitta

{"title":"Virtual assessments for students with disabilities: A case study from India: Virtual assessment in reading","authors":"Radhika Misquitta","doi":"10.52291/ijse.2022.37.36","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.36","url":null,"abstract":"The pandemic in India impacted over 247 million learners (UNICEF, 2021). Children with disabilities were at a significant disadvantage, losing access to rehabilitation, medical and remedial services (Verneker et al., 2020). This article presents a guide to assessing students virtually. It explores one teacher’s attempts to navigate learning to read remotely using a digital curriculum-based measurement tool, Fluency Assessment for Benchmarking in Literacy education (FABLe). It discusses the processes she employed to set goals, monitor progress, and structure virtual assessments over the course of an academic year to build reading fluency. Overall, virtual assessments were easy to conduct. Teachers require two devices when conducting FABLe virtually, one to share the reading passage, and one to mark progress. FABLe provides end-of-year benchmark goals that can be used as individual target goals for students. More research is needed to develop benchmarks specific to the Indian context. FABLe data were most useful when communicating progress with parents and informing instructional practices. Many processes used to implement FABLe virtually can be applied to face-to-face settings, such as goal setting and progress monitoring schedules. Learning was impacted for students from lower socioeconomic backgrounds who struggled with access to the internet and support in the home settings.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121125199","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

Orientation and Mobility Services in Nigeria by Vision Status 尼日利亚的定向和流动服务

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.35

P. Ajuwon, Samuel Olawuwo, Adaka T Ahon, N. Griffin-Shirley, The Nguyen, R. Stallings

{"title":"Orientation and Mobility Services in Nigeria by Vision Status","authors":"P. Ajuwon, Samuel Olawuwo, Adaka T Ahon, N. Griffin-Shirley, The Nguyen, R. Stallings","doi":"10.52291/ijse.2022.37.35","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.35","url":null,"abstract":"In many developing countries, orientation and mobility (O&M) services and programs are inadequate. A survey of 296 visually impaired Nigerians was conducted in 2018 to assess availability of, and experiences with, O&M services and training. Three-fourths of those sampled were blind. O&M items were analyzed by vision status. Persons with partial sight were more likely than blind persons to use a cane without the assistance of a human guide and less likely to ask for help if lost and unaccompanied. However, they did not express more confidence in their ability to travel independently, suggesting a sense of stigmatization. Level of confidence was positively associated with the extent of training and degree of skill in both orientation and mobility, supporting the importance of training with sufficient intensity. Analysis revealed that many partially sighted individuals were substituting another device for a white cane, yet reporting either not wanting or needing a white cane, implying a perception of stigmatization. Among those owning white canes, blind persons reported more difficulty navigating independently, citing primarily physical impediments and adverse topographic conditions. Recommendations are made for local manufacture of white canes, improvements in physical infrastructure, and establishment of a national registry of all persons with disabilities.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126118678","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

Scholastic status of congenitally blind children following sight surgery 先天性失明儿童视力手术后的学业状况

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.49

{"title":"Scholastic status of congenitally blind children following sight surgery","authors":"","doi":"10.52291/ijse.2022.37.49","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.49","url":null,"abstract":"India is home to a large population of blind children, many with treatable conditions. Project Prakash identifies treatable blind children and provides them with eye surgeries. Once treated, these children are given the opportunity to further their education. To understand their educational needs, we undertook a diagnostic screening exercise. Specifically, we designed math proficiency assessments and evaluated the scholastic preparation of 54 Prakash children across a broad age range. We found that the proficiency of most Prakash children was well below age-appropriate levels. Even those enrolled in high schools had assessed proficiencies around the 3rd-grade level. Furthermore, due to a lack of basic instruction on interpreting print material, many children continued using Braille even after gaining sight. The contrast that these findings present relative to the official standing of the children in their schools makes a compelling case for more rigorous assessments and better educational interventions for visually-impaired/sight-restored children. Also, we argue that these educational interventions should be coupled with visual function assessments to ensure that the presented material is accessible to the child. Our scholastic assessments, suitable for being administered over the phone, will be made available for use by other researchers and educationists.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123446644","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 Effectiveness of a Recreational Program in Decreasing the Level of Anxiety at COVID-19 and Improving the Social Interaction of Children with Intellectual Disability 娱乐项目在降低COVID-19焦虑水平和改善智力残疾儿童社会互动中的有效性

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.51

Mahmoud Mohamed Eltantawy

{"title":"The Effectiveness of a Recreational Program in Decreasing the Level of Anxiety at COVID-19 and Improving the Social Interaction of Children with Intellectual Disability","authors":"Mahmoud Mohamed Eltantawy","doi":"10.52291/ijse.2022.37.51","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.51","url":null,"abstract":"The COVID-19 crisis has affected different life aspects; its greatest impact was perceived on the weakest social categories, including people with intellectual disabilities, as precautionary measures have imposed more restrictions upon them. This study, thus, aims at decreasing the anxiety level at COVID-19 as well as improving the social interaction of children with mild intellectual disabilities. The sample of the study consists of 10 intermediate children with intellectual disabilities, enrolled in the 1st to the 3rd intermediate stages in intellectual disability programs in Riyadh, ranging from 12 to 15 years old, with an age average of 13.8. The study relied on the quasi-experimental method where the recreational program is the independent variable whereas anxiety and social interaction skills are the dependent ones. As such, the study depends on several tools that are prepared by the researcher, the COVID-19 anxiety scale, the social interaction scale of children with intellectual disabilities during the COVID-19 period, and the recreational program. The findings of the study disclosed the effectiveness of the program in decreasing the anxiety level and improving the social interaction level of children with intellectual disabilities. The study recommends carrying out more research about using recreational programs in decreasing some issues from which children with intellectual disabilities suffer due to COVID-19 as well as stressing the importance of practicing recreational and entertaining activities for children with mental disabilities in and outdoors, while following the precautionary measures, or virtually if this is not possible.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128376361","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

Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School 魁北克小学情绪与行为障碍学生全纳教育的本体系统与微观系统条件

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.38

C. Verret, Nancy Gaudreau, L. Massé, Marie-France Nadeau

{"title":"Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School","authors":"C. Verret, Nancy Gaudreau, L. Massé, Marie-France Nadeau","doi":"10.52291/ijse.2022.37.38","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.38","url":null,"abstract":"Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document the perceptions of primary school stakeholders concerning the favorable and unfavorable conditions that support inclusive education with student presenting emotional and behavioral disorders (EBD), more specifically about the characteristics of the students (onto) and the school environment (micro). Based on a qualitative interpretative approach, interviews were conducted with 58 school stakeholders at five Quebec primary schools. The results of content analysis for ontosystem showed that school stakeholders perceived the characteristics of students with EBD from a deficit perspective, which relied on perceptions that students do not have sufficient skills for inclusive education to be considered. From the microsystemic perspective, participants reported that inclusive education is fostered by the quality of relationships between students and school stakeholders, the educational practices, and the needs of support from paraprofessionals. The results underline the complexity surrounding key conditions to successfully realizing the project of inclusive education for students having EBD.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133506679","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 on the Development and Validation of Disability Empathy Scales for Pre-Service Early Childhood Teacher 职前幼儿教师残疾共情量表的编制与验证研究

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.47

J. Choi

引用次数: 0

The Role of Teachers’ Teaching Strategies on Peer Acceptance: Study in Inclusive Madrasas in Indonesia 教师教学策略对同伴接纳的作用:印尼全纳伊斯兰学校的研究

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.37

F. Kurniawati, Ade Siti Mariyam

引用次数: 1

Curriculum implemented for students with specific learning disabilities in Jordanian resource rooms 在约旦资源教室为有特殊学习障碍的学生实施的课程

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.48

Eman Al-Zboon, K. Al-Dababneh, Haitham Baibers

引用次数: 0

Tutoring in University Education as an Extended Perspective (Reality) and an Element of Inclusive Education 大学教育中的辅导:一个延伸的视角(现实)和全纳教育的要素

International Journal of Special Education (IJSE) Pub Date : 2022-11-11 DOI: 10.52291/ijse.2022.37.50

Dorota Prysak, Anna Wojtas-Rduch, Sebastian Mrózek

{"title":"Tutoring in University Education as an Extended Perspective (Reality) and an Element of Inclusive Education","authors":"Dorota Prysak, Anna Wojtas-Rduch, Sebastian Mrózek","doi":"10.52291/ijse.2022.37.50","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.50","url":null,"abstract":"Tutoring as a certain architecture of academic excellence is a method of preparing students for work, creating conditions for further research activities, and restoring the personal growth function of university education, whose goal is to foster attitudes and values that are understood as universal goods (Dziedziczak-Foltyn et al., 2020). The article consists of the following parts: an introduction and the main sections, presenting successively the basic theories, the applied methodology, the main analysis, and the conclusions. The main objective of this paper is to organize the theoretical foundations of tutoring and present the results of a study conducted by a team of researchers from the Faculty of Arts and Educational Science at the University of Silesia in Katowice. The members of the above-mentioned tutoring research team are the authors of this article. The research concerned the ways of defining tutoring by students of pedagogical fields of study who carry out tutoring in inclusive education institutions. In the course of the research, it turned out that tutoring is defined as a method, support, practice, teaching, experience, development, relationship, work, and observation. The method applied in their research is qualitative analysis.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128071457","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 review of evidence based practices to support students with oppositional defiant disorder in classroom settings 基于证据的实践在课堂环境中支持对立违抗性障碍学生的回顾

International Journal of Special Education (IJSE) Pub Date : 2022-08-05 DOI: 10.52291/ijse.2022.37.29

Conor Barker, Jenn de Lugt

{"title":"A review of evidence based practices to support students with oppositional defiant disorder in classroom settings","authors":"Conor Barker, Jenn de Lugt","doi":"10.52291/ijse.2022.37.29","DOIUrl":"https://doi.org/10.52291/ijse.2022.37.29","url":null,"abstract":"The purpose of this systemic review of empirical research was to investigate available evidence-based interventions for use with students with oppositional defiant disorder (ODD) in general classroom settings. ODD is a specific disorder characterised by angry/irritable mood, argumentative/defiant behavior, and vindictiveness. Often ODD is hidden in the extant literature, as it is categorized under the umbrella term emotional and behavioral disorders (EBD) along with sometimes non-related disorders (attention-disorders, mood disorders, anxious disorders). This review of 26 articles focused on interventions for students whose behaviours were characteristic of ODD in classroom settings. While much of the research regarding the treatment of ODD consists of clinical strategies (e.g., family therapy, exercise programs, and community supports), it is essential that teachers have strategies to support students with ODD in inclusive general education classroom settings. Three main types of interventions emerged from this review: functional behaviour analysis, group contingency, and self-monitoring strategies. A number of other non-categorical strategies are also presented and discussed. Percentages of nonoverlapping data (PND) were calculated to explore the effect of these interventions in improving adaptive behavior, and in decreasing disruptive behavior. The resulting review provides recommendations and strategies for how teachers can support students with ODD in their classrooms.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"43 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114007321","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