International Journal of Special Education (IJSE)最新文献_第8页

Relation between quality of life and physical literacy of young adolescents with Autism Spectrum Disorder 自闭症谱系障碍青少年生活质量与身体素质的关系

International Journal of Special Education (IJSE) Pub Date : 2022-01-05 DOI: 10.52291/ijse.2021.36.14

Iuliia Pavlova, I. Bodnar, A. Hamade, D. Mosler, E. Małolepszy, Teresa Drozdek-Małolepsza

{"title":"Relation between quality of life and physical literacy of young adolescents with Autism Spectrum Disorder","authors":"Iuliia Pavlova, I. Bodnar, A. Hamade, D. Mosler, E. Małolepszy, Teresa Drozdek-Małolepsza","doi":"10.52291/ijse.2021.36.14","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.14","url":null,"abstract":"This study aims to obtain knowledge of how ASD individuals differ from their normally developed equals in terms of physical literacy and quality of life on a stage of early adolescents. Data have been collected from two samples: 18 males with autism spectrum disorders (ASD) aged 11–13 years (main group) and 30 males aged 11–12 years without ASD diagnosis (control group, CG). Canadian Assessment of Physical Literacy – second edition (CAPL-2) has been applied for assessing the level of physical literacy. Pediatric Quality of Life Inventory (PedsQL™4.0) has been used to assess the quality of life. Children with ASD have the most significant lag in static strength endurance of muscles (84%), coordination, dynamic, and static balance lag behind the standard (by 67% to 45%). The quality of life following the Emotional Functioning scale is relatively low both in children with ASD (58.42 ± 19.51 points) and healthy respondents (69.50 ± 17.04 points). Respondents with ASD indicate that it is hard to establish good relationships with other children (47.37%), had complaints about bullying (21.05%), and maintain the required pace of the game (68.43%). Physical education programs should focus more on coping with disabled children in the integration environment and better preparation of ASD children for physical activity which requires social interaction like playing sports games.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117218650","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

Paradigm as a Critical Analysis Tool in Education/Special Education 范式作为教育/特殊教育的批判性分析工具

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.5

Amadeusz Krause

引用次数: 3

Socio-Pedagogical Determinants of Social Acceptance of People with Disabilities 社会接纳残障人士的社会教育决定因素

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.4

Zdzisław Kazanowski, Agnieszka Żyta

{"title":"Socio-Pedagogical Determinants of Social Acceptance of People with Disabilities","authors":"Zdzisław Kazanowski, Agnieszka Żyta","doi":"10.52291/ijse.2021.36.4","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.4","url":null,"abstract":"The social acceptance of people with disabilities is multidimensional and is often analyzed concerning various factors. Both external (demographic) factors, e.g. age, gender, place of residence, type of education or occupation, and internal factors (e.g. level of intelligence, self-esteem, sense of coherence) can be taken into consideration. The study presents the results of an analysis of the relationship between socio-demographic factors, characteristics of the family environment, social relations, contact with people who have disabilities, and the level of social acceptance of people with disabilities. The study uses the Disability Acceptance Scale, which consists of 27 statements and is a tool used to measure the level of acceptance of people with disabilities in three dimensions: (1) the acceptance of support given to people with disabilities; (2) the acceptance of inclusion of people with disabilities in the institutions of social life; (3) the acceptance of competences of people with disabilities to function in social roles. The study involved 313 people living in south-eastern Poland, including 156 women (49.84%) and 157 men (50.16%).The results of the research showed that regarding socio-demographic factors there are no statistically significant differences between the level of acceptance of people with disabilities depending on the gender of the respondent;, while differences are observed between different age groups and people living in different types of living environment. In the context of the family environment, the factors affecting the level of acceptance were the mother’s education and the father’s employment. Concerning social relations with people with disabilities, having a family member with a disability and having contact with a student with a disability at school were found to be significant factors affecting social acceptance.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115773363","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

Robot-Mediated Interventions to Enhance Communication and Social Abilities of Children and Youth with Disabilities: a Review of the Literature 机器人干预提高残疾儿童和青少年的沟通和社交能力:文献综述

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.10

Jiyeon Park, Y. Baek, Bo-Lyeong Lim, Heeseon Ko

{"title":"Robot-Mediated Interventions to Enhance Communication and Social Abilities of Children and Youth with Disabilities: a Review of the Literature","authors":"Jiyeon Park, Y. Baek, Bo-Lyeong Lim, Heeseon Ko","doi":"10.52291/ijse.2021.36.10","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.10","url":null,"abstract":"Objectives: The current paper presents a review of the literature discussing the trends in research that conducted robot-mediated interventions to enhance communication and social abilities of children and youth with disabilities. Method: Thirty-two dissertation or research articles published after 2000 were selected and divided into thematic categories for analysis, including participants, setting, research method, characteristics of robot-mediated interventions, roles of robots, and the results of studies. Results: First, the research most frequently focused on children and youth with Autism Spectrum Disorders. Second, most of the research was conducted in educational settings. Third, most research used quantitative research design, in particular a single-subject research design method was the most common. Fourth, in most of the research humanoid robots assisted the intervention, acting as an interaction partner of participants and as an instrumental medium to prompt the participants to demonstrate desirable behavior. Finally, most studies reported positive effects of robot-mediated intervention in the communication and social abilities of children and youth with disabilities. Conclusion: The paper provides the outcomes and limitations of robot-mediated interventions for children and youth with disabilities and the implications for future research.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116303522","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

Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience 尼日利亚小学教师对全纳教育的态度:个性和工作经验的贡献

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.1

V. O. Odo, Evelyn N. Onah, Ikechukwu V. N. Ujoatuonu, A. Okafor, Alexandra N. Chukwu, J. Juliet, Nwufo Nwufo, B. Karatu, P. Mefoh

引用次数: 4

A curriculum for students with intellectual disabilities in Jordan 约旦智力残疾学生的课程

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.6

Eman Al-Zboon

引用次数: 0

Sense of Support in the Work of Early Education Teachers from Big Cities and Small Towns / Villages: Perspective of Inclusive Education Children with Disabilities in Poland 大城市和小城镇/乡村早教教师工作中的支持感:波兰残疾儿童全纳教育的视角

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.11

I. Chrzanowska

{"title":"Sense of Support in the Work of Early Education Teachers from Big Cities and Small Towns / Villages: Perspective of Inclusive Education Children with Disabilities in Poland","authors":"I. Chrzanowska","doi":"10.52291/ijse.2021.36.11","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.11","url":null,"abstract":"Inclusive education is a challenge for educational systems around the world. The major issue affecting inclusive education is the limited support for teachers in implementing inclusive education and working with diverse students.The primary aim of this study was to define the differences in the subjective sense of professional support (institutional and non-institutional) of early education teachers from big cities and small towns/villages in Poland via the survey research method.There is a significantly higher reported sense of support in the workplace for early education teachers from big cities compared to small towns/villages in Poland. Regarding the investigated institutional support categories, only support from trained professionals in the education of students with special educational needs (outside the didactic process) and support from other teachers (within the didactic process) was significantly different and ranked higher in teachers from big cities. For the non-institutional support categories, only support from friends and acquaintances was significantly higher in the early education teachers from big cities. Moreover, the poor network of specialist support in small towns/villages in Poland may further exacerbate the inequalities observed in the success of implementing the inclusive education idea.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124210189","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

Psychological correlates of parental burnout in hearing mothers of deaf children: personality, satisfaction with life, and posttraumatic growth 聋儿健全母亲父母倦怠的心理相关因素:人格、生活满意度和创伤后成长

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.9

J. Kobosko, Małgorzata Sekułowicz, L. Śliwa, J. Rostkowska, W. Jędrzejczak, H. Skarżyńśki

{"title":"Psychological correlates of parental burnout in hearing mothers of deaf children: personality, satisfaction with life, and posttraumatic growth","authors":"J. Kobosko, Małgorzata Sekułowicz, L. Śliwa, J. Rostkowska, W. Jędrzejczak, H. Skarżyńśki","doi":"10.52291/ijse.2021.36.9","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.9","url":null,"abstract":"A child’s disability is a risk factor for its parents experiencing parental burnout (PB). Here we investigate this problem in hearing mothers of deaf and hard of hearing (DHH) children. We look at the psychological dimension of the mothers’ personality in terms of the Big Five model, satisfaction with life (SWL), and posttraumatic growth (PTG). The study takes account of the sociodemographics of the mothers and their children and other factors related to the child’s deafness and their type of hearing assistance. The study was conducted through letters sent to 559 hearing mothers of which 29% responded. Responding mothers completed several questionnaires: the Parental Burnout Measure (PBM-12), International Personality Item Pool–Big Five Markers-20 (IPIP-BFM-20), Posttraumatic Growth Inventory (PTGI), and a general questionnaire. A VAS scale was used to assess SWL and satisfaction with the child’s rehabilitation.Results showed that the level of PB the mothers experienced was significantly lower than in mothers of children with non-deafness disabilities. SWL and emotional stability, intellect/imagination, agreeableness, extraversion, and satisfaction with the child’s rehabilitation were inversely correlated with PB, but only SWL and emotional stability were significant PB predictors. PTG in the mothers was at an average level and not correlated with PB. Similarly, the sociodemographic characteristics of mother and child and child’s deafness-related factors were not correlated with PB. Low levels of emotional stability and SWL are associated with vulnerability of the mothers to PB. Our finding of a lack of relationship between PB and PTG suggest that some mothers of deaf children may experience “illusory PTG”, which is related to avoidance-oriented coping strategies including denial coping.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123907128","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

Can You Teach Intrinsic Values? Creating a Rubric to Support and Assess Professional Dispositions Development 你能教授内在价值观吗?创建一个支持和评估专业素质发展的标准

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.2

Kathryn J. Casey, Tia R. Schultz, O. Toms

{"title":"Can You Teach Intrinsic Values? Creating a Rubric to Support and Assess Professional Dispositions Development","authors":"Kathryn J. Casey, Tia R. Schultz, O. Toms","doi":"10.52291/ijse.2021.36.2","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.2","url":null,"abstract":"Teacher educators understand the important role of dispositions, defined as beliefs, values, and attitudes educators demonstrate when interacting with others. Without skills in these areas, teacher candidates will likely struggle to develop the necessary knowledge and skills to be effective in the classroom. There is general consensus in the field as to the value of developing these dispositions in teacher candidates. The purpose of the present paper is to describe a process aimed to define and measure professional dispositions aligned to Combs’ perceptual dispositions model. The work had three objectives. Firstly, to understand how students and other members of the faculty viewed the importance of professional dispositions. Secondly, to build on the broad definition of professional dispositions by identifying associated competencies. Finally, to create a tool to authentically assess and support teaching dispositions in teacher candidates. The authors identified six competencies to measure and help develop in teacher candidates: Cultural Competence, Critical Thinking, Communication, Collaboration, Self-reflection, and Initiative. This paper provides a methodological approach to defining dispositional competencies, a process and tool to measure these in teacher preparation programs.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122218163","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

Trust is knowing that... The subjective meanings and senses of experience-based foundations of trust of students with intellectual disabilities 信任就是知道……智障学生信任的主观意义与经验基础

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.12

T. Żółkowska, Karolina Kaliszewska

{"title":"Trust is knowing that... The subjective meanings and senses of experience-based foundations of trust of students with intellectual disabilities","authors":"T. Żółkowska, Karolina Kaliszewska","doi":"10.52291/ijse.2021.36.12","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.12","url":null,"abstract":"Trust refers to daily life facilitating factors, to social integration, to a sense of security or quality of life. So far, there have been no studies analysing the trust of students with intellectual disabilities. The analysis of trust of young persons with intellectual disabilities was not attempted. Therefore, a question was formulated: what meanings and senses do students with these disabilities assign to their experiences of the foundations of trust? The study features qualitative research interviews (in-depth and non-structured). The theoretical and empirical assumptions apply the interpretive/constructivist paradigm and phenomenological-hermeneutic perspective based on Alfred Schütz’s social theory. The empirical material was obtained based on 11 interviews conducted with students with mild intellectual disabilities of 6th – 8th grades of special needs comprehensive school. The basis for trust is everyday knowledge manifested in: the knowledge about the essence of trust, knowledge of the study’s participants – their skills and capabilities, the cause that leads to a specific result. Knowledge as the foundation of trust is common and non-reflective, but also authentic and dynamic, revealing ways of coping with everyday life. The meanings and senses assigned to objects, humans and relationships are not a direct representation of the social world, but they constitute in fact the way of life of the subjects.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133886708","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