International Journal of Special Education (IJSE)最新文献_第9页

Engagement of Children with Special Educational Needs in Accordance with the Routines-Based Model 特殊教育需要儿童的日常参与模式

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.3

Sylwia Wrona, Kamil J. Wrona

引用次数: 0

Tracing conceptual understandings and misunderstandings of science by students with and without vision impairment through a pilot study: the case of density and heat 通过一项试点研究，追踪有视力障碍和没有视力障碍的学生对科学概念的理解和误解:密度和热量的案例

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.8

V. Argyropoulos, Chris Yfantis

{"title":"Tracing conceptual understandings and misunderstandings of science by students with and without vision impairment through a pilot study: the case of density and heat","authors":"V. Argyropoulos, Chris Yfantis","doi":"10.52291/ijse.2021.36.8","DOIUrl":"https://doi.org/10.52291/ijse.2021.36.8","url":null,"abstract":"The purpose of this pilot study was to describe and analyze the perceptions and alternative ideas of individuals with and without vision impairments regarding the concepts of “density” and “heat”. The perceptions of sighted, age- and gender-matched participants were compared with those of visually impaired participants (two groups). Semi-structured interviews were conducted, and the analysis of the data followed the method of tracing and developing categories and sub-categories. The analysis revealed that the two groups held diverse understandings about “density”, while most participants seemed to identify “heat” as “temperature” and vice versa. The results are presented in the form of conception correlation matrices highlighting common concepts and alternative ideas towards the notions of “density” and “heat”. The findings demonstrate that in both groups there are common patterns of alternative ideas, which may lead to the assumption that vision loss or blindness and proficiency in science do not constitute a causal relation. The results may lead to useful implications for differentiated instruction regarding the comprehension of science in an integrated educational setting in conjunction with technological advances and inclusive practices.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"35 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":"116621705","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

Arab Prophylactic Measures to Protect Individuals with Disabilities from the Spread of COVID-19 保护残疾人免受COVID-19传播的阿拉伯预防措施

International Journal of Special Education (IJSE) Pub Date : 2021-11-09 DOI: 10.52291/ijse.2021.36.7

Suhail Al-Zoubi, B. Bakkar

引用次数: 2

The Effect of Training on Functional Behavioural Analysis on Teacher Self-Efficacy Among Special Education Teachers in Osun State, Southwestern Nigeria 功能行为分析训练对尼日利亚西南部奥逊州特殊教育教师自我效能感的影响

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.15

O. Ibigbami, Y. Adeniyi, O. Omigbodun, C. Ani

{"title":"The Effect of Training on Functional Behavioural Analysis on Teacher Self-Efficacy Among Special Education Teachers in Osun State, Southwestern Nigeria","authors":"O. Ibigbami, Y. Adeniyi, O. Omigbodun, C. Ani","doi":"10.52291/ijse.2020.35.15","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.15","url":null,"abstract":"Dealing with challenging behaviour is a source of stress and burnout among teachers of children with special education needs. Functional Behavioral Analysis (FBA) is useful for prevention and management of challenging behaviour, but the evidence-base among special education teachers is limited in Sub-Saharan Africa. Twenty teachers were recruited from two special needs schools (10 from each school), with one school designated ‘intervention’ and the other ‘control’. Two sessions of group-based training on FBA were conducted in the intervention school for the 10 teachers. All participants completed the ‘Teacher Self Efficacy Scale’ and ‘Professional Quality of Life Scale’ at baseline and again two weeks after the last intervention session. The intervention group completed a post-intervention ‘Client Satisfaction Questionnaire’. Controlling for baseline scores, the intervention group scored significantly higher on Self-Efficacy [F (1,18)=8.95, p=0.009, partial eta squared=0.36], and lower on Burnout [F (1,17) = 9.82, p=0.006, partial eta squared=0.380]. The intervention group’s mean score on the Burnout subscale of PQOLS was more than one standard deviation lower than the control group after the intervention [(29.30(2.58) vs 34.11(4.01)]. All participants in the intervention group rated the programme as good or excellent and over three-quarters (77.7%) would recommend it to their peers. To our knowledge, this is the first study of FBA training for special education teachers in Sub-Saharan Africa. The programme showed promising effectiveness, good feasibility and was highly accepted.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"379 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":"122772289","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

Digital Transformation – The “Design for All” Approach: European Accessibility for The Disabled 数字化转型-“为所有人设计”的方法:欧洲残疾人无障碍

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.10

Marlena Jankowska

引用次数: 1

Sexual and Marital Relationship Satisfaction in Parents of Children With Disabilities 残疾儿童父母的性与婚姻关系满意度

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.12

Remigiusz Kijak

{"title":"Sexual and Marital Relationship Satisfaction in Parents of Children With Disabilities","authors":"Remigiusz Kijak","doi":"10.52291/ijse.2020.35.12","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.12","url":null,"abstract":"The purpose of this study was to determine the level of sexual satisfaction and type of relationship between spouses, and then to determine the correlation between these variables and independent variables. These include: disability type of the child, the number of children in the family, and the gender of the parents. The hypothesis was that ‘the level of sexual satisfaction in parents is significantly related to the type of disability possessed by their children’ and similarly it was found that disability type significantly affects the type of relationship between parents. The research was conducted using the Matched Marriage Questionnaire (MMQ) and the Sexual Satisfaction Scale (SSS). The data obtained in the study showed that most spouses experience high and average sexual satisfaction and no particular differences between men and women were observed. The differences appeared when analyzing parents of a child with autism. In this group the results were more diverse in the detailed descriptions of the scale. The results obtained regarding marital relationship satisfaction indicate a not very favorable picture of the relationships of the surveyed subjects.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"27 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":"121652869","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

Children and Adults With Profound Intellectual Disabilities in Poland: Legal Issues and Educational Services 波兰重度智障儿童和成人:法律问题和教育服务

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.9

D. Aksamit, John J. Wheeler

{"title":"Children and Adults With Profound Intellectual Disabilities in Poland: Legal Issues and Educational Services","authors":"D. Aksamit, John J. Wheeler","doi":"10.52291/ijse.2020.35.9","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.9","url":null,"abstract":"The aim of this paper is to present the reality of education and rehabilitation faced by people with profound intellectual disabilities in Poland; as seen from the perspective of the past, present, and future, with an attempt to identify the determinants of these situations. The paper addresses these matters in a threefold context which includes a description of the specific characteristics of the educational and rehabilitation situations of people with profound intellectual disabilities in Poland, an analysis of the characteristics of diagnosis as well as the structure of the education system, and alternatives for adults with profound disabilities.Researchers conducted an extensive analysis of literature, legal acts and government reports presenting and evaluating the situation of people with profound intellectual disability from childhood to maturity in Poland. The results of this study make it possible to get to know and better understand the situation of the discussed group of people and their carers. Furthermore, the theoretical analyses carried out show that the structure of education offered to people with profound intellectual disabilities in Poland requires change that takes into account the autonomy of the individual and their rights in the context of national and international legal mandates.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"41 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":"121675774","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

Initial Teacher Education for Inclusion: A Literature Review of Special Educational Needs and Disabilities in the United Kingdom and in South Korea 以包容为目标的初级教师教育:英国和韩国关于特殊教育需要和残疾的文献综述

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.16

J. Seo

引用次数: 1

Teacher-Student’s Instructional Communication: A Case Study of Students with Attention Deficit Hyperactivity Disorder (SwADHD) in Inclusive Classroom 师生教学沟通:以全纳课堂中注意缺陷多动障碍学生为例

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.14

Annisa Nurul Hidayah, Rasmitadila Rasmitadila, T. Prasetyo

引用次数: 1

Teachers’ Opinions About One-to-One Tuition – a Report From Poland 教师对一对一教学的看法——来自波兰的一份报告

International Journal of Special Education (IJSE) Pub Date : 2021-10-19 DOI: 10.52291/ijse.2020.35.13

B. Antoszewska

{"title":"Teachers’ Opinions About One-to-One Tuition – a Report From Poland","authors":"B. Antoszewska","doi":"10.52291/ijse.2020.35.13","DOIUrl":"https://doi.org/10.52291/ijse.2020.35.13","url":null,"abstract":"One-to-one tuition is an important form of assistance dedicated to pupils who, due to their health issues, are unable to temporarily (or permanently) participate in traditionally organised schooling. In view of teachers’ scepticism towards one-to-one tuition, mostly because it fails to satisfy children’s needs of personal contact with peers, the study was conducted among educators. The results presented here are part of larger research on one-to-one education. The aim was to find out teachers’ opinions about one-to-one tuition and mandatory year-long one-to-one preschool education. The material for analysis was collected with the diagnostic poll method, employing a questionnaire technique. The respondents had to be professionally active teachers. The survey participants evaluated their experience in one-to-one tuition as a positive one. Very few provided negative opinions, these being mainly because of the financial costs or the learners’ home and family environment being unfavourable for teaching. It is optimistic to assume that the research participants acknowledge the opportunities that one-to-one tuition creates for working with school pupils. The limited contact of an ill child with peers is most often referred to as a disadvantage of this form of tuition. A change which was most frequently suggested in the organisation of one-to-one tuition was the implementation of modern technologies, the Internet, and online teaching applications. The respondents suggested that the teachers delegated to work with a student at home should be the ones appointed by the school head teacher. It was rather discouraging to discover that the surveyed teachers believed a person delegated to carry out one-to-one tuition did not need special preparation.","PeriodicalId":280146,"journal":{"name":"International Journal of Special Education (IJSE)","volume":"50 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":"121563180","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