European Journal of Special Education Research最新文献

{"title":"FEEDBACK METHODS IN VOCATIONAL EDUCATION AND TRAINING FOR SUPPORTING STUDENTS WITH LEARNING DISABILITIES AND/ DIFFICULTIES IN LEARNING: A LITERATURE REVIEW","authors":"Evelyn Ansah Karkkulainen, Kaisa Pihlainen, E. Kärnä","doi":"10.46827/ejse.v9i3.5095","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5095","url":null,"abstract":"Purpose: Feedback is considered to motivate students and enhance their learning. In Vocational Education and Training (VET) and workplace settings, feedback methods have been implemented to ensure a better connection between teaching and learning. However, to date, not much seems to be known about feedback methods used on students with learning disabilities/difficulties in VET. This literature review study examines the current feedback methods and outcomes among students with disabilities and/or difficulties in learning in vocational education, training, and workplace settings. Methods: For this purpose, ERIC, PubMed, Scopus, ProQuest, Google Scholar, and Web of Sciences were used to identify relevant literature between 2015 and 2022. The review was conducted following the PRISMA-P guidelines. Amongst the studies identified, four studies met the inclusion criteria to be included in the study. The feedback methods identified in the studies include videotaped feedback dialogues between students and teachers, video modelling with video feedback interventions, peer feedback through collaborative writing activities, and a combined peer-teacher feedback method. Findings: The results showed that students received feedback from peers, teachers, and instructors in vocational education and training schools and workplace settings. The feedback, such as communication, reflection, and practical learning capabilities, assisted these students with their working lives. It significantly impacted their learning capacity, enhanced their persistence, increased their perceived abilities, enabled them to understand their learning development better, and improved their performance as they acquired new skills by doing tasks. Conclusion: Generally, the feedback methods were perceived as supportive, constructive, and motivating, prompting reflection and inspiring performance. Notwithstanding, more research on feedback methods and their outcomes on students with learning disabilities/difficulties in vocational education and workplace settings is needed. This must be in conjunction with research on how these same students experience/perceive the feedback methods used on them. This will enable new measures to facilitate the effective transition from school to employment for this category of VET students.   Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139288449","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}

{"title":"MODIFICATION OF PROLONGED SPEECH THERAPY IN TREATING STUTTERING AND ITS ASSOCIATED NEGATIVE TRAITS AMONG ADULTS: CASE OF NAIROBI STAMMERING SUPPORT GROUP, NAIROBI COUNTY, KENYA","authors":"Irungu Asaph Mwangi, Mathew Kinyua Karia, George Mathenge Wairungu","doi":"10.46827/ejse.v9i3.5087","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.5087","url":null,"abstract":"The purpose of this study was to evaluate the Prolonged Speech technique’s effectiveness in the treatment of stuttering and its associated traits among adults. The main objective of the study was to find out if there is a need for modifying prolonged speech techniques in treating stuttering and its associated traits. An experimental method was used where quantitative and qualitative designs were used. The study was guided by the behaviorist theory proposed by B.F. Skinner. The study was carried out at the Nairobi Stammering Support Group. The participants were ten adults who stutter and were selected through purposive sampling. Questionnaires, interviews, and observations were used to collect the data. A pilot study was carried out. All research instruments were tested for validity and reliability, the data which was corrected was categorized, coded and data was analyzed using qualitative and quantitative techniques. Quantitative data was analyzed using descriptive statistics in the form of percentages and was presented using pie charts and bar graphs. Qualitative data was analyzed after thematically arranging responses according to the research questions and objectives. The study found out that there was a need to modify prolonged speech technique by incorporating other treatment approaches especially cognitive and psychological. The study recommends more research on other stuttering treatment techniques. Further, the study recommends that speech-language therapists assess individual needs before using specific treatment techniques.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"345 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139307756","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}

{"title":"THE EFFICACY OF THE DESIGNED INTERVENTION LEARNING MATERIALS FOR IMPROVING ENGLISH LANGUAGE COMPREHENSION ABILITY TO STUDENTS WITH HEARING IMPAIRMENT IN SELECTED TANZANIA INCLUSIVE SECONDARY SCHOOLS","authors":"","doi":"10.46827/ejse.v9i3.4942","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.4942","url":null,"abstract":"This study embarked on intervention research to establish the efficacy of the developed intervention learning materials in improving language comprehension ability among students with hearing impairment in inclusive classrooms in secondary schools in Tanzania. The study adopted a developmental design using pre-test, post-test quasi-experimental mixed approach in which the experimental group was subjected for intervention using designed intervention materials while the control group used a traditional approach in learning comprehension. The study employed questionnaires, interviews and documentary review as methods of data collection. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used a phenomenographic approach. The findings revealed that the post-test mean scores of the students in the experimental group improved significantly in comparison with the control group.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358557","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}

{"title":"AN INVESTIGATION OF EFFECT OF COMMUNICATION SKILLS OF CHILDREN WITH DOWN SYNDROME ON NEEDS, ANXIETY AND SOCIAL SUPPORT LEVELS OF THEIR MOTHERS","authors":"Pelin Piştav Akmeşe, Necla Isikdogan Ugurlu, Nilay Kayhan","doi":"10.46827/ejse.v9i3.4925","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.4925","url":null,"abstract":"This study aims to investigate the effect of communication skills of children with Down Syndrome on their mother’s perceptions of needs, anxiety, and social support. The quantitative research method was used in the study, which was performed in the descriptive survey model. 71 mothers who have children between 4-16 years of age, diagnosed with Down Syndrome participated. The research data were collected using Communication Function Classification System (CFCS), Family Needs Survey (FNS), Questionnaire on Resources and Stress for Families with Chronically or Handicapped Members (QRS), and Social Support Scale (SSS). There was a positive significant relationship between CFCS and financial needs and QRS 2 and there was a negative significant relationship with social support. A negative significant relationship was found between QRS 3 and social support.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121889788","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}

{"title":"ADHD STUDENTS AND SCHOOL SOCIAL EDUCATION: A SWISS CASE STUDY ON THE IMPORTANCE OF EMPOWERMENT","authors":"Alissia Jasmin Lutz-Fritz, Michael Hast","doi":"10.46827/ejse.v9i3.4919","DOIUrl":"https://doi.org/10.46827/ejse.v9i3.4919","url":null,"abstract":"Young people with ADHD are frequently marginalised, which affects their opportunities to be included within society. This places emphasis on how students are best prepared for becoming part of that society. The present case study investigated the perceptions of a needs-based and individualised support for students with ADHD in the context of a Swiss sociocratic school, from the perspectives of students and social educators. Semi-structured interviews were conducted with students diagnosed with ADHD and a school social educator to explore the influence of the diagnosis on self-perception and self-image, as well as their needs for support from social educators. The results emphasise the significance of belongingness and empowerment for students with ADHD, and how school social educators can act as a link between school and wider society. They demonstrate the importance of individually considering the needs of students with ADHD to provide appropriate support. Recommendations for school social education are made, both for working with students within the school context as well as for preparing them for the time beyond school.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116434861","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}

{"title":"DEPICTING THE NOOMETRIC PROFILE OF TODDLERS WITH AUTISM SPECTRUM DISORDER IN THE WECHSLER PRESCHOOL & PRIMARY SCALE OF INTELLIGENCE – THIRD EDITION (WPPSI-ΙΙΙ)","authors":"Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras, Evangelos Vlachos, Giorgos Stambliakas","doi":"10.46827/ejse.v9i2.4872","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4872","url":null,"abstract":"By presenting noometric tests to toddlers and young children, it is possible to depict the personal profile of every student and to designate their individual learning abilities and difficulties. The aim of this research is to determine the noometric profile of high–functioning toddlers in the Autism Spectrum, as depicted by the WPPSI-III intelligence test. A multi-methodological approach was followed for the methodological design of the paper, followed by the administration of the noometric tool to 116 toddlers who have received the relevant diagnosis and the conducting of semi-structured interviews with 105 special education kindergarten teachers who support the students in a pedagogic environment. The results of the research revealed, among other things, that the noometric abilities of infants with high-functioning ASD are lower compared to those of typically developed infants. In particular, toddlers with autism were found to have a significant statistical weakness in the knowledge of every day - practical issues, in the evaluation and use of empirical data and in the grasping of conventional rules of behavior as well as in the rate of cognitive processing. The specific findings reinforce the necessity of early intervention and individualized support in toddlers with autism targeting the above deficits.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114489904","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}

{"title":"EXPLORING TEACHER’S VIEWS AND PERCEPTIONS OF STUDENTS WITH NON-VISIBLE DISABILITIES","authors":"Asteria Troupkou, Krinanthi Gdodeli","doi":"10.46827/ejse.v9i2.4848","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4848","url":null,"abstract":"The course of Physical Education (PE) plays an important role in the education and training of children with or without disabilities. In this work, the Theory of Planned Behaviour was used to investigate attitudes and perceptions of teachers Physical Education and Parallel Support of Primary Education, regarding non-visible disabilities. The purpose of the work was to investigate the intentions and attitudes of teachers and more specifically, their demographic characteristics, such as gender, age, educational level, and fields of study. The factors of the Theory of Planned Behaviour, which includes concepts such as attitudes, intention, perceived control, and actual behaviour, were studied through 120 participants, who answered a specially constructed questionnaire which, in addition to demographic data, included questions from the Planned Behaviour Questionnaire, to investigate teachers attitudes and intentions, as well as to establish whether the above factors are influenced by both work experience and educational qualifications. The findings of the study show that the dimensions of the Theory of Planned Behaviour were high. In addition, it becomes obvious that the previous work experience and academic education of teachers are not related to the intention, perceived control, and actual behaviour of the participants. This thesis can contribute to a fuller understanding of the needs that currently exist in Greek schools for the subject of Physical Education for all students with or without disabilities. In addition, it is possible to help conclude if there is a positive correlation between the aim of shaping academic programs with different content and organization, compared to those that are currently preparing physical education teachers.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125769979","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}

{"title":"SUPPORTING TEACHER DEVELOPMENT ABOUT EARLY LITERACY IN CHILDREN WITH HEARING LOSS: AN ACTION RESEARCH IN TURKEY","authors":"Hilal Atlar, Yıldız Uzuner","doi":"10.46827/ejse.v9i2.4832","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4832","url":null,"abstract":"Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123088034","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}

{"title":"OPTIMIZATION OF THE 3D PRINTING AND TEST OF MATERIALS FOR TEACHING AND LEARNING FOR STUDENTS WITH VISUAL IMPAIRMENT","authors":"Renata Cury Caruso, Thiago Roberto Dos Santos, Sani Carvalho Rutz da Silva","doi":"10.46827/ejse.v9i2.4800","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4800","url":null,"abstract":"The article presents the studies and steps followed to optimize the 3D printing of an inclusive material, the “Adapted Multiplication Domino”. This material is a game that follows the same rules as a traditional domino, but with numerical representation at the ends of each piece with mathematical operations (multiplication and division), so that students can calculate, play, and fix math contents, which can be played by students with and without Visual Impairment. During the printing of the first prototype of this material, the printed pieces contained stringings (traces of filament in empty spaces of the piece), which made it difficult for blind students to read the braille operations. A literature review about problems in 3D printing was realized, using databases and platforms such as SciELO, Google Scholar, and Capes Periodical Portal, to be able to identify and solve the problem that was occurring. With that done, the complete game was printed and tested, to collect feedback, and based on that, making the necessary changes and obtaining a satisfactory and adequate result.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126136345","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}

{"title":"RESOURCES USED IN THE PROVISION OF SERVICES TO ADOLESCENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS AT KAKAMEGA REHABILITATION CENTRE, KAKAMEGA COUNTY, KENYA","authors":"Nelima Beatrice Silomelo, Irangi Franciscah Wamocho, Beatrice Bunyasi Awori","doi":"10.46827/ejse.v9i2.4759","DOIUrl":"https://doi.org/10.46827/ejse.v9i2.4759","url":null,"abstract":"This study purposely sought to investigate resources used in the provision of services to adolescents with emotional and behavioural disorders.  The study adopted a case study design targeting 250 rehabilitees, 30 rehabilitators, and 1 manager. The study used a lottery method to select a sample size of 50% of the target population. The study sample comprised 125 rehabilitees, 15 rehabilitators, and 1 manager making a total of 141 respondents. The semi-structured interview guide for the manager, questionnaires for both rehabilitators and rehabilitees, and observation checklist for resources were used as research instruments. Piloting of the instruments was done at the Shikusa rehabilitation centre. A case study research methodology was used in the study. Data from objectives were analysed both quantitatively and qualitatively. Descriptive statistics for example frequency tables and percentages sum up information measurably from the closed-ended items. The analysed information was introduced utilizing frequency tables, structured presentations, pie charts, and graphs while qualitative data from the manager's semi-structured interview schedule was summarized thematically and narrated in words. The findings indicated that the main material resources available were playing fields, workshops, dormitories, building and construction tools, carpentry tools, classrooms, poultry apparatus, and teaching and learning materials. The study recommends that service providers at the centre need to help the adolescents to achieve a greater sense of independence, and personal responsibility, setting goals, making choices, and understanding their responsibilities which would enhance their self-determination. There is a need for the government to implement strict measures that would ensure that juvenile acts are monitored and youths are protected from any harm. Kenya Institute of Curriculum Development should come up with guidelines on effective ways of managing learners with behaviour disorders while they are still in the childhood stage.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115883114","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}