European Journal of Special Education Research最新文献

{"title":"EFFECTIVENESS OF INTERNATIONAL GRADUATE PROGRAM OF BULACAN STATE UNIVERSITY: BASIS FOR PROGRAM ENHANCEMENT","authors":"Florentino G. Pineda, Jr.","doi":"10.46827/ejse.v9i1.4727","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4727","url":null,"abstract":"The study dealt with the Effectiveness of International Graduate Programs at BSU as a Basis for Program Enhancement. The research aims to evaluate its purpose, and its standard as indicated by academic standards, such as standards of competence, service standards, and organizational standards. One of the primordial considerations of the Graduate School is its goal to produce balanced, competent, research-oriented, and globally competitive graduates. Thus, the researcher conceptualized the study; to accomplish the needed interactions with the officials and students of BSU – Hong Kong Lifelong Education Organization Limited; to unearth issues and modern trends, policies, and programs for BSU adoption to benefit the local students and; to initiate or trail- blazed foreign researches for the upliftment the Research and Extension Services of Department, where B.S.U. had fallen short during previous evaluation. The study used the descriptive, quantitative design using survey-questionnaire and interviews as the primary data-gathering instruments. Documented data on the demographic profile of students, number of graduates, and ranking of BSU Hong Kong were also utilized. The enrolled graduate students of BSU Hong Kong, faculty, and administrators of BSU Hong Kong were the respondents of the study.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131998540","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":"LIFE JOURNEY WITH SOMEBODY SPECIAL: THE HIGHS AND LOWS OF PARENTS OF CHILDREN WITH DISABILITY","authors":"Katherine Arabis-Quijote, S. Mahinay, Laiza Mae R. Silvano, Kesha Nuet S. Anito, Ralf L. Flauta","doi":"10.46827/ejse.v9i1.4720","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4720","url":null,"abstract":"Central to this study is the lived experiences of parents of children with physical disability. This study was conducted at Barangay Poblacion 8, Midsayap, Cotabato. It included as participants purposively chosen parents of children with physical disability. Their ages ranged from 31 to 53 years old, and were all mothers. The physical disabilities of their children were either musculoskeletal (orthopaedic) or visual. This study made use of the phenomenological research design. Findings bared that despite the apparent conditions of their children, the participants joyfully and with gratitude accepted their children as blessings from God. They spent bonding moments with them, and at times appreciative of their learning of new things, and were busy taking good care of the total well-being of their children. They were aware of their children’s limitations, but they do not consider them as different. Nevertheless, they sought acceptance, respect, and understanding from others. The participants were concerned about the health issues of their children, anxious about the mistreatment they received from others, and pondered on their possible rejection in the future. The participants stood by their children and draw strength from God. They look at the bright side of life and hope that their children finish studying. The participants as mothers were longing for help for their children’s sake.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121937889","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":"METACOGNITIVE SKILLS IN UNIVERSITY STUDENTS WITH AND WITHOUT AUTISM SPECTRUM DISORDERS","authors":"Maria Drossinou-Korea","doi":"10.46827/ejse.v9i1.4705","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4705","url":null,"abstract":"Students with and without autism spectrum disorders (ASD) receive support and general and special education services in the classrooms of theoretical and laboratory courses at universities. The present study aimed to refer to the training of cognitive skills with students supported by Targeted, Individual Structured Integration Interventions of Special Education and Training (TISIPIf [SET]). In the hypotheses of the present, the content of the metacognitive skills in relation to assessing the degree of difficulty in understanding the course and whether it affects the individual method of study was investigated. Furthermore, the positive perceptions of peers were examined that are reflected in positive emotional thinks. They formed into experiential interactions through the individual and small group works of students with and without Autism Spectrum Disorders [ASD]. [N=100] students from the Agricultural University of Athens [AUA] participated in group workshops on memory techniques in the academic year 2021-2022. They were grouped into (N = 20 students) who were diagnosed with ASD and (N = 80) without ASD. According to the content of the pedagogical tool TISIPfSEN has examined the academic achievements, psychosocial disability and aggressive behaviours were discussed in individual Special Education sessions. The results showed no significant differences between the two groups in metacognitive skills in metaperceptual behaviours, with the exception of metacognitive skills in the individual study method they are using in the courses and their academic success scores in them. All the students improved with the individual interventions of SET. The results are discussed in light of current approaches to supporting students with ASD in universities.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116140279","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":"CASE STUDY: A PSYCHOEDUCATIONAL INTERVENTION PROGRAM IN CHILDREN WITH DEAFBLINDNESS","authors":"Charmpatsis Christos, Sarris Dimitrios, Zaragas Harilaos, Papadimitropoulou Panagoula","doi":"10.46827/ejse.v9i1.4704","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4704","url":null,"abstract":"The aim of the research is to create an intervention program that will combine the use of alternative and adapted methods of information collection to establish the communicative and cognitive profile of a deaf-blind student. The student who participated in this particular case study is a 11 years old girl who attends a special school in Greece. The results of the research were encouraging and highlighted the importance of creating similar programs in Greece for deaf-blind students. More specifically, they showed that the student can now orient herself spatially and temporally in relation to her daily educational program at school and, moreover, she had now built a better image of the body parts and their function.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0026/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"97 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131771340","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":"MINUTO TRIGONOMÉTRICO: A LUDICIDADE COMO FERRAMENTA PARA O ENSINO DE TRIGONOMETRIA / TRIGONOMETRIC MINUTE: PLAYFULNESS AS A TOOL FOR TEACHING TRIGONOMETRY","authors":"Mariana Galvão Sene Batista Capucho, Cássio Castilho Oliveira De Faria, F. J. O. de Paula, Eduardo Ferro Dos Santos, Estaner Claro Romão","doi":"10.46827/ejse.v9i1.4692","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4692","url":null,"abstract":"Este trabalho tem como objetivo apresentar o processo de desenvolvimento de um jogo educacional para o ensino da trigonometria, analisando a sua contribuição em elevar a taxa de aprendizagem dos alunos em relação aos conteúdos preconizados no primeiro ano do ensino médio. Para isso, é realizada uma pesquisa exploratória e de abordagem quantitativa, de natureza aplicada, com uma amostragem dada em alunos de ensino médio de uma escola pública, utilizando para isso o método de estudo de caso. Apresenta-se a criação, as regras e aplicação do jogo e também as aplicações dos pré e pós-testes. Em relação aos resultados obtidos, evidencia-se a evolução nas notas dos alunos após a aplicação do jogo, indicando o uso do mesmo como um instrumento capaz de elevar a taxa de aprendizagem dos alunos em trigonometria, além de construir um espaço propício e estimulante à aprendizagem.This work aims to present the development process of an educational game for teaching trigonometry, analyzing its contribution in raising the students' learning rate in relation to the recommended contents in the first year of high school. For this, an exploratory research and a quantitative approach, of an applied nature, is carried out, with a sample given in high school students of a public school, using the case study method. The creation, rules and application of the game are presented, as well as the applications of pre and post-tests. Regarding the results obtained, the evolution in the students' grades after the application of the game is evident, indicating its use as an instrument capable of raising the students' learning rate in trigonometry, in addition to building a favorable and stimulating space for the learning..  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115234170","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":"TEACHERS’ UNDERSTANDING OF CURRICULUM ADAPTATION FOR LEARNERS WITH MODERATE INTELLECTUAL DISABILITY IN ZAMBIA","authors":"Humphrey Chinyemba Kandimba, J. Mandyata, Magdalene Simalalo","doi":"10.46827/ejse.v9i1.4653","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4653","url":null,"abstract":"In recent years, curriculum adaptation in education has received consideration attention, as reflected in the viewpoints and guidelines in policies and practice in education. It is believed to have the potential of providing opportunities to learners to access quality education. Curriculum adaptation itself, involves differentiation in learning content and instructions, aimed at aiding learners learning. The study explored teachers’ understanding of curriculum adaptation involving learners with moderate intellectual disabilities in Zambian primary schools. An interpretive phenomenological design supported by qualitative approaches was used. The sample size involved 15 special education teachers. An expert purposive sampling technique was used in to select participants. Data was collected using an in-depth interview guide. Qualitative data were analyzed thematically. The study revealed mixed views on teachers’ knowledge on curriculum adaptation. While some teachers limited understanding to just modifying content, others saw adaptation beyond adapting subject content. They believed adaptation to include; adjusting instructional strategies, learning resources, and learning environment as well as collaboration with other stakeholders such as parents and relevant professionals to make learners learn. The study also, revealed that although some teachers did not quite comprehend it, those who did so, showed understanding through the ability to: modify instructional strategies; adjust learning materials; simplify learning content and adjusted the learning environment and provision of extra time for learning and assessment time learners learn. Teachers’ understanding, however, was punctuated by several gaps: ill-preparedness of teachers, long periods of class preparation, limited base resources for adaptation and unwillingness of stakeholders to participate. The study recommends, upgrading teachers’ understanding and skills on curriculum adaptation practices through in-house training.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131422825","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":"PARENTAL PARTICIPATION PRACTICES AS PRECURSORS OF PUPILS’ EARLY READING LITERACY SKILLS ACHIEVEMENT KIAMBAA SUB-COUNTY, KIAMBU COUNTY, KENYA","authors":"Dorinah Koli Osabinyi, O. Ouko","doi":"10.46827/ejse.v9i1.4629","DOIUrl":"https://doi.org/10.46827/ejse.v9i1.4629","url":null,"abstract":"The purpose of this study was to investigate ways in which parents are involved in their children's education as precursors of early literacy acquisition of children. The study used the Hoover-Dempsey and Sandler Parental Model as its theoretical lens. The study employed a descriptive survey design. Data was collected through questionnaires and a reading assessment checklist for children. Public and private primary schools included in the study were selected through stratified sampling criteria comprising 12% of the total number of schools in the Kiambaa Sub-county. A stratified sample of pupils and purposeful samples of parents and teachers were then made comprising 12% lower primary students, 12% parents, and 12% teachers from each of the selected schools. A pilot study was conducted before the final study. Data collected was analyzed using Statistical Package for Social Sciences (SPSS version 26.0). Pearson Chi-square test to establish whether there was a correlation between nuclear family structure, level of parents’ education, and parental involvement in early reading literacy skills achievement of lower primary school children. The results were presented in frequency tables, bar graphs, and bar charts. The findings of the study revealed that the majority of the children were aided in their reading literacy by their significant others and family members. Most parents always read with their children in their sitting room, parents seldom read with their children outside, some parents often read with their children in the kitchen, and fewer parents never read with children in the kitchen as well. The study concluded that family structure can have some impact on parental involvement in early reading literacy skills achievements for lower primary school children. The study recommended that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years. It can be concluded that parents are willing to engage when they believe the schools are open and eager to facilitate their engagement. Parental participation is difficult for teachers in particular, and both teachers and parents require particular help and clear instructions to promote engagement. The study recommends that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133211660","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":"DETERMINING THE LEVELS OF ANXIETY, DEPRESSION AND SELF-CONFIDENCE THROUGH DRAWINGS OF CHILDREN AFFECTED BY THE EARTHQUAKE","authors":"Oğuz Di̇lmaç","doi":"10.46827/ejse.v8i4.4528","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4528","url":null,"abstract":"The aim of this research is to identify behavioral disorders such as post-traumatic anxiety, depression, and self-confidence in their emotional world through the pictures of children who experienced the earthquake. For this purpose, the images of 34 children between the ages of 7 and 9 who experienced the earthquake disaster in Izmir, Türkiye in 2020, were analyzed. In the research, the one-subject research design was used among the experimental designs, which is one of the quantitative research methods. Mann-Whitney U test was used to determine whether there was a significant difference in the analysis of the data. According to the findings of the study, it was concluded that children reflected mental health variables such as their depressive levels, self-esteem levels, and anxiety states with the pictures they drew. The scores obtained from the sub-dimensions of anxiety, depression, and self-confidence in the children's drawings evaluated through the scale were higher in the preliminary drawings immediately after the earthquake compared to the final drawings made three months later. It is understood that this finding caused the high scores of the preliminary drawings because they were made right after the earthquake. This situation revealed that the prepared scale was valid and reliable.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115660530","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":"APPROACHES AND CHARACTERISTICS OF LEARNING DIFFICULTIES IN HIGH SCHOOL STUDENTS","authors":"Genovefa Lazaridou","doi":"10.46827/ejse.v8i4.4508","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4508","url":null,"abstract":"Learning disabilities are the most numerous group of special educational needs and refer to people who do not benefit from formal education and present in the majority of their difficulties in reading and decoding. In the work, you attempt to theoretically understand the information in relation to the physiology of learning difficulties, so that teachers are able to understand and subsequently intervene by improving the cognitive function of those individuals who present a strong differentiation of learning image compared to other children, which have low school performance. Early detection of learning difficulties allows for early and effective intervention. The thesis is structured in bibliographic research references and its writing was also based on my many years of teaching experience.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0681/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128509829","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":"IMPLEMENTATION OF INDIVIDUALIZED EDUCATIONAL PLAN AND ITS CHALLENGES IN NGALA SECONDARY SCHOOL FOR THE DEAF, NAKURU COUNTY, KENYA","authors":"Kipyegon Jebet Nellah, Beatrice Bunyasi Awori, F. I. Wamocho","doi":"10.46827/ejse.v8i4.4504","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4504","url":null,"abstract":"The study aimed to establish the challenges in the implementation of the individualized educational plan in schools for students with hearing impairment at Ngala Secondary School for the Deaf in Nakuru County, Kenya. Data was collected from a target population of ninety-eight students, thirteen teachers and one administrator through purposive and stratified random sampling techniques. Purposive sampling was used on school administrators and teachers to select all 13 teachers and 1 school administrator. On the other hand, stratified random sampling was used to select a total of 24 students. The study sample comprised 24 students, 13 teachers and 1 administrator leading to a total of 38 respondents. The research instrument included the use of questionnaires, interview schedules and document analysis. A pilot study was conducted at Kedowa Secondary School for the Deaf to enhance the reliability and validity of the research instruments. Quantitative data were cleaned, labelled, coded, entered into a computer and organized using Statistical Package for Social Sciences (SPSS) version 30. Quantitative data were analyzed statistically using descriptive statistics such as percentages and frequencies. The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data collected were grouped into different themes, presented as a narrative and discussed based on the objectives of the study. Findings revealed that the major challenge towards implementation IEP was the lack of adequate teaching and learning resources. The study concluded that the major solutions to the challenges facing teachers in developing and implementing IEP suggest that the provision of adequate resources for IEP were anticipated to enhance the academic achievement of students with hearing impairment. The study recommended that the Ministry of Education and other stakeholders should help acquire adequate resources for students with hearing impairment.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116713476","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}