European Journal of Special Education Research最新文献

{"title":"VICTIMIZATION OF STUDENTS WITH LEARNING DISABILITIES OR ADHD (ATTENTION DEFICIT HYPERACTIVITY DISORDER)","authors":"G. Vrakas, V. Giannouli, G. Pavlidis, Sarris Dimitrios","doi":"10.46827/ejse.v8i4.4472","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4472","url":null,"abstract":"The primary research objective of this research has been to investigate the relationship between the victimization of high school students and the existence of learning difficulties and ADHD. 700 students participated (with and without ADHD) who attended Gymnasiums of Western Thessaloniki in which integration departments operated. Participants anonymously completed a questionnaire on bullying. The results we quote here refer to the second part of the questionnaire that is completed only by those students who were victimized. According to the research activity so far, it was expected and finally confirmed that the variable existence of learning difficulties / ADHD is a predictor of the participation of these students in bullying incidents and even with the role of the victim [each increase in the percentage by one point (i.e. by 1 [each increase in the percentage by one point (i.e. by 1%) of the factor of learning disabilities and of the dep with a diagnosis the average value of the variable of a person falling victim to bullying increases by 1.21 points (p<0.001)].  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121157508","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":"ACCEPTANCE OF CHILDREN WITH DEVELOPMENTAL DISABILITIES IN INCLUSIVE EDUCATION AND POSSIBILITIES OF DEVELOPING FRIENDSHIPS","authors":"Marina Kekerić, B. Arsić, Anja Gajić, Tamara Lazović, Ana Lukić, Dragana Maćešić-Petrović, A. Bašić, Ružica Zdravković Parezanović","doi":"10.46827/ejse.v8i4.4461","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4461","url":null,"abstract":"Acceptance as a measure of popularity involves the social position of the individual in a certain group in terms of the attitudes of the members of that group toward the individual. The aim of this paper is to review the articles regarding the acceptance of children with developmental disabilities (DD) by typically developing (TD) peers in inclusive education and the possibilities of developing friendship relations in the school context. The literature was searched through the engine Google Scholar. Results show that students with DD are often not accepted by TD peers in the school context. This is manifested through a lack of friendship relations between children with DD and TD peers in the school context. Teachers need to prompt and reinforce acceptance of children with DD and model socially desirable behaviors towards them.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124073184","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":"EXPERIENCES THAT SHAPE THE DEVELOPMENT OF INCLUSIVE INSTRUCTION IN PRESERVICE TEACHERS: AN INTERNATIONAL COMPARISON","authors":"Jacqueline Specht, Susanne Miesera, Donna McGhie-Richmond, Fizza Haider","doi":"10.46827/ejse.v8i4.4436","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4436","url":null,"abstract":"Preservice teacher education programs are vital in teachers’ development of instructional practices for inclusive classrooms. In previous research, preservice teachers in Canada had higher scores on measures of experience with people with disabilities when compared to those in Germany. The current study investigated the proposition that differences existed because of experiences of inclusion in the respective countries. Participants were 18 Canadian preservice teachers from faculties of education in Ontario, Canada and 29 German preservice teachers from a Bavarian university. A Group Concept Mapping (GCM) technique was employed. Both groups identified Practicum Experiences, Education Program, Past Jobs, and Personal Life Experiences as contributing to the development of their inclusive practice. Only the Canadian sample identified Mentoring Relationships and Professional Development. Differences and similarities in teacher education programs are highlighted as possible contributors to the differences in Canadian and German preservice teachers’ perceptions of experiences useful for shaping their instructional practice.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116162540","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":"PERCEPTIONS OF TEACHERS AND PUPILS ON FACTORS AFFECTING ACADEMIC PERFORMANCE OF PUPILS WITH HEARING IMPAIRMENT IN PRIMARY SCHOOLS IN ZAMBIA","authors":"Dennis Mumba, Sophie Kasonde-Ngandu, J. Mandyata","doi":"10.46827/ejse.v8i4.4399","DOIUrl":"https://doi.org/10.46827/ejse.v8i4.4399","url":null,"abstract":"The academic performance of learners with hearing impairment has continued to decline far below their hearing counterparts. Comparison of academic performance in various subjects between pupils with hearing and non-hearing indicate that hearing impairment (HI), was lagging behind in schools. The study, therefore, explored perceptions held by teachers and pupils on factors affecting the academic performance of pupils with hearing HI in selected schools in Zambia. A qualitative approach supported by a case study research design was employed in the study. The sample size was 22 consisting of 10 pupils with HI, 10 teachers of pupils with HI and 2 head teachers. An expert purposive sampling technique was used to select participants. Data from pupils was collected using a focus group discussion guide (sign language used as a mode of communication) while data from head teachers and teachers were collected with aid of face-to-face interview guides. Qualitative data were analyzed thematically and results were presented descriptively. The study revealed that the use of sign language as a mode of communication significantly impaired the exchange of knowledge and skills at the classroom level. It was also found, that pupils with HI faced many challenges such as; a negative attitude towards their academic work, poor pre-academic readiness skills, insufficient resources, clouded school curriculum, inappropriate instructional methodologies and assesmmnet approaches that had affected their academic performance. It was further evident, that teachers were ill-prepared in sign language as a language of instruction to positively impact on academic and social life with HI pupils in schools. Although schools were seen to be making efforts to address the observed challenges, pupils with HI, continued to academically perform lowly. The study recommends, upgrading teachers’ competence in sign language, and providing an enriched learning environment, instructional resources as vehicles for improving academic success among pupils with HI in the study schools.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134359514","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":"WHERE ARE WE IN SPACE: EXAMINING TEACHERS’ ICT COMPETENCY IN TEACHING LEARNERS IN SPECIAL SCHOOLS IN KENYA","authors":"C. M. Omboto, Anne W. Kanga","doi":"10.46827/ejse.v8i3.4361","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4361","url":null,"abstract":"Information Communication Technology (ICT) plays a central role in facilitating education in the 21st century. For successful integration of ICT in teaching and learning teachers play a key role. As such, there is a need for competent teachers in applying ICT skills to teach and facilitate learning. This study sought to examine teachers’ ICT competency in implementing Digital Literacy Programme (DLP) in public primary special schools in Nairobi County ii Kenya. The study used a semi-structured questionnaire tool to collect data from 99 teachers and 41 head teachers from public primary special schools in Nairobi County. Mixed-Methods Research (MMR) where both Statistical Methods and thematic analysis approaches were used to analyse the data. Statistical Methods used include descriptive analysis such as frequencies and percentages and bivariate analysis approaches including Chi-square tests of hypothesis regarding the relationship between teacher’s ICT competency and implementation of DLP. The study found that the role played by DLP in building teacher ICT skill capacity is 28.4% lower in special schools compared to regular schools. As a result, teachers of children with disabilities and special educational needs have limited relevant ICT skills such as assistive technology to support teaching and learning. The study also found that whilst there may be a significant proportion of teachers skilled with ICT skills, lack of access to digital devices and internet connectivity makes it difficult for them to demonstrate their competency and apply the same to the teaching of children with disabilities. Based on the results of this study, recommendations for policy enhancement and improvement of practice have been made.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"877 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120882216","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":"AUDIENCE RECEPTION OF ALCOHOL ABUSE MESSAGES AMONG THE VISUALLY IMPAIRED IN KENYA","authors":"Brian Abook, Abraham Kiprop Mulwo, Fredrick Njoroge","doi":"10.46827/ejse.v8i3.4358","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4358","url":null,"abstract":"Visual impairment is viewed as one of the most threatening disabilities. About 40-50 per cent of the people with disabilities who have visual impairment may be categorized as heavy drinkers. Most studies conducted to establish the information needs of visually impaired people have concentrated on the format of the information. Yet, accessible health information is key to reducing health inequalities in health care experienced among the visually impaired. Very few empirical studies have examined the health information needs of the visually impaired. Some of the gaps related to the types of health information include non-format aspects like the content type, timing and sender of the messages. This study investigates the audience reception of alcohol abuse messages among the visually impaired in Kenya. Using a purposive sampling procedure, 25 participants with visual impairment were identified from rehabilitation centres and institutions for the PWDs within Nairobi County. Data was generated through in-depth interviews, then recorded, transcribed, analyzed thematically, and presented in narrative form according to the themes. Study findings indicate that people with visual impairment were unconformable with the way media consistently portrays them as needing assistance and as an instrument of sympathy to elicit mercy. The visually impaired face difficulties satisfying their information needs through media content that focuses more on visuals and less on audio description. Their exclusion made them perceive that messages were only targeting the general population and thus were not as effective. Nevertheless, they sought assistance from intermediaries such as religious leaders, local authorities, teachers, friends, and close family members when they faced difficulty interpreting messages. Intermediaries largely buffered their challenges in interpreting messages. Apart from tailoring messages to suit the needs of the visually impaired, there is a need to involve them in actively developing and disseminating messages in Kenya.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123576616","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":"EFFECTS OF ADAPTED COMPUTER USE ON MATHEMATICS PERFORMANCE OF STUDENTS WITH CEREBRAL PALSY IN JOYTOWN SPECIAL SECONDARY SCHOOL KIAMBU COUNTY, KENYA","authors":"Betty Mulavi, F. I. Wamocho, M. Ogalloh","doi":"10.46827/ejse.v8i3.4343","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4343","url":null,"abstract":"The paper reports some of the key findings of a study that explored the effects of adaptive computer use on the mathematics performance of students with cerebral palsy in Joytown Special Secondary School for the Physically Handicapped in Kiambu County, Kenya. In the study, a quasi-experimental design was adopted utilizing a sample size of 32 students with cerebral palsy. Purposive and stratified random sampling techniques were adopted in selecting the sample size. The research study applied Amabile and Kramer’s progress theory and the primary data collection methods were classroom observation checklists, interview guides and pre-test and post-test. The research data was analyzed using SPSS version 22 and primary data analyzed per the study objectives. The findings on the impacts of adapted computer use on mathematics performance of students with cerebral palsy are reported. The study findings demonstrated that adapted computer use increases the academic independence and performance of students. This confirms that the integration of assistive technology in mathematics learning can be a compensatory tool for children with cerebral palsy despite the motor and communication dysfunctions resulting from their disabling condition. On the basis of the study findings, recommendations are provided.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130404874","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’ ATTITUDE AND ITS EFFECT ON PERFORMANCE IN ENGLISH AMONG LEARNERS WITH MILD INTELLECTUAL DISABILITY IN SELECTED PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA","authors":"Mary Wanjiku Gachie, George M Mathenge, S. Nzoka","doi":"10.46827/ejse.v8i3.4341","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4341","url":null,"abstract":"Specifically, the study aimed at determining the attitude of teachers toward learners with MID in selected primary schools in Kiambu County and how it influenced their performance in English. The study employed social constructivist theory to explore the teachers’ instructional strategies that had an effect on the English performance of learners with MID in acquiring self-regulation. In this study 31 class six English teachers, 2111 class six learners and 31 school administrators within 3 zones were targeted in the descriptive survey study. A 20% sample was used to sample the learners, while purposeful sampling was used for the teachers and school administrators. The study used a sample of 31 school administrators, 31 teachers and 422 learners, all from the three identified zones. Observation schedules, interview schedules and questionnaires were used to collect data. Piloting was done in Gicharani primary school to enhance the validity of the research instruments while the test and re-test method was used to test the instruments’ reliability. Quantitative data questions were analyzed by descriptive statistics such as frequencies, percentages and measures of central tendencies. Findings revealed that the teachers’ attitude was positive with some having a negative attitude. The chi-square analysis revealed that the p-value was statistically significant at 0.018 implying that the teachers’ attitude towards the learners affected the learners with MID’s English performance. The study concludes that the teachers’ attitude towards learners with MID had a significant influence on the MID learners’ performance in English. The study recommends that primary school teachers should be trained on the need for a positive attitude in the classroom towards all the learners, more so those with MID to ensure their participation in class and improved self-esteem.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114053713","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":"ESTABLISHING HOW HEAD-TEACHERS’ CLASSROOM VISITATION PRACTICE INFLUENCES STUDENTS’ PERFORMANCE IN PUBLIC JUNIOR SCHOOLS IN KEREN SUB-ZONE, ERITREA","authors":"Yodit Tesfagabr Yosief, Kinikonda Okemasisi, Paulos, W. Mesmer","doi":"10.46827/ejse.v8i3.4342","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4342","url":null,"abstract":"The purpose of this study was to establish how head-teachers’ classroom visitation influences students’ performance in public junior schools in Keren Sub-zone. The study was guided by systems theory and employed mixed-method approaches with a concurrent triangulation design. The study targeted public junior schools in Keren Sub-zone Anseba Region. Systematic sampling, simple random sampling and purposeful sampling were used to select 44 teachers, 326 students, five head-teachers, and two Educational Officers of the Keren Sub-zone. A total of 377 respondents took part in the study. Questionnaires were used to collect data from teachers and students, whereas interview was conducted to get information from head-teachers and Educational Officers. The quantitative data was analysed descriptively with the help of SPSS Version 21 and reported in frequency tables and percentages. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study established that in the high-performing schools, head-teachers practiced the classroom visitation activities better than those in poorly performing schools thus the reason for low performance in some public junior schools in Keren Sub-zone. The study concluded that in low-performing schools, head-teachers have not been considering some of the key classroom visitation practices such as supervision by walking around, monitoring of students’ discipline, and physical lesson observation. The study recommended that the ministry of education intensify supervision in the public junior schools to strengthen the quality of instructional supervision by the head-teachers. The study suggested that a similar study be done in other sub-zones in Eritrea to find out if the same findings can be established.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126346923","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":"EVIDENCE-BASED AND PROACTIVE CLASSROOM MANAGEMENT OF INCLUSIVE CLASSROOMS TEACHERS","authors":"Ayfer Aslan, B. Sucuoğlu","doi":"10.46827/ejse.v8i3.4319","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4319","url":null,"abstract":"This study examines the classroom management (CM) strategies applied by elementary school teachers in their inclusive classrooms. The study group comprised 14 primary school teachers, one student with special needs (SN) from the classroom of each teacher and an average student (AS) paired with the student with SN in terms of gender and age. Study data were collected using two observation forms, and a self-report instrument that the teachers used to evaluate their CM strategies. According to the study findings, the teachers scored highly in some evidence-based and proactive strategies, such as classroom organization, the use of reinforcements and giving directions, but recorded the lowest scores in identifying and teaching classroom rules, individualizing instructions, and using appropriate prompts. The teachers rated their classroom management as super, although an evaluation of all the findings revealed that teachers did not use some of the classroom management strategies that they claimed to use.  Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130845067","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}