International Journal of Special Education最新文献_第2页

Evaluating the Effects of Integrating Cognitive Presence Strategies on Teacher Attitudes and Student Learning Outcomes in Special Education and Autism Classrooms 评估整合认知在场策略对特殊教育和自闭症课堂教师态度和学生学习成果的影响

International Journal of Special Education Pub Date : 2023-10-27 DOI: 10.52291/ijse.2023.38.24

Abdullah Saleh Alanazi, Abdullah Ahmed Almulla, Mohamad Ahmad Saleem Khasawneh

{"title":"Evaluating the Effects of Integrating Cognitive Presence Strategies on Teacher Attitudes and Student Learning Outcomes in Special Education and Autism Classrooms","authors":"Abdullah Saleh Alanazi, Abdullah Ahmed Almulla, Mohamad Ahmad Saleem Khasawneh","doi":"10.52291/ijse.2023.38.24","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.24","url":null,"abstract":"The objective of this research is to assess the impact of incorporating cognitive presence (CP) techniques on the attitudes of teachers and the academic achievements of students in classrooms catering to special education and autism. The study employed both descriptive and inferential statistics to examine the pre- and post-test scores and teacher surveys. Additionally, the qualitative data gathered through interviews with teachers was subjected to thematic analysis. The findings of the study suggest that the incorporation of CP strategies can yield favorable effects on the attitudes of educators as well as the academic achievements of pupils. The educators expressed favorable dispositions towards CP techniques and believed that they were efficacious in enhancing student involvement and academic achievement. The study observed a noteworthy enhancement in the academic achievements of students, as evaluated through their pre- and post-assessment scores. The qualitative data revealed several themes, including the necessity of a pedagogical transition towards student-centered learning, personalized assistance for students with exceptional requirements, and continuous professional development and support for educators. The results indicate that the incorporation of CP techniques can serve as a viable method for enhancing the quality of classroom settings for students with special needs and those diagnosed with autism. It is important to take into account certain constraints, such as a limited sample size and potential biases in the gathering of data.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"13 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136318041","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

Caregiver Implemented Dialogic Reading: impact on children with and without autism in Brazil 看护者实施对话阅读:对巴西自闭症儿童和非自闭症儿童的影响

International Journal of Special Education Pub Date : 2023-03-15 DOI: 10.52291/ijse.2023.38.5

Katia Fabine Muller, Débora Regina Paula Nunes, Carlo Schmidt

{"title":"Caregiver Implemented Dialogic Reading: impact on children with and without autism in Brazil","authors":"Katia Fabine Muller, Débora Regina Paula Nunes, Carlo Schmidt","doi":"10.52291/ijse.2023.38.5","DOIUrl":"https://doi.org/10.52291/ijse.2023.38.5","url":null,"abstract":"There is evidence about the effectiveness of using caregiver-implemented, shared book reading protocols for mitigating language and literacy deficits in children with autism spectrum disorders (ASD). In Brazil, studies of this nature are scarce but essential for identifying successful early intervention practices for a population that has significantly grown in the last three decades. The aim of this investigation was to evaluate the effects of Reading to Engage Children with Autism in Language and Learning (RECALL), an intervention protocol that employs dialogic reading principles on the language and literacy skills of a 3-year-old child with ASD and a 4-year-old typically developing peer. Using a single-subject A-B research design, the effects of RECALL, employed by mothers, on their children's responses were evaluated. The results revealed that: (a) average effect size for strategy use following caregiver training was large for the mother of the child with ASD (Tau-U = 0,7) and moderate for the mother of the typically developing child (Tau-U = 0,5) ; (b) both children became more responsive, significantly increasing the frequency of communication interactions following caregiver intervention (Tau-U = 1); (d) the child with typical development showed an increase in the frequency of correct and spontaneous responses, and (c) the intervention was positively evaluated by the caregivers. Adaptations of the protocol, as well as its limitations, are discussed.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135698222","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

Nabannogakon (I’m Tired): Expression of the Untold Struggles of Student-Mothers from a State University in the Philippines Nabannogakon（我累了）：菲律宾一所州立大学学生母亲不为人知的斗争的表达

IF 0.3

International Journal of Special Education Pub Date : 2022-03-01 DOI: 10.52783/ijse.v37i3.341

Perfecto F. Paredes

引用次数: 0

Perspectives of Members of a State Organization for Gifted and Talented Education in a Western State toward the Identification of Twice-Exceptional Students 西方国家资优教育组织成员对双重超常学生识别的看法

IF 0.3

International Journal of Special Education Pub Date : 2022-01-01 DOI: 10.52783/ijse.v37i1.3

Hussain Alamer

{"title":"Perspectives of Members of a State Organization for Gifted and Talented Education in a Western State toward the Identification of Twice-Exceptional Students","authors":"Hussain Alamer","doi":"10.52783/ijse.v37i1.3","DOIUrl":"https://doi.org/10.52783/ijse.v37i1.3","url":null,"abstract":"Twice-exceptionality is the phenomenon of a student who presents both a disability and gifted/talented characteristics. One of the most challenging aspects of this phenomenon is how a disability can mask or hide gifted/talented characteristics; how gifted/talented characteristics might mask a disability; or how both might mask each other. Given the paradoxical nature of twice-exceptionality, it is understandable how twice-exceptional students can easily be overlooked in the demanding day-to-day reality of school, even if teachers have knowledge of twice-exceptionality. The purpose of this study was to examine if teachers, parents, and other professionals could identify twice-exceptionality given specific clues. For this pilot study, the author surveyed professionals in the field of gifted/talented to measure their ability to recognize twice-exceptional characteristics after reading fictional scenarios that represented possible real-life situations. All participants were members of the Colorado Association of Gifted and Talented (CAGT) in Colorado USA. A total of 107 respondents responded to an electronic survey with the highest response rate for any one question of 78. The results indicated that professionals failed to recognize twice-exceptionality because of how well the characteristics were masked. The findings indicated that more needs to be done to inform educators of the phenomenon of twice-exceptionality.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995444","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

Semantic Relations of Humor: A Study of ADA Tongeng To Liseé 幽默的语义关系——以美国语同庚语为例

IF 0.3

International Journal of Special Education Pub Date : 2022-01-01 DOI: 10.52783/ijse.v37i1.1

M. Dalyan

引用次数: 0

The Usage of Contents Enriched by Augmented Reality Technology in the Instruction of Students with Special Learning Disability 增强现实技术丰富内容在特殊学习障碍学生教学中的应用

IF 0.3

International Journal of Special Education Pub Date : 2022-01-01 DOI: 10.52783/ijse.v37i1.5

Duygu Işık

引用次数: 0

Use of Educational Videos to Improve the Teaching-Learning Process in Higher Education: A Systematic Review 利用教育视频改善高等教育教学过程:系统回顾

IF 0.3

International Journal of Special Education Pub Date : 2022-01-01 DOI: 10.52783/ijse.v37i3.188

Cecilia Claudia Montesinos Valencia

引用次数: 0

The Extent to Which Teachers of Children With Autism Spectrum Disorder Know and Apply Behavior Modification Strategies 自闭症谱系障碍儿童教师了解和应用行为矫正策略的程度

IF 0.3

International Journal of Special Education Pub Date : 2022-01-01 DOI: 10.52783/ijse.v37i1.4

Mohammad Abed Sakarneh

引用次数: 0

Attitude towards Online Buying Behaviors of People in Dhaka City in Bangladesh during Covid-19 Pandemic 2019冠状病毒病大流行期间孟加拉国达喀市居民网上购物态度

IF 0.3

International Journal of Special Education Pub Date : 2022-01-01 DOI: 10.52783/ijse.v37i1.2

M. Hasan Parvez

引用次数: 0

A Case Study of Downtown, Paterson, NJ: In Relation to Obesity Medical Interventions 以新泽西州帕特森市中心为例:与肥胖医疗干预有关

IF 0.3

International Journal of Special Education Pub Date : 2020-12-31 DOI: 10.52783/ijse.v35i4.1

Wiggert Isenia

引用次数: 0