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1
You, Sukkyung, Eui Kim, and Kyulee Shin. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea." Sustainability 11, no. 5 (March 12, 2019): 1489. http://dx.doi.org/10.3390/su11051489.
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In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.
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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia." Sustainability 13, no. 6 (March 20, 2021): 3459. http://dx.doi.org/10.3390/su13063459.
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Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.
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Handayani, Trisni, Asep Supena, and Rasmita Rasmita. "The Effectiveness of Snakes and Ladders Media on Sex Education for Children With Intellectual Disabilities." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (June 7, 2020): 71–80. http://dx.doi.org/10.22236/jipd.v5i2.122.
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Cases of sexual harassment and sexual deviations from year to year are increasing. Many factors cause it, including technological sophistication and ease of access, the existence of a family that does not care and a less sensitive educational environment. Parties who are victims of sexual harassment are usually women, especially children who experience intellectual disabilities. Nearly half of them have experienced 10 times the harassment. This study aims to determine the effectiveness of snakes and ladders media in improving understanding of sex education and preventing acts of sexual abuse and abuse in children who experience intellectual disabilities. This research uses descriptive qualitative method. Research subjects were students who experienced intellectual disabilities at Bekasi Jaya Extraordinary Elementary School. Data analysis was carried out through three main stages, namely reduction, data presentation, drawing conclusions. Snakes and ladders media is a game that uses symbols and images reinforced by verbal communication delivered by the teacher. The results showed that the use of snakes and ladders media effectively helped students who experienced intellectual barriers in understanding the messages contained in sex education content.
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Favazza, Paddy C., Gary N. Siperstein, Susan A. Zeisel, Samuel L. Odom, John H. Sideris, and Andrew L. Moskowitz. "Young Athletes Program: Impact on Motor Development." Adapted Physical Activity Quarterly 30, no. 3 (July 2013): 235–53. http://dx.doi.org/10.1123/apaq.30.3.235.
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This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the YA program, are discussed.
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Forness, Steven R., and Kenneth A. Kavale. "Treating Social Skill Deficits in Children with Learning Disabilities: A Meta-Analysis of the Research." Learning Disability Quarterly 19, no. 1 (February 1996): 2–13. http://dx.doi.org/10.2307/1511048.
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Although social skills training or intervention for children with learning disabilities has been widely used in the past 15 years, little systematic synthesis of its effectiveness is available. The current study is a meta-analysis of 53 studies on social skills training completed during this period. The mean effect size (ES) obtained was only .211, with very few differences among teachers, peers, or children themselves who judged effectiveness of training. This relatively modest effect is discussed in relation to other special interventions for children with school learning or behavioral disorders and possible links between learning disabilities and social skills that might account for poor treatment outcome.
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Supriyadi, Supriyadi, and Dian Wiliyanto. "Prototype Expert System Application to Identify Specific Children Learning Disabilities in Inclusion Schools." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 117–27. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.09.
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This study aims to develop an expert system application for the identification of specific children learning disabilities in Inclusion School. The research method used is development research design (R & D) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. Application testing involving 40 teachers in inclusion schools to test expert system applications in identification. Validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of excellent. Expert system application development has several features, among others; home menu, analysis, and intervention to follow up learning services, learning media, and classroom embedding for specific children learning disabilities.
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Makarova, Lyudmila N., Inessa V. Smolyarchuk, and Svetlana N. Isaeva. "Pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities in inclusive education." Tambov University Review. Series: Humanities, no. 191 (2021): 130–36. http://dx.doi.org/10.20310/1810-0201-2021-26-191-130-136.
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We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimental study carried out on the basis of the “Kindergarten no. 5 “Zvonochek” of the city of Tambov are presented. 20 preschoolers with mental retardation took part in the expe-rimental work. The study of cognitive mental processes was carried out with the help of diagnostic methods: “Correction test”; “10 words”; “Elimination of extra”. The developed program of peda-gogical cooperation as a condition for the cognitive development of preschoolers with mental re-tardation in inclusive education includes two blocks: the first block – classes on “Familiarization with the outside world”; the second block – classes on “Development of elementary mathematical concepts” in the process of joint activities of children, a teacher-defectologist and educators in a preschool educational organization. The relationship between the identified blocks of the program is analyzed, the main factors for pedagogical cooperation are determined. A comparative analysis of the level of development of cognitive processes in preschoolers with mental retardation (expe-rimental and control groups) at the control stage is presented, proving the effectiveness of the tested program.
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Lestari, Dita, and Budi Andayani. "Program Pembelajaran Individual: Meningkatkan Keterampilan Mengancingkan Baju pada Anak Disabilitas Intelektual Sedang." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 1 (June 25, 2020): 27–40. http://dx.doi.org/10.14421/al-athfal.2020.61-03.
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This study aims to observe the effectiveness of Individual Learning Program on improving shirt-buttoning skills among children with moderate intellectual disabilities. This study hypothesizes that the students' ability to button their shirts improved after applying the Individual Learning Program approach to the chaining learning method. The participants of this study were four students with moderate intellectual disabilities ranging in age from 10-12 years. The four participants were selected based on interviews with the homeroom teacher and parents as well as observations that showed that participants had low skills in buttoning up their clothes. This research is a quasi-experimental study with a single subject research design in which data analysis uses descriptive statistical analysis consisting of two steps: (1) analysis in two conditions and (2) analysis between conditions. This study's data were analyzed using visual image data analysis techniques. The results showed that the Individual Learning Program with chaining learning strategies, both backward and forward, and the total task presentation could effectively improve buttoning skills in children with intellectual disabilities.
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Goodman, Joan F. "Early Intervention for Preschoolers with Developmental Delays: The Case for Increased Child Collaboration." Psychological Reports 75, no. 1 (August 1994): 479–96. http://dx.doi.org/10.2466/pr0.1994.75.1.479.
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In this article are analyzed the four following premises that explain why early intervention programs for preschool children with mental retardation (and other disabilities) have tended to adopt a teacher-directed “cultural transmission” or remedial model of education, whereas preschool programs for children without disabilities have generally preferred a more child-directed “developmental” model. (1) The purpose of early intervention is to accelerate and remediate, rather than support, cognitive growth. (2) Learning and accountability are maximized by specific instructional objectives written into educational plans rather than by encouraging children's own constructivist efforts. (3) Children with retardation are defective, not just slow but otherwise normal and so require extensive adult direction. (4) Research findings are favorable rather than ambiguous towards demonstrating the effectiveness of existing instructional methods. The four premises are reviewed and critiqued. It is concluded that there is sufficient doubt about the cultural transmission remedial model to justify further expansion of the developmental approach in early intervention programs, at least for some children in some areas. Changes in attitudes and practices that such an expansion would entail are discussed.
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Alajmi, Dr Moudi Abdullah Amer. "The Impact of Using Mindfulness-Based Stress Reduction (MBSR)intervention for Reducing Teacher Burnout and Enhancing Self-efficacy of teachers of Autism Syndrome Disorder (ASD)." Psychology and Education Journal 58, no. 2 (February 1, 2021): 3848–59. http://dx.doi.org/10.17762/pae.v58i2.2650.
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The current study aimed to explore the effectiveness of using Mindfulness-Based Stress Reduction (MBSR) intervention on reducing teacher burnout of teachers of Autism Syndrome Disorder (ASD).It is also aimed to investigate the impact of decreased teachers' burnout on enhancing the self-efficacy of those teachers. To achieve such goal, Mindfulness-Based Stress Reduction (MBSR) intervention and Oldenburg teacher burnout inventory, and Self-efficacy Scale. The sample of the study consists of 32 teachers who teach autistic children in the Autistic Behavior School (ABS) in Jahraa district, in the State of Kuwait. They were divided into two groups; the experimental group including 15 ASD teachers and the control group that includes 17 teachers. Both quantitative and qualitative designs were used; the quasi-experimental research design has been adopted in this study to assess the improvement achieved by the experimental group compared with the control group as a result of using the MBSR intervention program. Also, semi-structured interviews have been held with certain teachers with a high level of burnout. Results of the study revealed statistically significant differences in the mean scores of experimental and control groups in favor of the experimental group. MBSR intervention was effective in alleviating teachers' burnout and enhancing their self-efficacy. Based on the study results, it is recommended that mindfulness strategies should be used to alleviate anxiety, depression, stress, and even burnout teachers experience due to their job especially those teaching children with disabilities and autism.
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Buchnat, Marzena. "Trudności nauczycieli szkół ogólnodostępnych w ocenianiu uczniów z lekką niepełnosprawnością intelektualną." Studia Edukacyjne, no. 51 (December 15, 2018): 523–39. http://dx.doi.org/10.14746/se.2018.51.33.
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Grading children is of great importance in the educational process. It allows children to learn about their abilities thus shaping their self-esteem and also to define themselves in relation to other people, points to resources and areas for work, builds motivation to undertake further activity, which is why it is particularly important for students with mild intellectual disabilities. However, the grading process is very complex and requires teachers’ knowledge and skills in this area. The aim of the research was to determine what dilemmas in grading students with mild intellectual disabilities teachers of mainstream schools have. The results obtained show that the grading this group of students gives teachers many difficulties and it is therefore necessary to make many changes in this area to make evaluation a factor supporting the effectiveness of education of children with mild intellectual disabilities, and thus a factor that optimizes their development.
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Buchnat, Marzena. "Trudności nauczycieli szkół ogólnodostępnych w ocenianiu uczniów z lekką niepełnosprawnością intelektualną." Studia Edukacyjne, no. 51 (December 15, 2018): 523–39. http://dx.doi.org/10.14746/se.2018.51.33.
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Grading children is of great importance in the educational process. It allows children to learn about their abilities thus shaping their self-esteem and also to define themselves in relation to other people, points to resources and areas for work, builds motivation to undertake further activity, which is why it is particularly important for students with mild intellectual disabilities. However, the grading process is very complex and requires teachers’ knowledge and skills in this area. The aim of the research was to determine what dilemmas in grading students with mild intellectual disabilities teachers of mainstream schools have. The results obtained show that the grading this group of students gives teachers many difficulties and it is therefore necessary to make many changes in this area to make evaluation a factor supporting the effectiveness of education of children with mild intellectual disabilities, and thus a factor that optimizes their development.
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Dada, Akintunde Oluseyi, Owoade Philip Adeleke, Samson Akinwumi Aderibigbe, Michael Adeife Adefemi, and Martina Ayibeya Apie. "Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 363–67. http://dx.doi.org/10.6000/2292-2598.2021.09.04.2.
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Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Treatment Home/School, Akoka, Yaba, Lagos. A validated Attention Observation Rating Scale (AORS) with a reliability coefficient of 0.88 was used for this study. Three hypotheses were tested in the study, and Analysis of Covariance (ANCOVA) was used for data analysis. This study revealed that music therapy is effective in enhancing attention among children with intellectual disabilities. Sex and level of severity of the disability were also tested as moderator variables, but they have no significant main or interaction effect with music therapy in enhancing attention for children with intellectual disability. The finding is that music therapy is significantly effective in enhancing attention for children with intellectual disability regardless of their sex or level of severity. It was concluded that attention deficit could be improved for children with intellectual disability. Therefore, Music therapy was recommended for use in the school with adequate teacher training.
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Novitayanti, Lili, and Luh Ayu Tirtayani. "Teachers-Students’ Interaction in Early Childhood Inclusion Program." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 96. http://dx.doi.org/10.23887/jere.v3i2.18766.
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UNESCO has defined inclusive education as a chance for children with disabilities to learn in the same class with their non-disable peers. It becomes the most equitable chance for those school age students with disabilities to get their right. The implementation of early childhood inclusion programs in Bali is relatively new. Thus, an analysis on its implementation is needed in order to know in extend the program is effective. This study aims to describe the effectiveness of the teachers-students social interaction in early childhood inclusion program. It is an evaluative research by focusing on the learning process, including aspects of plan, implementation, and assessment. There are 119 respondents, who are headmasters and teachers of Kindergarten, involved in this study. Data are collected through questionnaire that have been tested for being validated. The result shows that social interaction of teachers and students are: (1) positive from the aspect of planning with F + = 53.781% and F─ = 46.218%, (2) not effective in the aspect of implementation with F + = 47.058% and F─ = 52.941%, and (3) not effective social in the aspect of evaluation with F + = 42.857% and F─ = 57.142%. It can be concluded that the social interaction of teachers and students in inclusion early childhood education program in is less effective (+ ─ ─). The teacher-students‘ social interaction as pivotal aspect of learning process, especially for special need students, needs to improve.
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Angell, Maureen E., Joanna K. Nicholson, Emily H. Watts, and Craig Blum. "Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities." Focus on Autism and Other Developmental Disabilities 26, no. 4 (October 20, 2011): 206–17. http://dx.doi.org/10.1177/1088357611421169.
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An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed.
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Fadzillah, Awang Jamalludin, and Julia Lee Ai Cheng. "Early Intervention of Preschoolers with Speech and Language Impairments by Parents as First Teachers: A Case Study on Four Families in Kuching, Sarawak." Journal of Cognitive Sciences and Human Development 3, no. 1 (February 9, 2018): 1–10. http://dx.doi.org/10.33736/jcshd.641.2017.
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Parental involvement during early childhood development is important especially when the child has learning disabilities. This research aims to study the effectiveness of parental-based speech training programs for preschoolers with Speech Language Impairments (SLI) in a localized setting. The method used was qualitative and data was collected from selected preschoolers (N = 5) with different types of SLI symptoms. Each participant was assessed using a standardized assessment protocol to measure his/her language scale. The participants were given the intervention program by their own parents using the Hanen’s It Takes Two to Talk program. The progress of each subject and observations from these sessions were documented. The participants were assessed again once the intervention had been implemented. Substantial results were achieved when all subjects showed improvements in language comprehension and production skills. These results highlight the importance of parental involvement as first teachers in the early intervention of children with SLI. Keywords: Early intervention; speech language impairments; preschoolers; parents as first teacher
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Nasir, Syeda Iffat. "SENSORY INTEGRATION VERSUS COGNITIVEBEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN." Pakistan Journal of Rehabilitation 9, no. 2 (July 1, 2020): 11–17. http://dx.doi.org/10.36283/pjr.zu.9.2/004.
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BACKGROUND AND AIMS Number of studies demonstrated that children with learning disabilities suffers from emotional-behavioral problems, however neurophysiologic approaches are efficient to produce better health-related outcomes thus this study aimed to investigate the effectiveness of sensory integration versus cognitive-behavioral therapy on behavioral issues of learning-disabled children. METHODOLOGY A Randomized Controlled Trial included 30 learning disabled-children, diagnosed by Psychologist on the standardized criteria, divided into Group-A (n=15) and B (n=15) where Group-A performed Sensory Integration while B performed Cognitive-Behavioral Therapy for 4 weeks. Data was collected at baseline and post the intervention on Behavioral Problem Scale and Conner’s Teacher Rating Scale respectively. RESULTS Both the groups showed significant results (p<0.05), however Group-A showed marked reduction in BPS in comparison to B while CTRS was observed with slight greater improvement in Group-B than A. CONCLUSION It was concluded that sensory integration is as effective as cognitive behavioral therapy in improving behavioral problems of learning-disabled children. KEYWORDS Learning, Behavior, Children, Cognitive-Function, Disability Evaluation, Rehabilitation.
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Миронова, Світлана, and Наталія Бахмат. "ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ." Педагогічні науки: теорія, історія, інноваційні технології, no. 5-6(99-100) (August 31, 2020): 3–11. http://dx.doi.org/10.24139/2312-5993/2020.05-06/003-011.
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One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.
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Oltarzhevskaya, L. E., O. V. Egupova, A. A. Kuznetsova, A. M. Zheludova, and N. M. Kuznetsova. "“Working Programs Constructor” as the Technology for the Organization of Correctional Development Work with Children with Special Educational Needs (Limited Health Disabilities) by Teacher-Psychologist in the Sphere of Education." Вестник практической психологии образования 17, no. 3 (2020): 44–57. http://dx.doi.org/10.17759/bppe.2020170304.
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In accordance with the professional standard “Teacher-psychologist (psychologist in the sphere of educational)”, one of the priority working areas for specialists is the provision of psychological and pedagogical assistance to persons with special educational needs (limited health disabilities / generalized labor function B). Each teacher-psychologist faces the task of effectively organizing a system of correctional and developmental classes with pupils and students with special needs. To solve it, a team of psychologists from four educational organizations in Moscow (Secondary School named after Artyom Borovik, Secondary School No. 1357 “On Bratislavskaya”, Secondary School No. 1547, Maryinsky Secondary School No. 1566 in memory of the Heroes of the Battle of Stalingrad) and the specialists of the City Psychological and Pedagogical Center of the Department of Education and Science of Moscow have developed the so-called “Work Programs Constructor” technology (hereinafter referred to as the Constructor). This article discusses structural features of the Constructor, which allow the specialist to take into account the full range of correctional and developmental assistance for children with disabilities when developing the program, taking into account their special educational needs and age. The issue of ensuring the continuity of work programs at different age stages in the implementation of each direction of correctional and developmental work is touched upon. When analyzing the substantive aspects of the Constructor, special attention is paid to the consideration of the age development norms as guidelines for the organization of correctional development work and indicators of its effectiveness. The article reveals how this technology provides a unified approach to helping children with special educational needs.
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Vijayasamundeeswari, P., A. Ambika, and Anita David. "Effectiveness of planned teaching program among primary school teachers regarding awareness of learning disabilities in children." Journal of Family Medicine and Primary Care 8, no. 12 (2019): 3845. http://dx.doi.org/10.4103/jfmpc.jfmpc_722_19.
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Abu Al Rub, Mohammed. "Effectiveness of a Training Program Based on Psychodrama in Improving Social Competence in Students with Learning Disabilities." Journal of Educational and Psychological Studies [JEPS] 12, no. 1 (January 29, 2018): 40. http://dx.doi.org/10.24200/jeps.vol12iss1pp40-57.
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The study aimed at understanding the effectivenessof a training program based on Psychodrama on improving social competence in children with learning disabilities. The sample of the study consisted of 50 students who suffer from a lack of social competence and who were enrolled in the resources rooms in government schools in Jeddah. The students were divided into two groups, one experimental (25 students) and one control group (25 students). Applying the tools of the study, findings showed that the training program led to improving social competence. The scale of social competence was administered prior to the implementation of the training program and re-administered after 8 weeks. The hypotheses of the study were tested with Wilcoxon Z test. The results indicated that there were significant differences in the means of performance of the experimental group between pre- and post-implementation of the two scales. According to the results, the researcher recommends the use of psychodrama as a strategy to improve social competence in children with learning disabilities, in addition to training teachers on how to select and develop such programs.
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Fuchs, Douglas, Lynn S. Fuchs, Anneke Thompson, Stephanie Al Otaiba, Loulee Yen, Nancy J. Yang, Mary Braun, and Rollanda E. O'Connor. "Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms." Exceptional Children 68, no. 3 (April 2002): 295–311. http://dx.doi.org/10.1177/001440290206800301.
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This study's purpose was to explore the effectiveness and feasibility of phonological awareness (PA) training with and without a beginning decoding component for kindergartners with disabilities in mainstream classrooms. Nineteen general educators, who taught at least one student with a disability, were assigned randomly within their schools to three groups: control, PA training, or PA training with beginning decoding instruction. Teachers in the two treatment groups conducted the treatments for about 20 weeks. Pre- and posttreatment data were collected on 25 children with disabilities. Statistical analyses indicated that the group of students with special needs participating in PA training with beginning decoding instruction did better than the other two groups. However, many children, including many of those in the most effective treatment, did not improve their reading skills.
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O’Flaherty, Celia, Erin E. Barton, Claire Winchester, and Maddisen Domingo. "Coaching Teachers to Promote Social Interactions With Toddlers." Journal of Positive Behavior Interventions 21, no. 4 (May 29, 2019): 199–212. http://dx.doi.org/10.1177/1098300719851794.
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Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers’ SI prompts on the playground. Results indicated functional relations between training plus general and specific feedback, teachers’ use of SI prompts, and levels of child SIs.
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Alshamri, Khalid H. "Evaluation of Education Students with Intellectual Disability in Saudi Arabia." Journal of Education and Learning 8, no. 1 (December 31, 2018): 131. http://dx.doi.org/10.5539/jel.v8n1p131.
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A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used “baby steps” strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children’s education at home. Only a minority of the teachers were found to utilize assistive technology to augment their practice. Both teachers and parents did not feel very confident about the effectiveness of the current systems in teaching their children important social and practical skills. Recommendations based on these outcomes were provided.
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Falk, Katherine B., and Joseph H. Wehby. "The Effects of Peer-Assisted Learning Strategies on the Beginning Reading Skills of Young Children with Emotional or Behavioral Disorders." Behavioral Disorders 26, no. 4 (October 2001): 344–59. http://dx.doi.org/10.1177/019874290102600404.
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Students with emotional or behavioral disorders (E/BD) often exhibit reading problems that contribute to a progressive pattern of academic underachievement and school failure. However, limited research exists concerning effective reading interventions for students with E/BD. One reading program that has been validated in the literature with students who have learning disabilities (LD) is Peer-Assisted Learning Strategies (PALS), which consists of teacher-led and peer tutoring components. The purpose of this study was to determine the effectiveness of Kindergarten PALS (K-PALS) in increasing the beginning reading skills of kindergarten students identified as having E/BD. Results indicated that the peer tutoring phase of K-PALS led to increases in student scores on letter-sound correspondence and blending probes. Consistent with the literature on the efficacy of PALS with the LD population, these findings suggest that K-PALS is a promising approach in increasing the reading performance of students with E/BD who are at risk for reading failure.
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Slavkovic, Marija, and Haris Memisevic. "COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 156–64. http://dx.doi.org/10.33225/pec/19.77.156.
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Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.
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An, Eui Jung, Jong Rye Won, and Seung Hyeun Kim. "Study on the Effectiveness of Practicum Program Model of Pre–service Child Care Teachers for children with Disabilities." Korean Journal of Early Childhood Special Education 17, no. 2 (June 30, 2017): 55–77. http://dx.doi.org/10.21214/kecse.2017.17.2.55.
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Ahmed, Eldood Yousif Eldood. "The effectiveness of Learning Disabilities Programs and Services Among Children with (LD) in Light of Special Education Quality Standards." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 16–24. http://dx.doi.org/10.31686/ijier.vol3.iss11.460.
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This study conducted during (2014-2015) in special educational center, Khartoum state- Sudan. It investigates to quality of (LDPS) among (CLD). The researcher used descriptive methods, applied quality of (LD) programs services questionnaire, designed by researcher used as study tool. The community of this study consisted from teachers in. Sample was chosen randomly included (43) teachers of (LD) and (20) (CLD). Researcher used statistical package for social sciences (SPSS) depends on T-test for one sample, one-way analysis of variance, Pearson correlation coefficient and T-test for independent sample. The results are as following: The quality of learning disabilities programs and services among (CLD) is positive, the quality of the curriculum is significant, the quality of teaching strategies is significant, the level of the quality of classroom environment is significant, and the quality of the supportive services is significant.
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Goldberg, Louise. "Creative RelaxationSM : A Yoga-Based Program for Regular and Exceptional Student Education." International Journal of Yoga Therapy 14, no. 1 (January 1, 2004): 68–78. http://dx.doi.org/10.17761/ijyt.14.1.50524j511674v292.
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School is a stressful place, especially for those with special needs. Sitting still, paying attention, staying on task are not skills that come easily to anxious learners,yet classroom learning is very difficult without these constraints. There are few opportunities in most educational curricula to train students in the skills required for self-control and focusing the mind. Any Yoga teacher knows, however, that control of the body and mind are skills that one can learn with instruction and practice. Creative RelaxationSM is a Yoga-based program designed to teach students to strengthen, stretch, and calm the body, quiet the mind, and control the breathing. The teaching principles of Creative Relaxation are as follows: make a sacred space, engage the student, provide tools for success, and create opportunities for independence. This article will demonstrate ways to apply these principles in an educational setting for regular and exceptional student education, based on the experience of the author as a consultant in the public school system since 1981. Anecdotal data and examples will be given from the author's work with children in regular education,as well as with those with autism and related disabilities,emotional handicaps, ADHD, and learning disabilities, and with anxious learners. In addition, the author collaborated with school professionals in a study to evaluate the effectiveness of a Yoga-based relaxation program for six children with autism over an eight-week period. A summary of the group's findings is presented.
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Butko, G. A., T. A. Katelson, and S. P. Oltu. "Development of an early comprehensive care system for children with disabilities in educational and healthcare institutions." Vestnik of Minin University 7, no. 4 (December 19, 2019): 5. http://dx.doi.org/10.26795/2307-1281-2019-7-4-5.
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Introduction. The article discusses various models of early comprehensive care for children with developmental disabilities in healthcare and educational institutions, modern approaches to their comprehensive support. Early comprehensive care is a new, rapidly developing field of interdisciplinary knowledge that integrates the theoretical and practical foundations of integrated support for children with developmental disabilities and children at risk from the first months of life. The timely appearance in the child’s mental development of the necessary age-related achievements depends on a number of conditions: the normal functioning of the brain, the physical health of the baby, the safety of the senses, the well-being of the social environment, and upbringing.Recently, there has been an increase in the number of infants with a low rate of psychomotor development. Many researchers believe that the cause of this is perinatal damage to the central nervous system. Knowledge of this fact allows us to predict the possibility of adverse psychophysical development of the child in the future. In this regard, early diagnosis and monitoring of the child’s neuropsychic development is important, which allows timely and targeted correction of the revealed violations. The prevention of disability and the reduction in the degree of limitation of vital functions and working capacity in a person’s future life depend to some extent on the effective organization of early comprehensive care.Materials and methods. The article summarizes the experience of the Moscow City’s early assistance services, which were part of the experimental site of the North-Eastern Administrative District “Enabling Children with Pre-school and Early Childhood Care in the Educational Space” in 2012-2014, as well as the currently functioning early-warning services of the city of Moscow. Dzerzhinsk, Moscow region. The analysis of the contingent of children attending early care services is carried out, follow-up data for these children are given, the effectiveness of these forms of early comprehensive care for children with disabilities is shown. Approaches to accompanying an infant and young child in health care are considered from the point of view of multi-stage, systematic and continuity.Results of the research. An analysis of the activities of various organizational forms of early support for children with disabilities and children at risk in educational institutions has shown the effectiveness of this area in helping children with developmental disabilities. The most important result of the work of such services is to improve the social adaptation of children with disabilities, and, above all, their inclusion in the educational environment.The healthcare system of the Russian Federation is the initial link in the provision of early assistance to children with disabilities. One of the reasons for the need for early comprehensive care for infants is the steadily growing number of deeply premature babies and a high percentage of their early disability. Among them, the majority are children born deeply premature at the 27-34 week gestation period. Subsequently, such children experience mental and speech development delays, various speech disorders, learning difficulties, and in the most severe cases, cerebral palsy and multiple developmental disorders. In this regard, all the measures for the habilitation and rehabilitation of deeply premature babies in health facilities acquire special social significance. The article provides a qualitative analysis of the content of the work of hospitals of the first, second and third stages of nursing of newborns with perinatal damage to the central nervous system.Discussion and conclusions. The activities of early assistance services based on educational organizations are currently considered as a social program for children from 2 months to 3 years of age with a lag or risk of lag in development, where a large role is given to the family and mother in implementing individual child development routes. This program is based on the principles of: humanism; personality-oriented approach to the child; taking into account the individual needs of each child; registration of neoplasms and leading activities of age; early detection and correction of developmental abnormalities; active inclusion of the family in the process of correctional development work.Medical and psychological and pedagogical assistance to children of the first year of life with developmental disabilities is in the form of a comprehensive rehabilitation. Rehabilitation of children of the first year of life is not only the restoration or compensation of impaired body functions, but also the creation of conditions for an adequate age-related formation of all organs and systems, timely recovery of psychomotor skills. Comprehensive rehabilitation of an infant child implies a wide range of long-term medical-psychological-pedagogical measures aimed at the child and carried out in the process of coordinated work of specialists of various fields: neonatologist, neurologist, orthopedist and other doctors, psychologist, teacher defectologist, social educator, as well as family psychologist. In order to ensure the development and effective adaptation of children with disabilities, the interaction of specialists is necessary not only with the child, but also with his entire family, since parents experience many specific difficulties associated with providing constant care and organizing treatment and development [24].
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M.G., Kochesokova, Nogerova M.T., Taukenova L.M., and Afaunova L.M. "DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION." “Educational bulletin “Consciousness” 22, no. 11 (November 30, 2020): 6–10. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-11-6-10.
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The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.
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Pilling, Rachel Fiona, and Suzanne Mary Little. "Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study." British Journal of Visual Impairment 38, no. 1 (September 16, 2019): 104–14. http://dx.doi.org/10.1177/0264619619871980.
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Children with profound and multiple disabilities commonly have their visual impairment overlooked when seeking to meet their complex health needs. The act of surrounding a child with little or no apparent visual function by a monochromatic translucent tent can serve to ‘switch on’ a child’s visual system. The aim of the project was to investigate the role of using colour tents to bring about attentional responses in children with complex disabilities including cerebral visual impairment. The evaluation comprises three phases, repeated on four occasions over the space of 4 weeks. The child’s visual attention prior to entering the tent and during the 5 minutes after leaving the tent was recorded. Moreover, the child’s responses and behaviours while in the tent were recorded. Nine children participated in the evaluation, mean age 6 years (range: 5–9 years). All children showed a change in visual behaviour on at least one occasion while in the colour tent. Most children required more than one session before a change in visual behaviour was noted. Only two children showed increase in visual awareness after any session, and there was no sustained effect demonstrated. This feasibility study has demonstrated that a short series of sessions in a colour tent is insufficient to demonstrate the effectiveness of a colour tent in stimulating visual awareness in children with complex needs. The methodology was acceptable to parents and teachers and lessons have been learned which will inform future studies.
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Purba, Natalina, and Martua Reynhat Sitanggang Gusar. "Clean and Healthy Lifestyle Behavior (PHBS Program) for Children with Intellectual Disability." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 275–87. http://dx.doi.org/10.21009/jpud.142.06.
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The achievement of children's quality of life is undoubtedly linked to the development of positive habits that will continue to be practiced in future lives. This can be done by developing awareness and behavior of a balanced clean and healthy lifestyle. The purpose of this study was to determine the increase in the PHBS ability of children. Various efforts have been made so that children with intellectual disabilities can maintain their cleanliness. The efforts made by the teacher are still not maximal so that the delivery of information about PHBS must be completed by another method, namely demonstration. This research was conducted at SDLB 127710 Pematangsiantar5 with an action research method that refers to the Kurt Lewin model. Data collection techniques used purposive sampling and data analysis with the Wilcoxon test. The results showed an increase in understanding of the PHBS of children with intellectual disabilities able to learn SDLB 127710 Pematangsiantar through the demonstration method. This is evidenced by the increase in the score, where the initial assessment was obtained (59%), while in the first cycle, the average score was good (69.9%). In short, the understanding of children with intellectual disabilities being able to learn about PHBS is increased by using the demonstration method.
Keywords: Intellectual Disability Children, PHBS program, Demonstration methods
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Kesumawati, Selvi Atesya, and Tandiyo Rahayu. "ACTIVITY MODEL OF PLAYING ‘MY HERO IS MY MOTHER’ TO IMPROVE BASIC MOVEMENT SKILLS OF MILD MENTAL RETARDED CHILDREN." Journal Physical Education, Health and Recreation 4, no. 1 (October 30, 2019): 52. http://dx.doi.org/10.24114/pjkr.v4i1.14182.
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Fundamental Movement Skills (FMS) of children with intellectual disabilities (ID) had a disruption experience and ID need help from others to develop their potential for movement maximally. The purpose of research and development of FMS through play activities in children with ID was expected to help improve FMS, cognitive abilities, pleasure and focus of attention of children with ID, so that children with ID had valuable experience in their lives, to be able to independently live their daily lives. The research method used was by research and development proposed by Borg and Gall. The subjects of small group trial used 9 children with ID and 4 teachers, and the stages of large group trial used 21 children with ID and 4 teachers in Primary School. The research instrument used rating scale. The data analysis technique was by using Content Validity Ratio (CVR) analysis to prove the validity level of the model of developing FMS through play activities, and used the difference test to prove the effectiveness of increasing the FMS results of children with ID in primary school. The results of the validity test model were high (CVR 0.475), so the mother was a hero game model fit the characteristics of children with ID and effective to increase FMS, cognitive, pleasure and focus of attention.
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Barida, Muya, and Dian Ari Widyastuti. "Acceptance and Commitment Therapy (ACT) to Improve Educators Self-Acceptance of Children with Special Needs." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (December 14, 2019): 117–24. http://dx.doi.org/10.24042/kons.v6i2.4701.
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Children with Special Needs are children with disabilities in the development of life due to disruption (mental, intellectual, emotional, social, physical) in the social-social, career, and academic fields, so they need special services and are different from children in general. This study aims to determine the effectiveness of Acceptance and Commitment Therapy (ACT) to increase the self-acceptance of educators towards Children with Special Needs. This study uses an experimental approach to the design of one group pretest-posttest. The study was conducted on teachers who are members of the HIMPAUDI Sleman District, who were randomly selected and obtained as many as 27 teachers. Data analysis was performed using the T-Test technique. Based on the results of the study, it appears that the self-acceptance of educators towards Children with Special Needs before and after the training on Acceptance and Commitment Therapy (ACT) increases, but the increase is less significant. Conclusion The Acceptance and Commitment Therapy (ACT) program is less effective in improving the self-acceptance of educators towards Children with Special Needs. Based on these results, it needs to be followed up with direct assistance or assistance in schools for educators who systematically help Children with Special Needs.
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Murashova, I. Ju, and V. I. Nodelman. "DEVELOPMENT OF POLYMODAL PERCEPTION IN CHILDREN WITH DISABILITIES IN THE CONTEXT OF INCLUSION." Pedagogical IMAGE 14, no. 4 (2020): 775–90. http://dx.doi.org/10.32343/2409-5052-2020-14-4-775-790.
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Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polymodal perception in 6-11-year-old children with SSD and MR and offer adequate approaches to solving it in terms of inclusion. Materials and methods: The research relies on scientific publications made by the author as well as the studies by other scientists covering experimental studies of the sensory-perceptual sphere of a person in various age ranges. General scientific and comparative-historical methods were used to fulfill the objectives set. Results of the study: The negative characteristics of the individual structure of polymodal perception in children with disabilities with preserved intelligence of senior preschool and primary school age, which were identified in various studies, are analyzed and generalized. The findings reveal a general pattern, which lies in the fact that students with SSD and MR in an age range of 6-11 years often show shortcomings of polymodal (joint, interconnected) perception, despite conventionally healthy visual, auditory, and tactile-kinesthetic (sensory-motor) analyzers, when medical and other individual examinations do not find significant pathologies in their functioning. These shortcomings cause inadequate processing of received information and reduce the quality of the educational process. A multisensory method of providing educational information is proposed, which most fully implements the principle of maximum reliance on polymodal afferentations, which facilitates the perception of program content and at the same time contributes to its improvement in children with disabilities. The paper shows the possibilities of using this method in the inclusive educational process. Conclusion: This paper can be useful to special psychologists, speech therapists, speech pathologists, and other teachers who work with children of senior preschool and primary school age with SSD and MR. Keywords: Polymodal perception, severe speech disorders (SSD), mental retardation (MR), multisensory method of information delivery, systemic speech disorders, speech therapy conclusion.
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Moharana, Kalyani. "Effectiveness of guideline on knowledge and attitude of trainee school teachers towards identification and management of children with specific learning disabilities." Indian Journal of Psychiatric Nursing 16, no. 2 (2019): 77. http://dx.doi.org/10.4103/iopn.iopn_27_19.
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Coates, Janine K., Jo Harris, and Michael Waring. "The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities." British Educational Research Journal 46, no. 5 (March 2, 2020): 909–28. http://dx.doi.org/10.1002/berj.3605.
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Biglan, Anthony, Georgia L. Layton, Laura Backen Jones, Martin Hankins, and Julie C. Rusby. "The Value of Workshops on Psychological Flexibility for Early Childhood Special Education Staff." Topics in Early Childhood Special Education 32, no. 4 (November 3, 2011): 196–210. http://dx.doi.org/10.1177/0271121411425191.
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High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. At pretest, measures of experiential avoidance (EA) and mindful awareness (MA) showed significant relationships to reports of depression, stress, and burnout. The intervention reduced staff members’ EA, increased teachers’ MA and valued living (VL), and improved teachers’ sense of efficacy. This suggests that ACT workshops can help influence factors affecting depression, stress, and burnout in an early childhood special education setting.
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Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, Allison Brooks, Kristin Begayis, Gerald Curtin, Kristina Byrd, and Steve Graham. "Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words." Learning Disability Quarterly 23, no. 2 (May 2000): 117–35. http://dx.doi.org/10.2307/1511141.
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Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.
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Molchanova, Lyudmila N., Larisa N. Malikhova, Alesya A. Kuznetsova, and Anna V. Stulova. "The role of social intelligence in overcoming mental burnout in the aspect of subject genesis of teachers working with children with special educational needs." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 378–86. http://dx.doi.org/10.32744/pse.2021.2.26.
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Among the numerous factors of the subject genesis of teachers, social intelligence plays an important role. Social intelligence is defined as a special quality of a person, her ability to understand, differentiate and predict the verbal and non-verbal behavior of other people and the consequences, quickly and easily come into contact with them, which determine the effectiveness of social interaction. The results of the relationship between social intelligence and mental burnout were obtained by researchers. The problem of the role of social intelligence in overcoming mental burnout is relevant and poorly researched. The teachers working at the Kursk boarding school for children with disabilities at the Kursk boarding school for children with disabilities (all participants are females; N = 50; professional experience up to 43 years) voluntarily took part in the study. Observation and conversation, as well as standardized techniques for diagnosing burnout and social intelligence, were used from a number of empirical methods. To process the research results, computer methods were used by the mathematics of statistical analysis. It has been empirically proven that the underdeveloped ability of teachers to understand the change in the meaning of similar verbal reactions of students, their parents, colleagues, administration (F=4,38; df=2,47; β =-0,412; р=0,019), as well as to logically generalize and highlight common and significant signs in their various non-verbal reactions (F=3,90; df=2,47; β = 0,364; p=0,030) increase the risk of mental burnout. On the contrary, well-developed abilities to foresee the consequences of the behavior of other people in a certain situation can be considered as a factor in overcoming psychosomatic and psycho-vegetative disorders (F = 136,66; β = -0,952; р =0,0000), irritability, resentment, harshness, rudeness, emotional and personal isolation (F = 115,17; β = -0,840; р = 0,0000), the feeling that it is emotionally impossible to help their wards (F = 115,33; β = -0,936; р = 0,0000).
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Hunt, Pam, Morgen Alwell, Felicia Farron-Davis, and Lori Goetz. "Creating Socially Supportive Environments for Fully Included Students who Experience Multiple Disabilities." Journal of the Association for Persons with Severe Handicaps 21, no. 2 (June 1996): 53–71. http://dx.doi.org/10.1177/154079699602100201.
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This investigation analyzed the effectiveness of an intervention designed to facilitate the social inclusion of three students who experienced significant physical and intellectual challenges and, for two students, dual sensory impairments. The children were full-time members of two first-grade and one fourth-grade classrooms. The individualized intervention package included three major components: (a) provision of ongoing information to classmates about the communication system, adaptive equipment, and educational activities of the students with disabilities in the context of naturally occurring interactions between the students and their classmates or during “club” meetings; (b) identification and utilization of various media that could serve as the basis for interactive exchanges between the focus students and others; and (c) ongoing facilitation by educational staff of social exchanges between students and their classmates through the establishment of a “buddy” system, arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of intervention were implemented by educational staff including general education and inclusion support teachers, paraprofessionals, and related service personnel. An analysis of the interactive patterns between the focus students and others indicated that when the intervention was fully implemented, there were increases in (a) reciprocal interactions with peers, (b) focus student-initiated interactions, and (c) focus student-initiated interactions that were comments (with no increase in requests or protests). In addition, there were decreases in assistive interactions with paraprofessionals. The social validity of changes in interactive patterns between the focus students and their classmates was established through interviews with the students' friends and their teachers.
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Kim, Jung-eun, and Joo-hye Kim. "The Influence of Organizational Culture, Job Stress and Empowerment on Organizational Effectiveness among the Teachers of Specialized Daycare Centers for Young Children with Disabilities." Special Education Research 18, no. 1 (February 28, 2019): 305–25. http://dx.doi.org/10.18541/ser.2019.02.18.1.305.
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Anufrieva, Natalia Ivanovna, Aleksandr Vlavlenovich Kamenets, Marina Viktorovna Pereverzeva, and Marina Gennadievna Kruglova. "Features of the application of art-therapeutic and gaming technology based on folk music in rehabilitation and socialization of children with health limitations." Open Access Macedonian Journal of Medical Sciences 8, E (August 15, 2020): 373–81. http://dx.doi.org/10.3889/oamjms.2020.3588.
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AIM: The purpose of the work is to study the specifics and evaluate the effectiveness of the use of art-therapeutic and gaming technologies based on musical folklore in the course of rehabilitation of children with health limitations.
MATERIALS AND METHODS: The socialization of such children depends largely on the characteristics of health, the principles of their training, and the effectiveness of the chosen methods. This justifies the need to analyze the practical experience and evaluate the results of efforts of specialists who deal with special children.
RESULTS: The results of the conducted psychological and pedagogical experiment on the use of art-therapeutic and gaming technologies based on musical folklore have shown that singing and playing classes are highly effective, and improving the physical and mental health of children is possible even in very severe cases, for example, in cases a delayed psychoverbal development (DPVD) and early childhood autism. Early start of corrective training provides the greatest degree of correction of physical and mental disabilities, which is associated with the high level of activity of the brain and nervous system in children. At that, two-thirds of the wards, for whom the methods of training at an early age were chosen correctly, acquire a condition of a healthy person, i.e. begin to live a normal life, learn as well as their healthy peers, and thus, previously diagnosed health problems remain in the past.
CONCLUSION: Analyzing the results of classes with children allows concluding that the training of troubled children takes place in several stages, through which they gradually move from the development of basic communication skills and control of their body, from socialization and learning the correct, socially acceptable patterns of behavior to more complex tasks associated with pre-professional education, voice-training, and breathing, work on sound quality, range of voice, etc. Features of the use of art-therapeutic technologies are that children with health limitation are able to achieve the level of professional vocal training and overcome specific difficulties with motor skills, speech, and behavior, which are stated by the diagnosis. The teacher needs to clearly understand at what stage of development is each individual child, and choose individual methods of training in accordance with the peculiarities of the child’s health. The effectiveness of art-therapeutic technologies based on musical folklore is due to the synthesis of the possibilities of musical-creative and developmental-gaming activities. Musical folklore allows the child not only to master his skills of speech but also to realize himself and feel own body, to be able to learn new things and realize it, to acquire the skill of communication with other people, the ability to plan actions, to think logically, and to comprehend the world around. All this makes the lessons extremely valuable and important tool of pedagogical assistance to children with health limitations.
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Khilya, Anna, and Alona Valeriiva Korol. "FEATURES OF THE USE OF ICT IN SPEECH THERAPY PRACTICE OF PRESCHOOL INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 351–59. http://dx.doi.org/10.17770/sie2021vol5.6137.
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Today, an important part of work in a preschool institution is working with children with disabilities in the development of speech. Since the formation of speech skills in children at this age has a number of features and requires attention for further socialization and self-realization of the child.That is why in the article we analyze the state of modern psychological and pedagogical research on the feasibility and prospects of using information and communication technologies in the practice of speech therapist, in particular, in preschool educational institutions. As part of a study conducted based on the work of speech therapists in a preschool institution and a private educational organization – a speech club, we established that information and communication technologies are able to provide computerisation and high efficiency of the process of the development and speech correction of children with speech impairments. Obstacles to the introduction of such technologies into the practice of speech therapy are identified and ways to overcome obstacles and difficulties in solving the problems of computerisation of the speech therapy process are presented.We have proved the increase of effectiveness of the speech therapy process as a result of remote interaction of a speech therapist with teachers, parents and the public using ICT.
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Munirathnamma, K., G. Mamatha, Paramesha, and J. Lissa. "Evaluate the effectiveness of an information booklet on knowledge regarding selected learning disabilities of school children among Primary school teachers in selected schools at Mysore." International Journal of Nursing Education and Research 4, no. 4 (2016): 445. http://dx.doi.org/10.5958/2454-2660.2016.00082.x.
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Nisha, S., N. Kokilavani, Raja Shankar, and Ashok Stastician. "A Study to Evaluate the Effectiveness of Self-Instructional Module Regarding Learning Disabilities of Primary School Children among Primary School Teachers in Selected Schools at Coimbatore." Asian Journal of Nursing Education and Research 7, no. 1 (2017): 48. http://dx.doi.org/10.5958/2349-2996.2017.00011.8.
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Cmar, Jennifer L. "Effective Self-Determination Practices for Students with Disabilities: Implications for Students with Visual Impairments." Journal of Visual Impairment & Blindness 113, no. 2 (March 2019): 114–28. http://dx.doi.org/10.1177/0145482x19840454.
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Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included in the review. Results: A total of 14 articles were identified that focused on the following interventions: Self-Determined Learning Model of Instruction, Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy, Self-Directed Individualized Education Program, and Computer-Assisted Instruction. The levels of evidence supporting each intervention varied from potential to moderate, with none falling into the strong category. Discussion: Although several studies included at least one student with visual impairment, their results were not disaggregated by disability category. As a result, the existing literature does not allow for any specific conclusions to be made about the effects of these interventions on students with visual impairments. Additional research that evaluates self-determination interventions among this population is warranted. Implications for practitioners: By providing descriptions of six self-determination interventions and research evidence (including contextual information) supporting each one, this study serves as a starting point for practitioners to identify curricula that may be used to promote self-determination among their students. For students with visual impairments to fully benefit from these interventions, preteaching and accommodations by teachers of students with visual impairments or orientation and mobility specialists is necessary.
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Petrova, Daina. "READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 114. http://dx.doi.org/10.17770/er2019.2.4233.
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The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.
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Ясакова, Н. Т., Ю. В. Максимова, В. Е. Гарный, О. В. Лисиченко, Я. А. Хорошевская, Т. В. Волошина, А. Л. Сенцова, and В. Н. Максимов. "Formation of motivation in teaching medical genetics as a factor in improving the quality of education." Nauchno-prakticheskii zhurnal «Medicinskaia genetika», no. 12(221) (December 28, 2020): 98–100. http://dx.doi.org/10.25557/2073-7998.2020.12.98-100.
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Для оценки отношения разных групп населения к некоторым проблемам медицинской генетики была разработана анкета для анонимного анкетирования. Она состоит из 16 вопросов, касающихся разных генетических аспектов. Анкета прошла психологическую и социальную экспертную оценку. В 2009 и 2019 годах проведено анкетирование студентов первых курсов медицинского университета и одного факультета педагогического университета, а также в группах специалистов: клинических ординаторов разных специальностей первого года обучения, и педагогов, работающих с детьми, имеющими ограниченные возможности здоровья. Всего проанализировано в 2009 и 2019 годах 816 и 964 анкеты соответственно. Благодаря расширению программы преподавания медицинской генетики в медицинском университете и большой просветительской работе в средствах массовой информации за последние 10 лет существенно улучшилось понимание и отношение к проблемам, связанным с наследственными заболеваниями. Для дальнейшего улучшения ситуации необходимо расширить профессиональную подготовку специалистов, работающих с детьми с наследственной патологией. Совместные действия позволят индивидуализировать коррекционную работу и повысить ее эффективность. To assess the attitude of different groups of the population to some problems of medical genetics, a questionnaire for anonymous survey was developed. It consists of 16 questions regarding various genetic aspects. The questionnaire passed a psychological and social expert assessment. In 2009 and 2019, a survey was conducted of first-year students of a medical university and one faculty of a pedagogical university, as well as in groups of specialists: clinical residents of different specialties in the first year of study, and teachers working with children with disabilities. A total of 816 and 964 questionnaires were analyzed in 2009 and 2019, respectively. Thanks to the expansion of the teaching of medical genetics at the medical university and extensive work with the media over the past 10 years, understanding of the problems associated with hereditary diseases has improved significantly. It is necessary to expand the professional training of specialists working with children with hereditary pathology to further improve the situation. Joint actions will make it possible to individualize corrective work and increase its effectiveness.