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1
Reid, D. Kim, Gayle Baker, Cathy Lasell, and Sally Eastin. "Teaching Reading Comprehension to Special Needs Learners." Intervention in School and Clinic 28, no. 4 (March 1993): 198–215. http://dx.doi.org/10.1177/105345129302800403.
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Musti-Rao, Shobana. "Introduction to Special Issue." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 131–32. http://dx.doi.org/10.1177/1053451216644824.
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The purpose of this special issue to provide teachers with ideas and resources on how to integrate technology into evidence-based practices in their classroom. The articles featured in this special issue focus on teaching academic and behavioral skills that can be implemented within a tier-based instructional framework (e.g., response to intervention) for students struggling to meet grade-level requirements in inclusive settings.
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Henderson, Kelly, Sheri Klein, Patricia Gonzalez, and Renée Bradley. "Teachers of Children with Emotional Disturbance: A National Look at Preparation, Teaching Conditions, and Practices." Behavioral Disorders 31, no. 1 (November 2005): 6–17. http://dx.doi.org/10.1177/019874290503100101.
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Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from the national Study of Personnel Needs in Special Education on the quality of personnel who teach children with ED. Teachers of children with ED are compared with other special education teachers in terms of experience, working conditions, credentials, preservice preparation, instructional skill, and future plans. Teachers of children with ED are less experienced and worked in more restrictive settings than their special education teacher colleagues. They were less credentialed and more likely to have been credentialed via alternate certification programs. Teachers of children with ED judged themselves to be more skilled in assessing and addressing behavior but less skilled in other instructional tasks.
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Hjörne, Eva, and Roger Säljö. "Teaching and learning in the special education setting: agency of the diagnosed child." Emotional and Behavioural Difficulties 24, no. 3 (May 9, 2019): 224–38. http://dx.doi.org/10.1080/13632752.2019.1609239.
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Swope, Alan J. "Measuring Clinical Competence in Psychology Graduate Students: A Case Example." Teaching of Psychology 14, no. 1 (February 1987): 32–34. http://dx.doi.org/10.1207/s15328023top1401_8.
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An effort to develop and evaluate a measure of clinical competence in psychology graduate students is described. Special attention is devoted to planning and implementation issues. Preliminary findings of the evaluation are highlighted. These findings include a discussion of the impact of evaluation on teaching and a consideration of reliability and validity issues in measuring clinical competence.
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van Garderen, Delinda, Deborah Hanuscin, Cathy Newman Thomas, Melissa Stormont, and Eun J. Lee. "Self-Directed Learning to Improve Science Content Knowledge for Teachers." Intervention in School and Clinic 52, no. 4 (July 30, 2016): 236–42. http://dx.doi.org/10.1177/1053451216659476.
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Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are often solely responsible for teaching science to students with disabilities in resource settings and self-contained classrooms; while in inclusive settings, special educators may be called on to coteach or consult. Given their increased role in teaching this content, special educators may experience anxiety about their own science knowledge. This column provides special educators, via self-directed learning, with information and resources to enhance their science content knowledge and build awareness of students’ ideas in science so they can provide high-quality instruction in science for students with disabilities.
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van Garderen, Delinda, Cathy Newman Thomas, Melissa Stormont, and Erica S. Lembke. "An Overview of Principles for Special Educators to Guide Mathematics Instruction." Intervention in School and Clinic 48, no. 3 (August 21, 2012): 131–41. http://dx.doi.org/10.1177/1053451212454006.
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Teaching mathematics to diverse learners can be a challenge. The extensive and specialized knowledge that special education teachers need to possess to be considered high-quality teachers is often lacking in preservice and inservice education, yet is mandated by current teacher reforms and rigorous measures of accountability. To provide direction for supporting teacher growth in these areas, this article highlights four knowledge bases that special education teachers should develop and expand upon as a way to improve their instruction for diverse learners in mathematics. Numerous resources and materials are provided to support the development of teacher expertise in content, characteristics of diverse learners, technology, and pedagogy.
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Koenen, Anne-Katrien, Eleonora Vervoort, Geert Kelchtermans, Karine Verschueren, and Jantine L. Spilt. "Teachers’ Daily Negative Emotions in Interactions With Individual Students in Special Education." Journal of Emotional and Behavioral Disorders 27, no. 1 (November 27, 2017): 37–51. http://dx.doi.org/10.1177/1063426617739579.
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To understand and support teacher–student interactions, there is a need for research on teachers’ daily emotions in interactions with students. Therefore, this study investigated the development of teachers’ negative emotions in interactions with individual students with attachment problems. Using a 3-week diary study, data were collected from 71 teacher–student dyads in special education schools for students with emotional and behavioral disorders. Overall, the development of both activating (e.g., anger) and deactivating (e.g., helplessness) negative emotions was low and stable over time. Teachers with high self-efficacy and teachers with a high supportive teaching style were less likely to experience intensity of and variability in negative emotions. Student maladjustment and teachers’ depersonalization attitudes were positively associated with more activating negative emotions. Beginning teachers reported more deactivating negative emotions. The study highlights the need of emotion-focused interventions for teachers to promote positive interactions between teachers and individual students.
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Boone, Randall, and Kyle Higgins. "Learn From the Situation and Move Forward: A Talk With Deborah Deutsch Smith." Intervention in School and Clinic 55, no. 4 (May 17, 2019): 264–68. http://dx.doi.org/10.1177/1053451219847490.
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Deborah Deutsch Smith is professor emerita in the School of Educational Studies at Claremont Graduate University. She has directed many federal, state, and local projects, receiving more than $40.6 million in external funding to support those efforts. She is the author of 19 textbooks, including Teaching Students With Special Needs in Inclusive Classrooms and Contemporary Special Education: New Horizons, as well as the popular Introduction to Special Education: Making a Difference. She has written over 31 chapters and book supplements, and more than 60 refereed articles and reports, as well as many instructional materials for children.
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Suprun, Daria, Tetiana Hrygorenko, and Zhanna Kovalchuk. "Historical and methodical bases of special psychologists’ professional training." International Journal of Pedagogy, Innovation and New Technologies 6, no. 2 (December 30, 2019): 116–22. http://dx.doi.org/10.5604/01.3001.0013.6848.
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The article deals with historical and theoretical and methodological foundations of modern methodology of teaching psychology in the context of special psychologists’ education. Historical teaching experience of indicated discipline in domestic and foreign institutions of higher education is reviwed. The present historical and pedagogical analysis of students’ training and introduction of modern methodology of teaching psychology as a training discipline of penitentiary, special and clinical psychologists initiated by Academician of NAPS of Ukraine, Viktor Synov and his scientific school is delightened. The nature and structure of discipline are viewed. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the motivational component of the professional readiness of psychologists (special, clinical) to work on a specialty in the structure of professional training are highlighted. The prospects for further research in the context of improving the psychological preparation of personnel for various types of special schools are outlined.
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Fitzgerald, Johanna, Joe Lynch, Angela Martin, and Bernadette Cullen. "Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?" Education Sciences 11, no. 4 (April 5, 2021): 168. http://dx.doi.org/10.3390/educsci11040168.
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A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.
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Kodak, Tiffany, Tom Cariveau, Brittany A. LeBlanc, Jacob J. Mahon, and Regina A. Carroll. "Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder." Behavior Modification 42, no. 1 (March 1, 2017): 58–83. http://dx.doi.org/10.1177/0145445517692081.
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The present investigation examined special education teachers’ selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers’ classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.
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Osberg, Timothy M. "Teaching Psychotherapy Outcome Research Methodology Using a Research-Based Checklist." Teaching of Psychology 24, no. 4 (October 1997): 271–74. http://dx.doi.org/10.1207/s15328023top2404_13.
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Contemporary psychotherapy has been besieged by demands calling far evidence of its efficacy and far greater accountability of those who practice it. Thus, it is important for students to understand the special methodological problems associated with this type of research and to appreciate the important link between research and practice. This article summarizes a checklist of guidelines I use to teach students the basics of psychotherapy outcome research in several courses (e.g., abnormal, clinical, and even introductory psychology). The checklist is research-based and draws on techniques employed in recent representative psychotherapy outcome research studies. I suggest several variations in the pedagogical use of the checklist. Student evaluations support the usefulness of the checklist as a teaching tool.
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Lappin Castillo, Wendie. "Review of An Attitude and Approach for Teaching Music to Special Learners, by Elise S. Sobol." Intervention in School and Clinic 46, no. 5 (May 2011): 310–11. http://dx.doi.org/10.1177/1053451210374984.
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Lockwood, Adam B., Karen Sealander, Thomas J. Gross, and Christopher Lanterman. "Teacher Trainees’ Administration and Scoring Errors on the Kaufman Test of Educational Achievement." Journal of Psychoeducational Assessment 38, no. 5 (August 29, 2019): 551–63. http://dx.doi.org/10.1177/0734282919871144.
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Achievement tests are used to make high-stakes (e.g., special education placement) decisions, and previous research on norm-referenced assessment suggests that errors are ubiquitous. In our study of 42 teacher trainees, utilizing five of the six core subtests of the Kaufman Test of Educational Achievement, Third Edition (KTEA-3), we found that while most trainees make errors, they do not make a large number per person with the exception of a few error-prone trainees. In addition, Wilcoxon signed-rank tests indicated that reading comprehension was the most prone subtest to administration ( T = 120; p < .001) and clerical ( T = 45; p < .01) errors. However, subtests pairwise comparisons indicated nonsignificant differences between error rates across subtests. Based on these findings, we recommend that training programs focus extra attention on reading comprehension and remediating students who make a disproportionate number of errors. Implications for future research are also noted.
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Lopes, João Lamego, and Célia Regina Oliveira. "Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy." Education Sciences 11, no. 4 (April 4, 2021): 169. http://dx.doi.org/10.3390/educsci11040169.
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Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.
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Billingsley, Bonnie S., Anna-Maria Fall, and Thomas O. Williams. "Who is Teaching Students with Emotional and Behavioral Disorders?: A Profile and Comparison to other Special Educators." Behavioral Disorders 31, no. 3 (May 2006): 252–64. http://dx.doi.org/10.1177/019874290603100301.
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Makris, Ioannis. "A DIFFERENTIATED DIDACTIC APPROACH TO TEACHING THE ARTS (D.D.A.T.A.) FOR THE PURPOSES OF SPECIAL EDUCATION AND TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 60. http://dx.doi.org/10.17770/sie2020vol4.4890.
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The goal of the present work is to present the key of pedagogical and didactical principles involved in the differentiated teaching of such arts as music and dance for the purposes of Special Education and Training (Makris, 2019). The paper also will link that differentiated approach with Positive Psychology and, more specifically, with the P.E.R.M.A. model developed by Positive Psychology founder M. Seligman (Slavin, Schindler et a.l., 2012); and with M. Apter’s Reversal Theory (Makris, 2009).At this presentation, we will be presenting didactical principles, methodological tools and case studies deriving from our clinical work that we carried out for 7 years (2012-2019) with mentally challenged individuals (Makris, 2019). In this study also we will have the chance to focus in teamwork teaching so that we may comprehend the principles of that approach experientially. What is more, this work will also focus on potential fields offering themselves for future academic research.
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Leins, Patricia A., Yojanna Cuenca-Carlino, Sharlene A. Kiuhara, and Laura Thompson Jacobson. "The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text." Intervention in School and Clinic 53, no. 2 (February 1, 2017): 81–87. http://dx.doi.org/10.1177/1053451217693367.
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An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities, such as learning disabilities or behavioral disorders, at the secondary level. This article discusses the flexibility and practicality of the SRSD model by describing ways in which secondary teachers can effectively use this strategy to enhance the argumentative writing skills of their students in English language arts, science, history, and mathematics and to teach students how to self-advocate through writing. Information about supports, materials, and other resources for teachers to utilize are included.
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King-Sears, Margaret E., and Melissa C. Jenkins. "Active Instruction for Co-Teachers in a Support Role." Intervention in School and Clinic 55, no. 5 (December 9, 2019): 301–6. http://dx.doi.org/10.1177/1053451219881729.
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One-teach/one-assist and one-teach/one-observe are the two most widely used co-teaching models. Special educators often take on the support role when these models are used. At times, co-teachers in the support role may be unclear about how to implement active instructional practices that engage students and improve student outcomes. In this article, opportunities to respond and contingent support are described as two research-based practices that can be implemented by co-teachers in the support role.
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Snyder, Edward P. "Teaching Students with Combined Behavioral Disorders and Mental Retardation to Lead Their Own IEP Meetings." Behavioral Disorders 27, no. 4 (August 2002): 340–57. http://dx.doi.org/10.1177/019874290202700411.
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For students with combined cognitive limitations and behavioral disorders (BD), postschool outcomes are poor; their lives are marked by a lack of independence and empowerment. A major goal of special education is to develop successful models to promote individual independence and empowerment for students. The individualized education program (IEP) planning meeting provides opportunities for students to develop critical skills for self-management, self-advocacy, goal setting, and choice making. This research extended the work of Snyder and Shapiro (1997) and examined the effectiveness of teaching adolescent students with mental retardation and BD to lead their own IEP meetings. Five students learned to (a) introduce others at their IEP meetings, (b) review their past IEP goals, (c) discuss their future IEP goals, and (d) close their meetings. The students rated the instruction as acceptable. Implications and limitations of the investigation are discussed.
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Matijevic, Prof Dr Milan. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 2 (August 20, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i2.4579.
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It is the great honor for us to edit proceedings of “8th International Conference on Education (IC-ED-2019), 27 –29 June 2019, Tirana International Conference Centre, Tirana, Albania. This privileged scientific event has contributed to the field of educational sciences and research for eight years.
As the guest editor of this issue, I am glad to see variety of articles focusing on Curriculum and Instruction, Educational Technology, Educational Administration, Guiding and Counseling, Educational Planning ,Measurement and Evaluation in Education, Learning Psychology ,Developmental Psychology ,Education and Culture ,Instructional Design, Learning and Teaching, Special Education, Distance Education, Life Long Learning, Mathematic Education, Social Sciences Teaching, Science Education, Language Learning and Teaching, Human Resources in Education, Teacher Training,Pre-school Education, Primary School Education, Secondary School Education, Vocational Education, College and Higher Education, Learner Needs in 21 Century, The Role of Education in the Globalization World ,Human Rights Education ,Democracy Education, Innovation and Changing in Education ,New Learning Environments ,Environmental Education, Professional Development ,Creativity ,Nursery Education, Healthy Education ,Sport and Physical Education, Multi-cultural Education ,Mobile Learning, Technology-Based Learning, Music Education, Art Education, History Education, etc..
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 32 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 6 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Best Regards
Guest Editors
Prof. Dr. Milan Matijevic, University of Zagreb, Croatia
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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McKenna, John William, and Frederick J. Brigham. "More than de minimis: FAPE in the Post Endrew F. Era." Behavior Modification 45, no. 1 (October 8, 2019): 3–12. http://dx.doi.org/10.1177/0145445519880836.
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Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress. To ensure sufficient progress toward the achievement of ambitious goals, schools must develop IEPs that meet procedural and substantive requirements, employ interventions with clear evidence of effectiveness, effectively measure student response to services, and to communicate this information with parents/guardians so that they can actively participate in this process. Manuscripts invited for this special issue include investigations of IEP quality; co-teaching; intervention studies in reading, writing, and mathematics; meta-analytic findings regarding social studies education; and a discussion of the implications of Endrew F. for different student disability populations. These papers discuss challenges faced by stakeholders with vested interests in students with disabilities as well as areas of continued development and refinement in evidence-based practice.
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Enright, Brian, Richard White, Kay F. Haney, H. William Heller, and Fred Spooner. "Classics in the Field of Behavioral Disorders." Behavioral Disorders 18, no. 1 (November 1992): 18–23. http://dx.doi.org/10.1177/019874299201800103.
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Co-editors, Associate Editors, and Cohort Review Team members for Teaching Exceptional Children were asked to nominate qualified individuals to identify seminal articles in the area of behavioral disorders. The nominees identified in this first phase of the study recommended the top 19 classic contributions in behavioral disorders. In the second phase of the study, a self-identified panel of 172 persons in the area of behavioral disorders rank ordered these 19 classic works. Results are discussed in relation to another study that examined seminal contributions in the broader area of special education and in relation to the history of behavioral disorders.
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 1 (July 16, 2016): 01. http://dx.doi.org/10.18844/cerj.v6i1.945.
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Dear Readers,It is the great honor for us to publish sixth issue of Contemporary Educational Researches Journal. Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Strategic Alliances, Collaborations and Partnerships, Portfolio Assessment, Professional Development, School Administration and Social Networking and Interactive, Participatory Applications and Services.Instructional practices in special education, optimism and resilience, school partnership and pedagogic frailty topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of eleven (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Editor – in ChiefProf. Dr. Gulsun Atanur Baskan
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Kourea, Lefki, Lenwood Gibson, and Robai Werunga. "Culturally Responsive Reading Instruction for Students With Learning Disabilities." Intervention in School and Clinic 53, no. 3 (May 22, 2017): 153–62. http://dx.doi.org/10.1177/1053451217702112.
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As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.
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Sofianidis, Angelos, and Maria Kallery. "An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers." Education Sciences 11, no. 10 (September 26, 2021): 583. http://dx.doi.org/10.3390/educsci11100583.
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Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well.
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Toste, Jessica R., and Stephen Ciullo. "Reading and Writing Instruction in the Upper Elementary Grades." Intervention in School and Clinic 52, no. 5 (December 8, 2016): 259–61. http://dx.doi.org/10.1177/1053451216676835.
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This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word reading skills, written expression, advanced reading comprehension, as well as motivation and self-determined learning. Detailed teaching steps, classroom examples, and suggestions for classroom resources are included.
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Cárdenas-Hagan, Elsa. "Cross-Language Connections for English Learners’ Literacy Development." Intervention in School and Clinic 54, no. 1 (March 28, 2018): 14–21. http://dx.doi.org/10.1177/1053451218762583.
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The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.
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Morano, Stephanie, Andrew M. Markelz, Kathleen M. Randolph, Anna Moriah Myers, and Naomi Church. "Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics." Intervention in School and Clinic 57, no. 1 (February 19, 2021): 15–22. http://dx.doi.org/10.1177/1053451221994803.
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Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.
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Huang, Francis L., Colleen Lloyd Eddy, and Emily Camp. "The Role of the Perceptions of School Climate and Teacher Victimization by Students." Journal of Interpersonal Violence 35, no. 23-24 (July 27, 2017): 5526–51. http://dx.doi.org/10.1177/0886260517721898.
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Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.
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Gable, Robert A., Jo M. Hendrickson, Clifford C. Young, and Mohsen Shokoohi-Yekta. "Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders." Behavioral Disorders 17, no. 2 (February 1992): 126–34. http://dx.doi.org/10.1177/019874299201700202.
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A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.
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Smith, Stephen W., John E. Lochman, and Ann P. Daunic. "Managing Aggression Using Cognitive-Behavioral Interventions: State of the Practice and Future Directions." Behavioral Disorders 30, no. 3 (May 2005): 227–40. http://dx.doi.org/10.1177/019874290503000307.
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Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral disorders (EBD). Teachers who work with students with EBD have traditionally relied on externally applied behavioral techniques to manage aggressive behavior, but researchers more recently have studied interventions that use traditional behavioral principles of behavior change along with cognitive components to increase student self-regulation, prevent or ameliorate aggressive behavior patterns, and increase constructive social interactions and long-term behavioral change. With this in mind, we examine aggression from a contextual social cognitive perspective, describe the cognitive-behavioral approach to intervention, provide examples of cognitive-behavioral programs aimed at reducing aggression and teaching appropriate replacement behaviors, and conclude with comments about the future direction of cognitive-behavioral interventions in classrooms for students with EBD
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Luce, Stephen C., and Kathleen Dyer. "Providing Effective Transitional Programming to Individuals with Autism." Behavioral Disorders 21, no. 1 (November 1995): 36–52. http://dx.doi.org/10.1177/019874299502100105.
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Legal mandates, widely postulated professional perspective, and improved teaching techniques have strongly influenced the kind of care provided individuals with significant developmental disabilities such as autism. Children and adults who would have been separated from their families and peers two decades ago are now expected to live in natural settings identical to the settings in which other members of their families live. The conversion of services to correspond with the ever increasing lifestyle expectations for persons with developmental disabilities is described from an organizational perspective with reference to serving these individuals in special education classrooms, residential settings, or other human service settings. Systems we have found effective in moving individuals through a continuum of services are described. Specific examples of implementation strategies in a large comprehensive treatment center for individuals with developmental and neurological disabilities are provided. An example of a wide-scale conversion of an agency that resulted in more progressive transition programming is discussed.
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Nickerson, Amanda B., and Amy M. Brosof. "Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders." Behavioral Disorders 28, no. 4 (August 2003): 401–9. http://dx.doi.org/10.1177/019874290302800407.
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Despite an increasing shift toward full inclusion of all students with disabilities, students with emotional or behavioral disorders (E/BD) remain in segregated placements and experience less successful outcomes in general education than do students in other disability categories. Special education teachers completed the Scales for Predicting Successful Inclusion (SPSI) and the Devereux Behavior Rating Scale–School Form (DBRS-SF) for 89 students with E/BD. Information about each student's level on the school's behavior management program was also collected. Compared to normative scoring samples, the students with E/BD exhibited severe skill deficits and moderate levels of emotional and behavioral disturbance. The SPSI and the DBRS-SF were inversely correlated, and the SPSI and behavioral levels were positively correlated. The SPSI successfully distinguished between students with severe emotional and behavioral problems and those with less severe behaviors. Results highlight the importance of teaching nonacademic skills necessary for inclusion to students with E/BD, using multiple measures to determine placement, and programming for inclusion in a systematic manner.
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Luik, Piret, and Merle Taimalu. "Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis." Education Sciences 11, no. 9 (September 21, 2021): 564. http://dx.doi.org/10.3390/educsci11090564.
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Teacher education must provide the knowledge and skills necessary for technology integration, but also influence attitudes and beliefs. Little research has been conducted on how knowledge, beliefs, and attitudes predict teachers’ intentions to use technology. The aim of this study was to identify how perceived knowledge about technology integration, and beliefs and attitudes towards using technology, impact the intention to use technology among student teachers. The sample consisted of 232 student teachers from the University of Tartu. Data were collected using a questionnaire based on elements of two different models. Validating the technology acceptance scale using a confirmatory factor analysis identified that perceived usefulness was split into two constructs: perceived usefulness for students and perceived usefulness for teachers. Path analysis, as a special type of structural equation modelling, was used to test 11 hypotheses. The results showed that both perceived ease of use and attitude to use have direct effects on intention to use. Still, perceived usefulness for teachers and perceived knowledge displayed an indirect influence. Based on these results, it is important that student teachers should be convinced that technology is easy to use in teaching.
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Bussing, Regina, Faye A. Gary, Christina E. Leon, Cynthia Wilson Garvan, and Robert Reid. "General Classroom Teachers’ Information and Perceptions of Attention Deficit Hyperactivity Disorder." Behavioral Disorders 27, no. 4 (August 2002): 327–39. http://dx.doi.org/10.1177/019874290202700402.
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The authors used survey methods to examine three sources of teachers’ ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to such instruction. Participants represented a random sample of general elementary classroom teachers in five school districts in a southeastern state (N = 365). Almost all teachers had taught at least one student diagnosed with ADHD in the last 2 years. Virtually all teachers had read at least one article, and about 60% had read a book about ADHD. Half of the teachers had received some preservice ADHD training during their education, and three fourths had received inservice training after graduation, mostly of a brief nature. Of the teachers surveyed, 94% wanted more ADHD training. Teachers expressed lowest confidence in their ability to manage stress related to instructing students with ADHD. Class size and time requirements of special interventions were rated as the greatest barriers. General education teachers should receive preservice and inservice ADHD training, including skill-based teaching, and stress management. Smaller class size and the allocation of resources are essential to ensure high-quality student education.
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Mestre, José M. "How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal." Psihologijske teme 29, no. 1 (2020): 17–41. http://dx.doi.org/10.31820/pt.29.1.2.
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Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by most of the mandatory subjects of both Primary and Secondary Schools. The second stratum of CHC model is composed of similar cognitive abilities as 1997-Ability Emotional Intelligence Model (perception, using, understanding, and managing emotions), which is different from trait EI approaches - that consider EI has personality traits as well. It has pointed out that the capacities of the CHC-model second stratum are connected to the capabilities of AEI. Therefore, any educational activity that optimizes perception, understanding, attentional control or planning is affecting the development of AEI. Promoting AEI involves hot information processing. It is convenient to use transversely hot information processing - this means that this information has special meaning for the people. Connecting hot information to mandatory subjects teaching would develop the abilities of EI. Both Sciences and Natural Sciences pedagogic devices can improve emotional perception. However, Social Sciences and Humanities foster both emotional understanding and knowledge. Finally, the different contingencies that occur in school life scenarios are suitable for training of emotional regulation.
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Колесникова, Ирина, Irina Kolesnikova, Екатерина Михальчи, and Ekaterina Mihal'chi. "Study of the Effect of Teaching Adaptational Disciplines on the Psychophysical State of Students with Disability." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 2 (June 27, 2018): 33–40. http://dx.doi.org/10.12737/article_5b28d1f9edba08.86479814.
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The practical experience of teaching the adaptive discipline (AD) "Social adaptation" for students with disability in the Institute of Business Administration of RANEPA is considered in the article. As an experimental group, students from the first year of the programms "International Relations" and "Foreign Regional Studies" were selected. The results of their training were compared on the criterial-level system with the results of training of students from the control group, who in the second year studied the discipline of the basic block "Psychology". Also, the study included the study of the impact of the implementation of adaptation disciplines on the psychophysical state of students with disability, which were trained in the experimental group, and conditionally healthy students. To study the psychophysical state, all students at the beginning and at the end of the educational process filled out the questionnaires "Health. Activity. Mood"and"Test of hardiness". The analysis of the results of the examination of the students' psychophysical state and the indicators of the generated knowledge, skills and habits according to the AD "Social adaptation" showed that the introduction of AD in the educational process of organizations of higher education is effective. This leads to an increase in the knowledge of students in the areas of special psychology and psychology of disability, and also affects the psychological attitudes and psychophysical state of students, increasing their mood, feeling, increasing vitality and responsibility for their lives.
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Mercieca, Daniela, Duncan P. Mercieca, and Kumara Ward. "Teachers Working in Special Schools in Scotland Acting with Practical Wisdom: Supporting Children with Additional Needs in COVID-19 Lockdown." Education Sciences 11, no. 10 (September 23, 2021): 569. http://dx.doi.org/10.3390/educsci11100569.
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The COVID-19 lockdown has substantially disrupted the established facets of teacher engagement with their students, and, given the significance of this multidimensional interaction, it brings into question what we know as teachers’ identity. The lockdown has offered a dilemmatic context where the processes of teaching and learning and being(s) a teacher are being re-visited and re-negotiated. This paper looks specifically at the perceptions of two teachers of their lockdown experience working within a special education context in Scotland, supporting children with disabilities and/or learning difficulties while at home. The question that this paper addresses is: what is the understanding of these two teachers of their role in a specialised educational context while in COVID-19 lockdown? This paper uses ‘practical wisdom’ (also known as phronêsis) as its theoretical basis, where the focus is on teachers’ judgements at precisely those moments where guidelines and procedures are unclear, and the criteria open to multiple interpretations. The COVID-19 pandemic certainly provided this context. Richard Smith’s interpretation of phronêsis as ‘attentiveness’ are central to this paper. In-depth interviews carried out with teachers are analysed through this theoretical framework and two themes are discussed.
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Kacetl, Jaroslav, and Blanka Klímová. "Third-Age Learners and Approaches to Language Teaching." Education Sciences 11, no. 7 (June 22, 2021): 310. http://dx.doi.org/10.3390/educsci11070310.
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Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior’s foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.
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Tinkel, A. J. "Book reviews : Steps to learning: modern languages and special educational needs P. McLagan, editor London: Centre for Information in Language Teaching, 1994. 92 pp." Child Language Teaching and Therapy 11, no. 1 (February 1995): 125–26. http://dx.doi.org/10.1177/026565909501100121.
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Corujo-Vélez, Carmen, Raquel Barragán-Sánchez, Carlos Hervás-Gómez, and Antonio Palacios-Rodríguez. "Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog." Education Sciences 11, no. 8 (July 29, 2021): 390. http://dx.doi.org/10.3390/educsci11080390.
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The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.
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Боряк, Оксана, and Лариса Одинченко. "МОЛОДШІ ШКОЛЯРІ З ГІПЕРАКТИВНИМ РОЗЛАДОМ ІЗ ДЕФІЦИТОМ УВАГИ В УМОВАХ СУЧАСНОГО ІНКЛЮЗИВНОГО ПРОСТОРУ." Педагогічні науки: теорія, історія, інноваційні технології, no. 5-6(99-100) (August 31, 2020): 12–23. http://dx.doi.org/10.24139/2312-5993/2020.05-06/012-023.
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The article considers peculiarities of teaching, upbringing and development of children with special educational needs in the conditions of the modern educational space – an inclusive education institution. Among modern children of both preschool and primary school age, a special place is occupied by schoolchildren with hyperactivity disorder and attention deficit. The specificity of disorder manifestations has a negative impact on their behavior, causes certain difficulties during assimilation of the educational material, affects the level of formation of the necessary knowledge, skills and abilities. The purpose of the article is to study and summarize the data on the justification and definition of the concept of “hyperactivity disorder with attention deficit”; to analyze and systematize the etiology, the specifics of disorders manifestations in junior schoolchildren in the modern educational space. To achieve this goal, the theoretical methods were used: analysis, systematization and generalization of scientific data in the field of medicine, psychology, neuropsychology, special pedagogy on the problem of scientific search – to determine the state of its development and promising areas for its further implementation. The practical significance of the study is to identify the features of the disorder for further development and justification of effective methods of educational and developmental work with the selected category of schoolchildren. The study found out that Attention Deficit/Hyperactivity Disorder (ADHD) is a polymorphic clinical syndrome, the main manifestations of which are a violation of the child’s ability to control and regulate his/her behavior, which is manifested in motor hyperactivity, attention deficit and impulsivity. These disorder manifestations negatively affect the level of assimilation of information by the child, reduce its volume, cause difficulties in establishing interpersonal relationships with both adults and peers. This makes the child vulnerable, prevents his/her normal entry into the educational environment, affects his/her further socialization. We see the prospect of further research in the development and justification of the experimental methods for identifying the features of manifestation of the hyperactivity disorder with attention deficit in junior schoolchildren; development and substantiation of the algorithm of psychological and pedagogical support of the selected category of children for the purpose of partial or complete correction of behavioral disorders.
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Corrales Serrano, Mario, Jesús Sánchez-Martín, José Moreno Losada, and Francisco Zamora Polo. "The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories." Education Sciences 11, no. 8 (August 10, 2021): 420. http://dx.doi.org/10.3390/educsci11080420.
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The motivations that lead students to decide on a study modality or on a university degree provide relevant information to improve teaching–learning processes. This work addresses the question regarding the choice of study through analysis of four particular cases. They are special because the individuals chose their studies according to reasons different from the usual ones. To study these cases, interviews were carried out with the individuals. The results were subsequently analyzed according to a qualitative methodology using WebQDA software. The aim was to distinguish the incidence of internal and external motivations when choosing studies. The results obtained represent a contradiction with other pieces of research that analyzed the incidence of these types of motivations for choosing studies and allow for the assessment of various factors that may influence this process. The results obtained in this research indicate that the participants presented a high incidence of internal motivation. This allows for establishing some conclusions about the nature of those motivations when compared with the standard ones referred to in other works that dealt with a general population. The results reveal that in the subjects of this study’s sample, there is a higher incidence of internal motivational factors, such as vocation, while in other subjects, external factors predominate, such as socioeconomic position.
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Shafqat, Faseeha. "STRUGGLING FIELD OF SPEECH-LANGUAGE PATHOLOGY IN PAKISTAN." Rehabilitation Journal 4, no. 2 (December 31, 2020): 165–66. http://dx.doi.org/10.52567/trj.v4i02.2.
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The need of speech and language pathology (SLP) as a specialized field in Pakistan emerged with the education of deaf. Development in education of deaf began in Pakistan by Mr. Siddique Akbar Makhdum in 1949. Later in 1951 College for the Teachers of the Deaf in Lahore was established with the collaboration of USAID and faculty from US to teach speech-language pathology. The basic courses introduced were speech, language and audiology. In the tenure of 6th president of Pakistan General Zia-ul-Haq, many organizations were formed to serve special needs children. In his time special education centers were developed in Islamabad, Lahore and Karachi. One of its kind was Speech and Hearing Centre, Karachi, which was established in 1983 and aimed to advocate Auditory Verbal Therapy (AVT).1 In 1991, Post graduate diploma in speech-language therapy (PGD-SLT) was launched with collaboration of NIRM (formerly called National Institute of Handicapped NIHd), UNDP and National Institute of Psychology (NIP), Quaid-e-Azam University, Islamabad. Ministry of Women Development, Social Welfare and Special education took this initiative. Diane Schaffer from USA and Linda from England were two expert speech therapists who came to Pakistan to teach and train PGD-SLT students in NIRM. Speech and Hearing Association of Pakistan (SHAP) was formed in January 2000.2 On 13th June 2002 SHAP got registered under Sindh Government with registrar of societies Act 21 of 1860. Currently Ms. Amina Siddiqui is President and Dr. Nadeem Mukhtar is Vice President of SHAP. In 2006-2007 Special Education Department of Karachi University launched masters in speech Therapy program. In 2007 Zia-u-Din Hospital started clinical services and collaborated with SHAP to develop the College of Speech Language & Hearing Sciences (CSLHS) where nation’s first 4-year Bachelor’s program in Speech Language Therapy was launched in 2007.2 In 2010 Riphah University Islamabad started MS program in speech-language pathology under supervision of Dr. Ayesha Kamal Butt. In 2013 Isra University Islamabad campus started M.Phil SLP degree program and PhD in Rehabilitation Sciences which opened way to doctoral degree for SLPs as well. In 2019 Riphah International University also launched PhD in Rehabilitation Sciences program. King Edward Medical University also launched BS program in 2008. Currently there are 16 institutes offering BS, 5 institutes offering MS/MPhil and 6 institutes offering diploma in SLP. On 9th October 2019 Pakistan Speech and language pathologist association (PSLPA) was formed by pioneers of field in Pakistan. It is federally registered under the society’s registration act 21 of 1860. Launch day of PSLPA i.e. 9th October was also declared as National Speech Pathology Day. President and Vice President of PSLPA are Dr. Nazia Mumtaz and Ms. Saima Tariq respectively. Although the field of speech-language pathology in Pakistan headed up in 1990 but research in the field began with the commencement of degree programs. The lag between practice and research resulted in the lack of culturally appropriate standardized practices which has yet not been eradicated fully. Despite efforts of existing associations to eliminate malpractice and quackery from the field, it is still going on a huge scale. In fact many practicing SLPs are yet not registered with any association because on legal grounds there is not yet any such compulsion for them on national level. In many states, like other medical professions, it is mandatory for SLPs to be licensed through a state authority in order to practice their speciality.3 The licensing process includes such steps that helps to maintain and establish stringent standards for licensure candidacy and practice. In Pakistan there is a dire need of state’s recognized licensing system that could assure provision of genuine SLPs to public through a standardized vetting process that internationally involves qualifying degree education, supervised clinical experience and examination. Graduate programs are producing culturally consistent researches, even though application of these researches is slow and rare to an extent that out dated traditional practices still dominates. Consequently patients and their families suffer with no or slow pace of progress. There are also centers where patients treated by SLP students are not supervised and guided by senior therapists hence their trial and error learning only benefits them in making stronger clinical record books but at the cost of patient’s wastage of time and student’s malpractice. One reason behind lack of desired clinical supervision is recruitment of less number of SLP clinical supervisors in teaching hospitals as compared to number of students and case load. In many institutes SLP departments are provided with too low budget to equip their clinics with latest assessment and treatment tools due to which students could not get know how of latest practices happening in the field at international level. A huge proportion of clients that take speech therapy sessions are children and adolescents. Regarding pediatric speech therapy, many families raise issues that they are not allowed to observe or stay in sessions. Furthermore, non-provision of appropriate parent training which is contrary to roles and responsibilities of SLPs,4 is also a critical issue that puts parents or guardians in psychological stress when they try to work with their affected family member. Like other countries, in Pakistan the solution of all aforesaid problems can only be found with integration of evidence based practices (EBP). Only with evidence based practices Pakistani SLPs can make informed, evidence based decisions in their practices along with provision of high quality services reflecting the needs, choices, interests and values of target population.
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Lapeña, José Florencio F. "Rizal, Renaissance and Reform: Reflections on Ophthalmology and Otorhinolaryngology in the Philippine General Hospital." Philippine Journal of Otolaryngology-Head and Neck Surgery 26, no. 1 (June 27, 2011): 4–5. http://dx.doi.org/10.32412/pjohns.v26i1.589.
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The nineteenth of June 2011 marks a century and fifty years since the birth of José Protasio Rizal in 1861.1 The ninth of November 2011 also marks the Golden Jubilee of the foundation of the Departments of Ophthalmology and Otorhinolaryngology of the Philippine General Hospital (PGH) in 1961, dividing the original Department of Eye, Ear, Nose and Throat that was established a century ago in May 1911. The national hero of the Philippines and Pride of the Malay Race2 is immortalized in countless ways, reflecting his multiple accomplishments that mark a true renaissance individual. The two departments of the national University of the Philippines (UP) have likewise made their mark in pace with the many achievements of their alumni. Rizal was a polyglot and polymath poet, painter, sculptor, sportsman, scientist and patriot, whose writings led to his execution and sparked the Philippine Revolution of 1898.1,3 He was also a physician and an ophthalmologist who insightfully dissected the ills of his patients and society.4 What have the departments and their hospital contributed to health and to humankind?
If precedence were the measure of significance, the pioneering “firsts” would have to include the first laryngo-fissure operation by founding department head Dr. Reinhard Rembe in 1913, the first intracapsular cataract lens extraction in the country using a suction erisophake after the technique of Barraquer by the next chair (and nephew of the national hero) Dr. Aristeo Rizal Ubaldo in 1920, the first laryngectomy by Drs. Ubaldo and founding president of the Philippine Academy of Ophthalmology Antonio S. Fernando in 1923 and the first labyrinthectomy by Drs. Ubaldo and Vicencio C. Alcantara in 1927.5 There was a time when the chairs and senior consultants of most departments of otorhinolaryngology - head and neck surgery in the Philippines were alumni of the UP-PGH, as was the leadership of the Philippine Society of Otolaryngology and Bronchoesophagology (later Philippine Society of Otolaryngology Head and Neck Surgery) which separated from the Philippine Ophthalmological and Otolaryngological Society (subsequently Philippine Academy of Ophthalmology and Otolaryngology) in 1956. But those are bygone days, and the folly of resting on one’s laurels becomes all too apparent, as these are quickly eclipsed by the capabilities of newer, better-equipped health care facilities that are manned by experts trained in their respective institutions. Thus the race to super-specialize and sub-specialize, perhaps to regain lost ground and primacy at the expense of tertiary general health care has become the battle cry for some, led by the present administration of the PGH.
And yet, the majority of Filipinos still do not have access to primary health care.6 They who do not even have the services of a basic physician much less can avail of special care of their sight, hearing and balance, smell and taste, breathing, swallowing or speaking, nor of the face with which they face the world. Witness the number of adults with unrepaired cleft lips and untreated head and neck tumors roaming the streets of the city.
The UP College of Medicine (UPCM) founded in 1905 aims “towards leadership and excellence in community-oriented medical education, research and service directed particularly to the underserved.”5 As the teaching hospital of the UPCM, with whom it shares such academic and clinical departments as Ophthalmology and Otorhinolaryngology, the hundred-year-old Philippine General Hospital and its leadership cannot and must not turn a blind eye or deaf ear to the underserved it is mandated to serve. Its true strength lies in relevance, which is quickly lost if it succumbs to the delusionary glitter of super specialization beyond the reach of most people. Of what benefit is it to be the “first,” if it does not redound to the good of the “many?”
Of Rizal, it has been said “to his patients he gave sight; and to his country he gave vision.”7 As the Departments of Ophthalmology and Otorhinolaryngology pursue the arts and sciences of vision, hearing and balance, olfaction and gustation, respiration and deglutition, phonation and facial expression, may they sharpen the sensitivity of health providers in PGH and other loco-regional general hospitals to the real issues of health and humankind in the developing world and embolden us to overcome the apathy to “hear no evil, see no evil, speak no evil.”
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Wexler, Jade. "Improving Instruction in Co-Taught Classrooms to Support Reading Comprehension." Intervention in School and Clinic, August 6, 2020, 105345122094421. http://dx.doi.org/10.1177/1053451220944212.
Full textAbstract:
This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate instruction). The authors of each article were part of a research team that conducted a 2015–2018 development and innovation professional development project funded by the U.S. Department of Education, Institute of Education Sciences, Project CALI (Content Area Literacy Instruction). Project CALI resulted in the development of the CALI professional development designed to provide co-teachers guidance on how to implement a set of evidence-based literacy practices (i.e., the CALI instructional framework) to improve outcomes for students with learning disabilities (LD) in co-taught classes. Authors in this special issue use examples from the CALI professional development to illustrate each practice.
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Barth, Amy E., and Cathy Newman Thomas. "Scaffolding Inference-Making for Adolescents With Disabilities That Impact Reading." Intervention in School and Clinic, June 23, 2021, 105345122110249. http://dx.doi.org/10.1177/10534512211024929.
Full textAbstract:
Middle grade students with disabilities that impact reading, including learning disabilities (LD) in reading, high functioning autism (ASD), emotional and behavioral disorders (EBD), and students at-risk for reading failure due to the effects of poverty, often struggle to make knowledge-based inferences while reading informational texts. As a result, these populations of students are not able to read for understanding or learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making. This article provides special educators with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle grade students with disabilities and those who are at risk for reading failure.