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Journal articles on the topic 'Special primary schools'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

O’Toole, Ciara. "Experiencing Special Needs in Mainstream Primary Schools." Journal of Clinical Speech and Language Studies 10, no. 1 (2000): 17–40. http://dx.doi.org/10.3233/acs-2000-10104.

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From the middle of the last century there has been an increased focus on quality of life issues for people with disabilities – that they should have every opportunity to live as normally as possible and that they should be valued no less than any of their peers. Part of these experiences involves integration, which is the process where children with and without special educational needs are educated together in the mainstream school. Of prime importance for the success of integration are the attitudes of the mainstream children involved. This paper presents the results of a study of mainstream

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2

Hinson, Mike. "Awareness of special needs in primary schools." Support for Learning 5, no. 1 (1990): 22–27. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00382.x.

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Garner, Philip. "Primary schools, prospectuses and images of special needs." Education 3-13 24, no. 2 (1996): 37–41. http://dx.doi.org/10.1080/03004279685200171.

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Kovanovic, Vitomir, Claudia Mazziotti, and Jason Lodge. "Learning Analytics for Primary and Secondary Schools." Journal of Learning Analytics 8, no. 2 (2021): 1–5. http://dx.doi.org/10.18608/jla.2021.7543.

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Over the past decade, the increasing use of learning analytics opened the possibility of making data-driven decisions for improving student learning. Driven by the strong university adoption of learning analytics, most early learning analytics research focused on issues specific to tertiary education. With the broader adoption of educational technologies in primary and secondary education and the emergence of new classroom-focused technologies, there has been a growing awareness of the potentials of learning analytics for supporting students and diagnosing their learning progress in pre-univer

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Kiprotich, Davies, Lilian N. Milimu, and Naftali Rop. "Impact of Electronic Braille Note-Taking Devices Use on Academic Performance of Visually Impaired Learners in Selected Special Primary Schools in Kenya." International Journal of Social Science And Human Research 05, no. 11 (2022): 481–4819. http://dx.doi.org/10.47191/ijsshr/v5-i11-01.

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Owing to technological advancements, Electronic Braille note-taking (EBN) devices have been developed and are currently in use by learners with visual impairment in Kenya. This study intends to examine the impact of EBN devices on academic performance of visually impaired learners in selected special primary schools in Kenya. The study used a descriptive design while applying both quantitative and qualitative approaches. Six special schools were purposively sampled: St. Francis Special School in West Pokot County, Marigat Special School in Baringo County, Kiomiti Special School in Kisii County

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Sanga, Ben. "The Dilemma of Special vs. Inclusive Education in Tanzanian Public Primary Schools: Stakeholders' Perspectives." IJDS Indonesian Journal of Disability Studies 12, no. 1 (2025): 171–88. https://doi.org/10.21776/ub.ijds.2025.12.1.11.

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The effectiveness of special versus inclusive education settings in addressing the learning difficulties students with disabilities encounter in Tanzanian public primary schools has not received as much attention. Regardless of the Tanzania’s efforts to ensure a better education for students with special needs, a proper approach to executing such education has been yet debatable. Of all the conflicting ideas, nevertheless, less has been done to examine the current situation and challenges in the practice of special and inclusive education in Tanzanian public primary schools. This study examine

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Thembinkosi, Tshabalala. "Effectiveness of Inclusive Education Provision (Integrated Units) in all Schools in Zimbabwe Schools." Greener Journal of Educational Research 3, no. 9 (2013): 424–31. https://doi.org/10.15580/gjer.2013.9.070313701.

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Inclusive education is teaching all children in schools including those with special needs. In Zimbabwe, the 1987 Education Act advocates for free, compulsory primary education for all without discrimination of any kind. As a result of this policy, most public schools accommodate children with disabilities and teach them together with the able-bodied. This study was principally directed at investigating the effectiveness of the integration of units in schools to accommodate the disabled. The study was conducted in both urban and rural schools and the population comprised all regular school-goi

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Beatha, C. Patrick, and C. Umeodum Henry. "Challenges Facing Students with Special Needs During the Transition from Primary Special Schools to Public Secondary Schools in Morogoro Municipality." International Journal of Social Science and Human Research 07, no. 10 (2024): 7786–91. https://doi.org/10.5281/zenodo.13949340.

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The study aimed at investigating the challenges that students with special needs face during the transition from primary special schools to public secondary schools in Morogoro Municipality. The research was conducted in Morogoro Municipality and employed a cross-sectional research design alongside a mixed research approach. The target population included regular teachers and those specializing in special needs education within the municipality. The study sampled 155 respondents, comprising 131 regular teachers and 24 specialized teachers. Data collection was by means of questionnaires and int

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Nic Aindriú, Sinéad. "Special Educational Needs Prevalence in Irish-Immersion Schools." Encyclopedia 5, no. 2 (2025): 81. https://doi.org/10.3390/encyclopedia5020081.

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For the purposes of this entry, special educational needs (SEN) refers to a condition where a student requires additional support to access education due to a disability, learning difficulty, or other developmental challenges. In this entry, an overview is provided of the prevalence of and categories of SEN in Irish-immersion primary and post-primary schools across the island of Ireland. This entry examines the prevalence and categories of SEN in Irish-immersion (IM) primary and post-primary schools across the island of Ireland. With immersion education playing a significant role in fostering

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Mpofu, Phumuzani, and Nhlanhla Mkhatshwa. "The practicality of inclusive education in Eswatini primary schools." International Journal of Educational Management & Development Studies 5, no. 4 (2024): 158–77. http://dx.doi.org/10.53378/ijemds.353123.

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This study assessed the practical implementation of inclusive education in Eswatini primary schools and the relevant measures necessary to effectively implement inclusive education. The study was anchored on Cultural-Historical Activity Theory (CHAT) and employed participatory action research design, a qualitative methodology, and the transformative research paradigm. Purposive sampling was used in selecting the twenty-five participants. Thematic approach was used in presentation of the findings. Content analysis method was used in analysing the data. The findings of the study revealed that Es

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Nordin, Mohd Norazmi, Amin Al Haadi Shafie, Nurul Fazzuan Khalid, Nor Hafizah Mohammad Hanafi, and Siti Mastura Baharudin. "Best Theories Practice of Guidance and Counseling for Special Need Students in Special Education School." International Journal of Professional Business Review 8, no. 5 (2023): e01442. http://dx.doi.org/10.26668/businessreview/2023.v8i5.1442.

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Purpose: The aim of this study is to explores studies related to counseling guidance services in schools in Malaysia as well as the application of appropriate theories. Theoretical Framework: Guidance and counseling are important units in the management of education in schools. The increase in disciplinary cases as well as current challenges make this unit face various approaches and changes in its implementation in primary schools as well as the most critical in secondary schools. Methodology: The methodology use is the systematic literature review which is 12 documents were review to get the

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Veronika, Veronika. "Teaching Methods Used by Teachers in Primary Schools Inclusive." Edumaspul - Jurnal Pendidikan 3, no. 1 (2019): 38–47. http://dx.doi.org/10.33487/edumaspul.v3i1.81.

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This study aims that all children with special needs get the same rights to receive equal education in class together with their age friends. This research is a descriptive study, which seeks to describe the events that exist in the world of education, especially in terms of channeling knowledge to students. The type of research used in this study is qualitative research. The techniques used in collecting data are interview techniques and direct observation in schools. Education and diversity cannot be separated, what needs to be known is how education is able to unite differences by providing

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Yasdar, M., Suarti Djafar, Elihami Elihami, and Faisal Faisal. "Teaching Methods Used by Teachers in Primary Schools Inclusive." Edumaspul: Jurnal Pendidikan 4, no. 2 (2020): 108–14. http://dx.doi.org/10.33487/edumaspul.v4i2.753.

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This research aims to ensure that all children with special needs have the same rights to receive an equal education in class with their peers. This research is a descriptive study, which seeks to describe events that exist in the world of education, especially in terms of transferring knowledge to students. The type of research used in this research is qualitative research. The techniques used in data collection are interviews and direct observation in schools. Education and diversity cannot be separated, what needs to be known is how education is able to unite differences by providing good e

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Davies, Kiprotich, N. Milimu Lilian, and Rop Naftali. "Impact of Electronic Braille Note-Taking Devices Use on Academic Performance of Visually Impaired Learners in Selected Special Primary Schools in Kenya." International Journal of Social Science And Human Research 05, no. 11 (2022): 4811–19. https://doi.org/10.5281/zenodo.7272897.

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Owing to technological advancements, Electronic Braille note-taking (EBN) devices have been developed and are currently in use by learners with visual impairment in Kenya. This study intends to examine the impact of EBN devices on academic performance of visually impaired learners in selected special primary schools in Kenya. The study used a descriptive design while applying both quantitative and qualitative approaches. Six special schools were purposively sampled: St. Francis Special School in West Pokot County, Marigat Special School in Baringo County, Kiomiti Special School in Kisii County

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15

Lewis, Ann. "Policy shifts concerning special needs provision in mainstream primary schools." British Journal of Educational Studies 43, no. 3 (1995): 318–32. http://dx.doi.org/10.1080/00071005.1995.9974040.

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LADJILAT, Youssef, and Bachir Besseklal Mohammed EL AMINE. "THE REALITY OF INCLUSION OF PEOPLE WITH SPECIAL NEEDS IN REGULAR SCHOOLS." RIMAK International Journal of Humanities and Social Sciences 05, no. 01 (2023): 679–91. http://dx.doi.org/10.47832/2717-8293.21.39.

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The study aimed to reveal the reality of integrating people with special needs in regular schools from the point of view of primary education teachers, as well as identifying the differences in the reality of integrating people with special needs in regular schools from the point of view of primary education teachers according to the gender variable. The study sample consisted of 73 professors, a measure of attitudes towards inclusion was applied to them, and the data was statistically processed using the Statistical Package for Social Sciences (SPSS) program, and the results revealed that the

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Farhana, Surya, Asrowi Asrowi, and Subagya Subagya. "The Needs Analysis of Attachment Technique for Teacher in Inclusive Primary School." Proceeding of International Conference on Special Education in South East Asia Region 3, no. 1 (2024): 596–601. http://dx.doi.org/10.57142/picsar.v3i1.457.

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This study aims to analyze the need for development a attachment technique to improve teacher pedagogical competence for students with special needs in inclusive primary schools. Analysis of the needs used is quantitative analysis. The research respondents were teachers primary inclusive schools in the city of Surakarta. This research is limited to the analysis of related approach teachers to students with special needs conducted in inclusive schools. The results of this study indicate that 84% of teachers in inclusive schools still have difficulties to establish an approach. Teacher need to i

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Omboto, Charles Magwari, Anne Kanga, and Ann Rita K. Njageh. "Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya." European Journal of Education 5, no. 2 (2022): 51–66. http://dx.doi.org/10.2478/ejed-2022-0004.

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Abstract Information Communication Technology (ICT) enhances accessibility, efficiency, and quality of education. This study aimed to examine the status of ICT resources in teaching and learning in public primary special schools in Nairobi County, Kenya. Questionnaires, interviews, observation schedules, and manuals for document analysis were used to collect data from respondents. Research shows that most special schools have regular ICT resources provided by digital literacy programs (DLP), such as laptops and tablets. However, there is limited investment in specialized ICT resources to suppo

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Omboto, Charles Magwari, Anne Kanga, and Ann Rita K. Njageh. "Myth or Reality: Digital Literacy Programme Implementation in Primary Special Schools in Nairobi, Kenya." European Journal of Education 5, no. 2 (2022): 51–66. http://dx.doi.org/10.2478/ejed-2022-0014.

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Abstract Information Communication Technology (ICT) enhances accessibility, efficiency, and quality of education. This study aimed to examine the status of ICT resources in teaching and learning in public primary special schools in Nairobi County, Kenya. Questionnaires, interviews, observation schedules, and manuals for document analysis were used to collect data from respondents. Research shows that most special schools have regular ICT resources provided by digital literacy programs (DLP), such as laptops and tablets. However, there is limited investment in specialized ICT resources to suppo

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MENTEL, Klaudyna, and Zbyszko BUJNIEWICZ. "Inclusive Primary Schools in Sweden: Case Studies." Architecture, Civil Engineering, Environment 18, no. 2 (2025): 27–36. https://doi.org/10.2478/acee-2025-0017.

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Abstract In Sweden, 90.8% of students are educated in inclusive schools. According to data from the European Agency for Special Needs and Inclusive Education, 85.53% of children diagnosed with special educational needs, including those with an autism spectrum diagnosis, attend general inclusive primary schools. The aim of this study is to identify features of the school environment that may influence the functioning of students with autism spectrum disorder (ASD) in primary education. A multiple case study was carried out using an expert-based method that included the analysis of written descr

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Ratu, Kurniayu T. R. A. "EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION." JPI (Jurnal Pendidikan Inklusi) 1, no. 2 (2018): 82. http://dx.doi.org/10.26740/inklusi.v1n2.p82-90.

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According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers

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Rahmawati, Indriana, Abdul Basith, and Rostanti Toba. "Learning Model For Special Needs Children (ABK) in Inclusive Primary Schools." Southeast Asian Journal of Islamic Education 3, no. 2 (2021): 111–32. http://dx.doi.org/10.21093/sajie.v3i2.3354.

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The learning process of students with special needs requires a model that adapts to the specificity of students. Therefore, the learning of students with special needs must be formulated by choosing the right model, so that the delivery of subject matter is well understood. So that education for students with special needs is met the same as students in general. This research was conducted to determine the learning model of students with special needs inclusive elementary schools in Gresik district, namely SDN 263 Gresik and SDN 13 Gresik. Data collection was carried out using interviews, obse

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Ncube, Alfred, Thembinkosi Tshabalala, and Philip Gazimbe. "Provision of Special Needs Education in Zimbabwean Primary Schools: A Case Study of Nkayi North West Circuit Primary Schools." British Journal of Education, Society & Behavioural Science 10, no. 2 (2015): 1–8. http://dx.doi.org/10.9734/bjesbs/2015/14556.

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Andiema, Nelly C. "Teachers competencies in evaluation of competency based curriculum among special needs learners in Kenya." Global Journal of Educational Research 19, no. 2 (2021): 135–45. http://dx.doi.org/10.4314/gjedr.v19i2.2.

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Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools

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Asri, Dahlia Novarianing, Bambang Eko Hari Cahyono, and Rischa Pramudia Trisnani. "Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic." Linguistics and Culture Review 5, S1 (2021): 1062–74. http://dx.doi.org/10.21744/lingcure.v5ns1.1489.

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This study is meant to describe the types of disability faced by students in inclusive schools and the challenges faced by teachers as well as students in early reading learning for students with special needs in inclusive primary schools during the COVID-19 pandemic. The research was conducted in 12 inclusive primary schools in Magetan Regency, Indonesia. This research is a descriptive qualitative research in which psychological assessment consisting of intelligence tests CPM, and WISC, documentation, passive observation, and in-depth interviews were used to collect the data. The data were co

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Chairunnisa, Connie, and Rismita Rismita. "Educational challenges for children with special needs in inclusive primary schools." Jurnal Ilmiah Sekolah Dasar 6, no. 1 (2022): 48–56. http://dx.doi.org/10.23887/jisd.v6i1.39722.

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There is no specific curriculum for inclusive students, and there is also no assessment guide for inclusive students. It causes students with special needs to have difficulty learning, and learning does not run optimally. This study aimed to analyze the learning completeness of ABK students in inclusive elementary schools and various challenges in managing inclusive schools. This type of research is qualitative. The method used in this study is a qualitative method with phenomenology. The design used in this study using Miles and Huberman. The subjects in this study amounted to 8 people. Metho

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Chirwa, Grames, Francis Lingolwe, and Devika Naidoo. "AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT." International Journal of Online and Distance Learning 1, no. 1 (2021): 16–47. http://dx.doi.org/10.47604/ijodl.1316.

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Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that t

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Istiyati, Siti, Sri Marmoah, Jenny I. S. Poerwanti, Supianto, Sukarno, and Hasan Mahfud. "Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School." Jurnal Penelitian Pendidikan IPA 9, no. 10 (2023): 7903–8. http://dx.doi.org/10.29303/jppipa.v9i10.5210.

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The article aims to compare the implementation of education for children with special needs in primary schools in Malaysia and Indonesia. This study used a descriptive qualitative approach. Data was used using literature studies, observations, and interviews. The subjects used were elementary schools in Surakarta City, Indonesia, and Malaysia. The data is analyzed by means of comparative analysis. The results showed that Indonesia and Malaysia apply the concept of inclusion in the education of children with special needs. In terms of Technology, Malaysia is more advanced by introducing educati

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Gipps, Caroline. "Bringing about Change in Primary Schools: the case of special needs." Cambridge Journal of Education 18, no. 1 (1988): 111–23. http://dx.doi.org/10.1080/0305764880180109.

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Moses, Diana. "Warnock's Eighteen Per Cent: Children with Special Needs in Primary Schools." Disability, Handicap & Society 2, no. 3 (1987): 296–98. http://dx.doi.org/10.1080/02674648766780391.

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Boutskou, Evangelia. "The role of special education teachers in primary schools in Greece." International Studies in Sociology of Education 17, no. 3 (2007): 289–302. http://dx.doi.org/10.1080/09620210701543932.

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Goler, Bill. "Computer Use with Children with Special Educational Needs in Primary Schools." British Journal of Special Education 17, no. 2 (2007): 66–68. http://dx.doi.org/10.1111/j.1467-8578.1990.tb00353.x.

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Imants, Jeroen, Geerdina M. Van der Aalsvoort, Cornelis J. De Brabander, and Aloysius J. G. M. Ruijssenaars. "The Role of the Special Services Coordinator in Dutch Primary Schools." Educational Management & Administration 29, no. 1 (2001): 35–48. http://dx.doi.org/10.1177/0263211x010291003.

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Abdalhai, Abderrahmane. "Arabization of primary education in Algeria after independence." مجلة قضايا لغوية | Linguistic Issues Journal 5, no. 01 (2024): 182–99. http://dx.doi.org/10.61850/lij.v5i01(special).130.

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The primary stage is the basic foundation and the first pillar of education, and its importance lies in being the real beginning of the teaching and learning process, but education in Algeria has faced serious challenges due to the great colonial period that the country went through, which resulted in dependency on the colonizer in terms of curriculum, language and methods.. This is not compatible with the customs and traditions of the people of the country, and is also incompatible with the complete geographical, religious and linguistic independence for which our fathers and grandfathers sac

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MC, Morena. "Possible Solutions to Challenges of Including Learners with Special Educational Needs in Mainstream Classrooms." International Journal of Multidisciplinary Research and Analysis 05, no. 03 (2022): 729–38. https://doi.org/10.5281/zenodo.6388525.

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<strong>INTRODUCTION AND BACKGROUND</strong> As a major strategy towards the achievement of basic education for all, Lesotho introduced free and compulsory primary education, whereby many children were sent to school. The mountain kingdom of Lesotho implemented the Free and Compulsory Primary Education Policy in the year 2000 (McConkey&Mariga, 2011:18). The policy‘s main objectives are: [t]o make basic education accessible to all learners; to make education equitable in order to eliminate inequalities; to guarantee that every Mosotho child completes the primary education and ensure t

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Rejeki, Dewi Sri, Mahardika Supratiwi, Herry Widyastono, Gunarhadi Hermawan, Joko Yuwono, and Leni Ambar Cahyani. "GUIDANCE AND COUNSELING SERVICES FOR CHILDREN WITH SPECIAL NEED IN INCLUSIVE PRIMARY SCHOOLS." Journal of Disability 4, no. 2 (2025): 48. https://doi.org/10.20961/jod.v4i2.94846.

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<p>Children with special needs often face complex challenges beyond their primary disability. These challenges can significantly impact their overall well-being and academic performance. This study aimed to assess the provision of guidance and counseling services for ABK in inclusive primary schools in Surakarta, Indonesia. A survey involving 10 inclusive primary schools was conducted, utilizing questionnaires and semi-structured interviews with teachers and parents. Data analysis employed descriptive analysis of both quantitative and qualitative data. The findings indicate that while mo

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., Hunainah. "Implementation of Inclusive Education Model in Primary School at Serang City." International Journal of Learning and Development 7, no. 3 (2017): 36. http://dx.doi.org/10.5296/ijld.v7i3.11542.

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This research try to describe the effectiveness of special education provision by inclusion model in public elementary schools in the city of Serang after Permendiknas in 2009 by analyzing the effectiveness of tutoring on classifications of Children with Special Needs, factors supporting the effectiveness of tutoring children with special needs in inclusive schools. This study used a qualitative descriptive design. This design has much similarity with quantitative descriptive design. This study using purposive sampling, which the sampling technique with particular consideration or define group

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., Hunainah. "Implementation of Inclusive Education Model in Primary School at Serang City." Journal of Education and Training 4, no. 2 (2017): 73. http://dx.doi.org/10.5296/jet.v4i2.11615.

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This research try to describe the effectiveness of special education provision by inclusion model in public elementary schools in the city of Serang after Permendiknas in 2009 by analyzing the effectiveness of tutoring on classifications of Children with Special Needs, factors supporting the effectiveness of tutoring children with special needs in inclusive schools. This study used a qualitative descriptive design. This design has much similarity with quantitative descriptive design. This study using purposive sampling, which the sampling technique with particular consideration or define group

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Chimowa, Makarios Kizito, and Stewart Maganga. "An Investigation into the Experiences of Teachers and Head Teachers in Relation to Government-Run Primary Schools: A Case of Lilongwe Urban." American Journal of Education and Technology 3, no. 2 (2024): 105–8. http://dx.doi.org/10.54536/ajet.v3i2.2697.

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The focus of this paper is on the experiences of teachers and head teachers in government- run schools in the Lilongwe Urban area. Three schools were focused upon: Mkwichi Primary School in Area 47; Mbinzi Primary School in Area 3, and Tsokamkanansi Primary School in Area 43. This study was exploratory in that there has been a paucity of research carried out in the urban schools of Malawi particularly those run by the government. The study further utilized the qualitative approach and among the methods utilized included semi- structured interviews and focus group discussions. In terms of the f

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Rahmad, Rahmad, Nur Inayah Syar, Syahmidi Syahmidi, and Mualimin Mualimin. "Child-Friendly Schools in Primary Education Institutions." Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 14, no. 2 (2024): 121–34. https://doi.org/10.18592/aladzkapgmi.v14i2.13738.

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This study aims to identify the implementation of five indicators of Child-Friendly Schools at SDN SN Karang Mekar 1, Banjarmasin City. This study's research type is qualitative descriptive research, utilizingmethods such as interviews, observations, and document analysis. This study found that the written policy indicators have been well implemented by declaring a commitment to non-violence and creating a safe student environment. Child-friendly learning processes are implemented with a non-violent and fun approach, supporting an inclusive learning atmosphere. Training for teachers on childre

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Alnaim, Mariam. "The Services Provided to Students with Attention Deficit Hyperactivity Disorder in Primary Schools from the Special Education Teachers’ Perspectives." International Journal of Learning, Teaching and Educational Research 22, no. 9 (2023): 20–42. http://dx.doi.org/10.26803/ijlter.22.9.2.

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The study aimed to investigate the reality and challenges of the special education services provided to students with attention deficit hyperactivity disorder (ADHD) in primary schools in the Kingdom of Saudi Arabia from the point of view of their teachers. By examining the perspectives of these educators, the research seeks to identify gaps, barriers, and areas for improvement in order to enhance the educational experience and outcomes for students with ADHD in primary schools. The study used a mixed-method approach, with a questionnaire distributed to 108 special education teachers and semi-

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Eunice Adhiambo. "Occupational therapy services as adjustments that enhance academic performance of learners with physical impairments in Public Primary Special Schools in Nyanza Region, Kenya." World Journal of Advanced Research and Reviews 25, no. 30 (2025): 376–92. https://doi.org/10.30574/wjarr.2025.25.3.0656.

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The academic performance of learners with Physical Impairments (PI) in most public primary special schools in Nyanza Region have been dismal. The purpose of the study was to explore the relationship between access to occupational therapy (OT) services and academic performance of learners with PI in public primary special schools in Nyanza Region Kenya. The research was guided by Social Model of Disability theory with mixed-methods approaches and concurrent triangulation design. The target population was 1421 participants, that is; 6 head teachers, 92 teachers, 6 OTs and 1317 pupils. Simple ran

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Julia, Jelagat Keitany, Muthee Jessina, and Rosina Ondigi Samsom. "School Administration Related Factors that Influence Access to and use of ICT in Special Schools of Learners with Visual Impairment." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 08 (2023): 3935–41. https://doi.org/10.5281/zenodo.8304216.

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The infusion of Information communication technology into teaching and learning in schools is growing by day. Information Communication Technology is now a reliable source of knowledge for transforming and reforming education. However, the school administrators’ personal beliefs and theories about integration of ICT in teaching and learning are widely considered to play a central role in the implementation of the new technologies in schools. Therefore, given the role the head teachers play, there is need to investigate their influence in the access to and use of ICT in special schools of

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Abdulah, Nurul Nadiha, and Muhammad Sofwan Mahmud. "Teaching Competencies of Mathematics Teachers in Inclusive Education at Primary Schools." International Journal of Learning, Teaching and Educational Research 24, no. 1 (2025): 190–208. https://doi.org/10.26803/ijlter.24.1.10.

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Inclusive mathematics teaching and learning, which integrates students with special needs and typical students in the same classroom, has long been implemented in Malaysia. However, teaching mathematics in this inclusive environment presents unique challenges to teachers. These competencies are needed to support the diverse needs of students. This study examines the competencies mathematics teachers require to teach inclusively in primary schools. Using a qualitative case study approach, semi-structured interviews were conducted with seven teachers experienced in teaching special education and

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Lebona, Mathabo, Mohapi Augustinus Monyane, and Kananga Robert Mukuna. "Fostering an enabling environment for Learners with Special Needs in rural primary schools in Lesotho." International Journal of Studies in Inclusive Education 1, no. 1 (2024): 40–47. http://dx.doi.org/10.38140/ijsie.v1i1.1280.

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Successful inclusion of Learners with Special Educational Needs in mainstream teaching and learning is a challenge globally. This study explores fostering an enabling environment for Learners with Special Educational Needs in rural primary schools in Lesotho. Data for the study were collected using a qualitative approach using a case study design, and analysis was done through Thematic Analysis. Thirteen teachers from two primary schools in the rural community and two officials from the Ministry of Education and Training purposively were selected in Lesotho and participated in this study. Focu

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Nyongesa, Gregory. "Influence of Compensation on Special Needs Educators’ Job Satisfaction in Special Schools for The Learners with Hearing Impairment in Kenya." Humanities & Language: International Journal of Linguistics, Humanities, and Education 1, no. 3 (2024): 132–64. http://dx.doi.org/10.32734/tj6h3r50.

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Effective teaching and learning to achieve the educational goals require satisfied teachers, yet, most of the teachers in Kenya indicate lack of job satisfaction with their work. The rising numbers of special needs educators exiting from special schools for the Hearing Impaired and the frequent strikes are the possible indicators. This study examined the influence of Compensation on teacher job satisfaction among the Special Educators in Public Special Primary Schools for the Hearing Impaired in Kakamega County Kenya. This study employed the Two Factor Theory of Herzberg. The study adopted mul

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Elisha Mbuti, Elias, Vencie B. Allida, and Catherine Amimo. "Navigating the Path to inclusive Education in Primary Schools in Arusha Region, Tanzania: A Descriptive-Correlational Study on Key Implementation Factors." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 5, no. 2 (2024): 123–31. http://dx.doi.org/10.46606/eajess2024v05i02.0375.

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This study navigated the path to inclusive education in primary schools in Arusha Region, Tanzania. The study used the descriptive correlational design. Out of the population of 14,881 stakeholders, the study had the sample size was 1,163 subject including 370 mainstream pupils, 278 mainstream teachers, 346 special needs learners and 169 special needs teachers. Sources of data were a questionnaire, an interview schedule, an observation schedule and Focus Group Discussions. Data analysis involved the thematic approach, descriptive statistics and regression analysis. While the running of inclusi

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Stepanyan, Narine. "UNDERSTANDING THE EMOTIONAL IMPACT OF ADHD IN PRIMARY SCHOOL STUDENTS." Armenian Journal of Special Education 8, no. 1 (2024): 55–62. http://dx.doi.org/10.24234/se.v8i1.17.

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Today, a remarkable place in society is occupied by children who need special conditions of education and their inclusion in schools, which determines the peculiarities of the organization of education. In all historical eras, the development system of special education has been connected with the socio-economic structure of the country, the state's value system and society, and the state's policy towards children who have developmental problems. The article highlights children with special educational needs, especially children with attention deficit and hyperactive behavior syndrome. C

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Mahmud, Muhammad Sofwan, Mohd Syazwan Zainal, and Wan Ahmad Munsif Wan Pa. "Challenges of Special Education Teachers in Inclusive Mathematics Teaching in Primary Schools: A Preliminary Study." Proceeding of International Conference on Special Education in South East Asia Region 2, no. 1 (2023): 199–225. http://dx.doi.org/10.57142/picsar.v2i1.83.

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Teaching and learning mathematics in an inclusive manner is growing, primarily to ensure that students with special needs receive equal education with mainstream students. Therefore, this study was carried out in order to identify the challenges that teachers face when implementing inclusive mathematics teaching in primary schools. This qualitative study employs a case study design with two outstanding special education teachers who are involved in inclusive education programmes in primary schools. Data collection method was done using semi-structured interviews and field notes. The data obtai

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Dr. Margaret Ngugi, Judith Matumbei Nandako; Dr Mbuthia Ngunjiri;. "Influence of Teacher Attitude on Effective Implementation of Inclusive Education Policy in Public Primary Schools in Kitale Town, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 3 (2019): 146–57. http://dx.doi.org/10.51317/ecjces.v1i3.106.

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The intent of this study was to find out the influence of teacher attitude on effective implementation of inclusive education policy in public primary schools in Kitale Town, Kenya. The study found teacher attitude had a significant influence on the effective implementation of inclusive education policy. Inclusive education is a form of education wherein all students including special needs (SN) learners attend and are received by their neighbourhood schools in age-appropriate regular classes and are supported to learn to participate and contribute in all views of life at school. Neighbourhood

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