scholarly journals Lesson study for students with intellectual disability

2020 ◽  
Vol 9 (3) ◽  
pp. 245-259 ◽  
Author(s):  
Kamilla Klefbeck
Keyword(s):  
Intellectual Disability ◽  
Student Learning ◽  
Effect Size ◽  
Lesson Study ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Negative Experience ◽  
Content Type ◽  
Post Test ◽  
The Mean

PurposeThis study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.Design/methodology/approachLesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.FindingsStudents' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.Originality/valueThere is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.

Merging lesson study and response to intervention

2020 ◽  
Vol 9 (3) ◽  
pp. 277-288 ◽  
Author(s):  
Camilla Nilvius
Keyword(s):  
Response To Intervention ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Special Educational Needs ◽  
Content Type ◽  
Daily Work ◽  
Rti Model ◽  
Teachers Professional Development ◽  
User Friendly

PurposeThis article theoretically analyzes how response to intervention (RTI) can be used as a tool in lesson study (LS) to enhance student learning and how RTI can be made more user-friendly by teachers in LS. The focus is on how RTI can be adapted to teachers' daily work by including it in the LS model and how LS can benefit by introducing a scientific approach in analyzing student learning outcomes through RTI. The article also highlights how this approach can contribute to learning for children with special educational needs (SEN).Design/methodology/approachThis theoretical paper describes and compares the characteristics of the LS model with the RTI framework. The comparison highlights the design of models related to teachers’ development and learning outcomes. The benefits and challenges with the models are described. A previous research study related to the models is also briefly reviewed.FindingsThere are benefits and challenges with both the RTI and LS models but parts of the models appear to complement one another to some extent. Teachers' professional development and a better control of learning outcomes could be gained by combining the models. This could also lead to educational improvement.Originality/valueThere has been almost no research about a combined LS and RTI model.

scholarly journals School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England

2018 ◽  
Vol 23 (4) ◽  
pp. 207-212
Author(s):  
Chris Hatton
Keyword(s):  
Learning Disabilities ◽  
Educational Needs ◽  
Physical Assault ◽  
Learning Difficulty ◽  
Special Educational Needs ◽  
Autistic Children ◽  
Content Type ◽  
Health And Social Care ◽  
School Absences ◽  
Fixed Period

Purpose The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017. Design/methodology/approach Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic spectrum disorder (ASD). Findings Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD. Social implications Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children. Originality/value This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.

scholarly journals Video Based Instructions Meningkatkan Praktik Kebersihan Diri Saat Menstruasi Pada Siswi Disabilitas Intelektual

2020 ◽  
Vol 5 (2) ◽  
pp. 62-70
Author(s):  
Endang Sri Wahyuni ◽  
Wa Ode Diana Harisa
Keyword(s):  
Intellectual Disability ◽  
Sampling Technique ◽  
Total Sample ◽  
T Test ◽  
Personal Hygiene ◽  
Test Results ◽  
Paired Sample ◽  
Post Test ◽  
The Mean ◽  
Based Instruction

Backgrounds: Intellectual Disability students must be able to master the practice of personal hygiene during menstruation skills. However, to teach this skill to them is not easy. They need certain methods to learn these skills to get effective results. Video-Based Instruction is one method to teach these skills. This study aims to determine whether there is an effect of Video-Based Instruction on the practice of personal hygiene during menstruation on Intellectual Disability students. Methods: This is quantitative research with pre-experimental type and one group pretest-posttest design. The data collection tool is a "personal hygiene" questionnaire. The data analysis method uses a paired sample t-test with the help of SPSS version 25. This research conducted at SLB Negeri 3 Central Jakarta with a total sample is 20 respondents selected by the purposive sampling technique. Results: Most respondents were 14 years old (20%), 7th grade (30%), get menarche at 12 and 13 years (25%). The mean score for the practice of personal hygiene during menstruation pre-test is 41.30 and post-test is 53.20. Paired sample t-test results showed that sig. (2-tailed) <0.001. Conclusion: The results showed that it received Ha, which means that there is an effect of Video-Based Instruction on the practice of personal hygiene during menstruation on Intellectual Disabilities students. The results also showed that there are mean score differences of the pre-test and post-test results, which is an increase in the mean score of the post-test results by 11,90.

scholarly journals Pengaruh Penggunaan Media Gambar Untuk Meningkatkan Hasil Belajar Bahasa Arab Siswa Kelas VII Di Madrasah Tsanawiyah Muhammadiyah 12 Palirangan

2021 ◽  
Vol 7 (1) ◽  
pp. 39-60
Author(s):  
Idzi' Layyinati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Human Life ◽  
Student Learning Outcomes ◽  
Arabic Language ◽  
Test Results ◽  
Correlation Test ◽  
Post Test ◽  
The Mean ◽  
Test Result

Education is a necessity for everyone. Educational activities are activities that are very important in human life and cannot be separated from their lives. With education, human needs regarding change and development can be fulfilled. The mean score of the pre-test results was 71.73, while the mean value of the post-test results was 79.61. From these data it can be seen that the pre-test result value is lower than the post-test score, so it can be interpreted that there are differences in student learning outcomes before and after using image media in the learning process. the completeness of the pre-test result value is 46.15%, while the post-test result value is 80.76%. From this data, it can be seen that using image media can affect student learning outcomes. Then from the hypothesis testing using the Product Moment Correlation test and the Paired Sample T-test with the help of SPSS 20 software in the sig (2-tailed) section, it isknown that 0.000 <0.05 The condition is if r count is smaller than r table, then H0 is accepted. and Ha is rejected and vice versa if r count is greater than r table (r count> r table) then H0 is rejected and Ha is accepted. In fact, r count (0.977) is greater than r table (0.404). Thus H0 is rejected and Ha is accepted. As the basis for decision making in the Product Moment Correlation test and decision guidelines based on the probability value, it can be concluded that H0 is rejected and Ha is accepted. This means that image media can affect the improvement of learning outcomes in Arabic language material for class VII at MTs. Muhammadiyah 12Palirangan

Meta-analysis of the effects of mastery learning on students’ academic achievements in Nigeria

2018 ◽  
Vol 10 (4) ◽  
pp. 547-555
Author(s):  
Maxwell Okwudili Ede ◽  
Uwakwe Okereke Igbokwe
Keyword(s):  
Effect Size ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Empirical Studies ◽  
Sampling Technique ◽  
Content Type ◽  
Research Results ◽  
Academic Achievements ◽  
Ex Post ◽  
The Mean

PurposeThe purpose of this paper is fivefold: to identify the various results of previous empirical studies on the effect of mastery learning and students achievement in Nigeria schools; determine the effect size for each of the studies examined; determine the mean effect size of the overall studies examined; find out the mean effect size of studies that examined the effect of gender on academic achievement in mastery learning strategy; and determine the mean effect size of studies that examined the effect of school locations on academic achievements using mastery learning strategy.Design/methodology/approachThis study adopted survey research design using theex postfacto procedure. This study being meta-analytical used already existing data (research results). The sample of research reports included both published and unpublished research reports on the effects of mastery learning on students’ academic achievements in Nigeria between 1980 and 2016. The study adopted a purposive sampling technique in selecting the sample. This was to ensure that studies: were centered on mastery learning and students’ academic achievements; were carried out in Nigeria; appeared in published and unpublished literature between 1980 and 2016; have the statistical values of the research results of each independent variable to be considered (e.g.t-test values,χ2values and correlation values).FindingsThe study revealed that the mean effect size for all the studies was 0.536, indicating a positive mean effect size. The strategy, thus, has a significant effect on students’ achievements. School location, also, did not mediate in the use of the strategy.Practical implicationsBased on the findings of this study, the following recommendations were made: teachers should use this teaching strategy to enhance students’ achievements in difficult concepts in different subject areas. Since the result of this study has shown that the strategy has positive and large effect size, government and school proprietors should, with the collaboration of higher institutions concerned with teacher education, endeavor to organize seminars and workshops to serving teachers to enable them embrace effectively the principles and processes of implementing the strategy in the classroom. Since the result of this study has established the size of the effect of mastery learning strategy on the academic achievements, subsequent researchers should no longer direct their efforts in determining its effects on academic achievements but on the ways of improving the use of the strategy in teaching at all levels of education.Originality/valueAvailable literature has shown that though most previous research findings revealed that mastery learning approach has an effect on academic achievements of students, no efforts have been made toward resolving the inconsistencies of those results by integrating them and establishing the extent of the effect of the strategy on academic achievements. This study, therefore, was designed to fill these gaps created by the non-existence of integrated studies on effects of mastery learning and academic achievements of students in Nigerian schools.

Experiences of children with special educational needs and disabilities and their families in the United Kingdom during the coronavirus pandemic

2020 ◽  
Vol 25 (4) ◽  
pp. 229-235
Author(s):  
Brian O’Hagan ◽  
Stephen Kingdom
Keyword(s):  
Family Support ◽  
Well Being ◽  
Educational Needs ◽  
External Support ◽  
Special Educational Needs ◽  
Children And Families ◽  
Content Type ◽  
The United Kingdom ◽  
Need For Support ◽  
Withdrawal Of Support

Purpose The purpose of this paper is to outline the experiences of children with special educational needs and disabilities (SEND) and their families during the coronavirus pandemic. Design/methodology/approach This paper draws on research gathered and collated by three different organisations working with families of children and young people with SEND. Findings There were a number of common findings across all three surveys. In particular: the rapid collapse of external support for children and families; the reduction/withdrawal of support exacerbated the stress and exhaustion already experienced by many families; it proved very difficult to establish home learning and get adequate support from schools; there was little government recognition of families’ vulnerability and need for support; and, paradoxically, a significant minority of children and families reported increased well-being. Originality/value Findings carry clear implications both for the provision of child and family support during any further lockdowns and, more generally, in respect of government policy and funding of family support.

Serious games in K-12 education

2017 ◽  
Vol 51 (4) ◽  
pp. 424-440 ◽  
Author(s):  
George Papanastasiou ◽  
Athanasios Drigas ◽  
Charalabos Skianis ◽  
Miltiadis D. Lytras
Keyword(s):  
Developmental Disabilities ◽  
Serious Games ◽  
Value Added ◽  
Educational Needs ◽  
Small Sample ◽  
Special Educational Needs ◽  
Content Type ◽  
Positive Effects ◽  
Attention Memory ◽  
K 12

Purpose The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017). Design/methodology/approach SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning. Findings Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Research limitations/implications Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to. Practical implications Learning through SGs has educational values that are based on learning concepts intrinsically motivating. Social implications Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication. Originality/value SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.

scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 73 ◽  
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

scholarly journals Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kamilla Klefbeck
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Lesson Study ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Variation Theory ◽  
Content Type ◽  
Severe Intellectual Disability ◽  
School Day

PurposeThis research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.Design/methodology/approachFive teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.FindingsThe implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.Research limitations/implicationsResearch that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.Originality/valueThis research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.

scholarly journals Teachers' capacity to create inclusive learning environments

2020 ◽  
Vol 9 (3) ◽  
pp. 221-244 ◽  
Author(s):  
Emma Leifler
Keyword(s):  
General Education ◽  
Special Needs ◽  
Lesson Study ◽  
Student Diversity ◽  
Students With Special Needs ◽  
Content Type ◽  
Inclusive Learning ◽  
Broad Concept ◽  
Post Test ◽  
Study Methodology

PurposeThe purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.Design/methodology/approachThis study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.FindingsResults show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusivity. The largest increase (88%) was seen in the themes in teachers' responses regarding accommodations for a student with special needs. Regarding self-perceived ability, the average increase was 50%. Results show significant changes in teachers' adjustment awareness ability.Originality/valueThis study contributes to educational research, as the focus is PD for general teachers. PD opportunities with teaching strategies related to special needs (e.g. neurodevelopmental conditions, NDCs) are seldom offered to general education teachers. Support from teachers is a key strategy for accommodating students with special needs in mainstream classrooms. Furthermore, there is a lack of literature of interventions aiming to improve teachers' readiness and preparedness for students with NDCs in mainstream settings.

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