A Pilot Study Investigating the Use of Mobile Technology for Coordinating Educational Plans in Inclusive Settings

2021 ◽  
pp. 016264342110335
Author(s):  
Nur Siyam ◽  
Sherief Abdallah
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Pilot Study ◽  
Mobile Technology ◽  
Participatory Design ◽  
Focal Point ◽  
Autism Spectrum ◽  
Mobile App ◽  
Educational Plan ◽  
Special Education Needs

Good coordination among school staff and families leads to increased learning quality and academic success for students with special education needs and disabilities (SEND). This pilot study aims to investigate the use of mobile technology for the coordination of therapy and learning for students with SEND. This study first follows a participatory design methodology to identify the key design principles required to inform the design of a coordination mobile app for special education. Then, a mobile app (IEP-Connect) is designed and implemented with the aim of facilitating information sharing between different parties involved in the intervention of students with SEND. The proposed app uses the Individualized Educational Plan (IEP) as the focal point of coordination. The evaluation of the app focused on students with autism spectrum disorder (ASD) as their learning requires sharing information from different distributed sources. Results from the usability study revealed that the app has “good” usability and that participants were satisfied with the use of the app for recording and sharing IEP information. The results of this study provide an understanding of the ways in which a coordination app for special education could be made easy and rewarding to use.

scholarly journals TEACHING LANGUAGE TO THE SPECIAL CHILDREN: CHALLENGES AND POSSIBILITIES

2020 ◽  
pp. 406-410
Author(s):  
Quazi Farzana Yesmin ◽  
Sifat Ullah ◽  
Mohammad Ehsanul Islam Khan
Keyword(s):  
Special Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Speech Therapy ◽  
Mother Tongue ◽  
Language Teaching ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Special Education Needs ◽  
Special Children

Since communicating people is one of the first and foremost obstacles to autistic children, it is a basic need for them to get vigilant and appropriate nurture for language acquisition. Moreover, to develop the language skills of special children appropriately, it is essential to ensure effective language teaching. The primary objective of this study was to identify the challenges that the teachers face in the class and to bring out the possibilities of teaching the mother tongue to the special children as a part of special education. As language learning is the leading step of special education, the study aims to contribute to the field by pointing out the challenges and the possibilities. The study was conducted by collecting data from three different schools of special children by following a qualitative method. The findings revealed that inadequate understanding, proper classroom facilities, lack of awareness and insufficient language training created a great challenge for the teachers in teaching the language to the special children. The study also exposed that special training, a well-decorated classroom, regular speech therapy, and change of outlook minimized the challenges and made language teaching more effective. KEYWORDS: Autism Spectrum Disorder (ASD), Special Education Needs (SEN), Communication, Language Proficiency

scholarly journals Assessment of Language Abilities in Minority Adolescents and Young Adults With Autism Spectrum Disorder and Extensive Special Education Needs: A Pilot Study

2020 ◽  
Vol 29 (2) ◽  
pp. 804-818
Author(s):  
Teresa M. Girolamo ◽  
Mabel L. Rice ◽  
Steven F. Warren
Keyword(s):  
Special Education ◽  
Young Adults ◽  
Pilot Study ◽  
Digit Span ◽  
Autism Spectrum ◽  
Adolescents And Young Adults ◽  
Language Abilities ◽  
Adults With Autism ◽  
Minority Adolescents ◽  
Mental Maturity

Purpose Little is known about the language abilities of adolescents and young adults with autism spectrum disorder (ASD) despite the importance of language in their other life outcomes. Even less is known about the language abilities of racial/ethnic minorities with ASD and extensive special education needs. These gaps limit our understanding of adolescents and young adults with ASD. Method A pilot study evaluated the efficacy of individualized age-referenced language assessment for minority adolescents and young adults with ASD in self-contained special education settings. Participants ( n = 10) completed the Clinical Evaluation of Language Fundamentals–Third Edition, Test for Early Grammatical Impairment (TEGI), Columbia Mental Maturity Scale, and Wechsler Intelligence Scale for Children–Third Edition Digit Span. Results Clinical Evaluation of Language Fundamentals–Third Edition scores showed little variation, with most participants showing a floor effect. TEGI, Columbia Mental Maturity Scale, and Digit Span scores showed greater variation. Some participants had ceiling TEGI scores, and some had variable assessment profiles. Conclusion Assessment was sensitive to variability across some measures. The pilot study outcomes support the feasibility and potential informativeness of additional investigation of conventional language assessments and change over time.

scholarly journals Parental Involvement and Academic Performance of Children with Special Education Needs

1970 ◽  
Vol 2 (2) ◽  
pp. 183
Author(s):  
Irene Christie O. Nillos
Keyword(s):  
Special Education ◽  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
General Point ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
High Level ◽  
Age And Sex

Evidence shows that the influence of parental involvement (PI) in a student’s academic success can not be underestimated. This descriptive-correlational study focused on PI and the academic performance of children with special education needs and the relationship between these variables. Data were drawn from a modified Parent and School Survey (PASS), integrating the six categories of Epstein's model of PI and General Point Average (GPA) of the children. Using mean, Kruskal Wallis, Mann Whitney, and Spearman rho, results revealed a high level of parental involvement in all areas except in volunteering and beginning level academic performance according to age and sex. There was a significant difference in the parents’ decision making according to age but no significant difference in other categories. Also, there was no significant difference in academic performance in terms of age and sex, and there was no significant relationship between parental involvement and academic performance.

scholarly journals ASSESSMENT OF MOTOR DEVELOPMENT OF PRESCHOOL CHILDREN WITH SPECIAL EDUCATION NEEDS

2020 ◽  
Vol 6 (7) ◽  
Author(s):  
Vassiliki Riga ◽  
Anastasia Misirli ◽  
Akrivi Komessariou
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Early Intervention ◽  
Motor Development ◽  
Motor Impairment ◽  
Autism Spectrum ◽  
Motor Impairments ◽  
Social And Emotional ◽  
Special Education Needs ◽  
Education Needs

Assessment of motor development in preschool children has become increasingly important with the recent acknowledgement that motor impairment/deficit is linked with cognitive, language, social, and emotional difficulties. As there is lack of evidence regarding motor development and early intervention in children with special education needs (SEN), the purpose of this study was to assess the motor development of preschool students with SEN within the educational context to allow their teachers to design appropriate physical education activities to improve students’ motor proficiency. In the present study, the Peabody Developmental Motor Scales – Second Edition test battery was used with five groups of students with different SEN: (a) Autism Spectrum Disorder, (b) Down syndrome, (c) cerebral palsy, (d) mental disability, and (e) specific learning difficulties. Students were grouped on the basis of specific characteristics, such as gender and SEN, and statistically significant differences between groups were sought. Differences in the difficulties encountered during the subtests by children in different SEN groups were found, suggesting that evidence of certain motor weaknesses are more likely for children with specific SEN. An unsatisfactory level in overall performance in gross, fine, and total motor quotients confirmed the delayed motor development of students with SEN. The paper concludes with recommendations for an appropriate evaluative measure and early intervention programmes for children with specific motor impairments. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0626/a.php" alt="Hit counter" /></p>

scholarly journals Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

2017 ◽  
Vol 11 (1) ◽  
pp. 4 ◽  
Author(s):  
Jenny Vlachou ◽  
Athanasios Drigas
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Mobile Technology ◽  
Ad Hoc ◽  
Life Quality ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Adults With Autism ◽  
Design And Implementation ◽  
Spectrum Disorders

This study evaluates the use and efficacy of mobile technology in assessment and intervention of children and adults with autism spectrum disorders (ASD). Learning and behavioral data for assessment can be captured and interpreted through mobile technology, but the complexity of irrespective data in special education can sometimes discourage stuff from using it. In the field of intervention, mobile technology in conjunction to ad hoc applications for ASD individuals can provide major contribution. Needless to say that speech generating devices (SGDs), especially if they are portable, are very supportive tools for autistic persons, who mostly suffer from limited speech. The use of mobile technology to enhance academic skills among others is being investigated. Although this technology is new, the autistic community expressed their enthusiasm in it. If all the parties involved, such as educators, caregivers, sufferers and families could participate in the design and implementation of the appropriate apps, they would suit best ASD individuals’ needs and would provide them a better life quality.

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