scholarly journals Dermatoglyphic Patterns of Children with Special Educational Needs

2021 ◽  
Vol 9 (2.2) ◽  
pp. 7976-7983
Author(s):  
Emmanuel Kwaku Osabutey ◽  
◽  
Ba-Etilayoo Atinga ◽  
Keyword(s):  
Group Analysis ◽  
Educational Needs ◽  
Descriptive Statistics ◽  
Special School ◽  
Control Group ◽  
Special Educational Needs ◽  
Ridge Count ◽  
Pattern Type ◽  
Type Symmetry ◽  
Quantitative And Qualitative Traits

Background: The present study aimed at finding the finger and palmar dermatoglyphic patterns of students in special school and to discover whether significant dermatoglyphic features exist in students in special school. Materials and methods: Finger and palm prints were taken from 100 students from Garden City Special School which served as the study group and 100 students from “In Him is Life School” which served as the control group. Analysis of quantitative and qualitative traits of dermatoglyphs (Total Finger Ridge Count, atd angle, pattern type, symmetry of palmprint and type of PIC) were performed. Descriptive statistics were used to determine the differences among the groups. Results: Central pocket loop whorl (CPLW) which is an indicator in people with better academic performance was significantly lower (P<0.0001) in individuals in the special school (SS). The atd angle was significantly higher (P<0.0001) in both hands in SS than in CG. The current study revealed that the prevalence of symmetrical PIC was significantly lower (P=0.012) in the SS (39%) compared to CG (67%). Conclusion: Students in special school have unique dermatoglyphic pattern. There were significant differences in certain types of dermatoglyphic pattern observed in students in special school compared to students in normal school. Further study is required to have a baseline data which can serve as a diagnostic tool for early detection of people who need special attention. KEY WORDS: Dermatoglyphics, Patterns, Special, Educational, Needs.

scholarly journals The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools

2020 ◽  
Vol VI (2) ◽  
pp. 3-23
Author(s):  
Nicoleta Raluca LUPU
Keyword(s):  
Cognitive Development ◽  
Recovery Process ◽  
Educational Needs ◽  
Temporal Orientation ◽  
Control Group ◽  
Special Educational Needs ◽  
Parametric Test ◽  
Cognitive Behaviour ◽  
Inclusive Schools ◽  
Non Parametric

The aim of this study, “The effects of the game on the cognitive and non-cognitive development in students with special educational needs in inclusive schools” is to present a model of good practice that will favour the inclusion of the students with special educational needs. Starting from this aim, the following assumptions are formulated: 1) The students with special educational needs in inclusive classes who will participate in the training through games will achieve significantly better results in the recovery process than those who will not participate in the training through game, 2) The students with special educational needs in inclusive classes who will participate in the computer-based training will have significantly better results in the recovery process compared to the students who will participate in the training through classic game. The non-parametric test "Mann-Whitney" for independent samples shows that there are statistically significant differences between the experimental group and the control group in the post-test phase (p <.05) for most development areas tested: communication and vocabulary, reading, writing, grammar, spatial orientation, temporal orientation, cognitive behaviour, image memory, pre-numbering, addition, subtraction, behaviour. There were no statistically significant differences between the two groups (p>.05) in the following areas of development: motor development, body schema, graphics rendering, color, shape, numerical memory, numbering. The non-parametric test for Mann-Whitney independent samples shows that there are no significant differences between the classic game and computer games (p>.05), both of them bringing benefits in the recovery process of the students with special educational needs. An explanation might be the permanent presence of the computer in children's lives, which makes them lose interest in this method.

Appropriate Test-Taking Instructions for Students With Special Educational Needs

2017 ◽  
Vol 16 (3) ◽  
pp. 227-240 ◽  
Author(s):  
Lena Nusser ◽  
Sabine Weinert
Keyword(s):  
Physical Activity ◽  
Cognitive Skills ◽  
Reading Speed ◽  
Educational Needs ◽  
Reading Test ◽  
Control Group ◽  
Special Educational Needs ◽  
Test Taking ◽  
Relevant Variables ◽  
Test Requirements

If children fail to understand test instructions, measurements of their competence may be unfair and invalid. This is especially relevant for students with special educational needs (SEN) because they face greater challenges in comprehending instructions. Two interventions were designed to facilitate the comprehension of test requirements by presenting intensified instructions and to enhance students’ attention by engaging them in physical activity before receiving the test instructions. Three-hundred forty-eight students with SEN aged 8–12 years were randomly assigned to an experimental condition or a control group. Even after controlling for relevant variables (reading speed, basic cognitive skills), students participating in the interventions performed better in a reading test than controls. As hypothesized, the intensified test instructions reduced the number of responses that were not compliant with instructions. In conclusion, this study shows the importance of adapting test instructions for students with SEN, and it proposes interventions that can be implemented in other assessments.

scholarly journals The impact of a special school placement on self-perceptions of confidence and competence among prospective PE teachers

2017 ◽  
Vol 25 (2) ◽  
pp. 474-490 ◽  
Author(s):  
Anthony Maher ◽  
David Morley ◽  
Julie Fimusanmi ◽  
Paul Ogilvie
Keyword(s):  
Focus Group ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Situated Learning ◽  
Educational Needs ◽  
Special School ◽  
Special Educational Needs ◽  
Self Perceptions ◽  
School Based ◽  
The Impact

School-based placements are often used as a way of preparing prospective teachers for the demands of their future role. However, little is known about the impact of such situated learning experiences on prospective physical education (PE) teachers’ confidence and competence. To the best of our knowledge, this article is the first of its kind to explore prospective teachers’ views of, and experiences within, special schools in order to identify the experiential mechanisms that shape self-perceptions of competence and confidence when teaching pupils with special educational needs and disabilities in PE. Thirty-two final year undergraduate students participated in focus group interviews and were selected on the basis that they: (1) were studying a Special Educational Needs and Disability in PE undergraduate module; (2) aspired to be a PE teacher; and (3) had attended six half-days of placement in a special school. All focus group transcripts were subjected to open, axial and selective coding in order to identify themes and sub-themes. The themes that were constructed from the analysis were: impact of placement role on confidence and competence; impact of knowing pupils’ needs and capabilities; conceptualising confidence and perceptions of its development; and conceptualising competence and perceptions of its development. We use these themes to discuss the usefulness of special school-based placements for preparing aspiring teachers for their role as inclusive educators.

scholarly journals Changing teachers’ attitudes towards children with special needs attending inclusive schools

2021 ◽  
Vol VII (2) ◽  
pp. 112-125
Author(s):  
Nicoleta Raluca LUPU
Keyword(s):  
Computer Game ◽  
Educational Needs ◽  
Three Dimensions ◽  
Wilcoxon Test ◽  
Control Group ◽  
Special Educational Needs ◽  
Post Test ◽  
Teachers Attitudes ◽  
Two Stages ◽  
Experimental Group

The purpose of this study was to change TEACHERS’ ATTITUDE REGARDING THE INCLUSION OF THE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. The attitude of the teachers who will participate in the training through game designed to change the attitude towards the students with special educational needs will change positively, compared to the attitude of the teachers who will not participate in the training. The attitude of the teachers who participated in the change of attitude training through game changed positively, compared to the attitude of the teachers who did not participate. The non-parametric test Mann-Whitney for independent samples shows that there are statistically significant differences between the experimental group and the control group in all three dimensions of attitude (p <.01) In addition, the T Wilcoxon test shows the differences between the pre-test stage and the post-test phase within each group. It is noted that for the control group, there are no statistically significant differences between the two stages, whereas in the case of the experimental group there are statistically significant differences from one stage to another (.00, p <.01). The degree of acceptance of the students with special educational needs will increase significantly in the teachers who will participate in the computer game training, compared to the teachers who will participate in the classic game training. The results of the „Mann-Whitney U Test” show that there are no significant differences between the experimental groups (p> .05), which indicates that both programs can effectively contribute to changing the teachers’ attitudes towards integrating disabled students

scholarly journals Teacher satisfaction at the educational placement of students with special educational needs

2016 ◽  
Vol 13 (1) ◽  
pp. 1792 ◽  
Author(s):  
Timo Saloviita ◽  
Markku Leskinen
Keyword(s):  
Special Education ◽  
Large Scale ◽  
Teacher Satisfaction ◽  
Educational Needs ◽  
Special School ◽  
Special Educational Needs ◽  
Educational Placement ◽  
Special Schools ◽  
Part Time ◽  
Restrictive Environment

This study conducted a large-scale survey to investigate the satisfaction of Finnish primary school teachers toward the current educational placement of their students with special educational needs (SEN). Teachers were asked to recommend the most suitable educational placement for each of their SEN students from a pool of six alternatives: a mainstream classroom, part-time special education, a special classroom in the mainstream school, a special school, a state special school, or an institution. Data were obtained from 980 students representing 68 schools. The results showed that, in the majority of cases, teachers recommended a different level to the current level of placement for their SEN students. Teachers in the mainstream classrooms mostly recommended special classrooms, while teachers of the special education classrooms frequently recommended special schools, and teachers of the special schools often recommended state special schools or special education classrooms. A less restrictive environment was recommended for 20% and a more restrictive environment was recommended for 33% of the students. The results are interpreted in terms of organizational selection.

Development of Gifted Education in Hong Kong

1998 ◽  
Vol 13 (2) ◽  
pp. 150-158 ◽  
Author(s):  
David W Chan
Keyword(s):  
Hong Kong ◽  
School Reform ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Special School ◽  
Chinese History ◽  
Special Educational Needs ◽  
School Based

Despite that notions of gifted education have been anticipated in Chinese history, Hong Kong not not managed to relinquish the laissez-faire attitude toward the education of the gifted and talented until the late 1980s and the early 1990s. The development of gifted education was traced in the context of liberalization and expansion of educational opportunities, the parallel concerns with equity and excellence, and school reform to meet the educational needs of students abilities in Hong Kong. To meet the special educational needs of gifted and talented children, diversified provisions are now made or planned in school-based enrichment activities/special school with accelerated and challenging curriculum, and university summer programmes. It is anticipated that the development of gifted education will bring about further positive changes in the overall educational system in Hong Kong.

„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 119-138
Author(s):  
Monika Skura
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Severe Disabilities ◽  
Educational Needs ◽  
Vital Role ◽  
Special School ◽  
Special Educational Needs ◽  
Special Schools ◽  
Unrealistic Expectation ◽  
Inclusive Society

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

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