scholarly journals Impact of Coronavirus 2019 on Students with Special Needs

2021 ◽  
Author(s):  
Ebrahim Rahbar Karbasdehi
Keyword(s):  
Special Needs ◽  
Emotional Disorders ◽  
Teaching And Learning ◽  
Disease Outbreaks ◽  
Well Being ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
School Closures ◽  
Students With Special Needs ◽  
Face To Face

Introduction: Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimize the spread of infection. However, Over 80% of children in the world have had their education impacted by coronavirus. For children with special needs who receive special education services, access to face-to-face education and other resources at school is of particular importance. These services focus not only on academic achievement, but also on social, emotional, psychological and physical health and well-being. The American Academy of Pediatrics advocates for students to attend school in person. Students with special needs are divided into seven educational groups: hearing impairment, visual impairment, physical-motor disorders, intellectual disabilities, behavioral-emotional disorders, autism spectrum disorder, specific learning disorder, and severe and multiple disabilities. Each of these groups should have a different way of teaching and learning than other groups and normal students. For proper planning and accommodation of children with special needs, we must prioritize safety. In order for these students to be able to use rehabilitation services, face-to-face education conditions must be provided for them in accordance with health protocols.

Emotion Regulation Strategies Predict Emotional Distress during the COVID-19 Outbreak among Parents of Children with Special Needs

2021 ◽  
Author(s):  
Mor Keleynikov ◽  
Joy Benatov ◽  
Noga Cohen
Keyword(s):  
Emotion Regulation ◽  
Special Needs ◽  
Emotional Distress ◽  
Online Survey ◽  
Well Being ◽  
Children With Special Needs ◽  
Emotion Regulation Strategies ◽  
School Closures ◽  
Raising Children ◽  
Regulation Strategies

The coronavirus (COVID-19) outbreak has been declared a global pandemic. The consequences of this pandemic, among them changes in routine, quarantine, school closures and more, place children with special needs and their families at risk of severe emotional distress. Therefore, the present study used an online survey to measure stress, anxiety and depression levels as well as concerns related to the COVID-19 outbreak among 94 parents of children with special needs (mean age = 41.6 years, SD = 6.59; 83% female) and 79 parents raising a typically developing child (mean age = 40.85 years, SD = 7.40; 85% female). We also examined whether the use of adaptive and maladaptive emotion regulation (ER) strategies (reappraisal and suppression, respectively) predicts emotional distress among the two parent groups. The results indicate that compared to parents of TD children, parents of children with special needs reported more concerns about the COVID19 outbreak and more symptoms of emotional distress (depression, anxiety and stress). The use of adaptive and maladaptive emotion regulation strategies moderated the association between concerns arising from the COVID-19 outbreak and emotional distress. In addition, the habitual use of emotion regulation strategies predicted distress only among parents of children with special needs but not among parents of TD children. These findings highlight the role played by emotion regulation in maintaining well-being at times of crisis among vulnerable populations, such as families raising children with special needs.

Distance Learning for Students with Special Needs through 3D Virtual Learning

2014 ◽  
Vol 5 (2) ◽  
pp. 15-27 ◽  
Author(s):  
James M. Laffey ◽  
Janine Stichter ◽  
Krista Galyen
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Teaching And Learning ◽  
High Functioning Autism ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Small School ◽  
Small School Districts ◽  
Students With Special Needs

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

scholarly journals KOMUNIKASI PEMBELAJARAN BERBASIS DARING UNTUK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

2021 ◽  
Vol 10 (1) ◽  
pp. 76-92
Author(s):  
Mutiah Mutiah
Keyword(s):  
Special Needs ◽  
Implementation Process ◽  
Communication Process ◽  
Online Media ◽  
Communication Model ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Face To Face ◽  
Inclusive School ◽  
Therapeutic Tools

This research looks at the phenomenon of the Covid 19 pandemic conditions which require learning activities at school to change to studying at home. This home school learning relies on online media, which of course has its own challenges in the implementation process. The challenge for inclusive schools is how this learning communication can be sent to students with special needs online. The purpose of this study was to see the online-based learning communication process for students with special needs, thus this study used a qualitative approach with descriptive data presentation. From this research, it was found that online media was not able to bridge the learning communication carried out by schools for students with special needs. Therefore all learning materials and learning messages are modified by shadow teachers (teachers accompanying children with special needs). Researchers discuss this modification with the analysis of the communication model from Berlo, namely the aspects of source, messages, channel and receiver. The conclusion of this study is that online-based learning processes for children with special needs cannot be done because children with special needs actually need face-to-face communication, face-to-face communication is one of the therapeutic tools for advancing the abilities of children with special needs. Key words: learning Communications, Children with Special needs, inclusive school  

Distance Learning for Students with Special Needs through 3D Virtual Learning

2016 ◽  
pp. 594-607
Author(s):  
James M. Laffey ◽  
Janine Stichter ◽  
Krista Galyen
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Teaching And Learning ◽  
High Functioning Autism ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Small School ◽  
Small School Districts ◽  
Students With Special Needs

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

scholarly journals Meneroka Cabaran yang Dihadapi oleh Ibu dalam Menguruskan Anak Berkeperluan Khas

2020 ◽  
Vol 4 (2) ◽  
pp. 63-75
Author(s):  
Manisah Mohd. Ali ◽  
Nur Farahana Ismail @ Mohd Ismail
Keyword(s):  
Special Needs ◽  
Social Stigma ◽  
Well Being ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Educational Module ◽  
Family Acceptance ◽  
Physical Challenges

Parents of children with special needs experience mental and physical challenges that can cause psychological stress. Mothers are more likely to experience higher stress than fathers as they closer to their children than father. This study aims to explore the challenges that can cause stress among mothers with special needs children. The research design of this study was a case study using an interview protocol to seek information from a group of mothers (n = 6) of children with special needs who are experiencing autism spectrum disorders, cerebral palsy and attention-deficit/hyperactive disorder. Data were transcribed verbatimly and analysed using the Thematic Analysis Method. This study found that there are five challenges faced by the study sample namely challenges in terms of lack of knowledge in the stages of identification of child disability, family acceptance, social stigma, emotional stress and career management in addition managing special needs children. Cooperation and collaboration between several parties such as counselors, hospitals and ministries are needed to ensure the well-being of mothers. Mothers need to be provided with detailed information on the management of children with special needs. This study has implications on Government agencies’ effort to design educational module on effective parenting. Abstrak Ibu bapa dengan anak berkeperluan khas mengalami cabaran dari segi mental dan fizikal yang boleh menyebabkan tekanan psikologikal. Golongan ibu lebih cenderung untuk mengalami tekanan yang lebih tinggi disebabkan mereka lebih mendampingi anak mereka berbanding bapa. Kajian ini bertujuan untuk meneroka cabaran yang boleh menyebabkan tekanan dalam kalangan ibu dengan anak berkeperluan khas. Reka bentuk kajian ini adalah kajian kes yang melibatkan protokol temubual untuk mendapatkan maklumat daripada kumpulan ibu (n=6) yang mempunyai anak berkeperluan khas dalam kategori gangguan spektrum autisme, palsi serebral dan sindrom kurang daya tumpuan dan hiperaktif. Data kajian ditranskrip secara verbatim dan dianalisis data dengan menggunakan kaedah Analisis Tematik. Kajian ini mendapati bahawa terdapat lima cabaran yang dihadapi oleh sampel kajian iaitu cabaran dari segi kurang pengetahuan pada peringkat pengenalpastian jenis ketidakupayaan anak, penerimaan keluarga, stigma masyarakat, tekanan emosi dan pengurusan kerjaya di samping menguruskan anak berkeperluan khas. Kerjasama dan kolaborasi antara beberapa pihak yang bertanggungjawab seperti kaunselor, pihak hospital dan kementerian diperlukan bagi memastikan kesejahteraan para ibu. Para ibu perlu disediakan maklumat yang terperinci berkenaan pengurusan anak berkeperluan khas. Kajian ini mempunyai implikasi kepada agensi kerajaan yang berwajib untuk merangka modul pendidikan keibubapaan yang berkesan.

scholarly journals The Learning Burden- Problem of Curriculum Load

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Dr. Kadambari Naniwadekar
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Primary Schools ◽  
Well Being ◽  
Behaviour Problems ◽  
Children With Special Needs ◽  
Typically Developing ◽  
Students With Special Needs ◽  
The Impact

Concerns regarding academic burden on students, especially students with special needs and unsatisfactory quality of learning has been talked about time and again. The problem has been discussed extensively by several committees, with several recommendations on reducing the academic burden on the students. But instead, the problem has grown more acute with the passing time and increased competition. This problem of academic burden manifests itself in many ways for our children with special needs, the most common being behaviour problems and sometimes academic under achievement. The situation has become worse over the years even with children  both typically developing and with special needs attending pre- schools carrying a bag full of books and notebooks. It is very hard to reconcile the rigorous ‘academic’ regime that is imposed on children with hearing impairment from an early age with the widespread complaint made about moving at the same pace with the typically developing children and competitive ethos of the later school years. The pernicious grip of this false argument manifests itself in strange preschool and primary schools practices like early emphasis on shapely writing, memorizing information and so on.  One message of this situation is that both the child and the teacher have lost the ‘joy of learning’. This study aimed at investigating the impact of overload or academic burden of the curriculum on children with hearing impairment and how it affects the psychological well being of these children. The study proposed to develop tool to identify the factors leading to stress in these children with special needs and then correlate with the academic performance and behaviour problems, if any.

The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects

2021 ◽  
pp. 1-14
Author(s):  
Naiara Berasategi Sancho ◽  
Nahia Idoiaga Mondragon ◽  
Maria Dosil Santamaria ◽  
Maitane Picaza Gorrotxategi
Keyword(s):  
Special Needs ◽  
Well Being ◽  
Children With Special Needs

scholarly journals Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs

2018 ◽  
Vol 41 (1) ◽  
pp. 171-181
Author(s):  
Enas Majadley
Keyword(s):  
Special Needs ◽  
Design Research ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Mainstream Teachers ◽  
Teachers Perceptions ◽  
Integration Program ◽  
Arab Schools ◽  
Teachers Attitudes ◽  
Arab Education

SummaryThe program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.

scholarly journals Sensory Integration Therapy Versus Usual Care for Sensory Processing Difficulties in Autism Spectrum Disorder in Children: Study Protocol for a Pragmatic Randomised Controlled Trial

2019 ◽  
Author(s):  
Elizabeth Randell ◽  
Rachel McNamara ◽  
Sue Delport ◽  
Monica Busse ◽  
Richard Hastings ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Usual Care ◽  
Sensory Processing ◽  
Sensory Integration ◽  
Controlled Trial ◽  
Well Being ◽  
Autism Spectrum ◽  
Face To Face ◽  
Sensory Integration Therapy ◽  
Randomised Controlled

Abstract Background: Autism Spectrum Disorder (ASD) is a common lifelong condition affecting 1 in 100 people. ASD affects how a person relates to others and the world around them. Difficulty responding to sensory information (noise, touch, movement, taste, sight) is common, and might include feeling overwhelmed or distressed by loud or constant low-level noise (e.g. in the classroom). Affected children may also show little or no response to these sensory cues. These ‘sensory processing difficulties’ are associated with behaviour and socialisation problems, and affect education, relationships, and participation in daily life. Sensory Integration Therapy (SIT) is a face-to-face therapy or treatment, provided by trained occupational therapists who use play -based sensory-motor activities and the just-right challenge to influence the way the child responds to sensation, reducing distress, and improving motor skills, adaptive responses, concentration and interaction with others. With limited research into SIT, this protocol describes in detail how the intervention will be defined and evaluated. Methods: Two-arm pragmatic individually 1:1 Randomised Controlled Trial (RCT) with internal pilot of SIT versus Usual Care (UC) for primary school aged children (4 to 11 years) with ASD and Sensory Processing (SP) difficulties. 216 children will be recruited from multiple sources. Therapy will be delivered in clinics meeting full fidelity criteria for manualised SIT over 26 weeks (face-to-face sessions: 2 per week for 10 weeks, 2 per month for 2 months; Telephone call: 1 per month for 2 months). Follow up assessments will be completed at 6 and 12 months post randomisation. Prior to recruitment: therapists will be invited to participate in focus groups/interviews to explore what is delivered as usual care in trial regions; carers will be invited to complete an online survey to map out their experience of services. Following recruitment: carers will be given diaries to record their contact with services. Following intervention, carer and therapist interviews will be completed. Discussion: Results of this trial will provide high quality evidence on the clinical and cost-effectiveness of SIT aimed at improving behavioural, functional, social, educational and well-being outcomes for children and well-being outcomes for carers and families. Trial registration: ISRCTN14716440. Registered 08/11/2016. http://www.isrctn.com/ISRCTN14716440

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