scholarly journals Problems of children who need special education and their families during the COVID-19 pandemic process

2021 ◽  
Vol 16 (5) ◽  
pp. 2781-2797
Author(s):  
Sener Gulkaya ◽  
Yasemin Sorakın
Keyword(s):  
Special Education ◽  
Qualitative Methods ◽  
Special Needs ◽  
Research Method ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Anxiety Levels ◽  
Aggressive Behaviours

The COVID-19 pandemic process has been significant in all areas of our country, just like other countries of world. The changes in lifestyle that occurred with the pandemic process affected both children with special needs and their families. The aim of this research is to examine the effects of the pandemic on children with special needs and their families. The phenomenology model, one of the qualitative methods, was used as the research method in the study. The data obtained through the semi-structured interview form consisting of five questions developed by the researcher was analysed. The participants of the study comprised 29 parents, and data were obtained through telephone and online interview with 21 women and 8 men. As a result of the data, five main themes and related sub-themes were formed. Within the scope of the findings obtained in this study, the parents who constitute the participants of the study have observed an increase in the anxiety levels and aggressive behaviours of their children with special needs during the pandemic process, coupled with other findings as well. Keywords: COVID-19, pandemic process, children with special needs, families

scholarly journals FACTORS INFLUENCING PARENTS IN SELECTING SCHOOL FOR CHILDREN WITH SPECIAL EDUCATION NEEDS

2018 ◽  
Vol 16 (6) ◽  
Author(s):  
Muhammad Faris Abdullah ◽  
Ainul Ashiqin Ahmad Shuhaimi ◽  
Mariana Mohamed Osman ◽  
Noor Suzilawati Rabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Special Needs ◽  
Essential Element ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Educational Facility ◽  
Factors Influencing ◽  
Special Education Needs ◽  
Education Needs

Equal access to education is an essential element in achieving community wellbeing, hence it is crucial that the educational facilities to be equally accessible to children with special education needs. In Malaysia, one of the special education programme provided in mainstream public schools is the Program Pendidikan Khas Integrasi (PPKI). The programme is an effort towards inclusive education. The objective of this study includes: (i) to analyse the factors influencing the decision of parents in selecting school for their special children, and (ii) to assess the issues and problems faced by parents in selecting schools for their children with special needs. The study determines parents’ criteria in selecting school for their children with SEN among 134 parents of children in PPKI via questionnaire survey. Semi-structured interview was conducted among 12 teachers of PPKI, and the findings from the interview were used to validate the survey findings. Findings from these two methods were consolidated. Result shows that school selection for children with special needs are greatly associated with the school facility. The paper will benefit the local authority in planning for educational facility, as well as special needs children with regards to the educational facility for special education provision in a community.

Identifying the Problems Experienced by Parents of Children with Special Needs during the COVID-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 383-402
Author(s):  
Mehmet Yavuz ◽  
Burak Bozak ◽  
Evgin Cay ◽  
Müzeyyen Eldeniz Çetin
Keyword(s):  
Qualitative Research ◽  
Special Needs ◽  
Research Method ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Qualitative Research Method ◽  
Interview Technique ◽  
Analysis Technique ◽  
Different Types

This study aims to determine the problems experienced by parents of children with special needs during the COVID-19 pandemic. The phenomenological patterns technique, which is a qualitative research method, was used in the study. Ten parents with children with special needs who were affected by different types of disabilities were included in the study. The data in the research were collected using interview forms consisting of open-ended questions and a semi-structured interview technique. After the data obtained from the interviews were decoded, they were analyzed with the descriptive analysis technique. At the end of the study, the findings of the problems experienced by parents of children with special needs during the epidemic, the problems they experienced with their children, and the problems and expectations related to the education of their children were discussed in detail within the framework of the literature.

scholarly journals FACTORS INFLUENCING PARENTS IN SELECTING SCHOOL FOR CHILDREN WITH SPECIAL EDUCATION NEEDS

2018 ◽  
Vol 16 ◽  
Author(s):  
Muhammad Faris Abdullah ◽  
Ainul Ashiqin Ahmad Shuhaimi ◽  
Mariana Mohamed Osman ◽  
Noor Suzilawati Rabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Special Needs ◽  
Essential Element ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Educational Facility ◽  
Factors Influencing ◽  
Special Education Needs ◽  
Education Needs

Equal access to education is an essential element in achieving community wellbeing, hence it is crucial that the educational facilities to be equally accessible to children with special education needs. In Malaysia, one of the special education programme provided in mainstream public schools is the Program Pendidikan Khas Integrasi (PPKI). The programme is an effort towards inclusive education. The objective of this study includes: (i) to analyse the factors influencing the decision of parents in selecting school for their special children, and (ii) to assess the issues and problems faced by parents in selecting schools for their children with special needs. The study determines parents’ criteria in selecting school for their children with SEN among 134 parents of children in PPKI via questionnaire survey. Semi-structured interview was conducted among 12 teachers of PPKI, and the findings from the interview were used to validate the survey findings. Findings from these two methods were consolidated. Result shows that school selection for children with special needs are greatly associated with the school facility. The paper will benefit the local authority in planning for educational facility, as well as special needs children with regards to the educational facility for special education provision in a community.

scholarly journals Qualifications of Subject Teachers in Special Education Schools

2018 ◽  
Vol 6 (4) ◽  
pp. 48
Author(s):  
Meryem Uçar Rasmussen ◽  
Arzu Kış
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Peer Support ◽  
Student Behavior ◽  
School Administrators ◽  
Structured Interview ◽  
Children With Special Needs ◽  
Training Support ◽  
Adequate Knowledge ◽  
The Subject

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers’ knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students’ different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently.

GRANOLA BAR YANG DIFORTIFIKASI DENGAN PROTEIN DAGING KERANG SEBAGAI SNACK SEHAT BAGI ANAK BERKEBUTUHAN KHUSUS

EKOLOGIA ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 78-82
Author(s):  
Sata Yoshida Srie Rahayu ◽  
Tri Aminingsih ◽  
Yulianita .
Keyword(s):  
Special Needs ◽  
Analysis Of Variance ◽  
Research Method ◽  
Nutritional Value ◽  
Food Products ◽  
Children With Special Needs ◽  
Organoleptic Test ◽  
Anodonta Woodiana ◽  
Different Characteristics

Flour of Anodonta woodiana meat may be added in the manufacture of food products such as granola bar. The aim of addition is to increase the nutritional value on snacks needed by children with special needs through fortification. This research method was done by making products granola bar in three formulas: without the addition of shells flour, the addition of 2.8 gram, and 5.6 gram. Granola bar were made for consumption by children (7-9 years old) and teenager (10-18 years old). Tests performed included organoleptic test. The results of organoleptic test between three formulas of produced granola bar have different characteristics in flavor parameter. The results of the analysis of parameters of color, aroma, and flavor tested by analysis of variance software showed that the most preferred formula is the second formula with the addition 2.8 gram of mussel meat flour. This granola bar snack is a healthy snack that is safe for consumption by children with special needs, because it is made from ingredients that do not contain flavorings, dyes and artificial preservatives.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

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