EDITORIAL

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Adile Askim Kurt
Keyword(s):  
Special Education ◽  
Skill Acquisition ◽  
Great Majority ◽  
Autism Spectrum ◽  
Associate Professor ◽  
Mobile Technologies ◽  
Educational Technologies ◽  
Editorial Team ◽  
Exclusion Criteria ◽  
The Usa

To readers of Journal of Education and Special Education Technology’s (JESET) Issue in 2017. From 2015 till this days, we, as editorial team of JESET, aimed and made an effort to gain researches on technology in special education, have high quality and unique findings. We believed that just this kind of researches could useful for literature and our audiences such as readers, researchers, trainers, instructors in special education and educational technologies area. In this frame of journal we pleased to present you an article, written by İskender Volkan SANCAR, Süleyman Burak TOZKOPARAN and Hatice Ferhan ODABAŞI. The study represents a content analysis of scientific articles on the use of mobile technologies in special education. Within this scope, 19 out of 51 articles that are published in journals indexed in SSCI and/or ERIC were selected in compliance with inclusion and exclusion criteria. Findings show that a great majority of the studies focused on disabilities such as autism spectrum disorder, down’s syndrome and intellectual disability. Most of the studies were conducted in the USA and focused on skill acquisition/improvement. Product design, usage or usability studies as well as research on visually and hearing impaired individuals were scarce. Consequently, I would like to express my thanks to all the contributors who helped us to publish this issue. Yours sincerely, Associate Professor Doctor Adile Askim KURT

Use of mobile technologies in special education: A content analysis

2017 ◽  
Vol 3 (1) ◽  
pp. 1-12
Author(s):  
Iskender Volkan Sancar ◽  
Süleyman Burak Tozkoparan ◽  
Hatice Ferhan Odabasi
Keyword(s):  
Special Education ◽  
Content Analysis ◽  
Great Majority ◽  
Social Science Citation Index ◽  
Autism Spectrum ◽  
Mobile Technologies ◽  
Or Education ◽  
The Usa ◽  
K 12 ◽  
Number Of Citations

This study represents a content analysis of scientific articles on the use of mobile technologies in special education. Within this scope, 19 out of 51 articles that are published in journals indexed in Social Science Citation Index and/or Education Resources Information Center were selected in compliance with inclusion and exclusion criteria. The content analysis was performed on the basis of the year published, countries where the research conducted, number of citations, age or level of the sample, sample size, research method, type of disadvantaged group and the mobile technologies used. Findings show that a great majority of the studies focused on disabilities, such as autism spectrum disorder, Down’s syndrome and intellectual disability. Most of the studies were conducted in the USA and focused on skill acquisiton/improvement. Further research on mobile technologies in special education is needed addressing K-12 or higher levels, for visual and hearing impaired individuals. As product design, usage or usability studies were scarce; product development-oriented studies are suggested.   Keywords: Special education, mobile technology, disabled children, content analysis, assistive technology.

scholarly journals Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder

2017 ◽  
Vol 42 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Tiffany Kodak ◽  
Tom Cariveau ◽  
Brittany A. LeBlanc ◽  
Jacob J. Mahon ◽  
Regina A. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Receptive Identification ◽  
Prerequisite Skills ◽  
Based Instruction

The present investigation examined special education teachers’ selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers’ classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

Re-examining Evidence Based Practice in Special Education: A Discussion

2019 ◽  
Vol 22 (2) ◽  
pp. 54-65
Author(s):  
Robert L. Williamson ◽  
Andrea Jasper ◽  
Jeanne Novak ◽  
Clinton Smith ◽  
William Hunter ◽  
...  
Keyword(s):  
Special Education ◽  
Skill Acquisition ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Exceptional Children ◽  
Accepted Practice

Abstract The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP). As new criteria regarding the acceptance of any specific intervention as evidence-based become available, the question arises: Would the application of new standards to studies completed under the older guidelines result in changes to past conclusions? The current study examined if changes in EBP standards might change the classification of an exemplar practice that was previously designated as an EBP. In this case, we examined video modeling (VM), an accepted practice regarding skill acquisition in special education as an exemplar practice. In order to determine if the new CEC 2014 standards would impact a previously determined EBP finding, a re-examination of Bellini and Akullian's (2007) frequently cited meta-analysis that focused on VM as an intervention for individuals with autism spectrum disorders (ASD) was conducted. The results revealed that if Bellini and Akullian had conducted their review using updated CEC 2014 standards, VM applied to individuals with ASD would not have been classified as an EBP.

EDITORIAL

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Adile Askim Kurt
Keyword(s):  
Special Education ◽  
Review Process ◽  
Peer Review Process ◽  
Associate Professor ◽  
Editorial Team ◽  
Research Papers ◽  
High Quality ◽  
Double Blind ◽  
High Quality Research ◽  
Related Field

Dear Readers, It is the great honor for us to publish Volume 4, Issue 1 of Journal of Education and Special Education Technology’s (JESET). From 2015 till this days, we, as editorial team of JESET, aimed and made an effort to gain researches on technology in special education, have high quality and unique findings. We believed that just this kind of researches could useful for literature and our audiences such as readers, researchers, trainers, instructors in special education and educational technologies area. A total number of seven (7) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of two (2 high quality research papers were selected and accepted for publication. Aim of this issue is to give the researchers an opportunity to share the results of their academic studies. There are different research topics discussed in the articles. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2018 Volume. I would like to present many thanks to all the contributors who helped to publish this issue. Best regards, Yours sincerely, Associate Professor Doctor Adile Askim KURT

EDITORIAL

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Adile Askim Kurt
Keyword(s):  
Special Education ◽  
Hearing Impairment ◽  
Technology Use ◽  
Associate Professor ◽  
Point Of View ◽  
Editorial Team ◽  
Use Of Technology ◽  
Scientific Project ◽  
Special Education School

It is a great honor for us to welcome you as Editor of Journal of Education and Special Education Technology’s (JESET) Issue in 2016. We, as Editorial Team of JESET, aimed to publish and support well-designed and original researches on special education and educational technologies. Through, we believe that quality of integration and use of technology in education, especially special education would increase and become widespread as days pass. From this point of view, we glad to present you an article, titled as “Technology Use via Students with Hearing Impairment: Hear Your Voice and Be Heard”, at this issue of JESET. The article written by Adile AÅŸkım KURT and Derya ORHAN GÖKSÃœN from Anadolu University. It was supported by a scientific project program and conducted at a special education school in this university. In the frame of study, it was aimed to develop the technology use process in reading and writing activities for students with hearing impairment using Wikis was designed as an action research. The researchers were analyzed the views of students with hearing impairment and reported their interesting and contextual results on implementation. Finally, I present many thanks to all the contributors who helped us to publish this issue.   Best Regards, Associate Professor Doctor Adile AÅŸkım KURT

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

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.

Scientific Publication Patterns of Cognitive-Behavioral Therapy and Interactive Mobile Technologies for treatment Eating Disorders: A Bibliometric Analysis (Preprint)

2021 ◽  
Author(s):  
Ivanna Shubina
Keyword(s):  
Eating Disorders ◽  
Cognitive Behavioral Therapy ◽  
English Language ◽  
Behavioral Therapy ◽  
Research Field ◽  
Cognitive Behavioral ◽  
Mobile Technologies ◽  
Publication Patterns ◽  
The Usa ◽  
Research Domains

BACKGROUND Interactive mobile technologies (IMB) are viewed as a promising opportunity to provide support in treatment for patients’ with eating disorders. The authors analyzed papers to find out the patterns of research domains in cognitive-behavioral therapy using interactive mobile technologies and eating disorder treatments. The development of interactive mobile technologies in eating disorder treatments was enhanced significantly during the last decade. Therefore this emerging research field has been found interesting and attractive to keep it in the research agenda. Consequently, the author planned various research settings for current and further studies. OBJECTIVE This research aims to explore the scientific patterns of interactive mobile technologies for cognitive-behavioral treatment for individuals with eating disorders in scholarly publications and analyze the findings to suggest further studies in an emerging research field. METHODS The bibliometric analysis employed such as identifying publication patterns, most important keywords, and trends for the subjects and fields for the period of the last decade (2010 to 2021). In this study, research questions were formed based on the relevant literature. The author concentrated on highly ranked sources, the data retrieved from the known databases, and the study conducted with the proven bibliometric approach, RESULTS A total of 875 studies were found concerning the research domains and retrieved from the LENS database. The vast majority of the papers were written in the English language by 100 authors/co-authors from 70 different countries, leading with the United Kingdom, then followed by the USA, Australia, Spain, Germany and Sweden. Descriptive characteristics The vast majority of the papers were written in the English language by 100 authors/co-authors from 70 different countries, leading with the United Kingdom, then followed by the USA, Australia, Spain, Germany and Sweden. CONCLUSIONS The research revealed that, although the early years of publication record shown as low, recent years (from 2016) represent an overall increase in research domains. The main contribution of the findings indicates that IBM, in combination with in-person cognitive-behavioral therapy for eating disorders, increases the efficiency of health intervention, including reducing essential symptoms and improving life quality. Besides, IBM can be used as a supportive tool in managing diet, body dissatisfaction, stress, and sleep disturbance. This paper would be useful for researchers to obtain an overview of the publication trends on research domains to be concerned for further studies and shows the potential gaps in those fields. CLINICALTRIAL N/A

Sign in / Sign up

Export Citation Format

Share Document