scholarly journals Distance Education for Students with Special Needs in Primary Schools in the Period of CoVid-19 Epidemic

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Nedime Karasel Ayda ◽  
Meryem Bastas ◽  
Fahriye Altinay ◽  
Zehra Altinay ◽  
Gokmen Dagli
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Primary Schools ◽  
Structured Interview ◽  
Students With Special Needs ◽  
National Education ◽  
Epidemic Period ◽  
Developmental Characteristics

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2020 ◽  
pp. 179-196
Author(s):  
Penelope Debs Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

scholarly journals Investigating theattitudes of special educated physical education prospective teachers towards disabled people

2020 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Emrah Aykora ◽  
Sinan Uğraş
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Special Needs ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Attitude Scale ◽  
Students With Special Needs ◽  
Significant Difference ◽  
The Disabled ◽  
Quantitative Sample

Purpose: It’s aimed in this study to investigate the attitudes of physical education prospective teachers who had special education lessons towards disabled ones. Material: The quantitative sample of the study consisted of 214 [n = 84 female, n = 130 male] physical education prospective teachers and the qualitative sample consisted of 19 physical education prospective teachers. Data collected with Findler, Vilchinsky and Werner (2007), “Multidimensional Attitude Scale for the Disabled” and which is adapted in Turkish according to Turkish culture by Yelpaze and Türküm (2018), and with a semi-structured interview form. Independent sample t test and one way anova were used in the analysis of quantitative data. Descriptive and content analysis used for qualitative data analysis. Results: There is no significant difference according to gender and being close to individuals with special needs. It is found that there is a difference between thoughts and behaviors according to the experiences of having special education and students with special needs. In the qualitative part of the research, the theme was “Inability to describe emotions”,“ Positive attitude”, “Feeling benefical” and “Insufficient attention”. Conclusions: It is clear from the study that having special education and experienced with special needed people effected thinking attitudes of prospective teachers. However, a decrease concluded about behavior attitudes then after having special education and experiences with disableds. Qualitative findings explain those results like content and extent of special education is not good enough.

scholarly journals Factors for the Task Load of Special Education Integration Program (PPKI) Teachers in Johor

2020 ◽  
Vol 9 (3) ◽  
pp. 2413-2416
Keyword(s):  
Special Education ◽  
Qualitative Study ◽  
Special Needs ◽  
Thematic Analysis ◽  
Special Education Teachers ◽  
Students With Special Needs ◽  
Factors Affecting ◽  
The Real ◽  
Task Load ◽  
Integration Program

Teachers’ task load has become a chronic issue. This issue involves teachers in various fields, including special education teachers in the Special Education Integration Program (PPKI). They are burdened with a variety of tasks whether they involve special education or normal students. As we know, the real focus for teachers at PPKI is for students with special needs (MBK) who are full of challenges as MBK is came up of various categories. When their focus is directed to tasks other than those involving MBK, their work will increase and stress them. These full qualitative study was conducted to identify factors affecting the task load of teachers in PPKI. After interviews with the 11 PPKI coordinators of each district in Johor, interview transcripts were constructed and analyzed. Through thematic analysis, the findings indicate that there is three factors contributing to the task load of PPKI teachers' namely students, facilities and leadership. This finding can serve as a guide for headmasters to manage PPKI in schools.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2016 ◽  
pp. 107-123
Author(s):  
Penelope D. Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

scholarly journals Determining the Fears of Student with Special Needs in Inclusive Environments

2018 ◽  
Vol 11 (6) ◽  
pp. 174
Author(s):  
Osman OZOKCU ◽  
Taskin YILDIRIM
Keyword(s):  
Middle Schools ◽  
Special Needs ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Inclusive Classrooms ◽  
Students With Special Needs ◽  
Interview Technique ◽  
Analysis Technique ◽  
Death And Loss

This study aims to determine and identify the fears of students with special needs in inclusive classrooms. The study was conducted with a total of 69 students (32 female, 37 male) from 36 classrooms across 12 different schools (including six primary schools and six middle schools) in Malatya, Turkey. The data were collected using a semi-structured interview technique and analyzed through descriptive analysis technique. These results revealed that students feared animals, spiritual associations, being negatively evaluated by figures of authority and other students, harm and suffering, death and loss, being subject to violence, and natural events and phenomena.

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