A Study on the Early Childhood Special Education Teachers’ Perception toward Educational Policy for Young Children with Special Needs: With a Special Reference to the Importance & Performance Analysis(IPA)

2021 ◽  
Vol 21 (2) ◽  
pp. 33-56
Author(s):  
Sol Bee Sim ◽  
Byoung In Lee
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Performance Analysis ◽  
Young Children ◽  
Special Reference ◽  
Special Needs ◽  
Educational Policy ◽  
Special Education Teachers ◽  
Early Childhood Special Education ◽  
Children With Special Needs

scholarly journals Determination of preservice special education teachers’ views on early childhood intervention

2016 ◽  
Vol 11 (4) ◽  
pp. 213-222 ◽  
Author(s):  
Basak Baglama ◽  
Mukaddes Sakalli Demirok
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Needs ◽  
Special Education Teachers ◽  
Relevant Literature ◽  
Great Influence ◽  
Early Childhood Intervention ◽  
Children With Special Needs ◽  
Childhood Intervention ◽  
Early Childhood Interventions

Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early childhood intervention. This study used quantitative research method and a questionnaire form was used to collect the data. The results are discussed in detail with reference to relevant literature. Implications and recommendations for further research are also provided in order to improve the quality of education policies, programs and practices related with early childhood intervention and increase awareness and knowledge related with early childhood interventions among teacher candidates.           Keywords: Early childhood, early intervention, preservice special education teachers, views.  

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.

Authentically Preparing Early Childhood Special Education Teachers to Partner with Families

2020 ◽  
Vol 48 (6) ◽  
pp. 767-779
Author(s):  
Jennifer Call Jones ◽  
Patricia Korzekwa Hampshire ◽  
Andrea P. McDonnell
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Early Childhood Special Education
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