scholarly journals Interactive Craft Activities – Elevating Special Needs Education Learning Tools with “Craft Interactive Teaching Approach”

2021 ◽  
Vol 17 (3) ◽  
pp. 243
Author(s):  
Siti Zuraida Maaruf ◽  
Nurul Syawani - ◽  
Tamil Selvan Subramaniam
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Teaching Approach ◽  
Expert Teachers ◽  
Design Development ◽  
Design And Development ◽  
Interactive Teaching ◽  
Learning And Teaching ◽  
Special Needs Education ◽  
Video Module

Abstract: The aim of this study is to determine the Expert Panels agreement and consensus on the suitable items for the development of the Craft Interactive Teaching Approach (CiTA). A purposive sampling consisting of 12 Expert Teachers with more than ten years of experience in the field of Special Education      were used in this research to measure their consensus on the design and development of the CiTA video module. The CiTA video module was developed using the ADDIE Model that is supported by the Delphi Technique. This study utilised the Design Development Research (DDR) approach that consisted of three phases. However, for the purpose of this article, the researchers will only discuss Phase 2: Design and Development in developing the Interactive Teaching Approach Video module. The responding twelve VAE teachers provided positive feedback towards learning and teaching using the tutorial module. With the interquartile range of 0 to 1.00 for all items included in the activities, all Expert Teachers in the field of Special Education approved with the content of the CiTA video module from the two rounds of Delphi surveys performed. The CiTA video module was developed with the inclusion of all items that were highly approved by the participating Expert Teachers in the Special Needs Education. Since the two rounds of item evaluation demonstrated a significant relationship between Round One and Round Two, the development of the video module could improve inclusive learning in the Malaysian classroom.   Keywords: Interactive Visual Arts Education, Special education needs, Special needs children.

scholarly journals The Significance of Qualitative Research – Arts-based Research in Special Needs Education and Music Therapy

2019 ◽  
Author(s):  
Sara Knapik-Szweda
Keyword(s):  
Qualitative Research ◽  
Special Education ◽  
Music Therapy ◽  
Special Needs ◽  
Research Method ◽  
Scientific Discipline ◽  
Therapy Process ◽  
Arts Based Research ◽  
The Arts ◽  
Special Needs Education

One of the functions of art is understanding an individual and his or her potential. Art provides an individual with proper conditions and gives new opportunities to function regardless of one’s age and disability. The purpose of this article is to get the reader acquainted with the significance of qualitative research especially in the context of arts-based research in special needs education and music therapy. In theoretical part, the authoress will attempt to answer the question of what benefits this research method brings and why it is useful. What is to be described at the beginning quite extensively is the situation of research in special education and music therapy as a scientific discipline. This presentation will smoothly lead the reader to the essence of article, i.e. the arts-based research method. The definitions of arts-based research will be presented together with differences resulting from defining the notions connected with art. Examples will also be provided of research based on art resulting from the combination of two disciplines such as special needs education and music therapy. Moreover, the authoress will demonstrate her own research based on art with the application of music which emphasizes the significance of changes that occur within the music therapy process. Finally, the arguments which emphasize the significance of artsbased research will be mentioned.

A Toolkit to Guide the Design of Effective Learning Activities

2010 ◽  
pp. 156-169 ◽  
Author(s):  
Karen Fill ◽  
Gráinne Conole ◽  
Chris Bailey
Keyword(s):  
Online Learning ◽  
Software Design ◽  
Assessment Methods ◽  
Teaching Approach ◽  
Learning Activities ◽  
Learning Activity ◽  
Design Development ◽  
Web Based ◽  
Learning And Teaching ◽  
Effective Learning

The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it incorporates well-researched pedagogic taxonomies that are presented as drop-down lists with associated ‘help’ pages. Toolkit users are encouraged to consider and specify factors including learning and teaching approach, environment, aims and outcomes, assessment methods, learner and tutor roles and requisite skills as they design any number of tasks within a learning activity and select the tools and resources needed to undertake them. The output from the toolkit is a design template that can then be used to guide the instantiation and implementation of online learning activities. The designs are saved within the toolkit, forming a database of designs, which other toolkit users can view. This chapter will present the rationale for the toolkit and the detailed taxonomies. It will describe and illustrate the software design, development and implementation, including the approach to contextual ‘help’, provide examples of learning activity designs created using the toolkit; and present and discuss feedback from users.

scholarly journals Investigations of pedagogues' attitudes to inclusive education and to children with disabilities in foreign scientific journals

2019 ◽  
pp. 201-204
Author(s):  
Ol'ga M. Khomutova
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Bibliometric Analysis ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Social Attitudes ◽  
Scientific Journals ◽  
Research Focus ◽  
Factors Affecting ◽  
Special Needs Education

The article presents a bibliometric analysis of the research of international journals "European Journal of Special Needs Education","International Journal of Special Education" and "International Journal of Inclusive Education" published from 2002 to 2018. The journals' selected articles related to the study of attitudes towards inclusive education and children with disabilities. We analysed the amount of publications in accordance with the selected parameters for each journal and for each year separately, their dynamics for the selected period, defined criteria: in terms of geography, category of children, research focus, category of pedagogues, factors affecting social attitudes. We proposed promising areas of study of the problem under study.

Inclusive and Special Education in Africa

2020 ◽  
Author(s):  
Mirna Nel
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Policies ◽  
African Countries ◽  
Persons With Disabilities ◽  
Special Needs Education ◽  
African Context

Africa is associated with Ubuntu values such as inclusiveness and treating others with fairness and human dignity. Such values align with human rights and social justice principles and are also integral to a social approach to inclusive education. However, there are several contextual and interconnected dynamics—environmental, cultural, and systemic—which impact on education systems and must be acknowledged when considering inclusive and special education. Several global developments have been endorsed and ratified by most African countries, such as the Education for All campaign, the Salamanca Statement and Framework for Action on Special Needs Education, the Millennium Development Goals, Sustainable Development Goal (SDG) 4, the Education 2030 Incheon Declaration and Framework for Action for the implementation of the SDG 4 framework, and the Convention on the Rights of Persons with Disabilities. Furthermore, due to an African renaissance in the building of human capital since the 19th century, education policies and practices are also transforming to address the specific needs of the African context. Human rights and social justice are sanctioned as basic principles of education by the majority of African countries. Great strides have consequently been made in the development of education policies to address the inclusive education drive. However, the emphasis in these education policies seems to be on integrating students with special needs or disabilities into public education, mainly by placing them in separate units or classes attached to mainstream schools, or in special schools. It is therefore essential that, within the Ubuntu approach of everyone belonging to a greater community, both local communities and wider society make a commitment wherein interactive political, cultural, social, environmental, and systemic dynamics influencing learning, as well as causing learning breakdown, are acknowledged and addressed. A focus on the individual child as a problem to be remediated and segregated from mainstream society and education should therefore be rejected. Consequently, The education community (including governments, education departments, local education offices, schools, teachers, parents, and learners) must regularly come together to reflect and develop in-depth understanding of the philosophy, theory, terminology, and practice of inclusive education within the African context, which should then reflect in specific developed policies and consequent practices.

scholarly journals A model for teaching ICT in primary and special education

2007 ◽  
Vol 47 ◽  
Author(s):  
Valentina Dagienė ◽  
Eglė Jasutienė ◽  
Tatjana Jevsikova ◽  
Lina Zajančkauskienė ◽  
Inga Žilinskienė
Keyword(s):  
Special Education ◽  
Comparative Analysis ◽  
Special Needs ◽  
Communication Skills ◽  
Good Information ◽  
Distant Learning ◽  
Innovative Methods ◽  
Special Needs Education ◽  
Analysis And Synthesis ◽  
Information And Communication

Lithuanian educational strategic provision states that the present poses completely new social, pedagogic and subject requirements for teachers; they must have good information and communication skills. Therefore, we should help teachers, provide relevant materials for education, and allow them to learn the newest things, use innovative methods. One of the ways to achieve that is to provide distant learning for teachers. The paper deals with problems of development of distant course for primary and special needs education teachers. Distant course model (goals, content, and implementation criteria) is presented. Methods of comparative analysis and synthesis of present scientific works are applied.

scholarly journals Corona virus (Covid- 19) and Education for All Achievement: Artificial Intelligence and Special Education Needs- Achievements and Challenges

2020 ◽  
Vol 5 (3) ◽  
Author(s):  
Yahya Muhammed Bah
Keyword(s):  
Artificial Intelligence ◽  
Special Education ◽  
Special Needs ◽  
Children With Disabilities ◽  
Education For All ◽  
Special Needs Education ◽  
Special Education Needs ◽  
Education Needs ◽  
Google Search ◽  
Relevant Education

The shortage of well trained teachers especially in special education is a serious problem worldwide. To attain education for all as enshrined in the Sustainable Development Goals (SDGs), there is urgent need for robot ways of solving this problem with grave consequences for the future of children with disabilities and special education needs. Thus, education delivery methods like other services need to be innovative. Information Communication Technologies (ICTs) have commenced to render such opportunities even in the delivery of special education needs through the Artificial Intelligence (AI) methods.The fundamental rationale for the systematic literature review is to examine achievements and challenges in the application of AI for teaching children with special education needs, share knowledge to spark and inspire processes that will usher rapid growth from all directions in ensuring quality and relevant education for children with disabilities using AI. A systematic review of the literatures using information collected from different sources was actuated. Google Search Engine was used to search for these articles. During the search numerous combinations of words and phrases were used to ensure articles reflect the most recent knowledge and scholarly works. In essence, only peer-reviewed articles published after 2000 were selected except extracts perceived to be of fundamental mileage to the study. However, articles published by staunch international organizations working in special education needs for years and has produced indefatigable knowledge in the field were stealthily appraised. The introduction of AI has made giant achievements in special education needs delivery and the achievements include but not limited to addressing written language, reading, listening, memory; and arithmetic problems of students with special needs education. Thus, notwithstanding the challenges more especially in the developing nations, AI has the power to enhance learning for children with special needs while curbing some of the problems such children are encountering in accessing quality and relevant education. In conclusion the findings revealed some significant achievements and the possibilities of more if the appropriate technologies are applied consistently with the right environment both in schools and homes. 

Helping Early-Career General Education Teachers Understand Students With Special Needs

2021 ◽  
pp. 71-106
Author(s):  
Pam L. Epler
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
General Education Teachers ◽  
Early Career ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Special Needs Education ◽  
History Of Special Education ◽  
History Of

This chapter will inform early-career general education teachers on a broad spectrum of special needs topics. The chapter begins with an overview of the history of special education and describes how many facets of special needs education—such as how to classify and how best to instruct special needs students—are still controversial. It then segues into a discussion of various educational service delivery models in which special education students can be educated depending on their needs. The chapter also identifies characteristics and learning traits of special needs students. Next, it presents a detailed section of specific instructional strategies that both general education and special education instructors will find useful to implement when teaching students with special needs. Finally, a brief overview discounting many of the myths about special education is presented.

Sign in / Sign up

Export Citation Format

Share Document