scholarly journals The use of musical interactions to collaborate with teaching staff and specialist services at a special education school.

2021 ◽  
Author(s):  
◽  
Devin Brooks
Keyword(s):  
Special Education ◽  
Secondary Analysis ◽  
Relationship Building ◽  
Teaching Staff ◽  
Music Therapists ◽  
Music Making ◽  
Specialist Services ◽  
Musical Interactions ◽  
Education School ◽  
Special Education School

<p>This research aimed to investigate how a student music therapist used musical interactions to collaborate with teaching staff and specialist services at a special education school in New Zealand. Music therapists in this context are able to collaborate by assisting and supporting other therapy professionals and staff. I was particularly interested in how the ‘music’ served as a collaborative tool within the school and what was meaningful that developed from these musical interactions between school members.   Through secondary analysis of my reflective clinical journal notes I was able to explore how I used musical interactions to collaborate. Data was coded, sorted into meaning units, and themes were then drawn out using thematic analysis.   The findings suggested that musical interactions promoted staff experiences of music making with others as well as supporting student goals, by corresponding to the classroom learning agenda. Musical interactions gave support in resourcing staff to become facilitators of music in the classroom, as well as supporting the little moments when life at a special education setting can be challenging. Lastly, musical interactions were perceived to build a sense of community within the school. Music-making and facilitation of music in mostly informal settings seemed to support connecting and relationship building between students and staff.</p>

scholarly journals The use of musical interactions to collaborate with teaching staff and specialist services at a special education school.

2021 ◽  
Author(s):  
◽  
Devin Brooks
Keyword(s):  
Special Education ◽  
Secondary Analysis ◽  
Relationship Building ◽  
Teaching Staff ◽  
Music Therapists ◽  
Music Making ◽  
Specialist Services ◽  
Musical Interactions ◽  
Education School ◽  
Special Education School

<p>This research aimed to investigate how a student music therapist used musical interactions to collaborate with teaching staff and specialist services at a special education school in New Zealand. Music therapists in this context are able to collaborate by assisting and supporting other therapy professionals and staff. I was particularly interested in how the ‘music’ served as a collaborative tool within the school and what was meaningful that developed from these musical interactions between school members.   Through secondary analysis of my reflective clinical journal notes I was able to explore how I used musical interactions to collaborate. Data was coded, sorted into meaning units, and themes were then drawn out using thematic analysis.   The findings suggested that musical interactions promoted staff experiences of music making with others as well as supporting student goals, by corresponding to the classroom learning agenda. Musical interactions gave support in resourcing staff to become facilitators of music in the classroom, as well as supporting the little moments when life at a special education setting can be challenging. Lastly, musical interactions were perceived to build a sense of community within the school. Music-making and facilitation of music in mostly informal settings seemed to support connecting and relationship building between students and staff.</p>

scholarly journals Human-Animal-Environment Interactions as a Context for Child and Adolescent Growth

2019 ◽  
Vol 14 (4) ◽  
pp. 144-163
Author(s):  
Erin Flynn ◽  
Alexandra G. Zoller ◽  
Megan K. Mueller ◽  
Kevin N. Morris
Keyword(s):  
Special Education ◽  
Teaching Staff ◽  
Environment Interaction ◽  
Structured Interviews ◽  
Social Emotional ◽  
Education Outcomes ◽  
Education School ◽  
Human Animal ◽  
Special Education School ◽  
Barriers And Challenges

Human-animal-environment interaction (HAEI) is increasingly used in special education. While most research of HAEIs has identified effects that broadly support positive special education outcomes, further research of HAEI-based interventions in these environments is needed. Semi-structured interviews were conducted with 18 teaching staff at a special education school that utilizes a range of HAEIs. The teachers are responsible for implementing evidence-based interventions to facilitate social-emotional learning (SEL), so assessing their unique perspectives on the impacts of HAEIs on student SEL outcomes is imperative. Phenomenological coding of the interviews identified 9 major themes that represented positive impacts as well as barriers and challenges experienced by students during HAEIs.

Journal Editor and Associate Editor Perspectives on Research Reproducibility and Open Science

2021 ◽  
pp. 074193252110172
Author(s):  
Daniel M. Maggin
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Journal Editor ◽  
Associate Editor ◽  
Open Science ◽  
Science Practices ◽  
Journal Editors ◽  
Education School ◽  
Special Education School ◽  
Insight Into

Interest in transparent and open science is increasing in special education, school psychology, and related disciplines. Proponents for open science reforms provide evidence that researchers in special education, and the broader social sciences, engage in practices that mitigates its credibility and reduces the validity of information disseminated to practitioners and policymakers. In light of these issues, this article reports on a survey of journal editors-in-chief and associate editors to gain insight into concerns regarding research reproducibility, and the familiarity and viability of open science for improving research credibility. Results indicate that respondents were concerned about research reproducibility, were moderately familiar with open science practices, and viewed many as effective for improving research credibility. Finally, respondents supported the use of journals to encourage open science practices though there was little support for requiring their use. Findings are discussed in relation to open science and implications for research and practice.

The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school

2019 ◽  
Vol 24 (4) ◽  
pp. 357-373 ◽  
Author(s):  
Claudia Verret ◽  
Line Massé ◽  
Jeanne Lagacé-Leblanc ◽  
Gaëlle Delisle ◽  
Johanne Doyon
Keyword(s):  
Special Education ◽  
Intervention Plan ◽  
Education School ◽  
Special Education School ◽  
The Impact

scholarly journals Level of Teacher’s Preparedness in Pedagogical Aspects towards Disabled Student in Vocational Special Education School

2019 ◽  
Vol 8 (4) ◽  
pp. 8612-8615
Keyword(s):  
Special Education ◽  
Random Sampling ◽  
Reliability And Validity ◽  
Simple Random Sampling ◽  
Mean Value ◽  
Disabled Students ◽  
Descriptive Research ◽  
Education School ◽  
Special Education School ◽  
Vocational Special Education

Paper study aims to identify the level of teacher’s preparedness in pedagogical aspects towards disabled students in Vocational Special Education School from two (2) different schools in Johor and Kedah. The locale of the study is Indahpura Vocational Special Education School, Johor and Merbok Vocational Special Education School, Kedah. A total of 76 respondents from both schools were chosen using simple random sampling. A descriptive research design which used a quantitative method was conducted. The questionnaire was used as it is modified from the previous researchers. This questionnaire was used to create a pilot study to test the reliability and validity analysis. The degree reliability of Alpha Cronbach for the instrument used in this study is 0.984. This study was analysed using Statistical Package for Social Science version 25.0 (SPSS 25.0) which is using mean value and standard deviation. It is presented well in figures and tables. The study findings found that the levels of teacher’s preparedness in pedagogical aspects towards disabled students in Vocational Special Education School are at a moderate level.

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