scholarly journals Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Fabiola Silletti ◽  
Giuseppe Ritella ◽  
Barbara Iacobellis ◽  
Cristina Semeraro ◽  
Erica Episcopo ◽  
...  
Keyword(s):  
Distance Learning ◽  
Universal Design For Learning ◽  
Educational Needs ◽  
Point Of View ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Learning Framework ◽  
Design For Learning ◽  
The Impact

The study investigates the perspective on distance learning (DL) of a sample of students with disability. Participants (N= 198; 62% females) completed an online questionnaire. The results highlight that students perceive both advantages and barriers, which vary as a function of the type of disability. This seems to suggest that DL potentials should be evaluated in relation to the specific vulnerabilities and educational needs associated with each type of disability, which might be accomplished by adopting the Universal Design for Learning framework. Also, it may be that the impact of DL depends on the discipline as well as on the teachers’ digital competences, which can make a great difference in the quality of the online lesson and in the overall didactic experience of students with SEN.

scholarly journals Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training

2020 ◽  
Vol 10 (11) ◽  
pp. 303 ◽  
Author(s):  
Miriam Diaz-Vega ◽  
Ricardo Moreno-Rodriguez ◽  
Jose Luis Lopez-Bastias
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Teaching Strategy ◽  
Educational Needs ◽  
Special Educational Needs ◽  
University Professors ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
Level Of Knowledge ◽  
Educational Inclusion

Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of knowledge and implementation of the principles and strategies of UDI by university professors. Those professors did not have prior training, but they had access to the Curricular Adaptations of University Students with Special Educational Needs (CAUSSEN) tool as guide to implement different guidelines. The CAUSSEN tool is a document, developed by the Unit of Attention to People with Disability, in which there is information about UDI guidelines and accommodations referring to students with special educational needs. Results show a wide implementation of the UDI principles, despite the low level of previous knowledge its principles. This study concludes that there are practical alternatives to the lack of training, and that teachers’ self-perception of their own effectiveness and ability to cope with the inclusion of all students should be strengthened.

scholarly journals Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Jenny Maurer ◽  
Angelika Becker ◽  
Johanna Hilkenmeier ◽  
Monika Daseking
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Educational Needs ◽  
Self Report ◽  
Stressful Situation ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Special Schools ◽  
School Closures ◽  
Inclusive Schools

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

scholarly journals The experience of distance learning in the bologna process countries during the COVID-19 pandemic

2021 ◽  
Vol 99 ◽  
pp. 01043
Author(s):  
Zarina R. Bitieva ◽  
Maria A. Bulavina ◽  
Zalina R. Bitieva
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education System ◽  
Bologna Process ◽  
Point Of View ◽  
Higher Education System ◽  
Self Development ◽  
The Bologna Process ◽  
The Impact

In this article, the authors analyze various aspects of the distance learning discourse of the countries participating in the Bologna Process from the point of view of the impact of the pandemic on the development of higher education. The author pays special attention to the practical aspects of the activities of Russian universities during the pandemic, their interaction with each other and the problems of cooperation in the context of distance learning. Naturally, the stress caused by the epidemic and the transition to distance learning, especially for senior teachers, could not but affect the quality of training, but competently and professionally selected materials provided students with an educational result, and teachers with positive feedback and opportunities for self - development. The aim of the article is to demonstrate the experience of distance learning in the context of the pandemic and its impact on the higher education system. The author used the following methods: comparative research; methods of collecting empirical information; conceptual and terminological analysis; a method for solving problems. The results of the study can certainly be considered as revealing the positive dynamics of the development of the Bologna process in the higher education system, especially in the context of the pandemic.

THE CHALLENGES OF TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 115-122
Author(s):  
Elena N. Gur'yanova ◽  
Keyword(s):  
Learned Helplessness ◽  
Educational Needs ◽  
Point Of View ◽  
Teaching Staff ◽  
Technical Equipment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Formal Approach ◽  
Program Compliance ◽  
Special Health

A modern university answering the challenges of the society does not remain aloof to introduce certain inclusive practices. Currently, the legislation of the Russian Federation clearly distinguishes between the concepts of “Disability”, “Special health opportunities “and” Special educational needs”. However, there is a demand to combine all three terms into one, that is “Special educational needs”. The author considers this substitution to be unlawful. The article attempts to analyze each term from the point of view of prospects for each group of students to get higher education, taking into account the peculiarities of their psychophysical development. In addition, the author reviews some difficulties (insufficient technical equipment of the classrooms, learned helplessness of students, lack of knowledge about various nosological groups of disabled people, etc.) and ways to overcome these and other problems such as development of an adapted educational program, compliance with the principles of health conservation, psychological readiness of the teaching staff to work with such students. The author draws the conclusion that only training of teachers and the creation of a special educational space, the inadmissibility of a formal approach to the integration of students with special educational needs can contribute to the successful provision of their right to education.

SPECIFIC FEATURES OF ALTERNATIVE COMMUNICATION WITH CHILDREN WITH SENSORY DISORDERS AND MULTIPLE DISABILITIES

2018 ◽  
Vol 28 (3) ◽  
pp. 1027-1030
Author(s):  
Gergana Todorova - Markova
Keyword(s):  
Sign Language ◽  
Mutual Influence ◽  
Multiple Disabilities ◽  
Educational Needs ◽  
Special Focus ◽  
Special Educational Needs ◽  
Alternative Communication ◽  
Sensory Disorders ◽  
Communication Situations

The article is focused on the communication with children with special educational needs. The main topic is alternative communication with children with sensory disorders and multiple disabilities. It explores the phenomenon of communication, citing current definitions developed by a number of authors, which place the emphasis on different aspects of this complex and multilayered process, with a special focus on alternative communication with the groups of special needs children mentioned in the title.The issue is investigated from a special pedagogical and from a social perspective.The author is especially interested in the exploration of the multiple strata of communication (the universal, functional and specific levels). Apart from the different forms, contents, methods and means of communication (the last of which is most commonly discussed in Bulgaria), the article is focused primarily on the important methodological issues related to this topic.One of these basic questions of methodology is the attempt not to place at the center of this process its bi-directional nature, its algorithm or code (sign language, Braille writing system, etc.), but instead to focus on the personalities of those involved in the interaction, their initiative, relationship and goals manifested in different communication situations (mutual influence, emancipation and therapy). Particular emphasis is given to therapy, i.e. the way of influencing the communication behavior of children with sensory disorders and multiple disabilities. It is not viewed as a unilateral process (stimulus-response), but as an interactive one, based on mutual influence. The relationship between the communicators is of utmost significance.Communication is characterized by a number of specific features. Those can mostly be found in the specificity of the communication situations (for example the interactive situations in the following pairs of communicators: deaf – hard of hearing; deaf – deaf; deaf-blind – deaf, etc.), in the presence of an intermediary (for example a sign language interpreter) and above all in the personalities of the communicators. They change the quality of communication. It is for this reason, and not just because of the different means of communication, that this interaction is defined as “alternative”, or more precisely, it is an alternative to the communication of children without disabilities.Based on the analyzed information, the author formulates a number of inferences and recommendations. The main conclusion is the following:When discussing alternative communication with children with special educational needs, the focus should shift from the specific means of communication towards the equally socially important quality of the complex process of communication, which is centered on the personality of the handicapped child.

scholarly journals Exploring the impact of pharmacist comprehensive annual care plans on perceived quality of chronic illness care by patients in Alberta, Canada

2021 ◽  
pp. 171516352110203
Author(s):  
Candace Necyk ◽  
Jeffrey A. Johnson ◽  
Ross T. Tsuyuki ◽  
Dean T. Eurich
Keyword(s):  
Quality Of Care ◽  
Chronic Illness ◽  
Care Plan ◽  
Short Version ◽  
Chronic Illness Care ◽  
Online Questionnaire ◽  
Care Plans ◽  
Funding Program ◽  
The Impact

Background: In 2012, the Government of Alberta introduced a funding program to remunerate pharmacists to develop a comprehensive annual care plan (CACP) for patients with complex needs. The objective of this study is to explore patients’ perceptions of the care they received through the pharmacist CACP program in Alberta. Methods: We invited 3442 patients who received a pharmacist-billed CACP within the previous 3 months and 6888 matched controls across Alberta to complete an online questionnaire. The questionnaire consisted of the short version Patient Assessment of Chronic Illness Care (PACIC-11), with 3 additional pharmacy-specific assessment questions added. Additional questions related to health status and demographics were also included. Results: Overall, most patients indicated a low level of chronic illness care by pharmacists, with few differences noted between CACP patients and non-CACP controls. Of note, controls reported higher quality of care for 5 domains within the adapted PACIC-like tool compared with CACP patients ( p < 0.05 for all). Interestingly, only 79 (44%) of CACP patients reported that they had received a CACP, whereas only 192 (66%) of control patients reported that they did not receive a care plan. In a sensitivity analysis including only these respondents, individuals who received a CACP perceived a significantly higher quality of chronic illness care across all PACIC domains. Conclusion: Overall, chronic illness care incentivized by the pharmacist CACP program in Alberta is perceived to be moderate to low. When limited to respondents who explicitly recognized receiving the service or not, the perceptions of quality of care were more positive. This suggests that better implementation of CACP by pharmacists may be associated with improved quality of care and that some redesign is needed to engage patients more. Can Pharm J (Ott) 2021;154:xx-xx.

scholarly journals Knowledge sharing in open source software communities: motivations and management

2015 ◽  
Vol 19 (4) ◽  
pp. 791-813 ◽  
Author(s):  
Zilia Iskoujina ◽  
Joanne Roberts
Keyword(s):  
Knowledge Sharing ◽  
Open Source ◽  
Open Source Software ◽  
Online Communities ◽  
Descriptive Analysis ◽  
Online Questionnaire ◽  
Content Type ◽  
The Individual ◽  
The Impact

Purpose – This paper aims to add to the understanding of knowledge sharing in online communities through an investigation of the relationship between individual participant’s motivations and management in open source software (OSS) communities. Drawing on a review of literature concerning knowledge sharing in organisations, the factors that motivate participants to share their knowledge in OSS communities, and the management of such communities, it is hypothesised that the quality of management influences the extent to which the motivations of members actually result in knowledge sharing. Design/methodology/approach – To test the hypothesis, quantitative data were collected through an online questionnaire survey of OSS web developers with the aim of gathering respondents’ opinions concerning knowledge sharing, motivations to share knowledge and satisfaction with the management of OSS projects. Factor analysis, descriptive analysis, correlation analysis and regression analysis were used to explore the survey data. Findings – The analysis of the data reveals that the individual participant’s satisfaction with the management of an OSS project is an important factor influencing the extent of their personal contribution to a community. Originality/value – Little attention has been devoted to understanding the impact of management in OSS communities. Focused on OSS developers specialising in web development, the findings of this paper offer an important original contribution to understanding the connections between individual members’ satisfaction with management and their motivations to contribute to an OSS project. The findings reveal that motivations to share knowledge in online communities are influenced by the quality of management. Consequently, the findings suggest that appropriate management can enhance knowledge sharing in OSS projects and online communities, and organisations more generally.

scholarly journals Personal characteristics of parents of children with special educational needs in education

2020 ◽  
Vol 133 (4) ◽  
pp. 197-204
Author(s):  
A.S. Mambetalina ◽  
◽  
M.D. Muratova ◽  
Keyword(s):  
Personal Characteristics ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Parental Attitude ◽  
Psychological Defense ◽  
Raising Children ◽  
Number Of Children ◽  
The Impact ◽  
The City ◽  
Factor Of Influence

The article examines the study of personal characteristics of parents of children with special educational needs in education (SEN) in the city of Nur-Sultan, Kazakhstan. Today, the problem of studying a family, raising children with special needs in education is relevant and requires extensive research. This is confirmed by the large number of children with SEN in Kazakhstan. The study is aimed in particular at studying the factor of influence of certain parental personality traits and characteristics (mechanisms of psychological defense, coping-strategy and guilt conscience) on the child and on his abilities and success in educational and correctional processes. The scientific novelty of the results of this article lies in the correlation between the personal characteristics of the parents of children with SEN with the data that determine the parental attitude towards the child and the impact of the studied indicators of the parents on the child’s progress in correctional and specialized educational programs.

scholarly journals THE IMPACT OF MOTIVATION OF PRIMARY STUDENTS ON THE IMPLEMENTATION OF DISTANCE LEARNING (SPORTS DAY EXAMPLE)

2021 ◽  
Author(s):  
Mihaela Bernetič Perhavec ◽  
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
Online Survey ◽  
Point Of View ◽  
Primary Students ◽  
Graphic Display ◽  
Advantages And Disadvantages ◽  
The Family ◽  
Teachers And Students ◽  
The Impact

The article contains the description of the bases and starting points of primary physical education and sports day in Slovenia and other European countries. It presents the motivational point of view of the students at the implementation of distance learning for a sports day. There is a graphic display of the results of an online survey that was carried out among teachers and students of Komen primary school, branch of Štanjel. Fifty students from the 1st to 6th grade and 7 teachers took part in the survey. The purpose of the article is the research about what influences the motivation of students in distance learning. From the collected data it was found out that the ICT and interdisciplinary connection have played the most important role in the implementation of the sports day. The answers of the teachers show that besides the ICT devices, the weather, the family and interdisciplinary connections are the main motivators for the children. The students were very motivated at the implementation of the distance sports day. The teachers, as well as students, have found advantages and disadvantages in the organization of a distance sports day.

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