scholarly journals Theorizing the Impact of the COVID-19 Pandemic on Special Needs Students and Teachers in Physical Education and Sports in Jamaica

2021 ◽  
Vol 1 (2) ◽  
pp. 01-08
Author(s):  
Van Der Rowe
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Vulnerable Groups ◽  
Psychological Benefits ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Face To Face ◽  
Third World Country ◽  
Social Environmental ◽  
The Impact

Students with special needs are one of the most vulnerable groups in our society. Special needs students require distinct treatment and attention to function and make sense of the world. The COVID-19 pandemic has disrupted the routine and the special attention that are normally available to these students when they are in face-to-face school. One of the most anticipated aspects of face-to-face school is participating in physical education (PE) and sports, which provides physical, social, and psychological benefits for special needs students. However, the pandemic has forced schools online and has changed the ascetics of PE and sports. Furthermore, like a third-world country, Jamaica does not have the technological resources needed to fully engage special needs students in PE. As a result, this study sought to investigate the challenges that are facing special needs students and teachers in PE while conducting classes online during the COVID-19 pandemic, from the teacher’s perspective. The research took the form of a qualitative approach while utilizing a multiple case study design that used a purposive sampling method in selecting the four (out of 11) most prominent public special education schools in Jamaica. The results revealed that student participation in PE was significantly impacted. In some cases, up to 80% of the students were unaccounted for in PE classes since the start of the pandemic. The challenges were seen as magnified twofold, ranging from physical, psychological, social, environmental, and societal issues. The results of this study raise serious concerns about the physical health of students with special needs, with Jamaica struggling to reduce physical inactivity rates and chronic lifestyle diseases. The risk of special needs students developing secondary disabilities because of sedentary lifestyles practices is very worrying.  A lack of physical activity also means lower levels of socialization and increased psychological issues that could worsen with the strict COVID-19 lockdown measures, internet connectivity issues, and lack of devices.

scholarly journals Přístupnost tělesné výchovy pro studenty se specifickými nároky na Masarykově univerzitě

2013 ◽  
Vol 7 (3) ◽  
pp. 337-348
Author(s):  
Alexandr Zvonek
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Substantial Part ◽  
Mobility Impairment ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Study Materials ◽  
Governmental Institutions ◽  
The Right ◽  
Sports Activities

As of January 31, 2013, there are 450 special needs students currently studying at Masaryk University. This is the largest number of students with special needs among all Czech universities. These are students with visual, hearing or mobility impairment or other disabilities. As well as others, these students have the right (though the use of the word in this context is disputable) to fully participate in all activities pertaining to their studies, which include Physical Education and sports activities. These rights are not only contained in the general legislature, but they are also embedded in Masaryk University’s internal documents (e. g. Rector’s Directive on the Studies of Persons with Special Needs – Rector’s Directive No. 04/03). A substantial part of the tasks connected with fulfilling these rights (and therefore ensuring accessibility of studies) is provided by Teiresias – the Support Centre for Students with Special Needs at Masaryk University. In the area of Physical Education and sports, this involves providing the conditions for accessibility of standard Physical Education and sports activities and creating alternative solutions if the former proves unsuitable for any reason (technical, methodological etc.). On the average, 37 special needs students a semester have been participating in sports activities (standard or alternative) in recent years; with some of them taking more than one Physical Education course in a semester. Providing accessibility encompasses a number of obstacles; there are personnel issues, issues of material and equipment, accessibility of university buildings or suitable didactic and study materials. Sometimes also intervention into the motivation of special needs students is necessary. The activities of Teiresias are based on internal cooperation with the University Sports Centre of the Faculty of Sports, Masaryk University, and external cooperation with both governmental and non-governmental institutions.

scholarly journals School Security and Safety for Students with Special Needs in the Kingdom of Saudi Arabia: الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed bin Nasser al-Maatiq Al-Shahrani
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
School Safety ◽  
Children With Disabilities ◽  
School Security ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Students With Special Needs ◽  
Regular School ◽  
The Impact

The study aimed at evaluating the school safety and security which is necessary to protect students with special needs in Saudi Arabia. The analytical descriptive approach was used  and study was divided into two main chapters: The first chapter deals with the conceptual framework by identifying the meaning of school security and safety, and identifying the special needs group. Then in the next chapter the researcher analyzed the current reality in Saudi society and diagnose it. The negative effects of not integrating special needs students in schools, and concluding with the most important recommendations and mechanisms to remedy these problems, and design a plan of action to implement the study and set a timetable for it. Results: Children with special needs face several problems, including psychological, educational or social, and the integration of this group into society in general and in schools is a complex issue. Integration is defined as providing opportunities for children with disabilities to become involved in the special education system as a means of emphasizing the principle of equality Opportunities in education and aims to integrate in general to meet the special educational needs of children with disabilities within the framework of the regular school and according to the methods and methods and methods of educational studies and supervised by the provision of a specialized educational system in addition to the cadres of education in the public school and many studies pointed to the impact Consolidation and support, including those rejected as a result of several positive and negative trends.

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.

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Inclusive Classes in Physical Education: Teachers' Difficulties

2016 ◽  
Vol 19 (1) ◽  
pp. 25-33
Author(s):  
Gabriela Gallucci Toloi ◽  
Eduardo José Manzini ◽  
Diego Machado Spoldaro ◽  
Lucas Ventura Zacarias
Keyword(s):  
Physical Education ◽  
Focus Groups ◽  
Special Needs ◽  
Analysis Data ◽  
Physical Education Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Verbal Interactions ◽  
Inclusive Settings ◽  
Interview Guide

Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.

scholarly journals Reaching Out: Extending Collaboration & Training To Educators

2015 ◽  
Vol 13 ◽  
Author(s):  
Orletta Nguyen
Keyword(s):  
United States ◽  
Special Education ◽  
Special Needs ◽  
Job Demands ◽  
The United States ◽  
Hierarchical System ◽  
Collaborative Relationships ◽  
Students With Special Needs ◽  
Training And Support ◽  
The Impact

In the United States, special education paraeducators constitute a population of educators that provide integral services to our students with special needs. This population of educators is historically and currently poorly trained and supervised; yet, they work with the most challenging conditions and student population. Existing literature has unveiled a dismal state where the paraeducators job demands are increasing while their training and support remain relatively stagnant. An area where research has not highlighted as thoroughly is the impact of the dysfunctional, hierarchical system in which paraeducators operate. In essence, paraeducators are victims of a dysfunctional system that leaves them stagnant in their learning and in a position of marginalization. To begin including and valuing these individuals and thus improving our schools, practitioners must go back to the basics and increase the extent in which we demonstrate our appreciation of paraeducators by acknowledging and including them in more collaborative relationships and providing adequate training.

scholarly journals Dampak implementasi pendidikan inklusi terhadap aspek akademik siswa lamban belajar (slow learner)

2019 ◽  
Vol 11 (1) ◽  
pp. 23-28
Author(s):  
Suparno Suparno ◽  
N. Praptiningrum ◽  
Ernisa Purwandari
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
The Other ◽  
Slow Learner ◽  
Students With Special Needs ◽  
Academic Reading ◽  
The Subject ◽  
The Impact ◽  
The City

Pendidikan inklusi sebagai sebuah pendekatan untuk memenuhi kebutuhan pendidikan belajar semua anak, menjadi solusi bagi peserta didik berkebutuhan khusus untuk mendapatkan layanan pendidikan setara dengan peserta didik pada umumnya termasuk siswa berkebutuhan khusus lamban belajar (slow learner). Daerah Istimewa Yogyakarta (DIY) sebagai salah satu provinsi penyelenggara pendidikan inklusi telah menerapkan pendidikan inklusi di semua kabupaten dan kota. Kajian ini penting untuk memperbaiki praktik pendidikan inklusi di DIY selanjutnya. Subjek dalam penelitian ini adalah siswa lamban belajar (slow learner) tingkat dasar (dasar 1-3) di tujuh SD Inklusi di Bantul. Hasil penelitian menunjukkan bahwa 1) implementasi pendidikan inklusi memberikan dampak positif terhadap capaian akademik membaca dan aritmatika siswa lamban belajar; 2) implementasi pendidikan inklusi belum menunjukkan dampak yang positif terhadap capaian akademik menulis siswa lamban belajar. Penelitian masih terbatas pada siswa lamban belajar sehingga perlu pengkajian lebih lanjut akan dampak pendidikan inklusi pada siswa berkebutuhan khusus lainnya. Inclusive education as an approachment to meet the needs of learning all children be a solution for students with special needs to get the services of education equivalent to students in general included in it students slow learner. Daerah Istimewa Yogyakarta (DIY) as one of the provinces of the organizers inclusive education in all of the regency and the city. This study is an important to improve the practice of inclusive education in DIY next time. The subject in this research are students with slow learner the basic (basic 1- 3) in seventh inclusive elementary school in Bantul. The results of the research indicate that 1) implementation inclusive education give a positive impact on their academic reading and arithmetical students with slow learner; 2) implementation inclusive education has not shown a positive impact on their academic wrote students with slow learner. The research is still limited on the students with slow learner so that need to more assessment will be the impact of inclusive education on the other students with special needs.

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