Applying Gray Relational Analysis in the Evaluation of the Balance of Children with Intellectual Disability

In addition to intellectual performance, children with intellectual disability also seem to have lower performance than children without intellectual disability in terms of balance. Therefore, they often experience walking instability or fall due to imbalance, causing injuries. With regard to balance training courses provided by medical or special education personnel for children with intellectual disability, although there are subjective observation scales that describe their balance in a qualitative way, there are still few direct measurement methods that can provide personnel with the ability to evaluate the training results of an intervention program. The purpose of this study was to provide a method for evaluating the balance of children with intellectual disability to facilitate a general inspection or evaluation of balance before and after the implementation of various intervention programs that help movement development. In recent years, the force platform system has been widely used in the research of the elderly balance, yet the research on balance assessment tools applied to children is rare. This study used the objective, fast, and accurate characteristics of the force platform system to analyze the key points of the sit-to-stand movement and the movement balance parameters of children with intellectual disability and children without intellectual disability. Using the gray relational analysis (GRA) method, the time factors and weight factors from the average performance of children without intellectual disabilities was used as the analysis data. After analyzing the relevance between each participant and the target, a norm for evaluating the balance of children with intellectual disability was established. Hence, this valuable result can provide researchers, special education teachers, and related professionals with an effective and time-saving evaluation of the balance of children with intellectual disability.

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COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT

Problems of Education in the 21st Century ◽

10.33225/pec/19.77.156 ◽

2019 ◽

Vol 77 (1) ◽

pp. 156-164

Author(s):

Marija Slavkovic ◽

Haris Memisevic

Keyword(s):

Special Education ◽

Intellectual Disability ◽

School Readiness ◽

Inclusive Education ◽

Transition Period ◽

Preschool Program ◽

Preschool Programs ◽

Inclusive Preschool ◽

Quasi Experimental ◽

Children With Intellectual Disability

Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

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School inclusion of children with intellectual disability: An intervention program

Journal of Intellectual & Developmental Disability ◽

10.3109/13668250.2018.1428785 ◽

2018 ◽

Vol 44 (4) ◽

pp. 439-446 ◽

Cited By ~ 2

Author(s):

Laura Nota ◽

Maria Cristina Ginevra ◽

Salvatore Soresi

Keyword(s):

Intellectual Disability ◽

Intervention Program ◽

Children With Intellectual Disability

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Situation in Special Education: Interaction between Teachers and Children Who Have Intellectual Disability and Who Display Challenging Behaviours

Canadian Journal of Education / Revue canadienne de l éducation ◽

10.53967/cje-rce.v44i4.4937 ◽

2021 ◽

Vol 44 (4) ◽

pp. 1145-1175

Author(s):

Ioanna Guikas ◽

Diane Morin

Keyword(s):

Special Education ◽

Intellectual Disability ◽

Special Education Teachers ◽

Emotional Responses ◽

Emotional Reactions ◽

Comprehensive Understanding ◽

Challenging Behaviours ◽

Children With Intellectual Disability

Interactions between staff and individuals with intellectual disability have been shown to influence the development or maintenance of challenging behaviours among the latter. Given the implications of these observations, the present study sought to describe special education teachers’ responses to challenging behaviours displayed by their pupils. Eight teachers and 12 children with intellectual disability who manifested challenging behaviours were observed over the course of 6 months. Teachers completed questionnaires regarding their emotional reactions to, and understanding of, challenging behaviours. They also reported their behavioural and emotional responses to challenging behaviours described in vignettes. The combination of observation and questionnaires provided a more comprehensive understanding of teacher’s attitudes towards challenging behaviours. Results indicated a discrepancy between reported and observed behaviours. Teachers preferred verbal interventions or not responding to challenging behaviours. The analysis of interactions between teachers and their pupils highlighted relationships between emotions, attributions and several behaviours.

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Effectiveness of Rhythmic Play on the Attention and Memory Functioning in Children with Mild Intellectual Disability (MID)

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.17.9 ◽

2013 ◽

Vol 17 ◽

pp. 9-21 ◽

Cited By ~ 2

Author(s):

Abbas Taghipour Javan ◽

Salar Framarzi ◽

Ahmad Abedi ◽

Fahime Hassan Nattaj

Keyword(s):

Intellectual Disability ◽

Intervention Program ◽

Neuropsychological Test ◽

Attention Problems ◽

Attention And Memory ◽

Mild Intellectual Disability ◽

Rhythmic Movements ◽

Statistical Population ◽

Memory Functioning ◽

Children With Intellectual Disability

The present paper aimed at investigating the effects of rhythmic play on ID (Intellectually Disabled), children’s attention and memory functioning at the age range of 9-16 years. Research measures included Raven Colored progressive matrixes for children and Canners neuropsychological test and Vinland adaptive behavior scale questionnaire. Statistical population comprised all ID students in elementary schools in the city of Esfahan in the Iranian academic year 2011. The research sample consisted of 20 children with intellectual disability selected by using multistage random sampling. Then, homogeneous in sensory and motor skills, participants were divided into two groups of ten: control and experimental. After receiving the parental consent, the researchers applied rhythmic movements to experimental group twice a week 45 minutes for each session for three months as an intervention program. Eight rhythmic movements (play) were employed in this research. The results revealed that rhythmic movements would affect attention problems (focus of attention, sustained attention, shifting attention, divided attention and attention capacity), general attention, memory (short-term, long-term, working), as well as general learning problems in educable children with intellectual disability according to their performance scales.

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The Effectiveness of Multimedia in Education for Special Education (MESE) to Improve Reading Ability and Memorizing for Children with Intellectual Disability

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v13i08.8291 ◽

2018 ◽

Vol 13 (08) ◽

pp. 254 ◽

Cited By ~ 1

Author(s):

Munir Munir ◽

Wawan Setiawan ◽

Eddy Prasetyo Nugroho ◽

Jajang Kusnendar ◽

Aji Prasetya Wibawa

Keyword(s):

Special Education ◽

Intellectual Disability ◽

Reading Ability ◽

Independent Study ◽

Single Subject ◽

Single Subject Research ◽

Reading Text ◽

The Difference ◽

Multimedia In Education ◽

Children With Intellectual Disability

The difference between learning using one sensory ability (e.g. reading text or hearing or looking at the pictures only) and two or more (e.g. reading text equipped by sound and visualized by animation; and even allows children to get involved directly in the process of learning) was that the low ability in memorizing. MESE (Multimedia in Education for Special Education) was a multimedia application developed for reading for children with intellectual disability. This research aimed to find out MESE effectiveness in learning related to reading skills and memorizing. MESE was very attractive and had interactive ability that provided opportunity to learners for independent study. The method used was SSR (Single Subject Research). The results showed that learning by using MESE application enhanced reading skill and memorizing. The analysis of the student’s worksheet of reading ability and memorizing showed positive result though several sessions showed a decline and or a stable.

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