scholarly journals Application of Mathematical Methods to the Study of Special-Needs Education in Spanish Journals

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 684
Author(s):  
José Luis Gallego Ortega ◽  
Antonio Rodríguez Fuentes ◽  
Antonio García Guzmán
Keyword(s):  
Special Needs ◽  
Relevant Information ◽  
High Impact ◽  
The Body ◽  
Mathematical Methods ◽  
Journal Citation Reports ◽  
Body Of Knowledge ◽  
Special Needs Education ◽  
The Status ◽  
Education Administrators

This research analyzes the written production on special-needs education in Spanish high-impact journals indexed in the Journal Citation Reports (Web of Science). Its objective is to show the status of this issue in the past 20 years based on updated and relevant information that contributes to the development of the discipline itself and to improving special-needs education. A total of 1201 special-needs education documents published in 15 high-impact journals were analyzed. The results evince the development of this discipline and the principal subjects of study and other relevant aspects associated with this field of knowledge. This research allows for reinforcing the body of knowledge in this field of study, which would be far-reaching for researchers and education administrators alike.

scholarly journals Inclusion and the Body in Special Needs Education

2013 ◽  
Vol 64 (3) ◽  
pp. 474-491
Author(s):  
Kenjiro SAKAKIBARA
Keyword(s):  
Special Needs ◽  
The Body ◽  
Special Needs Education

scholarly journals Educational and Digital Divides in Inclusive Education

Seminar.net ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Proscovia Suubi Nantongo ◽  
Per Hetland
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Educational Practices ◽  
Learning Session ◽  
Special Needs Education ◽  
Digital Divides ◽  
The Status ◽  
Video Material

How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

scholarly journals Knowledge Discovery by Analyzing the State of the Art of Data-Driven Fault Detection and Diagnostics of Building HVAC

CivilEng ◽  
2021 ◽  
Vol 2 (4) ◽  
pp. 986-1008
Author(s):  
Arash Hosseini Gourabpasi ◽  
Mazdak Nik-Bakht
Keyword(s):  
Fault Detection ◽  
The Body ◽  
Frequent Pattern ◽  
Data Driven ◽  
Close Coupling ◽  
Body Of Knowledge ◽  
The Status ◽  
Rule Sets ◽  
Using Data ◽  
The Relationship

The automated fault detection and diagnostics (AFDD) of heating, ventilation, and air conditioning (HVAC) using data mining and machine learning models have recently received substantial attention from researchers and practitioners. Various models have been developed over the years for AFDD of complete HVAC or its sub-systems. However, HVAC complexities, which partly have roots in its close coupling nature and interrelated dependencies, mean that understanding the relationship between faults and the suitability of the techniques remains an unanswered question. The literature analysis and interactive visualization of the data collected from the past implementation of AFDD models can provide useful insight to further explore this question by applying artificial intelligence (AI). Association rule mining (ARM) is deployed by this paper, using the frequent pattern (FP) growth algorithm to generate frequent fault sets for most common HVAC faults from the body of AFDD models developed in the literature to represent the status quo. A new model is developed for common HVAC faults and the techniques most frequently used to detect and diagnose them. A recommender system is developed using the ARM model to extract knowledge from the body of knowledge of HVAC data-driven AFDD in the form of rule-sets that reflect the associations. Findings of this review paper can significantly help civil and building engineers, as well as facility managers, in better management of building HVAC systems.

Deaf Education in Ethiopia

2019 ◽  
pp. 87-108
Author(s):  
Tadesse Abera Tedla
Keyword(s):  
Special Needs ◽  
Deaf Education ◽  
Coping Mechanisms ◽  
Language Teachers ◽  
Deaf Students ◽  
Special Needs Education ◽  
The Status ◽  
History Of ◽  
Teachers Training ◽  
Access Services

This chapter provides an overview of deaf education in Ethiopia. It covers the country’s history of special needs education, the history of deaf education, the status of sign language, teachers’ training and communication approaches in the classroom, and classroom access services. In addition to describing student- and school-related challenges to deaf education, it outlines coping mechanisms used by deaf students and opportunities created by legislation. Deaf education in Ethiopia is better than it was decades ago, but it still has far to go. Recommendations are made to pave the way forward in the education of deaf and hard-of-hearing learners. Where available, relevant empirical evidence is provided.

Repräsentanz von Pflegewissenschaftlerinnen und Pflegewissenschaftlern aus dem deutschsprachigen Raum in Zeitschriften mit hohem Impact Factor

Pflege ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Julian Hirt ◽  
Christian Buhtz ◽  
Benedikt Mersdorf ◽  
Gabriele Meyer
Keyword(s):  
Impact Factor ◽  
High Impact ◽  
Journal Citation Reports ◽  
Journal Citation

Zusammenfassung.Hintergrund: Die Häufigkeit pflegewissenschaftlicher Beiträge aus dem deutschsprachigen Raum in Zeitschriften mit hohem Impact Factor gibt Hinweise auf die Teilhabe der Disziplin am internationalen Diskurs. Bisherige Analysen beschränken sich auf pflegewissenschaftliche Zeitschriften. Diese konstatieren eine Unterrepräsentanz experimenteller Studien und klinischer Themen. Ziel: Identifikation und Analyse der Publikationen von im deutschsprachigen Raum ansässigen Pflegewissenschaftlerinnen/Pflegewissenschaftlern in internationalen pflegerelevanten High Impact Journals. Methode: Mittels Journal Citation Reports wurden pflegerelevante Zeitschriftenkategorien identifiziert, in denen die nach dem 5-Jahres-Impact-Factor höchsten 10 % der Zeitschriften der Jahre 2010 bis 2014 ausgewählt wurden. Der Einschluss der Publikationen und die Datenextraktion erfolgten durch zwei unabhängige Personen. Ergebnisse: Durchsucht wurden 106939 Publikationen aus 126 Zeitschriften. Eingeschlossen wurden 100 Publikationen, an denen 114 Pflegewissenschaftler/-innen aus dem deutschsprachigen Raum insgesamt 229 Mal beteiligt sind. Insgesamt 42 % sind Beobachtungsstudien, 11 % sind experimentelle Studien. Die berichteten Themen sind mehrheitlich klinisch orientiert (55 %). Über 50 % sind in den letzten zwei Jahren publiziert worden. Schlussfolgerungen: Das pflegewissenschaftliche Publikationsaufkommen aus dem deutschsprachigen Raum in High Impact Journals ist gering. Eine Zunahme über den Beobachtungszeitraum ist zu verzeichnen. Im Gegensatz zu früheren Analysen zeigt sich ein höherer Anteil klinischer Forschung.

A Stellenbosch University #FeesMustFall Herstory: Reflections of a So-Called "Radical Black Intersectional Feminist"

Politeia ◽  
2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Ashanti Kunene
Keyword(s):  
The Body ◽  
Self Reflection ◽  
Body Of Knowledge ◽  
Patriarchal Narratives

#FeesMustFall was a movement whose maxim was, “This revolution will be intersectional, or it will be bullshit.” This article is a self-reflection on my participation as a so-called radical black intersectional feminist in the #FeesMustFall movement at Stellenbosch University. It is also an attempt to provide evidence of the double erasures taking place in the mainstream patriarchal narratives about the #FeesMustFall movement. My story bears witness to the fact that queer black womxn were the backbone of the movement and that #FeesMustFall did indeed occur at Stellenbosch University. These constitute the double erasures taking place in terms of what is and can be known about the #FeesMustFall movement. My reflections serve to make a much-needed contribution to the body of knowledge produced about the #FeesMustFall movement.

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

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