scholarly journals MAINSTREAM AND SPECIAL EDUCATION TEACHERS’ IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION

2019 ◽  
pp. 260-268
Author(s):  
Mariyam Shareefa ◽  
Rohani Hj Awg Mat Zin ◽  
Nor Zaiham Midawati Abdullah ◽  
Rosmawijah Jawawi
Keyword(s):  
Special Education ◽  
Differentiated Instruction ◽  
Special Education Teachers ◽  
Rating Scale ◽  
Classroom Observation ◽  
Mainstream Teachers ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
The Difference

This study examines the difference between mainstream teachers and Special Education Needs (SEN) teachers’ implementation of Differentiated Instruction (DI) in Maldivian schools. A total of 64 teachers (32 mainstream teachers and 32 SEN teachers) were randomly selected, and data were collected using survey (N=64) and classroom observation (N=8). Independent sample t-test was adopted to analyze survey data, while mean scores of the rating scale were used to analyze observation checklist. Findings revealed that there is no significant difference between the two groups of teachers’ implementations. Both mainstream teachers and SEN teachers adopt DI at a very low level. Hence, findings suggest that despite the special training, and the importance of DI to SEN students, SEN teachers did not implement DI at any higher level than mainstream teachers. Therefore, a review of training programs conducted for both mainstream teachers and SEN teachers are found necessary.

scholarly journals Parental Involvement and Academic Performance of Children with Special Education Needs

1970 ◽  
Vol 2 (2) ◽  
pp. 183
Author(s):  
Irene Christie O. Nillos
Keyword(s):  
Special Education ◽  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
General Point ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
High Level ◽  
Age And Sex

Evidence shows that the influence of parental involvement (PI) in a student’s academic success can not be underestimated. This descriptive-correlational study focused on PI and the academic performance of children with special education needs and the relationship between these variables. Data were drawn from a modified Parent and School Survey (PASS), integrating the six categories of Epstein's model of PI and General Point Average (GPA) of the children. Using mean, Kruskal Wallis, Mann Whitney, and Spearman rho, results revealed a high level of parental involvement in all areas except in volunteering and beginning level academic performance according to age and sex. There was a significant difference in the parents’ decision making according to age but no significant difference in other categories. Also, there was no significant difference in academic performance in terms of age and sex, and there was no significant relationship between parental involvement and academic performance.

scholarly journals Niepełnosprawność i specjalne potrzeby edukacyjne w świetle polskiej i brytyjskiej poprawności politycznej

Neofilolog ◽  
1970 ◽  
pp. 29-40
Author(s):  
Iwona Dronia Iwona Dronia
Keyword(s):  
Special Education ◽  
Political Correctness ◽  
Legal Status ◽  
European Countries ◽  
Physical Impairment ◽  
Educational Context ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
The Uk

The main goal of this article is to describe the legal status and situation of disabled learners in Poland, the UK and in other European countries. The author wishes to analyze whether the trends advocated by the principles of Political Correctness (PC) have influenced the language used in the educational context, and, in particular, towards students of special education needs (SEN). The article attempts to demonstrate that neither English nor Polish are sufficiently polite in terms of describing, categorizing, evaluating or naming all the learners, who, owing to their mental or physical impairment, have Special Educational Needs.

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