scholarly journals Effects of Integrating Augmented Reality in Early Childhood Special Education

2019 ◽  
Vol 8 (3) ◽  
pp. 7864-7867
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Augmented Reality ◽  
Early Childhood Special Education ◽  
Control Group ◽  
Learning Material ◽  
Resource Teachers ◽  
Educational Applications ◽  
Impact Of Technology ◽  
Experimental Group

Various research studies showed the praiseful impact of technology tools in the education process of the special kids. The intention of this comparative study was to explore how Augmented Reality (AR) based educational application would support mild and moderate Intellectually Disabled (ID) children of age 5-10. Eight ID students from a Block Resource Center in Kerala, India were participated in this study. They were divided into two groups. Children with hyperactivity were selected as experimental group, and they had extra support from AR-based tool via smartphone. The control group students were trained by using conventional method. After measuring the parameters such as learning outcome, response to the learning material, learning time and memory capacity, the data has been analyzed. From the analysis results, it noticed that the participants from the experimental group exhibited improvements in all the parameters than those in the control group. In addition to the experiment, a survey was conducted among their parents and the resource teachers to know their feedback about the effectiveness of the application. The observed parameters and the survey results indicate that the implementation of AR-based educational applications in early childhood special education system is worth to explore further.

Legal Issues in Early Childhood Special Education

2021 ◽  
pp. 104420732110231
Author(s):  
Susan Larson Etscheidt ◽  
Stephanie L. Schmitz ◽  
Andi M. Edmister
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Planning ◽  
Qualitative Content Analysis ◽  
Early Childhood Special Education ◽  
Educational Planning ◽  
Professional Collaboration ◽  
Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

The DEC Recommended Practices in Early Intervention/Early Childhood Special Education: Social Validation

2002 ◽  
Vol 25 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Mary E. McLean ◽  
Patricia Snyder ◽  
Barbara J. Smith ◽  
Susan R. Sandall
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Special Education ◽  
Social Validation ◽  
Recommended Practices
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