scholarly journals Learning Problem for the Special Education Students: Funds and Infrastructure

2020 ◽  
Vol 3 (1) ◽  
pp. 1-10
Author(s):  
Muhammad Farhan Muhammad Farhan ◽  
Suhailah Md Hamil ◽  
Nurul Natasha Azmi ◽  
Nurul Umaira Juliana Roslid ◽  
Nur Nabilah Zainal ◽  
...  
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Special Education Students ◽  
Structured Interviews ◽  
Education Students ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
Learning And Teaching

Special Education is a program designed specifically to meet the diverse needs of special students. For special education students who are placed separately, appropriate techniques have been used in the learning and teaching process. In addition to appropriate learning techniques, infrastructure has also been provided to facilitate the learning process of these special education students. Infrastructure is a facility provided for development purposes. The objectives of this study were to analyze special education facilities for students with special needs, to identify sufficient and current teaching and learning infrastructure for special needs students at SK Kuala Kubu Bharu, to identify appropriate and relevant funding for students with special needs for educational purposes and their infrastructure, and understand the implementation of SK Kuala Kubu Bharu's PPKI on infrastructure and funding for special needs students. The method of this study is semi-structured interviews. Students in the special education school studied are having problems with sufficient and increasing infrastructure. After all, infrastructure is a condition or environment that every school needs to meet in order for its students to be able to use the facilities, especially those students who attend the school are students with disabilities or disabilities.

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).

Finding Hidden Potential

2018 ◽  
Author(s):  
Edward R. Amend
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Gifted Students ◽  
Special Education Students ◽  
Comprehensive Assessment ◽  
Gifted Student ◽  
Education Students ◽  
Twice Exceptional ◽  
Individual Education

The talents of twice exceptional (2e) students are often hidden beneath the frustration and pain caused by years of educational misplacement. Finding and identifying them as gifted, in addition to recognizing disabilities and areas needing support, is a challenge. Identifying a gifted student with a disability requires comprehensive assessment with diverse tools that allow the examiner to see both strengths and weaknesses of an individual. Education and experience working with gifted students and special education students is invaluable in understanding the special needs of the 2e population and the unique ways they respond to assessment. With comprehensive assessment by qualified clinicians, more 2e kids will be accurately evaluated, identified, and served.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

2019 ◽  
Vol 48 (5) ◽  
pp. 273-286 ◽  
Author(s):  
North Cooc
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Problems ◽  
Teaching And Learning ◽  
School Factors ◽  
Students With Special Needs ◽  
International Data ◽  
Teaching Time ◽  
General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students

1996 ◽  
Vol 15 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Richard T. Roessler ◽  
Karen Foshee
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Regular Education ◽  
Vocational Identity ◽  
Special Education Students ◽  
Special Education Teacher ◽  
Education Students ◽  
Barriers To Employment ◽  
Post Test ◽  
Vocational Situation

A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.

Inclusion, School Restructuring, and the Remaking of American Society

1996 ◽  
Vol 66 (4) ◽  
pp. 762-797 ◽  
Author(s):  
Dorothy Kerzner Lipsky ◽  
Alan Gartner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
School Restructuring ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Recent Developments ◽  
American Society ◽  
Restrictive Environment

In this article, Dorothy Kerzner Lipsky and Alan Gartner discuss recent developments in special education and measure them against their inclusionary model. This article expands and updates their 1987 HER article, "Beyond Special Education: Toward a Quality System for All Students," a review of the implementation of PL 94-142, which, though the basis for placement in the least restrictive environment, in fact provided legal support for the development of separate educational systems for students with special needs. Here, Lipsky and Gartner continue their argument that the special education model must not separate those with special needs. They argue that inclusion provides all students with a quality education that is both individual and integrated, citing recent court cases that support their contention that all students can and should be educated in the same classroom. Lipsky and Gartner conclude by showing how their inclusionary model adds to the school restructuring debate, which until now has excluded any mention of students with disabilities. They believe that special education should be viewed as a matter of social justice and equity, and see inclusion as a way of both restructuring education and remaking American society.

scholarly journals SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY

2015 ◽  
Vol 14 (6) ◽  
pp. 804-820
Author(s):  
Canan Sola Özgüç ◽  
Atilla Cavkaytar
Keyword(s):  
Special Education ◽  
Science Education ◽  
Intellectual Disability ◽  
Special Needs ◽  
Scientific Literacy ◽  
Mild Intellectual Disability ◽  
Structured Interviews ◽  
Students With Special Needs ◽  
Technology Course

Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education. Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science & technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher’s diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science & technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers’ attitudes towards the necessity of the science & technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science & technology activities in order for the science & technology course to be taught in a more inclusive manner. Key words: case study, science for all, students with special needs.

scholarly journals Crafting Coherence from Complex Policy Messages: Educators’ Perceptions of Special Education and Standards-Based Accountability Policies

2013 ◽  
Vol 21 ◽  
pp. 12 ◽  
Author(s):  
Jennifer Lin Russell ◽  
Laura E. Bray
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Special Education Students ◽  
Unintended Consequences ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
General Education Courses

Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these students meet age-based grade-level standards and assessment targets. In this paper, we examine this dynamic interplay between policies through analysis of policy documents and interviews that reveal how a sample of educators grapple with their simultaneous implementation. We found that educators made sense of some facets of the policies as complementary and others as contradictory. NCLB and IDEA offered consistent and specific guidelines defining “highly qualified” teachers and educators reported a clear and accurate understanding of these policy demands. On an issue where there was no specific guidance from NCLB–the placement of special education students–educators interpreted the law as promoting the inclusion of more students in general education courses, often to an extent that contradicted the guidance offered by IDEA. With respect to fundamental issues of teaching and learning, NCLB and IDEA represent contradictory theories of action and educators perceived conflict and expressed concerns about unintended consequences for students. Based on our empirical findings, we conclude with a set of theoretical propositions regarding how the alignment of policy messages influences educators’ interpretation of policies, which in turn may have implications for how they enact policies.  

Online Learning as a Form of Accomodation

2005 ◽  
pp. 2209-2213
Author(s):  
Terence Cavannaugh
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).

MENINGKATKAN PENGUASAAN MURID SLOW LEARNER TERHADAP KONSEP PECAHAN SATU PERDUA DAN SATU PEREMPAT MENGGUNAKAN FRACTUS PIZZA

2019 ◽  
Vol 7 (1) ◽  
pp. 11-31
Author(s):  
MATHILDA MAJALAP MOJIUN ◽  
NORIZAN BINTI ISMAIL
Keyword(s):  
Special Education ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Special Education Students ◽  
Learning Activities ◽  
Slow Learner ◽  
Education Students ◽  
Learning Problem ◽  
Problem Class ◽  
Basic Numbers

Kajian ini bertujuan untuk meningkatkan penguasaan kemahiran nombor asas satu hingga sembilandan meningkatkan daya tumpuan melalui penggunaan kaedah mainan Ulat Beluncas dalam kalanganmurid Pendidikan Khas terutamanya ADHD dan ADD ataupun Hiperaktif. Kajian ini melibatkan seorangsahaja murid Pendidikan Khas masalah pembelajaran yang berada di kelas Program Pendidikan KhasIntegrasi Masalah Pembelajaran di salah sebuah sekolah di daerah Pasir Mas, Kelantan. Objektif kajianini ialah meningkatkan penguasaan nombor asas satu hingga sembilan dengan menggunakan kaedahpermainan Ulat Beluncas dan meningkatkan tumpuan murid dalam aktiviti pengajaran dan pembelajaranmelalui kaedah permainan Ulat Beluncas. Pengkaji telah menggunakan analisis dokumen, pemerhatiandan temu bual sebagai instrumen kajian dalam pengumpulan data. Kesemua dapatan kajian dianalisisdan diperihalkan secara deskriptif. Dapatan kajian menunjukkan berlakunya peningkatan positif terhadappencapaian murid dalam penguasaan kemahiran nombor asas dengan menggunakan bahan bantumengajar Ulat Beluncas. Pada masa yang sama, dapatan kajian turut menunjukkan perubahan yangpositif terhadap daya tumpuan murid dalam aktiviti pengajaran dan pembelajaran melalui penggunaanUlat Beluncas. Hasil kajian ini diharapkan dapat menjadi rujukan bagi semua pihak dalam membantumurid pendidikan khas yang mengalami masalah dalam penguasaan nombor asas satu hingga sembilan. This study aims to increase the numerical ability of one to nine basic skills and increase focus throughthe use of Caterpillar Toy method among Special Education students especially ADHD and ADD orHyiperactive. This study involves one student of the Special Education problem of learning that isin the classroom of the Special Education Integration Learning Problem class at one of the schoolsin the district of Pasir Mas, Kelantan. The objective of this study is to increase the numeracy of oneto nine by using the Caterpillar game method and to increase the focus of the pupils in the teachingand learning activities through the caterpillar game method. Researchers used document analysis,observation and interview as a research instrument in data collection. All findings were analyzedand descriptively described. The findings show that there has been a positive increase in studentachievement in mastering basic numeracy using the teaching materials of Caterpillar. At the same time,the findings also showed a positive change in student’s motivation in teaching and learning activitiesthrough the use of the Caterpillar. The results of this study are expected to be a reference for all partiesin assisting special education students experiencing problems in mastering one to nine basic numbers.

Sign in / Sign up

Export Citation Format

Share Document