scholarly journals Neuro-Linguistic Programming, Positive Psychology & VR in Special Education

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Athanasios Drigas ◽  
Eleni Mitsea ◽  
Charalampos Skianis
Keyword(s):  
Special Education ◽  
Implicit Bias ◽  
Rapid Change ◽  
Bias Reduction ◽  
Automatic Thoughts ◽  
Special Educational Needs ◽  
Neurolinguistic Programming ◽  
Alternative Intervention ◽  
Positive Behaviors ◽  
Negative Beliefs

In the era of rapid change, special education is in the quest to ‘drive up standards’ with alternative intervention strategies ensuring optimal outcomes for parents, teachers and learners. Automatic thoughts, negative beliefs and implicit bias demotivate, disrupt students’ behavior, and lower the quality of learning outcomes. Neuro-linguistic programming (NLP) is a psychological approach that employs appropriate techniques to help individuals deal with their dysfunctional schemas. The present paper aims at reviewing the research studies regarding the effectiveness of neurolinguistic programming (NLP) in challenging situations as those that people with disabilities face. In addition, we will co-examine the possible applications of NLP on virtual reality (VR) environments. The findings of this review support the idea that neuro-linguistic programming provides influencing strategies for students with special educational needs to be rapidly engaged in those states of mind that eliminate implicit bias and promote positive behaviors and academic achievement. It was found that VR is in line with NLP methodology contributing to unintended bias reduction, cultivating users’ ability to change perspective with flexibility, expecting a positive future and perceiving themselves more realistically with less symptoms of depression. This study takes the view of a new pedagogy in Special Education that integrates the overlapping areas of neurolinguistic programming, positive and social psychology and recognizes their role in developing brain rewiring and sub-conscious training techniques -even in virtual environments-.

scholarly journals Inclusive Education for Students with Disability

2018 ◽  
Vol 42 ◽  
pp. 00039 ◽  
Author(s):  
Ikhfi Imaniah ◽  
Nurul Fitria
Keyword(s):  
Special Education ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
School Environment ◽  
Special Educational Needs ◽  
Academic Communication ◽  
Future 2 ◽  
Near Future ◽  
Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

scholarly journals Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego

2018 ◽  
pp. 339-354
Author(s):  
MARIUSZ WIELEBSKI
Keyword(s):  
Special Education ◽  
Everyday Life ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Special Education Eligibility ◽  
Adam Mickiewicz

Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

scholarly journals Teachers’ awareness of differentiated learning dimensions for students with special educational needs in Kuwait: مدى وعي معلمي برامج التربية الخاصة في دولة الكويت بمبدأ وأبعاد تفريد التعليم للطلبة من ذوي الاحتياجات الخاصة

2020 ◽  
Vol 4 (17) ◽  
Author(s):  
Bader Jassim Alqallaf, Hamed Jassim Alsahou, Hashemiah Moham
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Learning Environment ◽  
Learning Strategies ◽  
School Level ◽  
Special Educational Needs ◽  
Education Programs ◽  
Special Education Programs ◽  
The State Of Kuwait ◽  
Differentiated Learning

The current study aims to identify the awareness of teachers of special education programs in the state of Kuwait of differentiated learning or what is known as “pedagogical difference” based on four components. The four components are the foundation of individual differences, planning and preparation, instructional strategies, and learning environment. A questionnaire was developed and distributed in 18 schools that provide special education programs (9 male schools and 9 female schools) in which 158 respondents completed the questionnaire. The study concluded the following results: The teachers have a high level of awareness of differentiated learning and its components. The dimension of learning environment was the highest mean (M =4.39), followed by the dimension of learning strategies (M= 4.37) then the dimension of individual differences (M= 4.22) and the dimension of planning and preparation (M =4.03). Also, statistical differences were emerged according to some demographic variables such as years of experience, academic qualifications, taught course, type of disability. No statistical differences were found based on gender and school level. These findings are discussed according to the previous empirical works and literature review followed by some implications and suggestions.

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.

scholarly journals A Brief Online Implicit Bias Intervention for School Mental Health Clinicians

2022 ◽  
Vol 19 (2) ◽  
pp. 679
Author(s):  
Freda Liu ◽  
Jessica Coifman ◽  
Erin McRee ◽  
Jeff Stone ◽  
Amy Law ◽  
...  
Keyword(s):  
Mental Health ◽  
Implicit Bias ◽  
Intervention Development ◽  
Mental Healthcare ◽  
Bias Reduction ◽  
Feasibility Trial ◽  
Mental Health Clinicians ◽  
Medical Specialties ◽  
Clinician Bias ◽  
Care Experience

Clinician bias has been identified as a potential contributor to persistent healthcare disparities across many medical specialties and service settings. Few studies have examined strategies to reduce clinician bias, especially in mental healthcare, despite decades of research evidencing service and outcome disparities in adult and pediatric populations. This manuscript describes an intervention development study and a pilot feasibility trial of the Virtual Implicit Bias Reduction and Neutralization Training (VIBRANT) for mental health clinicians in schools—where most youth in the U.S. access mental healthcare. Clinicians (N = 12) in the feasibility study—a non-randomized open trial—rated VIBRANT as highly usable, appropriate, acceptable, and feasible for their school-based practice. Preliminarily, clinicians appeared to demonstrate improvements in implicit bias knowledge, use of bias-management strategies, and implicit biases (as measured by the Implicit Association Test [IAT]) post-training. Moreover, putative mediators (e.g., clinicians’ VIBRANT strategies use, IAT D scores) and outcome variables (e.g., clinician-rated quality of rapport) generally demonstrated correlations in the expected directions. These pilot results suggest that brief and highly scalable online interventions such as VIBRANT are feasible and promising for addressing implicit bias among healthcare providers (e.g., mental health clinicians) and can have potential downstream impacts on minoritized youth’s care experience.

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

scholarly journals Universally Designed Educational Material for Students with and without Disabilities: Would Its Development Be Possible without the Contribution of IT Applications?

2018 ◽  
pp. 50 ◽  
Author(s):  
Konstantinos Gkyrtis ◽  
Maria Gelastopoulou ◽  
Vassilis Kourbetis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
Educational Material ◽  
Massive Open Online Courses ◽  
Special Educational Needs ◽  
Educational Materials ◽  
School Students ◽  
E Learning ◽  
And Training

The Institute of Educational Policy, seeking to realize inclusive policies and practices planned the project: “Design and Development of Universally Accessible Educational Material.” Its objectives are the development of universally designed digital educational materials for nursery primary and secondary school students with disabilities or special educational needs. The project focuses on developing new open source digital educational material and software for special education in Greece, adopting and using the popular platform OpenEdX of asynchronous e-learning that allows the organization of Massive Open Online Courses (MOOCs), aimed at distance learning and training of the teachers of general and special education.

High-Leverage Practices for All Students

2021 ◽  
pp. 190-214
Author(s):  
Pam Epler
Keyword(s):  
Special Education ◽  
General Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
General Education Classroom ◽  
Educational Situation ◽  
Similarities And Differences

This chapter is designed to inform and educate the reader about high-leverage practices used in the general education classroom and with students with identified special educational needs. The chapter starts by explaining how high-leverage practices originated and continues with a discussion about the similarities and differences between the general and special education high-leverage practices. The chapter then finishes with a discussion about how both types of practices can be applied to any educational situation.

scholarly journals A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

2019 ◽  
Vol 11 (1) ◽  
pp. 194 ◽  
Author(s):  
Remigijus Bubnys
Keyword(s):  
Special Education ◽  
Special Educators ◽  
Educational Needs ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Study Program ◽  
Self Reflection ◽  
Personal Strengths ◽  
Practical Experiences ◽  
The University

The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to get familiar with the subtleties of the future professional activity. It is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

Redefining “Prereferral” Intervention as Intervention Assistance: Collaboration between General and Special Education

1989 ◽  
Vol 56 (3) ◽  
pp. 227-231 ◽  
Author(s):  
Janet L. Graden
Keyword(s):  
Special Education ◽  
General Educators ◽  
Classroom Teachers ◽  
Prereferral Intervention ◽  
Collaborative Consultation ◽  
Alternative Intervention ◽  
Full Participation ◽  
Consultation Intervention

The article by Pugach and Johnson raises some important points relative to assumptions of prereferral intervention approaches, including the importance of full participation and ownership by classroom teachers. At the same time, their arguments are flawed by a misunderstanding of some of the conceptual underpinnings of prereferral, intervention. These concepts, such as intervention assistance and “alternative” intervention, actually are founded in collaborative consultation. Intervention assistance approaches will be most effective when special and general educators work together, not to the exclusion of either group.

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