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 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 Empowerment for Education of Students with Special Education Needs

2018 ◽  
Vol 3 (94) ◽  
Author(s):  
Audronė Dumčienė ◽  
Saulius Šukys
Keyword(s):  
Special Education ◽  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Children's Education ◽  
Special Education Needs ◽  
Children’S Education ◽  
Education Needs ◽  
Education Of Students ◽  
Education Process

Background. Teachers who are in favour of education of students with special needs (SEN) together with their peers (inclusive education) appreciate the role of parents in the education process of students. However, Čiuladienė and Paužienė (2012) indicate that the majority of Lithuanian general education schools are not sufficiently prepared for inclusive education.Methods. The sample consisted of 170 parents of students with SEN in grades 5–10. The scale of Parental Involvement in School was used to establish parental involvement in children’s education process. Results. The parent involvement levels in children’s education process were established using three five-point scales: Parent Involvement with Teacher/School – 1.60  points; Teacher Involvement with Parent – 2.22 points; Parent Involvement with Child’s Schoolwork – 3.03 points.More educated parents compared to parents with lower education indicated that communicating with teachers they really felt equal partners (χ 2  = 20.37, p < .001).Parents admit that better collaboration between parents and teachers can more encourage open and honest communication  between  them  (63.5%). A  little  less  than  three-quarters  of  parents  often  or  very  often  received information from teachers about their children’s learning and behaviour. Parents who claimed to have sufficient knowledge of educating their children sometimes indicated that they needed teachers and other professionals to help them with their children’s development problems (χ 2  = 14.11, p < .001).Conclusions. Most parents were involved in the education of pupils with SEN at home but they were little involved in their children’s educational process at school and other school activities.Keywords: student, special education needs, parent, teacher.

A Pilot Study Investigating the Use of Mobile Technology for Coordinating Educational Plans in Inclusive Settings

2021 ◽  
pp. 016264342110335
Author(s):  
Nur Siyam ◽  
Sherief Abdallah
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Pilot Study ◽  
Mobile Technology ◽  
Participatory Design ◽  
Focal Point ◽  
Autism Spectrum ◽  
Mobile App ◽  
Educational Plan ◽  
Special Education Needs

Good coordination among school staff and families leads to increased learning quality and academic success for students with special education needs and disabilities (SEND). This pilot study aims to investigate the use of mobile technology for the coordination of therapy and learning for students with SEND. This study first follows a participatory design methodology to identify the key design principles required to inform the design of a coordination mobile app for special education. Then, a mobile app (IEP-Connect) is designed and implemented with the aim of facilitating information sharing between different parties involved in the intervention of students with SEND. The proposed app uses the Individualized Educational Plan (IEP) as the focal point of coordination. The evaluation of the app focused on students with autism spectrum disorder (ASD) as their learning requires sharing information from different distributed sources. Results from the usability study revealed that the app has “good” usability and that participants were satisfied with the use of the app for recording and sharing IEP information. The results of this study provide an understanding of the ways in which a coordination app for special education could be made easy and rewarding to use.

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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