scholarly journals Situation in Special Education: Interaction between Teachers and Children Who Have Intellectual Disability and Who Display Challenging Behaviours

2021 ◽  
Vol 44 (4) ◽  
pp. 1145-1175
Author(s):  
Ioanna Guikas ◽  
Diane Morin
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Special Education Teachers ◽  
Emotional Responses ◽  
Emotional Reactions ◽  
Comprehensive Understanding ◽  
Challenging Behaviours ◽  
Children With Intellectual Disability

Interactions between staff and individuals with intellectual disability have been shown to influence the development or maintenance of challenging behaviours among the latter. Given the implications of these observations, the present study sought to describe special education teachers’ responses to challenging behaviours displayed by their pupils. Eight teachers and 12 children with intellectual disability who manifested challenging behaviours were observed over the course of 6 months. Teachers completed questionnaires regarding their emotional reactions to, and understanding of, challenging behaviours. They also reported their behavioural and emotional responses to challenging behaviours described in vignettes. The combination of observation and questionnaires provided a more comprehensive understanding of teacher’s attitudes towards challenging behaviours. Results indicated a discrepancy between reported and observed behaviours. Teachers preferred verbal interventions or not responding to challenging behaviours. The analysis of interactions between teachers and their pupils highlighted relationships between emotions, attributions and several behaviours.

scholarly journals Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

2020 ◽  
Vol 17 (19) ◽  
pp. 7325
Author(s):  
Laura Arcangeli ◽  
Alice Bacherini ◽  
Cristina Gaggioli ◽  
Moira Sannipoli ◽  
Giulia Balboni
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Intellectual Disability ◽  
Special Education Teachers ◽  
Perceived Support ◽  
Effective School ◽  
Mainstream Teachers ◽  
Training Support ◽  
Positive Attitudes

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

scholarly journals Mothers’ perspectives on the lived experience of children with intellectual disability and challenging behaviour

2017 ◽  
Vol 23 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Joann Kiernan ◽  
Duncan Mitchell ◽  
Jois Stansfield ◽  
Carol Taylor
Keyword(s):  
Intellectual Disability ◽  
Lived Experience ◽  
Thematic Analysis ◽  
Challenging Behaviour ◽  
Structured Interviews ◽  
Central Tenet ◽  
Experience Of Inclusion ◽  
Challenging Behaviours ◽  
Insight Into ◽  
Children With Intellectual Disability

Children with intellectual disability and behavioural needs (challenging behaviour) are vulnerable to exclusion from services and communities. The situation is exacerbated by difficulties in accessing appropriate support and services to effectively meet the needs of children and carers. Family perspectives on the ‘lived experience’ of children can provide insight into how behavioural needs can affect their ability to access everyday experiences. Semi-structured interviews were conducted with mothers of children with intellectual disabilities and challenging behaviours. Phenomenological thematic analysis provided four key themes: finding our way; square services, round needs; behaviour touches everything and belonging. Experience of inclusion and exclusion was a central tenet of the lived experience. Recommendations call for timely proactive and bespoke interventions to identify and support children at risk of exclusion from communities. Early intervention and effective local provision will avoid increased burdens placed on families and services, in supporting children whose needs are currently unmet within child-centred provision.

Exploring how the diagnostic process stratifies children with intellectual disability navigating the service system in Ontario, Canada

2020 ◽  
pp. 174462952095476
Author(s):  
Anna Don ◽  
Patrick O’Byrne
Keyword(s):  
Intellectual Disability ◽  
Hospital Admissions ◽  
Service System ◽  
Health Needs ◽  
Diagnostic Process ◽  
Governmental Agencies ◽  
Health Disorders ◽  
Priority Needs ◽  
Challenging Behaviours ◽  
Children With Intellectual Disability

Children with intellectual disability experience a higher prevalence of dental disease, obesity, challenging behaviours, and mental health disorders compared to children without intellectual disability. Children with intellectual disability concurrently face health and social service navigational barriers that are associated with unresolved health needs and hospital admissions, and parent burnout and employment interruptions. In this study, we explored the knowledge gap of how carers and governmental agencies, providing services, understand intellectual disability using discourse analysis, and a theoretical framework applying Deleuze and Guattari’s concepts of the rhizome and stratification. We found that children with intellectual disability were stratified into eligible or ineligible service recipients through the diagnostic process that prioritized specified characteristics. Carers did not perceive that their children’s unique characteristics and needs were accounted for within the diagnostic process and expressed feelings of being dismissed by clinicians and providers in decision-making about priority needs and services.

scholarly journals COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT

2019 ◽  
Vol 77 (1) ◽  
pp. 156-164
Author(s):  
Marija Slavkovic ◽  
Haris Memisevic
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
School Readiness ◽  
Inclusive Education ◽  
Transition Period ◽  
Preschool Program ◽  
Preschool Programs ◽  
Inclusive Preschool ◽  
Quasi Experimental ◽  
Children With Intellectual Disability

Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.

scholarly journals ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Christina S. Lappa ◽  
Constantinos N. Mantzikos
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Positive Attitude ◽  
Online Survey ◽  
General Education Teacher ◽  
Structured Questionnaire

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

Sign in / Sign up

Export Citation Format

Share Document