scholarly journals Discipline Policies and Preschool Special Education Students' Personal-Social Skills

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Amanda L. Tamagni ◽  
Andrea M. Wilson
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Title I ◽  
School Discipline ◽  
Linear Regression Analysis ◽  
Special Education Students ◽  
Education Students ◽  
Preschool Special Education ◽  
Discipline Policies

Preschool special education students’ lack of personal–social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal–social skills of preschool special education students within the focus district. Data collection included archived personal–social skills scores, as measured by the Battelle Developmental Inventory–2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools’ discipline policies using the Teaching and Guidance Policy Essentials Checklist (TAGPEC). Preschool special education students’ personal–social skills were measured using the BDI-2, and discipline policies were measured using the TAGPEC. Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students’ BDI-2 scores. The personal–social skills for students in Title I and non-Title I schools (<em>n </em>= 96 students per group) were compared while controlling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

Kaedah E–suara Dalam Peperiksaan Murid–murid Pendidikan Khas

2012 ◽  
Author(s):  
Mohd Hanafi Mohd Yasin ◽  
Mohd Mokhtar Tahar ◽  
Lokman Tahir ◽  
Md. Amin Kasbin ◽  
Fauzi Ramli ◽  
...  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Conventional Method ◽  
Special Education Students ◽  
Education Students ◽  
Alternative Evaluation ◽  
Paper And Pencil ◽  
Examination Question ◽  
Better Than

Kajian ini bertujuan untuk mengenal pasti keberkesanan kaedah e–suara dalam membantu murid-murid pendidikan khas kategori bermasalah pembelajaran dalam menjawab soalan peperiksaan tanpa melakukan modifikasi dari segi isi kandungan atau kualiti soalan peperiksaan berkenaan. Pentaksiran alternatif yang dilakukan dalam kajian ini menggunakan pendekatan penyampaian soalan berbantukan komputer, iaitu suatu transformasi daripada pentaksiran pendekatan konvensional berbentuk paper–and–pencil. Dalam kajian ini, sebanyak 163 orang murid tingkatan 3 pendidikan khas bermasalah pembelajaran dari seluruh negara diambil sebagai sampel kajian. Sampel ini dibahagikan kepada tiga kumpulan, iaitu (1) kumpulan murid yang menjawab soalan peperiksaan dengan menggunakan kaedah konvensional; (2) kumpulan murid yang menjawab soalan peperiksaan dengan menggunakan kaedah e–suara I, iaitu melihat dan mendengar item soalan melalui komputer tetapi menjawab dengan cara biasa/konvensional; (3) kumpulan murid yang menjawab soalan peperiksaan menggunakan kaedah e–suara II, iaitu membaca dan mendengar item soalan melalui komputer dan menjawabnya dengan bantuan komputer. Dapatan kajian menunjukkan bahawa tahap pencapaian subjek kajian (SK) pendidikan khas bermasalah pembelajaran yang menggunakan kaedah e–suara II lebih baik dengan skor min sebanyak 8.35 berbanding dengan dua kaedah penilaian lain. Secara keseluruhan, kajian ini membuktikan bahawa kaedah e–suara dapat membantu murid–murid pendidikan khas bermasalah pembelajaran menjawab soalan peperiksaan dengan lebih yakin berbanding dengan kaedah lain. Kata kunci: Pentaksiran; e–suara; pendidikan khas; peperiksaan; teknologi pendidikan This research aims to investigate the effectiveness of e–suara in helping special education students categorized as learning disabilities in answering examination questions without changing the content or quality of the questions. The alternative evaluation carried out in this research was computeraided which was a transformation from the conventional paper–and–pencil approach. A total of 163 special education form two students nationwide were selected as sample in the research. They were divided into three groups; (1) group of students who answered the examination questions by using the conventional method; (2) students who answered the examination questions by using the e–suara I method, that is seeing and reading and listening to the examination questions through computer but answered the questions by using the conventional method; and (3) group of students who used e–suara II method that is seeing/reading and listening to examination questions and answered using the computer. Findings show that students who answered questions using the e–suara II method performed better in the examination with min score of 8.35 compared to the other two groups. Generaly, e–suara method can help special education students to answer examination question better than the conventional method. Key words: Assessment; e–suara; special education; examination; educational technology

scholarly journals Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Garazi Álvarez-Guerrero ◽  
Ane López de Aguileta ◽  
Sandra Racionero-Plaza ◽  
Lirio Gissela Flores-Moncada
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Special Education Students ◽  
World Population ◽  
Education Students

The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students.

scholarly journals EARLY INTERVENTION IMPLEMENTATION PRESCHOOL SPECIAL EDUCATION STUDENTS IN MALAYSIA

2016 ◽  
Vol 4 (7) ◽  
pp. 139-155
Author(s):  
SAFANI BARI ◽  
Nur Aishah Abdullah ◽  
Noraini Abdullah ◽  
Mohd Hanafi Mohd Yasin
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Hearing Aids ◽  
Intervention Program ◽  
Structured Interview ◽  
Special Education Students ◽  
Academic Excellence ◽  
Education Students ◽  
Preschool Special Education ◽  
Slow Development

Academic excellence of students with special needs depends on many factors such as the level of individual intelligence, slow development, the level of hearing loss, vision problems and age at diagnosis. Children who have been identified to undergo continued in the preschool early intervention such as the use of hearing aids, provide training in language and communication, socialization, teaching them how to read and write using Braille, improve motor skills, orientation and mobility to increase student confidence. The findings of previous studies have found the teachers lack the skills, knowledge, experience and the lack of disclosure of the technical conduct of early intervention. Therefore this study was conducted to explore the practice of implementation of early intervention preschool special education towards preparation for school. This study used a qualitative approach with case study design. Data were collected through structured interview techniques and document analysis. The study used purposive sampling involving three preschool special education teachers with learning disabilities, vision and hearing. Data was analyzed using ATLAS. ti 7.1.8.The findings show that there are seven themes identified practices affecting the implementation of early intervention teachers' understanding of early intervention, early intervention program implementation practices, Preschool Special Education curriculum, teacher recruitment, infrastructure, collaboration and monitoring. The implications of these findings suggest that preschool teachers need specialized training in the implementation of early intervention in preschool special education. The Ministry of Education should devise strategies to improve pre-school teachers in order to help special education students toward school supplies.

Comparative Study of Parental Participation in Regular and Special Education Programs

1989 ◽  
Vol 56 (3) ◽  
pp. 195-199 ◽  
Author(s):  
James Yanok ◽  
Diane Derubertis
Keyword(s):  
Special Education ◽  
Parent Involvement ◽  
Regular Education ◽  
Educational Opportunity ◽  
Telephone Survey ◽  
Special Education Students ◽  
Parental Participation ◽  
Education Students ◽  
Quality Of Instruction

The purpose of this study was to determine if significantly different opinions existed between parents of regular education students and parents of special education students concerning (a) school involvement, (b) quality of instruction, and (c) equality of educational opportunity. Data were gathered from a telephone survey of 1,702 randomly selected parents. Results showed a comparable pattern of responses between parents of handicapped and nonhandicapped students. Apparently, whether a child was enrolled in regular or special education had only a negligible effect on either parent involvement or satisfaction with the schools.

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