Good practices in collaboration between mainstream and special school

The study addresses an element of the support for inclusive education that can be spotted in the sphere of possible relations between mainstream and special school. This mostly aims at presenting some good practices in collaboration between these schools, identified in the author’s own research. An additional aim is to confront the collected information with the concepts and assumptions/proposals formulated in this area in the literature on the subject. The research was conducted within the project: Badanie praktyki ogólnodostępnych szkół podstawowych w zakresie edukacji włączającej [Studying the practices of mainstream primary schools in the field of inclusive education], financed by the Ministry of National Education and commissioned to the University of Silesia in Katowice in 2020. The data were collected with the use of focus group interview technique. The study group consisted of mainstream school head-teachers, teachers, specialists, non-teaching staff, students of public schools and their parents. The study comprised over two hundred respondents from forty schools. The research results reveal a limited scope of good practices in collaboration of both types of school. The greatest number of examples occurs in the area of common organization of ludic and educational events. Much fewer cases of collaboration can be spotted in the field of methodological support and of creating self-education groups in counties or municipalities. The first part of the study is a presentation of the own research concept. The second part comprises some identified practices in collaboration between special and mainstream school, which have been confronted with a few suggestions for partnership of both these types of school presented in the literature on the subject. The whole article is completed with final conclusions.

Analysing the Impacts of Financial Expenditure of Prefectures on Methods of Suicide Completion in Japan

Recently, several studies reported that the governmental financial expenditures play important roles in the prevention of increasing suicide mortalities; however, the specific regional policies, designed dependent on regional cultural, economic, education and welfare backgrounds, affect suicide mortality by a specific suicidal means. Therefore, the present study determined the impacts of the regional governmental expenditure of six major divisions, “public health”, “public works”, “police”, “ambulance/fire services”, “welfare” and “education” on suicide mortalities by five major suicidal means, “hanging”, “poisoning”, “charcoal burning”, “jumping” and “throwing”, across the 47 prefectures in Japan during 2009–2018 using fixed-effect analysis of hierarchal linear regression with robust standard error. The expenditures of “ambulance/fire services” and “education” indicated the negative relation to suicide mortalities by wide-spectrum suicidal means, whereas expenditures of “public works” did not affect suicide mortalities. In the education subdivisions, expenditure of “kindergarten” and “elementary school” indicated the impacts of reduction of suicide mortalities, whereas the expenditures of “special school” for individuals with disabilities unexpectedly contribute to increasing suicide mortalities by poisoning, charcoal burning and throwing of females. Regarding subdivisions of welfare, expenditure of “child welfare” and “social welfare” contributed to a reduction in suicide mortalities, but expenditure of “elderly welfare” surprisingly contributed to increasing suicide mortalities. Furthermore, expenditures of welfare subdivision abolished the negative impacts of the expenditures of educational subdivisions, kindergarten and elementary school, but the positive impact of expenditure of special school on female suicide mortalities was not affected. These results suggest that most Japanese people are struggling to care for children even in the situation of an increasing elderly population with a decreasing birthrate. Therefore, it is important to enhance the investment welfare policy for the future to improve the childcare environment. The results demonstrated by this study suggest that the scientifically evidence-based redistributions of welfare expenditure in regional government, at least partially, provide improvement of Japanese society and welfare systems, under the continuous severe Japanese social concerns associated with increasing elderly population with a decreasing birthrate.

Sistem Pakar Menentukan Kelas Anak Berkebutuhan Khusus dengan Metode Certainty Factor pada SLB Negeri Serdang Bedagai

Parents need to understand the child's condition from an early age, pay attention to the behavior of children who are growing normally in general so that they can take various actions and also other things that are considered important related to the child's future. Choosing to enroll children in special schools is certainly supported by the daily lives of children who do require special behavior in studying school learning. The formulation of the research problem is to determine the class of children with special needs using the Certainty Factor method based on the diagnosis of symptom and characteristic data that can help teachers and parents get information about the types of characteristics of children with special needs students at the State Special School (SLBN) Serdang Bedagai. The characteristics of children with special needs according to the data on the number of symptoms and characteristics discussed are 52 symptoms and 5 characteristics. (Autism JK01, Tuna Grahita JK02, Deafblind JK03, Blind JK04, Tuna Daksa JK05. This application can help teachers and parents find out the characteristics of children with special needs quickly and accurately. This application can be used in every special school to determine early knowing the types of characteristics of children with special needs

Developing islamic values-based biology smart cards for the eleventh-grade students of special school

Students with special needs require specific education services different from other students in general. This research aims to develop Islamic value-based biology smart cards media for students with hearing and visual impairments. Furthermore, this research also seeks to determine the feasibility and effectiveness of the developed learning media in improving students' learning motivation. This research employed the research and development method (R & D) with the development procedure proposed by Borg and Gall, which consists of nine stages. The research involved three experts in validating the product: a media expert, a material expert, and a language expert. Ten students with hearing impairment and ten students with visual impairment were selected as the research subjects. The validation findings from media experts are 98.5 percent, material experts' validation results are 97.32 percent, and linguists' validation results are 98.12 percent. The findings of the paired sample t-test were 0.00 < 0.05. As a result of the product trial, it can be determined that the developed Islamic value-based biology smart card media are feasible and effective in enhancing eleventh-grade special school students' motivation with hearing and visual impairments.

A Learning Media Based on Hands-on Activity in Mathematics for Students Special School

The use of hands-on activity-based mathematics learning media for mentally retarded children and cerebral palsy is largely unexplored. Meanwhile, observations of children with special needs (mental retardation and cerebral palsy) at school have not shown good basic math skills, such as counting, recognizing numbers, recognizing letters, performing math operations (for example, addition and subtraction). This study aims to develop a hands-on activity-based learning media model for mentally retarded children and cerebral palsy to improve understanding of mathematics in reading, writing, and arithmetic subjects. The method used is Research and Development, where the subject is the Special School in Bandung, Indonesia. The instruments used in this study were documentation, classroom observation, interviews, and tests of mathematical comprehension abilities. The results showed that a hands-on activity-based learning model could be used to improve basic math skills in reading, writing, and arithmetic for children with mental retardation and cerebral palsy.

Collaborative music therapy; Determining the benefits and challenges of collaborative work from a student’s perspective

<p>This study describes the benefits and challenges experienced by a student music therapist on placement at a special school in New Zealand. While working alongside an experienced music therapist at the school, and taking external supervision from another, I was able to reflect the challenges and benefits of this unique collaboration. The process of collaboration is complex especially when collaborating parties have differing roles that potentially create power differentials. Findings have been generated from secondary analysis of my reflective journal and clinical data collected while on placement. The findings explore the diverse range of possible benefits and challenges of the interactions that the collaboration enabled. The study concludes that despite the many challenges in maintaining a successful collaboration, it provides therapists with many extra opportunities for our participants, as well as a flexible learning environment for a student music therapist.</p>