ENHANCING READING COMPETENCE THROUGH THE BRAILLE SYSTEM FOR VISUALLY IMPAIRED PEOPLE: A PRELIMINARY STUDY

This paper addresses the issue of the development of the English language reading skills and subskills using the Braille System as the fundamental tool for visually impaired people. The purpose of this study was to determine the relationship between the use of the Braille System and the reading skill competence. This research was applied to 21 pupils with different blindness conditions and from 10 to 32 years old who belong to the Special Education School “Julius Dophner” in the city of Ambato, Ecuador. This preliminary study was carried out using a quasi-experimental design, where pre-tests and post-tests were applied during a three-week period. Pupils took active part in the reading of the different primers at the beginning and after the treatment process. A t-test was used to examine the hypothesis. The results revealed that the improvement in the English language reading for specific information subskill through the Braille system was meaningful. Additional testing should be done to validate the scores obtained by visually impaired students with the use of this tool. Pupils showed a positive and very enthusiastic attitude about the learning process of the English language through this tool with which they are familiar.

The use of musical interactions to collaborate with teaching staff and specialist services at a special education school.

<p>This research aimed to investigate how a student music therapist used musical interactions to collaborate with teaching staff and specialist services at a special education school in New Zealand. Music therapists in this context are able to collaborate by assisting and supporting other therapy professionals and staff. I was particularly interested in how the ‘music’ served as a collaborative tool within the school and what was meaningful that developed from these musical interactions between school members. Through secondary analysis of my reflective clinical journal notes I was able to explore how I used musical interactions to collaborate. Data was coded, sorted into meaning units, and themes were then drawn out using thematic analysis. The findings suggested that musical interactions promoted staff experiences of music making with others as well as supporting student goals, by corresponding to the classroom learning agenda. Musical interactions gave support in resourcing staff to become facilitators of music in the classroom, as well as supporting the little moments when life at a special education setting can be challenging. Lastly, musical interactions were perceived to build a sense of community within the school. Music-making and facilitation of music in mostly informal settings seemed to support connecting and relationship building between students and staff.</p>

The use of musical interactions to collaborate with teaching staff and specialist services at a special education school.

<p>This research aimed to investigate how a student music therapist used musical interactions to collaborate with teaching staff and specialist services at a special education school in New Zealand. Music therapists in this context are able to collaborate by assisting and supporting other therapy professionals and staff. I was particularly interested in how the ‘music’ served as a collaborative tool within the school and what was meaningful that developed from these musical interactions between school members. Through secondary analysis of my reflective clinical journal notes I was able to explore how I used musical interactions to collaborate. Data was coded, sorted into meaning units, and themes were then drawn out using thematic analysis. The findings suggested that musical interactions promoted staff experiences of music making with others as well as supporting student goals, by corresponding to the classroom learning agenda. Musical interactions gave support in resourcing staff to become facilitators of music in the classroom, as well as supporting the little moments when life at a special education setting can be challenging. Lastly, musical interactions were perceived to build a sense of community within the school. Music-making and facilitation of music in mostly informal settings seemed to support connecting and relationship building between students and staff.</p>

IMPACT OF THE QUALITY OF SPACE OF LEARNING ENVIRONMENT ON THE QUALITY OF LIFE OF AUTISTIC CHILDREN : Insights from three selected schools form Kandy, Sri Lanka

Children with Autism Spectrum disorder (ASD)are found to struggle with diverse challenges in achieving quality of life in their education environments. In view of this the current investigation looked in to the impact of the quality of space in their learning environments in enhancing the Quality of life of Autistic children. Two types of school environments that accommodate students with ASD were examined namely, a special education school (A) and two mainstream schools with special educational units (B & C) in Kandy, considering 10 participants from each school (n=30). Inclusive design parameters were examined by a photographic survey and observations by the investigator and recorded via a 5-point Likert scale based on their level of presence. Pediatric Quality of Life Inventory (PedQL) was adopted to measure quality of life of participants. School A demonstrated the highest averages of for quality of space (65%) as well as quality of life ( 61.7%) while C ( 34%/48.3%) and B ( 30%/44.7%) showed lower averages respectively. Accordingly, the study observed a clear relationship between the Quality of Space and the Quality of Life of children with ASD, highlighting the potential of enhancing the quality of life of the students with ASD by improving the quality of space of local schools.

Supporting staff in their interactions with children who have learning support needs: The role of a student music therapist

<p>This research explores the question “How can a student music therapist support staff in their interactions with learners in a special education setting?” To answer this question secondary analysis of data was used to examine clinical notes that had been collected as part of my music therapy practicum experience at a special education school. The data selected for thematic analysis was collected between March and May 2017, and focused on three groups which were co-facilitated by myself and other school staff. Six main themes emerged; Expanding on Existing Music use; Collaboration; Interaction Styles; Supporting Staff in Music; Staff Witnessing Student in Music; and Expanding on Māori Materials. In addition to this, three sub-themes emerged relating to the use of; Elements of Music; Instruments; and Repertoire. The main themes relate to ecological approaches to music therapy such as community music therapy (Ansdell, 2002) and resource oriented music therapy (Rolvsjord, 2016). They indicate that the student music therapist engaged with a broader approach to music therapy than traditional closed door models of practice. The integrated model of team work in the school was important in creating an environment of fluid knowledge sharing and collaborative approaches. This integrated approach to music therapy work can enrich the culture of the special education context and is in line with Ministry of Education Special Education policy and philosophy (Twyford, 2009).</p>

Supporting staff in their interactions with children who have learning support needs: The role of a student music therapist

<p>This research explores the question “How can a student music therapist support staff in their interactions with learners in a special education setting?” To answer this question secondary analysis of data was used to examine clinical notes that had been collected as part of my music therapy practicum experience at a special education school. The data selected for thematic analysis was collected between March and May 2017, and focused on three groups which were co-facilitated by myself and other school staff. Six main themes emerged; Expanding on Existing Music use; Collaboration; Interaction Styles; Supporting Staff in Music; Staff Witnessing Student in Music; and Expanding on Māori Materials. In addition to this, three sub-themes emerged relating to the use of; Elements of Music; Instruments; and Repertoire. The main themes relate to ecological approaches to music therapy such as community music therapy (Ansdell, 2002) and resource oriented music therapy (Rolvsjord, 2016). They indicate that the student music therapist engaged with a broader approach to music therapy than traditional closed door models of practice. The integrated model of team work in the school was important in creating an environment of fluid knowledge sharing and collaborative approaches. This integrated approach to music therapy work can enrich the culture of the special education context and is in line with Ministry of Education Special Education policy and philosophy (Twyford, 2009).</p>

Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school

Purpose School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. This article aims to present a case example of teaching and reinforcing behavioural expectations in a special school. Design/methodology/approach This case study reflects different steps and materials used before and during the intervention in a special education school with 61 secondary students with intellectual disabilities. An AB design (A – baseline; B – intervention) was used to collect and analyze data. Findings Results suggest that teaching behavioural expectations as a universal measure may be feasible and positively impact school climate. Suggestions and recommendations for implementing SWPBS within a school are provided. Originality/value This case study provides a step-by-step guide illustrating the process of teaching and reinforcing behavioural playground expectations to young adults with intellectual disabilities attending a special school.

Cognitive Accessibility and Support in Special Education

This work describes an assistive technology development for cognitive support and training to be used by children of special education schools in Spain. Design is based on and guided by cognitive support findings coming from a long-term collaboration of a team of engineers (University of Zaragoza) and special education teachers (Alborada Special Education School, Zaragoza). The description starts by providing a structure of such findings in five cognitive-social areas (interface usability, virtual representations understanding, time orientation, self-awareness, and social interaction). Design requirements are extracted by applying those findings to four support services (home control, time orientation, behavior contention, and context anticipation). Technological system description follows, together with the degree of implementation and testing for each service. A major result is the benefit of using a services interface with the same structure and appearance as the alternative and augmentative communication system that children are already acquainted with. Based on regulatory conditions, the needed flexibility, and reduced available budgets, this support platform is built on mainstream technology and low-cost single-board computers with standard databases and free software packages. Results show evidence of benefit in children’s cognitive and social performance, in addition to offering a technological tool for deeper educational research.

Giving Voice to Aspirations: Engaging African American Parents With Children With Disabilities

African American children and youth are disproportionately represented in special education, school suspensions, expulsion, and the school-to-prison pipeline. Research indicates that increasing the engagement of African American parents in their child’s education is an indicator of academic success for African American students. This article discusses ways that schools and educators can engage African American parents with children with disabilities in school through a parent aspirational meeting that builds on the aspirations African American parents have for their children while in school and beyond the boundaries of school.