This study explored the effectiveness of digital story interventions in improving early math skills in kindergarten children with mild intellectual disabilities. Digital stories are multimedia narratives that combine text, images, and audio to enhance learning experience. This experimental study used a pretest-posttest control group design. The intervention group consisted of 15 children who participated in an 8-week digital story intervention targeting early math skills. A matched control group was used to control for sex differences. Data were collected through the TEMA-3 test scores and teacher and child feedback. Post-intervention, the experimental group showed significant improvements in TEMA-3 test scores compared to the control group. Teachers and children reported a positive perception of the intervention's social validity, highlighting enhanced engagement and understanding of math concepts. This study demonstrated that digital story-based education is a promising approach for improving early math skills in children with mild intellectual disabilities. These findings suggest potential implications for integrating digital storytelling into special education curricula and highlight avenues for future research in this field.
Intellectual Disability , Child , Humans , Male , Female , Intellectual Disability/therapy , Education, Special , Learning , Educational Status , Mathematics
Encouraging and continuing inclusive learning environments is important to allow all students to be able to fully participate, engage, and learn. The online learning environment obliges educators to think creative-ly about how to achieve this goal. The aim was to investigate using virtual classroom for teaching special needs students in inclusive classrooms dur-ing and beyond Covid-19 from the perspectives of their teachers. Teachers of special education from integration schools in the middle stage in Mak-kah were targeted. A 15-item survey instrument was developed particular-ly for this research study . Quantitative research is carried out with the aim to investigate using virtual classroom(VC) for teaching special needs stu-dents in inclusive classrooms during and beyond Covid-19 from the per-spectives of their teachers. A survey method was used. Data were collected through a structured self-administered questionnaire, which was based on the technology acceptance model(TAM). Pearson correlation(R) and mul-tiple regression (MRA) were used to analyze data . Results indicated that the BI is positively affected by PU, PEOU. PU, PEOU yielded a coeffi-cient of multiple regression (R) and a multiple correlation square. This shows that a total variance in BI is accounted for by PU, PEOU. In con-clusion, the findings in this study contribute to the literature on TAM and its use in special education in particular.(AU)
Fomentar y continuar con los entornos de aprendizaje inclusivos es importante para permitir que todos los estudiantes puedan participar, comprometerse y aprender plenamente. El entorno de aprendizaje online obliga a los educadores a pensar de forma creativa sobre cómo lograr este objetivo. El objetivo era investigar el uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19 desde la perspectiva de sus docentes. La investigación cuantitativa se lleva a cabo con el objetivo de investigar el uso del aula virtual (VC) para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de Covid-19 desde las perspectivas de sus maestros. Se utilizó un método de encuesta. Las variables independientes son la utilidad percibida (PU), la facilidad de uso percibida (PEOU), mientras que la variable dependiente es la intención de comportamiento del estudiante (BI). Los datos fueron recolectados a través de un cuestionario estructurado autoadministrado, que se basó en el modelo de aceptación de tecnología (TAM). Se utilizaron la correlación de Pearson (r) y la regresión múltiple (MRA) para analizar los datos. Los resultados indicaron que el BI se ve afectado positivamente por PU, PEOU. PU, PEOU arrojaron un coeficiente de regresión múltiple (R) y un cuadrado de correlación múltiple. Esto muestra que PU, PEOU explican una variación total en BI.(AU)
Humans , Male , Female , Education, Distance , Students/psychology , Education, Special/methods , /epidemiology , Psychology, Educational , Psychology
Programs involving animals in therapeutic programs are becoming increasingly prevalent. These programs can vary greatly in their approach, scope, and objectives, and they can significantly impact the development of healthy children and those with various disorders. In this systematic review, we sought to investigate the psychological ramifications of animal-assisted activities (AAA), therapies (AAT), and interventions (AAI). We searched for relevant studies using the EBSCO Discovery Service search engine across 85 databases, utilising appropriate keywords. Our search generated 262 results, of which 21 were selected for inclusion after title and abstract screening, as well as full-text analysis. Our findings indicate that dogs and horses are animal-assisted programs' most commonly used animals. Additionally, autism, cerebral palsy, and ADHD were found to be overrepresented in these programs. Furthermore, the length of sessions and overall program duration exhibited considerable variation, regardless of patient age or disease type. The principal measures centred on the physiological variables related to the nervous system and motorium-related indicators. The studies were generally of exceptional methodological soundness. Frequently, the studies narrowed their scope to a single segment or just the child or adolescent, but the outcomes lacked contextual interpretation. Expanding the range of studies by comparing psychological and physiological indicators and conducting follow-up analysis with a longitudinal design would be beneficial.
Cerebral Palsy , Child , Humans , Adolescent , Animals , Dogs , Horses , Education, Special
INTRODUCTION: Artificial Intelligence (AI) mediated systems have become important in educational set-ups, and it is still debatable whether or not they can be useful in special needs education. This qualitative research scrutinizes the experiences and perceptions of exceptional learners, as an example of special needs education, engaged in AI-mediated discussions versus traditional classroom dialogues. The study aims to reveal how these learners process and construct knowledge differently when AI is incorporated into their discussions and how it compares to conventional learning environments. METHODS: The methodology entailed a detailed qualitative analysis, drawing upon cognitive psychology to assess how exceptional learners process information and engage in higher-order thinking. Data were collected through interviews, observation, and content analysis of AI-mediated discussions. RESULTS: FINDINGS: from the study highlighted the capacity of AI technologies to offer personalized and intellectually stimulating educational experiences that resonate with constructivist approaches, promoting active learning and tailored instruction for exceptional learners. However, the research also brought to light certain challenges, including the tendency for confirmation bias and the risk of information overload within AI-mediated environments, which can complicate the learning trajectory within the zone of proximal development. DISCUSSIONS: The study underscores the dynamic interplay between AI technologies and educational processes for exceptional learners. It suggests that while AI can enhance personalized learning, it also introduces unique challenges that must be navigated carefully. Ultimately, this research lays a theoretical and empirical groundwork for the thoughtful integration of AI in supporting inclusive education, emphasizing the importance of continuous evaluation and adaptation.
Artificial Intelligence , Education, Special , Humans , Educational Status , Qualitative Research
Implementing trauma-informed care in a special education environment serving youth from historically marginalized communities with high levels of exposure to potentially traumatic events (PTEs) requires a systematic tiered approach consistent with public health guidelines. Little is known about the implementation of this framework in special education settings where youth have significant emotional and behavioral difficulties. To address this need, a consultant-community partnership was forged between a hospital providing mental health services and a therapeutic day school that serves a special education cooperative. The current case study explores the design and implementation of a three-tiered model of trauma-informed care in a special education setting. This study will address the specific practices implemented at each tier, discuss successes and challenges, and summarize future directions for research, practice, and policy.
Mental Health Services , Adolescent , Humans , Program Evaluation , Education, Special , Policy
This article describes the perceptions and experiences of collaboration between teachers of physical education (n = 3) and special educators (n = 3) on teaching pupils with disabilities. Using a qualitative approach, the study seeks to establish the nature and extent of collaboration among these teachers and to identify the benefits and barriers to implementation. Semistructured interviews were used as the main data source. Data were collected from teachers working in the public school system in the southern part of Finland. The findings indicate that while teachers are mostly aware of the value of collaboration, its implementation varies immensely among the different schools. While the special educators in this study see themselves mainly responsible for supporting pupils with disabilities, the physical education teachers showed a strong commitment to the subject matter of their teaching. Participants also reported several challenges relating to time constraints, a lack of classroom support, and a shared vision of inclusive teaching.
Disabled Persons , Physical Education and Training , Humans , Schools , Surveys and Questionnaires , Education, Special
The participation of students with significant cognitive disabilities in accountability assessments aligned with general education standards is a heavily debated topic in the field of special education. Attempts to understand the impact of these assessments have generally been limited to correlational methods. We employed a difference-in-differences approach using select waves of the National Longitudinal Transition Study-2 dataset to estimate the impact of alternate assessment policies from the No Child Left Behind Act of 2001 on the employment outcomes of individuals with significant cognitive disabilities. Our hypothesis was that these policies would produce a detrimental effect. Analyses suggested that alternate assessment policies resulted in descriptively positive employment outcomes, yet estimates were highly imprecise, which yields a complicated picture requiring more research.
Intellectual Disability , Humans , Intellectual Disability/psychology , Education, Special , Policy , Employment , Cognition
BACKGROUND: Text comprehension is a major obstacle for many Primary school students with special education needs (SEN). Reading episodes bring students opportunities to be exposed to new vocabulary and knowledge, potentially boosting their development of text comprehension skills. AIMS: Our study seeks to understand how reading frequency (leisure and academic) and reading medium (print and digital) contribute to the development of text comprehension during Primary school in students with and without SEN. METHODS AND PROCEDURES: We tested 2289 Spanish students from fourth to sixth grade, from which 212 had an official decision of SEN. Students self-reported their reading frequency (as a measure of their reading habits) and completed a standardized text comprehension test. We employed multiple regression models with a robust maximum likelihood estimator to test associations between reading frequency and comprehension. OUTCOMES AND RESULTS: Students' comprehension was positively associated with their leisure print reading habits, and negatively associated with their frequency of academic digital reading. Those associations were independent of SEN status. CONCLUSIONS AND IMPLICATIONS: Results highlight the importance of promoting leisure reading in print to all students, regardless of SEN status. In addition, caution is advised when encouraging Primary school children to use digital texts when the emphasis is on comprehending texts for acquiring knowledge.
Comprehension , Reading , Child , Humans , Students , Habits , Education, Special
PURPOSE: Speech-language pathologists (SLPs) in public schools have a key role in assessment, intervention, program design, compliance, and prevention. They address the needs of students of all ages and disorders, ensure the educational relevance of their services, and provide culturally competent care. Given the scope of their work, SLPs must balance and prioritize their varying responsibilities in school settings. This study investigates how SLPs navigate their involvement with the prevention-oriented framework Multi-Tiered System of Supports (MTSS) while providing direct support to students with disabilities through Individualized Education Programs (IEPs). METHOD: This study took place in a district with a stated goal for the academic year of deepening their involvement with the MTSS framework. Eight SLPs working in this rural district participated in a series of interviews over the course of the 2022-2023 school year. Qualitative data were collected about SLPs' motivations and evolving views related to MTSS. RESULTS: While participants in this study were motivated to engage in MTSS because they viewed this framework as a useful mechanism to support students outside of special education, they were limited by time constraints and the challenges of forming collaborative relationships. Each participant navigated the process of balancing their efforts related to MTSS and IEPs in a unique way that reflected their specific setting and circumstances. CONCLUSION: This study directly investigated how SLPs navigate this balancing act in real time and provided a novel perspective on the potential synergies and disconnects between SLPs' efforts related to MTSS and their responsibilities related to providing appropriate speech-language services via IEPs.
Speech-Language Pathology , Speech , Humans , Pathologists , Schools , Education, Special , Motivation , Speech-Language Pathology/education
In Sri Lanka, about 300,000 Sinhala speaking people are either deaf or hard of hearing (DHH) and would benefit from a common Sinhala sign language, technological resources such as captioning, and educational and social support. There is no fully developed common sign language for members of the Sinhalese community, a severe shortage of sign language interpreters, and few resources for teachers. This exploratory study was undertaken in all nine provinces of Sri Lanka into the use of sign language, access to education for people with disabilities, and the availability of trained or qualified educators to work with the DHH people. Data were gathered via interviews and focus groups with Special Education Assistant Directors, Principals and Teachers in Deaf Schools, and Teachers of Special Education Deaf Units in mainstream schools. The DHH members of Sri Lankan society are marginalized, under-supported, and require urgent attention to their educational and social needs. This study provides a basis for much needed attention and reform.
Hearing Loss , Persons With Hearing Impairments , Humans , Sign Language , Sri Lanka , Education, Special , Hearing
PURPOSE: The most significant document to ensure effective and compliant design, implementation, monitoring, and enforcement of a program of special education services in the United States is the Individualized Education Program (IEP). Although IEPs have been used to document procedural compliance with the Individuals with Disabilities Education Act (IDEA) for individual students, IEPs also provide extensive data that can and should be used by a variety of stakeholders including speech-language pathologists (SLPs), school administrators, and state education agencies to design targeted professional development and collectively improve programs, processes, and outcomes in special education. METHOD: We summarize existing literature on the use of IEP data and describe opportunities to use IEP data to analyze individual student service patterns and SLP practice patterns. Aggregated IEP data also provide a robust view of district-wide and state trends in eligibility rates and least restrictive environment settings. Information on current and potential IEP data uses, reflection questions for substantive compliance, and lessons learned from a large-scale analysis of IEP data are provided. These lessons include potential software adjustments to enhance usability as a data source for substantive compliance; program improvement; and monitoring individual, school-wide, and district-wide outcomes. CONCLUSIONS: IEP data are a rich data source of information that may be used to (a) identify trends; (b) assist schools, districts, and states with ensuring substantive compliance with IDEA; (c) examine service equity and efficacy; (d) identify professional development needs; and (e) identify promising practices and provide opportunities to use real-time data to improve models and address public policy.
Education, Special , Students , Humans , United States , Eligibility Determination , Schools
PURPOSE: This review of federal statutes, regulations, administrative directions, and case law related to special education, disabilities, and school nutrition is designed to provide speech-language pathologists (SLPs) with information essential for determining eligibility children with pediatric feeding disorder (PFD). Despite the absence of mention of dysphagia or PFD in federal statutes and regulations, special education, disability, and school food service requirements provide direction for serving children with health care needs, which include children with dysphagia. The federal requirements, court cases, and policy interpretations are detailed to provide guidance to SLPs and their school teams when working with children with PFDs. METHOD: Federal statutes and regulations, administrative directions, and case law were reviewed. This review details the application of federal statutes and regulations for children with PFDs. Furthermore, administrative direction and case law identify the importance of attending to the safety of children with dysphagia. RESULTS: As a result of this review, sections of the various federal statutes and regulations that support provision of services to children with PFD are identified. In addition, information from case law and administrative reviews further highlights the importance of attending to the rights and needs of children with PFD. CONCLUSIONS: The rights of all children with disabilities are established through statutes, regulations, and case law, and children with PFDs benefit from these rights. These requirements can guide SLPs in working with school teams, so that children with dysphagia can be found eligible for and receive school-based services for dysphagia.
Communication Disorders , Deglutition Disorders , Feeding and Eating Disorders , Speech-Language Pathology , Child , Humans , Deglutition Disorders/therapy , Eligibility Determination , Education, Special , Feeding and Eating Disorders/therapy
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented.
Education, Special , Schools , Humans , Students , Writing , Intelligence , School Teachers
OBJECTIVES: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children. This study aims to systematically synthesize the literature on service utilization and costs for children with ADHD. METHODS: The search included 9 databases for peer-reviewed primary studies in English from 2007 to 2023. Two independent reviewers conducted title/abstract and full-text screenings and quality assessment. Meta-analysis was conducted on direct medical costs. RESULTS: Thirty-two studies were included. Children with ADHD have used more pharmaceuticals, mental health, and special education services than children without ADHD (counterparts). Nevertheless, one study found that children with ADHD were twice as likely to have unmet health needs than their counterparts. Annual health system costs per patient were highly varied and higher in children with ADHD ($722-$11 555) than their counterparts ($179-$3646). From a societal perspective, children with ADHD were associated with higher costs ($162-$18 340) than their counterparts ($0-2540). The overall weighted mean direct medical cost was $5319 for children with ADHD compared with $1152 for their counterparts when all studies with different sample sizes were considered together, with the difference being $4167. Limited literature on productivity losses associated with ADHD reported them as a substantial cost. ADHD in children had a "large" effect on the increment of direct medical costs. CONCLUSIONS: ADHD was associated with increased service utilization and costs. However, unmet health needs or underuse among children with ADHD was also evident. Governments should endeavor to improve access to effective services for children with ADHD to mitigate the impact of ADHD.
Attention Deficit Disorder with Hyperactivity , Child , Humans , Attention Deficit Disorder with Hyperactivity/drug therapy , Attention Deficit Disorder with Hyperactivity/economics , Attention Deficit Disorder with Hyperactivity/therapy , Costs and Cost Analysis , Databases, Factual , Financial Stress , Medical Assistance , Education, Special/economics , Mental Health Services/economics
PURPOSE: The Individuals with Disabilities Education Act explicitly acknowledges disability as a natural part of the human experience. However, special education services, including speech-language services, often focus on remediating the characteristics of the individual with the disability rather than addressing the disabling conditions of the school environment or leveraging the supports and resources available or potentially available to the student. The purpose of this article is to provide a social model of disability framework to guide Individualized Education Program (IEP) development and change educational paradigms around language and communication. METHOD: A discussion of a new theoretical framework, critical inclusion, is situated within the speech-language pathologist's role in the IEP process. An argument for adopting an integrative approach to service delivery through the social model of disability is provided. The Social Communication and Engagement Triad framework is then used to illustrate a social model of disability approach to assessment, IEP goal development, and service delivery case examples. CONCLUSIONS: Speech-language pathologists and all educators have a responsibility for creating a space where all learners belong and diversity in all aspects is celebrated. Embracing a social model of disability approach to the IEP process can support practitioners in their work toward creating a more equitable and inclusive education system.
Communication Disorders , Disabled Persons , Humans , Program Development , Educational Status , Education, Special
PURPOSE: The purpose of this study was to obtain preliminary data about the effectiveness of four workload approaches (WAs) that were implemented in public school settings. The WAs were compared to each other and the caseload approach (CA). METHOD: Five speech-language pathologists were selected to implement one of the four WAs, and two used the CA. Data were collected in the areas of Individualized Education Program (IEP) progress, classroom performance, delivery of services, workload parameters, and stakeholder perceptions. RESULTS: The workload and CAs resulted in desirable levels of IEP progress, and all students received the services that were documented on their IEPs. When the data from the workload and CAs were compared, the Workload Management Strategies (WMS) Approach was associated with the most indicators of success in the study. Participants utilized several practices to manage workload, even though some strategies possibly affected compliance with federal special education law. CONCLUSIONS: These initial findings showed that the WMS Approach held the most promise relative to student outcomes, the workload determination, and compliance with federal special education law. Strengths and weaknesses of each approach and implications for practice are provided. Given the small sample size, the results should be viewed with caution as the generalizability of the results is limited. Areas for further research are recommended.
Speech-Language Pathology , Workload , Humans , Students , Education, Special , Schools
BACKGROUND: Youth with disabilities are five times more likely to experience anxiety or depression than peers without disabilities. Engagement in sufficient daily physical activity (PA), adequate nightly sleep, and limited daily screen time (collectively known as 24-h movement guidelines) is associated with lower odds of anxiety and depression for peers without disabilities. Extending the investigation of these modifiable behaviors to youth with disabilities is warranted. OBJECTIVE: To estimate the association between meeting 24-h movement guidelines and anxiety and depression among a nationally representative sample of youth with disabilities. METHODS: A cross-sectional secondary analysis of the 2019-2020 NSCH was conducted and included youth 6-17 years old who were currently receiving special education services. Weighted prevalence estimates and logistic regressions were employed to estimate the association between meeting guidelines (separately and combined) and current anxiety or depression status. RESULTS: Compared to youth with disabilities who met the guideline, those not meeting the sleep or screen time guidelines, independently, had significantly higher odds of depression, or anxiety (aOR range 1.53, 2.31 respectively). Comparable odds were observed between those meeting the PA guidelines, alone or in combination, and those meeting none of the 24-h movement guidelines. CONCLUSION: Adequate nightly sleep, and limited screen time, were significantly associated with anxiety and depression among youth with disabilities, a pattern consistent to peers without disabilities. Yet, meeting more than one guideline did not further reduce odds of poor mental health, warranting further investigation of compounding benefits of the 24-h guidelines within this population.
Depression , Disabled Persons , Humans , Adolescent , Child , Cross-Sectional Studies , Depression/epidemiology , Sedentary Behavior , Anxiety/epidemiology , Education, Special , Sleep
The Health Labour Market Analysis (HLMA) was undertaken to understand the health workforce situation in Tajikistan to inform the development of a National Health Workforce Action Plan that will contain key policies to improve the availability of health workers to provide quality health care. To guide the analysis, three policy questions were identified through a consultative process led by the Ministry of Health and Social Protection and supported by WHO. The questions related to 1) the availability of health workers in primary health care and ways to attract health workers at primary health care level, 2) the situation and quality of postgraduate medical specialty programme and 3) situation and quality of nursing education. The findings and policy considerations emerging out of the analysis were validated by the Technical Working Group on Health Labour Market Analysis under the Ministry of Health and Social Protection of the Population, Tajikistan. This analysis is being used by the Ministry of Health in evidence-based planning for retention and recruitment of the primary health care workforce, improvements in medical and nursing education, and higher investments in the health workforce.
Health Workforce , Tajikistan , Nurses , Education, Special , Education, Medical
PURPOSE: Federal special education requirements specify that information districts must gather and review during the process of finding a student eligible for special education and developing a student's Individualized Education Program (IEP). The purpose of this tutorial is to describe the federal requirements related to evaluation and assessment and to apply best practices in assessment to those expectations, thereby enhancing teams' ability to identify students' strengths and needs, determine eligibility for services, and create high-quality IEPs. METHOD: This tutorial includes a detailed review of the Individuals with Disabilities Education Act (IDEA) statute and regulations and the U.S. Department of Education guidance related to evaluation, assessment, and IEP development. The tutorial also reflects on an analysis of existing data regarding the identification of students with speech-language impairment in one state and a narrative review of the current literature related to assessment and its role in intervention planning. RESULTS: The results indicate that the IDEA requires rigorous evaluation and assessment practices to determine eligibility (evaluation) and identify students' unique strengths and needs for intervention (assessment). By adhering to these requirements and employing evidence-based assessment practices, speech-language pathologists (SLPs) can be assured that they are gathering accurate and useful information. This information is fundamental to developing an IEP that will support students' acquisition of the knowledge and skills needed to progress in the general curriculum. CONCLUSIONS: This tutorial reviews federal requirements related to assessment and links these with best practices in assessment, to facilitate compliance with federal evaluation requirements and IEP development in a manner that meets the needs of all students. SLPs can rely on the IDEA for guidance in completing their special education evaluations and assessments, using this as a framework for employing evidence-based assessment practices.
Disabled Persons , Education, Special , Humans , Students , Curriculum , Eligibility Determination
