Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond Covid-19: Teachers' perspectives / Uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19: perspectivas de los docentes

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)

The power of digital story in early mathematics education: Innovative approaches for children with intellectual disabilities.

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.

The role of animal-assisted programs in physical health improvement of children and adolescents with special education needs - a systematic review.

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.

Enhancing inclusive education in the UAE: Integrating AI for diverse learning needs.

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.

Implementing trauma-informed care in a special education setting: An initial exploration of a multi-tiered model.

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.

Perceptions of Collaboration Between General and Special Educators in Physical Education.

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.

Print and digital reading habits and comprehension in children with and without special education needs.

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.

NCLB Alternate Assessment Policies and Postschool Employment Outcomes for Individuals With Significant Cognitive Disabilities.

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.

Associations between 24-h movement guidelines compliance and anxiety and depression among youth receiving special education services in the US.

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.

Habilidades Sociales y personas con discapacidad: panorama de las investigaciones brasileñas / Habilidades sociais e pessoas com deficiência: panorama das pesquisas brasileiras / Social skills and people with disabilities: overview of brazilian research

Pesquisas sobre o campo das habilidades sociais vêm crescendo nas últimas décadas e, em paralelo, estudos que buscam sistematizar o que vem sendo produzido. Este estudo teve como objetivo caracterizar, por meio de uma revisão da literatura, estudos empíricos realizados por autores brasileiros publicados em periódicos que investigam diretamente as habilidades sociais de pessoas com deficiência. Foi realizada uma busca nas bases de dados SciELO, PEPSIC, LILACS, Index Psi, BDENF e Periódicos CAPES com os descritores habilidades sociais e competência social, sem restrição quanto ao período de publicação. Foram caracterizados 43 artigos quanto a aspectos bibliográficos e metodológicos. Os resultados indicam alto volume de pesquisas com delineamento descritivo, maior frequência de participantes com deficiência intelectual, predomínio de inventários como forma de avaliação e escassez de pesquisas instrumentais sobre validação ou desenvolvimento de medidas. Essa revisão poderá contribuir com informações para auxiliar novas pesquisas sobre habilidades sociais junto a pessoas com deficiência.

Investigaciones sobre el campo de las habilidades sociales siguen creciendo en las últimas décadas y, en paralelo, estudios que buscan sistematizar lo que vienen siendo producido. En este estudio se tuvo como objetivo caracterizar, por intermedio de una revisión de la literatura, estudios empíricos realizados por autores brasileños publicados en periódicos que investigan directamente las habilidades sociales de personas con discapacidad. Se realizó una búsqueda en las bases de datos SciELO, PEPSIC, LILACS, Index Psi, BDENF y Periódicos CAPES con los descriptores habilidades y competencia sociales, sin restricción al período de publicación. Se caracterizaron 43 artículos cuanto al aspectos bibliográficos y metodológicos. Los resultados indican alto volumen de investigaciones con delineamento descriptivo, mayor frecuencia de participantes con discapacidad intelectual, predominio de inventarios como forma de evaluación y escasez de investigaciones instrumentales sobre validación o desarrollo de medidas. Esta revisión podrá contribuir con informaciones para ayudar nuevas investigaciones sobre habilidades sociales junto a personas con discapacidad.

ABSTRACT Research about the social skills field has been growing in recent decades and, in parallel, studies that seek to systematize what has been produced. This study aimed to characterize, through a literature review, empirical studies carried out by Brazilian authors published in journals that directly investigate the social skills of people with disabilities. A search was carried out in the SciELO, PEPSIC, LILACS, Index Psi, BDENF and Periodicals CAPES databases with the descriptors social skills and social competence, without restriction regarding the period of publication. It was found 43 articles were characterized in terms of bibliographic and methodological aspects. The results indicate a high volume of research with a descriptive design, a higher frequency of participants with intellectual disabilities, a predominance of inventories as a means of evaluation and a scarcity of instrumental research on validation or development of measures. This review may contribute with information to support further research on social skills with people with disabilities.

Special Education Assessment: Practices That Support Eligibility and Intervention.

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.

Health labour market analysis in Tajikistan

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.

Combination therapy for patients with a developmental dysphasia: selected approaches based on special education, rehabilitation and psychology in a systematic case study.

OBJECTIVE: The paper deals with the possibilities of the development and the support of individuals with developmental dysphasia with regard to the legislative framework of the Czech Republic in the field of education and presents the results of a systematic case study of a child patient diagnosed with developmental dysphasia (according to ICD-10; F80.1 and F80.2). CASE REPORT: The study aimed to determine the effect of combined therapy using long-term special educational, rehabilitation and psychological intervention, speech therapy and music therapy on the development of the patient's communication skills. The proband was selected by random, stratified sampling based on pre-determined relevant characteristics (age 6 years i.e., before entering primary school, diagnosed with developmental dysphasia). A 6-year-old child patient participated in the research with the consent of the legal representative. The therapy was focused on special educational care, speech therapy, music therapy and psychological intervention (including psychotherapy). During the hospitalization and post-hospitalization care, there was also the presence of a physiotherapist and an occupational therapist. CONCLUSION: The results of the research point out the need for regular and close multidisciplinary cooperation of an occupational therapist, a physiotherapist, a special educator, a speech therapist, a music therapist and a psychologist when working with patients diagnosed with developmental dysphasia. These professions focus specifically on specific areas of support with a focus on cognitive, phatic and motor functions with the support of social adaptability.

Potential for England's statutory school entry assessment to identify special educational needs and reveal structural inequalities: a population-based study.

OBJECTIVE: To investigate at a population level whether England's universal assessment of 'school readiness' is associated with later identification of special educational needs (SEN). Also, whether ethnic differences exist in SEN identification (white British versus ethnic minority) and whether this varies as a function of school readiness. METHOD: Analysis included 53 229 individuals aged 5-12 years from the Connected Bradford Database (2012/2013-2019/2020). Logistic regression analyses examined: (1) whether reaching a 'good level of development' on England's 'school readiness' assessment was associated with later SEN identification; and (2) whether interactions exist between school readiness and ethnicity. RESULTS: 32 515 of 53 229 children reached a good level of development, of which 3036 (9.3%) were identified as having SEN. In contrast, 10 171 of 20 714 (49.1%) of children who did not reach a good level of development were later identified as having SEN. Children not reaching a good level of development had increased odds of being later identified as having SEN after controlling for covariates (OR: 8.50, 95% CI: 8.10 to 8.91). In children who did not reach a good level of development, white British children had higher odds of being identified as having SEN compared with ethnic minority peers (OR: 1.22, 95% CI: 1.11 to 1.34). No ethnic differences of having SEN were observed in children reaching a good level of development (OR: 1.04, 95% CI: 0.93 to 1.16). CONCLUSIONS: School readiness assessments are associated with later SEN identification. Structural inequalities may exist in SEN identification in children not entering formal education 'school ready'. Such assessments could facilitate earlier identification of SEN and reduce structural inequalities in its identification.

Use of medicines to alleviate negative emotional states among adolescents attending Special Education Centres.

Introduction: Substantial research evidence indicates that adolescents commonly use a variety of pharmaceuticals. Studies in this area carried out so far in Poland have focused on youth attending mainstream schools. However, there is a lack of research covering adolescents residing in special education centres (SEC). The purpose of the study was to assess the prevalence of medicine use for negative emotional states (nervousness, difficulties in falling asleep, and depressive mood), and to identify factors associated with the use of the aforementioned medications by SEC youth. Materials and methods: The study was conducted in 2018 on a random nationwide sample of SEC adolescents aged 12-19 (N = 1730). The logistic regression analyses included sociodemographic variables, as well as factors related to the participant's individual characteristics and to their social environment. Results: Medicine use for negative emotional states was confirmed by about 24%-30% of respondents. The prevalence of these medicine use among SEC youth was significantly higher than among adolescents from mainstream schools. The individual risk factors associated with medicine use were gender (female), current mental and somatic health problems, past suicide attempts and psychoactive substances use while self-control turned out to be protective factor. Among factors related to the respondents' social environment, positive relationships with peers were significant protective factor. Conclusions: Preventive measures aimed at SEC youth should be focused on improving positive relationships with peers and developing self-control. Educational programs for youth, their parents and SEC staff to develop knowledge and skills regarding safe medicines intake would also be useful.

An observation study of mathematics instruction for students with IDD in grades K-2.

This observation study documents the amount and quality of mathematics instruction provided to students with intellectual and developmental disabilities in kindergarten through second grade in self-contained special education settings. We observed six special education teachers and their students (N = 12) during a total of 967 min allotted to early numeracy and mathematics instruction. Mathematics and early numeracy instruction comprised 61.2% of all observed time allotted for mathematics, followed by non-instruction (32.7%), mathematics assessment (5.7%), and instruction in other areas (0.3%). Observed mathematics content included Numbers and Quantitative Reasoning, and Measurement. Mean ratings of student engagement and instructional quality across areas were medium and low-average, respectively. Although student engagement did not differ by who was leading instruction, instructional quality differed between teachers and paraeducators. Class sizes were small, and teachers most often taught students as a whole class or individually. Students used technology, manipulatives, and printed instructional materials during learning.

Educational inclusion of deaf children: current policy, practices, and future possibilities.

This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years' education for their deaf children. We used Bronfenbrenner's (2005) bioecological systems theory and interviewed 15 educators of deaf children and 9 hearing-health clinicians, to capture different knowledge, experience, and perspectives on policy, practice, and inclusive approaches to deaf children's education. We ask: (a) How do teachers, clinicians, and caregivers connect to promote early childhood care education (ECCE) for young deaf preschoolers in Ghana? and (b) What resources and precarities are available to educators of deaf children and hearing-health clinicians in sustaining inclusive educational practices across urban and rural contexts in Ghana? We address these unanswered questions about the potential pathway to bring about changes in policy and practice in promoting successful inclusive education for deaf children in Ghana. Implications for national and international policy and practice of ECCE for deaf children are discussed and recommendations are made.

Key developmental milestones helped to identify children with special educational needs and disabilities at an early stage.

AIM: Responding to developmental delay promptly is important, as it helps children to reach their full potential. This study investigated how developmental milestones predicted primary school children with special educational needs and disabilities (SEND) at an early stage. METHODS: We obtained data about 36 milestones between 12 and 45 months using the Dutch Development Instrument. Development, primary school classification and background characteristics were collected from the Dutch Preventive Child Healthcare system in Utrecht from 2008 to 2016. We investigated SEND classifications and the primary schools that the children attended at 4-12 years of age. The findings include area under the curve (AUC) data. RESULTS: Data on 30 579 children in mainstream schools and 1055 children with SEND were available. Different milestones predicted SEND classifications. Fourteen milestones and parental education predicted attendance at special needs schools with smaller classes (AUC 0.913). Nine milestones, sex, migration background and parental education predicted attendance at schools for severe communication problems (AUC 0.963). Ten milestones and parental education predicted attendance at schools for severe learning difficulties (AUC 0.995). Milestones did not accurately predict attendance at schools for severe behavioural or psychiatric problems. CONCLUSION: Milestones at 12-45 months predicted most SEND classifications at primary school age, except severe behavioural or psychiatric problems.

Vocal Behavior Acquisition with a Toy Operating by Sound Detection.

We investigated a speech training support system targeting students in special needs education classes who are engaged in training to acquire a binary relationship where their vocalizations elicit reactions from others. Previously, there was a challenge in maintaining interest and achieving learning effectiveness when teachers intervened to encourage vocalizations using teaching aids such as picture books. To address this, we designed and integrated an electronic circuit with a movable toy that captures the interest of the supported students. The circuit includes a switch that turns on and activates a secondary circuit only when vocalizations are detected. In this paper, we report on the training using the developed speech support system and validate its functionality.