Special Education - Science topic

Very wonderful

Quranic Sciences

Sound sensitivity and light sensitivity go with brain inflammation from the above causes. Many then have trouble handling their surroundings.

Hi Keith,

I invite you to read my article on Medium, titled, Transforming Education: The Impact of AI on Students, Educators, and Administrators

This is the F& F link: https://medium.com/ai-in-plain-english/transforming-education-the-impact-of-ai-on-students-educators-and-administrators-54a6772b3426?sk=1f7fb4e28598c647cd61f46d1397b394

All the best,

Dianala

The variation in the time for diagnosing autism or other developmental disorders is influenced by a combination of factors related to the presentation of symptoms, access to and availability of professionals, resources of the neurodevelopmental center, and the proactivity of the parents. Improving the efficiency of screening processes and increasing the availability of specialists are important steps to reduce disparities in diagnosis times.

Facial validity seems to be what you’re going after, but a far better solution, if possible, is to try to find a preexisting scale or questionnaire. If not, your questions should be rooted in the extant literature. Many techniques exist to be systematic. Are you going to pilot it?

Hello, I am a PhD scholar working in the area of inclusive education but not exactly your research topic. I would love to collaborate to you.

Wish you all the best.

I can't say anything for sure about your specific situation, of course. However, I can suggest that you try to determine what factors could be at play by first putting yourself in the teachers' shoes to imagine it from their perspective. Often, in my experience, it comes down to work/responsibility/accountability issues. It often isn't that they can't get on board philosophically with the ideas of inclusion, but rather, the inclusion of one or more new students with significant needs means more work, more responsibility and more accountability with no support, additional compensation or recognition. Imagine if an employer said to any other salaried employee 'We've always expected you to do 'x' amount of work in about 8 hours a day. now we are going to add an hour's extra work, that you really aren't trained for but will need to do excellently, but your salary will remain the same.'

In other words, I'm asking if the 'pushback' is about the philosophy or about whether they are equipped and able to incorporate the student without adding significant extra pressure/stress. Many teachers are already feeling like they are stretched rather thin and these requests don't fit with how they have seen their work responsibilities in the past.

I once interviewed for a position and was asked about the philosophy of 'full inclusion' and I remember saying that I felt it made sense IF administrators all understood that for a system/philosophy of full inclusion to work it would cost *more*, not less than a more traditional organizational structure.

Having students with very high levels of needs included in regular classrooms for academic and non-academic courses will require significant additional resources in the classroom.

You might want to ask colleagues somewhat directly. What are the positives/negatives for you of inclusive education organizational models? I think they can tell you more about what you can do to make it manageable than any one else. Maybe ask what you can do to better understand your co-workers so that *then* you can ask what you can do to better help them understand inclusion. It's quite possible that better understanding of inclusion isn't going to be the 'fix'. Perhaps what's needed is a system of support in place for teachers that will make inclusion, as a philosophy, possible in practice?

To determine whether students in self-contained Special Education classrooms are receiving an equitable education, it is important to assess the extent to which their needs are being met and whether they have access to a well-rounded education that prepares them for future success. This often involves evaluations by educational authorities, advocacy organizations, and oversight agencies.

Dear Heraiz Rabah It used to be a decent journal which till 2020 it was hosted here https://dergipark.org.tr/en/pub/intjecse just select a paper here and see genuine peer review and well-edited papers. Somewhere round 2020 the whole operation felt apart. Whether this journal is the victim of hijacking or is now poorly managed is not entirely clear, but if one look at the facts then the following is clear:

-The journal is discontinued in Scopus https://www.scopus.com/sourceid/21100201518 and the highly suspicious increase in accepted and published papers in 2020 and 2021 (as one can see if you click on Scopus coverage content) is most likely one of the reasons for this discontinuation

-The Scopus coverage (look at Tab “Discontinued titles Sept. 2023” columns GHI in the enclosed file) stopped at Volume 13 issue 2 2021

-The journal “International Journal of Early Childhood Special Education” is/was according to ISSN: 1308-5581 (https://portal.issn.org/resource/ISSN/1308-5581 ) published by Anadolu University and according to Scopus https://www.scopus.com/sourceid/21100201518 their homepage is https://www.int-jecse.net

-This homepage is remarkably similar to Hindawi lay-out (see for example https://www.hindawi.com/journals/bri/ ), this is stealing…

-If you scroll down then you see logos of DOAJ (no member), Scopus (discontinued) and Clarivate’s ESCI (delisted, see enclosed file), so false info

-Volume 11, issue 2, 2019 on this (fake?) website contains papers (see for example https://www.int-jecse.net/article/Evolution+of+English+Language+in+India_5895/ ) which are not present in the real journal https://dergipark.org.tr/en/pub/intjecse/issue/51703

-Too many items on the homepage do not seem to work if you click on them, for example contact us (I was unable to find contact info, physical address…)

So, way too many issues. Personally, I would say: avoid.

Best regards.

PS. I see similarities with TURCOMAT, see for example my reply of June 8th 2021 here on RG https://www.researchgate.net/post/What_are_predatory_journals_and_how_can_they_be_detected_How_do_you_detect_citations_from_previous_journals

Achievement Goal Theory is a psychological framework that aims to explain how individuals' goals and motivations influence their behavior and performance in achievement settings. The theory suggests that individuals adopt different goal orientations or achievement goal orientations, which shape their behavior and responses to achievement-related situations.

Students with a mastery goal orientation are primarily focused on developing their skills, mastering new knowledge, and improving themselves. While students with a performance goal orientation are primarily focused on demonstrating their competence and outperforming others.

Developed by John Nicholls and Carol Dweck in the 1980s and has been widely studied in the context of education, particularly regarding academic achievement among students.

Find time to read these, it would be very helpful to you.

"Teaching 21st-Century Skills to Students with Disabilities: Current Knowledge and Future Directions" by Karrie A. Shogren, Michael L. Wehmeyer, and Janine L. Stichter (2015) - This article discusses the importance of teaching 21st-century skills to students with disabilities and provides insights into the current state of knowledge and future directions in this area. It emphasizes the need for individualized approaches and inclusive practices. You can find this article in the Journal of Special Education, Volume 49, Issue 3.

"Promoting 21st Century Skills for Students with Disabilities: An Instructional Framework" by Christopher H. Skinner and Zora A. Wolfe (2018) - This article presents an instructional framework for promoting 21st-century skills among students with disabilities. It provides guidance on incorporating technology, collaboration, critical thinking, and problem-solving into the curriculum. You can find this article in the Journal of Special Education Technology, Volume 33, Issue 4.

Muchos profesores universitarios son presa inconsciente de la cultura dominante. Más aún cuando muchas veces su carrera misma se ha demeritado, y no hay en muchos de ellos tiempo o energía para poder interesarse genuinamente en sus estudiantes y en sus procesos, o en su enseñanza como una materia de indagación activa, tal y como plantea Ken Bain sobre los que parecen ser algunos de los mejores profesores universitarios.

En general, y allí coincido con Gustavo Eduardo Toledo Lara , la docencia y el trabajo universitario adolece de una formación de carrera, con lo que implica ser académico. Es algo que lamentamos quienes llevamos años buscando ser académicos completos, como aprendimos en la vieja escuela.

Pido disculpas por no contestar en portugués. Mi portugués escrito no me permite escribir sobre esto todavía.

Hello Dr. Tahan, I am interested in working with you but this topic is very new to me. currently, I am working on Adverse Childhood Experiences and Career maturity. If you are interested we can collaborate in our projects.

Not yet about it.

Thank you for your help.

No I don't

Oksana Buturlina I am looking for empirical studies on physical education in special education.

The following RG link is also very useful:

the area or the coverage of the speial education should be specifically mentioned. May be dyslexia for example. Then which languege. It should be further narrow down. May a a second language like English.

Review your collected data again and check for similarities, if any, you may reduce it to fifty or bellow.

Dear Dr. Hicham Abdelouafi ,

I recommend thih link for you:

I recommend this link for you:

though difficult to be carried out, yet still, i go with yes.

As you said, a professor is expected to provide equitable professional service to his/her students. To this end, he/she has to know the entry behaviors of the students under his guardianship. Once he/she knows the students, he/she has to do a detailed plan that provides varied opportunities for different learners. That is, the professor should varied contents, activities, assessments, and what you name. Then, he/she is expected to conduct lessons using the plan as a guide. That is what it means by differentiated instruction.

social masking in girls with autism is very interesting and how they mimic their peers (other girls) or mirror one particular girl without fully understanding their actions/social behaviours. How autistic teens can "hold it together" in school then get home and have a "meltdown". You could look into school exclusions https://www.autism.org.uk/about/in-education/exclusion.aspx

I would be happy to collaborate. Are you interested in researching mental health services in special education?

First and foremost, after getting in touch with the master in Special Education , I recognized the characteristics of certain special cases of students more easily and I tried to use differentiated instruction more than before. The particular program of studies is not only a theoretical framework but also a whole mindset with applied solutions and useful knowledge about disabilities, behavioral disorders etc. It clarifies what educational integration can be in contemporary classrooms and it's a challenge for me to achieve it in practice!

I think that in the area of ​​social policies - financial provision, social counseling for families, problems are better resolved.

Education policy remains the most difficult, despite some positive results. One of the reasons is the variety of clinical symptoms (basic and additional) that are not always well known by the trainers. Another important reason is the difficulty in developing adequate training methods tailored to the individual needs of the students. Of course, in recent years, we have been working very actively in this direction.

Bullying was overcome by psychological rehabilitation methods

Thank you Timothy, I appreciate it!

CURRICULUM ANALYSIS is unpacking a curriculum into its component parts (e.g. learning, teaching, knowledge, society, resources); evaluating how the parts fit together, in terms of focus and coherence; checking underlying beliefs and assumptions; and seeking justification for curriculum choices and assumptions

Thanks Corey, I'll check it out!

Interesting article! However, I think there are a lot of factors that must be considered in this kind of assessment. Maturity in research and learning is key.

Hello Constantinos,

I‘m German and study inclusive student management systems. What are you precisely looking for? Inclusion in education is a variable term, depending on profession and context.

What a psychiatrist in Munich suggested, is to follow the implementation of the new ICD 11 guidelines for diagnosis. It might affect your work as well.

Inclusion is such a huge field and is based on a compliance model of its users within the system and its norms. Acceptance of neurodiversity and future research about it, is only possible if teaching and learning is perceived as bi-directional interaction.

I‘m happy to learn more about your work!

Best wishes

Annette

1. The effects of special education service on the self‐concept and school attitude of learning disabled/gifted students. By M.Elizabeth Nielsen and Susan Mortorff-Albert published by Taylor & Francis Online if your university has access to.

This study examined the effects of special education programming upon the self‐concepts and attitudes toward school of 76 learning disabled/gifted students. All students had been identified as learning disabled by their school and had an IQ score at or above 124. Eighty percent of the subjects had been labeled as learning disabled/gifted by the school system. The subjects were receiving a variety of special education services, self‐contained classes for learning disabled/gifted, a combination of learning disability resource room and pull‐out program gifted service, learning disability service only, or gifted programming only. These students generally expressed positive attitudes toward school.

The results suggested significant program effects: for general self‐concept, for self‐concept related to perceptions of intellectual ability, for self‐concept related to feelings of anxiety, and for attitudes toward the social aspects of school. Among the school‐labeled learning disabled/gifted, those students receiving either a combination of both gifted and learning disability service or only gifted programming reported higher self‐concepts than did those students receiving intense or exclusive learning disability service.

2. Also A Propensity Score Matching Analysis of the Effects of Special Education Services which you can also access if your college have access to ERIC Journals

Thank you everyone. Your answers will be very helpful

Our team includes persons on the autism spectrum who have an intellectual disability in our research activities; however, not all persons on the autism spectrum have an intellectual disability. 

I'm an occupational therapist, so speaking from that perspective: often children with ASD need OT services collaboratively with their classroom teacher.  Each individual will have varied needs, but commonly sensory integration techniques are used for calming.  Social stories are emerging in the literature as being helpful with disruptive classroom behaviors as well.  Speech therapy will address communication deficits as needed.  Continued support and advocacy for parents is important as many do not know the rights of their child, and consequently may not be able to fully fight for their child's rights. 

Is it possible that exclusionary zoning is not really zoning at all. Could it really be exclusionary building codes and housing codes . . . primarily?

Cordial saludo 

este video lo trabajos desde el programa de educación inclusiva en Colombia. 

Camino a reconocernos 

Éxitos 

@Kannamah Mottan

Its the scenario (a). In my study, I found almost 7% of the children attending a primary school for the blind (exclusively for the visually impaired) had normal or near normal vision and were able to read print books and write. (Also seen in many other studies from blind schools)

The 'system' should have identified these children at the time of enrollment, so that they could attend mainstream schools. Lack of proper examination due to limited facilities and professional may have contributed. But what other factors might have caused this? I am thinking financial benefits, associated physical disability and dis figuration... any thing else?

Hello Livia,

I am attaching special education standards by the Council for Exceptional Children. You might want to turn them into a questionnaire.  They come from an authoritative source.  

Sandra H

 HI Emir,

Autism in minority communities anywhere face more challenges because of the cultural stigmas associated with autism. Research has found that minority children receive autism diagnoses later than their peers due to several factors. There may not be a willingness to accept a disability diagnosis for social reasons, because parents are fearful of others' reactions to their child who has a disability. A delayed diagnosis may also be due to parents' reluctance to accept that their child may have a disability, fearing the implications that will come with such a diagnosis. The more severe the autism manifests, the more likely the parents will feel the need to isolate themselves from the community. 

To stop discrimination against their children, parents must first be aware of the law. What provisions are in place that specifically protect their children in school settings, for example? Even with somewhat of a legal understanding, parents must become their child's advocate. For example, I started a website and blog devoted primarily to raising awareness and support for autism. Social media is a great way to get involved, advocate and educate one's self about autism and related disabilities. 

Ive seen one journal Volume 19 issue 1 all about disability studies...http://www.ifets.info/ 

Here's what is available in RG on your topic: https://www.researchgate.net/search.Search.html?type=publication&query=Special%20Education%20support%20at%20secondary%20level&tabViewId=57f50e57b0366d85191a431c&previous=researcher

I am also including an article on accommodating different teaching styles for the diverse student backgrounds in your classroom that may be helpful to your topic:

Best regards,

Debra

Hi Raji,

Trying to answer your question by taking logical skill to mean more like reasoning skill, putting before them questions relating to their  everyday life which would involve their decision making after considering reasoning based on various disciplines would be a good idea.

Salil Bhatt

Than you, Janet!

Dear Richard Zigler, Thank you.

Please find attached some literature to assist you.

- Appeal to the results of direct and indirect psychological of autistic assessments.

- Assessments of the potential emotions, feelings and affections of autistics.

- Assessments of the psycho-motor sensory and motor development,: psychomotor and sociability of the autistics.

- Effectuation of several case studies analysis and, after individual reviews, find common denominators of autism.

a closed rope with the length of  3+4+5 = 12 units. plant a long nail on ground and put this rope around the nail and by trail and error method make a triangle with sides 3,4 and 5. you will get a perpandicular lines. with the help of thisextend the lines to get marking for your any court

Behavioral treatments for the core symptoms of autism in young children (up to 7 years of age) usually take longer time such as 10 to 20 hours per week.  But behavioral treatments for focused problem areas such as irritability in children ages 3 to 8 or anxiety in children ages 8 to 14 can be delivered as one-hour per week interventions over 4 to 6 months. 

 Assumption that social change occurs as a result of the effect of a change agent. Agents for change can come from individuals, groups, or institutions. If you want research to uncover the "meaning" a social change, then the appropriate research method is a "interpretive" (qualitative research), which aims to reveal the meaning behind the action (individual, group, or institution) that is the subject of research. However, if you want to research on explaining the process of social change and an event of social change "general", then the method appropriate research is a "quantitative research" aimed to reveal a process of change and test theories about social change in the context (individual, group, or institution) that is the subject of research. thanks

up to my knowledge, Legislation on Inclusive education and further, curriculum according to the inclusive education, professional development of inclusive education teachers, classroom arrangement, educational administration and family and other agents for education are variables but you have to limit according to your research objective.  

Hello Nnenna:

Part of differentiation is accommodating for diverse cultural backgrounds among your students. The attached gives an idea of how this can be achieved. I hope this is helpful in answering your question.

Many thanks,

Debra

There is a similar study uploaded here in RG. See the link below:

Hi, I do not use,,, but this link may help you

regards

Dear Ehsan, maybe the embedded search will guide your thoughts somewhat? I am unfortunately not sure how easily these papers can be accessed.   Some free search engines may also generate relevant information (please see the embedded link)..

Good luck with your studies!

Jack, I have certainly heard of some children on the spectrum benefiting from karate or other more formalized movement disciplines. using dance for "therapy" to help improve in those areas  like dance and gymnastics, and karate helps so much in morale, especially when morale can be so difficult in other areas of life.  My own daughter, who didn't have autism, but had issues in motor skills when she was little, was in a gymnastics program at Easter Seals that took place in a regular gymnastics facility where other children were becoming athletes.  I think that setting became an important aspect to the success of that program.  Yes, there were children on the spectrum in her classes, but it was better for these classes to be conducted in a public facility rather than somewhere dedicated exclusively to children with special needs.  It gave them a way to feel proud of their accomplishments.

I also would be interested in seeing interdisciplinary approaches used to tie in issues in the biochemistry with any difficulties in movement.  I've dreamed of seeing some occupational and physical therapists formalizing evaluations in this sort of area...evaluating such things as stiffness, and vestibular function and even strength and muscle mass and speed.  I've seen what is possible at a gait clinic that deals mainly with people recovering from injuries or  from MS.  An autism center could develop formal standards  that later could be used to evaluate function for many adults with other developmental disorders.  But, for "treatment", the more normal setting (how people with no diagnosis build these skills), seems better overall.

Dear Sarah,

I have some related research article.

Please find it as file attachment.

Hope it will be useful.

Happy researching...

Inclusion shall be a right for all, all over the world. Every child as inclusion potential. Although each country has its inclusion policies. When having the appropriate human and material support no child must be left behind.

a nice list! (I upvoted all o you! :)

Thank you very much, dear William!

You may find information on projects from the European Agency for Special Needs and Inclusive Education helpful -  see: https://www.european-agency.org/agency-projects

Also the model policy for Inclusive ICT -http://unesdoc.unesco.org/images/0022/002272/227229e.pdf

Hope this is useful!

Dear Samuel,

Although a suitable approach will depend upon the particular neurodiversity and stage of the student I would recommend educational robotics, such as the Roamer robot. The Roamer developers have reported some success with neurodiversity students. Look for the names Catlin and Blamires.

How to "use" the ICF is akin to asking how to "use" a car.  There are technical aspects and then there are those left to your creativity and inventiveness.  Technical aspects include the use of the codes and qualifiers and the needed assessments to map onto them.  Clinicians and scholars alike are often frustrated by the ICF because it does not "tell" you how to do much of anything.  It as never intended to dictate but to provide a common framework for professionals to design effective real life programs to enable all people to reach their full potential.  What works ICF wise in country X for elderly patients with dementia does not have to be same as for country Y for children with cerebral palsy.  Home health care has different components than skilled nursing home care.  Specifically, in the ICF it states "As a classification, ICF does not model the “process” of functioning and disability. It can be used, however, to describe the process by providing the means to map the different constructs and domains. It provides a multiperspective approach to the classification of functioning and disability as an interactive and evolutionary process. It provides the building blocks for users who wish to create models and study different aspects of this process. In this sense, ICF can be seen as a language: the texts that can be created with it depend on the users, their creativity and their scientific orientation"  Which use, which measurements will ultimately prove the best?. That is what research is for and the ideas you come up with may be just as legitimate as those who have been studying disability for years.  In addition, research builds upon previous work. But someone has to start, someone has to be the first to try.  It may fail but that is of great value because then everyone knows not to go down that route again.  If there are any specific articles of mine you would like, I would be glad to share them.

Jessica,

This link has landmark legal cases that shaped our present special education practices.  This is not an inclusive  list of disability laws.  Special education started in the US when child labor laws were established in the 1900's. Once these children were in schools, their differences were noticed.  Access a textbook in this area for more information.    h 

This is a very interesting topic. I will share some of the experiences from Bosnia and Herzegovina. At the time I finished my studies, special educators were calles „defectologists“ (now the term is special education teachers and rehabilitators). „Defectologists“ were trained in a similar fashion that prof. Matsuishi explained- much medical and psychology subjects- anatomy, physiology, genetics, neuropsychology. We also had a lot of training on general characteristics of people with disabilities. Than, on the third year of the study you have to choose the specialized department: speech therapist, special educator for children with intellectual disability (ID), SPED for children with hearing impairments, SPED for children with visual impairment  and SPED for children with behavior problems. I chose SPED for children with ID. But, in actuallity you are not just trained to work with children but with adults as well. We had an in depth training in methods of early intervention, school work (with much practice at school), and work with adults (for example. Preparation of Individualized Support Programs based on needs, and Person Centered Planning). So, you actually choose the field to study and in my case it was ID. I am quite satisfied with my training as it provided us with a broad knowledge and practise for work in the field. Our „leaders“ in the field were Leo Vigotsky (Russia) and Lightner Witmer (USA). Nowdays only certain Universities do offer these wide courses (including my University) but most Universities in BiH are now offering special education courses that are more in line with general education (and you get special trainings on how to make individualized Education Programs, support students in inclusive class etc). Apart from the pejorative name „defectology“, I prefer the Vigotsky and Witmer approach.

Christoforos:

There is no national standard in the United States. Individual states develop their own systems for inclusive education. The only proviso is ensuring compliance with IDEA. Perhaps you could contact the Council for Exceptional Children (CEC) for more information. 

I found some master's thesis' in Finnish about the issue and some articles close to it, which are about inclusive pedegogic in Finland (in English, Halinen & Järvinen 2008 and Takala et al 2009). The issue is interesting and I think it defenetaly should be studied!

Perhaps this research on helping Creole language students to write and speak English for the purposes of exams can be helpful:

Best regards,

Debra

 http://www.ncbi.nlm.nih.gov/pubmed/18959577

There have been several papers by others over the years that have laid the groundwork for inclusive education ---- check out work by Cole, Waldron, & Majd (2004), or Huber, Rosenfeld, & Fiorello (2001)