Questions related to Special Needs Education
If you work in primary education or with primary aged pupils either who have or do not have SEN.
Then would you consider filling out my questionnaire as part of my dissertation into professionals perspectives and definitions of inclusion.
If you could follow the link below that would be greatly appreciated. Thank you!!
Hi Researchers Community!!
I am initiating a very relevant and useful discussion aiming at generating focused ideas and knowledge of how a teacher handles or should handle gifted and brilliant students in a normal class having varied differences. As it is an established fact that 21st century learners are more creative, innovative and smart comparably, reason being their having easy and granted access to technology since their early age. They are more techno-friendly in comparison to older generation teachers. Today's classes have maximum diversity that existed never. Mostly it happens in case when a teacher faces bright and gifted learners in his normal class, they are overlooked and their special educational demands are hardly met. This problem has severed in modern time, and we can no longer treat creative students with unjust. The teacher should organise well thought strategies and approches to deal and handle exceptionally good students. How do you carry out this task in your class? You need to share your experience and knowledge here for the enlightenment of other fellow researcher. Your all sort of views are most welcomed in advance. Thank you in very much anticipation.
I am conducting a study with the following variables:
Need for referral (10cm analogue scale) - continuous data
Yes or No question about child's development - nominal data
Ethnicity of child
Gender of child
Gender of teacher
General Self-efficacy (GSE) score of teacher
The hypotheses are:
Hypothesis 1: Male vignettes will be scored a higher need for referral compared to female vignettes
Hypothesis 2: The need for referral will be lower for White British children’s vignettes compared to other ethnicities vignettes
Hypothesis 3: Recognition of atypical development will be lower for White British children’s vignettes compared to other ethnicities vignettes
Hypothesis 4: Female teachers will rate a higher need for referral compared to male teachers
Hypothesis 5: Teachers with high self-efficacy will recognise atypical development more accurately than teachers with low self-efficacy
Hypothesis 6: Teachers with low self-efficacy will rate higher need for referral than teachers with high self-efficacy
I am hoping to find out the ability of Early Years educators to recognise and refer children with SLCN.
I am struggling to decide which analysis method I should use. I would really appreciate some guidance. Thank you.
Seeking information about universities and colleges that offer a full or partial scholarship in any of these areas: (coursework/research -- graduate programs) in Education, Social Work, Sociology, Special Education, Psychology, Counselling, Educational Technology and Mental Health.
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I am currently writing my thesis on parental denial of students with special needs. It's primary audience is parents and counselors and what factors contribute to their initial denial and rejection of their child's needs. It focuses on the parent's needs throughout the process of going through denial and their emotional state. Can anyone recommend any survey or questionnaire I can use?
We know global orientations concerning special needs, but each country apply inclusion and pedagogical support differently. I'd like to hear from countries as Switzerland and Germany. Many thanks!
I am interested in looking at propensity score matching comparing children that receive and do not receive services.
teachers approaches to teaching personal hygiene to the deaf.
a research on teachers approaches in teaching personal hygiene.
I am looking for some studies explaining why some children, despite their normal vision, get enrolled in special schools for visually impaired, especially in developing countries.
I am trying to formulate a research proposal for occupational therapy using the theoretical model of Occupational Adaptation and Vona du Toit Model of Creative Ability. I am trying to discover if one can determine a level of intrinsic motivation; and if through intervention, intrinsic motivation may be improved? Any suggestions, research designs or clarification on studies (outside of occupational therapy) that have addressed this before?
I'm writting an article that aims to describe the potencial of infographics on literacy development and children with special educational needs. Does any one knows any publication?
Is there any researcher interested in agricultural vocational training for students with special needs ?
I am working with a special needs teen who's mental age is many years younger. They are engaging in self-harm and seeking attention. I am looking to learn more about possible positive substitutions for this behaviour
I am currently completing my MEd. thesis on examination accommodation support for students with autism spectrum disorder. I am wondering does any body know of any recent studies in this area or if you could point me in the right direction for any literature relating to this? I am looking at current provision of reasonable accommodations in Ireland but any international or national information would be most welcome. Thank you.
My PHD study topic is centered around the availability and use of ICTs for the visually impaired in public libraries. In doing literature searches I found very little recent information available (in the form of published papers) on the topic with specific reference to the US and UK respectively. A request is hereby made for anyone with such information to send to me.
I have recently conducted research on post-secondary schools in every province of Canada and have found that 70% of the institutions (serving over 43,000 students with disabilities) routinely provide ETTA of 150% of the standard time provided to students without disabilities. I have contacted the CPA, school psychologists, and experts in the field of accommodations, and no one can tell me where this practice originates. This is a troubling finding, as no research has been conducted that supports ETTA of 150% as a blanket accommodation. I am interested in explaining this finding, and your help in doing so it very appreciated.
Why is differentiation for children with SEBD effective and why is it not effective? What are the problems differentiation creates for children with SEBD, teachers and other children in the classroom?
Relevant books and articles would be highly appreciated.
Do we use assistive technologies to their full potential? What ways have we seen, in what ways do we use them? Are there any researchers out there living on the edge of inclusion, independently using assistive technologies?
Children with autism have strengths with technology and visuals. They often have weaknesses with handwriting, spelling and both oral and written communication. No research could be found linking children with autism and picture to text software for writing. I was wondering if I missed something.
I work on educational program right now.so, I need some information and studies about the teaching strategies that I can use with ADHD
What are the changes that we can do with classroom environment to reduce such kind of disorder
I would be interested in any studies that have looked at agreement between parent/caregiver rating and self report ratings of social or physical competence for participants with Intellectual Disability. Anything you know of with child or adult participants would be very helpful.
Currently, I am trying to find data about the use of ICT with SEN children in the schools contexts. I am a SEN teacher, but a student too, and I am investigating why it is so hard to find teachers that use these technologies with these children when the results are quite promising. There is a little evidence of this, and it is comes down to specific technologies to use with specific disabilities. That 's okey for my investigation but I need another information, focus on teachers and their concepts, aptitude and attitude towards the use of ICT with their special pupils. Because finally, they are gonna be the ones who use it and decide how to use it.
Thanks in advance.
My name is Jack Gilbert. I am a final year student at the University of Northampton studying BA Special Educational Needs and Inclusion. I am currently undertaking some research on whether dance/movement could be used as an intervention to support children with Autism. I am asking whether it would be possible to interview anybody who works within this field.
The interview would last approximately 30- 40 minutes and can be in a location that is virtually for you (whether face to face, telephone or virtually).
Your confidentiality and anonymity will be remained throughout and the research will abide with the University of Northampton's ethical guidelines. The research will also be stored securely.
I am very aware you must all be extremely busy so I would like to thank you in advance for reading this text. Any information would be useful.
If you would like to take part within my research, or have any questions about the research, please contact myself
BA SEN & Inclusion student at the University of Northampton
what I am interested in is the application of theoretical work in the development of research methods, I.e to operationalise the theory and show its cogent value.
Focussing on strategies used compared to those used within a mainstream classroom, and benefits for children with SEBD. All research welcome. Thank You
As advocates of inclusive education, we sometimes mean well in showing the full faces of children with disabilities (perhaps, well mean) in our promotional materials in an effort to draw attention to our promotional messages. But, should we be promoting how to make the learning environments more inclusive so that other educators can be informed on how to prepare for inclusive education? For example, showing how assistive technology tools can be used to make the learning environment more inclusive. What are your thoughts on this issue?
Paraprofessionals respective teacher assistants play an important part in learning of students with special needs in inclusive settings. Most of the available studies don't distinguish closely respectively the kind of special needs. In Germany the differentiation between various kinds of special needs is traditional high. So I'm searching specific finding for children with intellectual disabilities. Thank's for a hint!
the title of my study is "Challenging Behaviors in Relation to Social Skills in Adolescents with Moderate Intellectual Disabilities"
I like your papers published in this field but I need to know you point of view about this topic. Unfortunately, there are not enough resources about this topic in Egypt. I wonder if you could help me by any means. If you have any scales and researches available about this topic, would you please tell me where I can find them?
The people with disabilities can become one of the most benefited sections of the society from the Internet technology. These people can be the blind, deaf, physically disabled, old age etc.
Are there any framework, model, guideline or laws that help towards the accessibility of the website on the Internet? If any, What are those?
It would be useful to have a standard outcome measure to facilitate service audit. The difficulty is that whilst there are various outcome measures recommended for people with mild to moderate learning/intellectual disabilities, there seems to be a dearth of measures for people with more severe intellectual / learning disabilities.
The ideal measure would be:
- Quick to administer
- Easy to understand
- Applicable to people with as wide a range of intellectual disabilities as possible.
Any information / recommendations would be very much appreciated!
These research based programs need to be applicable to special needs students ages 3 to 9 years old. They should be able assist me in my teaching practice in helping special needs student excel academically.
And would also appreciate sources to locate additional secondary data to support the effectiveness.
The link attached has an article where Erin, a student of mine had published about me.
Now my question here is, whether its the online or offline medium, what are the various teaching aids available for disabled students?
I am using ICF as a conceptual framework in research of school to work transition for young people with disability. I am also using social inclusion theory for analysis and ICF to frame the questions and design research instruments but am struggling with how to use ICF framework as its implication is large. If you could please suggest sample of the question guide, it would be wonderful.
we are a special developmental school and are submitting a grant application and need to add some peer reviewed research
Raeff talks of independence being a social construct based on the value placed on aspects of independence in each society. I would like to draw a picture of the value in my own society. Have you done this in yours? What documents did you use to help define the value placed? I have looked at the requirements for assistance for disability as a starting point. Any thoughts?
What is the best way to identify low achievers in the classroom? Is there an instrument for that? I mean low achievers not persons living with learning disabilities.
I'm looking for a scale on friendship quality I could use with teenagers and adults with intellectual disabilities. I'll be grateful for any suggestions.
Usually children with hearing impairment face many problems after integration to normal school. I would like to know what may be probably the major challenges these children faces in integrated school setting.
One of my students is doing a research with mothers of hard of hearing children and their children. We want to use collaborative story telling and dialogic reading
Does anyone know what the grade level is that public schools are required to teach up to for children with disabilities? For instance, children with disabilities can attend school until age 21 or they can drop out of school if they so desire regardless of grade level. For instance, intellectually challenged people could stay in school until age 21 but never reach the educational level of the 6th grade because it's not possible for them to go beyond the 6th grade. Is the 6th grade the cutoff for teaching children with exceptionalities?
I need some newly assessment tools in autism including Autism Spectrum Disorder- Comorbid for Children (ASD-CC), Autism Spectrum Disorder- Diagnostic for Children (ASD-DC), Autism Spectrum Disorder- Problem Behavior for Children (ASD-PBC), and Profile of Toileting Issues (POTI).
I'm looking for any feedback as they are claiming to teach speech and reading skills to people with autism, Down syndrome and other special needs.
From a legal perspective, children entitled to special education are entitled to an individualized plan. Only so many approaches are likely to work, however, so I'm trying to locate research on the question of whether differentiated education is actually necessary in order to deliver special education services.
This is for my Thesis for my Master's in Elementary Education. Please note I am also doing my Master's in Special Education with an emphasis in Autism. I currently work in an alternative school setting with children with HFASD, but I need to find articles and research findings to support this question. Thanks you.
I'm looking to set up an Academic Resource Centre in a UK secondary school and would like to find out as much as possible about others that have been set up as possible.
i want to develop innovative teaching material for autistic children so i want to know about websites developing these material.
i would like to conduct the research regarding inclusive education for students with disabilities in the primary school. i am interested to look at the barriers and facilitating factors to participate into inclusive education from the eyes of parents, teachers and students with disabilities.
What kind of research questions is relevant to the ethnographic research?
May i ask:
What are the barriers to engage children with disabilities in inclusive education?
What are the facilitating factors to engage children with disabilities in inclusive education?
or i should ask questions sound in more sociological? i have no idea how all about the ethnographic research.. Much appreciate to get your guidelines.
I am currently assisting a chaplain at a special school to support parents and one parent has asked for specific information or tips to assist in prevention of uptake of substance use by a child. This Parent feels that the tips given to parents of mainstream children are not sufficient.
Any thoughts how to teach foreign language pronunciation especially IPA notation and transcription to students who are blind?
For me IPA has an enormous value in learning foreign language pronunciation, what about my students who are blind how to adapt it? Do you have any ideas, did you come across blind student of linguistics who learnt IPA? Maybe you are a professional who encountered blind student and was wondering how to adapt IPA? Is IPA and transcription for the blind totally omitted and the topic marginalised. Share your ideas and reflections with me as the topic seems extremely interesting for me.
I want to design a TLM for autistic children. Kindly guide me about different parameters we should consider when designing TLM for autistic children.
I'm interested in PRT implementation in schools. I've been able to find 10 studies examining this, but wonder if there are more out there. Is anyone aware of any? Is anyone doing any work in this area? Thanks!
Does the tool provide for consistent longitudinal data collection and accountability for teachers? I am interested in what other tools are used within Australia to map progress of Students with Educational Needs or for Students who are achieving below the Australian Curriculum Foundation level. How do these tools marry up to the Australian Curriculum and if they provide for clear links to researched based teaching and assessment strategies for ease of Curriculum differentiation within mainstream schooling and education support settings.
i want to know is there any special curriculum for autistic children? and if yes i want to know what points i should consider when framing curriculum for preschool autistic children.
I have planned for a comparative study of policies for disability rehabilitation particularly for children with intellectual disability using a Sequential Exploratory Design (Qualitative Part dominant). Any researcher interested in such collabrative study kindly drop a msg?
does anyone have an idea of how young people with PMLD are fully assessed and supported into adult transition in uk. Need help to develop more on this for my dissertation pls .
I am working with a young, highly able child K/1st grader who is struggling in a regular classroom setting with writing. His emotional state is a definite impediment to learning as he is presenting patterns of very poor behavior which exacerbate the situation.
I need an instrument that measures visual, auditory, tactile and olfactory performances of preschool children with visual impairments.
I want to study on interiors of schools for autistic children so what should I consider while designing interiors for them.
This question aims to point out the difficulties that hearing impaired face in social life, in despite all the efforts made and different approaches taken to help them. Emphasizing the necessity of self-reliance of the hearing-impaired in social life and their substantial participation in the sustainable development of community, this question introduces.
We have an interest in adult dyslexia as we were invited to train in and to diagnose adult dyslexia (funded by the local dyslexia association) and that included the BDA workplace needs assessor programme. We have therefore developed an interest in reasonable adjustments, which are influencing our thinking within clinic.
This has led to the incidental observation that a signifciant number of our clinic patients would also attend the local dyslexia association and report being dyslexic (not necessarily diagnosed). Also, local evidence points out that those struggling to manage LBP have lower educational attainment (making us wonder whether that is actually an indication of a specific learning difficulty as opposed to general ability).
The project would (currently) hopefully do the following things:
- establish the prevalence of dyslexia in the local adult population (we have a vehicle similar to the household survey that we could access)
- We would then like to work out whether there is a greater representation of adult dyslexics within our clinic population - compared with the general local adult population. As a long term goal this is of course to improve long term outcomes for chornic pain patients.
- As part of the process, we need to establish the best and feasible screening tool/measure
- we would also like to establish, if indeed, dyslexics are more greatly represented in our chornic pain population, whether they are those who struggle the most to take on board / learn taught/coached pain management skilss and - more importantly - how we would better coach, better teach and better assist them navigating both our department and, therefore, the potential for better navigating healthcare in general.
So far, there is a team of three of us (this is in the middle of clinical work, etc.) and we would be keen to make some links and consider collaborative working opportunities but, in the first instance, wondering whether you would be happy to arrange a time to discuss.
I am working on the relationship between working memory and academic achievement among children with intellectual disabilities.