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with special needs</title> <meta name="description" content="Search results for: students with special needs"> <meta name="keywords" content="students with special needs"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="students with special needs"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8165</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: students with special needs</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8165</span> Evaluating the Effectiveness of Digital Game-Based Learning on Educational Outcomes of Students with Special Needs in an Inclusive Classroom </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The inclusion of special needs students in a classroom is prevailing gradually in developing countries. Digital game-based learning is one the most effective instructional methodology for special needs students. Digital game-based learning facilitates special needs students who actually face challenges and obstacles in their learning processes. This study aimed to evaluate the effectiveness of digital game-based learning on the educational progress of special needs students in developing countries. The quasi-experimental research was conducted by using purposively selected sample size of eight special needs students. Results of both experimental and control group showed that performance of the experimental group students was better than the control group students and there was a significant difference between both groups’ results. This research strongly recommended that digital game-based learning can help special needs students in an inclusive classroom. It also revealed that special needs students can learn efficiently by using pedagogically sound learning games and game-based learning helps a lot for the self-paced fast-track learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title=" digital game-based learning"> digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fast-track%20learning" title=" fast-track learning"> fast-track learning</a> </p> <a href="https://publications.waset.org/abstracts/85229/evaluating-the-effectiveness-of-digital-game-based-learning-on-educational-outcomes-of-students-with-special-needs-in-an-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8164</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20eEducational%20needs" title=" student with special eEducational needs"> student with special eEducational needs</a> </p> <a href="https://publications.waset.org/abstracts/40681/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8163</span> Special Education in a Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20K.%20Johnson">Anna K. Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology can provide endless opportunities for students with special needs. Virtual learning, particularly virtual charter schools in the US, provides opportunities for students with special needs for alternative education besides Brick and Mortar schools. Virtual schools have proven to be successful in the way they are able to provide quality education for their students. Virtual schools, just like Brick and Mortar schools, are not for everybody. This research is designed to look at the effectiveness of online charter schools, so parents can make decisions based on data. This article explains what inclusion is and how inclusion is addressed in the virtual environment. Often, students with special needs have limited options for schooling, and new charter schools provide that alternative education for students who don’t fit in the local brick-and-mortar school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education" title="special education">special education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20school" title=" virtual school"> virtual school</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/156128/special-education-in-a-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8162</span> Teaching: Using Co-teaching as an Instructional Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beverley%20Gallimore">Beverley Gallimore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Individuals with Disabilities Education Act of 2004 (IDEA) has helped to improve outcomes for students with special education needs. Through IDEA, students with Special Education Needs (SEN) have opportunities for more equitable education within the General Education classroom. However, students with disabilities lack access to instructions that can help them to maximize their fullest learning potential. Recently, educational stakeholders have emphasized Integrated Co-teaching as a tool to increase engagement and learning outcomes for students with disabilities in general education classrooms. As a result of this new approach, general and special education teachers are working collaboratively to teach students with disabilities. However, co-teaching models are not properly designed and structured to effectively benefit students with disabilities. Teachers must be oriented correctly in the co-teaching models if it is to be beneficial for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CO-teaching" title="CO-teaching">CO-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable" title=" equitable"> equitable</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a> </p> <a href="https://publications.waset.org/abstracts/164919/teaching-using-co-teaching-as-an-instructional-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8161</span> Perception of Authorities in Social Support by Students under the Conditions of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20Zolnova">Jarmila Zolnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebenarova"> Lucia Hrebenarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkova"> Veronika Palkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interconnections between supportive sources of authorities at school and students have been proved. Lacking research in this field in Slovakia translates into absenting perception of social support by students with special educational needs. The aim of this paper (presented by the poster) is to reveal and interpret the perception of frequency and importance of authorities at school from students' perspective. The sample included 718 students aged 10 years and 1 month on average. Eighty nine students of this count were students with special educational needs. Data were obtained from the Child and Adolescent Social Support Scale (CASSS) for students. Mutual relations between teachers acting as the source of support and students were not significant. Neither was significant the support of other school employees. Both groups of students assessed the frequency and importance of social support from teachers more positively than the support from other school employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intact%20student" title="intact student">intact student</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogue" title=" pedagogue"> pedagogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20employee" title=" school employee"> school employee</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support "> social support </a> </p> <a href="https://publications.waset.org/abstracts/40722/perception-of-authorities-in-social-support-by-students-under-the-conditions-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8160</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction to Overcome Learning Difficulties of Vocabulary in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaar"> Sajedah Al Yaar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: To assess the effect of using audio-visual aids and computer-assisted/ aided language instruction (CALI) in the performance of students of special needs studying vocabulary course. Methods: The performance of forty students of special needs (males and females) who used audiovisual aids and CALI in their vocabulary course at al-Malādh school for students of special needs was compared to that of another group (control group) of the same number and age (8-18). Again, subjects in the experimental group were given lessons using audio-visual aids and CALI, while those in the control group were given lessons using ordinary educational aids only, although both groups almost shared the same features (class environment, speech language therapist (SLT), etc.). Pre-andposttest was given at the beginning and end of the semester and a qualitative and quantitative analysis followed. Results & conclusions: Results of the present experimental study's pre-and-posttests indicated that the performance of the students in the first group was higher than that of those of the second group (34.27%, 73.82% vs. 33.57%, 34.92%, respectively). Compared with females, males’ performance was higher (1515 scores vs. 1438 scores). Such findings suggest that the presence of these audiovisual aids and CALI in the classes of students of special needs, especially if they are studying vocabulary building course is very important due to their usefulness in the improvement of performance of the students of special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20components" title="language components">language components</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=SLTs" title=" SLTs"> SLTs</a> </p> <a href="https://publications.waset.org/abstracts/186621/using-audio-visual-aids-and-computer-assisted-language-instruction-to-overcome-learning-difficulties-of-vocabulary-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8159</span> Training Student Teachers to Work in Partnership with Parents of Students with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alicia%20Greenbank">Alicia Greenbank</a>, <a href="https://publications.waset.org/abstracts/search?q=Efrat%20Bengio"> Efrat Bengio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research was to examine the efficacy of the first course in Israel, whose objective is to train student teachers in the special education department to work cooperatively with parents of children with special needs. Studies often highlight the importance of cooperation between teachers and parents of students with special needs. Israel’s Special Education Law defines parents as complete partners, and the Ministry of Education encourages and even requires that partnership be present. Yet this partnership is difficult to achieve many kindergarten teachers, and teachers have a lot of difficulties establishing and managing a pattern of cooperation with their students’ parents. Often we see different perspectives on the child's development and needs, distrust, lack of appreciation, and communication difficulties on both sides – parents & teachers. The course describes a method of instilling the need for cooperation at an early stage of teacher training-in the teacher training program. 22 students in the special education program for early childhood education in the fourth year of learning took part in the course. The fourth-year is the experiential training year and the first time that students have worked in a school. The course consisted of 14 sessions. Seven parents of students with different disabilities participated at 6 of the sessions. The changes in the students' attitudes towards partnership and their ability to manage this partnership were carried out by examining the reports written by the students before the meetings with the parents and the reflections they wrote after each meeting with the parents and at the end of the course. Three themes emerged from the narrative analysis, corresponding to the three preconditions for joint activities with parents — Approach, Attitude, Appropriate Atmosphere, according to the Four A’s Model. The findings showed that a course combining meetings with parents of children with special needs offers many benefits for teacher training. The course raised student awareness of the question partnership, changed students’ approaches and attitudes towards the parents, stressed the importance of partnership, and provided students with tools for working with parents through the school. Based on the findings of this study, courses in this format can be applied in order to cooperate between teachers and parents, for example, parents of gifted children with special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Partnership%20with%20parents%20in%20special%20education" title="Partnership with parents in special education">Partnership with parents in special education</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%20of%20children%20with%20disabilities" title=" parents of children with disabilities"> parents of children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%20of%20children%20with%20special%20needs" title=" parents of children with special needs"> parents of children with special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20involvement%20in%20special%20education" title=" parents’ involvement in special education "> parents’ involvement in special education </a> </p> <a href="https://publications.waset.org/abstracts/116186/training-student-teachers-to-work-in-partnership-with-parents-of-students-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8158</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction to Overcome Learning Difficulties of Sound System in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background & Objectives: Audio-visual aids and computer-assisted language instruction (CALI) effects are strong in teaching language components (sound system, grammatical structures and vocabulary) to students of special needs. To explore the effects of the audio-visual aids and CALI in teaching sound system to this class of students by speech language therapists (SLTs), an experiment has been undertaken to evaluate their performance during their study of the sound system course. Methods: Forty students (males and females) of special needs at al-Malādh school for teaching students of special needs in Dhamar (Yemen) range between 8 and 18 years old underwent this experimental study while they were studying language sound system course. Pre-and-posttests have been administered at the begging and end of the semester. Students' treatment was compared to a similar group (control group) of the same number under the same environment. Whereas the first group was taught using audio-visual aids and CALI, the second was not. Students' performances were linguistically and statistically evaluated. Results & conclusions: Compared with the control group, the treatment group showed significantly higher scores in the posttest (72.32% vs. 31%). Compared with females, males scored higher marks (1421 vs. 1472). Thus, we should take the audio-visual aids and CALI into consideration in teaching sound system to students of special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20components" title="language components">language components</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20system" title=" sound system"> sound system</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=SLTs" title=" SLTs"> SLTs</a> </p> <a href="https://publications.waset.org/abstracts/186619/using-audio-visual-aids-and-computer-assisted-language-instruction-to-overcome-learning-difficulties-of-sound-system-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8157</span> Mental Vulnerability and Coping Strategies as a Factor for Academic Success for Pupils with Special Education Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Dubayova">T. Dubayova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slovak, as well as foreign authors, believe that the influence of non-cognitive factors on a student's academic success or failure is unquestionable. The aim of this paper is to establish a link between the mental vulnerability and coping strategies used by 4<sup>th</sup> grade elementary school students in dealing with stressful situations and their academic performance, which was used as a simple quantitative indicator of academic success. The research sample consists of 320 students representing the standard population and 60 students with special education needs (SEN), who were assessed by the Strengths and Difficulties Questionnaire (SDQ) by their teachers and the Children’s Coping Strategies Checklist (CCSC-R1) filled in by themselves. Students with SEN recorded an extraordinarily high frequency of mental vulnerability (34.5 %) than students representing the standard population (7 %). The poorest academic performance of students with SEN was associated with the avoidance behavior displayed during stressful situations. Students of the standard population did not demonstrate this association. Students with SEN are more likely to display mental health problems than students of the standard population. This may be caused by the accumulation of and frequent exposure to situations that they perceive as stressful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping" title="coping">coping</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20vulnerability" title=" mental vulnerability"> mental vulnerability</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performance" title=" school performance"> school performance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20success" title=" school success"> school success</a> </p> <a href="https://publications.waset.org/abstracts/39969/mental-vulnerability-and-coping-strategies-as-a-factor-for-academic-success-for-pupils-with-special-education-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8156</span> Improving Music Appreciation and Narrative Abilities of Students with Intellectual Disabilities through a College Service-Learning Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shan-Ken%20Chien">Shan-Ken Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to share the application of the Music and Narrative Curriculum developed through a college community service-learning course to a special education classroom in a local secondary school. The development of the Music and Narrative Curriculum stems from the music appreciation courses that the author has taught at the university. The curriculum structure consists of three instructional phases, each with three core literacy. This study will show the implementation of an eighteen-week general music education course, including classroom training on the university campus and four intervention music lessons in a special education classroom. Students who participated in the Music and Narrative Curriculum came from two different parts. One is twenty-five college students enrolling in Music Literacy and Community Service-Learning, and the other one is nine junior high school students with intellectual disabilities (ID) in a special education classroom. This study measures two parts. One is the effectiveness of the Music and Narrative Curriculum in applying four interventions in music lessons in a special education classroom, and the other is measuring college students' service-learning experiences and growth outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20service-learning" title="college service-learning">college service-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20music%20education" title=" general music education"> general music education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20literacy" title=" music literacy"> music literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20skills" title=" narrative skills"> narrative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20special%20needs" title=" students with special needs"> students with special needs</a> </p> <a href="https://publications.waset.org/abstracts/171822/improving-music-appreciation-and-narrative-abilities-of-students-with-intellectual-disabilities-through-a-college-service-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8155</span> Engaging Students with Special Education Needs through Technology-Enhanced Interactive Activities in Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauli%20P.Y.%20Lai">Pauli P.Y. Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with Special Education Needs (SEN) face many challenges in learning. Various challenges include difficulty in handwriting, slow understanding and assimilation, difficulty in paying attention during class, and lack of communication skills. To engage students with Special Education Needs in class with general students, Blackboard Collaborate is used as a teaching and learning tool to deliver a lecture with interactive activities. Blackboard Collaborate provides a good platform to create and enhance active, collaborative and interactive learning experience whereby the SEN students can easily interact with their general peers and the instructor by using the features of drawing on a virtual whiteboard, file sharing, classroom chatter, breakout room, hand-raising feature, polling, etc. By integrating a blended learning approach with Blackboard Collaborate, the students with Special Education Needs could engage in interactive activities with ease in class. Our research aims at exploring and discovering the use of Blackboard Collaborate for inclusive education based on a qualitative design with in-depth interviews. Being served in a general education environment, three university students with different kinds of learning disabilities have participated in our study. All participants agreed that functions provided by Blackboard Collaborate have enhanced their learning experiences and helped them learn better. Their academic performances also showed that SEN students could perform well with the help of technology. This research studies different aspects of using Blackboard Collaborate to create an inclusive learning environment for SEN students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blackboard%20collaborate" title="blackboard collaborate">blackboard collaborate</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20learning%20experience" title=" enhanced learning experience"> enhanced learning experience</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20needs" title=" special education needs"> special education needs</a> </p> <a href="https://publications.waset.org/abstracts/120847/engaging-students-with-special-education-needs-through-technology-enhanced-interactive-activities-in-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8154</span> Using Audio-Visual Aids and Computer-Assisted Language Instruction (CALI) to Overcome Learning Difficulties of Listening in Students of Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background & Aims: Audio-visual aids and computer-aided language instruction (CALI) have been documented to improve receptive skills, namely listening skills, in normal students. The increased listening has been attributed to the understanding of other interlocutors' speech, but recent experiments have suggested that audio-visual aids and CALI should be tested against the listening of students of special needs to see the effects of the former in the latter. This investigation described the effect of audio-visual aids and CALI on the performance of these students. Methods: Pre-and-posttests were administered to 40 students of special needs of both sexes at al-Malādh school for students of special needs aged between 8 and 18 years old. A comparison was held between this group of students and another similar group (control group). Whereas the former group underwent a listening course using audio-visual aids and CALI, the latter studied the same course with the same speech language therapist (SLT) with the classical method. The outcomes of the two tests for the two groups were qualitatively and quantitatively analyzed. Results: Significant improvement in the performance was found in the first group (treatment group) (posttest= 72.45% vs. pre-test= 25.55%) in comparison to the second (control) (posttest= 25.55% vs. pre-test= 23.72%). In comparison to the males’ scores, the scores of females are higher (1487 scores vs. 1411 scores). Suggested results support the necessity of the use of audio-visual aids and CALI in teaching listening at the schools of students of special needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listening" title="listening">listening</a>, <a href="https://publications.waset.org/abstracts/search?q=receptive%20skills" title=" receptive skills"> receptive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual%20aids" title=" audio-visual aids"> audio-visual aids</a>, <a href="https://publications.waset.org/abstracts/search?q=CALI" title=" CALI"> CALI</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a> </p> <a href="https://publications.waset.org/abstracts/186406/using-audio-visual-aids-and-computer-assisted-language-instruction-cali-to-overcome-learning-difficulties-of-listening-in-students-of-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186406.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8153</span> The Impact of Scaffolding on Motivation of Vocational Special Education Students in Kakamega Program for Persons with Hearing Impaired in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20W.%20Mbogani">J. W. Mbogani</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20Bunyasi"> B. A. Bunyasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The special skills for five students in the vocational class in Kakamega program for Hearing impaired were identified within one term period of the Kenyan education system. Three students were identified as having a liking for tailoring. The remaining two students did not show any interest in any vocational subject. The three students were attached to two professionals in practicing general tailors within the school vicinity for scaffolding purposes. The students were allowed to attend general classes under the normal curriculum and were withdrawn after eleven in the morning for tailoring classes. The students were then monitored with the guideline of a checklist. The purpose of monitoring was to establish whether the behavior of the students reflected a motivated student. It was established that two of them improved in their school attendance in terms of regularity, punctuality and responsibility accomplishment. The third student ended up attending only tailoring classes. The socialization aspect of the two students improved a lot. They also tended to identify more with the teachers than their fellow students. We recommend that learners with special needs in education should be subjected to the normal curriculum. They may benefit more and attain a skill that could help them economically. Further study should also be done to in several institutions involving learners in other classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20tailoring" title="general tailoring">general tailoring</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=term" title=" term"> term</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20class" title=" vocational class"> vocational class</a> </p> <a href="https://publications.waset.org/abstracts/121721/the-impact-of-scaffolding-on-motivation-of-vocational-special-education-students-in-kakamega-program-for-persons-with-hearing-impaired-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8152</span> Exploring Career Guidance Program for Students with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahayu%20Azkiya">Rahayu Azkiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Career guidance is an integral part of education that aims to help students understand their interests, talents, and potential and provide direction in choosing an appropriate career path. Approximately 76 million people are working out of 17 million people with disabilities in 2022, and this number has become a focal point as career guidance is crucial among people with special needs. Therefore, this study explores how the career guidance program is implemented and what challenges are faced by teachers. This study employs a qualitative case study in one of the senior high schools for special needs (SMLB) in Depok, Indonesia. Meanwhile, the data analysis was done through thematic analysis. Data has been obtained through the interviews of two teachers who focused on the physically impaired and deaf. The results of this study show that (1) the school has implemented career guidance well, the students were selected in the first year to look for their talents and interests, and for the second and third years, students are trained to master their abilities. (2) There are still many challenges teachers face in implementing career guidance programs, such as a need for more human resources for both students and teachers, high curriculum demands, and simple facilities that hinder student progress. Therefore, this research shows that every child is unique, so schools must meet the standards of student needs and re-evaluate the various challenges that teachers and students still face. This research is expected to serve as an analysis material for the government's policy towards special needs schools in Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Students%20with%20Special%20Needs" title="Students with Special Needs">Students with Special Needs</a>, <a href="https://publications.waset.org/abstracts/search?q=Career%20Guidance%20Program" title=" Career Guidance Program"> Career Guidance Program</a>, <a href="https://publications.waset.org/abstracts/search?q=Implementation" title=" Implementation"> Implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=Challenges" title=" Challenges"> Challenges</a> </p> <a href="https://publications.waset.org/abstracts/185741/exploring-career-guidance-program-for-students-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8151</span> Study on the Focus of Attention of Special Education Students in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tung-Kuang%20Wu">Tung-Kuang Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsing-Pei%20Hsieh"> Hsing-Pei Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying-Ru%20Meng"> Ying-Ru Meng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Special Education in Taiwan has been facing difficulties including shortage of teachers and lack in resources. Some students need to receive special education are thus not identified or admitted. Fortunately, information technologies can be applied to relieve some of the difficulties. For example, on-line multimedia courseware can be used to assist the learning of special education students and take pretty much workload from special education teachers. However, there may exist cognitive variations between students in special or regular educations, which suggests the design of online courseware requires different considerations. This study aims to investigate the difference in focus of attention (FOA) between special and regular education students of primary school in viewing the computer screen. The study is essential as it helps courseware developers in determining where to put learning elements that matter the most on the right position of screen. It may also assist special education specialists to better understand the subtle differences among various subtypes of learning disabilities. This study involves 76 special education students (among them, 39 are students with mental retardation, MR, and 37 are students with learning disabilities, LDs) and 42 regular education students. The participants were asked to view a computer screen showing a picture partitioned into 3 × 3 areas with each area filled with text or icon. The subjects were then instructed to mark on the prior given paper sheets, which are also partitioned into 3 × 3 grids, the areas corresponding to the pictures on the computer screen that they first set their eyes on. The data are then collected and analyzed. Major findings are listed: 1. In both text and icon scenario, significant differences exist in the first preferred FOA between special and regular education students. The first FOA for the former is mainly on area 1 (upper left area, 53.8% / 51.3% for MR / LDs students in text scenario; and 53.8% / 56.8% for MR / LDs students in icons scenario), while the latter on area 5 (middle area, 50.0% and 57.1% in text and icons scenarios). 2. The second most preferred area in text scenario for students with MR and LDs are area 2 (upper-middle, 20.5%) and 5 (middle area, 24.3%). In icons scenario, the results are similar, but lesser in percentage. 3. Students with LDs that show similar preference (either in text or icons scenarios) in FOA to regular education students tend to be of some specific sub-type of learning disabilities. For instance, students with LDs that chose area 5 (middle area, either in text or icon scenario) as their FOA are mostly ones that have reading or writing disability. Also, three (out of 13) subjects in this category, after going through the rediagnosis process, were excluded from being learning disabilities. In summary, the findings suggest when designing multimedia courseware for students with MR and LDs, the essential learning elements should be placed on area 1, 2 and 5. In addition, FOV preference may also potentially be used as an indicator for diagnosing students with LDs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focus%20of%20attention" title="focus of attention">focus of attention</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20retardation" title=" mental retardation"> mental retardation</a>, <a href="https://publications.waset.org/abstracts/search?q=on-line%20multimedia%20courseware" title=" on-line multimedia courseware"> on-line multimedia courseware</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/96340/study-on-the-focus-of-attention-of-special-education-students-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8150</span> Trauma and Its High Influence on Special Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athena%20Johnson">Athena Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Special education is an important field but often under-researched, particularly for the cause of learning deficiencies. Often times special education looks at the symptoms rather than the cause, and this can lead to many misdiagnoses. Student trauma, as measured by the Adverse Childhood Experiences (ACE) test, is extremely common, often resulting in Post Traumatic Stress Disorder (PTSD). PTSD affects the brain's ability to learn properly, making students have a much more difficult time with auditory learning and memory due to always being in flight or fight mode, and due to this, students with PTSD are often misdiagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). This can lead to them getting the wrong support, with PTSD students needing more counseling than anything else. Through these research papers' methodologies, a literature review on article research from the perspectives of students who were misdiagnosed, and imperial research, the major findings of this study were the importance of trauma-informed care in schools. Trauma-informed care in the school system is crucial for helping the many students who experience traumatic life events and struggle in school due to it. It is important to support students with PTSD so that they are able to integrate and learn better in society and school with trauma-informed school care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ACE%20test" title="ACE test">ACE test</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=misdiagnoses" title=" misdiagnoses"> misdiagnoses</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed%20care" title=" trauma-informed care"> trauma-informed care</a>, <a href="https://publications.waset.org/abstracts/search?q=PTSD" title=" PTSD"> PTSD</a> </p> <a href="https://publications.waset.org/abstracts/156129/trauma-and-its-high-influence-on-special-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8149</span> Reasons for Study of Evening Class Students, Faculty of Industrial Technology, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luedech%20Girdwichai">Luedech Girdwichai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ratchasak%20Sannok"> Ratchasak Sannok</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeeranan%20Wueamprakhon"> Jeeranan Wueamprakhon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study reasons for study of Evening Class Students, Faculty of Industrial Technology, Suan Sunandha Rajabhat University. Population is special program students of the Faculty of Industrial Technology, Suan Sunandha Rajabhat University enrolled in academic year B.E. 2012. Data were collected in February 2013 from 98 students. Tool used in this research was questionnaire. Data were analyzed by statistics: percentage, mean, and standard deviation, using a computer program. The results revealed that: 1. Most of the special program students have monthly income between 10,001–20,000 Baht. Majority of the students were private company employees, working in operational level. They were mainly single and the commuting distance to the university is between 10-30 kilometers. 2. Reasons for enrolling of special program students of the Faculty of Industrial Technology, namely, career, self advancement, personal reasons and support from others received high scores. 3. Problems identified such as facilities, services, learning media and the content of the course received average scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reasons" title="reasons">reasons</a>, <a href="https://publications.waset.org/abstracts/search?q=evening%20class%20students" title=" evening class students"> evening class students</a>, <a href="https://publications.waset.org/abstracts/search?q=Faculty%20of%20Industrial%20Technology" title=" Faculty of Industrial Technology"> Faculty of Industrial Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/11987/reasons-for-study-of-evening-class-students-faculty-of-industrial-technology-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8148</span> Perception of Inclusion in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoi%20Nga%20Ng">Hoi Nga Ng</a>, <a href="https://publications.waset.org/abstracts/search?q=Kam%20Weng%20Boey"> Kam Weng Boey</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi%20Wai%20Kwan"> Chi Wai Kwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Supporters of Inclusive education proclaim that all students, regardless of disabilities or special educational needs (SEN), have the right to study in the normal school setting. It is asserted that students with SEN would benefit in academic performance and psychosocial adjustment via participation in common learning activities within the ordinary school system. When more and more students of SEN completed their early schooling, institute of higher education become the setting where students of SEN continue their learning. This study aimed to investigate the school well-being, social relationship, and academic self-concept of students of SEN in higher education. The Perception of Inclusion Questionnaire (PIQ) was used as the measuring instruments. PIQ was validated and incorporated in a questionnaire designed for online survey. Participation was voluntary and anonymous. A total of 90 students with SEN and 457 students without SEN responded to the online survey. Results showed no significant differences in school well-being and social relationship between students with and without SEN, but students with SEN, particularly those with learning and development impairment and those with mental illness and emotional problems, were significantly poorer in academic self-concept. Implications of the findings were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ccademic%20self-concept" title="ccademic self-concept">ccademic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20well-being" title=" school well-being"> school well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20relationship" title=" social relationship"> social relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a> </p> <a href="https://publications.waset.org/abstracts/147318/perception-of-inclusion-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8147</span> The Role of Parents in Special Education in the Maldives: Teachers' Voice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fathimath%20Warda">Fathimath Warda</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariyam%20Nihaadh"> Mariyam Nihaadh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with Special Education Needs (SEN) are increasing in the Maldives, like anywhere else in the world, due to the changes in lifestyle of the people and ease of being diagnosed with advancements in medical health. With the growth in the population of these students, the demand for professionals in various fields is unmet. Thus, with the introduction of the Inclusive Education Policy in 2013, all students are educated in the same classroom by the regular teacher. This poses problems as the teachers are not well trained and qualified to meet the varying needs of the students, given the limited time and the large number of students in the classroom. This is a major concern for all stakeholders in the education sector and research has been conducted by various local scholars in this area. However, studies on the role of parents of such students is an area that remains yet to be explored in the Maldives, which makes a study of this nature crucial. The main aim of this study is to determine the ways in which the education provided to Special Needs Students can be maximized for a better outcome. Therefore, the study intends to understand the involvement of parents in providing education to special needs students from the teachers' perspectives. The basis for this study is the Parent Development Theory developed by Mowder, which was initially known as Parent Role Development Theory. A qualitative research has thus been utilised for the purpose of the study as it requires to find the beliefs and attitudes of teachers, along with relevant justifications regarding the role of parents in educating students with special needs. Data was gathered using one-to-one interviews, as it is one of the most reliable ways of getting meaningful and in-depth data. The study employs a total of 8 participants who are teachers teaching in inclusive classes where students with special needs are included. Emphasis was paid to select teachers who have the experience of teaching students with different disorders commonly found in the Maldives, namely in the four areas, Autism Spectrum Disorder, Down Syndrome, Attention Deficit Hyperactive Disorder and speech impairment. Hence, purposive sampling will be used to select the participants. Data analysis has been done using thematic coding. The findings revealed that teachers highlighted that parents' involvement was a key factor in ensuring success of education in children with special needs. Thus, the study concludes that the role of parents as a necessary input for the proper development of children and in educating children with special needs, suggesting that extra measures have to be taken develop a positive relationship between teachers and parents in order to strengthen this aspect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=involvement" title="involvement">involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%27%20role" title=" parents' role"> parents' role</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20needs" title=" special education needs"> special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20voice" title=" teachers' voice"> teachers' voice</a> </p> <a href="https://publications.waset.org/abstracts/120324/the-role-of-parents-in-special-education-in-the-maldives-teachers-voice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8146</span> Students with Severe Learning Disabilities in Mainstream Classes: A Study of Comprehensions amongst School Staff and Parents Built on Observations and Interviews in a Phenomenological Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inger%20Eriksson">Inger Eriksson</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisbeth%20Ohlsson"> Lisbeth Ohlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeremias%20Rosenqvist"> Jeremias Rosenqvist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ingress: Focus in the study is directed towards phenomena and concepts of segregation, integration, and inclusion of students attending a special school form in Sweden, namely compulsory school for pupils with learning disabilities (in Swedish 'särskola') as an alternative to mainstream compulsory school. Aim: The aim of the study is to examine the school situation for students attending särskola from a historical perspective focussing the 1980s, 1990s and the 21st century, from an integration perspective, and from a perspective of power. Procedure: Five sub-studies are reported, where integration and inclusion are looked into by observation studies and interviews with school leaders, teachers, special and remedial teachers, psychologists, coordinators, and parents in the special schools/särskola. In brief, the study about special school students attending mainstream classes from 1998 takes its point of departure in the idea that all knowledge development takes place in a social context. A special interest is taken in the school’s role for integration generally, and the role of special education particularly and on whose conditions the integration is taking place – the special school students' or the other students,' or may be equally, in the class. Pedagogical and social conditions for so called individually integrated special school students in elementary school classes were studied in eleven classes. Results: The findings are interpreted in a power perspective supported by Foucault and relationally by Vygotsky. The main part of the data consists of extensive descriptions of the eleven cases, here called integration situations. Conclusions: In summary, this study suggests that the possibilities for a special school student to get into the class community and fellowship and thereby be integrated with the class are to a high degree dependant on to what extent the student can take part in the pedagogical processes. The pedagogical situation for the special school student is affected not only by the class teacher and the support and measures undertaken but also by the other students in the class as they, in turn, are affected by how the special school student is acting. This mutual impact, which constitutes the integration process in itself, might result in a true integration if the special school student attains the status of being accepted on his/her own terms not only being cared for or cherished by some classmates. A special school student who is not accepted even on the terms of the class will often experience severe problems in the contacts with classmates and the school situation might thus be a mere placement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integration%2Finclusion" title="integration/inclusion">integration/inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20school" title=" mainstream school"> mainstream school</a>, <a href="https://publications.waset.org/abstracts/search?q=power" title=" power"> power</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20school%20students" title=" special school students"> special school students</a> </p> <a href="https://publications.waset.org/abstracts/74506/students-with-severe-learning-disabilities-in-mainstream-classes-a-study-of-comprehensions-amongst-school-staff-and-parents-built-on-observations-and-interviews-in-a-phenomenological-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74506.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8145</span> Training as Barrier for Implementing Inclusion for Students with Learning Difficulties in Mainstream Primary Schools in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhammad">Mohammed Alhammad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The movement towards the inclusion of students with special educational needs (SEN) in mainstream schools has become widely accepted practice in many countries. However in Saudi Arabia, this is not happening. Instead the practice for students with learning difficulties (LD) is to study in special classrooms in mainstream schools and they are not included with their peers, except at break times and morning assembly, and on school trips. There are a number of barriers that face implementing inclusion for students with LD in mainstream classrooms: one such barrier is the training of teachers. The training, either pre- or in-service, that teachers receive is seen as playing an important role in leading to the successful implementation of inclusion. The aim of this presentation is to explore how pre-service training and in-service training are acting as barriers for implementing inclusion of students with LD in mainstream primary schools in Saudi Arabia from the perspective of teachers. The qualitative research approach was used to explore this barrier. Twenty-four teachers (general education teachers, special education teachers) were interviewed using semi-structured interview and a number of documents were used as method of data collection. The result showed teachers felt that not much attention was paid to inclusion in pre-services training for general education teachers and special education teachers in Saudi Arabia. In addition, pre-service training for general education teachers does not normally including modules on special education. Regarding the in-service training, no courses at all about inclusion are provided for teachers. Furthermore, training courses in special education are few. As result, the knowledge and skills required to implemented inclusion successfully. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/33050/training-as-barrier-for-implementing-inclusion-for-students-with-learning-difficulties-in-mainstream-primary-schools-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8144</span> Specialized Instruction: Teaching and Leading Diverse Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annette%20G.%20Walters%20Ph.D.">Annette G. Walters Ph.D.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With a global shortage of qualified educational professionals, school systems continue to struggle with adequate staffing. How might learning communities meet the needs of all students, in particular those with specialized needs. While the task may seem foreboding and certain factors may seem divergent, all are connected in the education of students. Special education has a significant impact on the teaching and learning experience of all students in an educational community. Even when there are concerted efforts at embracing learners with diverse aptitude and abilities, there are often many important local factors that are misaligned, overlooked, or misunderstood. Working with learners with diverse abilities, often requires intentional services and supports for students to achieve success. Developing and implementing specialized instruction requires a multifaceted approach to supports the entire learning community, which includes educational providers, learners, and families, all while being mindful of fiscal and natural resources. This research explores the implications and complexities of special education instruction and specializing instruction, as well as leading and teaching diverse learners. This work is separated into three sections: the state of special education, teaching and leading diverse learners, and developing educational competencies through collaborative engagement. This structured analysis extrapolates historical and current research on special education practices and the role of educators in ensuring diverse students meet success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=-%20%20diverse%20learners" title="- diverse learners">- diverse learners</a>, <a href="https://publications.waset.org/abstracts/search?q=-%20%20%20special%20education" title=" - special education"> - special education</a>, <a href="https://publications.waset.org/abstracts/search?q=-%20%20modification%20and%20supports" title=" - modification and supports"> - modification and supports</a>, <a href="https://publications.waset.org/abstracts/search?q=-%20%20%20curriculum%20and%20instruction" title=" - curriculum and instruction"> - curriculum and instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=-%20%20classroom%20management" title=" - classroom management"> - classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=-%20%20%20formal%20and%20informal%20assessments" title=" - formal and informal assessments"> - formal and informal assessments</a> </p> <a href="https://publications.waset.org/abstracts/177226/specialized-instruction-teaching-and-leading-diverse-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8143</span> Improving the Quality of Higher Education for Students with Disability in Universities of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Sulman">Nasir Sulman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Pakistan, the inclusion of persons with disabilities in higher education institutions has significantly been increased with every passing year and anyone can observe a sizeable number of these students in each faculty. The study executes to conduct a baseline survey for measuring faculty understanding about the special needs, experiences of students with disabilities and support provided by university administration in order to teach these students effectively. The researcher has used mixed methods and the University of Karachi was selected through non-probability-based sampling method. This university is one of the largest universities in Pakistan where more than 40,000 students have been enrolled. Data was gathered through a questionnaire and focused group discussion from three stakeholders including students with disabilities, faculty members and members of the university administration. The key findings show that students with disabilities experience a number of problems related to accommodating their special needs. However, the most encouraging factors identified are the attitude, support, and motivation they received from various faculty members and university administration. On the basis of the findings of the study the researcher has prepared a faculty guidebook and established a ‘Model Learning Assistance Centre for Students with Disabilities’ in the Department of Special Education, University of Karachi. Both these efforts will be helpful for improving the support services for students with disabilities to strengthen the existing laws, policies, and practices in institutions of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=persons%20with%20disabilities" title="persons with disabilities">persons with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20assistance%20center" title=" learning assistance center"> learning assistance center</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20guidebook" title=" faculty guidebook"> faculty guidebook</a> </p> <a href="https://publications.waset.org/abstracts/99465/improving-the-quality-of-higher-education-for-students-with-disability-in-universities-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8142</span> Barriers That Special Education Teachers Faced When Working with Students with Intellectual Disabilities in an Inclusion Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faris%20Algahtani">Faris Algahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every child has a right to education. This is one of the laws in the constitution and it empowers every child to access knowledge but it does not, however, allocate special interest to the rights of education for children with disabilities. It also does not address the challenges that teachers of such children face while trying to educate them. This study was conducted at government schools of Saudi Arabia. As the teaching profession is the most valuable profession and deserves to have its challenges tackled. This paper explores the challenges that teachers face as they try to teach students who have intellectual disabilities (ID). It looks at the daily challenges of a teacher who has to teach both children with disabilities and those without. The literature review shed light on the various aspects of mainstream education from the classroom to the outside environment to the teachers involved in mainstream education. The study employed qualitative methods in which Focus Group Discussions were utilized and Twenty (N=20) special education teachers were randomly sampled from primary schools through 6 groups of teachers from 6 different schools were interviewed through semi-structured interviews with the aim of drawing collective perceptions rather than personal perceptions about the challenges. The study found that most teachers had similar perceptions about the challenges that teachers face as they educate students with intellectual disabilities. The study recommends that The Ministry of Education should consider increasing the availability of special needs courses, workshops and conference for special education teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title="intellectual disabilities">intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20schools" title=" mainstream schools"> mainstream schools</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20teachers" title=" special education teachers"> special education teachers</a> </p> <a href="https://publications.waset.org/abstracts/105110/barriers-that-special-education-teachers-faced-when-working-with-students-with-intellectual-disabilities-in-an-inclusion-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8141</span> Teachers' Attitude and Knowledge as Predictors of Effective Use of Digital Devices for the Education of Students with Special Needs in Oyo, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faseluka%20Olamide%20Tope">Faseluka Olamide Tope</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Giving quality education to students with special needs requires that all necessary resources should be harnessed and digital devices has become important part of resources used as instructional materials in educating students with special needs. Teachers who will make use of these technologies are considered as a part of the most important elements in any educational programme and the effective usage of these technologies largely depends on them. Out of numerous determinants of the effective use of these digital devices, this study examines teachers’ attitude and knowledge as predictors of effective use of digital technology for education of special needs student in Oyo state, Nigeria. The descriptive survey research design of the expo-facto type was adopted for the study, using simple random sampling technique. The study was carried out among sixty (60) participants. Two research questions and two research hypotheses were formulated and used. The data collected through the research instruments for the study were analysedusing frequency, percentage, mean and standard deviation, Pearson, Product, Moment Correlation (PPMC) and Multiple Regression Analysis. The study revealed a significant relationship between teachers attitude (50, < 0.05) and effective use of digital technologies for special needs students. Furthermore, there was a significant contribution F (F=4.289; R=0.876 and R2 =0.758) in the joint contribution of the independent variable (teacher’s attitude and teacher’s knowledge) and dependent variable (effective use of digital technologies) while teachers knowledge have the highest contribution(b=7.926, t=4.376), the study therefore revealed that teachers attitude and knowledge are potent factors that predicts the effective usage of digital technologies for the education of special needs student. The study recommended that due to the ever-changing nature of technology which comes with new features, teachers should be equipped with appropriate knowledge in order to effectively make use of them and teachers should also develop right attitude toward the use of digital technologies <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20knowledge" title="teachers’ knowledge">teachers’ knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20attitude" title=" teachers’ attitude"> teachers’ attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20devices" title=" digital devices"> digital devices</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs%20students" title=" special needs students"> special needs students</a> </p> <a href="https://publications.waset.org/abstracts/188221/teachers-attitude-and-knowledge-as-predictors-of-effective-use-of-digital-devices-for-the-education-of-students-with-special-needs-in-oyo-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8140</span> Delivering Comprehensive Sexuality Education to Students with Disability in Special Schools in Fiji </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sera%20Ratu">Sera Ratu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Chivers"> Jane Chivers</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Botfield"> Jessica Botfield </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: The Reproductive and Family Health Association of Fiji (RFHAF) and Family Planning Australia are working together to introduce quality comprehensive sexuality education into Special Schools - which are schools for students with disability. Sexual and reproductive health information is needed by students with disability attending Special Schools. Children with special needs go through the same changes as able-bodied children. The Fiji Disability Inclusion project is a three-year project that started in 2015. One of its objectives is to increase exposure to comprehensive sexuality education for primary and secondary school students with disability. Method: A baseline survey was undertaken with 72 students with disability; it included questions about puberty, sexual health, and relationships. 34 teachers also completed a survey about their views of sexuality education and confidence in delivering it. Consent was facilitated by running information sessions with teachers and parents. The process of gaining consent and completing the surveys was designed to be accessible to students with disability. Given the sensitive nature of reproductive and sexual health, and the potential vulnerability of young people with disability, ethical considerations were important in the design and implementation of the surveys, and ethics approval was obtained. Results: Findings from the surveys suggest that students have mixed knowledge and awareness of sexual health issues. Most teachers reported a need for their students to learn about sexuality and relationships. A positive outcome of conducting the surveys was that RFHAF staff reported they have developed skills and confidence in communicating with young people with a range of disabilities. They have a greater understanding of what students want to learn, and what teachers feel is important. Conclusions: These survey findings will assist RFHAF in developing comprehensive sexuality education programs that are relevant and accessible to students in Special Schools, and to develop an appropriate professional development program for teachers. Findings may also be applicable to other Special Schools when developing sexuality education programs. The education programs developed for students as part of this project, and the professional development programs for teachers, may be relevant to other countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20sexuality%20education" title="comprehensive sexuality education">comprehensive sexuality education</a>, <a href="https://publications.waset.org/abstracts/search?q=delivery" title=" delivery"> delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20and%20reproductive%20health%20and%20rights" title=" sexual and reproductive health and rights"> sexual and reproductive health and rights</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20schools" title=" special schools "> special schools </a> </p> <a href="https://publications.waset.org/abstracts/85864/delivering-comprehensive-sexuality-education-to-students-with-disability-in-special-schools-in-fiji" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85864.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8139</span> Changing Pedagogy from Segregation to Inclusion: A Phenomenological Case Study of Ten Special Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monique%20Somma">Monique Somma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As special education service delivery models are shifting in order to better meet the academic and social rights of students with exceptionalities, teaching practices must also align with these goals. This phenomenological case study explored the change experiences of special education teachers who have transitioned from teaching in a self-contained special education class to an inclusive class setting. Ten special educators who had recently changed their teaching roles to inclusive classrooms, completed surveys and participated in a focus group. Of the original ten educators, five chose to participate further in individual interviews. Data collected from the three methods was examined and compared for common themes. Emergent themes included, support and training, attitudes and perceptions, inclusive practice, growth and change, and teaching practice. The overall findings indicated that despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others and systematic barriers in the education system. They were equally surprised by the overall social and academic performance of students with exceptionalities in inclusive classes, as well as, the social and academic growth and development of the other students in the class. Over the course of their careers, they all identified an overall personal pedagogical shift, to some degree or another, which they contributed to the successful experiences of inclusion they had. They also recognized that collaborating with others was essential for inclusion to be successful. The findings from this study suggest several implications for professional development and training needs specific to special education teachers moving into inclusive settings. Maximizing the skills of teachers with special education experience in a Professional Learning Community (PLC) and mentorship opportunities would be beneficial to all staffs working toward creating inclusive classrooms and schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes%20and%20perceptions" title="attitudes and perceptions">attitudes and perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion%20of%20students%20with%20exceptionalities" title=" inclusion of students with exceptionalities"> inclusion of students with exceptionalities</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20teachers" title=" special education teachers"> special education teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20change" title=" teacher change"> teacher change</a> </p> <a href="https://publications.waset.org/abstracts/61971/changing-pedagogy-from-segregation-to-inclusion-a-phenomenological-case-study-of-ten-special-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8138</span> Comparison of Sign Language Skill and Academic Achievement of Deaf Students in Special and Inclusive Primary Schools of South Nation Nationalities People Region, Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tesfaye%20Basha">Tesfaye Basha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the sign language and academic achievement of deaf students in special and inclusive primary schools of Southern Ethiopia. The study used a mixed-method to collect varied data. The study contained Signed Amharic and English skill tasks, questionnaire, 8th-grade Primary School Leaving Certificate Examination results, classroom observation, and interviews. For quantitative (n=70) deaf students and for qualitative data collection, 16 participants were involved. The finding revealed that the limitation of sign language is a problem in signing and academic achievements. This displays that schools are not linguistically rich to enable sign language achievement for deaf students. Moreover, the finding revealed that the contribution of Total Communication in the growth of natural sign language for deaf students was unsatisfactory. The results also indicated that special schools of deaf students performed better sign language skills and academic achievement than inclusive schools. In addition, the findings revealed that high signed skill group showed higher academic achievement than the low skill group. This displayed that sign language skill is highly associated with academic achievement. In addition, to qualify deaf students in sign language and academics, teacher institutions must produce competent teachers on how to teach deaf students with sign language and literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20school" title=" inclusive school"> inclusive school</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20language" title=" sign language"> sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=signed%20Amharic" title=" signed Amharic"> signed Amharic</a>, <a href="https://publications.waset.org/abstracts/search?q=signed%20English" title=" signed English"> signed English</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20school" title=" special school"> special school</a>, <a href="https://publications.waset.org/abstracts/search?q=total%20communication" title=" total communication"> total communication</a> </p> <a href="https://publications.waset.org/abstracts/130014/comparison-of-sign-language-skill-and-academic-achievement-of-deaf-students-in-special-and-inclusive-primary-schools-of-south-nation-nationalities-people-region-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8137</span> Pupil with Special Educational Needs Camouflaging and Teacher Training of University Teaching Staff: Practical Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mercedes%20Vernia%20Carrasco">Ana Mercedes Vernia Carrasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to reflect through the theoretical framework on the access to the university for the formation of a degree in a teacher of primary education. The University Access Tests in Spain evaluate a series of skills and competencies in writing, which leave aside the sample of another set of skills and tools that this type of test cannot evaluate. In the last years, a very much diversified student body has arrived in the classrooms of the Universities. Nowadays, talking about special education means attending to the changes that are being experienced in this area. At present, the educational model focuses on the reinforcement by the educational institutions so that they form the students according to their personal characteristics and that it is not the students that must adapt to the system. A bibliographic review plus some years of experience in training for the future teacher allows us to make an initial assessment about the lack of rigor in the tests of access to the university. In conclusion, we can say that, although we are not a specialist in the type of Special Educational Needs that can manifest the students, therefore, we understand that teacher today needs training and support to develop their teaching with the best quality possible. These teacher and student needs also imply more institutional support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/154381/pupil-with-special-educational-needs-camouflaging-and-teacher-training-of-university-teaching-staff-practical-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154381.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8136</span> Challenges of Teaching Physical Education to Students With Special Needs in Regular School Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20Okello">Christine Okello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Education (PE) curriculum provides school age students to explore issues that are likely to impact on health, safety, and well-being. The current curriculum includes the physical activity component, intended to improve physical fitness, social skills as well as building confidence. While this viewpoint is vital, there are challenges and stigma attached when specific issues are either ignored, inadequately addressed, or not seen to be important. The department stipulates that students attend a school that is closest to their home, to access available government transportation to and from school. Equivalently, parents of students with a disability decide where their children attend school. A choice between a regular classroom, mainstream Special Unit classroom, or a School for Specific Purposes (SSP). Parents who take their children to regular schools may be oblivious of the details of the curriculum. Physical Education outcomes does not stipulate the extent to which a student must perform or expected to perform. It is therefore due to the classroom teacher to adjust their teaching goals or outcomes to suit all students in their classroom. A student who can run a hundred meters race in 20 seconds may belong in the same classroom as a student in a wheelchair. While these students are challenged because of a lack of performance, teachers are challenged to effectively teach successful PE lessons, and on the other hand students without a disability may not be able to attain their optimum. This paper will identify areas of need, address the challenges, and explore a possible solution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title="special needs">special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a> </p> <a href="https://publications.waset.org/abstracts/164568/challenges-of-teaching-physical-education-to-students-with-special-needs-in-regular-school-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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