ethanporcaro/eric-fulltext-meta huggingface dataset:
Policies and Issues Surrounding the Identification of Students with Learning Disabilities in South Korea
Author: Choi, Nari
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Disability Identification,Learning Disabilities,Foreign Countries,Special Education,Definitions,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Evaluation Criteria,At Risk Students,Professionalism,Special Education Teachers

The definitions and educational policies related to learning disabilities have been updated throughout the last two decades since the passing of the Special Education Promotion Act (1994) in the Republic of Korea (South Korea). In particular, the definition of learning disabilities was entirely revised in the Special Education Act for Individuals With Disabilities and Others in 2008. Additionally, guidelines for selecting students with learning disabilities were introduced by the Ministry of Education, Science, and Technology in 2010. With the help of special education policies and government guidelines, students with learning disabilities started to receive special education services. However, identification and evaluation of learning disabilities are still controversial issues in South Korea. This study reviews South Korea's special education policies and practices for identifying students with learning disabilities. This study also provides policy recommendations for improving current practice.
Preparing New Special Education Teachers to Facilitate Collaboration in the Individualized Education Program Process through Mini-Conferencing
Author: Jones, Beth A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Individualized Education Programs,Knowledge Base for Teaching,Beginning Teachers,Parent Participation,Cooperation,Parent Teacher Conferences,Best Practices,Program Implementation,Special Education Teachers,Special Education,Disabilities,Equal Education,Educational Legislation,Federal Legislation

It is no question that preparing teachers to work with the many facets involved in special education is a daunting task. Upon entering the classroom on the first day, special education teachers are expected to be prepared (Sayeski, 2015) when presented with numerous responsibilities (Collins, Sweigart, Landrum, &amp; Cook, (2017), including parent collaboration and involvement in the individualized education plan (IEP) process. This article offers a strategy, mini-conferencing, for training novice special education teachers to foster the increased participation of parents in IEP meetings. Recommendations for best practice used to establish the mini-conference and a step-by-step guide for implementation are discussed.
An Evaluation of a Professional Development Programme in Functional Behavior Assessment for Educators in Australia
Author: Bitsika, Vicky
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Functional Behavioral Assessment,Teachers,Foreign Countries,Self Efficacy,Pretests Posttests,Pervasive Developmental Disorders,Autism,Correlation,Teaching (Occupation),Intervention,Elementary School Teachers,Secondary School Teachers

The efficacy of delivering autism-focused Functional Behaviour Assessment (FBA) training within a six-session professional development (PD) framework was investigated with 23 Australian educators. FBA knowledge, self-efficacy (SE), and confidence were measured pre-to-post-PD series as markers of educator ability to address the challenging behaviours associated with Autism Spectrum Disorder (ASD). A significant relationship was found between confidence, SE, and overall performance in various aspects of the educator's job role. These results suggest that this form of PD may be used to train educators in the skills necessary to improve both their own working experience and their students' learning opportunities.
Evaluation of Special Education Preparation Programs in the Field of Autism Spectrum in Saudi Arabia
Author: Alzahrani, Asma N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Special Education,Special Education Teachers,Preservice Teacher Education,Autism,Pervasive Developmental Disorders,Student Satisfaction,Statistical Analysis,Accountability,Knowledge Level,Hypothesis Testing,Student Surveys,Likert Scales,Educational Quality,Gender Differences,Program Effectiveness,Internship Programs,Educational Strategies

The purpose of this study was to provide information about the effectiveness of the autism spectrum disorders (ASD) preparation program of Saudi universities from the perceptions of pre-service teachers that are currently studying in autism program. It was also to provide information about the number of Saudi universities that offer personal preparation programs for special education teachers preparing to serve individuals with ASD. An ANOVA was conducted to compare the level of satisfaction in five domain areas assessed across university training programs. The results indicated that, overall, students were satisfied with the special education programs quality offered in various Saudi Universities. Only a few concerns related to the ASD teacher's preparation programs have been found. There are public calls for Saudi Arabia higher-education institutions to be accountable to the importance of producing well-prepared professionals to work with ASD students.
Barriers to Parental/Family Participation in the Education of a Child with Disabilities in Kenya
Author: Odongo, George
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Parent Participation,Disabilities,Nongovernmental Organizations,Foreign Countries,Rural Areas,Special Education,Laws,Educational Policy,Advocacy,Educational Improvement,Parent Role,Inclusion,Attitudes toward Disabilities,Social Attitudes,Poverty,Negative Attitudes,Community Programs

In Kenya, the subject of parental participation has not received much attention in terms of research, and roles of parents in their children's education are not normally well defined (Njeru, 2015). Based on observations, reports and research, parental participation remains low especially in the rural areas. This paper will discuss the barriers to parental/family involvement in the education of a child with a disability and suggest possible steps towards empowering families of children with disabilities to take active roles in their education. This paper is expected to primarily benefit policy makers, parents and everyone on the frontline of implementation of special education laws and policies. It could also provide ammunition for advocacy groups and non-governmental organizations for spurring the government and the Ministry of Education into action that is tailored towards improving the education of children with disabilities in Kenya.
Level of Support by Collaborator Teacher for Field Training in Special Education at Jordanian Universities
Author: Almakanin, Hisham Abdulfatth
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education,Teaching Methods,Teacher Collaboration,Foreign Countries,Grade Point Average,Preservice Teachers,Preservice Teacher Education,Gender Differences,Field Experience Programs,Statistical Analysis

This study aimed to establish the degree of support offered by collaborator teachers in special education from the perspective of teacher trainees, and its relationship with variables of student' gender and GPA level, in Jordan. The answers to a valid and reliable questionnaire of 30 items of 183 subjects (males and females) in field training provided the data for this study. The study found that the level of support presented by collaborator teachers for field training, in general, was average. A statistically significant difference (a =0.05) in the level of support was due to the variable of gender of students, in favor of females.
Meta-Analysis of Disability Simulation Research for Elementary Students in Korea
Author: Jeon, Mookyung
Date: 2018-00-00
Type: Journal Articles
Subjects: Meta Analysis,Disabilities,Simulation,Elementary School Students,Foreign Countries,Teaching Methods,Student Attitudes,Student Behavior,Control Groups,Experimental Groups,Effect Size,Statistical Analysis

Disability simulation is an educational approach to modify attitudes and behaviors toward persons with disabilities by allowing participants to experience simulated life activities of individuals with disabilities. Despite the controversy regarding the effectiveness of disability simulations and its potential counterproductive effects, however, disability simulations are considered as a common means for improving disability awareness in educational settings. The current research examines the effectiveness of disability simulations for elementary students in Korea by replicating meta-analytic research of Flower et al. (2007). Results show that the overall effect size is .80 which is different from the results of previous meta-analytic research (= 0.04). This research discusses the difference in results and provides practical advice that complements identified shortcomings of disability simulations.
Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom
Author: Ahmed, Areej
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Assistive Technology,Technology Uses in Education,Attitude Measures,College Faculty,College Students,Online Surveys,Access to Computers,Knowledge Level,Student Characteristics

In special education, professionals interact with families and individuals with special needs who seek support. One part of the support that professionals and educational agencies can provide is assistive technology. This study was conducted to determine education professionals' opinions regarding the use of assistive technology in the classroom. There is a significant connection between what people think and what they practice regarding assistive technology. Educators should acknowledge this relationship and how it may shape the entire educational experience of students with disabilities. In this particular study, the researcher intended to reveal the factors behind the lack of availability of assistive technology in the classroom, as well as to determine peoples' attitudes towards supporting individuals with disabilities and their right to access the general education curriculum in the classroom. Twenty-eight students and staff members from a Midwestern University in the United States participated in the study; generally, participants were asked if they support the use of assistive technology or not, and to pinpoint obstacles that might prevent people from using assistive technology.
Pre-Service Arts Teachers&apos; Perceptions of Inclusive Education Practice in Western Australia
Author: Paris, Lisa F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Inclusion,Foreign Countries,Special Needs Students,Phenomenology,Mixed Methods Research,Art Education,Theory Practice Relationship,Semi Structured Interviews,Questionnaires,Visual Arts,Artists,Art Teachers,Preservice Teacher Education

The creation and maintenance of inclusive learning environments is a key responsibility of all teachers working in Australian schools. Most Australian universities embed inclusion education training for pre-service teachers (PSTs) in coursework. There is an implicit assumption in these arrangements that the study of inclusion and of special needs education completed at university will translate into practice when PSTs are working in schools. This phenomenological mixed methods research design investigated how effectively inclusion education translated into practice. The results revealed that while PSTs were aware and supportive of inclusion, no clear links were made between theory and practice.
Social Positioning: Increasing the Nonsymbolic and Symbolic Communication of Students with Complex Communication Needs
Author: Bonnike, Dena R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Interpersonal Communication,Nonverbal Communication,Severe Disabilities,Multiple Disabilities,Socialization,Assistive Technology,Augmentative and Alternative Communication,Middle School Students,Human Body,Communication Problems,Intervention,Special Schools,Day Schools,Class Organization,Speech Communication

The purpose of this single case A-B-A-B study was to determine if the dependent variables of eye gaze, vocalization, and reaching would increase among students and peers with severe and multiple disabilities and complex communication needs when the independent variable of positioning for communication and socialization (peers facing each other and no more than two feet apart) was manipulated. Speech-generating devices were also provided as part of the intervention package. Three middle school students attending a therapeutic day school participated in the study during their out-of-wheelchair time. A functional relation was demonstrated between eye gaze and social positioning across all students. However, they did not maintain these levels of communication one and two weeks after completion of the study. Future research and implications were discussed.
Reflections from a Teachers&apos; Perspective about the Challenges Faced by Students with Disabilities Majoring in Japanese as a Foreign Language
Author: Hasegawa, Hiroshi
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Teacher Attitudes,Second Language Learning,Second Language Instruction,Written Language,Japanese,Undergraduate Students,Difficulty Level,Writing (Composition),Disabilities,Identification,Academic Accommodations (Disabilities),Educational Needs,College Faculty,Language Teachers,Testing Accommodations,Foreign Countries,Writing Processes,Teaching Methods

Learning to read and write the Japanese language is not an easy task. For the non-Japanese speaker this can be a struggle and a challenge. Some schools in Western Australia offer children the opportunity to learn Japanese as a foreign language. Consequently, Japanese as a foreign language unit is offered to all undergraduate students in Education. All undergraduate students face challenges in mastering Japanese as a foreign language because of the stringent requirements of the language. It appears that the recognition and writing of Kanji (logogram) is one of the most challenging learning task for the learners. This paper is a reflective study based on the teacher's perspective about University students' challenges and problems in relation to writing and recognising Kanji. In this study, the teacher reflected on three questions: (1) The identification of the challenges and problems that university students with disabilities face in writing and recognising the Kanji script; (2) What are the adaptations that need to be considered in the delivery of the program while retaining the integrity of the unit?; and (3) What changes should be made in the assessment requirements to include the learning needs of students with disabilities?
The Problem of Disproportional Representation of Students from Minority Races in Special Education
Author: Othman, Lama Bergstrand
Date: 2018-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Minority Group Students,Culturally Relevant Education,Preservice Teachers,Teacher Education Programs,Pretests Posttests,Student Surveys,Student Attitudes,Lesson Plans,Knowledge Level,Teaching Methods,At Risk Students,Statistical Analysis,Student Characteristics,Majors (Students),Disabilities,Educational Legislation,Equal Education,Federal Legislation,Special Education,Qualitative Research

The purpose of this study was to investigate the effects of integrating culturally responsive instruction (CRI) into a course hosted by the school of education at a higher education institution. The study participants were pre-service teachers who completed a pre-course survey and a post-course survey designed to discern their views on the factors that contribute to the disproportionality problem in schools. The participants were also asked to write and subsequently alter lesson plans to reflect their knowledge of CRI. The discussions and activities included in this project aimed to develop responsive instructional approaches with the ability to reshape the curriculum. The positive influence of this project is clear based on the participants' responses and the quality of their altered lesson plans. The results based on qualitative and quantitative methods are discussed.
Social Emotional Effects of Drumtastic®: A Dyadic within-Group Drumming Pilot Program for Children with Autism Spectrum Disorder
Author: Willemin, Trason
Date: 2018-00-00
Type: Journal Articles
Subjects: Musical Instruments,Autism,Pervasive Developmental Disorders,Intervention,Children,Early Adolescents,Pretests Posttests,Social Development,Emotional Development,Program Effectiveness,Scores,Comparative Analysis,Psychological Patterns,Interpersonal Relationship,Summer Programs,Graduate Students,Mentors,Statistical Analysis

Educators and practitioners working with children diagnosed with Autism Spectrum Disorder (ASD) are concerned with deficits in positive affect and social-emotional reciprocity, which may affect their daily living and school success. This pilot study explored the social-emotional impact of eight one-hour sessions of a novel dyadic within-group drumming program called Drumtastic for children with ASD at a four-week summer camp. Participants were 14 children diagnosed with ASD ranging in age from 5-14 years. Paired sample t-test revealed that children with ASD scored significantly higher on the posttest on Smiley-o-meter, t(13) = -2.193, p = 0.047 and Fun-o-meter, t(13) = -2.235, p=0.044 when compared to their pretest scores. The Social Personal Relationship Scale showed a trend for improvement but did not elicit a statistically significant change in children's social and personal skills. These results suggest that the children with ASD significantly improved in the domains of enjoyment and fun, and showed a positive trend for developing improved social relationships with peers and camp counselor partners.
Stakeholders&apos; Views on Use of Sign Language Alone as a Medium of Instruction for the Hearing Impaired in Zambian Primary Schools
Author: Mandyata, Joseph
Date: 2018-00-00
Type: Journal Articles
Subjects: Stakeholders,Sign Language,Hearing Impairments,Foreign Countries,Case Studies,Qualitative Research,Oral Language,Language of Instruction,Language Acquisition,Elementary School Teachers,Elementary School Students,Disabilities,Elementary Schools

The study examined views of stakeholders on the use of Sign Language as a medium of instruction in the learning of hearing impaired in primary schools of Lusaka, Zambia. A case study design supported by qualitative methods was used. The sample size was 57, consisting of teachers, pupils, curriculum specialist, education standards officers, lecturers and advocators on the rights of persons with disabilities. Purposive sampling techniques to selected the sample, interview and focused group discussion guides were tools for data collection. The study revealed significant differences in views of stakeholders on use of Sign Language alone as medium of instruction. While most participants felt sign language alone was ideal for learning, others believed learners needed exposure to total communication (combination of oral and sign language) to learn better. Those who felt using sign language alone was better, believed the practice had more positive effects on learning and that use of oral language, total communication often led to confusion in classroom communication among learners with hearing impairments. Participants who opposed use of sign language alone were of the view teachers: were ill-prepared; signs were limited in scope; education system lacked instructional language policy and learning environment were inappropriate to support use of sign language alone in the learning process. The study recommended strengthening of training of sign language teachers and introduction of sign language as an academic subject before it can be used as the sole medium of classroom instruction in the Zambian primary schools.
Stress and Coping Strategies Used by Special Education and General Classroom Teachers
Author: Kebbi, Marwa
Date: 2018-00-00
Type: Journal Articles
Subjects: Coping,Stress Variables,Correlation,General Education,Special Education Teachers,Special Education,Regular and Special Education Relationship,Foreign Countries,Questionnaires,Measures (Individuals),Teacher Attitudes,Statistical Analysis,Private Schools,Elementary School Teachers,Individualized Education Programs,Smoking,Eating Habits,Parent Teacher Cooperation,Physical Activities,Drug Therapy,Exercise,Goal Orientation,Interpersonal Communication

This research was undertaken to shed light on sources of stress, effects and coping strategies used by general (mainstream) classroom teachers and special education teachers. A total of 139 teachers, from eight private schools in Beirut, Lebanon, were selected to participate in a study using the Pullis Inventory of Teacher Stress (PITS). The teachers, 100 general classrooms and 39 special educators, were directly involved at one point in time in teaching students with special educational needs. The responses to the questionnaire items were analyzed using descriptive statistics and a correlation coefficient. Results showed that there was no significant difference between special education and general (and at times integrated) classroom teachers in relation to all sources and effects of stress. Moreover, Pearson's correlation coefficient (r) showed that most sources of stress had a weak-positive correlation with the coping strategies; yet most effects of stress had a weak-negative correlation with the coping strategies.
Affective Factors and Reading Achievement in Different Groups of Readers
Author: Žolgar-Jerkovic, Ingrid
Date: 2018-00-00
Type: Journal Articles
Subjects: Children,Reading Achievement,Reading Attitudes,Reading Motivation,Reading Comprehension,Self Concept,Reading Difficulties,Dyslexia,Decoding (Reading),Reading Habits,Questionnaires,Statistical Analysis

This paper is part of a wider survey in which we identify groups of readers aged 10 to 11. The paper presents the findings on the observed affective variables (attitude and motivational) of different groups of readers. The results show that individual's attitude towards reading has the impact on reading comprehension and vice versa, better reading comprehension represents a higher possibility for an individual to choose to read. All identified groups of poor readers read less. An insight into individual's perception of their own reading abilities indicates some particularities; the group of children with difficulties in reading comprehension, but a good decoding evaluate their reading abilities higher than children with dyslexia, who manage to compensate their decoding problems and show good reading comprehension. The results show that the evaluation of the importance of reading is related to one's own perception as a reader, while the frequency of reading is more related to individual's reading performance. Affective factors may be the cause or the consequence of reading difficulties and cannot be overlooked while planning a support.