DESIGNING A LEARNING ACTIIVITY USING VISUAL COGNITIVE STRATEGIES THROUGH A WRITING SKILLS TRAINING PROGRAM FOR CHILDREN WITH AUTISM

Teacher‐directed violence has been acknowledged as a major issue in research over the past decade. Teacher‐directed violence is the over‐arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher‐directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher‐directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed‐methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school‐wide interventions.

The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of steps of task analyses as well as student academic engaged time. Results of this study indicate special education teachers can follow a 12-step task analysis to adapt books for students with moderate intellectual disability and autism and that general education teachers can reliably implement a task analysis that incorporates an adapted book in their reading instruction for students with moderate intellectual disability and autism. Furthermore, this study provides evidence that may offer an effective way to increase engagement for students with moderate intellectual disability and autism in general education classrooms during literacy instruction.

The relevance of the study is determined by the growth of digitalization in education and the need to modernize mathematics teaching in special schools in accordance with the needs of students with special educational needs. Under contemporary conditions, the concept of Mathematics 4.0 emphasizes adaptive, personalized, and data-driven instructional models; however, their methodological implementation in special mathematics education remains insufficiently systematized. This necessitates a comprehensive scientific analysis of digital technologies as instruments for improving accessibility, effectiveness, and sustainability of mathematical knowledge formation. The aim of the article is to provide scientific substantiation and systematization of approaches to the formation and development of mathematical knowledge of students with special educational needs in grades 5-6 of special education schools through the use of digital technologies within the framework of the Mathematics 4.0 concept. Research methods included analysis and synthesis of scientific literature in mathematics didactics, special pedagogy, and digital education technologies; system-structural and comparative analysis; didactic modeling; and theoretical generalization of practical experience in the application of digital learning tools in special education settings. The study identified the psychological and pedagogical prerequisites for the acquisition of mathematical knowledge by students with special educational needs in a digitalized educational environment. The didactic possibilities of digital technologies for personalizing learning, step-by-step knowledge formation, and formative assessment were established. The feasibility of using adaptive digital tools as an instrument for the controlled development of mathematical skills has been proven. The main scientific and practical problems of implementing digital technologies have been identified, in particular, the formalization of individualization, limited availability of adapted resources, digital inequality, and insufficient methodological readiness of teachers. The conclusions indicate that the implementation of the Mathematics 4.0 concept in a special school is possible provided that digital technologies are integrated into a comprehensive methodological system with the leading role of the teacher and a focus on the individual learning dynamics of students. The use of digital tools contributes to increasing the effectiveness and practical significance of mathematical knowledge. Prospects for further research include empirical evaluation of Mathematics 4.0 models in special education schools, development of criteria for measuring learning dynamics, and creation of standardized adaptive digital resources for mathematics education.

Aim of the Study: Modern ICTs have effectively shaped the digital global village with various online platforms moderating global communication infrastructures for masses belonging to different regions, cultures, ethnicities and national identities; resulting in a rich global social structure. But at the same time, the blessing has turned into a worldwide dilemma, known as digital media addiction or digital addiction. Ever since COVID emergence, the smartphone attachment/addiction of people touched new extremes. The current study has been an attempt to explore the correlation between digital media use and perseverative thinking among the psychology students of Islamabad-based public sector universities. Methodology: Based on correlational cross-sectional survey questionnaire, distributed among 450 psychology students of Islamabad-based public sector universities using purposive sampling, a response of 300 (149 males and 151 female) active digital media users of 18-35 years was received by employing the Perseverative Thinking Questionnaire (Ehring et al., 2011). Findings: Results indicated a significant positive correlation of digital media use with perseverative thinking. Conclusion: Study concluded that preservative thinking will increase with increased digital media use or the number of times the digital media users visit their online accounts. The results have also proved the hypothesis claiming a positive association between the digital media use and perseverative thinking among the psychology students of Islamabad-based public sector universities.

BACKGROUND: One of the most serious concerns of parents, caregivers, teachers and therapists is children’s independent living, particularly of those with special educational needs (SEN). Purpose-built programs for the acquisition of independent living skills are considered a priority in special education settings. The main problem is the inefficacy of detached interventions to meet the needs of as many students as possible. OBJECTIVE: Our response is to create transmedia applications for inclusive learning environments. To this end, we have taken a participatory design approach to develop a project for Daily Living Skills Training by combining special education pedagogies, filmic methods, game design and innovative technologies. In this paper, we present the design and development of Waking up In the Morning (WUIM), and its improvement through user-based and expert-based evaluations by students, therapists and developers. The main research purpose is to confirm if: (1) the final products of the WUIM project could be educational resources for students with SEN and (2) the common gaming experience could promote collaborative learning, regardless of students’ cognitive profile. METHODS: During the alpha phase, we developed and improved WUIM. In July 2020, we implemented and evaluated WUIM in special education settings (beta-phase). More specifically, a quantitative and qualitative formative evaluation was conducted with children who have developmental disabilities ([Formula: see text] 11), their therapists ([Formula: see text] 7) and developers ([Formula: see text] 2). Methods of data collection included questionnaires filled in by therapists and developers, participant observation by researchers and interviews with children. RESULTS: The results of the formative evaluation were generally positive regarding four-factor groups that shape the learning experience: Content, Technical characteristics, User state of mind, Characteristics that allow learning. After the design team reviewed the potential users and experts’ comments that were mainly related to the user interface, the application was improved. CONCLUSIONS: The two hypotheses have been largely confirmed. Overall, we propose a simplified development process that showcases the importance of arts-based methods and aesthetics which deliver representational fidelity. The study reveals the necessity of developing transmedia learning materials to meet each individual’s needs.

With the rapid development of artificial intelligence (AI) technology, its application in special education has demonstrated great potential for enhancing educational effectiveness and promoting inclusivity. This article explores the current applications and future trends of AI in special education settings from a human-computer interaction perspective, with particular focus on children with autism. The paper first outlines the transition from universal computer-assisted education toward AI-driven specialized interventions that meet the personalized needs of special education students. Through research cases applying affective computing systems, speech recognition technology, and large language model tools for children, it illustrates how AI enables personalized learning and real-time feedback. Finally, the article prospects future directions for AI in special education, emphasizing human-centered approaches to support the comprehensive development of learners with special needs.

This research was to determine the impact of using the "peer-assessment" technique through "google classroom" on student’s writing skills. The sample of this research is the students of class X SMP Indonesian Language. Students of grade ten C for control and grade ten D for the treatment class. The sample were all the students in that class. As the representative of the population, convenience sampling is part of the non-probability sampling used by researchers. Written test was chosen as the research instrument. For the calibration of the items, the researcher used indicators as an assessment rubric by using pre-test and post-test to determine the results of learners' writing skills. The results of this study are the average score (x) of the pre-test learners from treatment was 44 and the average score of the post-test learners as a variable (x) is 71.25. However, the mean score (x) pre-achievement of the learners from the control class was 49.25 and the average score was 79.75. Fulfillment of raters for Google Classroom was insignificant for the learners' composing skills, experimental learners' scores are not better than the control class. Another hypothesis was rejected. The results of the statistical analysis the items showed for the value of sig (2tailed) post-test score was greater than the value (0.92 > 0.05). Therefore, we can conclude that H0 (zero hypothesis) of this study is acceptable.

Zigmond and Baker's analysis of case studies of inclusion of students with learning disabilities in elementary classrooms reveals that little “special” education was being provided to those students. But what makes special education special? We have evaluated these case study reports with a set of variables that are essential for success in special education settings—the PASS variables: Prioritized objectives; Adapted methods, materials, and environments; SCREAM (an acronym for effective teacher presentation variables); and Systematic monitoring of progress. The cases described by Zigmond and Baker reveal substantial shortcomings in each of these variables. Further, these shortcomings do not appear to be the result of insincere teachers or ineffective teaching abilities, but rather appear to be an unavoidable consequence of the inclusion programs themselves. Perhaps many of the teachers involved in these settings reported that they were successful because they lacked the type of information that might have provided a more realistic, and perhaps less optimistic, evaluation of the effectiveness of the inclusion settings. Important learning objectives for students with learning disabilities should not be sacrificed in the attempt to accommodate all learners in the same setting.

The presence strategy has significantly influenced global educational systems, particularly in facilitating access to mainstream schools for students with Individualized Education Plans (IEPs). While numerous studies have examined the outcomes of children with IEPs in both regular and special education settings, research on the specific characteristics of these environments remains limited. This research investigates differences in teaching practices between mainstream (N = 285) and special education settings (N = 400) for students with intellectual disabilities. The findings indicate that instructors in both settings devote similar amounts of time to learner- and teacher-centered activities, with a slight preference for the latter. However, mainstream educators set higher academic expectations, whereas special education instructors place greater emphasis on fostering students' social interaction, as demonstrated by the Mann-Whitney U-test. These differences highlight the contrasting priorities of each educational setting—mainstream environments focus on academic achievement, while special education settings emphasize social engagement. Given the importance of both academic success and social inclusion, integrating structured instruction with social interaction strategies is crucial for student development. Additionally, qualitative research suggests that teaching practices in both settings require further exploration to better understand how educators address diverse student needs. One limitation of this research is the confidentiality of instructor responses, which prevents the identification of specific schools or student backgrounds, potentially affecting the generalizability of the findings. Further research should explore how instructional strategies can be adapted to improve student engagement and participation across educational settings. Enhancing inclusive teaching approaches can contribute to more effective learning experiences and better social integration for students with intellectual disabilities.

PurposeChildren with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.Design/methodology/approachSix children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.FindingsTypical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.Originality/valueThis study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

Self-contained special education teacher evaluations are investigated in this study. The perceptions of special education teachers and building administrators are explored and the suitability of standard teacher evaluation tools, such as the Marzano Teacher Evaluation System, for special education teachers in self-contained classrooms are discussed. This study highlights the significant gap in these tools’ relevance and efficacy due to the unique challenges and individualized instruction required in special education settings. The study utilizes a quantitative survey method to gather perceptions from teachers and administrators, revealing widespread dissatisfaction with current evaluation processes and a lack of alignment with special education needs. Results indicate a pressing need for tailored evaluation frameworks that accurately reflect the pedagogical realities of special education. The article advocates for reforming evaluation systems to foster professional growth and improve educational outcomes for students with disabilities, thus transforming the approach to educator accountability and development in specialized teaching environments.

<p>This research explores the question “How can a student music therapist support staff in their interactions with learners in a special education setting?” To answer this question secondary analysis of data was used to examine clinical notes that had been collected as part of my music therapy practicum experience at a special education school. The data selected for thematic analysis was collected between March and May 2017, and focused on three groups which were co-facilitated by myself and other school staff. Six main themes emerged; Expanding on Existing Music use; Collaboration; Interaction Styles; Supporting Staff in Music; Staff Witnessing Student in Music; and Expanding on Māori Materials. In addition to this, three sub-themes emerged relating to the use of; Elements of Music; Instruments; and Repertoire. The main themes relate to ecological approaches to music therapy such as community music therapy (Ansdell, 2002) and resource oriented music therapy (Rolvsjord, 2016). They indicate that the student music therapist engaged with a broader approach to music therapy than traditional closed door models of practice. The integrated model of team work in the school was important in creating an environment of fluid knowledge sharing and collaborative approaches. This integrated approach to music therapy work can enrich the culture of the special education context and is in line with Ministry of Education Special Education policy and philosophy (Twyford, 2009).</p>

Research Objective: This study aims to explore practical knowledge essential for the effective implementation of positive behavior support in special schools, using a case study of a school with a focus on positive behavior support operated by the C Education Office. The intention is to understand the practical knowledge required and to identify support strategies for the successful execution of positive behavior support in special education settings. Research Method: The study involved five head teachers responsible for the operation of five schools emphasizing positive behavior support in special education. The qualitative level of the operation of positive behavior support in these schools was assessed using an evaluation checklist. Based on the evaluation results, interviews were conducted to understand the specific implementation situations of the schools. The interview data were analyzed through keyword extraction, categorization, and classification. Research Findings: The qualitative level of positive behavior support in the operation of schools emphasizing positive behavior support in special education was evaluated as very high, with an average score of 82.73 across the five schools. The analysis of interview data revealed key themes related to people, systems, and culture in the actual operational situations of schools emphasizing positive behavior support. Discussion and Recommendations: The case of operating schools with a focus on positive behavior support in the C Education Office's special education provides a practical example for problem-solving in other special schools operated by the C Education Office and in different regions implementing positive behavior support.

Advertisement for any dental treatment was rare in Switzerland. Then the use of digital media became popular, particularly in the field of implant- and esthetic-dentistry. In parallel to the dental schools of public universities, private universities and companies built up centers for continuing education that issue specialists diplomas and M.Sc. degrees.Prosthodontics itself is characterized by many sub-disciplines that incorporated their own associations. These also offer graduate training curricula which diminish the significance of specialization in prosthodontics.Specialized prosthodontists do not have a financial benefit in Switzerland where dentistry is not supported by any insurance. In other European countries funding of prosthodontic treatment depends on their healthcare systems.There are four specialties in Dentistry recognized by the European Union (EU). Specialization in prosthodontics was introduced in Sweden already in 1982 and today it is declared in about 20 European countries, while for others no recognized program exists. Thus there are great variations with more recognized specialists in former east European countries. In Switzerland the prosthodontic specialization curriculum was developed and guided by the Swiss Society for Reconstructive Dentistry, and only in 2001 it became fully acknowledged by the Federal Department of Health. The four Swiss Universities offer the 3-year program under the supervision of the society, while the government remains the executive body.In 2003 EPA tried to set up guidelines and quality standards for an EPA recognized specialization. In spite of these attempts and the Bologna Reform in Europe, it appears that the quality standards and the level of education still may differ significantly among European countries.

Social Robotics is an emerging field, with many applications envisioned including in the special education system. This paper presents results of an exploratory study that interviewed six special education teachers on a) whether they can see Social Robots being used within their settings; b) what roles they could envision Social Robots to perform; and c) whether Social Robots could be bullied and conceivably become the bullies. Our exploratory study revealed a) a deep skepticism towards Social Robots being used in the special education setting; b) the roles envisioned for them were mostly mechanical, repetitive tasks with no communication needs; and c) that they were seen as a target for being bullied and becoming bullies with some believing them to be useful in educating about bullying.