Volume: 27.3
Year: 2012

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Year 2012 Volume 27 No 1
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Year 2010 Volume 25 No 3
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Year 2006 Volume 21 No 1
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Year 2001 Volume 16 No 1

2. Click on [more] at the end of the abstract of the article you wish to read

Title Year Vol. No. Size
A FIELD-BASED DEAF EDUCATION TEACHER TRAINING MODEL: DOES IT MAKE A DIFFERENCE? 2012 27 3 117 KB
Azar Hadadian Kourtland Koch John Merbler Ball State University

This article provides professional perspective of a teacher-training model which relies heavily on an intensive, culturally immersive field experience for the teacher of the Deaf and hard of hearing. Survey results were based upon 21 past participants concerning their perceptions during their one-year internship experience at Indiana School for the Deaf (ISD). Formal and informal periodic evaluations of past ISD/BSU participants reinforced the author's perspectives that an intensive yearlong residential experience is critical for developing the linguistic, fluency, and cultural awareness that are not only vital but also indispensable for teachers of D/hh students. (This study does not intend to endorse any philosophy of the education of the Deaf. This study adopts an eclectic approach to teaching different philosophies for D/hh students.)... [more]


A VOCABULARY-ADDED READING INTERVENTION FOR ENGLISH LEARNERS AT-RISK OF READING DIFFICULTIES 2012 27 3 327 KB
Alexis L. Filippini Mission Learning Center Michael M. Gerber University of California Jill M. Leafstedt California State University

This study examined the added value of a vocabulary plus phonological awareness (vocab+) intervention against a phonological awareness (PA only) intervention only. The vocabulary intervention built networks among words through attention to morphological and semantic relationships. This supplementary classroom instruction augmented existing literacy curriculum in a 71 primarily Spanish-speaking English Learners (EL) in grade one, many at-risk of reading difficulty. Vocab+ lessons drew from expository text, and words were revisited throughout the program. The PA only group received a previously validated phonological awareness and decoding instruction with no vocabulary instruction. The treatment group (vocab+) spent 30% of the intervention on PA and decoding. Students demonstrated expected gains in vocabulary, while maintaining gains in phonological decoding equivalent to those of the PA only group. This study demonstrates initial justification for dedicating limited instructional minutes to vocabulary building in early literacy interventions while still dedicating a small portion of time to phonological awareness and decoding.... [more]


CANDIDATES OF WRITTEN LANGUAGE DISABILITIES AMONG UNDERGRADUATE STUDENTS AT THE UNIVERSITY OF JORDAN AS PERCEIVED BY STUDENTS AND THEIR TEACHERS 2012 27 3 38 KB
Hatem A. Alkhamra Mayada M. AlNatour Sana M. N. Abu Dahab Bassam M. AlAbdallat University of Jordan

This study aimed to explore writing problems among undergraduate students at the university level, based on students self reporting technique and the verification from their teachers´ ratings. Twenty-eight students were considered good candidates for this research using two criteria of self reporting and high means of responses. Twenty-five faculty members teaching the previous sample were asked to fill in a similar survey conveying the current level of writing for the selected student. Results revealed four categories of handwriting problem; handwriting, sentence structure, vocabulary and spelling, and written expression. In addition, high agreement of written language problems from the perspective of both students and faculty members were also observed. A discussion of the results and implications for written language problems at the University of Jordan are provided.... [more]


CURRICULUM POLICIES FOR STUDENTS WITH SPECIAL NEEDS IN AUSTRALIA 2012 27 3 39 KB
Tania Aspland Poulomee Datta Joy Talukdar University of Adelaide

The curriculum policies for students with special needs across Australia have been reviewed. The Curriculum Framework in the Australian Capital Territory is used to inform their school based curriculum. The Northern Territory Curriculum Framework describes what learners are expected to achieve and what learners have achieved. The New South Wales and Western Australian Curriculum Framework identifies some essential and fundamental learning in each subject area and common outcomes for all students. The Tasmanian curriculum is organised into areas and standards, the areas being content based. The Queensland Curriculum, Assessment and Reporting Framework is based on a set of essential learnings embedded within standards across all key subjects. The South Australian Curriculum, Standards and Accountability Framework are also based on essential learnings constituting of a series of expected outcomes in each subject area. The Victorian Essential Learning Standards outlines a set of common state-wide standards which schools use to plan student learning programs. In spite of each of the state and territory government´s commitment towards inclusion, as manifested in the curricular provisions, the present review surfaces the lack of specialised documentation for these discrete group of learners.... [more]


DESIGN OF A GENERIC QUESTIONNAIRE FOR REFLECTIVE EVALUATION OF A VIRTUAL REALITY-BASED INTERVENTION USING VIRTUAL DOLPHINS FOR CHILDREN WITH AUTISM 2012 27 3 185 KB
Noel Kok Hwee Chia Jenyi Li National Institute of Education

There is an alarming increase in more Singaporean children diagnosed with special needs and it could be attributed to higher awareness and better screening procedure. However, research and development on various intervention strategies for children with special needs is still very lacking. With the introduction of information and communication technology, a wide range of useful intervention tools are now available to both special education professionals and parents with disabled children. In particular, interest in virtual reality (VR) within the domain of special education community is on the rise as reflected in a growing number of special issues of journals on this subject. VR offers a new channel to reach out to individuals with special needs such as cerebral palsy and autism. However, its effectiveness in intervention for such individuals has not been fully explored. In this paper, the authors have collaborated with a research team of the Pink Dolphin Simulation project at the Institute for Media Innovation, Singapore, to design a generic questionnaire for VR researchers and special education professionals to use in evaluating reflectively the possible benefits a VR-based intervention can offer. In this case, the VR-based intervention using the specially designed virtual dolphins was used for reflective evaluation.... [more]


DOLPHIN ENCOUNTER FOR SPECIAL CHILDREN (DESC) PROGRAM: EFFECTIVENESS OF DOLPHIN-ASSISTED THERAPY FOR CHILDREN WITH AUTISM 2012 27 3 177 KB
Mohamad Shaifudin Bin MdYusof Noel Kok Hwee Chia Nanyang Technological University

Autism is a neuro-developmental syndrome of constitutional origin and whose cause could also be epigenetic, and its onset is usually around first three years of birth, with empathizing deficits that result in a triad of impairments in communication, social interaction, and imagination (or presence of stereotyped behaviors), but may, on the other hand, display or hide a strong systemizing drive that accounts for a distinct triad of strengths in good attention to detail, deep narrow interests, and islets of ability. In this study, 15 children (ten boys and five girls, aged between 9 and 10 years) with high-functioning autistic disorder underwent a 12-month Dolphin Encounter for Special Children (DESC) Program conducted by the Underwater World Singapore at the Dolphin Lagoon in Sentosa. Indo-pacific humpback dolphins were used in this dolphin-assisted therapy. A pre-/post-treatment design was used to determine if the 15 subjects showed significant improvement in the reduction of their autistic symptoms after they had completed the program. The results suggested that the subjects showed a significant reduction in stereotyped behaviors and a significant improvement in communication and social interaction. With a good effect size (d), their mean AQ remained within the average range for typical individuals with autism.... [more]


EFFECT OF RHYTHMIC AUDITORY STIMULATION ON CONTROLLING STEPPING CADENCE OF INDIVIDUALS WITH MENTAL RETARDATION AND CEREBRAL PALSY 2012 27 3 128 KB
Panagiotis Varsamis Aristotle University of Thessaloniki Konstantinos Staikopoulos Lefkothea Kartasidou University of Macedonia

One of the purposes of Rhythmic Auditory Stimulation (RAS) is to improve the control of dysfunctional movement patterns. This study aimed to extend the line of research by focussing on secondary students with mental retardation and cerebral palsy. According to the study´s assumption, cadence can be controlled through a stable and low signal cadence to the benefit of endurance during an aerobic exercise on a stair stepper. Two conditions (Do your best and RAS) were applied in a Latin square design. Results show that in the RAS condition, as compared to the Do your best condition, students significantly decreased their cadence, increased their training duration, kept their heart rate between the bounds suggested for aerobic exercise and decreased their intra-individual standard deviations in both cadence and heart rate per minute. The researchers suggest that a variable signal cadence could have an even greater effect on exercise duration.... [more]


EFFECTS OF A TEACHER TRAINING PROGRAMME ON SYMPTOMS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER 2012 27 3 157 KB
Jan Froelich Central Institute of Mental Health Dieter Breuer Manfred Doepfner Frauke Amonn University of Cologne

A substantial lack of effective school based interventions especially in the natural setting exists in the treatment of Attention Deficit Hyperactivity Disorder. We per-formed a 18-week teacher training programme in a public elementary school with 378 pupils in 16 classes. After completing a screening assessment for symptoms related to ADHD and to Oppositional Defiant Disorder (ODD) we identified 47 students and assigned them non-randomized together with their teachers to either an intervention or control group. Over 12 weeks teachers were given intensive information on ADHD and ODD on a weekly basis, including basic principles of behavioural management, classroom-relevant didactic aspects. Elements of behaviour modification were implemented in the school lessons. Results after statistical analysis indicated significant treatment effects on ADHD and ODD symptoms. We conclude that teacher training programmes may be helpful in improving teachers' skills in addressing attentional and disruptive behavioural problems in the classroom.... [more]


EXPLORING COMPUTER AND STORYBOOK INTERVENTIONS FOR CHILDREN WITH HIGH FUNCTIONING AUTISM 2012 27 3 246 KB
Teresa Kay Armstrong Marie Tejero Hughes University of Illinois

Comprehension is a crucial academic skill that is necessary for independent living. Unfortunately many children with autism often exhibit difficulties being able to interpret and comprehend written language. There is limited research on effective comprehension practices to enhance the comprehension development of children with autism. Therefore, the purpose of this study was to investigate the impact of two repeated reading interventions (computer and storybook) on the comprehension of five children with autism. Findings indicated that several of the children performed better than would otherwise have been expected for both interventions. Neither of the computer or storybook interventions showed to be more beneficial than the other, indicating that these interventions may both be effective in increasing some children´s listening comprehension of text.... [more]


GENERAL EDUCATION PRE-SERVICE TEACHERS PERCEPTIONS OF INCLUDING STUDENTS WITH DISABILITIES IN THEIR CLASSROOMS 2012 27 3 98 KB
Paul M. Ajuwon Missouri State University DeAnn Lechtenberger Nora Griffin-Shirley Stephanie Sokolosky Texas Tech University Li Zhou Mississippi State Frank E. Mullins University of Texas

In this empirical study, the authors compare the perceptions of future general educators on two dichotomous scales (hostility/receptivity and anxiety/calmness) regarding the teaching of students with exceptionalities in their classrooms. A total of 116 teacher candidates from one southwestern and two Midwestern universities in the United States completed a modified version of the Pre-Service Inclusion Survey (PSIS) during the first and last class sessions of the semester in an introductory course on disabilities. The authors reported an increase in a positive attitude in the overall PSIS, and in both the anxiety/calmness and the hostility-receptivity subcategories. The researchers noted that knowledge of how to accommodate students with disabilities and fostering positive attitudes when working with these students are necessary for pre-service teachers. Recommendations are advanced for enhancing inclusive practices in pre-service teacher education programs.... [more]


IMPACT OF GUIDED NOTES ON ACHIEVEMENT IN K-12 AND SPECIAL EDUCATION STUDENTS 2012 27 3 65 KB
Matthew Erickson Slippery Rock University David A. Larwin Kent State University Salem Karen H. Larwin Daniel Dawson Youngstown State University

The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes on K-12 and special education student achievement. Specifically, this study examines the different variables that moderate the effect of using guided notes in the classroom, the impact of guided notes relative to student generated notes, random study checks, and peer tutoring. And, unlike the one previous meta-analysis examining the impact of guided notes with this student population, this investigation includes both published and unpublished research, and some previously unexamined variables. Results indicate that overall, guided notes can produce a strong impact on student achievement. The study discusses the implications and limitations of this research.... [more]


NEEDS OF PARENTS CARING FOR CHILDREN WITH PHYSICAL DISABILITIES: A CASE STUDY IN JORDAN 2012 27 3 132 KB
Kholoud A. Al-Dababneh Merfat Fayez Hashemite University Osama Bataineh Yarmouk University

This study aimed at identifying the needs of families of children with physical disabilities in Jordan. The sample of the study consisted of 96 parents of children with physical disabilities whose ages ranged from 6 to 16 years old. A survey of Needs of Caring Parents was developed to achieve the purposes of this study. Results revealed that the most important needs identified by participants related to the dimensions of information and the involvement in the caring process, while the least important family needs related to the dimensions of counseling support and family support. Results also revealed that there were significant differences in the perceived needs of caring parents according to mother's vocational status (i.e., working or not working) in most of the survey dimensions. Yet, there were no significant differences in the perceived needs of caring parents that can be attributed to child's gender and age; family income range; and parents´ relations with their extended family. Based on the study results, different recommendations were offered to service providers and to pre- and in-service special education teacher training. This research must be considered as a starting step in inviting institutions which provide care for the children with disabilities to focus on meeting the needs of caring parents.... [more]


SUPPORTING ADULTS WITH AUTISM SPECTRUM DISORDERS:LESSONS FROM SIX DECADES OF INTERNATIONAL RESEARCH 2012 27 3 73 KB
Kenneth K. Poon Nanyang Technological University

Research focusing on the intervention and support of children with autism spectrum disorders (ASD) has grown exponentially but this increase research has not been mirrored for adults with ASD. With the aims of informing intervention planning, improving quality of life, and areas for future research, 18 peer-reviewed research articles reporting the outcomes of adults with ASD were systematically reviewed. Despite methodological limitations, the literature review revealed a surprisingly high level of concordance in findings. Adults with ASD continue to experience significant degrees of impairment in the core deficits and correspondingly poor outcomes in social role attainment. Based on these findings, suggestions for the development of intervention and educational programs were proposed. Whilst no studies have targeted the quality of life of adults with ASD, the findings suggest a poor quality of life based on objective indicators. Directions for future research were also proposed.... [more]


SUPPORTING SOCIAL COMPETENCE AMONG SECONDARY STUDENTS IN HONG KONG: TEACHERS´ BELIEFS ABOUT SCHOOL-WIDE INTERVENTIONS 2012 27 3 179 KB
Andrew Ming Hei Tong Kaili Chen Zhang The University of Hong Kong

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers´ beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students´ social competence and minimize their challenging behavior.... [more]


THE ATTITUDE OF BARBADIAN AND TRINIDADIAN TEACHERS TO INTEGRATION 2012 27 3 87 KB
Stacey Blackman University of the West Indies Dennis Conrad State University of New York Launcelot Brown Duquesne University

This quantitative study investigated the opinions of primary school teachers regarding the integration process in Barbados and Trinidad. It utilized a cross sectional survey design and inferential statistics. Data collection was facilitated through the Opinions Relative to Integration Scale developed by Antonak and Larrivee (1995). Four research questions were addressed: (1) what are teachers´ attitudes towards the integration of students with disabilities? (2) what differences exist between teachers' attitudes in Barbados and Trinidad? (3) what differences exist between males and female teachers´ attitudes towards the integration of students with special needs? (4) do novice and more experienced teachers differ in their attitudes toward the integration of students with disabilities? Results suggested that Barbadian and Trinidadian express ambivalent attitudes towards including students with disabilities in regular education settings. Implications for teacher training are discussed.... [more]


THE EFFECT INCLUSIVE EDUCATION PRACTICE DURING PRESCHOOL HAS ON THE PEER RELATIONS AND SOCIAL SKILLS OF 5-6 - YEAR OLDS WITH TYPICAL DEVELOPMENT 2012 27 3 118 KB
Hülya Gülay Ogelman Pamukkale University Zarife Seçer Selçuk University

The purpose of this study is to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development. The study comprised of two sample groups. The children in both groups were attendees of kindergartens at primary schools governed by the Ministry of National Education located in the Karatay district of Konya. The kindergartens of the primary schools in the district of Karatay were classified under two groups; those that exercised inclusive education and those that did not exercise inclusive education. Results of this study, conducted to investigate the effect inclusive education practice has on the peer relations and social skills of 5-6 year old children, concluded the in general inclusive education practice has a positive effect on the level of aggression, prosocial behaviour, asocial behaviour, and victimisation, which are related to peer relations, and interpersonal skills, anger management skills and adaptation to change, self-control skills and task completing skills, which are social skill variables. The was no significant difference between the score means of chosen peer relations and social skill variables for the children in both groups based on first measurements taken before inclusive education practice.... [more]


THE EFFECT OF VISUAL-SPATIAL STIMULATION ON EMERGENT READERS AT RISK FOR SPECIFIC LEARNING DISABILITY IN READING 2012 27 3 73 KB
Victoria Selden Zascavage Ginger Kelley McKenzie Max Buot Carol Woods Fellow Orton-Gillingham Xavier University

This study compared word recognition for words written in a traditional flat font to the same words written in a three-dimensional appearing font determined to create a right hemispheric stimulation. The participants were emergent readers enrolled in Montessori schools in the United States learning to read basic CVC (consonant, vowel, consonant) words and who were being taught with similar educational methodology. Analysis of error types for readers in the lower 20th percentile showed that vowel or consonant substitutions were more frequent for males than females (p more]... [more]


THE EFFECTS OF A FAMILY SUPPORT PROGRAM INCLUDING RESPITE CARE ON PARENTING STRESS AND FAMILY QUALITY OF LIFE PERCEIVED BY PRIMARY CAREGIVERS OF CHILDEREN WITH DISABILITIES IN KOREA 2012 27 3 253 KB
Minjung Sung Jaun Special School Jiyeon Park Ewha Womans University

In this study, a family support program was carried out for primary caregivers of children with disabilities. The program included respite care, recreation programs, counseling, and social support coordination based on individual needs of each family. In order to verify the intervention effects, parenting stress and family quality of life were measured before and after the intervention. Twenty-one primary caregivers who have children with disabilities attending a special school located in Buchon, Korea participated in the study. The experimental group A (sevencaregivers) was provided with respite care services only whereas the experimental group B (seven caregivers) was provided with a multifaceted family support program including recreational programs, counseling, and social support coordination in addition to respite care services. No support was provided to the control group (seven caregivers). The results showed a significant difference in the change of family quality of life between the experimental group B and the control group. However, there was no significant difference among three groups in parenting stress. Discussion about the results and implications for future research is presented.... [more]


THE IMPACT OF A CHILD WITH AUTISM ON THE BRUNEIAN FAMILY SYSTEM 2012 27 3 167 KB
Kathleen J. Tait Hong Kong Baptist University

An investigation of parents´ perspectives on family life with a child with autistic spectrum disorder (ASD) in Negara Brunei Darussalam (Brunei) and the socio-cultural context in which these families function was conducted. It has been suggested that the impact of a child with a developmental disability, like autism spectrum disorder, on the family appears to be related to demographic; child and parent characteristics (Dur-Vila, Dein, & Hodes, 2010). Thirty sets of Bruneian parents with children with ASD aged between 4 - 12 years were surveyed regarding the impact of having a child with autism on family functioning. The investigator found that based on the results from the Impact on Family Scale (Stein & Reissman, 2004) that the financial situation, social interaction within and outside the home, and the subjective distress felt by the parents were found to be high on impact. Content analyses of the narrative data indicated that parents´ Islamic faith influenced their coping with rearing a child with ASD in Brunei. This study highlights the need for further investigation of parent adjustment in terms of Islamic cultural influence, the context, help seeking and support service uptake.... [more]


TOURETTE SYNDROME: SCHOOL-BASED INTERVENTIONS FOR TICS AND ASSOCIATED CONDITIONS 2012 27 3 66 KB
Athanasios Koutsoklenis Zoe Theodoridou University of Macedonia

Tourette syndrome (TS) is a neurological disorder characterized by motor and phonic tics that follow a fluctuating pattern of severity, intensity and frequency. TS is often associated with other conditions such as attention-deficit/hyperactivity disorder, obsessive-compulsive disorder and learning difficulties. This complex phenotype affects the academic performance and social adjustment of pupils with TS. However, little data are available on the role of school-based interventions. This paper reviews the educational interventions for TS and consolidates evidence on the fundamental role of school in the management of the behavioral and learning difficulties that pupils with TS experience. The study aims to investigate the educational repercussions of tics and associated conditions, to examine the educational interventions suggested for their management and to highlight the magnitude of the role of teachers, peers and parents. Moreover, it provides future directions for the improvement of school-based interventions along with suggestions for further research.... [more]