Volume: 30.1
Year: 2015

Directions:

1. Select articles from one of the following issues:

Year 2016 Volume 31 No 2
Year 2015 Volume 30 No 3
Year 2015 Volume 30 No 2
Year 2015 Volume 30 No 1
Year 2014 Volume 29 No 3
Year 2014 Volume 29 No 2
Year 2014 Volume 29 No 1
Year 2013 Volume 28 No 3
Year 2013 Volume 28 No 2
Year 2013 Volume 28 No 1
Year 2012 Volume 27 No 3
Year 2012 Volume 27 No 2
Year 2012 Volume 27 No 1
Year 2011 Volume 26 No 3
Year 2011 Volume 26 No 2
Year 2011 Volume 26 No 1
Year 2010 Volume 25 No 3
Year 2010 Volume 25 No 2
Year 2010 Volume 25 No 1
Year 2009 Volume 24 No 3
Year 2009 Volume 24 No 2
Year 2009 Volume 24 No 1
Year 2008 Volume 23 No 4
Year 2008 Volume 23 No 3
Year 2008 Volume 23 No 2
Year 2008 Volume 23 No 1
Year 2007 Volume 22 No 3
Year 2007 Volume 22 No 2
Year 2007 Volume 22 No 1
Year 2006 Volume 21 No 3
Year 2006 Volume 21 No 2
Year 2006 Volume 21 No 1
Year 2005 Volume 20 No 2
Year 2005 Volume 20 No 1
Year 2004 Volume 19 No 2
Year 2004 Volume 19 No 1
Year 2003 Volume 18 No 2
Year 2003 Volume 18 No 1
Year 2002 Volume 17 No 2
Year 2002 Volume 17 No 1
Year 2001 Volume 16 No 2
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
ANALYSIS OF SPECIAL EDUCATION TRIBUNAL OUTCOMES USING LUHMANN'S SYSTEMS THEORY 2015 30 1 243 KB
Angela Valeo Kathryn Underwood Ryerson University

This paper examines Special Education Tribunals, in Ontario, Canada through a Luhmannian theoretical lens. At total of 58 Special Education Tribunal summary hearings were analyzed using the constant comparative method through NVivo software. The results revealed that these Tribunals appear to favour the assessment testimony of teachers and other school personnel over that of other professionals such as educational psychologists, medical doctors, and university professors. This finding is discussed in relation to the available interpretations of Luhmann's social systems theory along with the limitations of using educational tribunals to remedy social justice issues.... [more]


ASSESSMENTS AND INTERVENTION FOR PUPILS WITH READING DIFFICULTIES IN SWEDEN - A TEXT ANALYSIS OF INDIVIDUAL EDUCATION PLANS 2015 30 1 514 KB
Ingela Andreasson Ulrika Wolff University of Gothenburg

Since 1995 all Swedish compulsory schools have been required to establish Individual Educational Plans (IEPs) for pupils with special educational needs. According to the Swedish Education Act such a plan should be drawn up if pupils do not achieve the goals in the curriculum or the syllabus. The process of IEPs covers a prior investigation to identify and assess what kind of problems or difficulties a pupil has. These investigations should be the basis for decision to ensure that the pupils get adequate support for their needs. In the current study we examine the use of IEPs for pupils with reading difficulties. Data in the study comprised 150 IEPs. One important part of the analysis of the IEPs included quality aspects of investigations and interventions. The results show a large variation of the quality for both. In many cases there is a lack of prior investigation in the IEPs and in other cases a limited connection between the assessments of the investigations and the interventions. Furthermore, the results indicate interventions based on assessments of the investigations, generally show a higher quality level. Therefore, the key conclusion is that investigations are crucial in designing interventions and establishing IEPs.... [more]


BURNOUT AND WORK STRESS AMONG DISABILITY CENTERS STAFF IN OMAN 2015 30 1 323 KB
Ahmed Hassan Hemdan Mohamed Sultan Qaboos University

Extensive efforts have been made to maximize the potential of children with disabilities in Oman. The establishment of Al-Wafaa centers of disabilities served as a channel to help families secure a variety of services provided to children with different disabling conditions. The purpose of this study was to explore the burnout of staff working in the disability centers in Oman. A related purpose was to compare their burnout levels in relation to the type of disability (intellectual disability and hearing impairment) and years of experience (1-5 years, 6-10 years, and above 10 years). Also, the study explored the association between burnout and work stress. The participants were 81 female staff in the disability centers from different areas. The participants completed the Maslach Burnout Inventory and the Teacher Occupational Stress Factor Questionnaire (TOSFQ). The results of the study showed that disability centers staff had a moderate level in both emotional exhaustion and personal accomplishment while they had a high level of depersonalization. The Kruskall Wallis test showed a significant effect of the experience level in the depersonalization subscale, χ2 (2, N = 81) = 6.07, p = 0.048. Post-hoc analyses using the Mann-Whitney test indicated that staff with the experience level (6-10 years) had a higher depersonalization level than the experience level (above 10 years). The results also indicated that a significant relationship was found between burnout and work stress. The results of the study are discussed in relation to the early intervention services provided to children with disabilities and how the study variables relate to the policy and practice in the disability centers in Oman. ... [more]


DEVELOPMENT OF A SCALE FOR MEASURING PARENTAL SATISFACTION WITH SERVICES AVAILABLE FOR DISABLED CHILDREN IN JORDAN 2015 30 1 327 KB
Mizyed A. Hyassat Majed M. Akhayat Al-Balqa' Applied University Nwaf Alzyoud Hashemite University

Undoubtedly, parents of children with disabilities are better knowing than anyone else about their children's development and progress. Therefore, considering their perspectives on the services may lead to enhancing service delivery to their disabled children. In this paper, we described the procedure of developing an instrument for measuring parental satisfaction with the services that disabled children and their parents received. The scale developed in the current study consists of five dimensions: Medical care services, accessing to services, special education institutions, parental involvement, and available support. The scale items construct was based on three resources: Reviewing literature, semi-structured interviews, and asking professionals. The results show that the validity and reliability of the scale are satisfactory.... [more]


DO HIGH ABILITY LEARNERS ENJOY LEARNING ALONE AND IN GROUPS? IT DEPENDS... 2015 30 1 538 KB
Lannie Kanevsky Simon Fraser University

Pedagogical shifts favoring collaborative learning and findings of recent studies have raised concerns regarding the claim that gifted students prefer to learn alone. The purpose of this study was to further investigate if, when and how high ability learners want to work with or without others. The distributions of 416 high ability students' (n=416; Gr. 3-8) responses to survey items were analyzed. Items assessed their general feelings about working alone and in a group and the appeal of specific conditions. Although a majority indicated they enjoyed learning alone, more also enjoyed group work-under certain conditions. Age differences were found but none related to gender. More of the younger students enjoyed teaching their peers while more of the older students were eager to contribute to group discussions and be seated in clusters. Sitting alone became increasingly unpopular with older students. The broad variability in the distribution of students' ratings across conditions demonstrated the preferences of high ability learners are sensitive to many factors in the setting, not just the involvement of others. High ability learners may prefer to work alone when attractive conditions for working in groups are not available. Evidence-based guidelines for group work are offered.... [more]


EFFECT OF AUDITORY TRAINING ON READING COMPREHENSION OF CHILDREN WITH HEARING IMPAIRMENT IN ENUGU STATE 2015 30 1 118 KB
L.T. Ugwuanyi T.A. Adaka University of Nigeria

The paper focused on the effect of auditory training on reading comprehension of children with hearing impairment in Enugu State. A total of 33 children with conductive, sensory neural and mixed hearing loss were sampled for the study in the two schools for the Deaf in Enugu State. The design employed for the study was a quasi experiment (pre-test and post-test design) with all the subjects exposed to training. The instrument used for data collection was Reading Comprehension Test (RCT) and validated by experts in the education of children with hearing impairment. Two research questions and two hypotheses were formulated to guide the study. Mean and standard deviation were used to answer the research questions while Analysis of covariance (ANCOVA) was used to analyze the hypotheses at 0.05 level of significance. The finding of the study showed that all the children with hearing impairment exposed to reading comprehension through the use of auditory training achieved a measure of reading. Gender does not influence the mean reading achievement of children with hearing impairment. Conclusions and recommendations were also made.... [more]


EXAMINING COLLABORATION AND CONSTRAINS ON COLLABORATION BETWEEN SPECIAL AND GENERAL EDUCATION TEACHERS IN MAINSTREAM SCHOOLS IN 2015 30 1 317 KB
Mayada Al-Natour Muna Amr The University of Jordan Eman Al-Zboon The Hashemite University Hatem Alkhamra Qatar University

This paper examines collaboration between general and special education teachers in mainstream schools in Jordan from their own points of view. It explores the extent to which teachers work collaboratively throughout the different stages of the special educational programs of students with special needs (i.e. referral, assessment, planning, and implementing the educational program stages). It also looks at constrains that may hinder this collaboration. The study adopts a mixed method design, where teachers' views on collaboration and constrains on collaboration were first surveyed and then further examined through a series of semi-structured interviews. Both survey and interview results showed that teachers collaborate at a low level throughout the different stages of the student's special educational program. Results also showed that collaboration is constrained by different factors including: teachers' large workload; high numbers of students in the classroom; lack of awareness of the importance of collaboration; lack of pre- and in-service training in the area of inclusive education; general education teachers' negative attitudes toward working with students with special needs; and lack of support from schools administration and students' families. The results are discussed in relation to the study context: inclusive education was only recently introduced to the education system in Jordan and has therefore not yet been fully adopted or understood by the different educational parties. Also, general and special teachers education programs at both pre-service and in-service level have not updated their programs so to prepare teachers to work in inclusive educational settings and be able to collaborate with each other.... [more]


IEP DOCUMENTATION FOR EFFECTIVE SYSTEMATIC FACILITATION 2015 30 1 312 KB
Peng-Sim Eng Kianh Foundation, Vietnam

This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual education plans (IEPs). The authentic evidence-based IEP pro forma presently discussed, and was made culturally appropriate after many reviews and about a year of training. IEPs written on this pro forma were used as operational reference and working documents by both classroom and physical therapy staff for six and four months, respectively. Staff feedback on use of these documents was facilitated through a questionnaire. This paper presents the outcome of how IEP was used as a functional reference to empower staff to work with students with disabilities. Despite the diversity of disabilities of the students at Kianh Centre, all staff who participated agreed that IEPs written on the pro forma empowered them with effective skills to facilitate student learning.... [more]


INSTRUCTIONAL VARIABLES OF INCLUSIVE ELEMENTARY CLASSROOMS IN TURKEY 2015 30 1 430 KB
Nimet Bulbin Sucuoglu Selma Akalin Ankara University Elif Sazak Pinar Abant Izzet Baysal University

The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who were placed in regular classrooms and their teachers. The Turkish version of the Code for Instructional Structure and Student Academic Response-Mainstream Version (MS-CISSAR) was used for data collection which was based on a momentary time-sampling. The results of molar analysis indicated that the student behaviors displayed the most were no academic response, no task management, and no competing response. Attention and academic talk were found to be the teacher behaviors displayed the most during instruction. In addition, ecological analysis showed that some student behaviors such as no academic response, no task management, writing, and self-stimulation were not affected by instructional grouping while the attention behaviors of the students were found to be affected by no instruction, no task, no activity, and paper-pen activity conditions. On the other hand, the writing behaviors of the students increased in math and decreased in the discussion condition. All the findings were discussed based on the Turkish inclusion system along with the difficulties to be encountered by students and teachers during mainstreaming implementation. ... [more]


SHOULD INCLUSIVE EDUCATION BE MADE COMPULSORY IN SCHOOLS?: A STUDY OF SELF-EFFICACY AND ATTITUDES REGARDING INCLUSIVE EDUCATION AMONG A DIVERSE GROUP OF SENA (SPECIAL NEEDS ASSISTANCE) TEACHERS 2015 30 1 461 KB
Emma Claire Pearson Jennifer Tan Universiti Brunei Darussalam

This paper reports a survey conducted with the intention of responding to recent calls for more evidence on the experiences of SENA teachers since implementation of policies around inclusive education. The data provide a tentative information about perceptions among teachers currently employed by the Ministry of Education as SENA teachers. The data were collected through the use of questionnaires distributed during a series of professional development workshops held with SENA teachers throughout the country.... [more]


STRESS LEVELS OF KUWAITI MOTHERS OF CHILDREN WITH SLD: DOES WORK AND EDUCATIONAL STATUS MATTER? 2015 30 1 269 KB
Saad S. Alazemi Ministry of Education, Kuwait Azar Hadadian John B. Merbler Ball State University Cen Wang Charles Stuart University

Existing research literature indicates that parents of children with disabilities have higher stress. The purpose of this study was to examine differences in stress levels between mothers in relation to their children with specific learning disabilities (SLD). A sub sample of 91 mothers participated in the study. The outcome of the research revealed that there were significant differences in stress levels of mothers of children with SLD as it related to employment and educational status. The findings of this study indicated that mothers with a higher education degree had lower stress levels. In contrast, employed mothers had higher stress levels as related to their children with SLD.... [more]


THE EDUCATIONAL, SOCIAL AND EMOTIONAL EXPERIENCES OF STUDENTS WITH DYSLEXIA: THE PERSPECTIVE OF POSTSECONDARY EDUCATION STUDENTS 2015 30 1 491 KB
Maro Doikou-Avlidou Aristotle University of Thessaloniki

The present study aimed at exploring the educational, social and emotional experiences of individuals with dyslexia both during school and tertiary education. For this purpose, semi-structured interviews were conducted with ten Greek students with dyslexia who were enrolled in higher education institutions. The data analysis was carried out with the use of qualitative content analysis. The findings reveal that the students had developed positive as well as negative coping strategies to deal with their learning disabilities. The teachers' attitudes and behaviour were mostly perceived as negative. These attitudes coupled with the lack of explanations about dyslexia following diagnosis and teasing on the part of the peers caused feelings of inferiority and anxiety to the interviewees. However, dyslexia contributed to the enhancement of the participants' self-understanding and the development of their strengths. Implications with respect to the provision of emotional and social support and implementation of appropriate interventions are discussed.... [more]