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Students fail to attain conceived aims and objectives for a multiple reasons. In a given situation, their failure can be directly attributed to ineffectiveness of teaching. Some students might be affected by some psychological or behavioural issues which may become more crucial in due course of time if instruction is not designed to assist special learners in the area of their difficulties. Anxiety is perhaps the most important factor that may affect the learning as a process. Anxiety may be of different reasons. Learning anxiety may be related to general anxiety which becomes a serious issue if not dealt properly in time. Differentiated instruction (DI) is a designed strategy based on differentiation philosophy to handle the problem faced by diverse/special learners: able, disable or especially 'able ones'. DI gives all the diverse students the opportunity to learn the same curriculum; however, how each student learns is tailored dependent on students' individual learning needs. This includes inclusive education students and special education students. This paper studies relevance of differentiation technique for learners having anxiety. This paper addresses some of the teaching techniques, strategies and practices deemed critical in the given context of modern time.

The aim of this study is to investigate the relationship between teachers’ self-efficacy beliefs and efficacy for inclusion education. Study participants included a total of 1204 teachers taken from preschool, classroom, subject-matter and special-education departments from schools in four different geographical regions of Turkey. Data were collected using the Teachers Sense of Efficacy (TSE) Scale and the Teacher Efficacy for Inclusion Practices (TEI) Scale. The results revealed a significant relationship between the teachers’ self-efficacy beliefs and efficacy for inclusion. The levels of self-efficacy and efficacy regarding the inclusion of the teachers were higher for female teachers, experienced teachers, teachers who had taken previous courses about special education, and the teachers who have previously interacted with an individual with special needs. In addition, the efficacy level of novice teachers regarding inclusion was found to be higher than that of more experienced teachers.

The purpose of this research is to determine the needs of mothers with three intellectually disabled children. This study has been held with the participation of eleven volunteer mothers, living in Diyarbakır province in 2017. Semi-structured interview technique was used as qualitative research methods in the research. Based on the findings obtained from the research, it was determined that the mothers had important requirements such as materiality, information, general and social support, and needs of expressing themselves to the environment about the disability of their children. The biggest topic was determined as the lack of time for their personal development. When the national and international literatures are analysed, it has been determined that in Turkey needs of the mothers with three intellectual disabled children are higher than those of the developed countries. The main needs are knowledge and materiality. Based on this points, especially mainly legal positive discrimination, governmental agencies, educational institutions and NGO’s need to be more sensitive and should make concrete steps by meeting the needs of children with multiple disabilities.

The difficulty in reading and writing, spelling mistakes and poor speech are considered as the main elements that characterize students with dyslexia. If one thinks that most of the things in a class are based on writing and reading, then the importance of such a learning difficulty is that it is recognized as soon as possible and with appropriate strategies that people with dyslexia can be helped in their progress. The main aim of the current study was to stress the contribution of early diagnosis of dyslexia to the creation of effective learning environments based on individual learning difficulties, learning styles, and learning paths. To this end, were studied different difficulties in the domains of memory, phonology, grammar, and syntax differentiated the learning styles as well as the strategies of each case, resulting to the implementation of multisensory individualized teaching approaches. Conclusively, early diagnosis of dyslexia as well as multisensory intervention approaches were considered as the most effective factors in the improvement of the two cases learning achievement.

Mainstream education for individuals with special needs is accepted to be applied in the curriculum by National Ministry of Education in 2010 and made systematic in 2009. The aim of this study is to determine the situations in which students benefit from social club activities in the scope of social activities. The research is qualitative and case-study enabling a deep investigation about a restricted subject. The study group of the research consists of 200 individuals in mainstream education with special needs who are educated in the classes of 180 teachers from different branches at elementary and secondary schools of National Ministry Education in the city of Bartın and its districts in the fall term of 2015-2016 education year. 110 ones of the study group are male and 90 ones are females. Semi-structured interview with the questions “Which club is an inclusive student in?” and “What is the role of inclusive student in the club?” are fulfilled with teachers having inclusive students in the research. While the obtained data is analyzed, content-analysis method from descriptive methods is used. As a result of the study, 132 of 200 inclusive students become member of various clubs and 42 ones from these are active in their school clubs and in the schools of other 68 inclusive students, clubs studies are not be able to carried out actively or it is only noted down which club an inclusive student is in.

All published scales constructed to measure teacher attitudes towards inclusion have been shown to contain several factors. This study explored the factor structure of the Teacher Attitudes towards Inclusive Education Scale (TAIS) in a population of Finnish basic school teachers (n = 1,764) using confirmatory factor analysis. The TAIS scale was shown to be one-dimensional in this population. However, the result does not automatically generalize to other countries where the school system differs from that of Finland.

This study was conducted to explore the learning of special needs students in reading and writing; determine their preferred teaching approaches; and obtain their suggestions to improve the teaching of both reading and writing modules. Focus Group Discussion (FGD) was conducted in obtaining pertinent information. Results regarding what the learners learned; and the best approach for teaching English revealed interesting insights which could guide special needs teachers. Suggestions which aimed at improving English teaching were also provided.

The aim of this paper, especially written for educational therapists, is twofold. First, it is to provide educational therapists a systematic symptomatological-nosological framework to identify or distinguish learning disruptions (LDs) and/or behavioral disruptions (BDs) ranging from their simplicity per se based on their respective triad of key symptoms/impairments up to multiple complexity of LDs and BDs. Second, it is also to help educational therapists as well as other allied professionals in the field of special education to identify and categorize all different LDs and BDs amidst the wide spectrum of diverse types and subtypes with varying degrees of severity. In this way, with a more accurate identification of LD/BD, an appropriate intervention plan can be designed to treat the disability/disorder concerned, instead of just having a name and a list of symptoms associated with a specific LD and/or BD, which is no longer an efficient way of identifying disabilities/disorders. In the current millennium of the 21st century, new research studies, especially with the emerging of the Science of Complexity, are uncovering the complexities as well as multiplexities behind all the challenging issues associated with LDs and/or BDs.

The paper presents an account of an intervention programme implemented to address the learning problems of children with communication disorder in a community in Abeokuta, Ogun State. The presentation details the history of educational programme of the community, and the nature of the intervention which includes the policy framework with which the intervention was packaged, the staffing involved, parental involvement, the integration of the programme into the regular school and the curriculum of the programme. The report also provided information on the success recorded in the programme and suggestions for its sustenance.

This study aimed to identify the need for accessible audio mathematics books for students with visual impairment at the secondary school. The method of this research was mixed method. The sampling technique used in this research was purposive sampling, the sample consisted of 18 visual impairment students and 15 math teachers at the secondary school for children with visual impairment from 9 provinces in Indonesia. The method used in this research was explanatory survey. The instrument validity used was content validity. Quantitative data was analyzed using descriptive statistic technique. The results showed that mathematics Braille equipped with audio or vice versa (52.94%) with reason feel faster, more convenient. Subject to reduce the number of pages, then the audio book completeness tactual/Braille only in the form of illustrations and text are considered difficult course. Audio books are expected to be produced by the Daisy format (70.6%) with navigation full text and full audio (81.25%). The narrator could be conditioned, alternating between male and female, while the other musical equipment was presented as necessary. Most of the subjects wanted timbre narrator soft portion (75%), subjects considered most preferred medium tone frequency (100%). Media deviation is hoped can be stored on the thumb drive, hard drives and CDs (87.5%), while the most accessible media is a computer (53%). Level of difficulty 7th grade math book first semester of this when converted into audio format most difficult is the third part is the algebra (38.46%) and the level of average difficulty on all parts is 25.42%. If the book is converted into Braille format is in section 3 that the algebra (53.85%) and the difficulty level of the average on all sections is 27.21%.

In this study, the opinions of teachers working at education application schools are collected in order to evaluate the educational program of Education Application school which has been in progress since 2002. The study is a qualitative one in which the constructed interview technique has been used. Frequency has been used to analyze the data. The target population of the study is teachers working at education application schools in Bolu and Düzce. The working group of the study is 15 teachers from these cities. The data gathered at the end of the study are; an Evaluation study has never been carried out about the program of education application schools by asking teachers’ opinions since the beginning. According to opinions of teachers, they cannot apply the program completely and have some problems during the application process. Teachers agree that the educational program of education application schools is not functional. Teachers expressed that the operation, evaluation and teaching methods of the program are not suitable. Moreover, they stated that the expressions of objectives are not compatible with the students, and they indicated that there are objectives that are not stated in a behavioristic way. It is found that that the properties of students are ignored in the preparation process and the number of classes in the program is excessive., It can be alleged that it is suitable for the programme of the education application schools to be revised or to be developed again.

Engagement is crucial for all students in any learning. Attention wanes when children are disengaged and learning will decrease. Children with special needs will find it difficult to engage with teachers and activities due to factors such as inattention, slow processing speed, boredom, and others. Hence, the author of this paper proposed a TPE model which consists of three components (1) Task (T), (2) People (P), and (3) Environment (E). These components have a direct impact on students’ engagement in their learning. Additionally, suggested checklists on how these components can be used as guidelines to help teachers plan their lessons were also included. It is hoped that this model serve to promote active engagement in children with special needs in their learning so as to enhance motivation, attention, and participation.

Our musical instruments should be reconsidered in various sizes, for various purposes and being reexamined their effect and capabilities. The original instruments are already exceptional, colourful and they are suitable to be used for duo, trio, quarted chamber music teams (İlerici, 1964). It is seen that Autism spectrum disorders children are innate gifted in music. As they cannot communicate with the outside world and the social environment, they live in a withdrawn world. They should be ensured to interact with music starting from of pre-school ages. Considering the place, these children live and their socio-cultural environment, a different kind of style of musical therapy should be chosen for every children. The therapist is the half of the treating with music, and the other half is the child who is going to be treated. Children teach the therapist the style of the treatment. In other words, they are the teacher of the therapist, because these children lead the way through their interactive behavior, body language and sensory organs.

With contemporary classrooms becoming increasingly diverse, educational authorities, teachers and school administrators are looking for innovative ways of coping with diversity of students. Historically, barriers to inclusion have been based on the explicit exclusion of individuals with disabilities and other minority groups. In order to create inclusive environments for diverse learners, the system of Early Childhood Education (ECE) centers in Ghana must be totally reconfigured, which will require shifts in our educational practices. The concept of Universality provides an important starting point for educational and social transformation. Situating it on the postmodern theoretical view point, this paper argues that in discussion of the approaches to enhance educational access for students with disabilities in Early Childhood Education in Ghana, the emerging models of Universal Design for Learning must be the focal point.

The study was designed to investigate externalizing and internalizing behaviours in a typical school-aged sample of children (N=112) using the Polish version of the Motor Behaviour Checklist for Children. The instrument was translated into Polish and teachers observed and recorded the motor behaviour of their students in school settings during physical education and free play situations. Findings demonstrated a psychometrically robust application of the MBC in a Polish sample as well as gender differences in total externalizing scores. In addition, age was found to be significant correlated with internalizing scores and especially with the social interaction factor. Teachers reported boys as more inattentive and more hyperactive/impulsive than girls and more likely to display externalising symptoms connected with ADHD particularly in school settings. Findings underscore the importance of early diagnosis and have practical implications when designing behavioural management programs and educational interventions in school settings.

Purpose: Outcome based curriculum one of the fastest implementing curriculum approach in the field of curriculum development process all over the world today. The purpose of this study is to examine the factors affect the intention to use SOLO taxonomy in the development of outcome based curriculum model in the secondary level school education. Method: This study applied SOLO Taxonomy model and input-process-outcome model to develop the conceptual framework for the study. Data is collected through questionnaires filled Accounting teachers in secondary schools, Accounting lecturers, academic staff of Ministry of Education and senior lecturers worked in curriculum development workshops in National Institute in Education (NIE) in Sri Lanka. Findings: It is found that there is a positive, strong and significant relationship between curriculum development inputs and outcome based curriculum development decision making process. Furthermore, there is a moderating effect of age, teaching experience and experience in curriculum development process on the relationship between curriculum development inputs and outcome based curriculum development decision making process. Value: The study addresses the need for curriculum decision making process. The study contributes to the curriculum policy making process. Findings of the study provide necessary guidance for curriculum policy makers and the policy makers in the general education field. Moreover, findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. Finally, the guidelines of this study will fulfill the requirement of the secondary school curriculum development program.

Anxiety disorders in childhood constitute a serious phenomenon nowadays, as they impede academic and social functioning, such as school performance, social-emotional development and interaction with the family environment. In order to minimize or overcome abnormal stress, children may develop several coping strategies. The current study examined the occurrence of anxiety disorders in childhood, as well as the use of coping strategies in relation to various demographic data. 461 students of 5th and 6th Primary School Grade participated in the study which was conducted in urban and suburban areas of Greece. Two scales were used: a) The Spence’s Anxiety Scale (SCAS), which examines anxiety disorders in childhood and b) Brodzinsky’s Coping Scale for Children and Youth, which detects stress coping strategies. The results showed that gender and the educational level of the mother were significantly related to both of these concepts, whilst age was related to anxiety disorders.

It is alarming to suspect that no University has provision for people with disability in terms of accessible sport facilities and motivation for participation as perceived by Nigerian University students with disabilities. This was conceptualized as a great discrimination, exclusion and wastage of potentials especially for economic skill in sport. To provide empirical prove of the interest and potential of students with disabilities in marketable skills in sport, a survey of 60 purposively selected students with disability were carried out in three Universities to investigate how participation and access to facilities predict their marketable skills in sport. Data was collected using Sport Marketable Skills Scale (SMSS- reliability = .071) and Facilities and Participation Questionnaire (FPQ- reliability = .80). Data collected was analyzed using multiple regression statistic and findings show that participation and@ facilities are significant predictor (F(2, 57) = 186.34 and p < .05) and accounted for 48% of marketable skills in sport among the students. It was recommended that sport for persons with disability be established in the Universities consequently, sport facilities be expanded to ensure access and participation of persons with disabilities so as to give them optimum development of marketable and social skills advocated in the global inclusion.

The purpose of this study is to develop a product in the form of the module writing sentence structure. Modules that are developed are expected to be useful for teachers as a source of more information in the learning process. This research method is using Research and Development (R&D) and the development of the product arrived at validity test phase only after being evaluated by experts. As expert and validator a media expert, a linguist and an expert in the field of deaf disabilities were considered. Data collection techniques in the research of using the now with the results of the eligibility of the contents of the received value of 93, 94 languages, feasibility presentation 97, and feasibility graphics 90, with the average on all aspects of scored 93. Based on the value it can be said that the module writing sentence structure contained within the category of very decent.

Curriculum 2013 is the development of the previous curriculum but emphasized on the improvement and balance between soft skills and hard skills that involve aspects of attitude, knowledge, and skill competencies. The implementation of Curriculum 2013 is not only applied to regulars schools or public schools but also special schools. The purpose of this study is to describe the implementation of the Curriculum 2013, the role of teachers, and the obstacles faced in the implementation of Curriculum 2013 against the children with disabilities in SLB D YPAC Surakarta. The result of this research can be concluded that 1) Implementation of Curriculum 2013 on the children with disabilities in SLB D YPAC Surakarta cannot be said perfect and there is some curriculum concept that used before. In this 2016/2017 school year almost all classes apply the Curriculum 2013 as a guide to the curriculum of learning, only the 12th grade still using KTSP, 2) the role of teachers in showing that teachers in the learning program already Make a set of learning such as annual program, semester program, details Effective weeks, and lesson plans (RPP). In addition, teachers who have a role as educators also guide students in learning that apply Curriculum 2013 identical to the scientific approach, teachers try to apply this scientific approach to children withdrawal even in the application has not run maximally because of the obstacles that accompany the child's impulsiveness, 3) problem faced with incomplete textbooks and students, inadequate educational media and a lack of understanding of teachers about the preparation of learning sequences based on the Curriculum 2013.

Although reports on akinetic family drawings or Draw-a-Family (DaF) found in literature can be traced to Hulse (1951, 1952), Burns and Kaufmann (1970, 1972) have been credited as the originators of the Kinetic Family Drawing (KFD), which is used in assessing cognitive, interpersonal, and/or psychological functioning today. Spinetta et al. (1981) revised the KFD measure and used it as an affective measure to work with siblings of children diagnosed with cancer. The focus of this paper is to introduce the Kinetic Family Drawing Interview Questionnaire (KFD-IQ) within the context of a family unit which is based on the triangulation of three key components – composition of a family (C), the relationships of the family members (R), and the dynamics of family activities (D) – involving the social beings (S) that make up the family unit. From these components, the authors of this paper have created the CRDS framework as the model of a family unit. The goal of the KFD-IQ within the CRDS framework is to provide therapists an additional tool to be used with children and adolescents with emotional behavioral issues and also to complement the KFD (Burns & Kaufman, 1970, 1972) or KFD-Revised (Spinetta et al., 1981) scoring system for the KFD analysis.

This study investigated the effects of classwide peer tutoring (CWPT) on word attack skills among students with learning disabilities (LD). The participants included 5 students with LD in the control group and 4 students with LD in the CWPT experimental group; all of the students were in the third grade in Najran, Kingdom of Saudi Arabia (KSA). The word attack test (WAT) was developed and administered to the two groups as the pretest and posttest. The students in the experimental group received instruction through CWPT, whereas the students in the control group received individual instruction. In the WAT posttest, the mean rank of the students in the experimental group was significantly higher than that of the control group.

This study sought to examine the experiences by students with disabilities in accessing the library at Zimbabwe Open University, Bulawayo Campus.The survey design was used to examine the experiences of students with disabilities in accessing library services at Zimbabwe Open University library.The sample for this study consisted of twenty-five students with disabilities who have access to Zimbabwe Open University library and ten library staff members who are in contact with the students. These participants were used in this study because they have experiences on how students are accessing library facilities at Zimbabwe Open University library. Questionnaires were used in this research in an effort to reach the respondents.The respondents indicated that, the entrance, restrooms, stairs, elevators and special rooms of the library are not easily accessible to students with disabilities. The library needs to have specially trained staff that assists students with special needs. The library should be stocked with modern equipment like computers with JOS connected to the Internet, books in Braille, books on cassette or CD’s, for use by students with visual impairment, and also, closed caption decoder, hard-wired, personal FM system and telecommunication devices for the hearing impairment.

This recent study has aimed at identifying the special educational services available in Jordan governorate during the period between 2015 and 2016. The study involved data collection related to the services available in 294 special education centers in all Jordan governorates which are divided in 14 provinces areas. To achieve the purpose of this study a special tool was built by the researcher and a group of experts in order to judge the answer of individuals from different specialized areas in the field of special education in Jordan Kingdom. Data were obtained from the web site of the Higher Council for Individual with Disabilities in Jordan (HCD, 2016); also, a group of students in my college had interviewed the principals of these special education institutions. Data were analysized by using SPSS (Version 21). Results indicated that some severe physical therapy is present in all governorates but speech and language therapy is not available in Al tafeelah governorate. However support service and integration is present in all governorates except Madaba governorate. Finally, the study confirms that there is a shortage in special education in most of the Jordanian governorates. Furthermore, this type of service is needed to be studied in details. This study is not enough. The type of all program included in the service should be yet explored and evaluated. Results indicated that there was significant correlation between disability and the service available in Balqa, Amman which means that the services provided meet the needs of the disability of Population (P<0.05). Also, results indicate that there was correlation between governorate and institutionalization. Though, Amman governorate provides the highest level of institutionalization services. And there was marginal significant correlation between the governorate and the early intervention services (p = 0.058). Also, there was significant correlation between governorate and physiotherapy services. Though, Amman has the highest indicators. Support service was significant in Amman, Irbid, Zarqa, Mafraq, Balqa. In general, there was a significant correlation between service provided by special education centers and the type of disability.

Hearing-impaired individual experiences a great obstacle in their hearing system. One characteristic of hearing-impaired people is regarding the inability to receive the information verbally. Thus, the information which comes to them should be transferred to the front of them. In addition, hearing-impaired people tend to receive the information through visual, tactile, a kinaesthetic approach. This study aims at examining the improvement of reading ability of hearing-impaired students using multimedia learning. This study employed single subject research approach using multielement-design. The subject of this study was five hearing-impaired students. This study was conducted in 19 meetings and consisted of baseline and intervention stages, by imposing 100 vocabularies. The results of this study showed that (1) the use of three-dimensional learning media improves the reading ability of the subject. (2) The use of two-dimensional learning media improves the reading ability of the subject. (3) The use of word guessing animation improves the reading ability of the subject. (4) The use of multimedia learning in the form of artificial and original object, three-dimensional media, and word cards and word guessing animation improves the reading ability of the five subject tested.

Artistic teaching tools included in the process of education increase the efficiency of traditional learning methods, since they help pupils to be more open, relaxed and motivated, while facilitating the presenting of information. Puppets present one such tool, as by including them in the educational process, they affect different areas of a child's development, which is important for all pupils, especially those with special educational needs. They help achieve general and specific objectives in the process of education set out individually for each pupil with learning difficulties, since they offer a more creative, more interesting and less stressful style of learning. Puppets can affect the emotional, cognitive and social development of pupils and enable their integrated development as well. The research is based on a descriptive causal non-experimental method of empirical pedagogical research and was conducted among Slovenian teachers teaching pupils with special needs in regular elementary schools. We presented the teachers with the possibility of using puppets in their teaching process, found out the frequency and the aim of the use, as well as teachers' opinions on the use of puppets, their acquaintance with their use and factors affecting it.



Z vključevanjem umetnostnih sredstev v proces vzgoje in izobraževanja se poveča učinkovitost tradicionalnih metod učenja, saj so učenci ob njih bolj odprti, sproščeni in motivirani, posredovanje informacij pa je olajšano. Eno izmed umetnostnih sredstev so tudi lutke, ki lahko z vključevanjem v proces vzgoje in izobraževanja vplivajo na različna področja otrokovega razvoja, kar je pomembno za vse učence, še toliko bolj pa za učence s posebnimi potrebami. Na zanimivejši, kreativnejši in manj stresen način omogočajo doseganje splošnih ciljev vzgoje in izobraževanja ter specifičnih ciljev za otroke s posebnimi potrebami, ki se določijo v individualiziranem programu za posameznega učenca s posebnimi potrebami. Z njihovim vključevanjem k delu vplivamo na čustveni, spoznavni in socialni razvoj učencev ter jim omogočamo celostni razvoj. Opravili smo deskriptivno kavzalno neeksperimentalno empirično pedagoško raziskavo med slovenskimi učitelji, ki poučujejo otroke s posebnimi potrebami v redni osnovni šoli. Predstavili smo jim možnosti uporabe lutk v pedagoškem procesu, ugotavljali pogostost in namen rabe lutk pri njihovem delu ter stališča do njihove rabe, poznavanje možnosti dela z lutkami in dejavnike, ki vplivajo na njihovo rabo lutk. 

Writing tests is a huge stress for students. Teachers must be flexible when working with children and young people. They should take into consideration another step onto the way of formative assessment of pupils' progress, which is the assessment of knowledge with a choice of three different criteria. A child is responsible for his or her knowledge and he or she can decide at what level is it. There are so many ways of testing and assessing knowledge, and this is just one way out of many, why not trying it?

The number of young children with developmental disabilities seems to be escalating in Singapore. This is accompanied by a corresponding increase in the number of early intervention centers to cater to the learning and educational needs of these children with special educational needs. Early intervention is crucial in the early years of a child’s developmental stages as it can minimize the effects of young children who are at-risk or diagnosed with developmental disabilities, thereby enhancing the potential for independence in adulthood. While there has been an abundance of published studies in early intervention, most of them are done in the Western and European countries. Research in early intervention for young children with special educational needs is scarce in Singapore. With the increased prevalence and awareness of young children with special needs, attention is very much warranted in early intervention. Hence, this paper provides an overview of early intervention, its service delivery models, importance, and finally the benefits so that parents whose child with special needs can gain a better understanding of early intervention.

One of the most pressing issues that most countries, including Malaysia and Singapore, are facing today is meeting the needs of their children with special needs. Teachers in mainstream schools (as well as special schools) have seen more and more children with special needs in their regular classroom settings and these children are unable to cope with the regular curriculum. Families with children with special needs are also desperate for help from the schools their children are attending as they are unable to cope with them at home. As the community begins to see more and more children with special needs in their midst, there is now a conscious awareness of the need to provide adequate services and appropriate resources to support these children. In this paper, the authors have attempted to raise this issue by exploring and questioning what kind of support teachers, family and community can provide in terms of services and resources for children with special needs, if there is, indeed, such a support available.

Young Adults with Special Needs (YASN) face many challenges in work environment. Factors such as no work prior experience, difficulties completing work duties, poor communication, linguistic and social skills, all ultimately lead to low self-esteem. Besides, employers hiring such individuals with YASN may not be ready due to their lack of understanding of their disabilities. In order to enhance more opportunities for employability, the author of this paper proposed an application of the Triple-E framework for YASN. This framework builds on three components of (1) Employee, (2) Employer, and (3) Environment which is discussed in this paper. It is hoped with this framework; both the YASN and employers are better aware of their positions and hence turn employment into a meaningful work journey that will benefit both parties.

With the escalating prevalence of autism spectrum disorder, there is also an increasing number of autistic savants, who besides their autistic disorder, also possess both extraordinary special abilities and remarkable memory. Within this group of autistic savants, there is a hidden category of low-functioning individuals with autism first identified by Rimland (1990) as autistic crypto-savants – unable to communicate (with little or no speech) but possess savant talents hidden, or remained secret, and are unknown to those around them. The existence of such individuals cannot be denied unless proven otherwise. Hence, in this paper the authors hope to focus on two key issues: firstly, the need to fully understand and explain their aetiologies; and secondly, with no conclusions drawn currently, the need to fully explore the ramifications of autistic crypto-savants. The term autistic crypto-savantism and its definition, like the broader term autism, has evolved over the past decades due to better understanding and/or new discoveries. Hence, the authors of this paper strongly feel that there is a need to re-examine the existence of autistic crypto-savantism within the wider context of autistic savantism and current definition of autism.

This paper provides a brief background on the Lesson Study approach and its variant forms such as Modified Lesson Study, Learning Study and Virtual Experiential Learning Study. In addition, the authors have included a brief discussion about information and communication technology (ICT) and its impact in both education and professional training that has given rise to the development of the Quasi-Lesson Study (QLS). The main ICT contribution highlighted in this paper is the YouTube video-sharing service that can be used in the training of teachers and/or allied educators in both mainstream and special schools as well as educational therapists working in private learning centers/remedial learning clinics in Singapore and Malaysia today. YouTube sharing is used at various phases in the QLS cycle to help a teacher, allied educator or educational therapist become better equipped with not only the know-what (i.e., content knowledge and skills), but also the know-how (i.e., techniques and strategies) when working with students with special needs. How YouTubeTM sharing can help in overcoming the constraints of coordinating a lesson observation and other challenges in traditional Lesson Study, such as the awkwardness of being observed, is also discussed. More professional training ideas may thus spin off from the QLS concept, as others may be inspired to transcend the limits of traditional Lesson Study through the QLS approach.

Globally, people with disabilities are among the poorest. Traditional development programs often fail to meet their needs for instance, by building new schools that are not accessible and in relation to resource provision, both human and material (UNESCO, 1993). The visual system can be justly considered as the dominant sensory modality in humans. Almost half the brain is devoted to sight, and about 70% of the total capacity of the brain devoted to processing sensory information is devoted to handling visual information. Studies of visual perception have revealed that there tends to be an antinational bias towards the visual modality (Shams, 2000). Less well known, perhaps, is that where there is conflict between visual inputs and other sensory inputs, either the overall perception is determined by vision, or else the nature of the perception in the other conflicting modality is modified by the visual information, rather than vice versa (Shore, et al., 2000).

The concern of this paper hinges on the fact that over the years, there have been the sensitizations of theological institutions in Africa towards disability discourse. It was observed that theological education hardly engage in disability discourse. Hence, the Ecumenical Disability Advocates Network (EDAN), a Project of the World Council of Churches (WCC) has attempted to integrate disability studies in the curriculum of theological institutions as a starting point in equipping students towards meeting the spiritual needs of people with special needs. Therefore, this paper takes a cursory look at perceptions and attitude of people towards people with disabilities in the Nigerian society. It explores the nature and purpose of theological education, and highlights the journey of EDAN on the integration of disability studies in theological institutions. Finally, it itemizes ways by which theological institutions could engage in disability discourse and advocacy.

The authors of this paper have coined the term special needs community therapists to describe this unique group of special needs professionals involved in a participatory community-based trans-disciplinary treatment (involving intervention, rehabilitation and/or management) that caters to short-term (acute cases) and long-term (chronic cases) intellectual and developmental disabilities done within a residential context, where the clients (i.e., these individuals are treated as customers who need specialized therapy services) and the therapists live and work together. Community therapy for people with special needs can be provided via two main management systems – clinically based case management (institution-centered) and/or person-centered care management (client-centered) – and several different service models such as standard community treatment with high client-therapist ratios and intensive community treatment where the emphasis is on community involvement and lower client-therapist ratios.

Purpose: In this study, it has been aimed to determine the effect of 8-week ball-handling training program on upper-lower extremity muscular strength of individuals with Down syndrome.
Method: In the study, twenty one individuals who had been medically diagnosed with trisomy down syndrome and still attending special education and rehabilitation centres have participated as voluntarily. The participants have been selected randomly and divided into exercise (10 participants) and control groups (11 participants). The exercise group was trained with Ball-handling Training Program for 8 weeks; 2 days a week and a 60 minute per day. However, the control group did not participate in any activities regularly. In the study, Takei hand grip dynamometer was used to measure upper extremity strength. For the measurement of lower extremity strength, standing broad jump–vertical jump, wall squat test and Takei leg dynamometer strength tests were utilized. The statistical analyses of the data were realized by using SPSS 21.0 package program.
Results: The means of after eight weeks, leg strength test (pre:22.47±13.12; post:30.90±13.87; p=.005) wall squat test (pre:23.55±10.95; post:30.92±13.87; p=.005) and dominant hand grip strength (pre:11.35±5.74; post:14.55±7.18; p=.024) were found more significant than the means of baseline in exercise group. But, It was not significant differences between post measurements of exercise and control groups (p>0.05).
Conclusion: The findings of the study have revealed that 8-week ball-handling training program made a positive effect on upper-lower extremity strength of individuals with Down syndrome. However, it is assumed that if the program implemented is maintained for a longer period of time, the positive effect of the training on individuals with DS will increase.

Deaf students have different abilities from students who have the ability to hear a lesson at school. Barriers to hear experienced by students with hearing impairment can affect the language, academic, and social skills of deaf students. Deaf students can still obtain information from other senses that are still functioning, such as the senses of sight, touch, taste and smell or of residual hearing that still exist. In the world of education, one way to overcome this obstacle is by making multimedia based learning materials which consider the principles of learning for learners with hearing impairment; a series of development of the elements of audio, visual, and digital technology to facilitate the learning activities of deaf students so that the passion, quality, and achievement of deaf students can be improved.

The aim of this study is investigation of visual and auditory basic reaction time differences of individuals with mild, moderate, and severe mental retardation. Totally 57 males (n = 40) and female (n = 17) individuals with mild (n = 23), moderate (n = 22), and severe (n = 12) mentally retarded participated in this study. Computerized reaction time tests (VRT: www.humanbenchmark.com; ART: cognitivefun.net) was used for visual reaction time (VRT) and auditory reaction time (ART). Reaction time was measured five times, and the mean variable saved as millisecond in both tests. Kruskal Wallis and Mann-Whitney U tests were used for analysis of obtained data. There was no significant difference in VRT and ART between male and female individuals (p > 0.05). Significant difference was found in VRT and ART parameters between mental retardation categories (p<0.05). Significances were observed between mild and severe mental retardation categories both VRT and ART (p<0.05). In summary, it could be said that gender isn't affect visual and auditory basic reaction time in individuals with mental retardation; however, the severity of mental retardation may have negative effect on basic reaction time.

Autistic teens have an interest in the fulfillment of sexuality on others, but the style of expression of reviews their sexuality is often naive, immature and not in keeping with his age. As for the purpose of this research is to gain an overview, find a models of learning, and evaluate to what extent the effectiveness of the learning models, so it is expected to be a new solution to an autistic teenager in particular learning models. The method of research is research research development (R & D) models and develop learning materials that already exist with a learning models using the method of Sexual Behavior with Socio engineering research in principle in accordance with the method of the Research & Development Model. Results of psychologically, the criteria set by the researcher then qualified subjects totaled 18 people consisting of 13 people-sex men and 5 women-sex people. Through random assignment then John Matheson 9 people as a group of 9 people and experiments as a control group. Then the teens have a tendency to try something he finds fun. Similarly, with the development of his sexuality, teens usually do the experiment as a form of realization of his identity search. Therefore, this research to develop existing teaching methods with the socio models of Sexual Behavior that consists of several stages and in their implementation stages with the criteria of the results can be explained in the methods of analysis of data used is the Sexual Behavior of the socio models by using test Mann Whitney U Test and Wilcoxon test for comparing the subject's score on the pretest and posttest than the control group and experimental. The results show that the second group of experimental psycho-education on effective parent to improve knowledge of sexuality in teenagers mild mental retardation Mann Whitney U (p = 0.024) Test and Wilcoxon test (p = 0.012).

Children with mild mental disability have limitations to their intelligence and competency. It affects their capability in doing activity of daily living (ADL). Therefore, then, they depend on others and feel difficult to be independent individuals. Self-development learning is given to solve it. Where self-development learning in school, followed by professional teachers in their specific fields and using relevant strategy, method, and guidelines, is expected that children are able to do their activity of daily living independently, minimally for their simplest and personal activity of daily living. On the other hand, at least, they only rather need help from others. Therefore, then, the children do not depend on others and they can live independently.

This study aims to: (1) describe the implementation of science teaching deaf children in class XI, and (2) describe and analyze the use of visual media in science teaching deaf children in class XI. This study used a qualitative descriptive method. Source of research data are teachers, students and principals. The technique of collecting data used was interviews, documentation and observation. SLB research sites in Sukoharjo district, which includes SLB ABCD YSD Polokarto, SLB Hamongputro Jombor B-C, B-C SLB YPALB Langenharjo and SLB ABC Tawangsari. The data were analyzed through data reduction, data display and draw conclusions. Conclusions are presented in the form of narrative text form field notes. The results showed that (1) the implementation of science teaching deaf children in class XI SLB Sukoharjo still using conventional methods with students to make a note of the material presented (2) the use of visual media in science teaching deaf children in class XI SLB Sukoharjo regency is still minimal because it only uses media images and text books provided in the school.

This research aimed to investigate the effectiveness of the use of Course Review Horay (CRH) methods to improve numeracy division skill of children with mild mental retardation in class IV of SLB Negeri Surakarta in the academic year of 2016/2017. This study used a quantitative approach with Pre-Experimental type (One Group Pretest-Posttest Design). The subject was six students with mild mental retardation from class IV. The data of this research was collected by test. Based on the calculations using SPSS 23, found that the average value during the pretest was 51,67 which experienced a significant increase in the average posttest value was 76,67. It can be concluded that the use of Course Review Horay (CRH) methods is effective to improve numeracy division skill of children with mild mental retardation in class IV of SLB Negeri Surakarta in the academic year of 2016/2017.

The purpose of the present systematic review was to gather information on the interest of researchers on psychological issues of people with physical disabilities throughout a time period of twenty years (1995-2015). Previous similar reviews were not determined by the literature. For the implementation of their view electronic bases and hand search were used following specific criteria. Search revealed approximately 70.000 studies but only 58 in total covered the set criteria. The findings of the review revealed a limited research interest on psychological issues relevant to people with physical disabilities, with the interest increasing for the period 2006-2010. It was also found that descriptive, cross-sectional and qualitative research designs were preferred with data mainly gathered via questionnaires. Samples were derived from general and sport population (male and female). Finally, psychological issues mainly studies were parts of the self and emotions and less parts of personality and motivation.

The purpose of this study is to determine the effectiveness of using the beam media on fractions students with visual impairment to improve the learning outcomes about mathematical summation material on fractions students in YKAB special schools (SLB) Surakarta. The research method which is used in this study is single subject research design experimental that is design A-B-A (Baseline-1-Intervention-Baseline-2) with the subject is chosen directly by the researchers based on the need of two students on a 4th grade of special school. The Techniques of analysing data used are statistical analysis and visual analysis. Statistical analysis is in the form of charting a simple statistic description of Antam. Visual analysis focuses on changes in one variable and two conditions (results) that change all the intervention phase and the changing compared with the baseline phase. Based on data analysis from all three phases, it is known that the using of fractional block media provides positive influence on mathematics learning outcome fractions summation material of students with visual impairment. Based on these results, we can conclude that fractional block is an effective media to improve the learning outcomes about fraction summation material for fourth grade students with visual impairment.

This study aims to answer questions about the condition of early reading skills II grade students with mental retardation in the second semester SDLB-D1 YPAC Surakarta. This research was conducted on six students. Data was collected by observation technique and tests. The results showed that the ability to read the beginning of the children is very low. From the six students who are subject to a new research only one children who can read, three children are recognize letters and two children know a few letters.

The aim of this research is to determine the effectiveness of self-directed learning by using group worksheet in science subjects for hearing impaired students. This is a quantitative research. Method used in this research is pre-experimental method and its design is one group pretest-posttest design. This design uses one or a group of subject that is given pretest before treatment and it is given posttest after treatment. Subject used in this research is 4 hearing impaired students in SLB B YRTRW Surakarta. Data is collected by using simple essay test. Data analysis technique used is Wilcoxon Sign Rank Test and it is processed by using SPSS version 22. Result of this research shows that mean of self-directed learning by using group worksheet after treatment is 78.75. It is higher than result of pretest, namely 43.75. Based on the data analysis, the value of Z is-2.000bwith Asymp. Sig (2-tailed) is 0.046 on significance level (α) is 0.05 or 5%. It can be concluded that there is positive effect on the implementation of self-directed learning by using group worksheet in science subjects for hearing impaired students in SLB-B YRTRW Surakarta.

Temper tantrum is uncontrolled emotional expression of child such as angriness. Temper Tantrum is excessive emotions as result of unpleasing condition felt by a child due to unfulfilled desire or due to the child cannot express the desire. Tantrum may be: crying, bite, hitting, kicking, and screaming. Tantrum frequently happens in child with autism. One solution to solve this condition is to use Brain Gym. Brain Gym is a set of simple basic crawls functioning to stimulate brain in easing learning activity. A set of activities are quick, attractive and increasing spirit when doing activities. Crawl of Brain Gym is made to stimulate left and right brains (laterality dimension; stimulate systems associated with feeling/emotion, middle brain (limbic) and big brain (concentration dimension).

The aim of this research is to identify the influence of leather puppet picture on the improvement of retelling story ability of 7th grade mental retardation students in SLB C Setya Darma Surakarta. All 7th grade students in SLB C Setya Darma Surakarta are used as the population and sample for this research. This research is a kind of experimental research with One Group Pretest-Posttest Design. Technique of collecting data is conducted by using oral test as the way to collect the students' ability of retelling story. To analyze the data, Statistical Quantitative non Parametric is used as the technique. This technique is also called Wilcoxon Sign Rank Test, which is given a Z symbol. Wilcoxon test is used to test 2 variables, items: before treatment and after treatment, with 0.05 significance level. The result of this research proves that the using of leather puppet picture are effect for the improvement of retelling story ability of 7th grade mental retarded students in SLB C Setya Darma Surakarta 2016/2017.

The aim of this research is to evaluate the acquisition of mild degree mentally disabled students; severe degree mentally disabled students and autistic students in game and physical activities and physical education lessons. The research was done to describe current situation. Nineteen special education teachers and one physical education teacher joined the research voluntarily. Teacher's evaluated 44 mild degrees mentally disabled students, 31 severe mentally disabled students and 10 autistic students with the evaluation form of game and physical activities. Descriptive statistic techniques were used during the data analysis. According to research result, 1st-2nd-3rd class mild degree mentally disabled students, gallop skill should be developed and also severe degree mentally disabled one in mild level. It was seen that students one in sufficient level. Teachers gave the idea that 4th grade mentally disabled students should the skill of kicking the ball with a racked, folk dances, creative / cultural dances, designing a game, developing a programme and preparing a demonstration they are evaluated as middle and good in jumping, taking step and jumping and joining the game. But in other skills, they are evaluated as good and very good. It is resulted that 4th grade severe degree mentally disabled students are good and very good in running, jumping, hitting, throwing and catching skills; creative/cultural designing a game, developing programes, preparing a demonstration should be developed. As a result, in the movements that were requiring object control, creative, cultural dances, designing a game, developing a program, preparing a demonstration, joining game skills should be developed.

This research aims to test the effectiveness of using reflective maternal method in increasing interest in learning and understanding the language of hearing impairment students in grade 2 SLB Pemalang, with 6 numbered subjects, consisting of 3 boys and 3 girls. The researchers used a mixed method research (mixed methods research) sequential exploratory strategy type of design. The results showed an increase in interest in learning with the average percentage as follows 14.28%, 23.08%, 15.28%, 28.89%, 37.03% and 30.90%. The raising of students language understanding with an average increase as follows 15.62%, 26.18%, 14.28%, 26.18%, 25.79% and 35.59%. Keywords: the using of maternal reflective method, interest in learning, language comprehension, learners with hearing impairment

The aim of this research is to find out the effectiveness of using word wall media to increase science-based vocabulary of students with hearing impairment of the third grade in SLB B YRTRW Surakarta the academic year 2015-2016. The vocabulary of science-based is about energy. This research used pre experimental method with one group pretest-posttest design by using sample of 8 students of the third elementary school. Data was collected by using multiple choice objective tests. The data analysis technique used was quantitative analysis with non-parametric technique Wilcoxon Signed-Rank Test with SPSS version 23 and showed the increasing of the test scores between before and after treatment. The result of this research is concluded that Word Wall Media is effectively increased science-based vocabulary of students with hearing impairment of the third grade elementary school in SLB B YRTRW Surakarta in the academic year 2015-2016.

The main problem of this study is whether by using interactive media can improve students’ early reading skill with light mental retardation of fifth grader in SLB Autis Mitra Ananda Karanganyar in academic year 2016/2017?
The objective of this research is an attempt to improve early reading skill by using interactive multimedia on students with light mental retardation in the fifth grader SLB Autis Mitra Ananda Karanganyar in academic year 2016/2017.
This research was classroom action research. The subjects were the fifth grader of private special school of Mitra Ananda Colomadu sub district Karanganyar regency in the first semester academic year 2016/2017 with 4 students. This classroom action research was conducted over 3 months, from October to December from preliminary stage till reporting phase through 3 cycles.
This research used test as a method of collecting data. Technique of data analysis was descriptive qualitative in each cycle.
The result of this study shows that the improvement of learning outcomes can be done by using interactive multimedia in learning early reading of fifth grader of SLB Autis Mitra Ananda Colomadu Sub district Karanganyar regency in the first semester academic year 2016/2017. It is marked by the achievement of students’ average scores in learning early reading which always increases from prior and after action in each cycle. The result presented as follows: the average score of learning material in early reading is 53.75, the average score of early reading in cycle 1 is 60, the average score of early reading in cycle 2 is 66.25, the average score of early reading in cycle 3 is 76.5 and all students are already reaching the passing grade 75.

One important aspect of Bahasa Indonesia teaching in elementary role is reading, especially read aloud. Bahasa Indonesia learning geared to improve the ability of learners to communicate in Bahasa Indonesia properly, whether oral or written, create appreciation of human literacy in Indonesia. Indonesian language learning according to the author's experiences during this time by verbal learning, students just listen to teachers lecturing from day to day and it make students bore. This situation can be resolved by creating fun and friendly teaching and learning activities. Teachers, in delivering the material, can use word card. The delivery of learning, especially in Bahasa Indonesia needs strategy to increase the ability of the 2nd grade students especially in read aloud a simple sentence. This strategy can be done through observation of concrete objects, using simple examples in real life, using simple language, conducted in interesting and fun situations, so that children are motivated and not easily bored. With the application of such methods, it is expected to improve the ability to read aloud of 2nd grade students in SDN Pajang 1 No. 93. The researchers used a qualitative approach of classroom action research type. The result of this study shows an increase in the ability to read aloud by average score of 68.6 with 100% pass. The result of the evaluation of Cycle II shows the study achievement study until 100%. It is proven that the method of word card in loud reading is suitable to enhance reading skills of 2nd grade students at SDN Pajang 1 No. 93 Surakarta.

The fact that there are children with hearing impairment have difficulties such as limitations in the ability to hear, but also have the potential for hearing impaired children need to be optimized, one of which is the ability to hear. To improve listening skills can be done in various ways, including methods to play a role. Hearing loss deaf children often regarded as an obstacle in the development of listening, but with the help of treatment that can be done early, then the chances are it can be minimized. Through role playing can be used to improve hearing deaf children. Research into the subject disturbed deaf children in aspects of articulation, intonation and rhythm of harmony SLB Negeri Surakarta. Overall samples taken graders VI amounted to 6 students. The purpose of this study was to analyze the influence played a role in enhancing the ability of deaf children in classes VI SLB Negeri Surakarta. Research using designs or design a class action research using two cycles. Technical analysis of the data used descriptive statistical analysis techniques formula qualitative score. The analysis showed a positive improvement in the ability of deaf children to hear through role play. This is indicated by positive and significant improvement in listening skills in aspects of articulation, intonation and rhythm through playing the role of class VI SLB Negeri Surakarta.

This study aims to determine the teachers' understanding and needs on reproduction health education at high school for students with Mental Retardation in SLB CG YPPCG Surakarta, SLB PBM Surakarta, SLB YSSD Surakarta and SLB N Surakarta. This study is a kind of qualitative research with case study type. Subject in this study is teachers of students with Mental Retardation in 10 th until 12 th grade in 4 SLB-C in Surakarta with total of 12 respondents. Data was collected by using the instrument of knowledge and attitude understanding. Data was analyzed by sing descriptive qualitative. In this research, there are three aspects: the majority of teachers do not understand about reproduction health education yet, all respondents indicate that there are no reproduction health education programs in schools, and all respondents suggest that it is important to have education reproduction health for children with Mental Retardation.

This study aims to determine effects of the use of Cooperative Integrated Reading And Composition (CIRC) methods to enhance reading comprehension ability of visually impaired students in the 3 rd grade of SLB A YKAB Surakarta. This research used experiment method with one group posttest pretest design. The subject is given treatment in the form of the application CIRC method in reading comprehension learning for four sessions, with duration for 60 minutes for each session. The effectiveness of CIRC method will be proved by the differences of the test result between pretest and posttest of reading comprehension. The population in this research are 5 visually impaired students in the 3 rd grade of SLB A YKAB Surakarta. The entire population was also sampled simultaneously. The data collection technique is test by using short answer question. The data was analyzed using a statistical analysis nonparametric Wilcoxon signed rank test through SPSS program version 20. Based on statistical analysis, the mean score of the posttet is higher than the mean score of pretest, namely 81,316 for posttest and 68,656 for pretest. Non-parametrik statistical analysis also indicated that score of Z =-2,032 and P = 0,042. Thus, the hypothesis CIRC method was effective to improve reading comprehension ability of visually impaired students in the 3 rd grade of SLB A YKAB Surakarta can be accepted. It can be concluded that CIRC method has positive effect on reading comprehension ability of visually impaired students in the 3 rd grade of SD SLB A YKAB Surakarta.

The aim of the research is to know the teachers role and teachers needs in the personal hygiene learning of children with cerebral palsy. The subject of the research is teachers of SLB D1 YPAC Surakarta as a respondents are 6 persons. Data gathering technique gets from interview and observation. Data will be analyzed with qualitative research method in descriptive approach. The result of the research indicate that the majority respondents who is using speech method to convey about the personal hygiene learning. From 6 respondents, only 1 respondent who is sometimes using demonstration method. Utilizing picture media sometimes use by all respondents, 2 respondents sometimes using another media. From all respondents said that need another learning media which is might support the succeed of the personal hygiene learning of children with cerebral palsy.

The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, learns and works. The place of a person in society has become more important than their intelligence. The concepts of adaptive behaviour and supporting systems are becoming a more important element than the averaged results of particular functions - identified by IQ. Currently, the most common approach in the field of intellectual disability introduced from 2013 is found in the DSM 5 Classification (Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders). In this classification of intellectual disability (impaired intellectual development - the diagnostic term ‘intellectual disability’ is a term equivalent to the ICD-11 diagnosis of disorders of intellectual development. Although this guide uses the term intellectual disability, these two terms are used in the title, to explain the relationships with other classification systems. Moreover, the United States federal statute - Public Law 111-256, Rosa's Law - replaces the term mental retardation with the concept of intellectual disability. Scientific journals also use the term intellectual disability. This concept is widely used in medical and educational environments, as well as by groups of attorneys).  There are three important basic criteria of disorders: 1) intellectual, 2) adaptive (highlighted in our work), 3) intellectual and adaptive in adolescence.

This research aims to determine the effectiveness of Differential Reinforcement of Incompatible Behaviour (DRI) to overcome the disruptive behaviour of intellectual disability students in the classroom during lesson. The type of disruptive behaviour, which becomes the target behaviour in this research, is physical aggression against classmates. This research used quantitative approach with experimental research design. The approach for this experimental research is Single Subject Research (SSR) with A-B-A (Baseline-1-Intervention-Baseline-2) design. The subject of the research is three students with intellectual disability in grade II C of SLBN Surakarta, Central Java, Indonesia. The instruments for collecting the data in this research consist of interview, observation, and anecdotal report. The data was analysed by using descriptive statistic and presented in the form of tables and graph. Furthermore, the components were analyzed by an analysis of the condition. The result showed that the frequency of disruptive behaviour of the three students was decrease. There is an alteration occurred in frequency of disruptive behaviour. Based on the fact, it can be concluded that DRI is effective to overcome disruptive behaviour of intellectual disability students.

An important element of social functioning is the ability to adapt to and use of cultural goods. At the present stage of social development the ability to use information technology, the Internet, which has become a part of social engagement and social exclusion, is an indispensable element. The study shows the possibilities and limitations of social exclusion in selected, but according to the authors the most excluded, social groups-persons in need of economic support and intellectually disabled people. Availability or rather unavailability, capabilities and public interest may serve as an example of social exclusion in the field of technology.

Starters writing assessment is a systematic process by using appropriate instruments in order to determine learning behavior, placement, and learning in starters writing. Therefore, certain difficulties could be detected early. This study aims to conduct initial assessment to find deaf students with barriers in starters writing at State Elementary School for Exceptional Children of Kendalrejo, Talun, Blitar. The study is qualitative descriptive with 6 deaf students of 1st grade as samples. Data collection procedures of the study are in-depth interview with teacher by using structured interview guide, classroom observation, individual assessment analysis and documentation. The data are then verified and analyzed through theoretical interpretation to identify the barriers, needs, and recommendations in treating each student based on the writing process. Study results of the starters assessment show that there is a deaf student who has problem in eye-hand coordination and fine motoric. At last, the study offers solutions of needs and recommendations on writing skills through the fine motoric practice needs, training the students to continue writing, involving the students gradually, choosing the strategies that fit their difficulty level in the writing tasks, building confidence of the students, and arranging parenting class by the school.

The present study aims at identifying the needs of the teachers of visually impaired students in Amman city. For this end, the researchers have developed a special tool which consists of 31 statements. The tool has been validated by a group of professionals from the University of Jordan and World Islamic University. The liability of the tool was calculated by using (Cronbach’s, alpha=0.953). The sample has been collected from some governmental and no governmental schools which deliver special education services to students with visual impairment. The community research comprises (100) teachers of both sexes, from 20 schools. Sixty participants (60) have been chosen to a chief the purpose of the study. The participants had been chosen according to the following criteria; teach at least one visual impaired or blind student, have an experience at least 6 months. For the purpose of this study, the researchers have tested the assumption. Through using SPSS program (Version 21). A suitable statistical approaches (Mean, SD Percentages; t-test; Chronback alpha test). ANOVA, Ancova and post comparative have been used to analysis the data.
The results of the study revealed the need for training in braille writing and reading, communication skills for the visually impaired teachers (mean=2.07/4) which is the lowest and for all statements was (mean=2.81/4) with percentage of 70.28%. Which consider moderate according the scale? However the statement which indicated the need for early intervention has a (Mean=3.52) which was the highest of all  scale items. Also the study indicates no relation between demographic variable (sex; education; experience; class level) and training needs (sig 0.677, 0.094, 0.434, 0.322; respectively) but there is a significant difference (*.003) due to teachers' characteristics. In addition, when  Scheffe’s test for post Hoc comparison (*0.76) the results indicate presence of  significant differences in quality and quantity of training needs of the teachers of the visually impaired students relate to teachers' characteristics toward the sighted teachers of visually impaired students (mean=3.06). The results of Scheffe’s test for Post Hoc comparison (*0.89) also indicate a presence of significant, a difference in the teachers of the visually impaired student between the blind and partially sighted teachers in favor of partially sighted teachers (mean=3.19).

Having to take care of children with developmental disabilities can affect parents not only in their psychological well-being but also affect physical well-being. Taking care of a child with special needs can be a growing experience or it can become stressful depending on how a parent perceives the event. Depending on the cognitive appraisal and the person-environment interaction, parents can either engage in positive behaviours of dealing with the disability or indulge in poor coping behaviour which will have adverse impact physically as well as psychologically. The present article attempts to highlight the various ways of coping used by parents to deal with their children’s disabilities. Review of research papers suggests some clear differences between affected parents and non-affected parents on use of different types of coping strategies along with various moderating factors like education, income, social support available, socio-economic conditions, and type of coping used. There were also findings on how mothers differ from the fathers in their coping behaviours when dealing with disabilities.

This research aims to determine the relation between knowledge levels of inclusive education and social behavior of regular students to students with special needs. Method of this research used survey by using sample of 34 students who have students with disabilities as their peers in their class. Data was collected by using questionnaire to determine the relation between knowledge levels of inclusive education and social behavior. Data was analyzed by using bivariate analysis statistic technique to explore the relation between two variables which were guessed related each other. The result of this research is concluded that there is no significant relation between knowledge level of inclusive education and social behavior of regular students to students with disabilities in inclusive school. Regular students need support from school to understand more students with disabilities, so their knowledge can be implemented in the form of suitable behavior.

This research aims to identify the effectiveness of assessment application based on Decision Support System (DSS). This effectiveness is viewed from teacher's needs and accuracy of this application in detecting impairment suffered by children with special needs. Research method used in this research is qualitative method with the subject of data are teachers from 10 cities in Central of Java teaching children with special needs. This research's result shows that the effectiveness assessment application based on Decision Support System (DSS) is suitable with teacher's need, namely: % very good, 7,,% good, ,,% not very good, and % not good. While, accuracy test's results of assessment application based on Decision Support System (DSS) are 50% very good, 40% good, 7.5% not very good, and 2,5% not good. It can be concluded that assessment application based on Decision Support System (DSS) effectives to meet the needs and accuracy in identifying and assessing.

The purpose of this study was to investigate if students with multiple disabilities perceived a lower level of feeling cared about, more difficulty in school, and decreased mental health status, when compared to their typically developing peers. Data from 244 participants was extracted from the National Survey of Adolescent Health. Of this sample, 36 participants were identified as having multiple disabilities. Independent samples t-tests and multivariate analyses of variance were used to analyze data using the sample of the population. No significant results were found, indicating that there are no differences between the perceptions of students with multiple disabilities and their typically developing peers.

This study examined the interactional style of mothers of boys with Fragile X syndrome (FXS) and mothers of children with Down's syndrome (DS) or developmentally typical children (N=33 mother-child-dyads) in different situations (matching task; playing with toys; request). The average developmental age of the children was 29 months. Mothers completed a self-report scale for maternal stress. Directive and restrictive parenting behaviors were used more frequently by mothers of children with FXS. Mothers of children with DS tended to use more confirming and praising behaviors. Directive and restrictive behaviors were negatively associated with children's attention and positively associated with child behavioral problems and maternal stress. Implications of these findings are discussed.

Depression is a common post-concussion symptom. The depressive symptoms and its effects seemingly appear to be more long term, with some patients still reporting three months to nine years' post-concussion. School apathy post head trauma can negatively influence prognosis and essentially make the condition worse. Student disruptions post head trauma will result in an inability to reason, problem-solve, set goals, self-monitor, initiate or inhibit response behavior, and effectively execute purposeful behavior. The current investigation examines the effects of traumatic brain injury (TBI) among school-aged athletes (ages 13-to 18-years-old) compared to same-aged athletes who did not have a diagnosis/history of TBI. A Multivariate analysis and t-test are utilized to address the self-reported data in relation to students' feelings, disruption, and school apathy with and without head trauma. It is expected that the results will show adverse effects in those student athletes who had reported head trauma when examining their feelings, disruptions, and school apathy when compared to those student athletes without head trauma.

The low-incidence disability of visual impairment has led to many challenges in the field of education. The present study compared school related issues of adolescents with a visual impairment and their parents to adolescents who do not have a visual impairment and their parents. The purpose of this study was to examine the perspectives of students with a visual impairment and their parents to determine the level of satisfaction of the education the students are receiving. A sample of n = 180 parents and 10th grade students were used to answer the questions regarding various factors of education. The predicted outcome will be that overall parents are satisfied with their child's education but will have negative feelings regarding the quality of education. It is also predicted that the students with a visual impairment will have similar feelings regarding education.

The article deals with the problem of forming and correction of speech activity of mentally retarded children of primary school age. The author is presented an integrated system of correction of speech development on the basis of the results of the study of speech development level of mentally retarded children of primary school within the modern educational space. The present system has a block structure with comprises: 1. Theoretical and methodological foundations of the technology of forming and correction of speech disorders and 2. A comprehensive program of differentiated correction of the speech development of this category of children. To provide multidisciplinary care in the system of complex correction of the mentally retarded children has developed three main areas the middle of the program. The first is informative. It involves determination of the content of correctional technology to ensure the overcoming of language development problems in mentally retarded children. The second area covers the development of children with different types of dyzontogenezis of speech, caused mental retardation. Third direction – is development of individual algorithms taking into account specificity of each the mentally retarded child. The operation of the proposed system involves four steps: conceptual and tentative; an obligatory; correction and development (basic); control and assessment (final).

The study investigated knowledge of sexual behaviours and contraceptive use among Adolescents with Learning Disabilities (ALDs) in a Nigerian city. A purposive sampling was used to select 210 participants. Findings showed that the most utilised method of contraception was abstinence (51.0%) though 21.0% had had sexual intercourse and 23.3% had been sexually abused. " ge is significantly a determinant of " LDs' knowledge of sexual behaviour χ 2 cal = ..., df = , p < .. and use of contraceptives χ 2 cal = 92.51, df = 4, p < 0.05) while gender is not significantly a determinant factor. Suggestions are made for sexuality education to be intensified in schools for ALDs especially for early adolescents to minimise sexual abuses, unwanted pregnancies and STIs.

High functioning students with autism spectrum disorder (ASD) manifest rigidity in their thought and behavioural patterns, which are often regarded as negative and challenging trait that disadvantage them in their learning. As a result, their teachers often dismiss them as incapable of literary appreciation and so exclude them from rich and meaningful literary experiences which include reading classics and creative writing. However, the author, a former mainstream school teacher and university academic, of this paper firmly believes that literary appreciation and creative writing could still be taught to such students by tapping on their thought and behavioural rigidity and utilise it as a teaching tool to teach them how to create free verses. In this paper, the author has created a scaffolding strategy – Question-and-Answer Scaffolding Structure (QASS) – and also illustrated how he has used it to teach his students with ASD to create free verses.

The present article is an excerpt of a developed research about Mathematics teaching and the inclusion of students with visual disabilities in regular education. It deals specifically with one possibility of methodological and didactic adaptation for the Notable Products teaching. It presents a qualitative approach, using the case study as a strategy. Its main objective is the development of methodological and didactic procedures that enable students that are visually disabled and are included in regular education to appropriate mathematical knowledge, together with other students. It was based in the plans of Vygotski´s historic-cultural theory for the development of a pedagogical intervention in an 8th grade class of basic education in a public school in Parana, when some mathematical concepts in Geometry, Algebra and Quantities and Measurements were approached, with inference to the Notable Products. The activities were carried out from the teaching stages proposed by Galperin. It was possible to verify that the proposal allowed the students to elaborate the mathematics concepts involved during the didactic sessions, and mainly, that it is possible to teach Mathematics to students that are visually disabled together with the others and that all of them, despite their limitations, are able to organize necessary concepts in order to achieve autonomy and practice their citizenship.

Aphasia is an amalgamation of a speech and language disorders mainly produced by damage to the brain. Most often is caused by a cerebral vascular accident (CVA), which is also known as a stroke, aphasia can cause temporary and definitive impairments in speech and language. Other causes include brain tumours, traumatic brain injury, and progressive neurological disorders. The damage occurs typically in the left half of the brain. Individuals who experience damage to the right side of the brain may have additional difficulties beyond speech and language issues, like dysarthria, apraxia, or swallowing problems. Aphasia may causes difficulties in speaking, listening, reading, and writing, but does not affect intelligence.

Childhood apraxia of speech (CAS) also known as Developmental verbal Dyspraxia (DVD) is an unusual speech disorder in which a child struggles on realising accurate mouth, jaw and tongue movements in order to speak. Children with CAS have problems saying sounds, syllables, and words. It's important to know that CAS is just a label for a speech disorder. In other words, the child's brain has to learn how to make plans that tell his or her speech muscles how to move the lips, jaw and tongue in ways that result in accurate speaking. At the same time, these movements must ensure that the speech is occurring at normal speed and rhythm. In childhood apraxia of speech, the brain struggles to develop plans for speech movement. As a result, children with CAS don't learn accurate movements for speech with normal ease. In CAS, the speech muscles aren't weak, but they don't perform normally because the brain has difficulty leading or harmonizing the movements. A child with apraxia cannot move his or her lips or tongue to the right place to say sounds correctly because the message from the brain to the mouth is disrupted.

Early childhood education (ECE) programs comprise any kind of educational program that helps children in the preschool years and is intended to improve later school performance. In the second half of the twentieth century, the early education system grew significantly permitting children to have access to some form of early childhood education. Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to all its citizens. School transition services are important for all children but pose potential challenges for many young children with special needs. By connecting and integrating quality and inclusive education into transition programs, all children entering the school environment can have a positive experience. This research investigates the importance of early childhood education within inclusive education and highlights four collaborating constituents; relationships, wellbeing, participation and an active scholarship setting.

The constructivist and behaviorist approaches for educating children with special needs induced plenty of controversy. Many authors suggest that an amalgamation of both methods would conduct to an improved educational process. This research contains a brief debate of approaching pupils with special needs, a summary of key constructivist and behaviorist ideologies and their influence on scholars with special needs and a list of suggestions that could find applicability on classroom.

Depression can be defined as a syndrome of abnormally or unusually disappointed or dissatisfied mood, persistent over time that interferes with daily functioning (Coleman p.116, 1986). More commonly referred to as teenage depression, this mental and emotional disorder is no different medically from adult depression. The contemporary acceptance on adolescent depression is that children reveal depressive signs paralleling those encountered in adults. Teachers of behavior disordered students will certainly meet depressed learners. They should be conscious that depression may significantly disturb the way these students perform in their quotidian educational routines.

Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown that parenting stress is much higher whose children are diagnosed with developmental disabilities such as ASD than typically developing children. The contributing factors include, but not limited to, the child’s limited social and communication skills and restricted and stereotypical activities (core deficits of autism). Parents lacking knowledge about ASD often resort to other forms of interventions in the hope to find a cure and believe it can help to eradicate the deficits of the disorder. Such treatments are known as complementary and/or alternative medicine and are not evidence-based. As there is no current remedy for ASD, perhaps it is time for parents to stop finding a cure to this disorder. In this paper, the author uses the application of the theory of salutogenesis and with the use of the three salutogenic components – meaningfulness, comprehensibility and manageability, aim to help parents establish a sense of coherence by identifying, understanding and managing their children with ASD.