Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review

Walker, Virginia L.; Kurth, Jennifer A.; Carpenter, Megan E.; Tapp, Melissa C.; Clausen, Amy; Turner, Elissa Lockman

doi:10.1177/15407969211055127

Cited by 3 publications

(1 citation statement)

References 34 publications

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“…The majority of students with disabilities, especially with extensive support needs attend special schools, which, after the experience of distance education during the first wave of the pandemic, have been providing face-to-face teaching since September 2021. Meanwhile, attention should be paid to para educators working in inclusive schools (Walker et al, 2021) as it was on their shoulders that the burden of educating pupils with disabilities during remote education fell, which could not be applied in a form typical of other pupils.…”

Section: Discussionmentioning

confidence: 99%

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

Nieduziak

2022

IJREL

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The aim of the article is to present the results of research on distance education conducted during the COVID-19 pandemic in the Silesian Voivodeship (Poland). The research focuses on the work of teachers in mainstream schools and those who work with students with special educational needs. The author presents: the difficulties indicated by teachers, the support they experience and the solutions they apply, especially to students with special educational needs. The study was based on a quantitative paradigm, using a diagnostic survey method and online survey questionnaires, sent to respondents in the LimeServey system. 958 teachers representing primary and secondary schools participated in the study.The teachers indicated the difficulties of distance learning, such as the inability to monitor the progress of students, problems with the organization of group activities and the use of activating methods in teaching. They found the support in interpersonal contacts and self-study work; they rarely used the help of specialists. Half of the respondents worked with students with special educational needs. The largest group of such students were those with specific learning difficulties. Students with disabilities accounted for about 36% of those students identified by teachers. The teachers working with students with special educational needs experienced technical problems on the part of the student and psychophysical problems resulting from the specific condition of the student with special educational needs.The results of the research and the recommendations were presented to the school authorities in order to improve the quality of distance education and raise the standards of teachers.

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Section: Discussionmentioning

confidence: 99%

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

Nieduziak

2022

IJREL

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Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta‐review

Nordström,

Kalmendal,

Batinovic

2023

Review of Education

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In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta‐review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K‐12 student populations in any school form with experimental or quasi‐experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand‐searched four major educational review journals for systematic reviews: Educational Research Review (Elsevier), Educational Review (Taylor & Francis), Review of Education (Wiley), and Review of Educational Research (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre‐registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre‐registered protocols, data sharing, reproducibility of primary research data and reproducible search strings. Context and implications Rationale for this study Rigorous systematic review is the method to use to evaluate and provide synthesis of methods and interventions in educational research. Why the new findings matter Alarmingly few systematic reviews were judged with low risk of bias and few reviews utilise recent open science practices. This might undermine the reliability of study findings. Implications for journals and review researchers This meta‐review highlights the need for review researchers and journals to better adopt best practices in systematic reviews. We therefore urge for better dissemination and awareness of systematic reviews standards and for more transparency in the review process, which may lead to more reliable synthesis of what works best in education. In the long run this is a necessary change and way forward to provide evidence‐based practices in the classroom.

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Teaching Requesting Skills to Children with Visual Impairment and Intellectual Disability by Using Picture Exchange Communication System Combined with Tangible Symbols

Zhang,

Zhang

et al. 2023

International Journal of Disability, Development and Education

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Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review

Cited by 3 publications

References 34 publications

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta‐review

Teaching Requesting Skills to Children with Visual Impairment and Intellectual Disability by Using Picture Exchange Communication System Combined with Tangible Symbols

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