Skill Building for Teachers at a Chinese Special Needs School through International Videophone Teleconsultation: Helping Teachers Develop and Improve Choice-making in Students with Intellectual Disabilities

Park, Hong; Sonoyama, Shigeki

doi:10.1080/1034912x.2020.1819530

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…Moreover, initiating and maintaining interaction, asking questions, apologising with the teaching presentation exemplified by the student's expected skills, asking for help and finishing the job on time and speaking on the phone appropriately with the teaching presentation exemplified by the student's expected skill were revealed (Pei & Sonoyama, 2022;Singh, 2014). As students who are affected by disability gain social skills through teaching using effective teaching methods, their social acceptance will increase (Drummer-Yesilyurt & Tezer, 2019).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Formation of knowledge about national traditions in high school students with intellectual disabilities through modern technologies

Aigerim

Aigerim²,

Aigul³

et al. 2022

WJET

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The purpose of this research is to get teachers’ opinions in order to provide knowledge about national traditions in mentally retarded high school students through modern technologies. This research was designed in a qualitative manner. The participant group of the research consists of 40 high school teachers who teach students with intellectual disabilities in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, the majority of teachers participating in the research stated that they strongly support the use of modern technologies in order to ensure the formation of knowledge about national traditions among mentally handicapped students. On the other hand, the majority of the teachers participating in the research stated that they sometimes make use of modern technologies in order to create knowledge about national traditions among mentally handicapped students. The majority of the teachers participating in the research were interested in what could be done by making use of modern technologies in order to provide knowledge about national traditions among mentally handicapped students. They responded by creating a new course on national traditions, training students on the use of technology, integrating mobile technologies into education and providing in-service training to teachers. Some teachers stated that the technological opportunities of schools should be increased; a blended learning environment should be created; the physical environment of the classrooms should be created with materials related to national traditions; student participation activities should be created; and a teaching plan related to national traditions should be created. Keywords: National traditions, modern technologies, intellectual disability, teacher opinions;

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Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Formation of knowledge about national traditions in high school students with intellectual disabilities through modern technologies

Aigerim

Aigerim²,

Aigul³

et al. 2022

WJET

View full text Add to dashboard Cite

show abstract

“…Special needs schools had evolved before inclusive education was rolled out (Barnett et al, 2018). According to Pei and Sonoyama (2020), special needs schools are relatively better equipped to serve education for students with special needs because it has human resources and infrastructure and special facilities and devices that are very supportive (Bantjes et al, 2015). While regular schools as a startup of inclusive education organizers still have many limitations (Lancaster & Bain, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia

Bahrudin

Jaya

Kustandi

2021

IJMMU

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This research is on the Implementation of special needs schools as Resources Center for Inclusive Education in Jakarta, Indonesia. This study aims to determine the implementation of special needs schools as organizers of inclusive educational resource centers. This research was conducted in a special needs school designated as an inclusive education resource center numbering 18 schools in Jakarta. This research uses a qualitative approach. Implementing the special needs schools' program as a resource center for inclusive education illustrates that the condition of inclusive education has not been maximized because there is still a lack of means to support the activities of inclusive educational resource centers. In addition, the need for training on inclusive education for teachers and education personnel becomes important for inclusive schools to do.

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Effects of Class-Wide Choice Making on the Behaviour of Students with Mild Intellectual Disability

Tounsi

Masmoudi

Trabelsi

et al. 2021

International Journal of Disability, Development and Education

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Skill Building for Teachers at a Chinese Special Needs School through International Videophone Teleconsultation: Helping Teachers Develop and Improve Choice-making in Students with Intellectual Disabilities

Cited by 3 publications

References 15 publications

Formation of knowledge about national traditions in high school students with intellectual disabilities through modern technologies

Formation of knowledge about national traditions in high school students with intellectual disabilities through modern technologies

The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia

Effects of Class-Wide Choice Making on the Behaviour of Students with Mild Intellectual Disability

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