Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

Vlachou, Anastasia; Stavroussi, Panayiota; Didaskalou, Eleni

doi:10.1080/1034912x.2015.1111305

Cited by 22 publications

(28 citation statements)

References 47 publications

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“…Bu bulgu, öğretmenlerin sosyal beceri öğretimindeki rollerinin önemi konusunda farkındalık sahibi oldukları şeklinde yorumlanabilir. Ancak bu araştırmadan ve alan yazında yer alan diğer araştırmalardan (Dobbins ve Higgins, 2010;Sazak-Pınar, 2012;Sazak-Pınar, 2014;Vlachou, Stavroussi ve Didaskalou, 2016) elde edilen bulgular bu farkındalığın bilgi, beceri ya da yeterlilik algısı ile desteklenmediğini göstermektedir. İkinci soruda öğretmenlere özel gereksinimli öğrencilerle normal gelişim gösteren öğrencilerin sosyal beceri düzeylerinin farklı olup olmadığı sorulmuş ve 37 öğretmen farklı olduğu yönünde yanıt vermişlerdir.…”

Section: Discussionunclassified

Öğretmenlerin Sosyal Beceri Öğretimine Yönelik Bilgi Düzeyleri ile Öğrencilerin Sosyal Becerileri Arasındaki İlişki

Yıldız¹

2017

İlköğretim Online

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ÖZ. Bu araştırmada, sınıfında özel gereksinimli öğrenci bulunan öğretmenlerin sosyal beceri öğretimine yönelik bilgi düzeyleri ile öğrencilerin sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışmaya, sınıfında özel gereksinimli öğrenci bulunan 40 sınıf öğretmeni ile bu öğretmenler tarafından sosyal beceri düzeyleri değerlendirilen 40 özel gereksinimli öğrenci ve 40 normal gelişim gösteren öğrenci katılmıştır. Araştırmanın verileri Sazak-Pınar (2009) ABSTRACT. This study aimed to investigate the relationship between teachers' knowledge levels in teaching social skills and their students' social skills in inclusive classrooms. 40 classroom teachers with special needs students in their classrooms, 40 special needs students and 40 students with typical developmental patterns whose social skills were assessed by these teachers participated in the study. Research data were collected via Knowledge Test of Teaching Social Skills developed by Sazak-Pınar (2009) and Social Skills Scale of Social Skills Rating System developed by Gresham and Elliot (1990) and adapted to Turkish by Sucuoğlu and Özokçu (2005). Results pointed to a medium level relationship between teachers' knowledge levels in teaching social skills and special needs students' social skills whereas a high level relationship was identified between teachers' knowledge levels in teaching social skills and regular students' social skills. The qualitative data of the research showed that the teachers mostly think that the social skills are different because of the difference caused by the intelligence levels of the special needs students.

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Section: Discussionunclassified

Öğretmenlerin Sosyal Beceri Öğretimine Yönelik Bilgi Düzeyleri ile Öğrencilerin Sosyal Becerileri Arasındaki İlişki

Yıldız¹

2017

İlköğretim Online

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“…General education teachers report a lack of training for meeting the social and emotional needs of pupils with disabilities (de Leeuw, de Boer, & Minnaert, 2018;Dobbins, Higgins, Pierce, Tandy, & Tincani, 2010;Pavri, 2004;Pavri & Hegwer-DiVita, 2006). Special education teachers, on the other hand, report a wide range of strategies to support the social needs of pupils with disabilities (Vlachou, Stavroussi, & Didaskalou, 2016). Taken together, these findings are inconclusive as to whether the teachers have enough competence and training to support pupils' social participation in mainstream settings.…”

Section: Instructional Practices In Mainstream and Special Educationamentioning

confidence: 99%

Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings

Klang

Göransson

Lindqvist

et al. 2019

International Journal of Disability, Development and Education

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The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N = 254) and special educational settings (N = 392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers' in the two settings devoted approximately similar amount of time to learner-centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils' performance but lower focus on supporting pupils' social participation. Support of pupils' social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil's social participation in mainstream settings.

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“…Not only their academic performance is inconsistent with that of their peers, but they may present a wide spectrum of incapacities, such as health issues, cognition deficits, impaired social and emotional dexterities, and mental impairments (Espelage et al 2016). Inevitably, these often lead to challenging situations in their everyday school life, isolation, outbursts of anger, and non-functional social interactions (Nye et al 2016;Vlachou et al 2016). The chances of students with special educational needs to manifest undesirable behaviors are high, as are the chances of being victimized (Thompson et al 1994).…”

Section: Introductionmentioning

confidence: 99%

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

Fokides

Chronopoulou

Kaimara

2019

RPTEL

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The study presents the results of a comparative study in which videos and a 3D virtual environment were used for teaching school-related functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. The participating students (sixteen 8 to 9 years old) were divided into two groups. To the first, videos were used and the second used the virtual environment. To both, a school environment was presented, students observed how they were expected to behave, and had to demonstrate what they have learned. Each student attended a total of three two-hour sessions. Data were collected by means of observations. The results indicated that students in the second group significantly improved their functional skills in terms of the number of behaviors that were retained and manifested in the real school environment. Thus, it can be argued that virtual environments are a promising tool for teaching functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. Implications for research and practice are also discussed.

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Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

Cited by 22 publications

References 47 publications

Öğretmenlerin Sosyal Beceri Öğretimine Yönelik Bilgi Düzeyleri ile Öğrencilerin Sosyal Becerileri Arasındaki İlişki

Öğretmenlerin Sosyal Beceri Öğretimine Yönelik Bilgi Düzeyleri ile Öğrencilerin Sosyal Becerileri Arasındaki İlişki

Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

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