Western Perspectives on Teaching, Learning, and Behaviour

Bryer, Fiona Kayleen; Beamish, Wendi

doi:10.1007/978-981-13-7177-6_1

Cited by 3 publications

(5 citation statements)

References 35 publications

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“…The history of educating disabled children has followed a relatively similar path in every western society (Bryer and Beamish, 2019). The Salamanca Conference in 1994 was a significant breakthrough with its statement on the education of disabled students, which was agreed at a UNESCO World Conference on Special Needs Education (UNESCO, 1994).…”

Section: Interpretations Of Senmentioning

confidence: 99%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N ¼ 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching-and learningrelated factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

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Section: Interpretations Of Senmentioning

confidence: 99%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

View full text Add to dashboard Cite

show abstract

“…Many proposed EF interventions that include digital game-based and gamified adaptive elements were outlined as effective teaching methods which may connect to the benefits of systematic sequences of behavioral instruction as manageable chunks for curricular activities or modeling commonly employed in special education (Bryer & Beamish, 2019; Charlop et al, 2018; Gunnars, 2021). Using well-established modeling methods to target specific EF-related foundational abilities may be a key component for the educational and special educational interventions that train EF skills described in this review.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to behavioral instruction, digital technology has been highlighted as especially suitable for teaching methods that relate to multiple representations (Gunnars, 2021). As these methods often are emphasized in special education research (Bryer & Beamish, 2019), they might relate to EF support interventions for the inclusion of students with SEN in primary education. This also relates to methodological differences in practice across primary education, special education, and medicine, which in addition to the EF support intervention focus, also will be examined in this systematic literature review through the following research questions:…”

Section: Supporting Attentiveness With Digital Technology Through Sim...mentioning

confidence: 99%

“…A weak evidence base for EF interventions complicates special education practice that is highly dependent on reliable evidence of what works and what does not (Bryer & Beamish, 2019; Butcher & Jameson, 2016). While the causal indication between EF and educational performance seems clear and intuitive despite size and strength, more examination of the literature could be helpful when considering how educational interventions relate to EF.…”

Section: Introductionmentioning

confidence: 99%

“…These behavioral instructions and reinforcements are separated into sequences of more minor educational activities with various representations, a process also referred to as modeling, commonly used to support students with ASD (Charlop et al, 2018). Such educational methods with behavioral sequences are also often generally applied for students with SEN as they “have responded well to instruction when task analysis has been used to break down teaching activities into manageable chunks and thus to present lesson content in a simpler structure and sequence” (Bryer & Beamish, 2019, p. 7).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Special Educational Interventions for Student Attention: Executive Function and Digital Technology in Primary School

Gunnars

2023

J Spec Educ Technol

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Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000–2022 that relates students’ EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021–2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches.

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Smartbands and Behavioural Interventions in the Classroom: Multimodal Learning Analytics Stress-Level Visualisations for Primary Education Teachers

Gunnars

2024

International Journal of Disability, Development and Education

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Western Perspectives on Teaching, Learning, and Behaviour

Cited by 3 publications

References 35 publications

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

A Systematic Review of Special Educational Interventions for Student Attention: Executive Function and Digital Technology in Primary School

Smartbands and Behavioural Interventions in the Classroom: Multimodal Learning Analytics Stress-Level Visualisations for Primary Education Teachers

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