In this single-case study, we examined the impact of a structured teaching technique, response prompting, on improving problem-solving skills among four students with Borderline Intellectual Functioning (BIF). We utilized a multiple baseline design (AB) to evaluate the efficacy of this method. The intervention was conducted by the class teacher in a sixth-grade classroom at a school dedicated to students with learning challenges. Initially, the participants, consisting of two girls and two boys, engaged in problem-solving activities over eight to twelve sessions that included response prompting. Our results show a marked enhancement in the analytical abilities of all students, evidenced by the successful completion of most tasks. The paper concludes by offering a critical analysis of these results and proposing directions for future research.
Inclusive education in Saudi Arabia for students with intellectual disabilities is still progressing. This systematic review examined peer-reviewed studies that have been published from 2008 through 2023 in English and Arabic to gain a broad perspective on the status of inclusive education for students with intellectual disabilities in Saudi Arabia. This search yielded 11 studies according to defined criteria. Three thematic categories were identified throughout this review: teachers’ varying perspectives about inclusive education for students with ID, insufficient studies on student outcomes, and limited studies on the quality of the programs and assessments. Recommendations for improving future research and the practice of inclusive education have been outlined.
Self-determination is a fundamental human right and a dispositional characteristic manifested when people act or cause things to happen as they set and work towards goals in their lives. In the United States, researchers have established a positive relationship between higher self-determination status and in-school and postschool outcomes for students with intellectual disability leading to multiple assessments and interventions being developed to create self-determination opportunities for students with intellectual disability. On the other hand, in Japan, although educational policy and practice indicate the importance of embedding self-determination in daily instruction, there has not been a reliable assessment to understand self-determination status for students with intellectual disability to inform individualized self-determination instruction. Recently, in the U.S., a new self-determination assessment informed by Causal Agency Theory, the Self-Determination Inventory: Student Report (SDI:SR) was developed and validated for youth and young adults with and without disabilities aged 13 to 22. This paper reports the results of a validation study of the Japanese translation of the SDI:SR with high school students with intellectual disability. Using Confirmatory Factor Analysis (CFA), the factor structure of the SDI:SR Japanese translation was established. There were patterns of differences in the sample, that can inform future work in Japan and internationally with a focus on ensuring that efforts to advance self-determination are aligned with the educational system and cultural values of diverse groups of students with intellectual disability.
This study aims to develop and validate a questionnaire based on the model of interpersonal teacher behavior to assess teachers’ interpersonal styles with students with special educational needs (SEN) in inclusive education. The survey was administered to 1,695 regular education teachers in China. The findings of this study are that (1) Chinese teachers trained in inclusive education used interpersonal styles with students with SEN that were represented by a two-dimensional (control and affiliation) four-factor (understanding, support, indulgence, and conflict) model; (2) teachers perceived that they show high affiliation (understanding and support) and low control (indulgence and conflict) toward students with SEN; and (3) teachers’ interpersonal styles are affected by a series of factors: whether they are head teachers, their academic qualifications and the length of their inclusive education training, the grade level they teach, type of student disability, and class size. This study helps construct a conceptual framework and corresponding tools for inclusive education teachers in China to adapt their interpersonal styles. The theoretical and practical implications, limitations of the study, and suggestions for further research are discussed.
Abstract Fifteen Greek adults who are deaf or hard-of-hearing (DHH) were interviewed as part of a qualitative study examining their perspectives as students during primary, secondary, or postsecondary education. Research on the perspectives of adults who are DHH involving all three levels of education is limited in Greece. This study focuses on four primary questions addressing the following topics: academic and social experiences in elementary and secondary school; preparation for postsecondary education; academic and social experiences in postsecondary education; and suggestions to improve the education of students who are DHH. To explore these questions in depth, an interview guide was developed consisting of 31 items, nine demographic and 22 yes/no or open-ended questions. Responses to a subset of the yes/no or open-ended questions are highlighted in this article. Several themes emerged from the data including deficiencies in vocabulary, language, and literacy skills; concerns about general education classrooms; limited communication access; insufficient educational supports; difficulty developing friendships; shortcomings in teacher preparation, and a lack of variety in teaching methods. Based on these themes, the article concludes by suggesting areas Greece needs to address to improve the educational experiences and outcomes of students who are DHH.
