Structured evaluation of virtual environments for special-needs education

This paper describes the development of a structured approach to evaluate experiential and communication virtual learning environments (VLEs) designed specifically for use in the education of children with severe learning difficulties at the Shepherd special needs school in Nottingham, UK. Constructivist learning theory was used as a basis for the production of an evaluation framework, used to evaluate the design of three VLEs and how they were used by students with respect to this learning theory. From an observational field study of student-teacher pairs using the VLEs, 18 behaviour categories were identified as relevant to five of the seven constructivist principles defined by Jonassen (1994). Analysis of student-teacher behaviour was used to provide support for, or against, the constructivist principles. The results show that the three VLEs meet the constructivist principles in very different ways and recommendations for design modifications are put forward

Vulnerability to bullying in children with a history of specific speech and language difficulties

This is an electronic version of an article published in Lindsay, Geoff and Dockrell, Julie and Mackie, Clare (2008) Vulnerability to bullying in children with a history of specific speech and language difficulties. European Journal of Special Needs Education, 23 (1). pp. 1-16. European Journal of Special Needs Education is available online at: http://www.informaworld.com/10.1080/0885625070179120

Inclusion or integration: towards conceptual clarity in the provision of special needs education in Zimbabwe

A research article on the provision of special needs education in Zimbabwe.This paper is informed by the view that by accepting the principles enunciated in the Salamanca Statement and Framework for Action on Special Needs Education, Zimbabwe opted for inclusion as its guiding philosophy in the provision of Special Needs Education. In the light of this, the paper further presents the situation of Special Needs Education as it has historically developed in Zimbabwe, noting that it was, and largely informed by the philosophy of integration. The argument is then made that there is need for conceptual clarity if integration and inclusion are not to be confused in the provision of Special Needs Education so that the focus should be on inclusive education for which Zimbabwe has opted. In other words, it is noted that while inclusion is the preferred concept, it appears that integration predominates the practice in Special Needs Education in Zimbabwe. This predominance largely emanates from policy documents that have been produced over the years to give guidance to those involved in the provision of Special Needs Education. Even scholars who have written on Special Needs Education in Zimbabwe tend to betray a lack of conceptual clarity between these two concepts as they tend to use them interchangeably. Thus, primary sources in the form of policy documents from government ministries and secondary sources in the form of articles by scholars on Special Needs Education are discussed. It is maintained in this article that lack of conceptual clarity often results in lack of progress towards the attainment of the preferred philosophy

The Role of Psychology in Special Needs Education

Special needs children are children who have disability, health or mental health or mental health conditions requiring early intervention requiring early intervention and supports. Psychology has important contributions to understanding, explanation, prediction, control, and solves problems of special needs children. The real contributions of the psychology are in a collaborative process with other stakeholders in a children’s bio-psycho-social system. The system involves the children, family, community, educators and educational systems, and other professional.  In this context, the contributions of psychologist are best given within a multi-disciplinary group. Psychologists apply psychology theories in understanding, explanation, prediction, control, and solve problems of special needs children. For applied psychologists, theories are the important tool for understanding, explaining, predicting, controlling, and solving problems of special needs children

CONSTRUCTIVISM AND BEHAVIORISM METHODOLOGIES ON SPECIAL NEEDS EDUCATION

The constructivist and behaviorist approaches for educating children with special needs induced plenty of controversy. Many authors suggest that an amalgamation of both methods would conduct to an improved educational process. This research contains a brief debate of approaching pupils with special needs, a summary of key constructivist and behaviorist ideologies and their influence on scholars with special needs and a list of suggestions that could find applicability on classroom.  Article visualizations

Education for children with special needs in Kenya: A review of related literature

Children with special needs in Kenya for many years were not given adequate attention with regard to their education. These children like their counterparts, have a right to free and compulsory basic education as provided for in international conventions to which Kenya is a signatory as well as in legal and policy frameworks in Kenya. Providing education for children with special needs is therefore one way of ensuring that their right to basic education is protected. This will in turn promote national development by providing a secure environment that enhances good health to allow people with special needs participate in social and political activities. This article therefore, provide insights on children with special needs from a review of related literature, with a special focus on the history of special needs education in Kenya, policy frameworks on special needs education, management and administration of special needs education institutions as well as discussions on selected categories children with special needs in Kenya. Key words: Children with special needs, Challenges in special needs education, Disability, Interventions in special needs education, Special needs educatio

An open learning system for special needs education

The field of special needs education in case of speech and language deficiencies has seen great success, utilizing a number of paper-based systems, to help young children experiencing difficulty in language acquisition and the understanding of languages. These systems employ card and paper-based illustrations, which are combined to create scenarios for children in order to expose them to new vocabulary in context. While this success has encouraged the use of such systems for a long time, problems have been identified that need addressing. This paper presents research toward the application of an Open Learning system for special needs education that aims to provide an evolution in language learning in the context of understanding spoken instruction. Users of this Open Learning system benefit from open content with novel presentation of keywords and associated context. The learning algorithm is derived from the field of applied computing in human biology using the concept of spaced repetition and providing a novel augmentation of the memorization process for special needs education in a global Open Education setting