Attitudes of intellectual disabled children's teachers towards E-learning during Corona pandemic

The aim of this study was to investigate the attitudes of intellectual disabled children 's teachers towards E-learning during Corona pandemic. The descriptive and analytical method was used. Teachers from the primary stage in special education were selected for data collection.  An online questionnaire was used to collect data from the target teachers. Data were collected via an online questionnaire survey. e-learning during the outbreak of the Covid 19 pandemic provides flexibility in Lesson planning, implementation and evaluation

Consequences of Coronavirus as a Predictor of Emotional Security among Mothers of Children with Intellectual Disabilities

Parents of children with intellectual disability (ID) suffer from comparatively emotional insecurity compared to parents of children without ID, especially during periods of crisis, such as the outbreak of coronavirus pandemic. This study aimed to investigate the consequences of Coronavirus as a predictor of emotional security among mothers of children with intellectual disabilities. Mothers of children with intellectual disabilities were considered for data collection. The study group of the research consists of 120 mothers who have children with intellectual disabilities. They aged 23-55 years, (M= 43.23, SE=0.075). Consequences of Coronavirus Questionnaire (CCQ-20) and Emotional Security Scale (ESS-20) were used to collect and analyze data. For this study, quantitative survey research was employed. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. To test the hypotheses of the study, Pearson correlation and Linear regression analysis were conducted. Findings indicate that the independent variable (Coronavirus) contributed to the prediction of emotional security among mothers of children with intellectual disabilities. Findings of the current study indicate that the greater the Consequences of Corona, the less emotionally secure the mother is likely to feel during the COVID-19 lockdown in Saudi Arabia

Raising Awareness of Sexual Abuse among Children with Intellectual Disabilities: A Survey of Teachers' Views

Sexual abuse is one of the most dangerous phenomena that can overwhelm any society. Children with ID seem to be among the groups with the highest risks for sexual abuse/maltreatment. This research aims to investigate teachers' views regarding how raising awareness of sexual abuse among children with intellectual disabilities. This phenomenon is not spared even the mentally handicapped, as they may not realize the extent of the abuse they are exposed to and may not tell anyone about it, because they do not understand it, they may not realize the standards of religion, society, and standards of social behavior. The sample was 40 teachers of children with intellectual disabilities from Madina El Monawara. This study utilized a qualitative research technique. To collect data, a semi-structured interview method was employed. In response to some big questions: What causes for high prevalence rates of sexual abuse in individuals with ID? How to raise children with intellectual disabilities' awareness of Sexual Abuse? According to teachers' views, lack of social skills, lack of sexual knowledge, inequality in relationships, and the fact that in some cases, individuals with ID need to depend on others were the main causes. Educating children with ID to say no to bad touches, getting to report being victims of sexual abuse, getting them to understand what sexual abuse is or that sexual abuse is a crime, not to be afraid of repercussions they may face from their abuser, or feel ashamed, embarrassed, or blame themselves for the abuse are the most frequently reported recommendations to raise children with intellectual disabilities' awareness of Sexual Abuse

Examining early childhood special education teachers\u27 practices for supporting children\u27s social emotional competence

Early childhood has always been recognized as a crucial stage of human development. Social emotional competence is especially important, and it involves the areas of autonomy/independence, identification and management of emotions, and social interaction with peers. Research has found that a child’s late development and overall success in school and life depends on the development of social emotional competence during early years (Yates et al., 2008). As a result, there is a growing recognition and need for parents and teachers to support the social emotional competence of young children. The positive behavior support (PBS) pyramid model is an evidence-based model that includes practices that are a great aid in education, care, and the development of children. The PBS pyramid model for early childhood consists of five tiers or levels that can be applied within the home, community, and childcare settings (Webster-Stratton & Reid, 2008). The purpose of this study was to examine the utilization of practices that support social emotional competence in children by early childhood special education teachers. The study used two methods—a survey and an interview—to learn about the practices that early childhood special education teachers use to address social emotional competence. All teachers who participated in the study are graduates from a mid-sized university. All participants in the study are experienced teachers who completed an early childhood special education endorsement as part of a federally funded distance education program offered by the Department of Special Education at the mid-sized university. Results of the study indicated that participants implemented PBS pyramid practices with a high degree of frequency, skill, and expertise. Early childhood teachers and interventionists who participated in the interview described their views on the importance of social emotional competence and provided examples of specific practices that were easy or difficult to implement. The results have important implications for policy, practice, and research in the field of early childhood intervention