Cognitive Meaning of Inclusive Education of Students with Disability in Regular Education Teachers

Background: Successful inclusive education strongly represents the development of society, promoting better living conditions for students with disabilities. Objective: This study explored the mental representation of knowledge of inclusive education and disability held by regular education teachers with experience in this field. Methods: First, participants performed a conceptual definition task through the Natural Semantic Networks technique. Teachers defined ten target concepts related to the cognitive schema of inclusive education. They had 60 seconds to define each target, using verbs, adjectives, nouns, and pronouns, after rating the definers’ quality to conceptualize the target. Subsequently, the authors implemented a constraint satisfaction neural network to simulate the school inclusion schema's behavior and carried out a chronometric cognitive analysis using data from the first study. Results: Participants organized the educative inclusion meaning on four dimensions (definition, actors' qualities, stakeholders, and inclusion program effects). However, some concepts about school integration and conventional education appeared in the educative inclusion schema. Further, computer simulations showed that participants seem to have an internal locus of control over inclusive actions. Generally, experience with students with disabilities promotes the formation of a favorable educational inclusion schema. However, even though participants in this study have experience in inclusion programs, they are still constructing the inclusive education schema. Conclusion: The cognitive evaluation provides useful information to empower teachers to be aware of their knowledge and biases on inclusive education and the importance of their work in the success of school inclusion programs

Contributions to the Cognitive Study of Facial Recognition on Down Syndrome: A New Approximation to Exploring Facial Emotion Processing Style

Background: This paper aimed to explore the ability of people with Down syndrome (PWDS) in recognizing facial emotion by considering automatic cognitive processing levels of face recognition. Method: A sample of PWDS and participants with typical development (PWTD) participated in a set of two affective priming studies. In each study, participants had to categorize an emotional or neutral target face that was preceded by another emotional face. Stimuli presentation for each facial set (one face after another) was conducted by using an stimulus onset asynchrony (SOA) of 300 ms with the inter-stimulus interval (ISI) set at 50 ms. The first affective priming study manipulated emotion congruency between prime and target emotional faces to explore emotion classification abilities and to identify the cognitive mechanisms underlying automatic recognition of some emotional faces. The second study explored the effect that gender of a face has over categorization of facial emotion and difficulty in recognizing negative facial expressions. Results: The results strongly suggest that not all of the PWDS present difficulties in recognizing negative facial emotions. PWDS' performance pattern in categorizing emotion was similar to that of PWTDs if they had to use broad classification categories (e.g., emotion vs. no emotion). However, differences between both samples occurred if PWDS had to use a specific category task (e.g., classification of happiness, sadness, etc.). Conclusions: At least two emotion information processing styles can be identified in PWDS. Methodological and theoretical implications for exploring the emotional capabilities of people with DS are discussed

Functional Measurement of Special Education Teachers' and Students' Expectations Toward Job Training for Persons with Intellectual Disability

Persons with intellectual disability (PWID) have fewer opportunities for enrolment in school programs and post-school employment than do their peers with typical development. Evidence suggests that attitude toward PWID is a main factor in either promoting or limiting better life conditions for this population. In this paper, the goal was to determine the cognitive information integration rules underlying the expectations of 174 special education teachers and students with regard to job training for PWID. In order to accomplish this goal, four factors (Gender, Severity of disability, Type of task, and Emotional traits) were orthogonally combined to implement a cognitive algebra study design. We obtained 48 experimental conditions, with each one presented as a scenario describing a PWID in a work training situation. Participants read these scenarios and were asked to judge the probability of the success of PWID with regard to learning the skills needed to complete the required work. Patterns of response allowed us to identify low, moderate, and high viewpoints with regard to participants' judgments of predicted success. Personal factors (Emotional traits and Severity of disability) and the Type of task factor were considered the most important in influencing the participants' judgment. These factors seemed to be integrated in a complex systematic cognitive pattern. Implications from this type of result with regard to PWID and work training are discussed in this paper

Formative E-Assessment of Schema Acquisition in the Human Lexicon as a Tool in Adaptive Online Instruction

This chapter presents a comprehensive method of implementing e-assessment in adaptive e-instruction systems. Specifically, a neural net classifier capable of discerning whether a student has integrated new schema-related concepts from course content into her/his lexicon is used by an expert system with a database containing natural mental representations from course content obtained from students and teachers for adapting e-instruction. Mental representation modeling is used to improve student modeling. Implications for adaptive hypermedia systems and hypertext-based instructions are discussed. Furthermore, it is argued that the current research constitutes a new cognitive science empirical direction to evaluate knowledge acquisition based on meaning information

Cognitive Algebra Underlying Special Education Teachers' and Psychology Students' Attitudes Towards School Inclusion of People with Intellectual Disability

Attitudes towards regular school inclusion of people with intellectual disabilities (ID) are affected by factors such as disability severity, educational level, and teacher experience. Nevertheless, the ways that teachers integrate these factors to form inclusion judgments remains unclear. The current paper explores what systematic cognitive algebra rules are used to cognitively integrate this set of inclusion factors by special education teachers and psychology students. To do so, 469 special education teachers and psychology students were asked to take part in two experimental cognitive algebra studies. In each study, participants had to read a set of school inclusion scenarios and rate the probability that a scenario actor with ID could be successfully integrated into a regular school program. To this purpose, factor effects on successful school inclusion and ID related to individuality, situational aspects, and contextual considerations (e.g., school environment, grade level taught) were explored. Results suggested that participants showed attitudes to school inclusion ranking from light to moderate positive values. Situational factors, as well as context factors, were judged to be more significant than other factors in elementary education. These factors were integrated by following a cognitive summative rule. Overall, judgment for successful school inclusion follows a summative rule to integrate sources of information. This rule is maintained irrespective of the disability under consideration. However, valuation of each source of information does depend on the type of the current study sample. Implications of these results for inclusion of people with disabilities in regular schools are discussed in this paper

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, andtest mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a timeand were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, andonly the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.2020-2

Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability

The aim of the present study was to elucidate Mexicans teachers’ attitudes toward school inclusion and disability.  To achieve this goal, 119 regular education and 88 special education teachers answered The Opinions Relative to Integration of Students with Disabilities scale.  Subsequent analyses revealed that attitudes to both groups were similar in terms of direction but dissimilar in magnitude factor. In addition, while the attitude structure in both samples involved three factors, these were unique to each group: Regular education teachers (Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom, Teaching Ability/Education System, Performance inside the Inclusive Classroom/Education System) and the special education teachers group (Perceived Benefits inside the Inclusive Classroom/Education System, Teaching Ability/Performance inside the Inclusive Classroom, Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom). Theoretical and applied implications of these findings are discussed in this paper