Special Education Teacher Education

This paper analyzes the evolving nature of English Language Teaching (ELT) in rural Odisha through the framework of Critical Pedagogy, focusing especially on the intersecting factors of language, identity, and access to learning opportunities. In many multilingual and rural settings—particularly in areas like Western Odisha—learners frequently encounter instruction in English that overlooks their linguistic and cultural backgrounds. Utilizing the theories of Paulo Freire, this study critiques conventional pedagogical practices that relegate learners as passive knowledge consumers, placing English in a hierarchy that privileges it over indigenous and regional languages. Alternatively, the paper advocates for a more inclusive and dialogic approach to teaching, embracing learner participation and valuing home languages as a pedagogical resource. This discussion is further grounded in the National Education Policies (NEP) 2020 that underscores the significance of multilingualism, experiential learning, and the integration of technology. The perspective of  multilingual practice is seen as a means of enhancing comprehension and bolstering investor confidence, while the domain of digital technologies is critically analyzed for their potential to offer broader access. Conversely, the paper highlights the disadvantages of digital proliferation in rural settings, noting uneven infrastructural development, limited connectivity, and inadequate teacher
training. By synthesizing insights from critical pedagogy, multilingual education, and digital learning, the study proposes a set of viable strategies to render ELT more relevant, inclusive, and contextually sensitive. The paper concludes by positing a harmonized ideal that recognizes linguistic diversity in concert with mindful use of technology as a way that can lead to a more equitable and meaningful learning experience for rural Odisha students.

Przygotowanie do podjęcia pracy zawodowej jako obszar usamodzielnienia… Słowa kluczowe: resocjalizacja nieletnich, usamodzielnienie, młodzieżowy ośrodek wychowawczy, placówka resocjalizacyjna dla nieletnich, praca Streszczenie. Artykuł podejmuje problematykę usamodzielnienia nieletnich z placówek resocjalizacyjnych, ukazując ją jako istotny obszar badań w naukach społecznych. Jego struktura składa się z typowej triady dla prac badawczych. W części teoretycznej opisano znaczenie pracy jako wartości w procesie resocjalizacji nieletnich. Następnie przedstawiono założenia konceptualne badań własnych, których celem było porównanie przygotowania do samodzielności zawodowej wychowanków młodzieżowych ośrodków wychowawczych (MOW) z młodzieżą ucząca się w szkołach ogólnodostępnych. Badania przeprowadzono w nurcie pragmatyzmu, stosując strategię ilościowo-jakościową. Do realizacji projektu wybrano metodę wywiadu z użyciem dyspozycji własnego autorstwa jako narzędzia badawczego. Z badań własnych wynika, że wychowankowie MOW wykazali się większą niepewnością oraz mniejszą świadomością w kwestiach związanych z karierą zawodową, oczekiwaniami wobec pracy, przygotowaniem do rozmów rekrutacyjnych i tworzeniem Curriculum Vitae (CV). Uczniowie szkół ogólnodostępnych mieli z kolei bardziej sprecyzowane oczekiwania i lepszą orientację w aspektach związanych z poszukiwaniem pracy, pisaniem CV oraz instytucjami wspierającymi aktywność zawodową. Na tej podstawie sformułowano wniosek, że uczniowie szkół ogólnodostępnych byli nieco lepiej przygotowani do samodzielnego życia zawodowego niż ich rówieśnicy z MOW.

Centres for Creative Occupation for People with Disabilities (KDAP-AMEA) are disability-specific after-school structures in Greece operating within the broader framework of inclusive education and the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Grounded in rights-based principles that emphasise participation, agency, and equal access, this qualitative study explores how special educators working in KDAP-AMEA conceptualise and enact inclusive pedagogy, the challenges they encounter, and the structural conditions shaping their practice. Semi-structured interviews were conducted with 12 educators across multiple regions and analysed thematically. Findings indicate that educators frame inclusion primarily as meaningful participation, relational belonging, and the cultivation of agency through collaborative and experiential practices. Participants reported enhanced peer interaction, communication, confidence, and socio-emotional development among children. At the same time, structural barriers-including funding instability, employment precarity, limited accessibility, and fragmented professional development-constrain the sustainability of inclusive practices. The study contributes to debates on disabilityspecific provision by suggesting that KDAP-AMEA may function as bridging spaces within broader inclusive ecosystems, provided that they are embedded in coherent rights-based and policy-supported frameworks.

Στις πρόσφατες (2024) Πανελλαδικές Εξετάσεις 12 από τα 22 τμήματα που παράγουν εκπαιδευτικούς ΠΕ02 (ποσοστό 55%) παρουσιάζουν βαθμολογικό όριο εισαγωγής κάτω από τη βάση (χαμηλότερη αυτή του τμήματος Ιστορίας στην Κέρκυρα: 8400 μόρια) και τα υπόλοιπα 10 στριμώχνονται λίγο πάνω από το 10, ενώ η υψηλότερη βάση είναι μόλις στα 12660 (Φιλολογία ΕΚΠΑ). Η εύκολη λύση είναι να αποδώσουμε την εικόνα αυτή στην κρίση των ανθρωπιστικών σπουδών διεθνώς ή στις διαφορετικές πλέον ανάγκες της αγοράς. Ωστόσο, μάλλον χρειάζεται να γίνει και μια ενδοσκόπηση. Γιατί οι ανθρωπιστικές σπουδές στην Ελλάδα παρουσιάζουν το οξύμωρο να προσφέρουν μια τεράστια εξειδίκευση σε πανεπιστημιακό επίπεδο αλλά στο επαγγελματικό κομμάτι αυτή να περνά ανεκμετάλλευτη; Πληθώρα πανεπιστημιακών τμημάτων –συχνά με αποκλίσεις μεταξύ τους πάνω από 5000 μόρια και, καταστατικά τουλάχιστον, εντελώς διαφορετικά ΠΣ– οδηγούν ισότιμα στον ίδιο εκπαιδευτικό κλάδο. Η κατάσταση αυτή δεν είναι καινοφανής αλλά φαίνεται ότι οι περισσότεροι είτε έχουμε συμβιβαστεί είτε εθελοτυφλούμε. Το παρόν άρθρο επαναφέρει το ζήτημα αυτό και έρχεται, εξετάζοντας την εκπαιδευτική νομολογία και γραφειοκρατία, να καταδείξει ότι ο ενιαίος εκπαιδευτικός κλάδος ΠΕ02 Φιλολόγων ούτε «ενιαίος» είναι ούτε περιλαμβάνει αποκλειστικά «φιλολόγους». Και αυτό όχι για να προτείνει έναν ελιτίστικο διαχωρισμό αλλά για να υποστηρίξει ότι η ισότιμη και αδιάκριτη ένταξη διαφορετικών πτυχίων στον κλάδο ΠΕ02 από τη μια απαξιώνει διδακτικά και παιδαγωγικά σαφώς διακριτές επιστήμες από την άλλη λειτουργεί αποτρεπτικά στις επιλογές φιλόδοξων και ικανών μαθητών/μαθητριών, με αποτέλεσμα σήμερα πλέον να γίνονται φιλόλογοι όσοι δε μπόρεσαν να περάσουν εκεί που ήθελαν.
----------------
Το άρθρο περιέχει παλαιότερα δεδομένα (2024) αλλά δυστυχώς κάθε νέα χρονιά επιβεβαιώνονται όλο και περισσότερο.

Este trabajo argumenta que la brecha entre un curso de capacitación docente en inteligencia artificial y un ecosistema integrado de formación y herramientas no es una diferencia de calidad pedagógica sino una diferencia estructural: la capacidad de generar memoria institucional acumulativa. Un curso suelto, por bien diseñado que esté, produce conocimiento episódico que se degrada sin uso continuo —fenómeno documentado desde Ebbinghaus (1885) y confirmado por la literatura contemporánea sobre transfer de aprendizaje (Blume et al., 2010; Darling-Hammond et al., 2017). Un ecosistema indexado produce una memoria que crece con el uso, persiste en el tiempo y se vuelve progresivamente más difícil de reemplazar. Se presenta el caso del Ecosistema BRB Educa como implementación concreta. DOI: https://doi.org/10.5281/zenodo.20533659

A troubling misconception exists that high-ability is enough to ensure positive educational, mental health and well-being outcomes for gifted students. Of course, we want all our students to develop their potential in school, so why are so many of our more able children failing in school and enduring the repercussions of reduced well-being? The notion that a student is not highly able if they are receiving poor grades is a common societal misconception, and this is commonly the case for gifted learners with disability, also known as twice-exceptional students. A considerable number of school students globally have intellectual ability in the gifted range, a high number of those are gifted with co-occurring disability, and many remain unidentified. It is, therefore, likely that a significant percentage of our classrooms have students who may be flying under the radar and are likely to be underachieving or unsupported within the school system. The purpose of this article is to highlight the issues around gifted students with disability that may contribute to their underachievement. Also discussed is how educators, counsellors and other key stakeholders can support this unique population of students.

This comprehensive course is designed to explore the intersection of creativity, art therapy, and autism spectrum disorder (ASD). In this journey, we delve into the profound impact of creative expression on individuals with ASD, and how art therapy can serve as a powerful tool for intervention and support.
Module 1: Understanding ASD and how can we intervene. Techniques for working with young people and children with ASD
Module 2: Exploring Creativity & Art Therapy
Module 3: Stimulating Intuitive Imagery
Module 4: Relaxation, Meditation, Art and Craft
Module 5: Unveiling the Symbolic Meaning of Art Objects
Module 6: Facilitating Emotional Expression
Embark on this enriching journey of "Creativity & Art Therapy for Autism" and discover the transformative power of creativity in the lives of individuals on the autism spectrum. Join us as we cultivate a nurturing space for exploration, expression, and growth, empowering individuals to thrive and flourish through the medium of art. Through interactive lectures, practical demonstrations, and hands-on activities, this course equips participants with the knowledge, skills, and confidence to harness the power of creativity and art.

The innovative course of creativity and art therapy for young people with ASD ”Art for Life” is designed for children and young people with ASD for increasing their wellbeing, their resilience, for improving their mental health and getting them out of isolation and trauma.
The tool is based on the collection of experience, expertise and successful practices from different European countries and is highly transferable for face-to-face and online use.
The package is intended for youth workers, educators and support staff of the disability community, together with inspirational and motivational messages – art for autism and art for live – for greater impact and to produce a snowball mechanism that will brings new methods and practices for the specialization of art instructors and educators for the social integration of children and young people with ASD and other developmental disorders.

There are several reasons why many choose to drop out of school. Regardless, few made the decision to proceed despite challenges and the unfamiliarity of the new setup, which led to navigating new experiences in the Alternative Learning System (ALS). The study aimed to investigate how ALS students overcame challenges during their learning journey. There were six students at the ALS Learning Center in Valencia City, Bukidnon, who were currently enrolled in the ALS program at a secondary level, who participated in the study. The researcher employed a narrative inquiry design in storytelling and restorying, utilizing a poetic interpretation of their journey as ALS learners. The data revealed the theme of resilience and a success mindset among ALS learners. Their experiences contained both positive and negative notes; however, they are worth uncovering. The participants in this study strived to finish the ALS program and participate in the ALS Accreditation and Equivalency Test (A&E Test). Their goal was to complete their current level and match their age with the appropriate grade level. The arising interpretation was that the learner was resilient enough to finish the degree equipped with a successful mindset to overcome challenges, leading them to a successful future. Ultimately, the study found that despite discrimination, low self-esteem, and a lack of support from their parents, they remain resilient and obtain the success mindset that they will conquer their dreams in the near future.

There is broad consensus that strong educator-student relationships are important in improving outcomes for children coping with trauma and toxic levels of stress, and emerging evidence that positive relationships can help buffer against the compassion fatigue and burnout that is associated with working in high-needs schools. Through a case study and semi-structured interviews with 21 educators spanning a range of roles, in one K-12 charter school, in a large Midwestern city, we examine the relationship-building strategies utilized, perceived barriers to relationship building, and perceptions of emotional labor and stress. Results show that although all staff members prioritize relationship building, few were knowledgeable of strategies that were effective for building relationships with emotionally and behaviorally dysregulated students. The gap between their desire to build relationships and perceived low quality of relationships with students was both caused by and resulted in a high level of compassion fatigue and burnout. Implications for building educators' knowledge of relationship-building strategies are discussed.

Adapting the educational process for students with Autism Spectrum Disorder (ASD) involves a personalized approach to both educational content and the teaching strategies implemented by educators in instructional practice. Personalization requires the creation of a learning environment that encourages the development of academic, social, and emotional skills while considering both the students' needs, for which compensatory elements must be identified, and their strengths, which may serve as anchor resources for the further development of abilities. This article addresses the adaptation of teaching strategies for students with ASD through prompting techniques, reward systems, and visual supports.

In this article, the authors focus on the political and cultural assumptions
inherent in the Life Project, and analyse the related pedagogical issues. If we move away from framing the Life Project as a technical, bureaucratic and administrative tool, and instead recognise it as a means of authentically personalizliving, it becomes clear that it cannot be placed, in Gestalt sense, against a background of meaning that has only pedagogical coordinates, but also social, cultural and political ones. After a preface in which they address the legacy of the current debate stemming from the struggles of movements for the emancipation, empowerment, and self-determination of disabled people, the authors turn their attention to some highly relevant and topical educational issues, such as stigma, hate speech, and sentimental education.

This study examined a differentiated instructional approach for teaching the multiplication tables of six and seven to two third-grade students with learning difficulties. Using multisensory strategies, hands-on materials, game-based activities, and digital educational tools, the intervention promoted conceptual understanding, memorization, and engagement. Observations indicated improved accuracy in multiplication facts, increased participation, and positive attitudes toward mathematics. Immediate feedback from digital games supported self-assessment and teacher guidance. The findings highlight the effectiveness of combining differentiated instruction with interactive and multisensory methods to support students with special educational needs in inclusive classrooms.

Background: Childhood developmental and behavioral disorders (CDABD), such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and learning disability (LD), have gained significant attention globally, including in Saudi Arabia. Early identification of these disorders is crucial for improving outcomes, and teachers play a pivotal role in recognizing symptoms, often before they are identified by healthcare professionals. Objectives: The aim of this study was to assess the level of knowledge and attitudes of Saudi preschool and elementary school teachers regarding CDABD and explore factors contributing to their knowledge gaps. Methods: A cross-sectional questionnaire-based study was conducted among 822 teachers from government, private, and international schools across Saudi Arabia. The questionnaire elicited the knowledge of teachers regarding normal child development, ASD, ADHD, LD, and available support services, as well as their attitudes. Results: The lowest median teacher knowledge score was for ASD (median = 33.3, IQR = 33.3-50), while the highest median teacher knowledge score was for LD (median = 66.7, IQR = 33.3-66.7). In terms of normal development, less than half the teachers correctly answered >50 of the items correctly, with the lowest knowledge being regarding the child empathy development (3.9%); the highest correct response rate was regarding the presentation of absence seizure (79.6%). Teachers' knowledge regarding availability of services and support systems for children with disabilities in Saudi Arabia was extremely poor, as all items had <10% correct responses. In terms of attitude, teachers strongly supported increasing resources and specialized education services (>95%). Conclusions: This study found that in Saudi Arabia, there are significant gaps in school teachers' knowledge, particularly regarding ASD and ADHD as well as about availability of resources. This study highlights the importance of improving teacher training, public awareness, and access to support services to improve outcomes for children with CDABD.

This systematic review synthesises peer-reviewed evidence on evidence-based classroom strategies for students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and a range of specific learning differences including dyslexia, dyspraxia/developmental coordination disorder (DCD), dyscalculia, dysgraphia, and foetal alcohol spectrum disorder (FASD). Drawing on 60 studies sourced through systematic database searches and structured Elicit exports, the review identifies five thematic clusters: structured teaching approaches for autistic learners; visual supports, self-management, and peer-mediated interventions; classroom environment and sensory design; school-wide programmes with teacher training and systemic implementation; and condition-specific strategies for specific learning differences. The evidence consistently demonstrates that multi-component approaches outperform single-strategy interventions, that structured and visually supported environments benefit a broad range of neurodivergent learners, and that sensory processing is a critical but frequently neglected dimension of academic access. Explicit, systematic instruction emerges as the shared pedagogical foundation across all conditions reviewed, with differentiated application depending on the specific cognitive and neurological profile of each learning difference. Self-regulation and self-management training generalises effectively across educational settings. School-wide programmes demonstrate measurable improvements in engagement and emotional regulation, but implementation fidelity remains the principal bottleneck. Universal Design for Learning (UDL) emerges as an overarching framework accommodating neurodivergent learners without requiring individual prescription. The review concludes with implications for K–12 curriculum design, inclusive pedagogy, and teacher preparation.

Inclusive education has increasingly positioned students with disabilities in general education classrooms, making collaboration between general education teachers and paraprofessionals a critical component of effective instructional practice. Despite their essential role in supporting both academic and behavioural outcomes, paraprofessionals often experience limited structured collaboration, unclear role expectations, and inconsistent access to professional support. This study examined collaborative practices between paraprofessionals and general education teachers in K-12 inclusive classrooms and identified key factors that contribute to effective partnerships. A phenomenological qualitative research design was used to explore the lived experiences of paraprofessionals. Twelve participants from two school districts in South San Francisco, California, were selected through purposive sampling to provide in-depth perspectives on collaborative practices. Data were collected through structured interviews with open-ended questions and analysed using Interpretative Phenomenological Analysis (IPA). Findings revealed that effective collaboration is characterised by consistent communication, shared instructional planning, and team-based approaches to supporting students. Participants emphasised that strong professional relationships are built on trust, mutual respect, and

Inclusion in education is a core principle that provides equal access to learning opportunities for all students, regardless of their abilities or disabilities. This thematic review examines the accessibility of government schools and teacher preparedness in creating an inclusive learning environment. By assessing current studies, policies, and frameworks, this research identifies the most profound challenges encountered by students with disabilities, including infrastructural barriers and teachers' lack of preparation. The study employed a literature review method to evaluate accessibility and teacher preparedness for inclusive education in government schools. The research encompassed studies published between 1994 to 2024, sourced from various academic databases. Findings reveal significant improvements in enrollment and retention; however, despite advocating for inclusive education, implementation gaps persist at the training and resource distribution levels. Research emphasizes the necessity of holistic policy changes, better teacher development programs, and greater investment in accessibility features to make government schools inclusive in reality.

Students' sense of belonging has been widely recognized as a critical factor influencing academic engagement, psychological well-being, and participation in school environments. However, existing research often examines classroom relationships, culturally responsive pedagogy, and participation structures separately, providing limited insight into how everyday classroom practices interact to support belonging. Guided by Self-Determination Theory and the literature on school belonging and psychological safety, this qualitative study explores how teachers construct classroom environments that may support belonging through daily pedagogical practices in K-12 settings. Data were collected through ten classroom observations and semi-structured interviews with ten educators working across preschool, primary, and middle school contexts. The data were analyzed using qualitative content analysis with iterative coding and thematic development. The findings revealed five interconnected dimensions of belonging-oriented classroom practices: inclusive and studentcentered learning environments, community building and belonging, cultural representation and responsiveness, student voice, participation, and agency, and collaborative learning and social connectedness. These practices appear to support students' experiences of autonomy, competence, and relatedness while fostering psychological safety and meaningful

Dokumen ini memuat profil program Shadow Teacher Indieklusi dari Yayasan Pendidikan Indieklusi Indonesia sebagai bentuk layanan pendampingan inklusif bagi anak berkebutuhan khusus. Program ini bertujuan mendukung proses belajar, interaksi sosial, kemandirian, dan pengembangan potensi anak melalui pendekatan profesional, kolaboratif, dan berorientasi pada kebutuhan individu. Dokumen ini juga menjelaskan sistem layanan, peran pendamping, serta komitmen terhadap terciptanya lingkungan pendidikan yang lebih inklusif dan suportif.

This study examined the effectiveness of anti-bullying practices and their relationship to learners’ attendance in San Fernando I District, Division of Bukidnon, during the School Year 2024–2025. Using a descriptive-correlational research design, the study involved 120 Grade VI learners selected through random sampling from five large public elementary schools. Data were collected using a researcher-developed questionnaire assessing four dimensions of anti-bullying practices: Educational Programs on Bullying Prevention, Teacher Training and Support, Peer Support Initiatives, and Parental Involvement in Anti-Bullying Efforts. Attendance data were obtained from School Form 2 (SF2) records for the First and Second Quarters. Statistical tools used included mean, standard deviation, frequency, percentage, and Pearson Product-Moment Correlation Coefficient (Pearson r). Results revealed that anti-bullying practices were generally perceived as highly effective, with Educational Programs on Bullying Prevention obtaining the highest overall mean (M = 4.29, SD = 0.810), followed by Teacher Training and Support (M = 4.22, SD = 0.846), Peer Support Initiatives (M = 4.11, SD = 0.737), and Parental Involvement (M = 4.10, SD = 0.835). In terms of attendance, 53.3% of learners demonstrated Good Attendance (90–94%), while 34.2% achieved Excellent Attendance (95–100%). Only 3.3% were categorized under High Risk (70–79%), and none fell under Critical Risk. Correlation analysis showed no significant relationship between the effectiveness of anti-bullying practices and learners’ attendance (overall r = 0.033, p = 0.718). Thus, the null hypothesis was not rejected. While anti-bullying practices contribute to a safe and inclusive school environment, attendance appears to be influenced by other factors beyond bullying prevention efforts.

This study examined how the teachers and School Management Teams (SMTs) at elementary schools in the Oliver Reginald (O R) Tambo Coastal District handled conflicts. The objectives were to determine the reasons behind conflict, assess how they affect school operations, and to investigate the methods to enhance conflict resolution. Using questionnaires and semi-structured interviews, data from 14 participants including ten teachers and four SMT members was gathered using a mixed-methods strategy. The results showed that interpersonal and organisational elements play a major role in conflict. The primary causes of conflict included but were not limited to ineffective interaction, opaque decision-making, perceived partiality, SMT members' leadership styles, ambiguous expectations, and unbalanced workload distribution. Taskrelated and organisational conflicts were also prevalent, but interpersonal conflict was shown to be the most prevalent. These disputes disrupted the teaching and learning procedures by having a detrimental impact on, staff morale, professional relationships, teamwork, and on the general school climate. The results, which were based on the transformational leadership theory, show that leadership techniques that prioritise openness, justice, cooperation, and shared decision-making can lessen conflict and promote a positive school climate. By putting these tactics into practice, staff relationships, the school environment, as well as the teaching and learning outcomes are all likely to improve. The study also found several successful conflict management techniques. Strengthening channels of communication, encouraging participatory decision-making, and putting in place formal mediation procedures to settle conflicts amicably are among the study's recommendations. Formal professional development programs that emphasise communication, negotiation, mediation, and conflict management are also crucial for both the teachers and SMT members. By highlighting the crucial role that structured interventions *

الهدف: يهدف هذا المقال التعليمي إلى مناقشة الأساس اللغوي لعُسر القراءة في سياق اضطرابات اللغة النمائية 

. وبينما ركّزت معظم الدراسات على المهارات الفونولوجية لدى الأطفال المصابين بعُسر القراءة، فإننا نسلّط الضوء على المهارات اللغوية الأوسع

This chapter examines how Family as Faculty (FAF) initiatives intentionally center Black, Indigenous, and People of Color (BIPOC) multilingual families of children with disabilities as co-educators within special education and school psychology preparation programs. Drawing upon FAF’s Essential Understandings - Families as Experts, Examining Positionality, and Analyzing Power Relations - the authors analyze how BIPOC family members transformed educator preparation content and instruction through informing, networking, collaborating, and transforming interactions. Using qualitative examples from two FAF projects, the chapter highlights how families shared lived experiences, co-facilitated instructional activities, critiqued inequitable educational systems, and reshaped learning experiences for preservice educators. Findings demonstrate that intentionally structured family-professional partnerships foster critical reflection, challenge deficit perspectives, and promote more socially just and culturally sustaining practices in educator preparation. The authors argue that centering BIPOC family expertise within professional training can transform how future educators engage with families, support students with disabilities, and confront systemic inequities in schools.

Geografie-Clasa a IX-a Adaptată pentru elevi cu cerințe educaționale speciale (CES) 1. Scopul resursei Această resursă are rolul de a sprijini învățarea conceptelor de bază din geografia clasei a IXa pentru elevii cu cerințe educaționale speciale (CES), prin explicații simple, exemple vizuale și activități practice.

Purpose-This study aims to present a complex analysis of the ways family dynamics are represented in six books for youth that depict characters with Tourette Syndrome (TS). In particular, this study highlights how characters with TS navigate layers of shame for being misunderstood in school and society, and how family dynamics either reinforce or support characters from internalizing ableism and the attendant pain and shame associated with being perceived as "abnormal." Design/methodology/approach-The process for selecting YA books began with a wide search of recommended book lists available online and curated by the disability community, such as disabilityinkidlit. org and the Tourette Association of America. The authors sought books with at least one main or secondary character with TS. Using questions informed by critical content analysis (Short, 2016), the authors reads each book and generated notes and data charts on themes and patterns, which included how interactions between characters with TS and their parents and siblings were depicted. After the authors read each book, they met for 90 min to discuss their notes, expanded their data charts and generated themes to address their research question: How do characters with TS navigate pain within family dynamics? Findings-Findings support that all six books reveal progressive and problematic portrayals and messages about disability and human differences. Characters with TS in the books the authors studied experience family dynamics that are fraught with pain. Findings also demonstrate that characters with TS act with agency and resilience to resist shame within family dynamics, educating their parents and/or siblings in ways that are healing and restorative within the family dynamic. Originality/value-The analysis of the six books provides support for educators to build knowledge about how disability is constructed within children's and youth literature to pose critical questions about problematic portrayals and to build a future for families that is inclusive of disability and values progressive notions about human differences.

Kompendium Abstrak Kajian Tindakan Pendidik Masyarakat TABIKA Tunas Istimewa @KEMAS ini diterbitkan sebagai rujukan amalan baik dan inovasi bahan bantu mengajar (BBM). Ia merupakan bahan sokongan untuk Pendidik Masyarakat yang bertujuan memantapkan kualiti pelaksanaan pembelajaran dan pengajaran di semua TABIKA Tunas Istimewa kelolaan KEMAS.

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers' pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.

This systematic review analyzes the implementation of DepEd Order No. 23, s. 2022 (Child Find Policy) in advancing inclusive education for learners with disabilities in the Philippines, with emphasis on community-based identification, screening and assessment, enrollment, and ongoing monitoring, as well as the role of Special Needs Education (SNED) in delivering individualized support. Using a qualitative systematic review design and thematic synthesis of policy and research literature, the study finds that Child Find initiatives improve awareness and visibility of learners with disabilities, strengthen identification and documentation through data systems, and support better provision of educational interventions through SNED. However, implementation varies across regions due to barriers such as limited access to trained specialists and assessment tools, insufficient SNED funding and materials, uneven teacher readiness, and gaps in stakeholder coordination, as well as stigma and low awareness in some communities. The review concludes that while the policy provides a strong inclusive framework, sustained capacity building, resource allocation, monitoring, and collaboration are necessary to ensure equitable access for all learners with disabilities.

The diagnosis and assessment of learning difficulties constitute a fundamental component of the educational process and a prerequisite for designing effective interventions in special education. Contemporary educational assessment is based on a multidimensional approach that combines psychometric tools, language tests, and educational assessments, aiming to understand the student's cognitive and learning profile. In this context, assessment is not limited to identifying difficulties but also contributes to the development of individualized educational programs and the support of learning development. This chapter presents key diagnostic and assessment methods with an emphasis on educational assessment, as well as important Greek and international tools used to assess cognitive and language skills. More specifically, Greek tools such as the Athena Test, the Metaphon Test, the LAMDA Test, and Logometro are discussed, as they are used to assess language development, phonological awareness, and reading skills. In parallel, internationally recognized assessment tools, such as Raven's Progressive Matrices and the Wechsler Intelligence Scale for Children (WISC), are presented, as they allow the assessment of general cognitive functioning, nonverbal reasoning, and other core cognitive skills. The combined use of Greek and international assessment tools provides a comprehensive picture of students' cognitive and learning abilities and contributes to the differential diagnosis between learning difficulties and other developmental disorders. Overall, educational assessment is a complex and multifactorial process that requires interdisciplinary collaboration and the use of reliable and valid tools in order to effectively support the learning progress of children with special educational needs.

Reading constitutes one of the most important skills for school learning, as it is directly associated with access to knowledge and students' academic success. The effective development of reading ability is based on three fundamental dimensions: reading accuracy, reading rate or fluency, and reading comprehension. These factors operate interactively and determine the level of students' functional reading ability. Reading accuracy refers to the ability to correctly decode the words of a text. Its development is closely associated with phonological awareness and knowledge of the relationships between graphemes and phonemes. When decoding occurs accurately and automatically, students are able to focus more effectively on understanding the content of the text. Reading rate or fluency relates to the speed, accuracy, and expressiveness of reading and is considered a key factor in the transition from decoding to comprehension. Reading comprehension represents the ultimate outcome of the reading process and includes the reader's ability to understand, interpret, and process the meaning of a text. This process requires the activation of prior knowledge, the use of lexical and linguistic skills, and the application of metacognitive strategies. Learning difficulties often affect one or more of the above dimensions of reading. Students with dyslexia or other forms of learning difficulties may experience difficulties in decoding, reduced reading fluency, or limited comprehension of texts.

In the 21st century, rapid technological advancements and digital transformation have significantly impacted education, making innovation a central component of modern educational systems. Creating a school culture that values and sustains innovation has become increasingly important. This study explores the structural characteristics of innovative schools from the perspectives of school administrators who are actively leading innovative efforts. Employing a qualitative research design based on the phenomenological method, data were collected through focus group interviews. The participants consisted of 11 school administrators specializing in educational management, selected through criterion sampling. A semi-structured interview form with openended questions was developed by the researchers to guide the focus group discussions. The data obtained were analyzed through content analysis using the MAXQDA 2020 qualitative data analysis software. The findings of the study were categorized under six main sub-dimensions: the defining characteristics of innovative schools, the roles of innovative school managers, the contributions of teachers and parents to the innovation process, the outcomes of innovative educational practices, and practices that should be adopted or avoided in innovative school environments. The study contributes to the understanding of how school leadership shapes and sustains innovation, offering insights for policymakers and practitioners aiming to foster innovation in educational settings.

This article examines the importance of preserving Ethiopia’s historic buildings as part of the country’s cultural and legal heritage. It explores the challenges facing conservation efforts, including urban development pressures, weak enforcement mechanisms, and limited public awareness. The paper further highlights the role of legal frameworks and policy interventions in safeguarding historical sites. By emphasizing the intersection of heritage, law, and national identity, the article calls for strengthened protection mechanisms and increased institutional commitment to preservation.

This article examines the importance of preserving Ethiopia’s historic buildings as part of the country’s cultural and legal heritage. It explores the challenges facing conservation efforts, including urban development pressures, weak enforcement mechanisms, and limited public awareness. The paper further highlights the role of legal frameworks and policy interventions in safeguarding historical sites. By emphasizing the intersection of heritage, law, and national identity, the article calls for strengthened protection mechanisms and increased institutional commitment to preservation.

This study investigated the efficiency, collaboration, process, and effectiveness of the purchasing department in a higher education institution. Specifically, it examined efficiency in terms of workload, time management, and communication; collaboration in terms of feedback and solution; and process in terms of procedures, protocols, and orientation. It also assessed overall employee effectiveness and explored the relationships among these variables. A descriptive-correlational and causal research design was employed, involving non-teaching employees selected through stratified random sampling from three campuses of Liceo de Cagayan University. Data were collected using structured and researcher-made survey questionnaires and were analyzed using descriptive statistics, Pearson correlation, and regression analysis. Results showed moderate to high levels of efficiency, collaboration, and process practices, which positively influenced employee effectiveness. Correlation analysis revealed significant positive relationships among efficiency, collaboration, process, and effectiveness. Regression analysis identified time management, communication, and feedback as the strongest predictors of employee effectiveness. However, challenges related to workload imbalance, communication gaps, and inconsistent procedures were found to affect performance. The findings indicate the need for streamlined purchasing processes, improved feedback mechanisms, and clearer protocols to strengthen operational efficiency, collaboration, and departmental effectiveness. The study provides practical insights for administrators, purchasing personnel, and policymakers in higher education.

Language acquisition requires a specific environment to support learners in acquiring native-like fluency. Developed by Jerome Bruner, the Language Acquisition Support System (LASS) plays a crucial role in language acquisition. In the case of the first language (L1), the support system comes automatically from parents and the environment in which the child was born. On the contrary, in the case of the acquisition of a foreign language (L2), there would be no such support system or environment to foster the acquisition. To bridge the gap, the teachers of L2 need to play a crucial role in creating and developing LASS by simulating the features of the system. However, language teachers find the creation of LASS and the facilitation of relevant environments quite challenging. Assuming that the hard-trenched beliefs and opinions that teachers hold as an important factor that hinders teachers' ability to create such a classroom environment, this study has developed a 'self-reflective teacher model' based on the philosophical underpinnings of Ayn Rand, Jiddu Krishnamurthy, and Terry Borton to support teachers in understanding about the reality of their beliefs and enable them to create LASS in their classes. The model was employed by 36 EFL teachers with favourable outcomes in creating LASS in their classes. The inferential statistics drawn from the data collected from the experiences of the 36 teachers through a 10item Likert scale confirm the viability of the model, which can be used and developed further for improving students' acquisition of the language and communicative competence.

Recent data indicate that students' overall achievement in mathematics in the United States continues to deteriorate and that performance deficits worsen over time, highlighting the importance of focusing intervention efforts on early grades. To resolve this problem, many schools now require teachers to incorporate differentiated instruction (DI) into their practice, as research suggests that when appropriately implemented, DI improves learning and performance through instructional modifications that more effectively incorporate students' interests and differences in learning. However, studies also indicate that many teachers feel unprepared to implement DI effectively to support their diverse classrooms. This phenomenographic study explores the perspectives of 17 elementary mathematics teachers on their understanding of DI and barriers to effective implementation, to better inform school administrators about the support teachers need to overcome these challenges. Results indicate that administrators can best support teachers with DI implementation in several ways, including fostering the awareness that DI is not only useful for struggling students; providing more modeling of DI implementation in practice; offering more training for online differentiation; and engendering consensus among staff on what terms/language to use or avoid when referring to different groups of students, to facilitate empowerment and collaboration.

Between 2016 and 2019, the number of juvenile offenders involved in delinquent behaviors increased. Since 2019, the time limit for the criminal responsibility of minors has increased from eight to twelve years. Subsequently, amid the coronavirus pandemic, the number of juvenile offenders involved in the majority of offenses decreased. However, the situation has worsened overall from 2022 to the present day, both in terms of the type and number of offenses committed and the number of juvenile perpetrators. Therefore, the state reacted dynamically by reforming the legislative framework, strengthening the role of the school, reinforcing safeguarding measures and strengthening the structures and methods of supporting minors.

Η παρούσα εργασία αποσκοπεί μέσω βιβλιογραφικής έρευνας και μελέτης υπαρχόντων στατιστικών μεγεθών να φωτίσει όψεις της νεανικής παραβατικότητας στην Ελλάδα την τελευταία δεκαετία 2016-2025. Πρόκειται για ένα διαχρονικό ζήτημα μείζονος σημασίας καθώς σχετίζεται με την προσπάθεια πρόληψης και περιστολής της παραβατικότητας των ανηλίκων και της εγκληματικότητας ευρύτερα μέσα σε ένα εξόχως μεταβαλλόμενο παγκοσμιοποιημένο περιβάλλον. Τα εξαχθέντα πορίσματα είναι χρήσιμα στις διωκτικές και δικαστικές αρχές, στις Υπηρεσίες Επιμελητών Ανηλίκων και Κοινωνικής Αρωγής στις κρατικές και κοινωνικές δομές υποστήριξης των ανηλίκων, σε νομικούς και επαγγελματίες που ιδιωτικού και δημοσίου τομέα που βοηθούν έμμεσα ή και άμεσα τους ανηλίκους στην αντιμετώπιση της παραβατικής συμπεριφοράς όπως ψυχολόγους και γιατρούς, στην επιστημονική κοινότητα που επικεντρώνεται στη διερεύνηση της ανωτέρω θεματικής καθώς και στην εκπαιδευτική κοινότητα και τους γονείς οι οποίοι έχουν ευθύνη για τη σωστή ανατροφή, αγωγή, εκπαίδευση και ασφάλεια των ανηλίκων.

This study on a social transformative contribution to understanding special needs and inclusive education, is pegged on a tripod upon which empowerment (the apex of social transformation) rests: health, education and household economies. It focuses on integral health defined as "a complete state of physical, mental and social well-being, and not merely the absence of disease or infirmity'… [it] is the result of a dynamic interaction between biological, psychological and social processes'" (WHO, Const., 1948). It narrows down to special needs, exploring literature on persons living with disabilities. Starting from the author's childhood and young adulthood experience with persons with special needs, it elucidates on the definitions used, the categories, and the causes of the special needs' cases. It goes on to give the divergent interventions carried out in relation to persons with special needs, including barriers to these interventions. .

ΠΕΡΙΛΗΨΗ

Σκοπός της έρευνάς μας είναι η κοινωνιολογική ανάλυση της εκπαίδευσης του νέου εκπαιδευτικού μέσα από τα εκπαιδευτικά συστήματα δύο χωρών, της Ελλάδας και της Γαλλίας. Βασική μας υπόθεση είναι ότι η εμπειρία του νέου εκπαιδευτικού ως προς την κατάρτιση και την καθημερινή του εργασία στη σχολική τάξη σχετίζεται με τις ανάλογες δομές που χαρακτηρίζουν την κάθε χώρα. Κατά συνέπεια, στόχος μας είναι μέσα από την ποιοτική μελέτη της εμπειρίας των νεών εκπαιδευτικών, Γάλλων και Ελλήνων,  μέσα από την ανίχνευση των προβλημάτων, των ελλείψεων και των αδυναμιών ως προς το θέμα της κατάρτισής τους και της επαγγελματικής άσκησης των καθηκόντων τους, να συγκρίνουμε σε ένα ευρύτερο πλαίσιο τις δομές των δύο χωρών από τις οποίες προκύπτουν τα παραπάνω ζητήματα και ιδιαίτερα στα τελευταία χρόνια της οικονομικής κρίσης. Η μεταδιδακτορική έρευνα ολοκληρώθηκε στα πλαίσια του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών του τμήματος Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία υπό την επίβλεψη της Αναπληρώτριας Καθηγήτριας κ.Νέλλης Ασκούνη. Σημαντικό μέρος της έρευνας διεξήχθη στο Επιστημονικό Κέντρο CERLIS (Centre de Recherche sur le Liens Sociaux) του Paris Descartes υπό την εποπτεία της Καθηγήτριας Anne Barrère, και συγχρηματοδοτήθηκε μέσω του Έργου «Υποτροφίες ΙΚΥ» από πόρους του ΕΠ «Εκπαίδευση και Δια Βίου Μάθηση», του Ευρωπαϊκού Κοινωνικού Ταμείου (ΕΚΤ) του ΕΣΠΑ, 2007-2013», για τη διεξαγωγή έρευνας στη Γαλλία , για την οποία χρησιμοποιήσαμε ποιοτικές μεθόδους (συνεντεύξεις Γάλλων και Ελλήνων αρχάριων εκπαιδευτικών).

Λέξεις κλειδιά: εμπειρία, κατάρτιση, εκπαίδευση, νέος εκπαιδευτικός, Έλληνας εκπαιδευτικός, Γάλλος εκπαιδευτικός, δομές, κρίση.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme. Other material from the conference can be accessed from How the Excellence Gateway and e-learning leadership programmes and toolkits can support CPD Inspiring tutors in adult community learning It's mobile and it's glossy Maximising value through peer support: sharing the journey to e-confidence through the Technology Exemplar Network Podcasting in science teaching: useful intervention or worthless interruption? Putting the e into eCPD: managing your CPD online with the LSIS programme Shaping My Future Quality e-learning for the masses REfLECT Stimulating active learning with mobile and web 2.0 technologies What can we learn from learners? A staff development toolkit for individuals and institutions

The aim of the paper is to present the possibilities of bibliotherapy when working with the topic of death and dying with preschool children. The theoretical part defines the development of the concept of death in preschool age and the phase of coping with the death of a close person. It presents the benefits of using the story and specifies the procedures and phases of working with the story. The second part of the paper is aimed at the practical use of story in the context of death. There are suggestions of educational and therapeutic activities suitable for preschool children and a selection of contemporary children's literature together with annotations, dedicated to the topic of death and dying.

The study aims to explore an in-depth analysis of leveraging education through artificial intelligence (AI) virtual assistance among visually impaired learners. The investigation centers on describing the challenges and struggles encountered by visually impaired learners, highlighting the usage of AI virtual, the adaptability of the visually impaired learners, and the enhancement of the curriculum. This study utilized a qualitative case study research design using Braun and Clarke’s (2008) data analysis method to describe an in-depth dissection of a case study involving five visually impaired learners through semi-structured interviews. Findings revealed four themes: (1) barriers in the learning process, (2) essentiality of AI virtual assistants, (3) achieving competence through technology, and (4) inclusive teaching and learning environment. The findings show that this pandemic has brought challenges to visually impaired learners in education, such as personal struggles, insufficie...

This study investigated the academic, career, social, and emotional hopes of secondary-level students with physical impairments in Punjab, Pakistan, through a convergent parallel mixedmethods design. Quantitative data were collected from 200 students using the Hope Assessment Questionnaire for Students with Physical Impairments (HAQS-PI), while qualitative data were obtained from 20 students through semi-structured interviews. Quantitative findings revealed high levels of hope, particularly in academic determination and emotional resilience, with gender differences indicating higher academic and emotional hope among girls and stronger social hope among boys. Correlation analyses identified peer relationships and family support as the strongest predictors of hope, followed by teacher attitudes and school environment. Qualitative narratives emphasized proactive coping strategies, reliance on faith, and aspirations for educational attainment, social acceptance, and professional achievement, while also highlighting barriers such as infrastructural inaccessibility, negative cultural attitudes, and limited career guidance. The integration of findings underscored both convergence and divergence between data strands, illustrating how resilience and systemic challenges coexist. The study concludes that hope serves as a protective psychological asset that empowers students with physical impairments to sustain aspirations despite adversity. It recommends strengthening inclusive policies, enhancing teacher training, improving school infrastructure, and providing structured career counseling to transform systemic barriers into pathways of empowerment.

This research paper focuses on knowledge, skills and professional development to handle assistive technology of special education teachers. Assistive technology is enormous balancing in a classroom with diverse learners. Students with disabilities face many challenges in learning and assistive technology can be a potential aid for compensating for their educational needs. The purpose of this research was to explore the knowledge, skills and professional development of special education teachers on assistive technology for students with disabilities. Data were collected from eighty seven participants via a self reporting questionnaire. Quantitative data was analyzed using descriptive statistics. Descriptive statistics makes use of summary measures such as means and standard deviations. This helps in understanding the data, show the patterns and relationships and therefore, very important in reporting the outcomes. Results revealed that special education teachers do not have adequate level of knowledge and skills in using assistive technology. Special education teachers are in need of training programmes to increase their overall knowledge and skill in implementing assistive technology in their classrooms effective while teaching students with disabilities.

This article highlight the concept of psychological well being and teaching competency of a teacher, and also point out teacher's the importance of positive mental state to improve their teaching skills, which in turns help them to develop their knowledge level as well as life skills. Psychological well being and teaching competency are like two sides of coin to a good teacher, which also influences student development.