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Educators' Experiences in Special Education Institutions during the COVID-19 Outbreak
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Yakut, Ayse Dilsad – Journal of Research in Special Educational Needs, 2021
The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey…
Descriptors: Special Education Teachers, School Closing, Rehabilitation Centers, Teaching Experience
The Toileting Habit Profile Questionnaire-Revised: Examining Discriminative and Concurrent Validity
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Beaudry-Bellefeuille, Isabelle; Lane, Alison; Chiu, Simon; Oldmeadow, Christopher; Ramos Polo, Eduardo; Lane, Shelly J. – Journal of Occupational Therapy, Schools & Early Intervention, 2019
Sensory over-reactivity may be related to atypical defecation habits in children with constipation. The Toileting Habit Profile Questionnaire-Revised (THPQ-R) is designed to identify defecation-related sensory issues. This study examined the discriminative and concurrent validity of the THPQ-R. Differentiating between children with and without…
Descriptors: Toilet Training, Scores, Sensory Integration, Validity
Writing Self-Efficacy, Writing Self-Concept, and Text Engagement in School-Age Children with Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder
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Zajic, Matthew; McIntyre, Nancy; Swain, Lindsay; McCauley, James; Schiltz, Hillary; Oswald, Tasha – AERA Online Paper Repository, 2017
Higher-functioning, school-age children with autism spectrum disorders (HFASD) or attention-deficit/hyperactivity disorder (ADHD) often experience writing difficulties. Prior research has not often investigated writing self-concept, self-efficacy, and text-type familiarity with these children, especially children with HFASD. This study looked at…
Descriptors: Self Efficacy, Self Concept, Autism, Pervasive Developmental Disorders
Psychometric Properties of Two Measures of Crisis and Distress in Parents of Children with Intellectual and Developmental Disabilities
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Benninger, Tara L.; Witwer, Andrea N. – Journal of Mental Health Research in Intellectual Disabilities, 2017
Introduction: Parents and their children with Intellectual and Developmental Disabilities (IDD) are under significant amounts of stress (Lecavalier, Leone & Wiltz, 2006). When stress escalates to crisis, some children with IDD are admitted to the emergency department or an inpatient unit. While existing measures evaluate stress over time, we…
Descriptors: Intellectual Disability, Developmental Disabilities, Stress Variables, Measurement Techniques
Effective Learning Design of Game-Based 3D Virtual Language Learning Environments for Special Education Students
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Lan, Yu-Ju; Hsian, Indy Y. T.; Shih, Mei-Feng – Educational Technology & Society, 2018
This current study aimed at creating a 3D virtual environment on Second Life particularly for special education students to enhance their first language, Mandarin, learning in vocabulary and sentence structures. Four students aged between 8 and 9 participated in this research. In addition to their inherent disabilities (mild autism spectrum…
Descriptors: Simulated Environment, Educational Technology, Technology Uses in Education, Mandarin Chinese
The Influence of Primary Caregivers in Fostering Success in Twice-Exceptional Children
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Neumeister, Kristie Speirs; Yssel, Nina; Burney, Virginia H. – Gifted Child Quarterly, 2013
Using grounded theory, this study investigated primary caregivers' perceptions of the role they play in influencing the academic success of students formally identified as twice-exceptional. Data from interviews were coded and analyzed for themes. Results indicated that primary caregivers (mothers) perceived that they played a major role in…
Descriptors: Grounded Theory, Success, Academic Achievement, Academically Gifted