International Journal of Special Education and Information Technologies

Inclusive education in Cambodia: Historical developments, current trends, and future directions

Sothy Chhy — 2024-11-10

Most countries have made significant efforts to promote education over the past few decades. Consequently, many governments have committed to improving inclusive education by collaborating with local and international partners to address disability issues and advance disability-inclusive development. This article explores the historical developments, current trends, and future directions of inclusive education in Cambodia. It provides an overview of secondary data derived from multifaceted archival research. The study analyzes and reflects on the themes of individuals with disabilities, special education, and inclusive education, which have rapidly expanded and transformed operations, structures, and policies over the past forty years. Despite ongoing challenges in Cambodia, including shortages of human capacity, material and financial resources, systemic racism, and marginalization, these obstacles hinder the implementation of inclusive education. The article concludes with suggestions for enhancing special education, inclusive education, and development programs for individuals with disabilities.

Keywords: Education policy; inclusive education; special education; special needs.

Mobile phone use by persons with intellectual disabilities: literature review

Bojana Arsic — 2024-11-16

The objective of this paper was to review the research conducted to investigate the use of mobile phones by people with intellectual disability (ID). The available literature was collected through Google Scholar, Scopus, Web of Science, and ProQuest search engines, and the review included those articles that were published in the last ten years. The lack of functional literacy, digital literacy, and the price of the mobile phone stand out as the causes of insufficiently prevalent use. People with ID use mobile phones to make calls, send messages, play games, take photos, watch movies, and use social media. The most common predictors of problematic mobile phone use are mental health problems adolescent age, female gender, a lower degree of ID, higher frequency of daily use, and lower level of social support, while mental health problems, cyber violence, social relations problems, increased use of psychoactive substances, deterioration of academic performance, and sleep disorders are most common consequences. The instruments for measuring problematic mobile phone use are presented, and the interventions implemented to reduce the problematic use of mobile phones by people with ID. In conclusion, the study provides recommendations for future authors, based on the results of the literature review.

Keywords: Digital literacy; intellectual disability; measurement; mobile phone.

The implementation of basic movement activities for children with special needs in inclusive early childhood Education

Diana Diana — 2024-11-20

Children can explore and learn how to control their balance, body coordination, and concentration through basic movement activities. This study aimed to assess the improvement of the physical motor skills of children with special needs through basic movement activities, as part of the implementation of inclusive learning in early childhood education institutions. The research applied a quasi-experimental model with one group pre-post design. Through purposive sampling, it involved 8 boys and 9 girls with motor delays as a representation of the students in inclusive early childhood education institutions in Semarang. The paired sample t-test results in a significant p-value, indicating that the null hypothesis is rejected, and confirming the effectiveness of basic movement activities to improve the children’s physical motor skills. The movement activities designed in this research consisted of walking in a straight line, walking on a catwalk, going up and down stairs, hanging, jumping, jumping with obstacles, throwing and catching the ball, and rolling the ball.

Keywords: Children; inclusive education, physical education; special needs.

Coping strategies of mothers with children with autism spectrum disorders living in Indonesia during COVID-19

Nur Ghufron — 2024-11-10

This study aimed to explore the experience of learning coping strategies from home carried out by mothers who have autistic children during the COVID-19 pandemic in Indonesia. Six mothers who have autistic children of school age were taken as informants, and they were interviewed online. The collected data was then analyzed using thematic analysis. The results of the study show six themes related to the experience of learning coping strategies from home carried out by mothers who have autism spectrum disorders children, during the COVID-19 pandemic: knowing information on how to educate children is half a win from the ability to adapt. Also, to succeed, a person must: have many issues but maintain self-control; recognize that parents have an obligation to educate their children; know when a burden is too great to be eased gradually; and the greatest person to rely on is God, who is sufficient as an assistance.

Keywords: Autism spectrum disorders; coping strategies; COVID-19; learning from home; mothers

Enhancing understanding of chemical equations for secondary school students with learning disabilities via computer programming

Fayadh Alanazi — 2024-11-10

This research investigates the effectiveness of a targeted intervention program designed to mitigate learning disabilities (LDs) in understanding chemical equations among grade-12 students. A pre-test/post-test experimental design was employed to evaluate changes in students' abilities to write and comprehend chemical equations. The assessment involved analyzing the complexity of students' written responses to given chemical equations and their performance on a standardized chemical equations test (n=12). The findings revealed a significant reduction in the level of difficulty students experienced in writing chemical equations after the intervention, accompanied by a marked improvement in their mean scores on the chemical equations assessment. These results suggest that the intervention was effective in enhancing the chemical equation skills of students with LDs. Implications of these findings and their potential applications in chemistry education are discussed.

Keywords: Science education; skill; special education; test; TRIZ

Synergy through construction: Co-designing of special education program with stakeholders in the school

Lukman Hakim — 2024-11-10

This study aimed to determine the synergy in constructing and redesigning special education programs in schools with stakeholders. This study used a descriptive qualitative research approach. This method directly presents the nature of the relationship between the researcher and the respondent. The primary data sources in this study were two principals, ten teachers, and 20 school committee members. Participants were taken from two State schools. Secondary data sources in this study include school documents. Data collection techniques used in this study consisted of observation, interviews, and documentation. Data analysis was carried out in two stages: analysis of single or individual case data and analysis of cross-case data. The validity of the research data in this study was ensured using Lincoln and Guba's framework, which involves four key criteria: credibility, transferability, dependability, and confirmability. The findings revealed that effective collaboration between schools and stakeholders led to the development of special programs in two state Madrasah Aliyah in Mataram, aligned with the principle of Working Systemically in Action. These madrasahs demonstrated a strong understanding of the need for collaboration, enabling them to emerge as leading institutions. Their success is reflected in various academic and non-academic achievements, showcasing their ability to compete at a higher level.

Keywords: Education program; excellence ; special education

A comprehensive case study on the effective interventions for reversing reading disorder

Paywand J. Hassan — 2024-11-10

Reverse Reading Disorder (RRD) is a rare and complex learning condition wherein learners can only process text written in reverse order, resulting in significant educational barriers. Despite its profound impact, empirical research on effective intervention strategies for RRD remains scarce. This study addresses this critical gap by evaluating the effectiveness of a personalized, multi-sensory intervention approach tailored for a student diagnosed with RRD. The research involved comprehensive diagnostic procedures, including standardized reading assessments, cognitive evaluations, and reviews of social, familial, and medical histories. Medical professionals confirmed the absence of neurological impairments. An individualized intervention plan was implemented over four years, incorporating visual, auditory, kinaesthetic, and tactile modalities. Instructional methods included reverse reading exercises, phoneme-grapheme training, and adaptive strategies designed to accommodate the student's unique learning profile. The findings demonstrate a significant reduction in reading errors, improved fluency, and enhanced comprehension. Assessment data reflected measurable progress in standardized reading tests and positive behavioural feedback from educators and support staff. This study underscores the importance of intensive diagnostics and adaptive, student-centred instructional design in addressing rare learning disorders such as RRD, and calls for broader recognition and research into individualized educational interventions.

Keywords: Diagnostic assessment; educational improvement; multi-sensory approach; personalized intervention; reverse reading disorder.

A web-based learning acceptance model for children with learning disabilities

Suleiman Al-Ahmad — 2024-11-10

Web-based learning, defined as the purposeful use of internet technology to impart knowledge, has gained attention as an educational tool in developing countries. However, limited evidence exists on how children with learning disabilities in impoverished regions adopt such methods. This study aims to identify the variables influencing the adoption of web-based learning among children with learning disabilities, focusing on performance expectancy, effort expectancy, social influence, and training. The research utilized survey questionnaires to assess these factors among 196 children with learning disabilities enrolled in mathematics and Arabic classes in Jordan's Balqa governorate. Results revealed a positive relationship between behavioral intention and the acceptance of web-based learning systems, highlighting the critical role of the identified variables. The findings underscore the importance of tailoring web-based learning systems to the needs of children with learning disabilities, offering actionable insights for system developers and educators in similar contexts. Recommendations include prioritizing user-friendly designs, targeted training programs, and strategies to enhance social and performance-related perceptions to improve learning outcomes.

Keywords: Effort expectancy; learning disabilities; performance expectancy; social influence; training; web-based learning

An examination of job satisfaction among classroom teachers working with students with autism spectrum disorder

Hakan Sari — 2024-11-10

Job satisfaction among teachers working with students diagnosed with autism spectrum disorder (ASD) holds particular significance due to the unique demands of special education. Despite the complexity of these roles, limited research explores the interplay between job satisfaction and the specific challenges encountered by such educators. This study addresses this gap by examining the job satisfaction levels of classroom teachers in special education settings, with a focus on identifying the primary factors influencing their satisfaction. Employing a qualitative design, data were collected through semi-structured interviews with ten purposefully selected teachers experienced in working with students with moderate to severe ASD. Descriptive analysis revealed that teachers experience significant challenges, including insufficient parental collaboration, limited educational resources, and emotional strain. While many educators expressed discouragement due to unmet learning outcomes, observed positive behavioral changes in students contributed to their professional satisfaction. The findings suggest that early intervention, increased material support, and enhanced parental involvement are critical to improving job satisfaction. The study highlights the need for systemic support and targeted policies to retain and support educators in ASD-focused learning environments.

Keywords: Autism spectrum disorder; classroom leader; job satisfaction; teachers.