Article
Education, Special
Petri J. C. M. Embregts, Kim J. H. M. van den Bogaard, Noud Frielink, Moniek A. C. Voermans, Marloes Thalen, Andrew Jahoda
Summary: This study explored the experiences and needs of individuals with a mild intellectual disability during the COVID-19 lockdown period in the Netherlands. The findings revealed that they lacked social contact and close relationships, their daily lives were significantly impacted by being housebound, and they struggled to understand preventive measures.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Erkan Yarimkaya, Oguz Kaan Esenturk
Summary: During the COVID-19 outbreak, children with Autism Spectrum Disorders (ASD) face challenges of physical inactivity and disrupted education. This article outlines the benefits of physical activity for ASD children and provides strategies to encourage them to engage in physical activity at home.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Scott J. Peters
Summary: Despite efforts to address inequities in K-12 gifted and talented programs related to race, ethnicity, socioeconomic status, native language, and disability, these disparities persist due to poorly designed identification systems and larger societal issues such as systemic racism. Common efforts to combat these inequities have been unsuccessful, indicating the need for a hierarchy of actions, ranging from immediate changes to major societal shifts, to address these challenges in gifted education and advance the field.
GIFTED CHILD QUARTERLY
(2022)
Article
Education, Special
Michael B. Cahapay
Summary: This article describes how Filipino parents educate their children with autism during the COVID-19 period. Five parents of children diagnosed with autism spectrum disorder were interviewed online using a qualitative research approach. Thematic analysis was conducted on the data, revealing important themes in home education and providing insights into educating children with autism in the current global emergency.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Review
Education, Special
Christine K. Syriopoulou-Delli, Eleni Gkiolnta
Summary: The use of socially assistive robots (SARs) has shown promise in improving the social skills of children with autism spectrum disorder (ASD). Recent studies have demonstrated that robots as collaborators can positively impact the development of social skills in children with ASD, particularly in areas where they display significant deficits. This literature review presents, organizes, and evaluates the key features and findings of 13 relevant scientific articles. Analysis of these studies confirms that robots can have immediate positive effects on communication skills of children with ASD, suggesting potential for future intervention programs and research.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Fengfeng Ke, Jewoong Moon, Zlatko Sokolikj
Summary: This study explored the usage of a virtual reality-based social skills learning environment for children with ASD. Using OpenSimulator, the researchers constructed a VR learning environment that supports role-play, gaming, and design for children with ASD. The findings showed an increase in social skills performance after the intervention.
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY
(2022)
Article
Education, Special
Hugh W. Catts, Yaacov Petscher
Summary: Considerable attention and legislation are currently focused on developmental dyslexia. A preventive approach in identifying and addressing reading disability risk factors before reading failure occurs is crucial. The article introduces a risk-resilience model that explains dyslexia is due to cumulative effects of risk and resilience factors.
JOURNAL OF LEARNING DISABILITIES
(2022)
Article
Education, Special
Mollie Romano, Melissa Schnurr
Summary: There is a research-to-practice gap in the implementation of caregiver coaching approaches in early intervention. This study proposes five actionable strategies for researchers and Part C programs to bridge the gap and ensure all families benefit from a capacity-building approach during the child's critical developmental period.
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
(2022)
Article
Education, Special
Nicola Hughes, Gillian Anderson
Summary: The COVID-19 pandemic has not only affected the virus itself, but also disrupted all services and daily life.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Tawanda Majoko, Annah Dudu
Summary: This study explored parents' strategies for home educating their children with Autism Spectrum Disorder (ASD) during the COVID-19 period. The findings revealed that parents collaborated with family members and peer parents to homeschool children with ASD. Parents and family members played complementary and supplementary roles in homeschooling, facilitating the transition of children from school to home routine activities.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Meiju Zhao, Wangqian Fu
Summary: This study reveals the process and characteristics of resilience for Chinese parents of children with ASD through interviews, which can serve as a starting point for other parents to understand and learn from, and provides insight for service providers.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Baris Guller, Ferhat Yaylaci, Damla Eyuboglu
Summary: This study found that the COVID-19 pandemic and lockdown measures had negative impacts on children with neurodevelopmental disorders and their parents in terms of emotional, behavioral, sleep, and appetite changes. The frequency of emotional and behavioral problems in the autism spectrum disorder group was higher than in the other groups.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education & Educational Research
Hanieh Shafiee Rad, Aliakbar Jafarpour
Summary: This study examines the effects of positive emotions intervention on second language learners' writing achievement and positive emotions. The findings show that positive emotions interventions have a positive and significant impact on learners' well-being, grit, emotion regulation, and resilience in a writing classroom. Additionally, the study found that interventions targeting well-being, grit, emotion regulation, and resilience can significantly improve learners' writing skills. Therefore, positive emotions intervention not only improves individuals' emotions but also enhances their learning skills.
READING & WRITING QUARTERLY
(2023)
Review
Education, Special
M. Spaniol, H. Danielsson
Summary: The study found that individuals with intellectual disabilities perform significantly lower than mental age-matched controls on executive function tasks, but there is large heterogeneity in the effect sizes.
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
(2022)
Article
Education, Special
Joslin Alexei Dogbe, Joana D. A. Kyeremateng, Maxwell Peprah Opoku, William Nketsia, Charles Hammond
Summary: This study explored the experiences of parents raising children with CP, specifically looking at the relationships between spouses and between children with CP and their typically developing siblings. Interviews with 40 parents from the largest tertiary hospital in Ghana revealed that typically developing siblings accept their siblings with CP and even help with domestic responsibilities. However, parents reported experiencing marital and extended family conflict, financial burden, and negative attitudes from spouses, which resulted in family tensions.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Roni Laslo-Roth, Liad Bareket-Bojmel, Malka Margalit
Summary: This study found that students with ADHD experience higher levels of loneliness during distance learning and social distancing policies. However, social support and hope can mediate this association to some extent.
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
(2022)
Review
Education, Special
Karla Rivera-Figueroa, Nana Yaa A. Marfo, Inge-Marie Eigsti
Summary: Parents of children with autism spectrum disorder (ASD) face challenges in accessing diagnostic and treatment services, with disparities found among Latinx, Black American, and White families. Access to information, accuracy of beliefs about ASD, stigma, and experiences with healthcare providers differ among these communities, exacerbating healthcare disparities.
AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Ji Young Kim, Daniel M. Fienup
Summary: During the COVID-19 pandemic, reports of children missing out on online special education activities due to lack of access prompted a study to evaluate an online intervention. Using a task analysis and reward system, the intervention successfully increased student engagement in online learning.
JOURNAL OF SPECIAL EDUCATION
(2022)
Article
Education, Special
Fahimeh Hassani, Shahnaz Shahrbanian, Seyed Houtan Shahidi, Mahmoud Sheikh
Summary: This study compares two programs for motor skills in children with autism spectrum disorder (ASD), and finds that both ICPL and Spark programs can improve motor skills. Particularly, the ICPL program, which addresses the characteristics of children with ASD, has positive effects on their motor skills.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Psychology, Clinical
Karen Nylund-Gibson, Adam C. Garber, Jay Singh, Melissa R. Witkow, Adrienne Nishina, Amy Bellmore
Summary: Latent class analysis is a statistical method used to understand heterogeneity in a population, and it can be applied in various research fields. This article provides an introduction to LCA modeling and demonstrates its application in understanding youth's coping strategies. The results indicate that students' coping strategies moderate the association between social stress and negative mood.
BEHAVIORAL DISORDERS
(2023)
