The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners’ reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners’ use of capacity-building family-centered practices. Implications for practice are described.

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own “school moral education plan” and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.

Each child has a different personality type of tendency. Personality type is closely related to emotional intelligence. Through this study, we report the analysis results of the effects of personality type tendencies and the application of learning strategies in controlling the emotional intelligence of elementary school students. This study uses the quasi-experimental method with a 2x2 factorial design in data collection. Data analysis used was a two-way analysis of variance (ANOVA) test. Research findings show that students with extrovert tendencies personality are better than students with introvert personality types. The application of inquiry strategies in learning is better at controlling emotional intelligence than the application of expository strategies.

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers’ skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers’ efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents’ attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers’ inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers’ role in the inclusive agenda.

The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 61.34 percent of total variance. Item total-correlations ranged from .488 to .778, and factor loadings from .590 to .790. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.

In the present study, perceptions of Turkish school administrators and teachers towards Syrian refugee children were examined through metaphors. 71 school administrators and 242 teachers from 27 different provinces of Turkey participated in the study. As a result of the study, the metaphors produced by school administrators were grouped into four categories: “child with cultural adaptation and belonging problems”, “fragile and needy child”, “child who is no different from other children” and “problematic child”. The metaphors produced by teachers were grouped into six categories: “child with cultural adaptation and belonging problems”, “child who is no different from other children”, “fragile and needy child”, “problematic child”, “child who can reveal her/his potential with interest” and “compatible child”. Participants' perceptions of refugee children were not related to gender but there was a significant relationship between professional seniority and the number of refugee children at school. Although school administrators and teachers have positive perceptions about refugee children, their negative perceptions are largely due to the lack of professional experience and the high number of students at school. Providing vocational support to teachers and administrators, planning the number of students in schools, and providing resources to schools will improve positive perceptions about refugee children.

Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism. From educational perspective, teacher language input can appropriately develop cognitive abilities of autistic students. This study aims to describe (1) teacher’s language input for recognizing the cognitive abilities of autistic students in classroom interactions and (2) cognitive abilities of autistic students based on teacher language input in classroom interactions. The approach of the study was conducted qualitatively with case study, while source of data was oral texts from the teacher language input toward autistic students in classroom. The results shows that the cognitive abilities of autistic students can be recognized through teacher's language input in classroom learning by engaging interrogative speech acts, such as representative, directive, expressive, and commissive. The cognitive level is used to see the variants of the teacher's language input. Meanwhile, the acquisition of students' cognitive abilities based on teacher language’s input is developed through memorizing, understanding, applying, and analyzing skills with criteria student A and B in the medium category, and G in low category.

This study aims to measure the effectiveness of “multiplex teaching method” in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline, intervention, and maintenance phase (A-B-A’ design). The research subjects consisted of two deaf students in special school of SLB Bhakti Luhur Malang, Indonesia. In addition, a special education teacher and an observer were involved in this study. The intervention instrument comprised five lesson plans (LP), each containing a vocabulary of four words. The data were analyzed using intra-condition and inter-condition graphical inspection with a focus on data stability, trends, and score changes. The effectiveness was determined by the Percentage of Non-Overlapping data (PND). The change of score from A'/A achieved by Subject-1 was 7.86 points, while Subject-2 obtained 7.68 points. Subject-1 obtained an average PND B/A of 100% and average PND A'/B of 82.5%. Subject-2 achieved an average PND B/A of 99% and PND A’/B of 90%. Thus, multiplex teaching method is very effective in helping deaf students master vocabulary.

This study aimed to develop a valid and reliable instrument that measures the functional vision of students with low vision. Thus, an assessment tool and performance activities were developed for three vision skill groups (near vision skills, distance vision skills, and visual field) that include functional vision skills. The universe was 1485 students studying in various primary and middle schools (from 2nd to 7th grades) affiliated to the Ministry of National Education, and simple random sampling was used to select 310 students. The data were collected using the Gazi Functional Vision Assessment Instrument developed by the researchers. Many-facet Rasch model and generalizability theory were used for the rater reliability of the measurements obtained from the instrument, while discriminant analysis was used for the validity of the measurements. The analysis showed that the measurements were reliable, and the inferences based on these measurements were valid. Thus, this instrument can be used to identify and assess the functional vision status of students with low vision.

In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children’s critical thinking.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).

An issue that has preoccupied young researchers and educators is the interaction of the fields of special and intercultural education as well as the factors that lead to the coexistences of them. The purpose of this study is to examine the factors that hinder the learning process of second-generation immigrant students in Greek primary schools. The ages of the children we will refer to are 7-8 years old due to the school achievements in reading and writing that are mastered up to this age point. This study is part of a larger study, which consists of qualitative and quantitative data from two research tools: interviews and questionnaires from teachers and guardians. The results were divided into categories. One of the main ones that stand in the way of children's learning is psychological and social factors, according to 91.8% of the participants in the questionnaire. In addition, it is worth noting that 82.6% argued that the reason students have learning difficulties is due to biological reasons. In conclusion, there is a correlation between learning difficulties and intercultural education that should be studied. The latter can play a pivot role to the assistance of the diverse categories of students' needs.

Most Greek primary teachers, not having enough training in learning difficulties, cannot effectively help these students, nor easily include them in the school context. An exploratory methodological approach has been used and an ad hoc questionnaire with four dimensions and 44 items has been designed. In this work we focus on dimension IV: Teacher training. 205 Greek primary school teachers have participated. One of the main results has been that most of the participants consider training in learning difficulties to be important and believe that the lack of training greatly affects the inclusion of students with learning difficulties. Equally important is that the majority of participants consider that training affects their attitudes. It was also found that Greek teachers do not believe they have enough training in learning difficulties, due to lack of time, the cost of training as well as the absence of frequent training activities in this field.

During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affection and moderately linked with cognitions about computers. Age, position, and ICT training substantially influenced computer attitudes and computer use self-efficacy. ICT-trained teachers had improved their attitudes and computer use self-efficacy. Computer self-efficacy and attitudes about computers did not change for special education teachers, but computer confidence increased. Except for those under 25, younger teachers demonstrated higher computer self-efficacy than older ones.

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.