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This study aimed to evaluate and analyse the results of mathematics learning about the concept of multiplication in students with hearing impairment. In this study, the team-games-tournament (TGT) method was used to teach the concept of multiplication to seven students with hearing impairment in an elementary school at the Special School in Cimahi through four stages of learning, namely: 1) pretest presentation, 2) learning presentation with the TGT method, and 3) posttest presentation. The results of the study showed that there was a significant increase in the ability to learn multiplication concepts using the TGT method. Therefore, the TGT method could be a suitable choice of learning method used in learning the multiplication concept for students with hearing impairment because, through the TGT method, students collaborate and teach each other in-game activities, that make the students understand the concept of multiplication easier, thus improve students' ability to learn the concept of multiplication. This research is important because it provides information about the use of new and unique media or learning methods that can be used to improve students' abilities, especially students with hearing impairments in the mathematics learning process.

Humans are needy creatures. It is beyond possible for them to live their life alone. Humans need air, water and food. They need a spouse, friend, mother, father, neighbor or child. They are in need of seeking and finding a shoulder to cry on. Every individual has similar and different needs. These needs become more evident in individuals with special needs. Individuals with special needs are a reality of societies from past to present. Individuals with special needs constitute approximately 12% of the world population. Statistics show that the population density of our country is around the world population. It is at a level that will make a significant contribution and influence to the peace and happiness of the society in which the individuals with special needs live in peace and happiness. Considering the families of the individuals with special needs, the number of positive and negative approaches on the society increases. From time to time, individuals can live in siege within the flowing life conditions. While walking through this siege, a blind spot is formed against individuals with special needs and needs cannot be seen. This is an important problem. In this respect, it is important to remind the responsibilities towards individuals with special needs and to re-update the issue with different perspectives. In this study,towards individuals with special needs and their relatives, The example of the Prophet Muhammad (pbuh) will be tried to be conveyed., İnsan başkalarının yardımına muhtaç bir varlıktır. Tek başına hayatını sürdürmesi imkân ötesidir. İnsan havaya, suya, gıdaya muhtaçtır. İnsan, eşe, arkadaşa, anne, babaya, komşuya, evlada muhtaçtır. İnsan hemdert olmaya ve hemdert bulmaya muhtaçtır. Her bireyin birbirine benzer ve birbirinden farklı ihtiyaçları vardır. Bu ihtiyaçlar özel greksinimli bireylerde daha da belirginleşmektedir. Özel gereksinimli bireyler geçmişten günümüze toplumların bir hakikatidir. Özel gereksinimli bireyler dünya nüfusunun yaklaşık %12’sini oluşturmaktadır. İstatistikler ülkemiz nüfusunda da yoğunluğun dünya nüfusu civarında olduğunu göstermektedir. Özel gereksinimli bireylerin huzur ve mutluluğu içinde yaşadıkları toplumun huzur ve mutluluğuna önemli katkıda ve etkide bulunacak düzeydedir. Özel gereksinimli bireylerin aileleri de düşünüldüğünde olumlu olumsuz yaklaşımların topluma olan etkisindeki kat sayı yükselmektedir. Zaman zaman fertler akıp giden hayat şartları içerisinde bir kuşatılmışlık da yaşayabilmektedir. Bu kuşatılmışlık içerisinde yürünürken özel gereksinimli bireylere karşı kör nokta oluşmakta gereksinimler görülememktedir. Bu durum önemli bir problemdir. Bu açıdan özel gereksinimli bireylere karşı sorumlulukların hatırlatılması, farklı bakış açıları ile meselenin yeniden güncellenmesi önem arzetmekedir. Bu çalışmada özel gereksinimli bireylere ve bu bireylerin yakınlarına karşı Hz. Peygember’in örnekliği aktarılmaya çalışılacaktır.

The research is quantitative descriptive research on theattitudes of high school students with hearing impairmenttowards learning adaptive physical education online inspecial schools based on phenomena happening right now.To find out the attitude of high school hearing impairmentstudents towards adaptive physical education onlinelearning, a method that was used in this research was asurvey method at high special needs school in Bandung,while the data collection using a questionnaire. The resultsshow that the attitude of high school students with hearingimpairment towards online learning of physical educationadaptive shows that 12.50% are included in the category verygood, 12.50% included in the good category, 50% included inthe category quite good, 12.50% is included in the poorcategory, 12.50% is included in the very poor category.Hopefully, subject teacher adaptive physical education cancontinue to provide motivation and understanding tostudents about the importance of adaptive physicaleducation and creativity in teaching adaptive physicaleducation though online thus students can be interested andshow a very good attitude.

The technological innovations of the last decade have caused countless changes to everyone's lifestyle, especially in the number of hours spent in front of a screen. These generational differences are even more marked if the new generations of students are taken into consideration, in fact, even at the school level, technological innovations have brought changes. Just as lifestyle and teaching have changed, what is considered as the "needs" of pupils and how they live and relate both in formal and informal environments have also changed. Considering the emergency period caused by the COVID-19 pandemic, greater attention has been paid to the importance of exercising and everyone has also re-evaluated the beauty and benefits of exercising outdoors. Outdoor Movement Education in this sense can be a key that allows the new generations to experience the emotions and sensations that can be felt during outdoor moving activities. This work is a reflection on how technology can be a tool to increase the benefits in Outdoor Movement Education considering children and youth with special needs. The results of this work have shown how the use of technology in Outdoor Movement Education brings numerous advantages both under the didactic profile (i.e., life skills) and with regard to the cognitive (i.e., attention and concentration), motor (i.e., motor skills, fundamental movement skills) and affective (i.e., enjoyment) domains of learning respectively.

Oral health is perhaps the most neglected aspect of healthcare for persons living in rehabilitation centers, compared to the general population. The caregivers play a vital role in administering daily oral care to residents in rehabilitation centers: The aim of the present questionnaire-based study was to evaluate the caregivers&rsquo, knowledge, attitude and practices towards oral healthcare at centers for the intellectually disabled in the Southern region of Saudi Arabia (SA). The present study was designed as a cross-sectional one-point time survey. The samples were selected by using a non-probability convenience sampling method. The self-administered closed-ended questionnaire comprised of 22 items divided into four sections, which was designed to elicit the demographic information, awareness of oral care, attitude towards oral health and practice of the oral healthcare regime among the participants. Of the164 participants, 53.0% and 47.0% were male and female, respectively. Most of the participants&mdash, 54.9%&mdash, were between 30&ndash, 39 years of age. Participants were almost equally distributed between educational groups, and about 87% had more than 2 years of experience. A brief overview showed a fair level of knowledge and attitude among 61.6% and 58.5% of respondents, respectively. Participants with an education level above that of high school showed good knowledge and attitude scores (p &lt, 0.05), whereas females showed better attitude scores compared to the males (p &lt, 0.05). Respondents mentioned the difficulties they faced while treating the subjects. The special healthcare workers generally had acceptable oral health knowledge and practices. Caregivers who had lower education levels should be advised for training programs that addressed the importance of oral health services.

Background: West Syndrome is a rare epileptic encephalopathy involving infantile spasms, altered electroencephalographic pattern with hypsarrhythmia, and psychomotor development delay. It arises in paediatric patients, generally within the first year of life, in symptomatic or idiopathic form depending on the presence of hereditary features or not. Case report: In this report it is described the case of a West syndrome patient affected by multiple caries, gingival enlargement, dental eruption abnormalities, high-arched palate and MIH, treated at the dental clinic of University of Bari “Aldo Moro”. Discussion: West patients present with multiple oral abnormalities, including altered eruption timing, teeth agenesis, teeth shape and position abnormalities, plaque and calculus accumulation, malocclusions and bad oral habits (mouth breathing, nails biting). Conclusion:: West Syndrome patients’ oral hygiene is generally bad due to their motor difficulty and to their low compliance towards dentists, which entails general anaesthesia to perform dental treatment. West Syndrome pharmacological treatment is usually based on antiepileptic drugs and/or ACTH. These medications are well known for their ability to induce gingival enlargement, increasing the possibility of plaque accumulation and gingivitis development.

The iNclusion App by CeDisMa (available in iTunes Store: https://itunes.apple.com/it/app/inclusion/id1093478813?mt=8) is an innovative research tool that allows to integrate quantitative data with qualitative analysis. This application invites teachers to reflect upon motivation and technology. Answering to the questions included in the App, teachers will collect information about their students’ approach to learning, including students with special needs or learning disabilities; motivation and classroom management; the effects of best practices on classroom management in the teaching-learning process.

Resumen El artículo reflexiona sobre un proceso práctico de atención de los estudiantes con necesidades educativas especiales como resultado de un proyecto de investigación interinstitucional, mediante el cual se integraron los saberes especializados en discapacidad y educación inclusiva de la Universidad Autónoma de Bucaramanga con las prácticas innovadoras establecidas por una institución rural del Área Metropolitana de Bucaramanga. A partir de la descripción de los tres modelos internacionales de teorización y análisis de la discapacidad y las necesidades especiales, se plantea un procedimiento integral de atención e inclusión que se caracteriza por seis etapas de educación activa e integral para estudiantes en situación de discapacidad, especialmente física o motora. Abstract The article considers a practical process of care for students with special educational needs, resulting from an inter-institutional research project, through which the Autonomous University of Bucaramanga's specialized knowledge on disabilities and special education was integrated with innovative practices implemented by a rural institution in the Metropolitan area of Bucaramanga. Based on the description of three international models for theorizing and analyzing disabilities and special needs, we proposed an integral care and inclusion procedure. This procedure is characterized by six stages of integral and active education thought for students with both physical and motor special needs. Résumé Cet article réfléchit sur un processus pratique qui s'occupe des étudiants ayant des besoins éducatifs spéciaux comme résultat d'un projet de recherche interinstitutionnelle par lequel les connaissances spécialisées en matière d'handicaps et éducation inclusive de l'Université Autonome de Bucaramanga et les pratiques innovatrices établies par une institution rurale de la Zone Métropolitaine de Bucaramanga furent intégrées. À partir de la description des trois modèles internationaux de théorisation et analyse des handicaps et des besoins spéciaux, on propose une procédure intégrale d'assistance et inclusion, caractérisée par six étapes d'éducation active et intégrale pour des étudiants ayant des handicaps, notamment physiques et moteurs. Resumo O presente artigo reflete sobre um processo prático para a inclusão de alunos com necessidades educacionais especiais, como resultado de um projeto de pesquisa interinstitucional, através do qual foram integrados os conhecimentos especializados em deficiência e educação inclusiva da Universidade Autônoma de Bucaramanga com as práticas inovadoras estabelecidas por uma instituição rural da Área Metropolitana de Bucaramanga. A partir da descrição dos três modelos internacionais de teorização e de análise da deficiência e das necessidades especiais, propõe-se um procedimento integral de atendimento e de inclusão, que se caracteriza por seis estágios de educação ativa e integral para estudantes que estejam em situação de deficiência, especialmente física ou motora.

This study aims to explore in depth the social maturity of an early childhood with special need in Sidoharjo Village, District Jambon, Ponorogo. Early childhood development is a critical moment, because in that period laid the foundations of behavior and brain as the center of human activity has improved significantly. One aspect that is developing at an early age is a social maturity, which include independence, motor skills, communication and social skills. The focus of social maturity in this study is the independence or ability to self help. The approach used in this study is a qualitative case study method type single case. The data collected in the form of primary data that is the result of observation and interviews conducted by researchers and secondary data in the form of documentation. The data then analyzed using analysis techniques Miles and Hubberman models with the following process:data collection, data reduction, data display, and conclusion or verification. The results showed that social maturity subjects with initials (FS) which is more focused on the aspects of self help demonstrate the ability, self help tend to be lower when compared with children his age. Shown with almost all activities carried out with the help of the subject closest especially the mother, this is because the motor organs tend to be rigid so it can not be used.

I studien undersöks hur förskollärare definierar ett barn i behov av särskilt stöd i relation till förskolans pedagogiska verksamhet. Syftet är att problematisera förskollärarnas förhållningssätt till barn i behov av särskilt stöd utifrån ett sociokulturellt perspektiv. Syftet analyserar utifrån studiens två frågeställningar: Vilka behov beskriver förskollärarna som skäl till att barnet ska ges särskilt stöd? Vilka förutsättningar har förskollärarna att ge stöd till barnet när de väl identifierat behovet? Studien genomfördes på två olika förskolor. Fem förskollärare deltog i studien. Som datainsamlingsteknik användes kvalitativa intervjuer vilka spelades in med hjälp av diktafon. Forskningen visar att barn i behov av särskilt stöd är ett komplext begrepp som är svår definierat. Det sociokulturella perspektivet dominerar som ett gemensamt förhållningssätt i förskolorna där barns utveckling och lärande utgår utifrån tankar kring det kompetenta barnet. Ur ett historiskt perspektiv har specialpedagogiken präglats av ett traditionellt synsätt där barnet ses som bärare av sina svårigheter och brister. Numera framhävs det alternativa synsättet i förskolans verksamhet. Särskilda behov hos barnet ses som sociala konstruktioner där problematiken lyfts bort från individen. Förskolan ska anpassa sig utifrån individens behov. Resultatet redovisar förskollärarnas skilda uppfattningar om vilka barn som anses vara i behov av särskilt stöd. Förskollärarna visar i sina utsagor att de möter barn med olika behov av stöd varje dag, men att inte barnen är uttalade som ett barn i behov av särskilt stöd. Författaren ställer sig frågan om det beror på kunskapsbrist hos förskollärarna eller att förskollärarna inte vågar stämpla ett barn som ett barn i behov av särskilt stöd. Slutsatsen blir att det finns en risk att förskolans personal missar relevant information vid överlämningen till skolan kring pedagogiska stödinsatser och anpassningar när individen inte är uttalad som ett barn i behov av särskilt stöd. Barn i behov av särskilt stöd problematiseras utifrån förskollärarnas förhållningssätt och arbetssätt. Stödinsatser i förskolan är beroende av förskollärarnas förutsättningar exempelvis erfarenheter, förhållningssätt, arbetssätt, handledning med mera. The study examines preschool teachers’ description of children in need of special support in relation to the preschool educational activities. The purpose is to pre-school teacher's approach to children in need of special support from a socio-cultural perspective. The purpose of analyzing the basis of the study’s three questions: What needs do the preschool teachers describe as the reason for the child to be given special support? What conditions do the preschool teachers have to provide support to the child once they identified the need? The study was conducted on two different preschools. Five preschool teachers participated in the study. As a method of data collection the interviews were recorded using a voice recorder. Research shows that children in need of special support, is a complex concept that is difficult to define. The socio-cultural perspective dominates as a common approach in preschools where children's development and learning are based outside thinking on the competent child. From a historical perspective, special education has been characterized by a traditional approach where the child is seen as bearers of their difficulties and shortcomings. Nowadays the alternative approach is highlighted in preschool. Special needs of the child are seen as social constructions where the issues are removed from the individual. Pre-school will adapt based on individual needs. The result shows that preschool teachers have different perceptions of what children considered to be in need of special support. The respondents show in their statements that they meet children with different support needs each day, but none of the children are defined as a child in need of special support. Support efforts depends on the preschool teacher conditions, for example, experiences, attitudes, work procedure, guidance and more. The conclusion is that there is a risk that the preschool teachers miss relevant information at the handover to the school on educational support measures and adjustments when the individual is not pronounced as a child in need of special support. Children in need of special support critically viewed from preschool teachers' attitudes and practices. Support activities in preschool depends on preschool teachers' conditions, for example, experiences, attitudes, practices, tutorials and more.

El presente estudio presenta un programa de intervención denominado “Flamencoterapia Sensible”, el cual integra el baile flamenco como una disciplina no formal, en las instituciones educativas escolares de Educación Primaria, con el fin favorecer el desarrollo psicomotriz, cognitivo y social-afectivo del alumnado con necesidades educativas especiales. Se ha querido innovar incorporando elementos propios de la idiosincrasia del andaluz, como el Flamenco, a la educación no formal del alumnado con necesidades especiales, quienes se merecen una atención realmente especial, además de disfrutar de esta danza. Además, en 2014, el Gobierno Andaluz establece medidas legales para la inclusión del flamenco en el sistema educativo de esta región y por lo tanto consideramos necesario dar respuesta a esta normativa proponiendo acciones para la intervención de las necesidades educativas especiales a través de esta disciplina artística., The special educational needs require special attention and that's why we really have to innovate in the care of these special needs. We have incorporated elements of the idiosyncrasies of the Andalusian non-formal education for these students . In 2014, the Andalusian Government establishes legal measures for the inclusion of flamenco in the education system in the region. Therefore we consider necessary to answer this legislation and we propose actions for the intervention of special educational needs through this artistic discipline. The intervention program we propose is called "Sensitive Flamencoterapia " and integrates the flamenco dance, as an informal discipline, school educational institutions in primary education. The objective of this program is to promote the psychomotor , cognitive and social - emotional development of students with special educational needs.

This study attempts to know how English teaching learning process happened in the class of students with special needs, what problems the teacher had during the teaching learning process, and how the teacher solved the problem. This study was conducted in Sekolah LuarBiasa Bina Putra, Salatiga. This study used descriptive qualitative study and the subjects of the study were the English teacher of the school and his six students who suffered from Mild Retardation. The data for the study were collected from interviewing the teacher and 5 times of one-hour observations. The data showed that the students had various responses that cause various problems such as complaining, cranky, disinterest of studying, and student's disabilities. Distraction from outside the class also became a problem for the both teacher and students during the class. The teacher did some preparation to prevent problem. Some techniques were also used to solve the problem like using AVA, varied activity, teacher's assistance and encouragement, and simple materials.

The main purpose of this work is to analyse how teachers perceive and deal withdiversity, where they put the limit between «normality» and «otherness», how theyrelate to the documentation proceeding from public institutions.Using an ethnographic methodology based on participant observation and semistructuredinterviews, I shall apply Pierre Bourdieu's theories about social reproductionand distinction to a high school in Skåne, with the purpose of better understanding thedifference between change and reconversion in dealing with «otherness» in the form of«learning disabilities».This study aims at better understanding how «otherness», «diversity», and «plurality»are categorized, hierarchically organized, considered as «distortions», «defects»,«syndromes» to be cured, when instead they could actually constitute means toovercome the ancestral «fear of the other», the rejection of «complexity» and to fill theperceived gap between theory and practice, between the «school of diversity andplurality» and the school of «kunskapsmål», «performance», «driven-ness», bothpresent in the current Läroplan (LPF-94) and likely to be found in the new one.Finally, this analysis tries to point at the necessity to question the unquestionable. Thatis, to question the values that are considered to be established for good and foreverybody, understanding them as historical products, not as philosophical a priori. Farfrom being historical invariables, those values and principles are the result of actualpolitical fights, even of revolutions, and of debates occurred for centuries or evenmillennia. School has been focusing on having them internalised and naturalised,instead of developing adequate instruments to let them be critically understood,reflected upon, talked about, and of course experienced in their many contexts.The study's main result lies in individuating the structural and individual factors thatallow the teachers to deal with «otherness» and «diversity» as a problem instead as aresource, underlining the symbolic violence implicit in the process of naturalisation ofvalues and principles.

Uvidom u recentnu pedagogijsku literaturu može se uočiti da ne postoji jedinstveno viđenje inkluzije, već da postoje mnoge perspektive koje su često nejasne i oprečne. Dvije dominantne među njima – individualna i socijalna – propituju inkluziju (točnije, njezine učinke) u odnosu spram života pojedinca i društva. Iz individualne perspektive inkluzija se tumači kao uključivanje djece s posebnim potrebama/teškoćama u svakodnevni život, što implicira normalizaciju i asimilaciju. Socijalna perspektiva inkluzije, iako eksplicitno usmjerena na dobrobit pojedinca, istodobno podržava subordiniranost posebne potrebe/teškoće. Unatoč nastojanjima da se terminologija mijenja u skladu s aktualnim znanstvenim spoznajama o naravi posebne potrebe/ teškoće, navedeni termini se i dalje rabe bez dubljeg promišljanja o njihovu značenju. U ovome će se radu, kao jedan od mogućih pristupa razumijevanju termina inkluzija i posebna potreba/ teškoća, ponuditi epistemološki pristup. Ovim odabirom želi se ukazati na postojanje nekritičke (a katkad i neadekvatne) uporabe navedenih termina čija implicitna i eksplicitna značenja imaju različite reperkusije na život pojedinca., Recent pedagogical literature shows that there is no unique understanding of the concept of inclusion, but numerous perspectives that are often unclear and contradictory. Two prominent perspectives – the individual and the social – explore inclusion (or rather, its effects) in terms of the existence of an individual and a society. From the point of view of the individual perspective inclusion is interpreted as involving special needs children into everyday life, which implies normalisation and assimilation. The social perspective on inclusion, although explicitly focused onto the wellbeing of the individual, simultaneously maintains a subordinated position of special needs. In spite of the efforts to change the terminology according to current scholarly insights about the nature of special needs, the terminology continues to be used without thoroughly considering its meaning. This paper proposes an epistemological approach as one of the possible approaches to understanding the concepts of inclusion and special needs with the purpose of drawing attention to the existence of uncritical (and sometimes inadequate) application of the said concepts whose implicit and explicit meanings have various ramifications for the life of an individual., Die Einsicht in die rezente pädagogische Literatur lässt die Schlussfolgerung zu, dass es keine einheitliche Sicht auf die Inklusion gibt, sondern mehrere Perspektiven, die oft unklar und gegensätzlich sind. Zwei vorherrschende Sichtweisen – die individuelle und die soziale – hinterfragen die Inklusion (genauer ihre Folgen) im Hinblick auf das Leben des Einzelnen und der Gesellschaft. Aus der individuellen Perspektive wird die Inklusion als Einschließung der Kinder mit Behinderungen bzw. Sonderbedürfnissen in das Alltagsleben gedeutet, was eine Normalisierung und Assimilation voraussetzt. Die soziale Perspektive der Inklusion, obwohl explizit auf die Wohlfahrt des Einzelnen gerichtet, unterstützt gleichzeitig die Subordination der einzelnen Sonderbedürfnisse bzw. Schwierigkeiten. Trotz Anstrengungen, den Begriffsapparat im Einklang mit den aktuellen wissenschaftlichen Erkenntnissen über die Natur einzelner Sonderbedürfnisse bzw. Schwierigkeiten zu ändern, werden die angegebenen Begriffe weiterhin ohne tiefere Erörterung deren Bedeutung benutzt. In dieser Arbeit wird der erkenntnistheoretische Ansatz als einer der möglichen Ausgangspunkte für das Verständnis der Begriffe Inklusion und Sonderbedürfnisse/Schwierigkeiten angeboten. Durch diese Wahl soll auf den unkritischen (zuweilen auch unangemessenen) Gebrauch der angeführten Begriffe hingewiesen werden, deren implizite und explizite Bedeutungen verschiedene Auswirkungen auf das Leben des Einzelnen haben.