Educational Responsibility in the Deepfake Era

Choosing the right technologies to match student learning outcomes in today's technology-integrated classrooms presents educators with multiple instructional design challenges including selecting appropriate technologies to match desired student learning outcomes. As students continue to have broad access to information from a variety of web-based platforms, teachers are increasingly tasked with ensuring the information used to complete key assignments is authentic and from a verifiable resource. As such, the era of deep fakes in images, audio, videos, and digital texts is more prevalent than ever as numerous programs using artificial intelligence (AI) can significantly alter original content to fundamentally change the intent of original content. A discussion of educational and pedagogic responsibility in the era of deep fakes will serve as the primer for reform of the TPACK construct with recommendations for remediating student work in which deep fake resources were utilized.

Voices of the Har-of-Hearing about their L2 Acquisition Struggles: A Case Study

In the context of advocacy of the rights of minorities, communities should learn more about the learning rights of students who experience hearing loss. This paper reports a qualitative case study that looked into the perspectives and retrospectives on learning in integrated classrooms of three hard of hearing participants. They identified problems of the reproduction of inequalities such as lack of special arrangements to meet their needs. The purpose of this study is to contribute to the understanding of how these learners struggled and made sense of their schooled L2 learning. For the Hard of Hearing, listening goes beyond perceiving sounds. Their interpretation draws on attitudes, affectivity, body language, and context. They hear with their ears but listen with the other senses. They require analyzing the environment, the facial expression, how people talk, the tone of voice, the behavior, the movements, the place and the moment to figure out messages; words alone are insufficient. Participants insisted that their invisible disability requires specific pedagogies and the support of communities. The results of the study fell in three dimensions: The Affective Dimension referred to family, classmates and teachers’ empathy, or lack of it, towards their condition. The Communicative Dimension involved the participants’ perception of communication with teachers, classmates, and their self-perception of communication. The Attitudinal Dimension involved the perception of the attitude of teachers, institutions, and their own attitudes towards L2 learning. The results suggest that 1. HHs feel capable of mastering an L2 in integrated classrooms, 2. Language policies and standardized exams misrepresent the HHs’ capabilities, and 3. Classroom equity demands material selection and methodological adjustments.

Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland

This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 who went to non-integrated classes in schools with and without an inclusive curriculum, located in Lublin, Poland. The students were surveyed during a three-year schooling period (when they were in the sixth, seventh, and eighth grade). The research was carried out in the years 2016–2019. The Locus of Control Questionnaire (LOQ and LOQ-R) by Krasowicz-Kupis and Kurzyp-Wojnarska measured locus of control. These instruments measure generalized locus of control and allow the assessment of context-specific locus of control related to situations of success and failure, as well as school, parent, and peer settings. At the first stage of this study, students in non-integrated classrooms in schools without an inclusive curriculum were characterized by a more internal locus of control, both generalized and in situations of failure, compared to students of non-integrated classrooms in schools with an inclusive curriculum. At seventh grade, students of integrated classes were more external in situations related to their school activity, compared to their peers from non-integrated classrooms. Moreover, we observed developmental changes in locus of control of students from non-integrated classes but only those who attended schools with an integrated curriculum.

Psychosocial Intervention for Students with Disabilities in Identified Primary Schools of South Western Ethiopia

The main purpose of this study was conducting psychosocial intervention/training to selected schools of South Western Ethiopia. Three school principals, teachers of students with disabilities in the integrated classrooms, parents of the same and selected students with disabilities involved in the training conducted at their respective schools. The intervention study involved ecological perspectives of approaching the individuals’ responsible assisting students with disabilities. Participants were selected purposively from each category where manual of training was employed for three groups: students/children with disabilities, parents and teachers of these children. The manual developed by researcher was evaluated critically by co-trainers and the trainee. The result indicated that the manual is of standard type which has to be organized as a guide or handbook of training in the psycho-social intervention. It incorporated foremost disability areas that had been covered in short-term training with all intervention strategies to be followed by concerned bodies. Finally, it is underlined that the manual has to be organized in more comprehensive way and been given to all stakeholders in the education of students with disabilities in the country.

Comparative Analysis of Personality and Preferences of Values of Polish Early Adolescents Learning in Integrated and Non-integrated Classes

The aim of the present study was to analyse the personality traits and value preferences of students from integrated and non-integrated classes. Sixty-nine primary school sixth graders were surveyed (M = 12.45; SD = .58). The group of students attending integrated classes included 38 individuals. The remaining 31 students attended non-integrated classrooms. Personality traits were measured using the Picture-Based Personality Survey for Children (PBPS-C ) and value preferences were determined on the basis of the Picture-Based Value Survey for Children (PBVS-C). The results showed that youth from the integrated classes did not differ significantly from their peers from the non-integrated classes in terms of personality traits. In case of values, students from the non-integrated classes cherished values of Universalism more than their peers from the integrated classes. Correlation analyses showed that the patterns of relations between personality traits and preferred values were partially different for the two groups. Nevertheless, a similar pattern of relations was observed in both groups between Openness to Experience and values in the categories of Self-direction and Universalism.

(Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms

Matylda Pachowicz, (Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 177-196. Adam MickiewiczUniversity Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.08 The Activities of Polish educational authorities are aimed at eliminating special education in Poland, for the development of integrated and inclusive education, following a model of certain European Union countries. Due to the new trends, the demand for special pedagogues in mainstream schools is increasing. Thus, the nature of both mainstream schools and mainstream pre-schools, as well as, special education establishments, is changing. Education of children with various types of development disorders has become a general educational problem. Not only does a narrow group of specialists deal with it, but it has also resulted in a change within the educational culture of Polish schools. In regard to the above, the school’s culture towards the Different, can be either pro-integrated or anti-integrated. A very important role, in the process of shaping a specific school culture, is played by teachers, their motivation to work, their professional preparation and the way they perceive the development of students with disorders.