Principal Perceptions of the Distance Learning Transition During the Pandemic

Drawing on data from the RAND American School Leader Panel 2020 COVID-19 Distance Learning Surveys, we analyze principal perceptions of school preparedness for distance learning with a specific focus on how different school types (e.g., rural, urban, and suburban) and student groups (e.g., students with mild disabilities, English learner students) were impacted by rapid school closure. These findings have important implications for how state education agencies, policymakers, and districts plan to address the growth of opportunity gaps among student groups. In addition, findings have important implications for education leadership and policy researchers seeking to design and implement studies to inform next generation policy and practice.

PKMS Braille Digital Marketing UMKM Al Mumtaz Eduwisata Difabel Penyandang Disabilitas Tunanetra dan Daksa Ringan Era New Normal di Kabupaten Banyuwangi

This PKM aims to solve the problems of Al Mumtaz problems with Disabilities Using Technology Based on Community Inclusion and Disabilities, People with Disabilities who are Blind and Mild Daksa Era of New Normal in Banyuwangi Regency. Braille Digital Marketing Umkm Al Mumtaz Disability Education Using AI Technology Based on Community Inclusion and Disabilities People with Visual and Mild Disabilities Era New Normal in Banyuwangi Regency, aims to overcome the problem of disabilities A / Blind and mild D (1) Lack of Partner knowledge related to Digital Marketing 2) Decrease in consumers using Al Mumtaz Disability Tourism Edu services and Decreased Handicraft Sales during the epidemic period (3) Unavailability of Braille Digital Marketing Module, no media aids that make it easier for A / blind and mild disabilities in marketing innovation for handicraft products ( 4) The lack of access to information and special AI technology media for the blind in terms of improving the quality and marketing of handicraft products. The activities carried out are by holding Braille Digital Marketing training and simulations using the Braille Digital Marketing Module, including training for Braille Digital Marketing workshops using the Braille Module, collaborating with other supporting partners who have computers and braille printers in compiling the Braille Digital Marketing Module, partner assistance ( UMKM Al Mumtaz) in optimizing potential. The resulting output is the increased understanding of the training participants, the Al Mumtaz youtube account of online media publications and print media, dedication articles in the form of national journals, photos and videos of activity documentation, blogs and websites.

Measuring Disability Inclusion: Feasibility of Using Existing Multidimensional Poverty Data in South Africa

This paper presents a framework for measuring disability inclusion in order to examine the associations between disability severity and levels of inclusion, provides an example of its operationalization, and assesses the feasibility of using an existing dataset to measure disability inclusion using this framework. Inclusion here refers to the extent to which people with disabilities are accepted and recognized as individuals with authority, enjoy personal relationships, participate in recreation and social activities, have appropriate living conditions, are able to make productive contributions, and have required formal and informal support. Indicators for the operationalization were drawn from the Individual Deprivation Measure South Africa country study and were mapped on to the domains of inclusion (where relevant), and the Washington Group Short Set of questions were used to determine disability status (no, mild, or moderate/severe disability). The analysis indicates that individuals with disabilities experience generally worse outcomes and a comparative lack of inclusion compared to individuals without disabilities, and broadly that those with moderate or severe disabilities experience worse outcomes than those with mild disabilities. This analysis also provides insight into the limitations of using existing datasets for different purposes from their original design.

Διερεύνηση γεωμετρικών γνώσεων μαθητών με ήπιες εκπαιδευτικές ανάγκες

Geometry is a structural component of mathematics, with increased spatial and design requirements that cannot be easily met by students with mild disabilities. Systematic investigation of the difficulties encountered by students with mild disabilities in their effort to learn Geometry is a prerequisite for the implementation of effective intervention programs. However, research on this issue is relatively scarce. The aim of the present study was to assess the geometric knowledge of 54 students with mild disabilities (learning disabilities or ADHD) who attended the two last classes of elementary school. Participants were asked to recognize, describe and categorize geometric shapes and solid bodies that were presented in tactile mode and through pictorial representations. Semi-structured clinical interviews were used for gathering the data in the context of Curriculum Based Assessment and the Van Hiele’s model of geometrical thinking. Participants of both categories of mild disabilities presented difficulties in distinguishing shapes and bodies, properly using the terminology, and formatting inductive geometrical reasoning. Participants with learning disabilities had higher achievement when dealing with haptic relative to pictorial representations of geometric shapes and bodies. Sixth graders performed better than fifth graders. Results are discussed in terms of the differences between the two categories of mild disabilities as well as with regard to the implementation of intervention programs.

High-Leverage Instructional Practices for Students with Autism and Mild Disabilities in Traditional and Remote Learning Settings

Meeting the needs of students with autism and mild disabilities effectively in traditional and remote settings must be an individualized, purposeful, and data-driven process [1]. Learning to implement a core foundation of easy-to-use evidence-based instructional practices can help teachers across content areas develop a core foundation of “go to” practices which can potentially benefit all students with and without disabilities [2]. The High-Leverage Practices (HLPs) recently identified by the Council for Exceptional Children and the CEEDAR Center at the University of Florida [3] can help educators to target their students’ most significant skill deficits and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential. The 22 identified HLPs are multifaceted, evidence-based practices.

Comparison between school and home-based dental health promotion in improving knowledge, parental attitude and dental health of children with mild disabilities

Background: In general, children with physical disabilities have a lower level of oral hygiene compared to able-bodied children because their access to dental health care services is affected by their physical limitations. The level of oral hygiene available to children with disabilities can be improved with the involvement of parents/caregivers equipped with good knowledge and attitudes regarding oral health. Purpose: Determine the difference between the effectiveness of school and home visit-based dental health promotion in improving the knowledge and attitudes of parents/caregivers and students regarding oral hygiene as well as lowering the dental plaque scores of students with mild physical disabilities. Methods: This study is quasi-experimental and uses the two-group pretest–posttest design. The study’s design was created with a model of one observation before intervention (O1), two interventions (X1-2) and two observations after intervention (O2-3). The study samples are students with mild physical disabilities aged 8–15 years old in special needs school, or sekolah luar biasa (SLB), in Sleman, Yogyakarta, and their parents/caregivers. The locations of the study were SLBs and the respondents’ homes. The study instrument was a knowledge test for students with mild physical disabilities and their parents/caregivers, along with a questionnaire on the parents/caregivers’ attitudes towards oral and dental health. Plaque control examinations for students with mild physical disabilities were conducted using the O’Leary index. Results: School-based oral health promotion was better at improving the attitudes of parents/caregivers to oral hygiene than the home visits (p<0.05). Both school-based and home visit-based oral health promotion was effective in furthering the oral hygiene knowledge of students with mild disabilities and their parents/caregivers as well as in improving the students’ dental plaque scores (p>0.05). Conclusion: The school based-oral health promotion model was more effective in improving attitudes of the students’ parents/caregivers. Both the school-based and the home visit-based oral health promotion models were equally effective in enhancing the knowledge of parents/caregivers, along with the knowledge and dental plaque scores of students with mild disabilities.