Engagement of Children with Special Educational Needs in Accordance with the Routines-Based Model

Abstract

Engagement of a child with SEN during therapeutical and educational activities is important in terms of their development. This construct can be understood as the time the child spends interacting with adults, peers and materials, in a manner appropriate for their developmental age. Routines-Based Model is one of the methods which particularly promotes engagement.This study aims at measuring the level of engagement in certain preschool routines and its changes during the school year. The article consists of two parts; the first one presents issues connected with defining and identifying the levels of engagement, the second one discusses the studies connected with determining the level of engagement of children with special educational needs in the process of education.The analysis of study results indicates that children in the tested group achieve the highest scores in overall engagement and engagement with materials. The highest level of engagement throughout the year has also been observed in those categories.

Experiences with Flipped Classroom Methodology in US High School Chemistry Courses: Lessons Learned from Action Research Projects

“…Botello and Harris (in the Supporting Information) both reported student complaints about the length and quality of the videos. These studies all used some method (EdPuzzle or guided notes) that “assigned” students to watch the videos, and when they did not (Webb), there was a difference in learning, which has been reported in previous literature as well. , This aligns with considering workloads and video access for students. Botello’s students explicitly mentioned the videos being too much work.…”

“…It sounded promising, and they wanted to try it, but they were uncertain. While there is research supporting flipped classroom methodology, the coauthors were still unsure it was a choice worth their effort, because, in part, much of that research is at the collegiate level − and had similar issues of not matching their classroom environments or their class learning goals and student population.…”