Hidden Curriculum in a Special Education Context: The Case of Individuals With Autism

Sulaimani, Mona F.; Gut, Dianne M.

doi:10.5590/jerap.2019.09.1.03

Cited by 15 publications

(12 citation statements)

References 19 publications

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“…Some key challenges for implementing distance learning for students with autism were noted, including lack of ICT technology, poor internet access, lack of teacher and caregiver training, social, communicative, and behavioral challenges that characterize students with autism. Nevertheless, distance learning offers immense opportunities for improving educational outcomes for students with autism, such as more individualized instruction programs, lack of social pressure, and being in a more comfortable learning environment (Sulaimani & Gut, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The home-based learning environments should be appropriately structured to create a safe learning environment that increases student attention and academic achievements. This can be achieved by working closely with the caregivers by creating learning spaces with all the required infrastructure and supportive learning tools, and one that is free from distractions (Sulaimani & Gut, 2019).…”

Section: Strategies For Creating Effective Distance Learning Educatiomentioning

confidence: 99%

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Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

Alkhoui

2021

ijhass

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The COVID-19 pandemic has created new educational challenges and presented new opportunities for educators and students with learning disabilities, especially due to the increased awareness and focus on inclusive education. While extensive research has been done on effective strategies for teaching students with autism in an inclusive classroom environment, there is minimal research conducted on strategies for distance learning education for students with autism. This group is at a higher risk of being excluded from online education compared to their peers who have no learning difficulties. Recommended strategies for enhancing effective online education for students with autism include strategies for developing instructional materials. Another is collaborative engagements with all stakeholders to develop an understanding of each student’s strengths and weaknesses. The other is the provision of teacher training and continuous professional development. Next up is developing strategies for creating effective home-based learning environments such as providing all the required infrastructure for online learning. Finally, are strategies for instructional delivery such as the use of effective assistive technologies such as Zoom, collaboration with caregivers, and ensuring the active engagement of the students during instruction delivery.

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Section: Discussionmentioning

confidence: 99%

Section: Strategies For Creating Effective Distance Learning Educatiomentioning

confidence: 99%

Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

Alkhoui

2021

ijhass

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“…Any learning must involve students being given the space to produce information across various disciplines and incorporate various perspectives. It is the role of educators to foster relevant skills in the process of learning, and most importantly impart skills such as critical thinking, problem solving, use of imagination, self-expression, and creativity (Duvall, 2020;Pink, 2006;Runco & Pritzker, 2020;Sulaimani, & Gut, 2019). Most online courses and distance education strategies have been able to embrace technologies and adapt their pedagogical approach to build on these personal and professional competencies among students thereby continuing to prepare them for the future (Cheng, 2006;Kaiper-Marquez, et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Teaching Special Education during the COVID-19 Pandemic: An Exploratory Study

Philip¹,

Bali²

2022

WJEL

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With the onset of the pandemic, there has been a massive shift and transformation in the way knowledge is disseminated. There has been a rise in distance/online learning, this includes teachers teaching remotely using various digital platforms. With almost two years of virtual learning, this has led to a demand for both teachers and students to upskill and equip themselves with technological capability. Effectiveness of e-learning has emerged to be an area of research, particularly in this context of the pandemic. This study explores the effectiveness of this alternate method of teaching on students with learning disabilities through the lens of parents and special tutors from renowned special schools in South Bangalore using interviews and focus group discussions. A pre-designed Likert scale questionnaire was also administered to 170 students with learning disabilities in South Bangalore to record the academic challenges they faced during their online classes. Results from the interactions with both parents and special tutors reveal there is a need to revisit learning and teaching strategies and improve access to new media educational technologies to help maximise uptake and success of the e-learning approach in the context of special education. Parents believe that the learner needs of children with disabilities during the remote learning scenario were not taken into consideration, special tutors shared their experience and limitations some which included difficulty in handling online classes, lack of financial support to invest in relevant technological platforms. The findings from this exploratory study highlight both the need for improving pedagogy in the remote learning contexts along with tutors requiring professional development workshops to conduct effective online classes that include incorporating various digital tools that meets the educational needs of children with learning disabilities. The study serves as an eye opener for special tutors, local education authorities and school administrators to revisit lesson plans, online teaching approaches, explore and invest in potential digital tools that could meet learner needs and improve the learning curve during the pandemic.

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“…Although development of professional ethics among students is one of the responsibilities of medical education,[ 1 ] researchers recommend putting students in the situations of simulated but realistic moral dilemma and uses cooperative learning strategies in teaching, including real-life stories, illustrations, and role-playing games,[ 4 ] and additional strategies that support social development of students including mobile learning, cooperative learning, and other forms of peer-mediated instruction. [ 5 6 7 ] Studies have shown that the teaching method employed to teach professional ethics to the medical students is lecturing, and the learning assessment method is paper-based examination run at the end of the term, and that there is no specific standard for teaching professional ethics. [ 8 ] Despite the fact that medical ethics and professionalism are taught to medical students, they perform unethical behaviors, so it is necessary to modify the method used for teaching professional ethics.…”

Section: Introductionmentioning

confidence: 99%

“…[ 13 ] The hidden curriculum involves the unspoken cultural and social knowledge students acquire in the learning environment. [ 5 ] Studies have mainly reported the negative effects of the hidden curriculum. Some communicative aspects attributed to the hidden curriculum are related to the informal curriculum.…”

Section: Introductionmentioning

confidence: 99%

The role of hidden curriculum in the formation of professional ethics in Iranian medical students: A qualitative study

Safari

Khatony

Khodamoradi

et al. 2020

J Edu Health Promot

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INTRODUCTION: Professionalism and medical ethics are a vital quality for doctors, which has been taken into account seriously in recent years. Perception of the factors affecting professionalism may help develop more efficient approaches to promote this quality in medical education. This study was aimed to explain the role of hidden curriculum in the formation of professional ethics in Iranian medical students. MATERIALS AND METHODS: This qualitative study was performed on 15 medical interns of Kermanshah University of Medical Sciences in 2019, using grounded theory. Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Data were interpreted by a constant comparative method according to Strauss and Corbin's approach. RESULTS: The analysis of the participants’ interviews and reduction of findings using common themes yielded one class and four categories as well as a number of concepts as the role of hidden curriculum in the formation of professional ethics in medical students. The categories included the role of modeling in the formation of professional ethics, role of education in the formation of professional ethics, role of environmental factors in the formation of professional ethics, and role of personal and inherent attributes in the formation of professional ethics. CONCLUSION: Curriculum developers and medical education authorities need to proceed in line with the findings of the present study to provide a proper learning environment, in which the modeling, learning, and teaching conditions and supportive environmental atmosphere are taken into account in accordance with the inherent and individual characteristics of the learners in order to guarantee the formation of professional ethics in medical students.

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Hidden Curriculum in a Special Education Context: The Case of Individuals With Autism

Cited by 15 publications

References 19 publications

Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

Teaching Special Education during the COVID-19 Pandemic: An Exploratory Study

The role of hidden curriculum in the formation of professional ethics in Iranian medical students: A qualitative study

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