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Education Sciences
Special Issues
Research Perspectives on Education for Students with Learning Disabilities
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Research Perspectives on Education for Students with Learning Disabilities

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 6632

Special Issue Editor

Prof. Dr. Mona Holmqvist

E-Mail Website
Guest Editor
Department of Special Education, Faculty of Education, Kristianstad University, SE-Elmetorpsvägen 15, 291 39 Kristianstad, Sweden
Interests: special education; autism spectrum disorders; teachers’ professional development; lesson and learning studies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Research on education for students with learning disabilities (LD) requires urgent development, as research in this area is limitied. In addition, the research methods generally used might be difficult to implement for participants with severe disabilities.  Knox, Mok, and Parmenter (2000) claim that “people with disabilities in general have little, if any, authority over decisions concerning these wider research agendas” (p. 58). Making participants with intellectual disabilities the experts and equal participants with the researchers in a study might not be possible in all research, or with all participants, but their needs of development and the search for new knowledge still remain. In this Special Issue, the focus is on research on education for students at all school levels with disabilities. It will consist of a varied sample of articles showing high-quality examples of research conducted in educaiton, aiming to develop the students’ education, as well as research methods in the field of education for students with LD. The aim is to contribute with new knowledge about how to enhance teaching and learning for students with LD, as well as development of methods for conducting research in this field.   

Prof. Dr. Mona Holmqvist
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • special education
  • intellectual disabilities
  • research methodology

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Published Papers (1 paper)

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Research

17 pages, 663 KiB  
Article
Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities—Engaging in the Activity Area-Based Curriculum Making
by Satu Peltomäki, Raija Pirttimaa, Kirsi Pyhältö and Elina K. Kontu
Educ. Sci. 2021, 11(9), 529; https://doi.org/10.3390/educsci11090529 - 10 Sep 2021
Cited by 4 | Viewed by 5738
Abstract
The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual [...] Read more.
The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thematic network analysis. The groups involved in the IEP goal-setting process were divided into main and side mediators. The main mediators were described as significant collaborators with important knowledge of the pupil, while side mediators rarely participated in the process. The special education teachers appeared to be leading the collaboration and were positioned in the middle of the main and side mediators. Further research should focus on the implementation of parents’ collaborative positions. Furthermore, practices and methods should be developed to reinforce the positions of group home staff, special education teacher colleagues and pupils with the AACM or PIMD themselves. Full article
(This article belongs to the Special Issue Research Perspectives on Education for Students with Learning Disabilities)
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