Search Results (882)

Physical activity (PA) integration in special education has gained recognition as a neuroeducational intervention supporting emotional and social development in students with special educational needs and disabilities (SEND), yet teacher perceptions remain underexplored. This cross-sectional study examined how Israeli special education teachers perceive physical activity’s benefits and how teaching experience and educational setting influence these perceptions. A structured questionnaire was administered to 45 female special education teachers from northern Israel. The instrument assessed perceptions of physical activity’s emotional benefits, social outcomes, and implementation practices using Likert-type scales. Teachers strongly endorsed PA as a means to foster emotional resilience and coping, with most preferring group-based activities. Mixed activities were the most preferred approach, followed by movement games. Experienced teachers reported significantly stronger perceptions of emotional benefits compared to less experienced colleagues. Secondary teachers demonstrated higher extracurricular promotion and perceived greater social benefits than elementary teachers. Despite positive attitudes, implementation barriers, including infrastructure limitations and training gaps, were evident. These findings highlight physical activity’s potential as a neuroeducational tool for fostering regulation and inclusion while revealing the need for differentiated professional development, infrastructure investment, and policy integration. Full article

Despite increasing attention to inclusive education, the spatial and environmental requirements of individuals with Down syndrome remain insufficiently addressed within architectural research. This study investigates how educational environments can be redesigned to betteraccommodate the developmental, sensory, and behavioral needs of this user group, utilizing the interdisciplinary lens of building biology that emphasizes occupant health, well-being, and environmental quality. Employing a case study methodology, this study focuses on Gülseren Özdemir Special Education Practice School in Turkey. Fieldwork was conducted through structured qualitative spatial analysis based on principles derived from building biology and universal design. While the facility meets several baseline accessibility criteria, qualitative observations indicate areas for improvement, particularly in lighting quality, acoustic conditions, tactile stimuli, and spatial adaptability. These findings demonstrate the potential of building biology to serve as a comprehensive, health-centered design approach for inclusive educational settings. This study concludes by proposing spatial strategies applicable to both new construction and retrofit projects, offering a knowledge base that may inform future architectural practices aimed at fostering inclusive and supportive learning environments. Full article

Inclusive education continues to face significant challenges nowadays due to a lack of resources, specialized support, and teacher training. In the context of primary education in Europe, families of students with functional diversity express their concern about the lack of adequate responses to their needs. However, there are merely a few studies that delve into the reality of inclusion from the family perspective. Therefore, this study aims to analyze the perceptions of families of students with functional diversity in Extremadura (Spain), regarding the quality of the educational response offered by schools. For this purpose, the study sample consisted of 70 family members of students with functional diversity in this region. For data collection and analysis, a semi-structured interview was used, applying thematic analysis and chi-square statistical tests in order to explore significant differences in the perceptions gathered. The interviews were transcribed and the answers gathered were categorized. The results show that almost half of the families consider the information received about the disability and the progress of their relatives to be insufficient. Likewise, there is a low level of satisfaction with the support and resources provided by both associations and the public administration. Consequently, the need to strengthen effective communication between schools and families is highlighted as a fundamental pillar to advance toward true educational inclusion. Full article

In socio-economically disadvantaged communities, the challenges faced by children with special needs are often overshadowed by more visible issues such as poverty, family instability, and substance abuse. Children, especially those with special needs, are particularly vulnerable in these settings as they are disproportionately impacted by intersecting adversities, including neglect, exploitation, and limited access to education and healthcare. These adversities create a vicious cycle, where disability exacerbates financial hardship, and in turn, economic deprivation negatively impacts early childhood development, further entrenching disability. Conventional models, which require physical presence and focus primarily on diagnosis and treatment within clinical settings, often fail to address the broader social, environmental, and contextual complexities of disability. We propose an Information Technology-based Exit Pathway as an innovative, scalable solution to disrupt this cycle. Anchored in the five pillars of the Community-Based Rehabilitation (CBR) matrix of Health, Education, Livelihood, Social, and Empowerment, the model envisions a multi-level digital platform that facilitates coordinated support across individual, familial, educational, community, regional, and national levels. By improving access to services, fostering inclusive networks, and enabling early intervention, the proposed approach aims to promote equity, social inclusion, and sustainable development for children with special needs in marginalized communities. Full article

This study analyzes how museums in Brașov County integrated digital technologies into their activities during the COVID-19 pandemic, with a focus on online communication and audience interaction. This research is based on a mixed-methods approach, including content analysis, semi-structured interviews with museum representatives, and a questionnaire applied to the visiting public. The aim is to identify the digital strategies used, the challenges encountered, and visitors’ perceptions regarding the usefulness of these tools. The results indicate an accelerated but uneven adoption of digital technologies, influenced by available resources, internal competencies, and institutional support. Frequent online interaction is positively correlated with the perceived quality of digital content, and openness to virtual activities is higher among younger and more educated audiences. Identified limitations include the lack of specialized personnel, reduced budgets, and administrative difficulties. This study emphasizes the need for institutional reforms and investments in digitalization to ensure the sustainability of the digital transition, without losing the value of the physical museum experience. Full article

The integration of Artificial Intelligence (AI) in education has raised important questions about its role in supporting inclusive practices, particularly in special education. This qualitative-dominant study with quantitative support examines how special education teachers in inclusive primary classrooms in Greece use ChatGPT to design Individualized Education Programs (IEPs) for students with learning disabilities. Six teachers participated, with some employing ChatGPT and others relying on traditional methods. The quality of IEP goals was described using the Revised IEP/IFSP Goals and Objectives Rating Instrument (R-GORI), while in-depth teacher perspectives were explored through thematic analysis. Findings suggest that ChatGPT contributed to clearer goal-setting, generation of diverse instructional resources, and more structured lesson planning. However, teachers emphasized the need for critical oversight, adaptation to real-world classroom conditions, and safeguarding the relational and emotional aspects of teaching. Participants expressed cautious optimism, viewing ChatGPT as a valuable support tool when integrated thoughtfully and ethically. These context-specific, exploratory results offer preliminary guidance for educators, policymakers, and researchers seeking to integrate AI tools into special education. They highlight the importance of targeted professional development, ethical safeguards, and further large-scale research to evaluate the broader applicability of AI-assisted IEP planning. Full article

Serious games are an important tool for education and training that offers interactive and powerful experience. However, a significant challenge lays with adapting a game to meet the specific needs of each player in real-time. The present paper introduces a framework to guide the development of serious games using a phased approach. The framework introduces a level of standardization for the game elements, scenarios and data descriptions, mainly to support portability, interpretability and comprehension. This standardization is achieved through semantic annotation and it is utilized by digital twins to support self-adaptation. The proposed approach describes the game environment using ontologies and specific semantic structures, while it collects and semantically tags data during players’ interactions, including performance metrics, decision-making patterns and levels of engagement. This information is then used by a digital twin for automatically adjusting the game experience using a set of rules defined by a group of domain experts. The framework thus follows a hybrid approach, combing expert knowledge with automated adaptation actions being performed to ensure meaningful educational content delivery and flexible, real-time personalization. Real-time adaptation includes modifying the game’s level of difficulty, controlling the learning ability support and maintaining a suitable level of challenge for each player based on progress. The framework is demonstrated and evaluated using two real-word examples, the first targeting at supporting the education of children with syndromes that affect their learning abilities in close collaboration with speech therapists and the second being involved with training engineers in a poultry meat factory. Preliminary, small-scale experimentation indicated that this framework promotes personalized and dynamic user experience, with improved engagement through the adjustment of gaming elements in real-time to match each player’s unique profile, actions and achievements. Using a specially prepared questionnaire the framework was evaluated by domain experts that suggested high levels of usability and game adaptation. Comparison with similar approaches via a set of properties and features indicated the superiority of the proposed framework. Full article

The increasing demand for accessible and efficient machine learning solutions has led to the development of the Adaptive Learning Framework (ALF) for multi-class, single-label image classification. Unlike existing low-code tools, ALF integrates multiple transfer learning backbones with a guided, adaptive workflow that empowers non-technical users to create custom classification models without specialized expertise. It employs pre-trained models from TensorFlow Hub to significantly reduce computational costs and training times while maintaining high accuracy. The platform’s User Interface (UI), built using Streamlit, enables intuitive operations, such as dataset upload, class definition, and model training, without coding requirements. This research focuses on small-scale image datasets to demonstrate ALF’s accessibility and ease of use. Evaluation metrics highlight the superior performance of transfer learning approaches, with the InceptionV2 model architecture achieving the highest accuracy. By bridging the gap between complex deep learning methods and real-world usability, ALF addresses practical needs across fields like education and industry. Full article

Background/Objectives: Poor classroom acoustics and inadequate digital environments in educational settings can pose an additional barrier for students, especially those with special needs, such as students with hearing difficulties. These challenges can hinder communication, academic achievement, and social inclusion. Speech-to-text captioning systems offer a promising assistive tool to support education. This study aimed to evaluate the strengths and limitations of implementing such systems in schools through a structured strategic analysis. Methods: The analysis method consisted of two phases. A SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis was performed on data from a survey compiled by an interdisciplinary team. A subsequent TOWS analysis was used to develop strategic recommendations by cross-referencing internal and external factors. Results: The analysis highlighted key strengths, including improved communication, support for inclusive practices, and adaptability to diverse learning needs. Identified weaknesses included cognitive load, synchronization delays, and variability in student profiles. Opportunities included educational innovation, access to funding programs, and interdisciplinary collaboration. Threats included inadequate classroom technology, poor acoustics, and the risks of social stigma. The analysis yielded 17 recommendations to improve the usability and customization of the tool. Conclusions: Speech-to-text captioning systems have significant potential to promote accessibility and inclusion in education. This strategic analysis provides a structured, interdisciplinary approach to strategic planning and the successful implementation of assistive technology in schools. By combining multidisciplinary expertise with structured evaluation, it identified key design, training, and policy priorities. This approach offers a replicable model for user-centered planning and the development of assistive tools and can inform wider efforts to reduce communication barriers in inclusive education. Full article

The aim of this study is a detailed methodological analysis of the bending technology based on literature sources and the analysis of the correlation between the technological parameters. During this research the process of the determination of the technological parameters and their practical interpretation is given special attention. We analyze the technological process in a clear and understandable way using our own prepared figures to assist industrial and educational usage. This work contributes to a deeper understanding of bending technology and supports the basis of the technological decision. Furthermore four experiments will be conducted to find a correlation between the actual variable technological parameter (more variables will be selected) and the received technological parameters to analyze the function between these influential factors. This study can help industrial engineers and university students to understand the complexity of this technology, design all of the technological parameters that are needed to execute this technology for the manufacturing process, and enhance the quality of this metal forming process. Full article

Narrative methods are increasingly recognized in science teaching for their potential to deepen conceptual understanding and foster meaningful connections to scientific content. This review explores their educational significance by examining three main formats—historical narratives, realistic fiction, and science fiction or fantasy—highlighting how each can render complex scientific principles more accessible and memorable. Special attention is given to chemistry education, a field where abstract, multilevel concepts often pose significant challenges for students. Furthermore, the review explores the integration of narratives into gamified environments, examining how storytelling functions as both a motivational engine and a cognitive scaffold to support deeper learning in science. Finally, the review proposes directions for future research, underscoring the need for empirically grounded narrative resources that balance imaginative appeal with scientific accuracy across diverse educational settings. Full article

Cardiovascular diseases remain a leading cause of mortality in the United States, driving the need for advanced cardiovascular devices and pharmaceuticals. Mock Circulatory Loops (MCLs) have emerged as essential tools for in vitro testing, replicating pulsatile pressure and flow to simulate various physiological and pathological conditions. While many studies focus on custom MCL designs tailored to specific applications, few have systematically reviewed their use in device testing, and none have assessed their broader utility across diverse biomedical domains. This comprehensive review categorizes MCL designs into three types: mechanical, computational, and hybrid. Applications are classified into four major areas: Cardiovascular Devices Testing, Clinical Training and Education, Hemodynamics and Blood Flow Studies, and Disease Modeling. Most existing MCLs are complex, highly specialized, and difficult to reproduce, highlighting the need for simplified, standardized, and programmable hybrid systems. Improved validation and waveform fidelity—particularly through incorporation of the dicrotic notch and other waveform parameters—are critical for advancing MCL reliability. Furthermore, integration of machine learning and artificial intelligence holds significant promise for enhancing waveform analysis, diagnostics, predictive modeling, and personalized care. In conclusion, the development of MCLs should prioritize standardization, simplification, and broader accessibility to expand their impact across biomedical research and clinical translation. Full article

In the Swedish compulsory school system, multilingual students’ reading and writing development is supported, among other measures and practices, by heritage language (HL) teachers. To effectively support multilingual students, whether they require special educational assistance or not, collaboration between heritage language teachers and special education needs (SEN) teachers is essential. Thus, a key consideration is how HL and SEN teachers work together to promote reading and writing skills in multilingual children. We present two sub-studies: Study 1, a questionnaire answered by 33 HL teachers, and Study 2, consisting of in-depth interviews with a different group of 13 HL teachers. Both sub-studies aim to increase our understanding of HL teachers’ experiences of collaborative practices with SEN teachers for promoting reading and writing development among multilingual students with or without the need of special educational support. The findings reveal that HL teachers, though well qualified and committed, are often excluded from collaborative planning with SEN teachers. This study highlights the systemic barriers and opportunities for improving literacy support through interprofessional collaboration. Full article

Autism Spectrum Disorder (ASD) remains significantly underdiagnosed in women, resulting in a persistent gender gap with important clinical, functional, and psychosocial implications. This narrative review explores the multifactorial barriers contributing to diagnostic disparities, including the male-oriented structure of current diagnostic criteria, the prevalence of co-occurring psychiatric conditions, and the phenomenon of social camouflaging shaped by culturally reinforced gender norms. These factors frequently lead to delayed identification, clinical misinterpretation, and suboptimal care. The review synthesizes evidence from clinical, psychological, and sociocultural research to demonstrate how the under-recognition of ASD in women impacts mental health outcomes, access to education, occupational stability, and overall quality of life. Special emphasis is placed on the consequences of missed or late diagnoses for healthcare delivery and the educational needs of clinicians involved in ASD assessment and care. This article concludes with actionable, evidence-based recommendations for enhancing diagnostic sensitivity, developing gender-responsive screening strategies, and integrating training on female autism presentation into medical and allied health education. Addressing these challenges is essential to reducing diagnostic inequities and ensuring timely, accurate, and person-centered care for autistic women throughout their lifespan. Full article

The social acceptance of Renewable Energy Sources (RESs) is a decisive factor in the successful implementation of clean energy projects. This study explores the attitudes, demographic profiles, and common misconceptions of citizens in the Region of Epirus, Greece, toward photovoltaic and wind energy installations. Special attention is given to the role of education, age, and access to information—as well as spatial factors such as visual exposure—in shaping public perceptions and influencing acceptance of RES deployment. A structured questionnaire was administered to 320 participants across urban and rural areas, with subdivision between regions with and without visual exposure to RES infrastructure. Findings indicate that urban residents exhibit greater acceptance of RES, while rural inhabitants—especially those in proximity to installations—express skepticism, often grounded in esthetic concerns or perceived procedural injustice. Misinformation and lack of knowledge dominate in areas without visual contact. Statistical analysis confirms that younger and more educated participants are more supportive and environmentally aware. The study highlights the importance of targeted educational interventions, transparent consultation, and spatially sensitive communication strategies in fostering constructive engagement with renewable energy projects. The case of Epirus underscores the need for inclusive, place-based policies to bridge the social acceptance gap and support the national energy transition. Full article