Turkish International Journal of Special Education and Guidance & Counseling (TIJSEG)

Message from the Editor

Prof.Dr. M. Engin DENİZ (Editor in Chief) — 2026-11-04

I am very pleased to publish second issue in 2026. As an editor of Turkish International Journal of Special Education and Guidance & Counseling (TIJSEG) this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance & Counseling (TIJSEG), For any suggestions and comments on TIJSEG, please do not hesitate to send mail. The countries of the authors contributed to this issue (in alphabetical order): Armenia, Cameroon, Czech Republic, China, Cyprus, Greece, Kenya, Nigeria, Pakistan, South Africa, Tanzania, and Turkey.

Prof.Dr. M. Engin DENİZ

Editor in Chief

The Complete Issue : volume 15 issue 2 2026

The Complete Issue : volume 15 issue 2 2026 — 2026-11-04

The Complete Issue : volume 15 issue 2 2026

The countries of the authors contributed to this issue (in alphabetical order):

Armenia, Cameroon, Czech Republic, China, Cyprus, Greece, Kenya, Nigeria, Pakistan, South Africa, Tanzania, and Turkey.

LATENT PROFILES OF COUNSELLING SERVICE RESISTANCE AMONG NIGERIAN TERTIARY STUDENTS: A PERSON-CENTERED ANALYSIS OF BARRIER PATTERNS

Oyaziwo Omon ALUEDE, Caroline Ochuko ALORDIAH, Abel Ebiega ENOKELA

135-147

PARENTING STYLES, EMOTION REGULATION, AND ACADEMIC ACHIEVEMENT IN IRANIAN CHILDREN WITH SPECIFIC LEARNING DISORDER (SLD)

Sepideh YAZDANI

148-156

EXPLORING THE TEMPORAL DYNAMICS OF PUBLIC ONLINE ATTENTION TOWARD THE SOCIALLY-THEMED FILM NO MORE BETS: A PSYCHOLOGICAL PERSPECTIVE

Qinyi TAN, Yin WU, Luyan TENG

157-168

COGNITIVE LOAD THEORY IN SPECIAL EDUCATION: A THEORETICAL REVIEW OF FOUNDATIONS, ADAPTATIONS, AND FUTURE DIRECTIONS

Mehtab HUSSAIN

169-183

ADVERSE CHILDHOOD EXPERIENCES AND PSYCHOSOCIAL DIFFICULTIES AMONG SCHOOL-GOING CHILDREN AND ADOLESCENTS IN SELECTED SOUTH AFRICAN PROVINCES

Oluwaseun Emmanuel OMOPO, Jace PILLAY

184-196

TRACING TECHNOLOGICAL TRANSFORMATION IN EDUCATION: A BIBLIOMETRIC ANALYSIS OF SPECIAL EDUCATION AND VIRTUAL LABORATORIES

Ece ALTAY, Sıla BALIM

197-208

SEXUAL REPRODUCTIVE HEALTH EDUCATION AND INTERVENTIONS (SRHEI): COUNSELLING PRACTICES IN DELIVERANCE CHURCH, KENYA

Michael Keari OMWENGA

209-221

AN ANALYSIS OF THE SUCCESS RATE OF CANDIDATES WITH VISUAL IMPAIRMENT IN THE CAMEROON GENERAL CERTIFICATE EXAMINATION ORDINARY LEVEL (2015–2025)

Ngwa SUH

222-231

VALIDITY AND RELIABILITY STUDY OF THE PROBLEM SOLVING INVENTORY FOR CHILDREN (PSIC) IN PRIMARY EDUCATION

Oğuz SERİN, Nergüz BULUT SERİN, Gizem SAYGILI

232-245

FAMILY SUPPORT AND EMOTIONAL HEALTH AMONG NIGERIAN UNDERGRADUATE ADOLESCENTS

Seun Weyinmi AJAGBE, Damilare Ayodeji OLADELE, Augusta Nkem MOLOKWU, Aduraragbemi Elijah ADERINTO

246-258

FAMILY-SCHOOL PARTNERSHIP EXPERIENCES OF PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: A QUALITATIVE CASE STUDY

Alperen ÖZEN, Çağla Kübra KINAL, Ayşegül ATAMAN

259-273

SOCIAL INTERACTION AND SELF-CONCEPT AS CORRELATES OF SOCIAL ADJUSTMENT AMONG ADOLESCENTS WITH VISUAL IMPAIRMENT

Sunday Abimbola ABODUNRIN, Jamal Abioye ADIO, Idayat Abosede HASSAN, Fortune Ibiyekaribo WADIKE, Daniel Oladipupo PATUNOLA, Assam Andy EDIM

274-286

AN EXAMINATION OF CHILDREN'S PERCEPTIONS OF MONSTERS FROM A PSYCHOLOGICAL PERSPECTIVE: THE DRAW-A-MONSTER TASK

Bilal SÖYLEMEZ, Mehmet BAŞARAN

287-301

LEARNING EXPERIENCES AND SPECIAL EDUCATIONAL NEEDS OF STANDARD THREE PUPILS WITH BINOCULAR VISION DIFFICULTIES IN TANZANIA

Theresia ALLISON, Asia Mbwebwe RUBEBA, Calvin SWAI

302-315

STEAM EDUCATION FOR SOCIAL INCLUSION: DESIGNING AND PROGRAMMING AN ACCESSIBLE SMART PEDESTRIAN TRAFFIC LIGHT SYSTEM USING MICRO:BIT FOR STUDENTS WITH SPECIAL NEEDS

Anastasia KARAGIANNI, Konstantinos MAVRIDIS

316-328

LATENT PROFILES OF COUNSELLING SERVICE RESISTANCE AMONG NIGERIAN TERTIARY STUDENTS: A PERSON-CENTERED ANALYSIS OF BARRIER PATTERNS

Oyaziwo Omon ALUEDE — 2026-10-12

This study explored latent profiles of counselling resistance among Nigerian tertiary students, focusing on a person-centered analysis of barrier patterns. The study involved 2,410 students in tertiary institutions from universities, polytechnics, colleges of education from various parts of Nigeria. Participants were aged 16 years and over with a majority of those aged 21-25 years (43.7%) then 16-20 years (29.1%), 31 years and above (18.2%) and 26-30 years (9.0%). The predominance of female (64.1%) was found in the sample. Students were spread across academic levels with the largest percentage in 200 Level (28.4%). Findings revealed four distinct latent profiles of low counselling service patronage as identified among the participants. The latent classes are: self-management oriented (31.9%), help-seeking positive (26.2%), strongly help-seeking averse (25.0%), and stigma-avoidant (16.9%). Results revealed that self-management subgroup of help-seekers are the highest. Also, counselling resistance was multidimensional, and driven by autonomy preferences, stigma concerns, and combined barriers. It was found that latent class membership significantly predicted overall counselling barrier burden, with a moderate effect size. The strongly help-seeking averse group reported the highest barrier burden, while the help-seeking positive group reported the lowest.

Keywords: latent profiles, counselling service resistance, help-seeking positive, self-management, oriented, stigma‑avoidant, strongly help-seeking averse

Ethics and Conflict of Interest

Full ethical approval for the research was obtained from Ambrose Alli University, Ekpoma, Nigeria, Health Research Ethical Committee which is a registered committee with registration number: NHREC/12/06/2013. The Health Committee’s assigned certificate number for this research is 221/25. Ethical procedures were run according to guidelines provided by the Faculty Research Committee. The study followed ethical principles of research involving humans as adopted by the APA. Participants gave informed consent to participate by electronic means before the study. No identifying information was gathered, in order to guarantee anonymity. Data was stored securely and was only accessed by the research team. Participants were told that they could withdraw from participation at any time without penalty. Given the counselling related nature of the study, participants were encouraged to contact institutional counselling services if completion of the survey raised any psychological issues. Ethical approved was obtained for the study and consent was sought from all students who participated. The authors reported no conflicts of interest.

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PARENTING STYLES, EMOTION REGULATION, AND ACADEMIC ACHIEVEMENT IN IRANIAN CHILDREN WITH SPECIFIC LEARNING DISORDER (SLD)

Sepideh YAZDANI — 2026-10-13

Children with Specific Learning Disorder (SLD) often experience academic difficulties alongside emotional and behavioral challenges. This study examined a sequential model linking parenting styles with academic achievement through emotion regulation and emotional adjustment in 450 Iranian elementary-school children with SLD aged 8–11 years from Tehran, Mazandaran, and Sistan and Baluchestan. Confirmatory factor analysis, structural equation modeling, bootstrap estimation, and multigroup analyses were conducted. The measurement model showed good fit, χ²(32) = 54.80, p = .007, CFI = .987, TLI = .983, RMSEA = .041, and SRMR = .031. Parenting styles were associated with emotion regulation (β = .48), emotion regulation with emotional adjustment (β = .54), and emotional adjustment with academic achievement (β = .43; all ps < .001). Parenting styles also showed a direct association with academic achievement (β = .15, p = .001). The sequential indirect association was significant (β = .11, 95% BC CI [.06, .17]). Measurement invariance was supported across provinces, whereas structural coefficients differed significantly across groups. Human Figure Drawing indicators were analyzed separately and showed negative correlations with key outcomes. Findings support integrating family involvement and emotion-regulation support into special-education services for children with SLD.

Keywords: specific learning disorder, parenting styles, emotion regulation, emotional adjustment, academic achievement

Ethics and Conflict of Interest

All ethical rules were observed at each stage of the research. The author declares that he acted in accordance with ethical rules in all processes of the research. The author declares that they do not have any conflict of interest with other persons, institutions or organizations.

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EXPLORING THE TEMPORAL DYNAMICS OF PUBLIC ONLINE ATTENTION TOWARD THE SOCIALLY-THEMED FILM NO MORE BETS: A PSYCHOLOGICAL PERSPECTIVE

Qinyi TAN — 2026-10-16

In the digital age, public attention to cultural products is increasingly reflected in online search behavior, providing a valuable means of examining the diffusion and long-term social influence of media content. Using the Baidu Index, this study investigates the temporal dynamics of public online attention toward the Chinese social-issue film No More Bets. Search data for the keyword “guzhuyizhi” were collected from January 1, 2011, to December 31, 2025, and examined in relation to key temporal nodes, including the film’s theatrical and streaming releases, public-security campaigns, and socially significant events. A multi-step analytical strategy combining descriptive time-series analysis, peak detection, event mapping, long-tail analysis, and cross-platform comparison was employed to identify patterns and drivers of attention change. The results reveal a three-stage trajectory of “surge–sustain–resonance.” The surge phase in August 2023 was primarily driven by the theatrical release and intensive promotion, while the sustain phase from September to December 2023 was reinforced by streaming availability, platform interaction, and continued user engagement. During the subsequent resonance phase, public attention displayed a pronounced long-tail pattern with periodic peaks corresponding to recurring social agenda nodes, including Chinese People’s Police Day, the back-to-school period, and National Constitution Day. Mobile search volume substantially exceeded PC-based search volume, highlighting the importance of mobile and fragmented communication environments in sustaining public attention. These findings suggest that the enduring online vitality of socially themed films depends not only on initial publicity but also on agenda fusion, platform affordances, risk‑related collective memory, and alignment with recurring social rhythms. The study demonstrates how a commercially successful film can evolve into a repeatedly activated media event and provides empirical and theoretical insights into the sustained communication of socially consequential cultural products.

Keywords: No More Bets, Baidu index, online attention, temporal dynamics, agenda melding

Ethics and Conflict of Interest

The authors of the study acted in accordance with ethical rules in all processes of the research. The authors declare unequivocally that there are no financial, professional, or personal conflicts of interest that could have influenced the study’s design, execution, or reporting.

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COGNITIVE LOAD THEORY IN SPECIAL EDUCATION: A THEORETICAL REVIEW OF FOUNDATIONS, ADAPTATIONS, AND FUTURE DIRECTIONS

Mehtab HUSSAIN — 2026-10-17

Although Cognitive Load Theory (CLT) has been applied to instructional design for decades, its application to special education has frequently been done faster than the theoretical checking process. Numerous studies use CLT’s terminology without considering whether a theory designed for typically developing learners applies to learners with special educational needs (SEN). This paper is a theoretical review, following the approach described by Grant and Booth (2009). It examines how CLT has been carried into special education, where that transfer has been adapted with care, and where it has simply been assumed. The review is based on a structured literature base for the core constructs of a CLT and twelve disability categories. It also compares CLT to five theories that are also used by special educators: working memory theory, the cognitive theory of multimedia learning (CTML), explicit instruction, universal design for learning (UDL), and executive function theories. The synthesis finds real theoretical extension in some areas, but shallow or borrowed use in others. There are several assumptions that have not been sufficiently tested, such as the assumption that the limits of WM are homogeneous across disability types. The paper suggests guidelines for future theoretical and empirical research.

Keywords: cognitive load theory, special education, instructional design, theoretical review

Ethics and Conflict of Interest

All ethical rules were observed at each stage of the research. The author declares that he acted in accordance with ethical rules in all processes of the research. This study is a theoretical literature review and did not involve human participants, animals, or identifiable personal data. Therefore, ethical approval and informed consent were not required. The author declares that they do not have any conflict of interest with other persons, institutions or organizations.

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ADVERSE CHILDHOOD EXPERIENCES AND PSYCHOSOCIAL DIFFICULTIES AMONG SCHOOL-GOING CHILDREN AND ADOLESCENTS IN SELECTED SOUTH AFRICAN PROVINCES

Oluwaseun Emmanuel OMOPO — 2026-10-17

Adverse childhood experiences (ACEs) such as abuse, neglect, family conflict, and other adverse experiences within the family environment may influence children’s emotional wellbeing, behaviour, and interpersonal functioning with others. This study examined the association between these experiences and the difficulties experienced by children and adolescents in the school setting. The study was conducted in four South African provinces: Gauteng, KwaZulu-Natal, Mpumalanga and North West of South Africa to examine whether the earners with greater exposure to adverse childhood experiences also experienced emotional symptoms, conduct problems, hyperactivity/inattention and peer relationship problems. The findings revealed that ACEs were significantly associated with emotional difficulties, conduct problems, hyperactivity/inattention, and peer relationship problems, accounting for 64.6%–66.8% of the variance. Emotional difficulties were also associated with conduct problems (β = .66, p < .001). However, peer relationship problems was not significantly associated with adverse childhood experiences and conduct problems (β = .001, p = .951). Overall, the findings suggest that adverse childhood experiences are associated with children’s and adolescents’ psychosocial functioning. Early identification and support are therefore important. Support systems should not focus only on a learner’s behaviour but should also consider family circumstances, school, peer relationships, and broader community context.

Keywords: adverse childhood experiences, psychosocial difficulties, school-going children, adolescents, mental health

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. Participation was voluntary, informed consent was obtained from participants, confidentiality and anonymity were protected, and the collected data were used only for scientific purposes. The authors declare no conflict of interest was reported for this study. The research was conducted in the absence of any commercial or financial relationships.

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TRACING TECHNOLOGICAL TRANSFORMATION IN EDUCATION: A BIBLIOMETRIC ANALYSIS OF SPECIAL EDUCATION AND VIRTUAL LABORATORIES

Ece ALTAY — 2026-10-18

This study examines the literature at the intersection of special education and virtual laboratories through bibliometric methods, identifying research trends in the emerging field. Growing interest has been observed between STEM/STEAM education and special education, with virtual laboratories serving as a bridge connecting these domains. A total of 1000 publications indexed in the Web of Science Core Collection between 2000 and 2025 were analyzed, using the keywords "Special Education" and "Virtual Laboratory," with data visualized through VOSviewer software. The analyses covered four main categories: international collaboration, institutional collaboration, author collaboration, and keyword distribution. Findings show that China and the United States lead in publication output. While international collaboration networks exist among many countries, they remain concentrated in specific geographic regions and limited at the global scale. At the institutional level, Chinese universities such as Nanjing University and Beijing University stand out, showing high publication volumes. The author collaboration network reveals intensive scientific production among China-based researchers, though interdisciplinary collaboration remains limited. Keyword analysis highlights the predominance of virtual reality and experience-based learning environments, alongside growing interest in virtual laboratory applications for specific groups such as autism spectrum disorder and Williams syndrome/intellectual disability. The study concludes that the field continues to expand, but greater interdisciplinary collaboration and global knowledge exchange are needed, noting that integrating virtual laboratories with special education within STEM/STEAM remains a still-emerging area.

Keywords: bibliometric analysis, special education, virtual laboratory, stem/steam education, VOSviewer

Ethics and Conflict of Interest

This study was presented as an oral paper at the Xth National Congress on the Education of the Gifted and Talented. All ethical rules were observed at each stage of the research. The authors declare that he acted in accordance with ethical rules in all processes of the research. The authors declare that they do not have any conflict of interest with other persons, institutions or organizations.

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SEXUAL REPRODUCTIVE HEALTH EDUCATION AND INTERVENTIONS (SRHEI): COUNSELLING PRACTICES IN DELIVERANCE CHURCH, KENYA

Michael Keari OMWENGA — 2026-10-18

The literature usually overstates the complex relationship between religion and sexual and reproductive health education for young adults, particularly when it comes to church-based initiatives. This study aimed to comprehend the nature and approach of Deliverance Church of Kenya programmes within their various belief systems in order to guide the development of successful programmes. Interpretive descriptive design was employed. Information was collected at the Mosocho Deliverance church in Kisii region. In-depth interviews were conducted with young adults, pastors and church members. Focus groups were held with parent and youth church groups in addition to youth groups from Technical and Vocational Education and Training (TVET) colleges. The data was analysed using Atlas.ti v.23. Church-based interventions, which are in line with dominant moral beliefs, mostly focus on providing information and abstinence until marriage. These interventions are carried out by integrating them into already-existing church initiatives and working with other parties in specialized fields like contraception. A reductionist focus, a single information-sharing approach, ineffectiveness, superficiality, impracticality, conflicts between religious doctrine and daily reality, and a lack of pastor comprehension and transparency regarding SRHEI were among the limitations noted. Churches have alliances and important communication channels that could be used to support SRHEI initiatives. However, this study raises serious concerns regarding the overall effectiveness of church-led SRHEI projects by highlighting a biassed focus on church teachings and notable conflicts between idealized techniques and real-world implementation.

Keywords: religion, sexual, reproductive health education, youth

Ethics and Conflict of Interest

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AN ANALYSIS OF THE SUCCESS RATE OF CANDIDATES WITH VISUAL IMPAIRMENT IN THE CAMEROON GENERAL CERTIFICATE EXAMINATION ORDINARY LEVEL (2015–2025)

Ngwa SUH — 2026-10-20

The Cameroon General Certificate of Education (GCE) Ordinary Level examination serves as a critical gateway to advanced secondary education and employment. Candidates with visual impairment have historically faced disproportionate barriers in accessing and succeeding in high-stakes examinations, yet empirical evidence documenting their candidate-level success trajectories remains scarce in the Cameroonian context. This study analyzed and interpreted the candidate-level success rates of visually impaired candidates in the GCE Ordinary Level examination over an eleven-year period (2015–2025), with the aim of identifying performance patterns and informing targeted intervention strategies. Using anonymized subject-level result data obtained from the Cameroon GCE Board for 206 candidates with visual impairment across eleven examination sessions, this study applied the official GCE candidate-level success criterion: a candidate was classified as having passed the examination successfully only if they obtained the passing grades (A, B, or C) in at least four subjects. Descriptive statistics were computed to determine annual success rates, subject-load distributions, and longitudinal trends. The overall eleven-year candidate-level success rate stood at 35.9% (74 out of 206 candidates). Annual success rates fluctuated significantly, ranging from 0.0% in 2017 to 57.9% in 2024. In the 2025 examination session, only 39.1% of candidates with visual impairment (9 out of 23) met the success threshold. A substantial proportion of candidates (21.4%) entered the examination with fewer than four subjects, rendering success practically impossible for this study. Among those who did complete, English Language emerged as the most frequently attempted compulsory subject, while Mathematics presented the most difficult barrier to success. The findings reveal a persistent success crisis among visually impaired candidates that has not substantially improved over the review period. Urgent policy attention is required to ensure that candidates with visual impairment are afforded equitable opportunities to accumulate the minimum subject passes required for certification.

Keywords: visual impairment, GCE ordinary level, candidate-level success, inclusive education, Cameroon, high-stakes examination

Ethics and Conflict of Interest

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VALIDITY AND RELIABILITY STUDY OF THE PROBLEM SOLVING INVENTORY FOR CHILDREN (PSIC) IN PRIMARY EDUCATION

Oğuz SERİN — 2026-10-21

The purpose of this study is an updated revision of the "Problem-Solving Inventory for Children" (PSIC)—designed to measure primary school students' self-perceptions regarding their problem-solving skills—and to conduct a validity and reliability analysis of the instrument. The study sample consisted of 748 primary school students (55.21% girls, n=413; 44.79% boys, n=335) selected via random sampling from various socio-economic regions in the Turkish Republic of Northern Cyprus and the Republic of Türkiye (İzmir). Following the revision and the validity and reliability analysis, the final instrument was found to comprise 24 items distributed across three factors: "Confidence in Problem-Solving Skills" (12 items), "Self-Control" (7 items), and "Avoidance" (5 items). The Cronbach’s alpha reliability coefficient for the entire inventory was determined to be .92. It is believed that this research will contribute to future studies on problem-solving skills among primary school students.

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This article is an updated revision of the study titled Developing Problem Solving Inventory for Children at the Level of Primary Education (PSIC), originally published in 2010 (Serin et al., 2010). The authors adhered to ethical standards throughout all stages of the research. Furthermore, the authors declare that they have no financial, professional, or personal conflicts of interest that could have influenced the design, execution, or reporting of this study.

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FAMILY SUPPORT AND EMOTIONAL HEALTH AMONG NIGERIAN UNDERGRADUATE ADOLESCENTS

Seun Weyinmi AJAGBE — 2026-10-26

Adolescence is a developmentally sensitive period in which emotional foundations are consolidated under the combined pressures of identity formation, academic demand, and, for many Nigerian undergraduates, growing distance from parental oversight. This study examined the relationship between family support and the emotional health of undergraduate adolescents in three universities within Oyo Metropolitan, Nigeria. Specifically, it assessed the level of perceived emotional, financial, and social support, evaluated respondents' emotional health, and tested the relationship and combined predictive power of the three support dimensions. A descriptive survey design was adopted, and 280 undergraduates were selected through multistage sampling across Atiba University, Emmanuel Alayande University of Education, and Ajayi Crowther University. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, and multiple regression at the 0.05 significance level. Results showed that most respondents perceived moderate family support and moderate emotional health, and that all three-support dimensions correlated significantly and positively with emotional health, jointly explaining 42.1% of its variance, with emotional support the strongest predictor. The study concludes that family support remains central to adolescent emotional health and recommends family-inclusive counselling and periodic emotional health screening in Nigerian universities.

Keywords: adolescents, emotional health, family support, psychological well-being, Nigeria

Ethics and Conflict of Interest

The authors adhered to ethical standards throughout all stages of the research. Ethical approval was sought and obtained before data collection began. The study's purpose and respondents' right to withdraw consent at any time, without penalty, were clearly stated. Signed informed consent was obtained, with no personally identifying information collected. Completed questionnaires were securely stored and used strictly for the purposes of this research. The authors declare that they have no known competing financial or personal interests that could have influenced the work reported in this paper.

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FAMILY-SCHOOL PARTNERSHIP EXPERIENCES OF PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: A QUALITATIVE CASE STUDY

Alperen ÖZEN — 2026-10-26

This qualitative case study examined the experiences of parents of children with special educational needs (SEN) regarding family-school partnership in the Turkish Republic of Northern Cyprus (TRNC). The participants were 15 parents selected through maximum variation sampling. Data were collected using a semi-structured interview protocol and analyzed through descriptive and content analyses. The findings revealed that parents’ experiences of family-school partnership were shaped by access to support services, communication and information sharing with school personnel, parents’ priorities and participation experiences in the educational process, involvement in the Individualized Education Program (IEP) process, and expectations of schools. Participants’ views particularly highlighted the lack of specialized personnel, difficulties in accessing support services, irregular or superficial communication, limited participation in decision-making processes, and insufficient parental involvement in IEP processes. Nevertheless, some parents stated that regular and solution-oriented communication with teachers made it easier for them to monitor their children’s educational process. The results indicate that effective family-school partnership in the education of children with SEN can be strengthened not only through individual teachers’ efforts, but also through open communication, institutional support, parental involvement, and inclusive school policies. In this regard, the study underscores the importance of regarding parents as active stakeholders in the educational process of children with SEN and of systematically structuring school-based support mechanisms.

Keywords: family engagement, individualized education program, inclusive education, family-school partnership, children with special educational needs

Ethics and Conflict of Interest

The authors of the study acted in accordance with ethical rules in all processes of the research. The authors declare that he acted in accordance with ethical rules in all processes of the research. The authors declare that they do not have any conflict of interest with other persons, institutions or organizations.

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SOCIAL INTERACTION AND SELF-CONCEPT AS CORRELATES OF SOCIAL ADJUSTMENT AMONG ADOLESCENTS WITH VISUAL IMPAIRMENT

Sunday Abimbola ABODUNRIN — 2026-10-28

Social inclusion during adolescence is essential for healthy psychosocial development, yet adolescents with visual impairment often encounter barriers that limit interpersonal relationships and successful social adjustment. This study investigated social interaction and self-concept as correlates of social adjustment among adolescents with visual impairment in Ibadan Metropolis, Nigeria. A descriptive survey research design was adopted. Seventy-five adolescents with visual impairment, comprising both totally blind and low-vision students, were purposively selected from special and inclusive educational settings. Data were collected using a structured questionnaire measuring social interaction, self-concept, and social adjustment. Descriptive statistics, Pearson Product‑Moment Correlation, multiple regression analysis, and independent‑samples t-test were used for data analysis at the .05 level of significance. The findings revealed a significant positive relationship between social interaction and social adjustment (r = .541, p < .001), whereas self-concept was not significantly related to social adjustment (r = .131, p = .263). Social interaction significantly predicted social adjustment (β = .545, p < .001), while self-concept did not make a significant unique contribution. The variables jointly explained 29.3% of the variance in social adjustment. Female adolescents demonstrated significantly higher social adjustment than males. The study concludes that meaningful social interaction is central to promoting social adjustment among adolescents with visual impairment.

Keywords: adolescents with visual impairment, social interaction, self-concept, social adjustment

Ethics and Conflict of Interest

The authors declare that ethical guidelines were followed throughout the research process. We make clear that the views and findings expressed in the study are solely those of the authors. The authors also declare that there is no conflict of interest regarding this study.

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AN EXAMINATION OF CHILDREN'S PERCEPTIONS OF MONSTERS FROM A PSYCHOLOGICAL PERSPECTIVE: THE DRAW-A-MONSTER TASK

Bilal SÖYLEMEZ — 2026-11-01

Children encounter the concept of monsters at an early age through literary works, media, and similar sources. In the literature, monsters are frequently used to explore children’s fears and their perceptions of reality and fantasy. This study aimed to examine the monster perceptions of 20 children aged 66–84 months through drawings. The research was conducted as a qualitative case study. The draw-and-tell method was selected as a developmentally appropriate data collection technique. Accordingly, the children’s drawings and their verbal explanations of these drawings were used as data. The data were analyzed through content analysis. The findings indicated that most children perceived monsters as imaginary and predominantly male. The names assigned to monsters were also influenced by children’s everyday experiences and media exposure. In addition, children attributed both positive and negative characteristics to monsters, and most of the depicted monsters were embedded within a story. Overall, the findings suggest that children construct the monster figure in diverse ways through cultural imagery, imagination, and social-emotional themes, demonstrating the potential of the “draw a monster” task as an exploratory tool. The results were discussed in relation to child development and gender roles.

Keywords: early childhood education, monster, perception, drawing, draw-and-tell technique

Ethics and Conflict of Interest

The authors of the study acted in accordance with ethical rules in all processes of the research. The authors declare that they acted in accordance with ethical rules in all processes of the research. The authors declare that they do not have any conflict of interest with other persons, institutions or organizations.

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LEARNING EXPERIENCES AND SPECIAL EDUCATIONAL NEEDS OF STANDARD THREE PUPILS WITH BINOCULAR VISION DIFFICULTIES IN TANZANIA

Theresia ALLISON — 2026-11-02

Learning in early primary school extends beyond academic outcomes to include pupils’ participation in classroom activities. This qualitative study explored the learning experiences of Standard Three pupils who screened positive for binocular vision findings and reading difficulties in a rural government primary school in Geita District Council, Tanzania. Eighteen pupils (9 boys and 9 girls) were purposively selected based on predefined study selection criteria. Data were collected through two gender-homogeneous focus group discussions and analysed using reflexive thematic analysis. Three themes were developed: Visual Experiences During Reading, Environmental Condition on Reading Experience, and Psychosocial Consequences of Reading Difficulties. The findings highlight visual, environmental and psychosocial dimensions that may extend beyond what conventional reading assessments capture. The findings do not establish that binocular vision problems caused the reported reading difficulties. Instead, the findings highlight the importance of recognising pupils’ reports of visual discomfort, providing a supportive classroom environment, and strengthening appropriate referral pathways for further assessment. The study recommends that education and health stakeholders strengthen school-based vision screening in rural primary schools, together with clear referral pathways for pupils with persistent visual concerns.

Keywords: binocular vision, learning experiences, reading difficulties, standard three pupils, school-based vision screening

Ethics and Conflict of Interest

Ethical clearance was obtained from the University of Dodoma Research Ethics Committee (Ref. No. MA.84/261/104/63) before data collection began. Administrative permission was subsequently obtained from the relevant regional, district and school authorities. Passive parental consent was obtained through information provided to parents or guardians before participation and verbal assent was obtained from every pupil immediately before their discussion began. Participation was entirely voluntary, and pupils were informed that they could withdraw from the discussion at any point without consequence. Confidentiality was explained to pupils in simple, age-appropriate language, consistent with recommended practice for research involving children (Heary & Hennessy, 2002; Peñaherrera-Vélez et al., 2023), and all identifying details, including the name of the school, were withheld from this paper to protect participants’ privacy. The audio recordings and transcripts were handled confidentially. The authors declare that ethical guidelines were followed throughout the research process. We make clear that the views and findings expressed in the study are solely those of the authors. The authors also declare that there is no conflict of interest regarding this study.

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STEAM EDUCATION FOR SOCIAL INCLUSION: DESIGNING AND PROGRAMMING AN ACCESSIBLE SMART PEDESTRIAN TRAFFIC LIGHT SYSTEM USING MICRO:BIT FOR STUDENTS WITH SPECIAL NEEDS

Anastasia KARAGIANNI — 2026-11-04

The STEAM (Science, Technology, Engineering, Arts, and Mathematics) educational approach is a contemporary pedagogical framework that integrates science, technology, engineering, arts, and mathematics, fostering creativity, collaboration, and authentic problem-solving. In Special Education, STEAM contributes to the development of inclusive learning environments that promote students’ active participation and engagement. This paper presents a STEAM-based educational intervention in which Special Education students designed, constructed, and programmed an intelligent pedestrian traffic light model using the micro:bit microcontroller. The construction incorporated audio signals to support individuals with visual impairments and visual indicators to assist individuals with hearing impairments, promoting accessibility and equal participation. At the same time, the creative design and construction of the physical model enhanced the Arts dimension of the STEAM approach. The intervention contributed to the development of collaboration skills, computational thinking, problem-solving abilities, creativity, and social awareness. The results highlight the significant contribution of STEAM approaches to inclusive education, as students developed confidence and actively participated in designing technological solutions with meaningful social impact.

Keywords: STEAM education, inclusive education, special education, educational robotics, micro:bit, computational thinking, accessibility

Ethics and Conflict of Interest

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