درخت حوزه‌های تخصصی

Lifelong learning is a critical aspect of personal and professional development, and its importance is magnified for adults with special needs. Ensuring that these individuals have access to inclusive and supportive educational opportunities is essential for their empowerment and integration into society. This letter aims to highlight the significance of promoting lifelong learning for adults with special needs and discusses various strategies and programs that have proven effective in enhancing their educational experiences and overall quality of life. Promoting lifelong learning for adults with special needs is a multifaceted endeavor that requires the collaboration of educators, policymakers, community organizations, and the learners themselves. By adopting inclusive policies, leveraging technological advancements, and fostering community support, we can create an educational environment that empowers individuals with special needs to achieve their full potential. The success of programs like Enabled Baristas and the implementation of resource classrooms demonstrate the transformative impact of inclusive education and underscore the importance of continued efforts to support lifelong learning for all.

This study investigated the effects of dialogic tasks on Iranian English as Foreign Language learners' autonomy considering the mediating effects of the learners’ gender and levels of proficiency as well. A total number of 213 male and female Iranian EFL learners within the age range of 15-26 were selected through convenience sampling from three language schools in Fars, Iran. The Oxford Quick Placement Test was run to ensure homogeneity, and choose learners at two levels of proficiency (upper vs. lower intermediate), later assigned to experimental and control groups. Then, a translated version of learner autonomy questionnaire was run as the pretest and posttest. The treatment was dialogic tasks operationalized through storytelling and picture description tasks. Three-way ANCOVA was conducted to compare the autonomy posttest scores of the male and female learners in the two experimental and control groups at the two proficiency levels of lower- and upper-intermediate. The results of data analysis showed that dialogic tasks had a significant effect on increasing the autonomy among EFL learners. Nonetheless, levels of proficiency and gender did not have any significant mediating effects on the autonomy of the learners under investigation. The study will provide robust implications for language teachers and learners.

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.