Psychological Research in Individuals with Exceptional Needs (PRIEN)

The integration of robotics in education has garnered increasing attention, particularly in the realm of special needs education. As technology evolves, so does its potential to enhance learning experiences for students with disabilities. This letter explores the current state and future prospects of using robotics in special needs education, drawing on recent research to highlight both the challenges and opportunities. The future of robotics in special needs education holds immense promise. By enhancing academic skills, boosting motivation and engagement, and supporting social and emotional development, robotics can significantly improve the educational experiences of students with disabilities. However, to realize this potential, it is essential to address the challenges related to design, accessibility, and educator training. Continued research and innovation will be crucial in ensuring that robotics can serve as an effective tool in special needs education, providing tailored support that meets the diverse needs of all students.

This study aims to explore the impact of social support networks on the mental health of gifted students. The study utilized a qualitative research design with a phenomenological approach to capture the lived experiences of gifted students. Twenty-seven participants aged 12 to 18 were recruited from diverse educational settings through purposive sampling. Data were collected using semi-structured interviews, which provided in-depth insights into the participants' perceptions of social support and its impact on their mental health. The interviews were transcribed and analyzed thematically, with themes emerging through iterative coding and constant comparison until theoretical saturation was achieved. The findings revealed that emotional, academic, and peer support are critical for the mental health of gifted students. Family support, characterized by parental encouragement and emotional reassurance, and peer support, through empathetic friendships and social inclusion, were particularly significant. Teacher support also played a crucial role in addressing both academic and emotional needs. However, several barriers to support were identified, including stigma, lack of resources, overemphasis on achievement, peer competition, and reluctance to seek help. These barriers exacerbate feelings of isolation and stress, impacting the overall well-being of gifted students. Social support networks are essential in mitigating the challenges faced by gifted students and promoting their mental health. Creating inclusive and supportive environments in educational settings, addressing barriers, and providing targeted interventions can enhance the well-being of gifted individuals. Future research should focus on longitudinal studies and the intersectionality of giftedness with other demographic factors to develop comprehensive support strategies.

This study aims to explore the experiences and benefits of inclusive sports programs for students with disabilities, focusing on their physical, social, emotional, and educational development. The objective is to understand how these programs impact participants and identify key themes that illustrate their benefits and challenges. A qualitative research design was employed, utilizing semi-structured interviews to gather data from a diverse group of participants. The sample included 29 individuals: 15 students with disabilities, 6 teachers and coaches, and 8 parents of students with disabilities. Interviews were conducted in person or via video conferencing, recorded, and transcribed for thematic analysis. The data were coded and analyzed to identify recurring themes and patterns, with theoretical saturation guiding the final sample size. The analysis revealed four main themes: physical benefits, social benefits, emotional and psychological benefits, and educational and developmental benefits. Participants reported significant improvements in physical fitness, skill development, and health. Social benefits included enhanced social integration, communication skills, and a sense of belonging. Emotional and psychological benefits encompassed increased emotional well-being, psychological resilience, and reduced anxiety. Educational benefits included better academic performance, life skills, and career skills development. These findings align with previous studies highlighting the multifaceted benefits of inclusive sports programs. Inclusive sports programs significantly enhance the physical, social, emotional, and educational well-being of students with disabilities. The study underscores the importance of designing inclusive programs that accommodate diverse needs, providing adequate training for educators and coaches, and fostering a supportive environment. Future research should aim to include larger and more diverse samples, incorporate quantitative measures, and explore the long-term impacts of these programs to further refine and maximize their benefits.

The objective of this study was to explore the experiences of students and educators during the transition from special education to higher education. This qualitative study employed a phenomenological approach to gain an in-depth understanding of the participants' experiences. Data were collected through semi-structured interviews with 23 participants, including 15 students who had transitioned from special education to higher education and 8 educators, comprising special education teachers, higher education faculty members, and disability support staff. Thematic analysis was used to analyze the interview transcripts, with themes and subthemes identified through coding and categorization. The analysis revealed three primary themes: Transition Challenges, Support Systems and Resources, and Personal Growth and Development. Transition Challenges included academic difficulties, social integration issues, navigating support services, emotional and mental health challenges, and financial barriers. Support Systems and Resources encompassed institutional support, peer support, parental involvement, community resources, and technological aids, with a notable emphasis on the importance of faculty and staff training. Personal Growth and Development highlighted the development of self-advocacy skills, independence and responsibility, academic and career aspirations, and building confidence and resilience. The findings of this study underscore the multifaceted nature of the transition from special education to higher education, highlighting both the challenges and opportunities for students with disabilities. Effective support systems and comprehensive planning are crucial for facilitating successful transitions. The study's insights can inform the development of targeted interventions and support strategies to create more inclusive and supportive educational environments, ultimately empowering students with disabilities to succeed in higher education.

This study aimed to evaluate the effectiveness of Sandplay Therapy on enhancing perceptual reasoning and neuropsychological functioning in children with Autism Spectrum Disorder (ASD). A randomized controlled trial design was used, involving 30 children aged 6-12 years diagnosed with ASD. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group received eight 90-minute sessions of Sandplay Therapy over two months, while the control group received standard care. The Wechsler Intelligence Scale for Children (WISC-V) and NEPSY-II were used to measure perceptual reasoning and neuropsychological functioning, respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using mixed-design ANOVA with repeated measurements and Bonferroni post-hoc tests in SPSS-27. Descriptive statistics showed significant improvements in the intervention group for both perceptual reasoning (M=95.53, SD=7.48 at baseline to M=107.45, SD=8.21 post-intervention) and neuropsychological functioning (M=89.74, SD=6.95 at baseline to M=101.29, SD=7.56 post-intervention). Mixed-design ANOVA revealed significant main effects of time (F(2, 56)=30.15, p<.001, η²=0.52 for perceptual reasoning; F(2, 56)=32.75, p<.001, η²=0.54 for neuropsychological functioning) and group-by-time interactions (F(2, 56)=24.12, p<.001, η²=0.47 for perceptual reasoning; F(2, 56)=28.75, p<.001, η²=0.50 for neuropsychological functioning). Bonferroni post-hoc tests confirmed significant differences between baseline and post-intervention (p<.001) and baseline and follow-up (p<.001) for the intervention group. Sandplay Therapy significantly enhances perceptual reasoning and neuropsychological functioning in children with ASD. These improvements were sustained at follow-up, suggesting that Sandplay Therapy is an effective and sustainable intervention for this population.

The study aimed to evaluate the effectiveness of drama therapy on friendship quality and emotion regulation in adolescents with physical disabilities. A randomized controlled trial was conducted with 40 adolescents aged 13-18 years, randomly assigned to either an intervention group receiving drama therapy (n=20) or a control group (n=20). The intervention comprised ten 60-minute sessions over three months. Measures used included the Friendship Quality Scale (FQS) and the Emotion Regulation Questionnaire (ERQ), assessed at pre-intervention, post-intervention, and three-month follow-up. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests, with analyses performed in SPSS version 27. Significant improvements were observed in the intervention group compared to the control group. For friendship quality, the intervention group’s scores increased from a mean (M) of 55.12 (SD = 5.47) at pre-intervention to 68.25 (SD = 6.23) post-intervention and slightly decreased to 66.84 (SD = 6.01) at follow-up. Emotion regulation scores in the intervention group increased from 36.45 (SD = 4.12) at pre-intervention to 45.78 (SD = 4.96) post-intervention and slightly decreased to 44.67 (SD = 4.81) at follow-up. ANOVA results showed significant main effects for group and time (p < .001), with significant interactions between time and group for both variables (p < .001). Bonferroni post-hoc tests confirmed significant pre- to post-intervention and pre- to follow-up improvements in the intervention group (p < .001). Drama therapy significantly enhances friendship quality and emotion regulation in adolescents with physical disabilities, with effects sustained at a three-month follow-up. These findings support the incorporation of drama therapy in therapeutic programs for this population to address their unique psychosocial challenges.