Conference Agenda
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04 SES 05.5 A: General Poster Session
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04. Inclusive Education
Poster Assessing Bullying Participation Roles in Classrooms: A Single-Item Peer-Rating Approach University of Wuppertal, Germany Presenting Author:Bullying and victimization among children and adolescents remain central concerns for educational research and school practice, with substantial implications for psychosocial development and educational trajectories. Contemporary research increasingly conceptualizes bullying as a group process involving multiple participant roles like bullies, assistants, victims, defenders, and outsiders (Jenkins et al., 2022). However, bullying research faces persistent challenges in measurement. Self-reports, although widely used due to their efficiency (Paljakka et al., 2021), are prone to social desirability and underreporting biases, particularly when assessing socially undesirable behaviors such as bullying perpetration and when children feel uncomfortable reporting victimization (Bouman et al., 2012). Building on the participant role model and social-ecological perspectives, bullying is understood as embedded in peer group interactions and classroom social structures. This implies that peers are key informants of classroom social dynamics (Salmivalli et al., 2021). In addition, bullying behaviors are assumed to be publicly observable and strategically enacted in peer contexts, making classmates important observers of these processes (Rodkin et al., 2015). From a measurement perspective, peer-reports complement self-reports by capturing shared perceptions of social roles and group dynamics. Yet, existing peer-rating instruments often require students to evaluate numerous classmates across multiple items, which imposes substantial cognitive demands and limits feasibility in school-based research (Vessey et al., 2014). Integrating insights from bullying research and educational measurement theory, this contribution addresses the need for theoretically grounded and feasible approaches to assess participation in bullying roles. Increasing emphasis on scalable indicators and data-driven approaches highlights the need for instruments that balance feasibility with conceptual depth and contextual sensitivity. Developing parsimonious yet theory-based measures can support cumulative research and evidence-informed educational practice. The submitted poster aims to present and theoretically ground the Single-Item Peer-Rating for Bullying Participation Roles (SIPER-BPR) and to outline the conceptual framework for its evaluation. SIPER-BPR is designed as a parsimonious peer-based instrument to capture students’ participation in bullying-related roles in classroom contexts. The poster will introduce the conceptual rationale of the instrument and outline research questions regarding descriptive characteristics of peer-reported roles, convergence with self-reported role involvement, and associations with psychosocial indicators. We assume small to moderate correlations between peer- and self-reported role involvement (Malamut et al., 2020), reflecting shared variance and method-specific biases, and theoretically expected associations with social and behavioral characteristics (Moyano et al., 2019). Methodology, Methods, Research Instruments or Sources Used The study involved N = 1688 students (M = 11.55 years, SD = 1.11; 52% female) from 80 classes spanning grades 5 through 9, as well as their classroom teachers (N = 80; M = 41.4 years, SD = 8.77; 66% female) in Germany. Data collection occurred at two measurement points with a six-week interval. Participation in bullying roles was assessed via SIPER-BPR and the Bully Participant Behavior Questionnaire (BPBQ; Eilts et al., 2025). The SIPER-BPR is designed to capture the participation of classmates in five bullying-related roles: bully, assistant, victim, defender, and outsider. Each role is represented by a single item describing observable behaviors within the classroom (e.g. Bully: “In many classes, there are children who intentionally and repeatedly hurt weaker children or are mean to them. For example: They insult others. They exclude others. They hit or push others. They throw things at others. They say mean things about others.”). Peers rated the frequency of the corresponding behavior on a seven-point Likert-like scale for all of their classmates, allowing aggregation of perceptions and capturing classroom-level social dynamics. Students’ self-reported bullying behavior was assessed using the German short version of the BPBQ, which captures the frequency of aggressive behaviors in peer contexts. Students’ self-perceived social integration was measured using the subscales “Negative Interactions” and “Exclusion” of the Questionnaire for Multifactorial Assessment of Self-Perceived Social Integration (SSI 5-6; Spilles et al., 2025). Peer-reported social integration was assessed via sociometric choice (Moreno, 1934) capturing students’ acceptance within the classroom social network. Anxious-depressive and oppositional-disruptive behavior was assessed using the respective subscales of the Integrated Teacher Report Form (ITRF; Casale et al., 2023). Teachers also provided a global assessment of students’ behavioral support needs using a single five-point item as a proxy variable. Data collection was conducted in classroom settings during regular school hours at both measurement points. The research objectives were addressed by analyzing the data using correlation coefficients. Conclusions, Expected Outcomes or Findings The findings indicate that peer-ratings capture the theoretically expected role-specific patterns and offer added value beyond student self-reports, supporting the instrument’s potential as a low-burden, scalable measurement tool for research and practice. Correlations between peer-ratings (SIPER-BPR) and the self-reported behavior (BPBQ) ranged from r = .213 for Defenders to r = .447 for Bullies. These coefficients are comparable to prior research reporting modest cross-informant agreement in bullying research and reflect the well-documented divergence between self- and peer-reports in socially sensitive behaviors. Evidence for construct and criterion-related validity emerged from the role-specific associations with relevant student characteristics. Peer-rated Bullies and Assistants showed moderate to strong positive associations with oppositional-disruptive behavior and teacher-rated behavioral problems, and smaller but still significant associations with anxious-depressive symptoms. Victims were characterized by higher levels of internalizing problems and lower social integration. Defenders showed positive associations with peer-reported social integration and negative associations with behavioral problems, whereas Outsiders were associated with lower social integration and higher behavioral problems. Importantly, these patterns were generally stronger for peer-ratings than for self-reports, suggesting higher external validity of peer-based assessments for capturing social roles within classrooms. Still, differentiation between Bully and Assistant roles remains challenging and warrants further refinement of item wording. Nevertheless, the results indicate that the single-item peer-rating approach differentiates bullying roles in theoretically meaningful ways and aligns with established nomological networks. Due to its low assessment burden, the instrument is a scalable measurement tool for research and practice. Further research is needed to examine its reliability over time and in different contexts. References Bouman, T., van der Meulen, M., Goossens, F. A., Olthof, T., Vermande, M. M., & Aleva, E. A. (2012). Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustment. Journal of School Psychology, 50(6), 759–774. https://doi.org/10.1016/j.jsp.2012.08.004 Casale, G., Herzog, M., & Volpe, R. J. (2023). Measurement Efficiency of a Teacher Rating Scale to Screen for Students at Risk for Social, Emotional, and Behavioral Problems. Journal of Intelligence, 11(3). https://doi.org/10.3390/jintelligence11030057 Eilts, J., Sticca, F., & Wilke, J. (2025). Factor Analysis and Development of a Short Version of the Bullying Participant Behaviors Questionnaire (BPBQ) in a German Sample of Adolescents. Journal of Psychoeducational Assessment, 43(5), 514–532. https://doi.org/10.1177/07342829251335999 Jenkins, L. N., Canivez, G. L., & Braun, M. (2022). Structural Validity of the Bullying Participant Behavior Questionnaire with an Elementary School Sample. International Journal of Bullying Prevention, 4(2), 115–129. https://doi.org/10.1007/s42380-021-00091-w Malamut, S. T., Van Den Berg, Y. H. M., Lansu, T. A. M., & Cillessen, A. H. N. (2020). Dyadic nominations of bullying: Comparing types of bullies and their victims. Aggressive Behavior, 46(3), 232–243. https://doi.org/10.1002/ab.21884 Moreno, J. L. (1934). Who shall survive?: A new approach to the problem of human interrelations. Nervous and Mental Disease Publishing Co. https://doi.org/10.1037/10648-000 Moyano, N., Ayllón, E., Antoñanzas, J. L., & Cano, J. (2019). Children’s Social Integration and Low Perception of Negative Relationships as Protectors Against Bullying and Cyberbullying. Frontiers in Psychology, 10, 643. https://doi.org/10.3389/fpsyg.2019.00643 Paljakka, A., Schwab, S., & Zurbriggen, C. L. A. (2021). Multi-Informant Assessment of Bullying in Austrian Schools. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.712318 Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70(4), 311–321. https://doi.org/10.1037/a0038658 Salmivalli, C., Laninga‐Wijnen, L., Malamut, S. T., & Garandeau, C. F. (2021). Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade. Journal of Research on Adolescence, 31(4), 1023–1046. https://doi.org/10.1111/jora.12688 Spilles, M., Plutz, R., & Huber, C. (2025). Multifaktorielle Messung der selbstwahrgenommenen sozialen Integration mit dem SSI 3–4. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-025-00232-w Vessey, J., Strout, T. D., DiFazio, R. L., & Walker, A. (2014). Measuring the Youth Bullying Experience: A Systematic Review of the Psychometric Properties of Available Instruments. Journal of School Health, 84(12), 819–843. https://doi.org/10.1111/josh.12210 04. Inclusive Education
Poster Unlocking the Potential of Noise-Cancelling Headphones in Supporting Inclusive School Environments for Autistic Students Østfold University College, Norway Presenting Author:Background Sensory differences, which affect how individuals perceive, integrate, and respond to stimuli, are a core feature of autism (American Psychiatric Association, 2013). These differences often make everyday sounds overwhelming and distressing for autistic persons (Williams et al., 2021). Educational settings can therefore pose significant challenges for autistic students sensitive to auditory stimuli, adversely affecting their learning capacity, participation, and social and emotional wellbeing (Poulsen et al., 2025; Price and Romualdez, 2025). Despite strong policy ambitions of inclusive education (UN, 2006, 2023), research consistently points to a gap between these ideals and their implementation for autistic students in schools (Bölte et al., 2021; Roberts & Simpson, 2016). When sensory barriers are not adequately addressed, autistic students’ opportunities for participation and their overall experience of inclusion may be substantially undermined. Alongside environmental adaptions such as universal design principles (Black et al., 2022), assistive tools like noise-cancelling headphones (NCH), can play a critical role in supporting autistic students. Research indicates that NCH can alleviate sensory overload and stress while enhancing attention, wellbeing, and participation (Kwong et al., 2025; Pfeiffer et al., 2018). However, there are concerns about the potential for missed information, reduced social interaction, and increased stigma and isolation. Frequent use may also lead to dependency on the device and heightened sensitivity to auditory stimuli over time (Kulawiak, 2021; Neave-DiToro et al., 2021). As schools increasingly integrate NCH into educational practice, it is crucial that educational professionals possess the competence and awareness necessary to critically evaluate both the benefits and potential drawbacks, ensuring NCH are applied thoughtfully to meet diverse student needs.
Objectives This study aims to explore the practices, perceptions, and competence of school and Educational Psychology Services (EPS) employees regarding the use of NCH for autistic students in educational settings. The study also seeks to inform how NCH can be effectively implemented to support inclusive educational practices. To address these aims, the study is guided by the following research questions: RQ1: What are educational professionals' experiences and perceptions regarding the use of NCH for autistic students sensitive to auditory stimuli? RQ2: What are perceived beneficial adaptations for reducing uncomfortable sounds, and do educational professionals consider themselves sufficiently competent? RQ3: What are the perceived advantages and disadvantages of using NCH in schools? RQ4: To what extent are there established practices and formal guidelines within the EPS for assessing sound sensitivity in autistic students?
Methodology, Methods, Research Instruments or Sources Used This study employs a qualitative approach using digital semi-structured interviews to gather insights from educational professionals on NCH usage in schools. The first author conducted 32 interviews with school and EPS employees. To capture a broad range of experiences across different workplace settings, the sample compromised of ten participants from the EPS, ten from mainstream schools, ten from specialised units and two from special schools. Participants held diverse occupations, including teachers, special educators, care workers, EPS counsellors and psychologists. Participants were recruited following their participation in a survey addressing the same topic, in which they were invited to indicate their willingness to participate in a follow-up in-depth digital interview. Individuals who expressed interest were subsequently contacted. Data collection took place between April and October 2025. In the preceding survey study, data were collected via a digitally distributed questionnaire using Nettskjema (University of Oslo), a secure survey tool with encrypted storage that ensures compliance with privacy regulations. Participation invitations were sent by email to school principals and EPS leaders, who were asked to forward the invitation to relevant staff members. The survey reached schools and EPS units nationwide. The interview guide comprised six open-ended questions designed to explore educational professionals’ experiences and perspectives regarding autistic students sensitive to auditory stimuli, as well as their experiences with using NCH in school settings. The questions focused on participants’ experiences supporting these students, their views on effective accommodations to reduce auditory discomfort, their self-assessed competence and the extent to which auditory sensitivity is addressed in their workplace. Participants were also asked about the potential benefits and drawbacks of NCH use, and one question concerning established practices and guidelines for assessing sound sensitivity was directed specifically to those working within the EPS. Data were analysed using reflexive thematic analysis (Braun and Clarke, 2021, 2022). Two researchers independently familiarized themselves with the data and conducted initial coding. Through an iterative and reflexive process, codes were developed and refined into themes, with ongoing discussion to compare interpretations and enhance analytical rigour. Conclusions, Expected Outcomes or Findings Findings indicate that autistic students are frequently perceived as sensitive to various types of sound in school settings, with cumulative effects on stress levels and tolerance over time. This, in turn, was perceived to negatively affect students’ capacity for learning, participation, and overall wellbeing. The findings further indicate frequent use of NCH and other noise-reducing aids, with benefits widely recognized, while awareness of potential drawbacks appears less emphasized. Educational professionals’ views on accommodations appear to be influenced by multiple factors, including students’ individual needs, varying conditions across different settings, and the functions and availability of noise-reducing aids. Professional competence varies, with higher levels often associated with personal interest or experience in specialized environments rather than systematic routines. EPS employees described considerable variation, with no standardized practices or shared guidelines guiding the assessment of sound sensitivity. This study highlights the significant potential of NCH in supporting autistic students by reducing the sensory discomfort often experienced in everyday school environments. When combined with holistic environmental adaptations, NCH can serve as a valuable tool for enhancing inclusive education. However, the findings underscore an urgent need to increase awareness and expertise among educational professionals to prevent undiscerning use that may overlook potential drawbacks. It also points to the importance of developing clearer guidelines and standardized practices that thoughtfully address the diverse needs of each student References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). American Psychiatric Association. https://contents.bibs.aws.unit.no/files/images/large/1/4/9780890425541.jpg Black, M. H., McGarry, S., Churchill, L., D’Arcy, E., Dalgleish, J., Nash, I., Jones, A., Tse, T. Y., Gibson, J., Bölte, S., & Girdler, S. (2022). Considerations of the built environment for autistic individuals: A review of the literature. Autism: The International Journal of Research and Practice, 26(8), 1904–1915. https://doi.org/10.1177/13623613221102753 Braun, V., & Clarke, V. (2022). Thematic analysis: a practical guide. SAGE. Bölte, S., Leifler, E. & Borg, A. (2021). Inclusive practice for students with neurodevelopmental disorders in Sweden. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology. 9(1), 9-15. https://doi.org/10.21307/sjcapp-2021-002 Kulawiak, P. R. (2021). Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs: A scoping review. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1957530 Kwong, T. C., Yuan, H.-L., Mung, S. W. Y., Chu, H. K., Lai, Y. Y. C., Chan, C. C. H., & Choy, Y. S. (2025). Intervention technology of aural perception controllable headset for children with autism spectrum disorder. Scientific Reports, 15(1), 5356–13. https://doi.org/10.1038/s41598-025-89609-6 Neave-DiToro, D., Fuse, A., & Bergen, M. (2021). Knowledge and Awareness of Ear Protection Devices for Sound Sensitivity by Individuals with Autism Spectrum Disorders. Language, Speech & Hearing Services in Schools, 52(1), 409–425. https://doi.org/10.1044/2020_LSHSS-19-00119 Pfeiffer, B., Erb, S. R., & Slugg, L. (2018). Impact of Noise-Attenuating Headphones on Participation in the Home, Community, and School for Children with Autism Spectrum Disorder. Physical & Occupational Therapy In Pediatrics, 39(1), 60–76. https://doi.org/10.1080/01942638.2018.1496963 Poulsen, R., Tan, D. W., Sowman, P. F., McAlpine, D., & Pellicano, E. (2025). Auditory environments influence the link between Autistic traits and quality of life. Scientific Reports, 15(1), 10612–10613. https://doi.org/10.1038/s41598-025-94585-y Price, J., & Romualdez, A. M. (2025). ‘It just feels unnatural being here’: Autistic secondary school students’ experiences of sensory sensitivities in the school environment. Autism, 29(9), 2228-2238. https://doi.org/10.1177/13623613251333860 Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096. https://doi.org/10.1080/13603116.2016.1145267 United Nations. (2006). Convention on the Rights of Persons with Disabilities. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html United Nations. (2023). The Sustainable Development Goals report 2023: Special edition. United Nations. https://unstats.un.org/sdgs/report/2023/ Williams, Z. J., Suzman, E., & Woynaroski, T. G. (2021). Prevalence of Decreased Sound Tolerance (Hyperacusis) in Individuals With Autism Spectrum Disorder: A Meta-Analysis. Ear and Hearing, 42(5), 1137–1150. https://doi.org/10.1097/AUD.0000000000001005 04. Inclusive Education
Poster Supporting (Listening) Comprehension in Foreign Languages in Children with Central Auditory Processing Disorders – Challenges and Perspectives for An Inclusive Approach University of Warsaw, Poland Presenting Author:Central auditory processing disorders (CAPD) are characterised by deficits in the neural processing of auditory information within the central nervous system. CAPD involves difficulties in the perceptual processing of sounds, which manifest as poor performance in one or more auditory skills. Statistics suggest these disorders affect approximately 2–7% of school-aged children, with diagnoses being most common during the early years of primary school (Chermak & Musiek, 1990; ASHA, 2005). The impact of CAPD on a child’s development is profound, often resulting in significant difficulties in learning, speech, language, and social functioning. Due to difficulties in receiving and reproducing speech sounds, children frequently struggle with listening comprehension, correct pronunciation, and overall communication. If left undetected or untreated, CAPD adversely affects a child’s overall quality of life. Conversely, early diagnosis and targeted therapy are crucial, as they positively influence auditory training and the acquisition of reading, writing, and foreign language skills. Students with central auditory processing disorder are (or rather should be) classified as belonging to the group of students with neurodiversity and thus as having special educational needs (SEN). In the Polish educational context, the focus on special educational needs intensified following the Minister of National Education Regulation (2008; Journal of Laws of 2009, No 4, item 17). Subsequent legislation, such as the 2016 Education Law (Journal of Laws of 2017, item 59), guarantees equal access to schools for students with disabilities and those at risk of social maladjustment. Current regulations from 2017, with 2023 adjustments, define special education categories for conditions such as deafness, blindness, autism, and aphasia (Journal of Laws of 2017, item 356; Journal of Laws of 2023, item 312). However, CAPD is not yet listed in the ICD-10 (the current classification used in Poland), meaning it is not officially recognised as a special educational need. The transition to the ICD-11, expected in Poland by 2027, may change this status. Currently, to receive extra classes or school-based assistance, such as corrective-compensatory or therapeutic classes, a certificate of special educational needs issued by psychological and pedagogical counselling centres is required (Zelazowska-Sobczyk et al., 2022, 2024). This presentation aims to identify specific difficulties in listening comprehension in foreign languages among children and, secondly, to explore perspectives on supporting listening comprehension in foreign languages for children with CAPD. Furthermore, it provides recommendations for inclusive educational practices that address the current systemic “niche”. Foreign languages are introduced to pupils from the first grade of primary school, often from kindergarten or even nursery. The target language proficiency level after primary school (8 grades) is A2 CEFR for the first language and A1 for the second language. Statistics on foreign language choices in the eighth-grade exam show that English clearly dominates, both among pupils without special educational needs and among those with special educational needs. These trends are also visible in the Matura certificate exam (after high school). For this reason, it is important to support children with CAPD in foreign language learning, especially in listening comprehension from an early age. Methodology, Methods, Research Instruments or Sources Used Difficulties in learning foreign languages, especially English, are clearly evident in children with CAPD. First, the current Polish and international literature contains few studies, mainly individual case studies, that discuss these difficulties (Veselovska, 2015; Bieńkowska & Polok, 2019; and the newest Zelazowska-Sobczyk et al., 2022, 2024). Therefore, it has been proposed to establish a subfield of glottodidactics (foreign language teaching in (learning) – “audioglottodidactics” – which focuses on students with central auditory processing disorders, their teachers and the context, i.e. foreign language learning (Zelazowska-Sobczyk, 2025a, 2025b). To identify foreign language learning difficulties among CAPD students, a questionnaire study was conducted among parents of children with CAPD before auditory training began. Responses were received from 121 parents of children with CAPD aged 6 to 15 who were learning English, either alone or in combination with German, Spanish, Russian, French, Italian and Swedish. Slightly more than 50% of the children had good or very good English grades (B or A), though this was mainly among children in the first stage of primary school (7-10 years old). More than 60% of parents reported difficulties learning foreign languages, while fewer than 44% of children reported such difficulties, especially with English. Children mainly have difficulty with correct spelling; they mix up letters in words and are unable to write what they hear. In addition, fear of speaking and a lack of effective communication skills, even with knowledge of the theoretical rules, i.e. an inability to respond in authentic situations, are often highlighted. Parents and children also reported difficulties with listening comprehension. They also have difficulty concentrating and focusing their auditory attention, and are easily distracted during classes and at home. Students are often unable to apply the grammatical rules they know in practice. They have difficulty comprehending instructions, especially longer ones. They pay attention to irrelevant sound stimuli at the expense of understanding important ones. All this translates into a lack of motivation to learn, often even an aversion, low self-esteem, and isolation in the classroom or peer group. Based on the questionnaire study, recommendations for supporting listening comprehension in foreign languages, particularly English, in children with central auditory processing disorders are proposed. These recommendations are grounded in the perspective of inclusive education. Conclusions, Expected Outcomes or Findings The questionnaire survey showed that children with CAPD have difficulties learning a foreign language, especially in listening comprehension. Moreover, students who have difficulty learning English, often their first foreign language, often achieve good grades in other languages (e.g., German, French, Spanish). This may be related to the significant difference in the frequency characteristics of Polish and English. The frequencies for Polish, German, Spanish, Russian and even Chinese are very similar, while those for British English and Italian are not convergent. English is sensitive to high frequencies and very subtle modulations at this level. It contains a large number of sibilant sounds, diphthongisation of vowels and discrepancies between spelling and pronunciation. French has a double-peak profile with peaks around 250 Hz and 1500 Hz, with high sensitivity in the 1000-2000 Hz range. It contains nasal sounds. In comparison, Spanish has high sensitivity to the lowest frequencies, extending to 500 Hz, and lower sensitivity in the 1500-2500 Hz range. There is also a sibilant ‘f’ sound characteristic of high frequencies, which in this language tends to transition into an aspirated ‘h’. In conclusion, difficulties in learning foreign languages, particularly English, have often been reported in children with central auditory processing disorders, particularly in listening comprehension. It is crucial to support children in developing listening comprehension and attention. CAPD is not only a challenge but also a call to action: to create clear guidelines, collaborate across disciplines, and support students through inclusive practices. References 1.ASHA (2005), American Speech-Language-, Hearing Association, (Central) Auditory Processing Disorders. Technical report. http://www.ak-aw.de/sites/default/files/2016-12/ASHA_CAPD_2005.pdf (Accessed January 20th, 2026). 2.Bieńkowska, I., Polok, K. (2019), Teaching English as a Second/Foreign Language to CAPD-Impaired Students. Open Access Library Journal, 6, e5511. 3.Chermak, E.D. / Musiek, F.E. (1997), Central auditory processing disorders: New perspectives. Singular Publishing Group. 4.Journal of Laws of 2009, No 4, item 17 (2008), Regulation of the 23 December 2008 by the Minister of National Education on core curriculum for pre-school and general education in specific types of schools (Dz.U. 2009 nr 4 poz. 17). 5.Journal of Laws of 2017, item. 59 (2016), Act of 14 December 2016. Education Law (Dz.U. 2017 poz. 59). 6.Journal of Laws of 2017, item 356 (2017), Regulation of the Minister of National Education of 14 February 2017 on the pre-primary curriculum and the general education school curricula in primary schools, including [the curricula] for pupils with moderate and severe intellectual disabilities, and for general education in stage 1 sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (Dz.U. 2017 poz. 356). 7.Journal of Laws of 2023, item 312 (2023), Regulation of the Minister of National Education of 6 February 2023 amending the regulation on the pre-primary curriculum and the general education school curricula in primary schools, including [the curricula] for pupils with moderate and severe intellectual disabilities, and for general education in stage 1 sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (Dz.U. 2023 poz. 312). 8.Veselovska, G. (2015), Auditory Processing Disorder and Foreign Language Acquisition. The Clearing House, 88, 50–53. 9.Zelazowska-Sobczyk, M., Czajka, N. Skarżyński, PH. (2022), Central auditory processing disorders in school-aged children in the frame of teaching and learning of English language. Applied Linguistics Papers, 26(4), 118–127. 10.Zelazowska-Sobczyk M., Andrychowicz-Trojanowska A., Czajka N, Skarżyński PH., Grucza S. (2024), Central Auditory Processing Disorders in the frame of Special Educational Needs – a niche in the adjudicating and opinion-forming system). Applied Linguistics Papers, 28(1), 78–82. 11.Zelazowska-Sobczyk, M. (2025a), Student with Central Auditory Processing Disorders. Selected Recommendations for FLTL. Jezyki Obce w Szkole, 2, 45–51. 12.Zelazowska-Sobczyk, M. (2025b), Audioglottodidactics – subject-specific characteristics of the sub-discipline of glottodidactics. Applied Linguistics Papers, 29(2), 73–85. 04. Inclusive Education
Poster Challenges and Coping Strategies of After-School Care Teachers Serving Children with Special Needs in Taiwan Chaoyang University of Technology, Taiwan Presenting Author:As the number of children with special needs in Taiwan continues to rise, their education and care have attracted increasing attention from parents and educators. However, compared with the regulations and teacher qualification requirements in formal education, after-school care for children with special needs has received relatively little attention. Caring for children with special needs is particularly challenging, as they require multiple forms of support, including academic assistance, peer interaction, and behavior management (Chen, 2021; Haney, 2012). Under current regulations, when public elementary school after-school care services enroll students with disabilities, schools are required to conduct individualized assessments in accordance with the principles of the Special Education Act and to provide services only when adequate support resources and reasonable accommodations are available. If necessary, specialized after-school programs for children with special needs may be provided. In contrast, some private after-school programs are reluctant to enroll children with special needs due to limitations in management capacity and teacher expertise (Ren, 2023). Regulations governing after-school programs in Taiwan require child caregivers to complete 180 hours of professional training, of which only 9 hours are dedicated to special education (Ministry of Education, 2019, 2024b). Meanwhile, the number of children with special needs enrolled in after-school programs has continued to increase, with approximately 15,300 children with special needs participating in such programs in 2022 (Ministry of Health and Welfare, 2023a, 2023b). After-school teachers commonly face challenges such as wide disparities in students’ abilities, insufficient teaching resources, and a lack of special education training, all of which increase the complexity of instruction (Wei, 2016; Yang, 2001; Chen, 2021). In addition, limited administrative support, staff shortages, and unequal resource allocation pose significant barriers to effective service provision (Yeh, 2023). This study aims to examine the challenges encountered by after-school staff and the strategies they use to serve children with special needs. Methodology, Methods, Research Instruments or Sources Used This study adopted a quantitative questionnaire survey to investigate teachers working in public and private after-school programs. The questionnaire was developed using Google Forms and distributed through social media platforms, including Facebook communities for after-school staff. To ensure data quality, respondents were required to log in using a Google account, and each account was limited to a single response. A total of 116 valid questionnaires were collected in this study. The collected data were analyzed using SPSS statistical software through both descriptive and inferential statistical methods. Conclusions, Expected Outcomes or Findings The results indicated that after-school staff faced significant challenges related to the additional time and effort required to care for children with special needs. Large class sizes made it difficult to provide individualized homework assistance and to organize classroom activities effectively. In addition, staff reported insufficient knowledge and professional competencies, and the demands of long-term care often led to physical and emotional fatigue. Staff with more years of experience reported greater pressure related to class size. Public school special after-school programs for children with special needs demonstrated higher levels of professional competence, lower levels of fatigue, and greater access to resources. Regarding coping strategies, teachers commonly adopted approaches such as providing clear instructions and behavior guidance, enhancing interactive understanding with children, collaborating with colleagues, maintaining communication with parents, and seeking support from supervisors or specialists. Teachers with higher levels of educational attainment, as well as those working in northern and central Taiwan, were more likely to engage in parent collaboration, peer communication, and seeking assistance from special education aides. Overall, after-school care teachers face substantial professional demands and practical challenges when working with children with special needs, and notable differences in resources and coping strategies exist across institutional settings and staff backgrounds. References Chen, M.-K. (2004). A study on the current situation and needs of after-school care for children with disabilities in elementary schools in Taoyuan County (Unpublished master’s thesis). National Taipei Teachers College. Chen, Y.-J. (2021). A study on the service process and coping strategies for the difficulties in providing services to children with special needs in a private after-school child care service center (Unpublished master’s thesis). National Taipei University of Education. Haney, M. R. (2012). After school care for children on the autism spectrum. Journal of Child and Family Studies, 21(3), 466–473. https://doi.org/10.1007/s10826-011-9500-1 Ministry of Education. (2022). 2021 Special Education Statistics Yearbook. https://www.set.edu.tw/actclass/fileshare/default.asp Ministry of Education. (2024a). 2023 Special Education Statistics Yearbook. https://www.set.edu.tw/actclass/fileshare/default.asp Ministry of Education. (2024b). Reference program for pre-service and in-service training courses for after-school child care service personnel (amended on July 17, 2024). Official letter no. Tai-Jiao-She-(1)-Zi No. 1132402440. https://afterschool.moe.gov.tw/downloads Ministry of Health and Welfare. (2023a). Subsidy status of after-school care service classes for children. 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