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This study aimed to explore the attachment patterns in children diagnosed with Fetal Alcohol Spectrum Disorders (FASD) by examining the experiences and perceptions of their primary caregivers. A qualitative research design was employed, utilizing semi-structured interviews with 14 primary caregivers of children diagnosed with FASD. Participants were recruited from specialized clinics and support groups. Data were collected through in-depth interviews, focusing on topics such as the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used to support attachment. The interviews were transcribed and analyzed thematically, with theoretical saturation achieved when no new themes emerged. Four main themes emerged from the analysis: the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used by caregivers to support attachment. Caregivers emphasized the importance of emotional bonding, effective communication, physical closeness, and consistent caregiving in fostering secure attachment. They reported a range of attachment behaviors, including both secure and insecure patterns, influenced by the neurodevelopmental impairments associated with FASD. Key challenges included managing emotional outbursts, behavioral issues, and balancing caregiving roles. Caregivers employed various strategies such as therapeutic interventions, establishing routines, positive reinforcement, and emotional coaching to support attachment. The study provides a comprehensive understanding of the attachment patterns in children with FASD, highlighting the critical role of responsive caregiving and the adaptive strategies used by caregivers. The findings underscore the need for targeted interventions and comprehensive support systems to enhance attachment and promote the developmental well-being of children with FASD. Further research is needed to explore the long-term impact of these attachment patterns and the effectiveness of specific interventions.

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.

This study aimed to examine the relationships between sleep quality, body image dissatisfaction, and impulsiveness in adolescent girls with mild physical disabilities. This cross-sectional study included 186 adolescent girls with mild physical disabilities. Participants were recruited from rehabilitation centers and special schools. Impulsiveness was measured using the Barratt Impulsiveness Scale (BIS-11), sleep quality was assessed with the Pittsburgh Sleep Quality Index (PSQI), and body image dissatisfaction was evaluated using the Body Shape Questionnaire (BSQ). Pearson correlation coefficients were calculated to examine the relationships between the variables. A linear regression analysis was performed to determine the predictive value of sleep quality and body image dissatisfaction on impulsiveness, using SPSS version 27. The mean score for impulsiveness was 55.28 (SD = 10.45), sleep quality was 12.67 (SD = 3.98), and body image dissatisfaction was 87.34 (SD = 15.29). Pearson correlation analysis showed significant positive correlations between impulsiveness and sleep quality (r = 0.45, p < .001), and between impulsiveness and body image dissatisfaction (r = 0.52, p < .001). The regression model indicated that both sleep quality (B = 0.92, p < .001) and body image dissatisfaction (B = 0.25, p < .001) significantly predicted impulsiveness, explaining 37% of the variance (R² = 0.37, F(2, 183) = 53.68, p < .001). Poor sleep quality and high body image dissatisfaction are significant predictors of impulsiveness in adolescent girls with mild physical disabilities. Interventions aimed at improving sleep quality and promoting positive body image may help reduce impulsiveness and enhance overall well-being in this population.

The objective of this study was to explore the nutritional challenges and eating habits of children with Sensory Processing Disorders (SPD) through qualitative analysis. The focus was on identifying specific sensory sensitivities, emotional and behavioral impacts, and effective management strategies to improve nutritional outcomes. This qualitative study involved semi-structured interviews with caregivers of 20 children aged 4-12 years diagnosed with SPD. Participants were recruited from pediatric therapy centers, support groups, and online forums. Data were collected until theoretical saturation was reached. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns related to eating behaviors and nutritional challenges. The analysis revealed five main sensory challenges impacting eating habits: texture sensitivity, taste sensitivity, smell sensitivity, visual sensitivity, and temperature sensitivity. Emotional and behavioral impacts included mealtime anxiety, food refusal, and social isolation. Various strategies were employed by parents and professionals to manage these challenges, such as implementing food routines, gradual food exposure, and sensory integration therapy. The study also highlighted nutritional deficiencies and growth concerns associated with restricted diets in children with SPD, as well as success stories where tailored interventions led to improvements in eating habits and overall nutritional status. Children with SPD face significant sensory, emotional, and behavioral challenges that impact their eating habits and nutritional intake. Tailored interventions that address individual sensory profiles and involve a collaborative approach between parents, educators, and healthcare professionals are crucial for managing these challenges effectively. The study underscores the need for ongoing research and practical strategies to support better nutritional outcomes for children with SPD.

This study aims to explore the experiences of special education teachers in implementing differentiated instruction (DI) within mixed-ability classrooms. This qualitative research utilized a phenomenological approach to gain in-depth insights into the participants' experiences. Data were collected through semi-structured interviews with 25 special education teachers from various schools in a metropolitan area. Participants were selected through purposive sampling to ensure they had significant experience with DI. The interviews, each lasting 60 to 90 minutes, were transcribed verbatim and analyzed using thematic analysis. The data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the teachers' experiences. The analysis revealed three main themes: challenges in differentiated instruction, strategies for effective differentiation, and perceived effectiveness and outcomes. Teachers reported significant challenges, including resource limitations, managing student diversity, assessment difficulties, increased workload, and issues with parental involvement. To address these challenges, teachers employed strategies such as flexible grouping, curriculum adaptation, professional development, collaborative planning, and enhancing student engagement. The perceived effectiveness of DI included improved student progress, positive changes in classroom dynamics, increased teacher satisfaction, and greater inclusivity. Differentiated instruction is a vital approach in mixed-ability classrooms, promoting equitable learning opportunities for all students. Despite the challenges, the strategic implementation of DI leads to significant positive outcomes in student performance and classroom inclusivity. Schools should support teachers through professional development, adequate resources, and collaborative opportunities to enhance the effectiveness of DI. Further research should focus on larger, diverse samples and mixed-methods approaches to provide a more comprehensive understanding of DI practices.

This article critically analyzes the role of speech therapy in enhancing the communication skills of children with exceptional needs. It explores the multifaceted nature of speech therapy, encompassing a range of interventions tailored to individual needs. The discussion includes the benefits of speech therapy, such as improvements in speech production, language abilities, social communication, and pragmatic language skills. Challenges and limitations within the field are also examined, along with a comparative analysis of speech therapy against other interventions. Current trends, latest developments, and research gaps in speech therapy are addressed, emphasizing the need for continued research and innovation. The article concludes with policy recommendations and practical implications for evidence-based speech therapy practices, highlighting their significance in promoting holistic development and well-being in children with exceptional needs. Keywords: Speech Therapy, Communication Skills, Children with Exceptional Needs, Critical Analysis.