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All Journal Journal International Inspire Education Technology (JIIET) World Psychology International Journal of Educational Narratives Journal of Selvicoltura Asean Journal of Tecnologia Quantica Islamic Studies in the World
Kaya, Cemil
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Religion Agriculture, Biological Sciences & Forestry Computer Science & IT Education Physics Social Sciences Other

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Journal : World Psychology

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The Influence of Inclusive Education Programs on the Social Development of Children with Special Needs Nur, Rejeki; Kaya, Cemil; Demir, Ahmet
World Psychology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i1.809

Abstract

Inclusive education has become a fundamental approach to ensuring that children with special needs are integrated into general education settings, promoting social interaction and development alongside their peers. However, there is a lack of sufficient empirical evidence regarding the specific impact of inclusive education programs on the social development of children with special needs. This study explores how inclusive education programs influence the social development of children with special needs, focusing on improvements in social skills, peer relationships, and social integration. A mixed-methods approach was employed, involving 150 students with special needs across five schools that implement inclusive education programs. Data were collected through standardized social skills assessments, teacher reports, and interviews with parents and students. The results indicated that students in inclusive settings demonstrated significant improvements in social skills, particularly in peer interactions and communication. Teachers reported enhanced social integration of these students in classroom activities, and parents noted a positive shift in their children’s ability to engage socially outside of school. The study concludes that inclusive education programs provide critical social development opportunities for children with special needs, fostering greater acceptance and interaction with their peers. These findings suggest that inclusive education should be further promoted as a vital approach for enhancing social
The Impact of Using Learning Applications on the Cognitive Abilities of School-Age Children Putri, Agustin Andhika; Kaya, Cemil; Kara, Sevda; Nampira, Ardi Azhar
World Psychology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i1.812

Abstract

The use of digital learning applications has become increasingly prevalent in educational settings, offering a range of interactive tools designed to enhance student engagement and learning outcomes. As technology continues to influence education, it is essential to explore its impact on children’s cognitive abilities, particularly in school-age children. Learning applications are believed to improve cognitive functions such as memory, attention, problem-solving, and critical thinking. However, empirical evidence regarding the effects of these applications on children’s cognitive development remains limited. This study aims to investigate the impact of using learning applications on the cognitive abilities of school-age children. A quasi-experimental design was employed, involving 200 school-age children aged 6-12 years. The children were divided into an experimental group, using learning applications for 12 weeks, and a control group, which continued with traditional learning methods. Cognitive abilities were assessed before and after the intervention using standardized tests measuring attention, memory, and problem-solving skills. The results indicated that children in the experimental group showed significant improvements in cognitive abilities compared to the control group, particularly in memory and problem-solving skills. The study concludes that the use of learning applications positively influences cognitive development in school-age children, providing evidence for the integration of digital tools in educational practices to support cognitive growth.
Co-Authors Busnawir Busnawir Demir, Ahmet Erdo?an, Aylin Kara, Sevda Mohammad Ali Murat Arslan Nampira, Ardi Azhar Nazarov, Azamat Nur, Rejeki Putri, Agustin Andhika Toprak, Zeynep Y?lmaz, Hale Yildiz, Emine