Abstract Each individual with special needs possesses the potential to excel academically, professionally, socially, and within their community when an innovative pedagogical approach is employed to deliver the educational material. Educating students with varying needs in a classroom setting... Each individual with special needs possesses the potential to excel academically, professionally, socially, and within their community when an innovative pedagogical approach is employed to deliver the educational material. Educating students with varying needs in a classroom setting may pose a challenge for instructors accustomed to conventional teaching methods. However, for students with learning difficulties, the manner in which content is delivered is of paramount importance. Optimal educational practices advocate for the creation of student centric learning environments, emphasizing the identification of individual learning requirements as a cornerstone for crafting compelling educational experiences. Numerous strategies exist for fostering inclusivity within classrooms and enhancing the enjoyment of learning. Particular emphasis is placed on developing a universal design adaptable to all learning environments and suitable for students with diverse learning needs. This research delineates the learning strategies employed by children with varied needs. A Learning Style questionnaire was used in this study to ascertain the learning preferences of children with learning disabilities. The findings of this research endeavor elucidate the distinct learning styles embraced by these children in their pursuit of knowledge. Read More Read Less

Abstract Background: Optimal performance in today’s competitive organisational context cannot be achieved by the conventional measures of focusing on physical and mental health alone. Recent studies have shown that a person’s emotional and spiritual health—including traits such as optimism,... Background: Optimal performance in today’s competitive organisational context cannot be achieved by the conventional measures of focusing on physical and mental health alone. Recent studies have shown that a person’s emotional and spiritual health—including traits such as optimism, self-control, empathy, and resilience—plays a significant role in promoting long-term motivation, engagement, satisfaction with one’s work, and productivity. Method: The PRISMA standards were used to perform a systematic literature review. A thorough search was conducted in the Scopus and Web of Science databases using keywords about mental health, spiritual health, workplace spirituality, employee involvement, inspiration, and productivity. Results: Spiritual wellbeing promotes intrinsic motivation, ethical behaviour, organisational commitment, and long-term performance sustainability, while emotional wellbeing increases collaboration, resilience, and job happiness, according to the review. A combination of spiritual and emotional aspects has a multiplicative effect on employee engagement, alleviates stress, mitigates emotional labour, and mediates beneficial outcomes, including increased morale, reduced turnover, and flourishing at work. The relationships are supported by theories such as Person-Organisation Fit, Workplace Spirituality, and Person- Organisational Support, as well as empirical evidence from sectors including education, hospitality, public services, and IT. However, there is still a lack of standardised measurement tools and cross-cultural validation. Conclusion: A more comprehensive approach to achieving high-quality employee performance and thriving workplaces is achieved when organisational strategies account for emotional and spiritual well-being. To foster resilient,purpose-driven, and high-performing individuals, leaders and HR policies should prioritise value-based leadership, mindfulness programs, supportive work places, and spiritual accommodation. To enhance practical application, future studies should focus on cultural variations, longitudinal effects, and standardised evaluation methods. Read More Read Less

Abstract Background: Children with cerebral palsy (CP) encounter substantial barriers to participation in enjoyable physical activity, despite strong evidence that enjoyment enhances motivation, engagement, and sustained participation. Although play-based approaches are increasingly advocated in paediatric rehabilitation, enjoyment is rarely examined... Background: Children with cerebral palsy (CP) encounter substantial barriers to participation in enjoyable physical activity, despite strong evidence that enjoyment enhances motivation, engagement, and sustained participation. Although play-based approaches are increasingly advocated in paediatric rehabilitation, enjoyment is rarely examined as a primary outcome. Objective: To evaluate the immediate effects of a structured play-based physical activity programme on enjoyment among children with CP using the Physical Activity Enjoyment Scale (PACES). Methods:A randomized wait-list controlled trial was conducted with 84 children aged 5–17 years with CP (GMFCS levels I–V). Participants were randomly allocated to an Immediate Play group (n = 42) or a Wait-List Control group (n = 42), with stratification based on GMFCS level. The Immediate Play group received a 12-week structured play-based physical activity programme comprising 36 sessions. Enjoyment was assessed before and after the intervention using PACES. Within- and between-group differences were analysed using paired and independent t-tests, and effect sizes were calculated. Results:The Immediate Play group demonstrated a substantial increase in enjoyment (mean change = +9.48 ± 3.11; p < 0.001), whereas the Wait-List Control group showed minimal improvement (+0.90 ± 0.91; p < 0.001). Between-group comparison revealed a large and statistically significant difference in change scores (mean difference = 8.58; p < 0.001), with an extremely large effect size (Cohen’s d = 3.74).Conclusion: A structured play-based physical activity programme significantly enhances enjoyment in children with cerebral palsy. Incorporating enjoyable, child-centred play into rehabilitation may strengthen motivation and support sustained participation in physical activity. Read More Read Less

Abstract NVDA (Non-Visual Desktop Access) is a free, globally accessible screen reader designed to assist individuals with visual impairments by converting text into speech to navigate digital content. This study aims to assess the efficacy of NVDA on reading... NVDA (Non-Visual Desktop Access) is a free, globally accessible screen reader designed to assist individuals with visual impairments by converting text into speech to navigate digital content. This study aims to assess the efficacy of NVDA on reading efficacy and academic performance among visually impaired individuals. The objectives of the study were to learn about socio-demographic information, assess reading efficacy through pre- and post-assessments, and gather suggestions for improving NVDA usage. A quasi-experimental research design was used, with a sample of 20 participants from Tiruchirappalli district, all of whom were familiar with NVDA. The study focused on variables such as age, gender, locality, socioeconomic status, and familiarity with other screen readers. Data were collected using a self-made questionnaire covering four domains: socio-demographic information, experiences with assistive technologies, efficacy of NVDA, and suggestions for improvement. Statistical analysis was performed using SPSS. The findings showed that NVDA significantly improved reading efficacy and academic performance among the participants. However, variations were observed in the extent of improvement, with some participants reporting greater benefits than others. Suggestions from participants emphasized the need for enhanced language support and increased compatibility with other applications. In conclusion, the study demonstrates that NVDA is effective in improving reading proficiency and academic performance among individuals with visual impairments. Despite its positive impact, the study also highlights areas for further improvement to increase the software’s usability and overall effectiveness. Read More Read Less

Abstract Regular schools are moving towards inclusion and redefining their policies, vision, and mission to include diverse populations. In this shift, the roles of special educators have undergone significant evolution. They not only teach students with disabilities, but they... Regular schools are moving towards inclusion and redefining their policies, vision, and mission to include diverse populations. In this shift, the roles of special educators have undergone significant evolution. They not only teach students with disabilities, but they also support the entire school in implementing the inclusive practices. They have become guides, collaborators, co-teachers advocates, and facilitators to manage the school’s inclusion requirements. Through these contributions, they have become the school’s agent of inclusion and informal leaders. This qualitative study, conducted through semi structured interviews and reflective questionnaires, highlights the shift in roles, the leadership behaviours and the recognition they receive from their school. Findings reveal how special educators are central to the inclusive transformation of schools and the need for recognising their contributions in building inclusive schools. Read More Read Less

Abstract This quasi-experimental study evaluated the psychosocial impact of a structured FIT INDIA Movement physical activity program on self-esteem in children diagnosed with Autism Spectrum Disorder (ASD). Forty participants aged 7 to 12 years from three therapy centres in... This quasi-experimental study evaluated the psychosocial impact of a structured FIT INDIA Movement physical activity program on self-esteem in children diagnosed with Autism Spectrum Disorder (ASD). Forty participants aged 7 to 12 years from three therapy centres in Tiruchirappalli, India, were randomly assigned to an intervention group or a waitlist control group. The intervention comprised 12 weeks of FIT INDIA–based aerobic, balance, and coordination exercises adapted for ASD. Self-esteem was measured pre- and post-intervention using the Rosenberg Self-Esteem Scale (RSES) with parent-assisted administration protocols. Intervention fidelity was monitored through therapist adherence checklists and attendance logs, and therapists experienced in ASD led the sessions. Statistical analyses included paired t-tests and repeatedmeasures ANOVA, revealing significant improvement in self-esteem for the intervention group (p < .001, Cohen’s d = 1.8). Findings underscore the potential of national fitness initiatives to enhance psychosocial health in ASD populations, and underscore the need for larger multicenter randomized trials incorporating diverse measurement approaches. Read More Read Less