Relevant bibliographies by topics / Adolescents with Special Needs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adolescents with Special Needs'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Adolescents with Special Needs"

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Buckley, R., and W. V. Tamborlane. "Insulin Delivery: Special Needs of Adolescents." MD Conference Express 11, no. 8 (2011): 31–32. http://dx.doi.org/10.1177/155989771108016.

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Chia, Kok Hwee. "A general review on sexual awareness in children and adolescents with special needs. The Asian Educational Therapist." Asian Educational Therapist 2, no. 2 (2024): 12–20. https://doi.org/10.5281/zenodo.15221112.

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Sexual awareness in children and adolescents with special needs is a critical yet often overlooked aspect of their development. This paper explores the concept of sexual awareness, delineating it from sexuality and/or sexuality awareness. While sexuality encompasses a broad range of physical, emotional, and social aspects related to sex, sexual awareness pertains to recognizing one’s own and others’ sexual feelings and behaviors. Sexuality awareness extends this understanding to include societal norms and personal values about sexuality. The developmental trajectory of sexual awareness is outlined from birth through late adolescence, emphasizing unique milestones and chalenges faced by typica ly developed children and adolescents as we l as those with special needs. Understanding these developmental phases is essential for parents, educators, and healthcare professionals to provide appropriate guidance and support. This paper highlights the necessity for an informed and sensitive approach to sexual education and communication about sexuality, tailored to the individual needs and capacities of each typicaly developed child or adolescent as we l as those with special needs. Practical recommendations include fostering an open dialogue, implementing age-appropriate and disability-sensitive sexual education, and ensuring a supportive environment that respects the dignity and autonomy of children and adolescents with special needs. By enhancing awareness and knowledge among caregivers and professionals, the ultimate goal is to promote healthier sexual development and we l-being for this vulnerable population.
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Sanfilippo, Joseph S. "Special Needs in Adolescents: Where Are We?" Journal of Pediatric and Adolescent Gynecology 29, no. 1 (2016): 1. http://dx.doi.org/10.1016/j.jpag.2015.11.008.

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Newacheck, Paul W. "Insurance Matters: Adolescents with Special Healthcare Needs." Journal of Adolescent Health 41, no. 4 (2007): 319–20. http://dx.doi.org/10.1016/j.jadohealth.2007.07.006.

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Wharton, Brian, and Pamela Wharton. "Nutrition in Adolescence." Nutrition and Health 4, no. 4 (1987): 195–203. http://dx.doi.org/10.1177/026010608700400403.

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This review discusses five questions concerning nutrition in adolescence. Do adolescents have special nutritional needs? What are the recommended dietary intakes? What do adolescent schoolchildren eat? What nutritional disorders occur at this age? The prevalence of iron deficiency anaemia, rickets, coeliac disease, iodine deficiency, dental caries, weight disorders, zinc deficiency and pellagra are discussed. What is the role of school meals or other food supplementation programmes? The primary school years (5–11 in Britain) are relatively quiet nutritionally. Growth occurs at a steady rate neither accelerating nor decelerating, nutritional diseases are less common and in the majority no profound biological events occur. Nutritional interest is in the secondary school child (11–18 years in Britain) particularly in the events of puberty and adolescence. This review aims to determine five points concerning adolescents. Do they have special nutritional needs? What are their recommended dietary intakes? What do they eat? What nutritional disorders occur at this age? What is the role of school meals or other food supplementation programmes?
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Perrin, James M., Sheila R. Bloom, Robert S. Kahn, et al. "Health Care Reform and the Special Needs of Children." Pediatrics 93, no. 3 (1994): 504–6. http://dx.doi.org/10.1542/peds.93.3.504.

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Health care reform may well address many of the needs of children and adolescents, offering greater emphasis on prevention and providing insurance to the large number of US children currently uninsured. Yet key public health and community health service programs essential to the well being of children and adolescents have gained little attention in the current national health care reform debates. Most discussions focus on insurance and cost containment and fail to address other systemic barriers to health care. Insurance alone will not solve the health problems faced by children and adolescents. SPECIAL NEEDS OF CHILDREN AND ADOLESCENTS Addressing the health risks that children and adolescents face requires combining public and private efforts and community-oriented and personal care services.
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Olawale, S.G, M.M.K Alli, and O.A Adesehinwa. "Impact of "Do It" Creativity and Emotional Mastery Strategies on Creativity and Motivation among Adolescents with Special Needs in Oyo State." Zamfara International Journal of Education 4, no. 4 (2025): 77–83. https://doi.org/10.5281/zenodo.14603579.

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The study investigated impact of &ldquo;DO IT&rdquo; creativity and emotional mastery strategies in fostering creativity motivation among adolescents with special needs in Oyo State.&nbsp; Ninety participants were randomly selected from three special institutions: Cheshire High School, Ibadan; Rehabilitation Centre for the Disabled, Ibadan; and Federal College of Education (Special), Oyo.&nbsp; The age range of the participants was between 13 and 21 with a mean age of 18.5 years.&nbsp; The Self Concept Scale of the Adolescent Personal Data Inventory APDI) was used to classify the participants into self-concept categories (r = .80).&nbsp; The criterion measure was Creativity Motivation Scale of the Adolescent Personal Data Inventory (r = 0.77).&nbsp; One major hypothesis, with a sub-hypothesis, was generated for the study.&nbsp; Results showed that Creativity Motivation Scores of participants in the &ldquo;DO IT&rdquo; and Emotional Mastery groups improved significantly over their counterparts in the control group.&nbsp; It also found that participants in the &ldquo;DO IT&rdquo; group benefited more from the programme than those in the Emotional Mastery group.&nbsp; On this that basis, it was recommended that a combination of &ldquo;DO IT&rdquo; and creativity and emotional mastery strategies be employed for higher productivity among adolescents with special needs. <strong>Keywords:</strong><em> &ldquo;</em>DO IT&rdquo; Creativity, Emotional Mastery, Creativity Motivation, Adolescents with Special Needs
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Taylor–Cookson, Judith, and Justine Mitchell. "Seating for children and adolescents with special needs." British Journal of Therapy and Rehabilitation 8, no. 5 (2001): 174–78. http://dx.doi.org/10.12968/bjtr.2001.8.5.13753.

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Taylor-Cookson, Judith, and Justine Mitchell. "Seating for children and adolescents with special needs." British Journal of Therapy and Rehabilitation 8, no. 6 (2001): 228–33. http://dx.doi.org/10.12968/bjtr.2001.8.6.13766.

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Myklebust, Jon Olav, and Finn Ove Båtevik. "Economic independence for adolescents with special educational needs." European Journal of Special Needs Education 20, no. 3 (2005): 271–86. http://dx.doi.org/10.1080/08856250500156012.

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Dissertations / Theses on the topic "Adolescents with Special Needs"

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Betz, Cecily L., Wendy M. Nehring, and Marie L. Lobo. "Transition Needs of Parents of Adolescents and Emerging Adults With Special Health Care Needs and Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6516.

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The period of health care transition (HCT) for adolescents and emerging adults with special health care needs and disabilities involves a complex realignment of the parent–child relationship, including alterations in role responsibilities and decision making. The purpose of this systematic review was to analyze the research designs, methodology, and findings reported in studies of parents during this transition period to provide new insights for research and clinical practice. Results showed that parents were unable to clearly envision what the future held for their children and were not well prepared by the service system to anticipate future prospects. These parents have a myriad of needs that are not yet fully understood, as HCT research is in the early stages of development.
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Elliott, Natasha Anne. "Effective interventions for children and adolescents with autism spectrum disorders and other special educational needs." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6844/.

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The need for cost-effective interventions for individuals with Autism Spectrum Disorders (ASD) and related conditions is growing rapidly. Recent research suggests that only a limited number of individuals who are eligible for intervention are actually receiving such services. This thesis first discusses the current evidence-base for interventions aimed at young children with ASD. It then outlines a frequent oversight in the literature regarding motor development and resonance difficulties in this population, which forms the basis for developing motor-based interventions for these individuals. Two large-scale experimental school-based studies are then presented which examine the effects of an ABA-based high-intensity physical exercise as an effective intervention for children with ASD and other Special Educational Needs (SEN). In one study, this intervention is compared with a low-intensity exercise program. Results indicate that high-intensity physical exercise results in significant short-term (0-to-90 minute), but not long-term (24 hours+), improvements in cognitive/behavioral flexibility (executive functions) in students with ASD and students with SEN. Furthermore, both high-intensity and low-intensity exercise resulted in significant reductions in stress, in both the short-term and long-term in students with ASD and students with SEN. These findings provide direct evidence for the effectiveness of physical exercise as a school-based intervention.
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Moynihan, Melissa Mary. "Assessing adolescents with special health care needs : readiness to transition from paediatric to adult medical care." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43753.

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Successful transition to adult care is critical for adolescents with special health care needs (SHCN), but there are no well-validated measures to assess transition readiness. This study evaluated the Transition Readiness Assessment Questionnaire (TRAQ) with a younger population and validated the updated Am I ON TRAC for Adult Care questionnaire. During routine clinic appointments 200 youth, ages 12-19 years, from four outpatient clinics at BC Children’s Hospital, Vancouver participated in the study. The instruments included a demographics information page, the TRAQ, the ON TRAC questionnaire, and two Psychosocial Maturity Inventory (PMI) subscales. Psychometric properties of the PMI, TRAQ and ON TRAC knowledge items were evaluated using principal components analysis (PCA) with parallel analysis and scree plots. ON TRAC behaviour items were summed as an index to measure consistent patterns of behaviour; theorized cut-off scores for behaviour items were set at minimally accepted frequency of behaviours required for successful transition to adult care. Relationships between participant age, psychosocial maturity and ON TRAC scores were examined. Youth were from the diabetes (36%), cardiology (27%), gastroenterology (27%), and neurology (10%) clinics, and 57.5% were male. The PCA of the TRAQ yielded a markedly different factor structure from the original validation study and consequently could not be compared with the ON TRAC for convergent validity. The PCA of ON TRAC knowledge items identified a 14-item unidimensional scale with a Cronbach’s α=.84. ON TRAC knowledge and behaviour scores increased with age, with a stronger relationship for knowledge (r=.43, p<.01), while psychosocial maturity correlated with both ON TRAC scores, with a stronger association to behaviour (r=.39, p<.01). Psychosocial maturity and age had a weak but significant correlation (r=.16, p<.05) suggesting age is a loose proxy for maturity. Only 27% of 17-year-olds, but 62% 18-year-olds scored above the behaviour cut-off for transition readiness. The ON TRAC questionnaire is a psychometrically sound measure with strong internal consistency, and has potential to be used as a readiness assessment tool in clinical practice. Results of the TRAQ psychometric evaluation raise questions about whether it is a suitable measure to evaluate transition readiness among younger adolescents.
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Ameigh, Asia L. "Inclusion beyond the classroom: A qualitative program evaluation of the sparkle effect." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533318376614074.

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Murphy, Christel A. "The Development of an Educational and Vocational Needs Survey for Adults with Childhood-Onset Chronic Health Conditions." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565225128269.

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Webber, Kristin. "How Adolescents in an Alternative School Program Use Instructional Technology to Create Meaning While Reading and Writing." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365806315.

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Betz, Cecily L., Marie L. Lobo, Wendy M. Nehring, and Kim Bui. "Voices Not Heard: A Systematic Review of Adolescents' and Emerging Adults' Perspectives of Health Care Transition." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6515.

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Background: A better understanding of the needs of adolescents and emerging adults with special health care needs (AEA-SHCNs) is essential to provide health care transition services that represent best practices. The purpose of this systematic review was to evaluate the research on health care transition for AEA-SHCNs from their perspectives. Methods: A comprehensive literature review of research publications since 2005 was performed using the PubMed, Cumulative Index to Nursing and Allied Health Literature, and EBSCO databases. Thirty-five studies met the final review criteria. Results: The process of transition from child to adult for AEA-SHCNs is complex. Individuals experiencing the transition desire to be a part of the process and want providers who will listen and be sensitive to their needs, which are often different from others receiving health care at the same facility. Conclusions: More research that considers the voice of the AEA-SHCNs related to transition from pediatric to adult care is needed.
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Josephs, Nikki L. "Using Peer-Mediated Fluency Instruction to Address the Needs of Adolescent Struggling Readers." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/60.

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Teaching oral reading fluency is an important aspect of effective literacy instruction. Researchers have investigated a number of strategies shown to be effective with beginning readers; however, less empirical evidence is available for older, struggling readers. The secondary curriculum presents adolescent struggling readers with different challenges, including successful completion of higher level comprehension skill activities, high-stakes assessments, and limited classroom time with practice with oral reading fluency exercises. These conditions may lead to academic failure or school drop-out for students who have limited reading ability. An alternating conditions design (Kazdin, 1982) was used to examine the influence of peer-mediated fluency instruction (repeated reading and continuous reading) on the oral reading fluency and comprehension skills of five high school-aged struggling readers from an urban alternative high school setting. The three dependent variables measured were (a) words correct per minute, (b) number of errors, and (c) number of comprehension questions answered correctly. Results of the alternating treatments design indicate that all students increased their correct words per minute with implementation of peer-mediated repeated reading fluency instruction as compared to the peer-mediated continuous reading instruction. However, mixed results were found regarding accuracy of comprehension questions. Limitations were noted with regard to working within an alternative high school setting, variability in student outcomes, and the use of narrative text. Future research suggestions for using peer-mediated oral reading fluency instruction with students with and without disabilities in alternative high school settings are provided.
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Dwyer-Matzky, Keely, Amy Blatt, Barbara L. Asselin, and David L. Wood. "Lack of Preparedness for Pediatric to Adult-Oriented Health Care Transition in Hospitalized Adolescents and Young Adults." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5141.

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ObjectiveWe examined the self-reported preparedness of hospitalized adolescents and young adults (AYA) for transition from pediatric to adult-oriented health care with regard to: 1) previous health care transition (HCT) preparation, 2) Self-Determination Theory (SDT) constructs of health self-management autonomy and competence, and 3) their perception of medical knowledge, attitudes, and concerns.MethodsFrom 2013 to 2015, 139 hospitalized patients aged 15 to 21 years completed a 40-item survey on HCT preparation, attitudes, concerns, and perception of knowledge adapted in part from validated questionnaires of the Department of Health and Human Services, Maternal and Child Health Bureau, and SDT Treatment Self-Regulation Study.ResultsFewer than 40% of all respondents endorsed previous HCT preparation such as providers discussing taking responsibility for their health, transitioning to adult providers, and only 20% had discussed future health insurance needs. Of our AYA population, 84% had 1 or more special health care needs. Older patients, female patients, and those with increased HCT preparation scores had increased autonomous motivation, positive attitudes toward transition, yet also increased transition concerns. Higher autonomous motivation and perceived competence correlated with increased perception of knowledge (P = .002, < .001 respectively) and more positive attitudes toward transition planning (P < .001, .054 respectively). Multivariate regression analysis revealed those with increased HCT preparation and those with increased perceived competence had increased perception of knowledge (β = .25, P = .005 and β = .35, P < .001).ConclusionsOur findings suggest that hospitalized AYA received limited education and preparation regarding key elements of HCT to adult-oriented health care. Moreover, those previously exposed to transition preparation efforts were more likely to have motivation and a sense of competence in HCT skills.
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Srivastava, Gautam. "The impact of the COVID-19 pandemic on mental health of children and adolescents." Thesis, Uppsala universitet, Institutionen för medicinsk biokemi och mikrobiologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414191.

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The rapidly spreading pandemic of SARS-CoV-2 (COVID-19) infection with high morbidity and mortality has overwhelmed the global healthcare services. With mysterious origins and the capacity of affecting multiple types of tissues, SARS-CoV-2 has baffled many scientists - which has posed great challenges in the development of pharmaceutical treatments and preventions (i.e., vaccination). The COVID-19 pandemic has also led to a slew of non-pharmaceutical interventions (NPIs) to slow down the spread of the virus. The sudden imposition of these NPIs including social distancing, lock-down, school closures, isolation, and quarantine of suspected cases or contacts, has greatly affected the mental health of children and adolescents. Concerns about the impact of these NPIs on mental health, especially for vulnerable populations such as children and adolescents, have emerged. This study discusses several different aspects of the impact of the COVID-19 pandemic on the mental health of children and adolescents.Accumulating evidence has shown that the vast majority of children and adolescents exposed to the SARS-CoV-2 virus are asymptomatic, although few cases turned unfortunately severely ill. The genomics, microbiology, and biochemistry of this novel coronavirus reveal several peculiarities, making it a tough entity. The profound impact of social distancing along with the closure of schools, parks, and other recreational activities on the delicate minds of children and adolescents makes them irritable, angry, and rebellious. This assumes a major challenge in children with mental health issues or in those with special needs. Lock-down, quarantine and isolation further complicate the mental health issues and are discussed along with remedial measures. The impact of an already overwhelmed medical care system on the mental healthcare quality can be profound and needs a specially chartered approach by the psychiatrists supplementing the COVID-19 control activities. Children/adolescents with neuropsychiatric issues need special care, as they have abnormal impulsive behaviour and actions such as running away, unhygienic acts, spitting etc. All these mental health issues in children and adolescents, who form a sizable population of the society and are the future of the planet, forms the subject matter of this work. Thus, all programmes of COVID-19 control must simultaneously address these important mental health issues of children and adolescents to prevent this ‘parallel pandemic’ of psychiatric disorders. The latter may persist much longer and prove equally challenging and costly.
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Books on the topic "Adolescents with Special Needs"

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Olson, Judy L. Teaching children and adolescents with special needs. 2nd ed. Merrill, 1996.

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Olson, Judy L. Teaching children and adolescents with special needs. 4th ed. Merrill Prentice Hall, 2004.

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1945-, Platt Jennifer M., ed. Teaching children and adolescents with special needs. 3rd ed. Merrill, 2000.

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1945-, Platt Jennifer M., ed. Teaching children and adolescents with special needs. Merrill, 1992.

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Jeakle, Beauvais Kathleen, ed. Case studies about children and adolescents with special needs. Allyn & Bacon, 2002.

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A, Lund Kathryn, ed. Job-related social skills: A curriculum for adolescents with special needs. Exceptional Innovations, 1991.

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A, West Margaret, ed. Assessment of adolescents with special needs: A guide for transition planning. University of Washington Press, 1988.

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Montague, Marjorie. Job-related social skills: A curriculum for adolescents with special needs. Exceptional Innovations, 1991.

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inc, Peterson's Guides, ed. Caring for kids with special needs: Residential programs for children and adolescents. 2nd ed. Peterson's Guides, 1994.

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inc, Peterson's Guides, ed. Caring for kids with special needs: Residential programs for children and adolescents. Peterson's Guides, 1992.

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Book chapters on the topic "Adolescents with Special Needs"

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Mishina, Galina A., Boris G. Gharamyan, and Irina V. Sysoeva. "Anxiety Levels of Adolescents with Impairments at Dental Appointment." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_48.

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Alriksson-Schmidt, Ann I., and Judy K. Thibadeau. "Children and Adolescents with Mobility Limitations." In Handbook of Children with Special Health Care Needs. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2335-5_5.

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Oliver, Brandie, and Nick Abel. "Special Populations of Children and Adolescents Who Have Significant Needs." In Counseling Children and Adolescents. Routledge, 2017. http://dx.doi.org/10.4324/9781315466736-18.

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Oliver, Brandie, and Nick Abel. "Special Populations of Children and Adolescents Who Have Significant Needs." In Counseling Children and Adolescents, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781003411420-17.

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Fedoseeva, Anna M. "Features of Emotionally Volitional Self-Regulation in Adolescents with Developmental Delay." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_14.

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Dozortseva, Elena G., Dmitry S. Oshevsky, Kseniya V. Syrokvashina, and Valentina D. Badmaeva. "Social Integration of Adolescents as a Prevention of Auto- and Hetero-Aggressive Behavior." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_22.

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Lo, Herman Hay Ming. "Mindfulness-based interventions for children and adolescents with special educational needs." In Mindfulness for Child and Adolescent Well-Being. Routledge, 2024. http://dx.doi.org/10.4324/9781003314882-9.

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Jarrell, Jill Ann, Ellen Roy Elias, and Tammy I. Kang. "Palliative Care in Adolescents and Young Adults with Special Healthcare Needs." In Health Care Transition. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72868-1_33.

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Paperny, David Mark N. "Special Health Information Needs of Adolescent Care." In Health Informatics. Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-76446-7_5.

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Sieke, Erin H., and Ellen S. Rome. "Case of a Girl with Special Needs Seeking Menstrual Management." In Adolescent Gynecology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66978-6_24.

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Conference papers on the topic "Adolescents with Special Needs"

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Newman-Godfrey, Amanda. "Session 1: Special Education | Where Two Paths Merge: Considerations for Teaching Art to Adolescents with Autism Spectrum Disorder." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0011.

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Ukoha, Eziaku K. "Session 15: Curriculum, Research and Development | Writing: A Way of Righting the Poor Reading Habit of In-School Adolescents in Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0052.

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Teo, Jovial, and Wendy Yeo. "The Effects of Mindfulness on Adolescents With Special Needs’ Readiness for Learning." In The European Conference on Education 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-1162.2022.10.

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Grazia-Simone, Maria. "Children and Pre-Adolescents in Social Disadvantage and Marginality Conditions. Towards New Special Education Needs and Action Criteria." In I Congreso internacional en Interculturalidad, Inclusión y Equidad en Educación. Ediciones Universidad de Salamanca, 2023. http://dx.doi.org/10.14201/0aq0321183190.

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Vrasmas, Ecaterina, and Traian Vrasmas. "INTERNET RESOURCES FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-062.

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Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special educational needs (SEN) are one important group in this social and educational area. Main objectives: 1. Explore the internet resources in connection with the SEN and inclusion (criteria based), in order to identify the amplitude and the main meanings of the two concepts 2. Built lists of publications available on internet from major resources and making short reviews for some of these Methodology and process Based on the two key words (special educational needs and inclusion) hundreds of websites and blogs were explored, during the first phase. In the second phase some of them were selected – on a short list - according to the consistence to the key words: special educational needs and inclusion. This short list – including resources in English, French and Romanian language - was explored more in depths, following the indicators of: a) Terminology and meanings – for the two main terms b) Coverage (components) for special educational needs c) Linkage between the two terms In the third phase internet resources from UNESCO and European Agency for Development in Special Needs Education (EADSNE) was reviewed, in order to build - for each one - a short list of publica-tions and studies. Findings The main results are presented in synthesis. Objective 1 There is huge amount of web sites and blogs connected with SEN and inclusion. Of course this is more obvious from the internet sources in English. Due to the dynamics and complexity of internet communi-cation (direct and linked sources) is very difficult to make a quantitative estimation, but there are certainly thousands of links in the international arena. From a qualitative approach some major findings were: a) In the English sources from Europe SEN and SNE (Special Needs Education) are by far the most frequently used words. In the USA and Canada SEN is used interchangeably with ‘special needs’ and/or ‘spe-cial education’. In Europe SEN and SNE have a wide usage, particularly in the UK, Spain, Portugal but also at the level of the EADSNE (2 countries from EU as members). In the French sources there is less usage of SEN and SNE terms, but the term “besoignes educatif particuliere’ (particular educational needs) has emerged recently (EADSNE, 2009). In the Romanian sources there is a mixture of using SEN (a little bit of SNE) and also traditional terms as handicap, impairment, learning and language disorders etc. b) There is some variety in Europe, when scrutinizing the coverage (components) for SEN, but the tendency is to take the OECD definition from 2000 (IE: Hungary). Some countries have made recent changes in legislation in connection with SEN meaning and coverage (Scotland and Spain). There are similarities between the content of SEN in Europe and that of ‘special needs; or special education beneficiaries’ in USA. An interesting term in USA is “exceptional children’ (The Council of Exceptional Children), which refers both to children with disabilities and to gifted children. In Romania a pilot project was undertaken by RENINCO in 2007 – in cooperation with the Education Ministry - using the OECD definition of SEN. This definition is also present in a draft strategy for special needs education in the context of inclusion, posted on the Ministry website since April 2010. c) In all languages and geographical entities explored there is a clear and strong connection between SEN (or SNE) and inclusion. UNESCO and the European Agency for Development in Special Needs Education are two important leading organisations in this field, also emphasising a strong connection between SEN and inclusion. Objective 2 After reviewing various resources two of them where selected for a thorough inventory of relevant publications and other resources. UNESCO (www.unesco.org.) is offering, in particular, a lot of information on inclusive education, like for instance the following publications and eReports: - Open file on inclusive education, 2001 - Case studies on inclusive education, 2001 (comprising Romania too) - Guidelines for inclusion. Ensuring education for all, 2005 - Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006 - Policy guidelines on inclusion in education, 2009 EADSNE (www.european-agency.org) offers resources both on SEN and inclusion, like for exam-ple: - Development of a set of indicators – for inclusive education in Europe, 2009 - Inclusive Education and Classroom Practices, 2003 - Multicultural diversity and special needs education. Summary Report, 2009 - Special Needs Country Data, 2008 - Thematic Key words for Inclusive and Special Needs Education, 2009 The paper presents a short summary for each of these publications. Conclusions The internet resources for SEN and inclusion are very rich and diverse. The idea of Inclusive Education for pupils with Special Educational Needs is widely spread and emphasised on the internet. In spite of the diversity, there are some important common features and clear tendencies in terminology and in the definition of the two terms. The UNESCO work posted on internet – particularly on inclusion – and EADSNE – both on SEN (SNE) and inclusion – are very important and could be wider accessed and better valued in this context.
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Hoidrag, Traian. "Partnership between educational institution, family and community for the recovery of adolescents with addictive behaviors." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p235-242.

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Consumption of psychoactive substances and other addictive behaviors is a risk factor that can disrupt the good somatic, psychological, social and educational development of adolescents. The fact that many adolescents consume tobacco, alcohol, cannabis or other substances, and a significant number of them end up being diagnosed with substance use disorder and other associated disorders, requires multiple human, financial and material resources and special attention from specialists. involved in reducing the demand and supply of drugs. Addiction treatment is a complex issue, requiring a multidisciplinary approach and long-term co-optation of representatives of educational institutions, adolescents and members of local communities in which various prevention or medical, psychological or social assistance programs are carried out. Cooperation is very important for the efficient use of resources available to each party involved in the process of recovering those affected by addictive behaviors, raising awareness of the risks of continued substance use, reducing stigma, conducting interventions to meet the needs of beneficiaries, families them and the members of the community in which they live, the diversification of support services, the provision of continuous psychosocial support and the reintegration of adolescents into the family, social and educational environment.
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Pieńkowska, Hanna Magdalena. "Cele, zasady i metody diagnozowania środowiska szkolnego, rodzinnego oraz specjalnych potrzeb edukacyjnych uczniów." In DOKOR 2024. Medzinárodná interdisciplinárna doktorandská konferencia. VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku, 2024. http://dx.doi.org/10.54937/2024.9788056111024.300-305.

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The aim of the article is to present general standards, guidelines, and recommendations for diagnostic procedures in the assessment of children and adolescents with special developmental and educational needs. The purpose of diagnosing developmental and educational needs is to reveal positive psychological resources and sources of energy and motivation for learning. Therefore, it is necessary to seek methodological solutions that allow for a comprehensive and multidisciplinary approach to the existing developmental potential of each child and to determine the conditions for its activation, indicating possibilities for therapy, psychological support, improvement, compensation, correction, and social support, i.e., broadly understood support for education and integral personal development.
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Cowling, Isabel, Maryam Rashid, and Ciara Borrington. "1855 Obesity in young people with special educational needs – an audit of current practice." In Abstracts from the RCPCH and YPHSIG Adolescent Health conference: Re-coming of age. Re-calibrating and moving forward the global health agenda for young people. 9–10 November 2022, Birmingham. BMJ Publishing Group Ltd, 2022. http://dx.doi.org/10.1136/bmjpo-2022-rcpch.26.

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Utami, Muthia Nasya, and Duma Lumban Tobing. "A Study on the Self-Concept of Adolescent With Down Syndrome Siblings in Special Needs State School in Jakarta." In International Conference of Health Development. Covid-19 and the Role of Healthcare Workers in the Industrial Era (ICHD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.201125.063.

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Radovanović, Ivana, and Danijela Spasić. "The importance of the concept of situation prevention in schools for reducing the availability of betting and gambling facilities." In Urbana bezbednost i urbani razvoj, Zbornik radova sa trece naucne konferencije, Beograd, 01.07.2024. Univerzitet u Beogradu - Fakultet bezbednosti, Beograd
Univerzitet u Beogradu - Arhitektonski fakultet, Beograd, 2024. https://doi.org/10.5937/ubur24383r.

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The school environment represents an important environment in which a significant part of the process of prevention of various types of problematic behaviour of young people takes place. In their prevention, in addition to numerous programs aimed at the development of social and personal strengths and competencies of students, situational prevention programs occupy an important place. Although numerous preventive programs are implemented in schools, cooperation with other subjects of society in the process of prevention is extremely important. In addition to the family, the police, and the Centers for Social Work, the subjects of the local community have an important role, primarily those who belong to and cover the area of recreational activities and entertainment. The importance of that role and of cooperation with educational institutions stems from the results of numerous research that show that the easy availability of tobacco, alcohol and other PAS, as well as places and opportunities for betting and gambling, greatly increases the degree of practicing these activities in the adolescent population. The importance of the concept of situational prevention in reducing the availability of PAS and facilities for betting/gambling near schools is the focus of interest of the author of this paper. The paper will look at the possibilities of its application in the environment of educational institutions, as well as the current situation and needs in our environment. Also, the paper will give an overview of current research, with special emphasis on those related to the consequences of the easy availability of betting/gambling facilities to adolescents, their spatial arrangement in relation to educational institutions and the legal regulations in this area that prohibit minors access in those facilities, as well as their location near schools.
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Reports on the topic "Adolescents with Special Needs"

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Kovács, Karolina Eszter, Éva Zita Balogh, Buda Lovas, Péter Boris, and Beáta Erika Nagy. The role of animal-assisted programs in physical health improvement of children and adolescents with special education needs - a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.1.0090.

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El-Gibaly, Omaima, and Susan M. Lee. Too Young to Be a Mother: A Description of the Lives of Married Adolescent Girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy2004.1000.

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Improving the status and health of women is high on the agenda of the Ministry of Health and Population in Egypt. Investing in the lives of women who marry in their teens has long-term benefits for these girls and their children. Valid information is needed, however, to address these girls’ special needs. Adolescent health is currently one of the major concerns of the Ministry of Health and Population, as is delaying early marriage and addressing the reproductive and other health needs of married girls. The Ministry was a fieldwork partner with the Population Council, providing data collection from primary health care physicians throughout the country for the “Adolescent and Social Change” Survey (ASCE) in 1997. This monograph is an in-depth analysis of the ASCE survey data. It portrays the context in which married girls are living, describes their characteristics, marriages, and reproductive practices, and makes them visible for the first time, which is hoped will contribute to improving their situation.
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Amin, Sajeda. Urban adolescents needs assessment survey in Bangladesh. Population Council, 2015. http://dx.doi.org/10.31899/pgy9.1066.

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Quinlan, Frederick, and Clare Lally. Special educational needs and disabilities. Parliamentary Office of Science and Technology, 2025. https://doi.org/10.58248/hs122.

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Jejeebhoy, Shireen, and Rajib Acharya. Adolescents in Rajasthan 2012: Changing situation and needs. Population Council, 2014. http://dx.doi.org/10.31899/pgy10.1015.

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Keller, J. G., N. R. Soelberg, and G. F. Kessinger. Industry-identified combustion research needs: Special study. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/431125.

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Chang, Hyo Jung, and So Young Lee. Special Apparel Needs of Consumers with Visual Impairments. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-2.

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Crawford, Claire, Luke Sibieta, and Anna Vignoles. Special educational needs funding systems: role of incentives. The IFS, 2011. http://dx.doi.org/10.1920/re.ifs.2024.0928.

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Crawford, Claire, Luke Sibieta, and Anna Vignoles. Special Educational Needs funding systems: role of incentives. The IFS, 2012. http://dx.doi.org/10.1920/re.ifs.2024.0346.

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Graft, Auralice, Nicole Haberland, and Rachel E. Goldberg. Married adolescents: A review of programmes. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1006.

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Historically, major adolescent and reproductive health initiatives have failed to explicitly consider the needs of married adolescents. This paper provides insight into what is being done—or not being done—to support married adolescent girls and boys, how these populations’ needs are being conceptualized, and the extent to which social context is factored into program design. Some early work with adolescent mothers (married and unmarried) is considered. The degree to which selected adolescent programs have been able to reach married girls with their activities is briefly examined. A few basic parameters of potential interventions for married adolescents are presented, including an inventory of current projects, to examine how, when, and at whom efforts typically are directed. Finally, three in-depth examples of recent, ongoing programs for married adolescent girls are presented.
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