Relevant bibliographies by topics / Children with disabilities Teacher effectiveness

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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 'Children with disabilities Teacher effectiveness'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Children with disabilities Teacher effectiveness"

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You, Sukkyung, Eui Kim, and Kyulee Shin. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea." Sustainability 11, no. 5 (March 12, 2019): 1489. http://dx.doi.org/10.3390/su11051489.

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In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.
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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia." Sustainability 13, no. 6 (March 20, 2021): 3459. http://dx.doi.org/10.3390/su13063459.

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Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.
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Handayani, Trisni, Asep Supena, and Rasmita Rasmita. "The Effectiveness of Snakes and Ladders Media on Sex Education for Children With Intellectual Disabilities." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (June 7, 2020): 71–80. http://dx.doi.org/10.22236/jipd.v5i2.122.

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Cases of sexual harassment and sexual deviations from year to year are increasing. Many factors cause it, including technological sophistication and ease of access, the existence of a family that does not care and a less sensitive educational environment. Parties who are victims of sexual harassment are usually women, especially children who experience intellectual disabilities. Nearly half of them have experienced 10 times the harassment. This study aims to determine the effectiveness of snakes and ladders media in improving understanding of sex education and preventing acts of sexual abuse and abuse in children who experience intellectual disabilities. This research uses descriptive qualitative method. Research subjects were students who experienced intellectual disabilities at Bekasi Jaya Extraordinary Elementary School. Data analysis was carried out through three main stages, namely reduction, data presentation, drawing conclusions. Snakes and ladders media is a game that uses symbols and images reinforced by verbal communication delivered by the teacher. The results showed that the use of snakes and ladders media effectively helped students who experienced intellectual barriers in understanding the messages contained in sex education content.
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Favazza, Paddy C., Gary N. Siperstein, Susan A. Zeisel, Samuel L. Odom, John H. Sideris, and Andrew L. Moskowitz. "Young Athletes Program: Impact on Motor Development." Adapted Physical Activity Quarterly 30, no. 3 (July 2013): 235–53. http://dx.doi.org/10.1123/apaq.30.3.235.

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This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the YA program, are discussed.
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Forness, Steven R., and Kenneth A. Kavale. "Treating Social Skill Deficits in Children with Learning Disabilities: A Meta-Analysis of the Research." Learning Disability Quarterly 19, no. 1 (February 1996): 2–13. http://dx.doi.org/10.2307/1511048.

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Although social skills training or intervention for children with learning disabilities has been widely used in the past 15 years, little systematic synthesis of its effectiveness is available. The current study is a meta-analysis of 53 studies on social skills training completed during this period. The mean effect size (ES) obtained was only .211, with very few differences among teachers, peers, or children themselves who judged effectiveness of training. This relatively modest effect is discussed in relation to other special interventions for children with school learning or behavioral disorders and possible links between learning disabilities and social skills that might account for poor treatment outcome.
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Supriyadi, Supriyadi, and Dian Wiliyanto. "Prototype Expert System Application to Identify Specific Children Learning Disabilities in Inclusion Schools." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 117–27. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.09.

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This study aims to develop an expert system application for the identification of specific children learning disabilities in Inclusion School. The research method used is development research design (R & D) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. Application testing involving 40 teachers in inclusion schools to test expert system applications in identification. Validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of excellent. Expert system application development has several features, among others; home menu, analysis, and intervention to follow up learning services, learning media, and classroom embedding for specific children learning disabilities.
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Makarova, Lyudmila N., Inessa V. Smolyarchuk, and Svetlana N. Isaeva. "Pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities in inclusive education." Tambov University Review. Series: Humanities, no. 191 (2021): 130–36. http://dx.doi.org/10.20310/1810-0201-2021-26-191-130-136.

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We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimental study carried out on the basis of the “Kindergarten no. 5 “Zvonochek” of the city of Tambov are presented. 20 preschoolers with mental retardation took part in the expe-rimental work. The study of cognitive mental processes was carried out with the help of diagnostic methods: “Correction test”; “10 words”; “Elimination of extra”. The developed program of peda-gogical cooperation as a condition for the cognitive development of preschoolers with mental re-tardation in inclusive education includes two blocks: the first block – classes on “Familiarization with the outside world”; the second block – classes on “Development of elementary mathematical concepts” in the process of joint activities of children, a teacher-defectologist and educators in a preschool educational organization. The relationship between the identified blocks of the program is analyzed, the main factors for pedagogical cooperation are determined. A comparative analysis of the level of development of cognitive processes in preschoolers with mental retardation (expe-rimental and control groups) at the control stage is presented, proving the effectiveness of the tested program.
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Lestari, Dita, and Budi Andayani. "Program Pembelajaran Individual: Meningkatkan Keterampilan Mengancingkan Baju pada Anak Disabilitas Intelektual Sedang." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 1 (June 25, 2020): 27–40. http://dx.doi.org/10.14421/al-athfal.2020.61-03.

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This study aims to observe the effectiveness of Individual Learning Program on improving shirt-buttoning skills among children with moderate intellectual disabilities. This study hypothesizes that the students' ability to button their shirts improved after applying the Individual Learning Program approach to the chaining learning method. The participants of this study were four students with moderate intellectual disabilities ranging in age from 10-12 years. The four participants were selected based on interviews with the homeroom teacher and parents as well as observations that showed that participants had low skills in buttoning up their clothes. This research is a quasi-experimental study with a single subject research design in which data analysis uses descriptive statistical analysis consisting of two steps: (1) analysis in two conditions and (2) analysis between conditions. This study's data were analyzed using visual image data analysis techniques. The results showed that the Individual Learning Program with chaining learning strategies, both backward and forward, and the total task presentation could effectively improve buttoning skills in children with intellectual disabilities.
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Goodman, Joan F. "Early Intervention for Preschoolers with Developmental Delays: The Case for Increased Child Collaboration." Psychological Reports 75, no. 1 (August 1994): 479–96. http://dx.doi.org/10.2466/pr0.1994.75.1.479.

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In this article are analyzed the four following premises that explain why early intervention programs for preschool children with mental retardation (and other disabilities) have tended to adopt a teacher-directed “cultural transmission” or remedial model of education, whereas preschool programs for children without disabilities have generally preferred a more child-directed “developmental” model. (1) The purpose of early intervention is to accelerate and remediate, rather than support, cognitive growth. (2) Learning and accountability are maximized by specific instructional objectives written into educational plans rather than by encouraging children's own constructivist efforts. (3) Children with retardation are defective, not just slow but otherwise normal and so require extensive adult direction. (4) Research findings are favorable rather than ambiguous towards demonstrating the effectiveness of existing instructional methods. The four premises are reviewed and critiqued. It is concluded that there is sufficient doubt about the cultural transmission remedial model to justify further expansion of the developmental approach in early intervention programs, at least for some children in some areas. Changes in attitudes and practices that such an expansion would entail are discussed.
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Alajmi, Dr Moudi Abdullah Amer. "The Impact of Using Mindfulness-Based Stress Reduction (MBSR)intervention for Reducing Teacher Burnout and Enhancing Self-efficacy of teachers of Autism Syndrome Disorder (ASD)." Psychology and Education Journal 58, no. 2 (February 1, 2021): 3848–59. http://dx.doi.org/10.17762/pae.v58i2.2650.

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The current study aimed to explore the effectiveness of using Mindfulness-Based Stress Reduction (MBSR) intervention on reducing teacher burnout of teachers of Autism Syndrome Disorder (ASD).It is also aimed to investigate the impact of decreased teachers' burnout on enhancing the self-efficacy of those teachers. To achieve such goal, Mindfulness-Based Stress Reduction (MBSR) intervention and Oldenburg teacher burnout inventory, and Self-efficacy Scale. The sample of the study consists of 32 teachers who teach autistic children in the Autistic Behavior School (ABS) in Jahraa district, in the State of Kuwait. They were divided into two groups; the experimental group including 15 ASD teachers and the control group that includes 17 teachers. Both quantitative and qualitative designs were used; the quasi-experimental research design has been adopted in this study to assess the improvement achieved by the experimental group compared with the control group as a result of using the MBSR intervention program. Also, semi-structured interviews have been held with certain teachers with a high level of burnout. Results of the study revealed statistically significant differences in the mean scores of experimental and control groups in favor of the experimental group. MBSR intervention was effective in alleviating teachers' burnout and enhancing their self-efficacy. Based on the study results, it is recommended that mindfulness strategies should be used to alleviate anxiety, depression, stress, and even burnout teachers experience due to their job especially those teaching children with disabilities and autism.
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Dissertations / Theses on the topic "Children with disabilities Teacher effectiveness"

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Scott, Catherine M. "Perceived general education teacher efficacy and students with high incidence disabilities /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7676.

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Tony, Mary Pushpy. "The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169.

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According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of these children are educated in general education classrooms. An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. This systematic review focused on teacher perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for this study. The information drawn from the articles showed that teachers are receptive to assistive technology in their classrooms. They perceived assistive technology as an important supportive device for improving the vital skills of reading and writing comprehension. However, it is clear from their perspectives that the teachers needed more support than they were able to access in order to feel comfortable to implement and use assistive technology in the classroom. Therefore the need for professional development and training and the integration of appropriate technical devices are vital to enhance the development of children with SLD. Future research will be focus on how pre-service teachers are being prepared for AT use as a part of their pre-service training program and professional development.
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Woodcock, Stuart. "Diagnosing potential preservice teachers' understanding and expectations of students with learning disabilities /." Access electronically, 2008. http://ro.uow.edu.au/theses/127.

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DeMeurers, Patricia King. "Transitions from early childhood special education to kindergarten : a study of three transition plans and their effectiveness as reported by families and kindergarten teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987229.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-183). Also available for download via the World Wide Web; free to University of Oregon users.
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Thompson, Nancy Sharlett. "Teacher training and the implementation of reading instruction for students with mild to moderate mental retardation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2308.

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Bonneau, Lynda. "School experiences of foster children as seen through the eyes of teachers : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/8378.

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Ali, Emad Mohammed. "The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195459.

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The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers & Rehfeldt, 2003), there are limited studies examining the effectiveness of PECS to teach requesting skills for children with multiple disabilities including visual impairment (Lund & Troha, 2008).This study explored the effectiveness of combining tangible symbols and other adaptations with PECS to teach requesting skills to students with multiple disabilities. Specifically, the participants were four students with multiple disabilities including visual impairment who also had many challenges in communication skills. The research design was the multiple probe design across subjects, a variation of a multiple baseline design. A notable benefit to this design is that there was no need to collect continuous recordings of baseline measures, because a strong a priori assumption of stability and the possibility of causing strong participant reactions existed before introducing the intervention. Instead, the researcher made periodic recordings of baseline levels to insure no significant changes have occurred before introducing the intervention.The study included four parts: (a) the assessment of reinforcers, (b) baseline, (c) the implementation of the intervention, which was teaching the three PECS phases and conducting generalization sessions, and (d) the maintenance condition. Three important research questions were posed:1. Can students with multiple disabilities including visual impairment learn to make requests for preferred items using adapted PECS materials and procedures?2. Can students with multiple disabilities including visual impairment generalize requesting skills for preferred items using adapted PECS from training rooms to classrooms?3. Can students with multiple disabilities including visual impairment maintain requesting skills after training?The results indicated that all four participants learned requesting skills using adapted PECS, generalized the newly acquired skills to their classrooms, and maintained the requesting skills after training. Results of this study provided preliminary evidence that PECS with adaptations could be used effectively to teach requesting skills for students with multiple disabilities including visual impairment.
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Yu, Shing-ip Francis, and 余成業. "Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicappedchildren." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960601.

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Daveta, Mereoni Laveti. "Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes." The University of Waikato, 2009. http://hdl.handle.net/10289/2769.

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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.
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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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Books on the topic "Children with disabilities Teacher effectiveness"

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Karaseva, Tat'yana, Svetlana Tolstova, Sergey Tolstov, and Svetlana Vorob'eva. Methods of hygienic education of children with intellectual disabilities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1042675.

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The textbook contains theoretical aspects of hygiene education for children with intellectual disabilities, a program of hygiene education, as well as a methodology for evaluating its effectiveness. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of pedagogical and psychological areas of training of teachers, doctors, specialists of special educational institutions, boarding schools for children with intellectual disabilities, parents raising children with disabilities.
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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A practical guide for educating students with special needs. 2nd ed. Upper Saddle River, N.J: Merrill, 1998.

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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A practical guide for educating students with special needs. 4th ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A practical guide for educating students with special needs. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2002.

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J, O'Shea Lawrence, and O'Shea Dorothy J, eds. Student teacher to master teacher: A handbook for preservice and beginning teachers of students with mild and moderate handicaps. New York: Macmillan Pub. Co., 1991.

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What every teacher should know about special learners. Thousand Oaks, Calif: Corwin Press, 2004.

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Good morning, children: My first years as a pre-K teacher. Beltsville, MD: Gryphon House, 2009.

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1938-, Giuliani George A., ed. What every teacher should know about students with special needs: Promoting success in the classroom. Champaign, Ill: Research Press, 2001.

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Breitenbach, Marlene. Basic skills checklists: Teacher-friendly assessment for students with autism or special needs. Arlington, Tex: Future Horizons, 2008.

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The construction of disability in our schools: Teacher and parent perspectives on the experience of labelled students. Rotterdam: Sense Publishers, 2008.

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Book chapters on the topic "Children with disabilities Teacher effectiveness"

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Hodkinson, Dr Alan. "Pre-service teacher training and special educational needs in England, 1978–2018." In Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life, 36–41. Abingdon, Oxon; New York, NY: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429436499-6.

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Peake, Lynda. "Devising Motor Programmes for Children with Physical Disabilities." In Teacher Research and Special Education Needs, 85–104. Routledge, 2018. http://dx.doi.org/10.4324/9780429504198-5.

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Berk, Laura E. "Helping Children with Deficits and Disabilities." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0009.

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The movie Mr. Holland’s Opus, in its main plot and its subplot, is a thoroughly Vygotskian story. It chronicles a high-school music teacher’s metamorphosis from a detached instructor, cynical about his students’ interests and motivations, into an inspiring mentor for hundreds of young music appreciators and instrumentalists. Unable to make a living at his first love, composing, Mr. Holland turned to the professional safety net he had earned in college: his teaching credential. Reluctantly in the classroom, he drilled his students on textbook facts and conducted the school orchestra in a flat, lifeless fashion. Without a meeting of minds and a jointly constructed “zone,” teacher and students disengaged, growing further and further apart. Painfully aware of failing to “reach” his classes, Mr. Holland set aside assigned texts and musical scores one day and tried to “connect” with his students. “What kind of music do you like?” he asked. Noticing their shocked and confused expressions, he added sympathetically, “Don’t be afraid.” “Rock ‘n’ roll!” was the nearly uniform answer. Next, Mr. Holland began to build a tie between students’ current understandings and where he wanted to lead them. “What’s this?” he asked as he played a lively rock tune on the piano. The classroom came alive. For the first time, students smiled and looked alert. “‘Lovers Concerto’!” they chorused. Then Mr. Holland asked whether anyone liked the music of Johann Sebastian Bach. In the face of blank stares, he countered, “Sure you do,” as he demonstrated how “Lovers Concerto” is a variation on Bach’s “Minuet in G.” The “zone” under way, teacher and students began to extend it. “Hands were up in the air, they were answering questions. It was so much fun!” Mr. Holland reported enthusiastically to his wife that evening, in a reversal of his usual pessimistic recap of the school day. Mr. Holland discovered that teaching requires both “heart” and learning goals tailored to children’s interests, knowledge, and skills. Each is essential for building a relationship that engages the learner. Yet Mr. Holland could not transfer these basic realizations to the rearing of his own child, Col, born with a profound hearing loss.
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Kayama, Misa, Wendy L. Haight, May-Lee Ku, Minhae Cho, and Hee Yun Lee. "The Voices of Children." In Disability, Stigma, and Children's Developing Selves, 91–106. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844868.003.0005.

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Interlude 1 highlights the voices of children as they grapple with the issue of disability in middle childhood. As part of her ethnographic work in a Japanese elementary school, Dr. Kayama, who uses a wheelchair, worked as a teaching assistant for children with disabilities. She was invited to discuss disabilities as a guest teacher in grades 1 to 6. Educators viewed Dr. Kayama’s experiences as important opportunities for children to learn about disabilities and social justice from “real life.” This interlude presents children’s responses to Dr. Kayama’s narratives here as a glimpse of a child’s-eye view of disability and stigmatization. It also discusses how Dr. Kayama developed trusting relationships with adults and engaged children in discussions of disability, a highly sensitive topic in Japan.
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"Including children with disabilities in regular classes: Current climate and future direction in Malaysia." In Future Directions for Inclusive Teacher Education, 37–46. Routledge, 2012. http://dx.doi.org/10.4324/9780203113585-12.

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Fedeli, Laura, and Valentina Pennazio. "An Exploratory Study on Teacher Training." In Advances in Educational Marketing, Administration, and Leadership, 58–81. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch005.

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Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.
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Tsun, Mark Tee Kit, Lau Bee Theng, Hudyjaya Siswoyo Jo, and Patrick Then Hang Hui. "Robotics for Assisting Children with Physical and Cognitive Disabilities." In Assistive Technologies for Physical and Cognitive Disabilities, 78–120. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7373-1.ch005.

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This chapter summarizes the findings of a study on robotics research and application for assisting children with disabilities between the years 2009 and 2013. The said disabilities include impairment of motor skills, locomotion, and social interaction that is commonly attributed to children suffering from Autistic Spectrum Disorders (ASD) and Cerebral Palsy (CP). As opposed to assistive technologies for disabilities that largely account for restoration of physical capabilities, disabled children also require dedicated rehabilitation for social interaction and mental health. As such, the breadth of this study covers existing efforts in rehabilitation of both physical and socio-psychological domains, which involve Human-Robot Interaction. Overviewed topics include assisted locomotion training, passive stretching and active movement rehabilitation, upper-extremity motor function, social interactivity, therapist-mediators, active play encouragement, as well as several life-long assistive robotics in current use. This chapter concludes by drawing attention to ethical and adoption issues that may obstruct the field's effectiveness.
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Movahedazarhouligh, Sara. "Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early Childhood Leaders." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96511.

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In the educational lexicon, inclusion is not a term, rather a philosophy that values and advocates for every child’s right to quality education and learning to develop their skills and realize their full potentials. Research over the past 40 years has demonstrated that inclusive education is associated with improved outcomes for children and students with disabilities. In early childhood (EC) education, inclusive education is in the best interest of all young children to improve their sense of belonging and membership, positive social relationships and friendships, and learning goals. As more EC programs, schools, and educational settings move toward including children with disabilities in general education settings, a need exists to better prepare EC professionals, most importantly EC leaders as gatekeepers of quality to better enhance and facilitate inclusive instructional opportunities for children with disabilities. This chapter focuses on EC leaders’ role in developing, adopting, and supporting inclusive education with recommendations to implement and sustain quality inclusive education practices in EC programs and settings.
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Lin, Pei-Ying. "Informing School Rehabilitation Professionals." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 1875–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch099.

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The importance of appropriate use of test accommodations has drawn researchers to look closely for empirical evidence that supports the appropriateness and effectiveness of current accommodation practices over the last three decades. To inform teacher candidates enrolled in special education courses as well as school rehabilitation professionals who may or may not be new to the field, this chapter synthesizes research findings on the effectiveness of major accommodation categories and discusses how to make valid decisions for students with diverse special learning needs.
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Mizuuchi, Toyokazu, Tomohito Yamazaki, and Masayoshi Tsuge. "Humanoid Robot-Mediated Communication Teaching for Children With ASD." In Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, 275–93. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7053-1.ch014.

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In special education, the use of tablet devices and personal computers has been practiced. The ease of access to ICT hardware and software for children with disabilities and their families is welcome in terms of increased learning opportunities and leisure options for children with developmental disabilities. In this chapter, the examples of children with ASD who have improved their communication skills through the use of some ICTs are presented. An ASD child who was overly afraid of talking to people and overly avoided failing in public were taught communication through programming into a humanoid robot. As a result, they used the robot as a step and eventually collaborated with friends to program a dance and presented the dance with the robot and classmate at a school festival. Finally, the effectiveness and challenges for the future use of ICT in teaching communication with ASD children were described.
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Conference papers on the topic "Children with disabilities Teacher effectiveness"

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Maltseva, Polina Y. "Subject-spatial environment as a means of cognitive development of preschool children with disabilities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-153-156.

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The author of the article describes the practical experience of using the subject-spatial environment as a means of cognitive development of preschool children with disabilities. In the course of interaction between the teacher-defectologist and children in the framework ofproject activities, the author speaks about the effectiveness of the presented work.
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Slusareva, Elena, and Maria Plugina. "Psychological Characteristics of Inclusive Educational Environments." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-45.

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Inclusive education practices are now widespread in the Russian Federation and are aimed at ensuring the rights of everyone to education. One of the conditions for the effectiveness of inclusive education is the creation of an inclusive educational environment that ensures the personal and professional development of all the subjects of educational relations. Based on this, this article aims to provide a theoretical foundation and empirical investigation into the psychological characteristics of an inclusive educational environment. The following research methods were used to implement the goal: theoretical (systematic analysis of scientific and methodological literature on the research problem); empirical (experiment, interview method, method of expert evaluation); methods of primary mathematical statistics. The article covers the conception of the inclusive educational environment, thoroughly describing its constituents. The psychological characteristics of an inclusive educational environment based on the concept of psychological safety of the educational environment: attitude (positive, neutral, negative), satisfaction with interaction with the environment and subjects of educational relations, psychological safety (protection from psychological violence in the educational environment). For the empirical study of the psychological characteristics of an inclusive educational environment, an expert approach was used. The experts were the subjects of educational relations: teachers and parents, bringing up children with disabilities (sample size - 110 persons). Theoretically justified and empirically identified psychological and pedagogical conditions that ensure psychological comfort in an inclusive educational environment: the tolerance of subjects of educational relations, the professional and personal preparedness of teachers to positive interaction, parents’ readiness to build an educational route for a child with disabilities.
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Kirillova, Ekaterina Aleksandrovna. "Organizational And Pedagogical Conditions For Teaching Children With Disabilities In Comprehensive Environment." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.48.

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Bashinova, Svetlana N. "The Influence Of Music Therapy On Children With Disabilities In Educational Organizations." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.115.

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Redko, Maria V., Natalia I. Semyonova, and Raisa P. Ivanova. "Influence of Art Pedagogics on Adolescents with Deviant Behavior and Children with Disabilities." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2057.

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Golovchits, Lyudmila A., and Zoya A. Solovieva. "The Attitude of the Educational Process Participants to Inclusive Education for Children with Disabilities." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0725.

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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.
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Чистякова, Наталья Викторовна, and Вероника Вячеславовна Сидельникова. "PSYCHOCORRECTIONAL ASSISTANCE TO THE PARENTS OF CHILDREN WITH DISABILITIES." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.57.34.021.

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Адаптивный характер системы детско-родительских отношений в структуре семей с детьми-инвалидами зависит от уровня психологической готовности родителей к социальной реадаптации. Специфика организации психокоррекционной помощи определяется эффективностью системы взаимодействия «ребенок - родитель - специалист» с целью достижения социальной интеграции путем актуализации ресурсного потенциала семьи. The adaptive nature of parent-child relationships in the structure of children with disabilities families depends on the level of parents’ psychological readiness to a social readaptation. Organization specifics of the psycho-correctional assistance is determined by the effectiveness of “child-parent-specialist” interaction system to achieve a social integration by updating family’s resource potential.
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Gasanova, L. N., L. M. Pihtovnikova, N. V. Frolova, and S. M. Jonushyavichene. "Ensuring accessibility and effectiveness of education for children with disabilities in preschool educational institutions." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-06.

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Kuvshinova, Irina Aleksandrovna, and Iuliia Andreevna Baranova. "Features of Interaction of a Teacher-Defectologist with Parents of a Child with Disabilities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96871.

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The article is devoted to the relevant problem of integration of children with disabilities in society and the problem of interaction of the teacher-defectologist with the child's parents in the process of correctional and developmental work. The authors consider the functions of the defectologist and the features of pedagogical activity, emphasize the need to implement equal rights of children and the need to create special learning conditions for students with special educational needs. The article reveals the need for social and educational integration of children with disabilities.
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Reports on the topic "Children with disabilities Teacher effectiveness"

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Millington, Kerry A. Protecting and Promoting Systems for Essential Health Services During Rollout of COVID-19 Tools. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.084.

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The COVID-19 pandemic has had a tremendous negative impact on economies of most countries around the world. COVID-19 has disrupted the ability of health systems to deliver on essential health services and has also exposed pre-existing vulnerabilities and inequities in public health systems. According to a key informant survey conducted by WHO, over one year into the COVID-19 pandemic, there still exist substantial disruptions to essential health services. This rapid review examines evidence on successful interventions that could enable adaptive approaches to help manage and respond future pandemics and mitigate the risk of collapse of the public health systems. Countries must use the opportunity provided by the deployment of COVID-19 vaccines to strengthen health services and health systems and find long-lasting solutions for similar future challenges. The review notes that there still exist gaps in preparedness and response to the Covid-19 pandemic. New variants of concern threaten the effectiveness of existing COVID-19 vaccines, vaccine hesitancy slowing rollout, including in Africa, and interrupted and limited supply of COVID-19 tools. More funding is required though to scale up adaptive measures which are working, accelerating new approaches and innovations to improve service delivery. This review also highlights briefly the plight of marginalised social groups, people living with disabilities, women and children during the pandemic. According to estimates by Global Fund, Gavi, Global Financing Facility, access to life-saving health interventions for women, children and adolescents in 36 of the world’s poorest countries has dropped by as much as 25% due to COVID-19. Countries must build on the momentum of health innovations during the COVID-19 crisis to build more resilient health systems that can withstand disruptions by future pandemics.
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