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Journal articles on the topic 'Children with special needs education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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Nurmukhamedova, Laylo Sh. "LABOR EDUCATION OF CHILDREN WITH SPECIAL EDUCATION NEEDS." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 42–46. http://dx.doi.org/10.37547/tajssei/volume06issue06-08.

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A number of laws and decisions of our state have included the measures related to the full education of children with special needs, the support of the society, their integration into the society along with the healthy ones, and adaptation in social life.

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O’ktamovna, Abdullayeva Nargiza. "SPECIAL EDUCATIONAL NEEDS CHILDREN WITH HEARING IMPAIRMENTS." American Journal of Social Science and Education Innovations 04, no. 09 (2022): 23–26. http://dx.doi.org/10.37547/tajssei/volume04issue09-04.

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A child with a hearing impairment is a child who, along with the educational needs common to all children, has special educational needs that can only be met through special education. Such training requires a special organization of space and time to achieve those educational goals that, under the conditions of the norm, are achieved by traditional methods.

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4

Buzzelli, Cary A., and Nancy File. "The special needs of teachers of special needs children." Day Care & Early Education 16, no. 4 (1989): 9–13. http://dx.doi.org/10.1007/bf01619371.

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Siahaan, Mander Kristian. "Education For Children With Special Needs." Explora 8, no. 2 (2022): 14–27. http://dx.doi.org/10.51622/explora.v8i2.642.

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Children have the right to experience an educational system. Education is a fundamental right for children, whether the child is healthy or has a health problem. When the medical problem of the child impairs him to learn in a normal school, it is necessary to find alternative forms of study. The fundamental children’s right for education is offered to children with special needs by special schools.This article aims to explain the importance of inclusive education for children with special needs. This statement is based on the fact that children with special needs do not receive proper educatio

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Kristian, Mander. "Education For Children With Special Needs." Explora 10, no. 1 (2024): 14–27. http://dx.doi.org/10.51622/explora.v10i1.2469.

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Children have the right to experience an educational system. Education is a fundamental right for children, whether the child is healthy or has a health problem. When the medical problem of the child impairs him to learn in a normal school, it is necessary to find alternative forms of study. The fundamental children’s right for education is offered to children with special needs by special schools.This article aims to explain the importance of inclusive education for children with special needs. This statement is based on the fact that children with special needs do not receive proper educatio

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Lito D. Mallillin, Leovigildo. "SPECIAL NEEDS CHILDREN." Isagoge - Journal of Humanities and Social Sciences 1, no. 1 (2021): 97–119. http://dx.doi.org/10.59079/isagoge.v1i1.12.

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The study aims to know the profile of the respondents in terms of age, gender, educational attainment, and monthly family average income of parents and to identify how the support is extended by the parents on their special need children toward their studies along the area of becoming a strong advocate, getting acquainted with school regulation, learning to access additional services, developing relationship with children module tutors, and future of special need children. The descriptive quantitative research design is employed in the study. The subjects of the study are the parents of the sp

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8

Sit, E. C. L. "ASTRONOMY FOR SPECIAL EDUCATION NEEDS." Revista Mexicana de Astronomía y Astrofísica Serie de Conferencias 54 (August 1, 2022): 104–6. http://dx.doi.org/10.22201/ia.14052059p.2022.54.23.

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Astronomy education is a unique field of study with an interdisciplinary exploration of natural science and science communication process, which may be able to provide Diversity Learning through Multiple Intelligence. It could potentially support and provide learning incentives for children with special education needs (SEN), including attention deficit (ADHD), autism spectrum disorder (ASD), and developmental dyslexia. Recently, the IAU National Astronomy Education Coordinator Team (Hong Kong), are conducting action research and observation, exploring different angles of Astronomy by organizi

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Gavrilyushkina, O. P., and M. A. Egorova. "Primary School Children with Special Education Needs." Psychological-Educational Studies 8, no. 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.

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The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulat

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Shruti, Kirti Rastogi. "DIGITAL EDUCATION: A GATEWAY FOR INCLUSIVE PRIMARY EDUCATION." International Journal of Education &Applied Sciences Research 3, no. 3 (2016): 06–13. https://doi.org/10.5281/zenodo.10699595.

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<strong>Abstract</strong> <em>The digital education is one of the most potentially emerging routes for learning especially for the children with special needs. By using digital technology one can improve the learning at all levels, and for people of all backgrounds. Digital education is the educational resources for the differently able students. The current paper will review the development of education provision for children with special educational needs in India and the factors which have influenced current policy drive to Inclusive education supported by assistive technologies. Digital Ed

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11

Clark, M. M. "EARLY EDUCATION AND CHILDREN WITH SPECIAL NEEDS." Journal of Child Psychology and Psychiatry 28, no. 3 (1987): 417–25. http://dx.doi.org/10.1111/j.1469-7610.1987.tb01763.x.

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12

Osabutey, Emmanuel Kwaku, and Ba-Etilayoo Atinga. "Dermatoglyphic Patterns of Children with Special Educational Needs." International Journal of Anatomy and Research 9, no. 2.2 (2021): 7976–83. http://dx.doi.org/10.16965/ijar.2021.118.

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Background: The present study aimed at finding the finger and palmar dermatoglyphic patterns of students in special school and to discover whether significant dermatoglyphic features exist in students in special school. Materials and methods: Finger and palm prints were taken from 100 students from Garden City Special School which served as the study group and 100 students from “In Him is Life School” which served as the control group. Analysis of quantitative and qualitative traits of dermatoglyphs (Total Finger Ridge Count, atd angle, pattern type, symmetry of palmprint and type of PIC) were

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Rabinowicz, Jack. "Children, Special Needs and the Courts." British Journal of Special Education 19, no. 4 (2007): 131–33. http://dx.doi.org/10.1111/j.1467-8578.1992.tb01384.x.

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14

Poh, Lee Swee, Mohd Mahzan Awang, and Shahlan Surat. "COMMUNITY PERSPECTIVES ON SPECIAL NEEDS CHILDREN." Journal of Sustainable Development Education and Research 1, no. 1 (2017): 61. http://dx.doi.org/10.17509/jsder.v1i1.6245.

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This paper discusses about the perspectives of the local community, family, school and peers on special needs children (or disabled children) schooling under the Special Education Integrated Programme in Bintulu District Education Office, Sarawak, Malaysia. This discussion is done based on the resources of past research conducted in Malaysia as well as overseas such as in the United States, Britain, Italy, and India. Labeling theory and theories of perception are reviewed engaging the social conflicts. Totally 88 respondents from Chinese community had been taken to answer the questionnaire. In

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15

Rogahang, Steven S. N. "Character Education Strategies for Children with Special Needs." Sustainable Jurnal Kajian Mutu Pendidikan 7, no. 1 (2024): 47–52. http://dx.doi.org/10.32923/kjmp.v7i1.4483.

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Character education aims to teach children to develop good behaviour patterns and character traits from an early age so that these positive traits become an inherent and rooted part of them. Children with special needs have abnormalities or differences in physical, mental, and social compared to normal children. The type of research used is literature or literature studies, where researchers rely on various literature sources to obtain research data and use a qualitative approach because the data produced is in the form of words or descriptions. Strategies that can be used to recognize the cha

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Czapanskiy, Karen. "Special Kids, Special Parents, Special Education." University of Michigan Journal of Law Reform, no. 47.3 (2014): 733. http://dx.doi.org/10.36646/mjlr.47.3.special.

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Many parents are raising children whose mental, physical, cognitive, emotional, or developmental issues diminish their capacity to be educated in the same ways as other children. Over six million of these children receive special education services under mandates of the Individuals with Disabilities Education Act, called the IDEA. Once largely excluded from public education, these children are now entitled to a “free appropriate public education,” or FAPE. This Article argues that the promise of the IDEA cannot be realized unless more attention is paid to the child’s parents. Under the IDEA, a

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Aslonova, Yulduzkhon Bakhriddin qizi Sherqo'ziyeva Sevinch Rustam qizi Abdumalikova Sevinch Jasurbek qizi Abduraxmanova Zilola Yoqubjon qizi. "TEACHING ENGLISH TO CHILDREN WITH SPECIAL NEEDS." THEORETICAL ASPECTS IN THE FORMATION OF PEDAGOGICAL SCIENCES 2, no. 10 (2023): 53–57. https://doi.org/10.5281/zenodo.7878719.

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The goal of this study is to determine the most appropriate methods and techniques used for Teaching English to children with special educational needs and to determine if they should take the courses in foreign languages in mainstream education or with a supporting teacher. The study is based on a questionnaire applied to teachers of English and on questionnaires answered by children with special educational needs and children without learning difficulties.he findings conclude that teachers are able to teach regular children simultaneously with mainstream children, though these are reluctant

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18

Beveridge, Sally, and Sue Pearson. "EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)." Child Psychology and Psychiatry Review 5, no. 3 (2000): 139–41. http://dx.doi.org/10.1017/s1360641700262321.

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The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

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ODUSINA, Florence Abosede (RN RM B.NSc. M.Sc in view), and NDIKOM Chizoma (RN Ph.D FWACN) Dr. "Children with Special Needs, Ways to Care for Them." International Journal of Medicine, Nursing & Health Sciences (IJMNHS) ® 4, no. 6 (2023): 1–13. https://doi.org/10.5281/zenodo.10373170.

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<strong>Abstract: </strong>This position paper explores the complex domain of providing care for children with special needs, arguing for comprehensive strategies that prioritise their overall well-being. This study highlights the significance of inclusive education, early intervention, medical and therapeutic assistance, adaptive technology, and legal safeguards in addressing the many difficulties and possibilities present in this particular context. The importance of family engagement and the contribution of communities in promoting comprehension and inclusivity are emphasised. The arti

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20

Rejeki, Dewi Sri, Mahardika Supratiwi, Herry Widyastono, Gunarhadi Gunarhadi, Hermawan Hermawan, and Joko Yuwono. "Individual Independence of Children with Special Needs in Inclusive Education (Teacher And Students With Special Needs)." Multicultural and Diversity 1, no. 1 (2022): 17–24. http://dx.doi.org/10.57142/md.v1i1.14.

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The aims of this study are: a) to find out teachers' understanding of inclusive education, b) to describe the individual independence of children with special needs in inclusive schools. This research was conducted in an inclusive junior high school in Surakarta, with the subjects of teachers and children with special needs in inclusive schools. The data collection method used closed and open questionnaires and interviews with children with special needs. The data analysis technique used descriptive quantitative and qualitative descriptive. The results showed that: a) 48% of children with spec

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21

Trisno, Nicholas Billy, Carlson Putra Setiawan, and Felix Fernando Keane. "PENGEMBANGAN PELAYANAN PENDIDIKAN DAN PEMENUHAN HAK PENDIDIKAN TERHADAP ANAK BERKEBUTUHAN KHUSUS." Jurnal Magister Hukum ARGUMENTUM 7, no. 2 (2022): 89–93. http://dx.doi.org/10.24123/argu.v7i2.4926.

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Based on data from the Central Statistics Agency (BPS) in 2017, there were 1.6 million children with special needs in Indonesia. From 1.6 million children with special needs, the Ministry of Education and Culture (Kemendikbud) estimates that there are seventy percent or more than one million children with special needs who have not received proper education in accordance with their rights. Meanwhile, only eighteen percent from thirty percent of children with special needs have received special education for children with special needs. Article 31 of the 1945 Constitution of the Republic of Ind

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22

Mann, K. G. "Identifying and assessing children with special needs." Support for Learning 3, no. 3 (1988): 176–81. http://dx.doi.org/10.1111/j.1467-9604.1988.tb00093.x.

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23

EVANS, CATHRYN, JIM DOCKING, and ROY EVANS. "Improving support for children with special needs." Support for Learning 11, no. 3 (1996): 99–104. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00239.x.

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24

Kaniel, Shlomo, and Reuven Feuerstein. "Special Needs of Children with Learning Difficulties." Oxford Review of Education 15, no. 2 (1989): 165–79. http://dx.doi.org/10.1080/0305498890150205.

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25

Elkind, David. "Children with Special Needs: A Postmodern Perspective." Journal of Education 180, no. 2 (1998): 1–16. http://dx.doi.org/10.1177/002205749818000202.

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This article describes and analyzes changing concepts of childhood and of special needs education in what the author sees as two distinct eras: the modern, from the seventeenth century through the Second World War, and the postmodern, beginning in the middle of the twentieth century. Tracing and evaluating theories, views, and discoveries of a host of scientists and philosophers from Hobbes to Freud to Erikson, David Elkind defines the postmodern era as the time when childhood was reinvented, and submits that this reinvention included children with physical special needs. The philosophical/sci

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26

Bailey, Donald B. "Early schooling for children with special needs." Theory Into Practice 28, no. 1 (1989): 64–68. http://dx.doi.org/10.1080/00405848909543381.

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27

Hare, Betty. "Young Children with Special Needs." Topics in Early Childhood Special Education 7, no. 4 (1988): 102–4. http://dx.doi.org/10.1177/027112148800700410.

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Davidova, Teodora, Daniela Tasseva, and Katya Lazarova-Nikolova. "Physical education of children with special educational needs." Varna Medical Forum 5 (October 31, 2016): 362. http://dx.doi.org/10.14748/vmf.v5i0.2894.

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Waldes Hasugian, Johanes, Suardin Gaurifa, Sipora Blandina Warella, Jusuf Haries Kelelufna, and Josefien Waas. "Education for children with special needs in Indonesia." Journal of Physics: Conference Series 1175 (March 2019): 012172. http://dx.doi.org/10.1088/1742-6596/1175/1/012172.

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Clark, Edith Marie, and Jack W. Farley. "Sex Education for Young Children With Special Needs." Preventing School Failure: Alternative Education for Children and Youth 34, no. 2 (1990): 21–22. http://dx.doi.org/10.1080/1045988x.1990.9944555.

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Prof., (Dr.) Aruna Anchal, and Dr.Sunita. "Using ICT in Education of Special Needs Children." 'Journal of Research & Development' 15, no. 14 (2023): 12–15. https://doi.org/10.5281/zenodo.8241192.

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          Digital technologies have become a regular part of lives of special needs children. They can primarily come across them in their families, but they can also play an important role in education. To integrate a computer successfully into special needs education requires suitable engagement of pedagogues who are computer literate and who then become familiar with suitable educational programs and change their existing methods of work. Millions of students across the country cannot benefit fully from a traditional educational program because t

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Thembinkosi, Tshabalala. "Effectiveness of Inclusive Education Provision (Integrated Units) in all Schools in Zimbabwe Schools." Greener Journal of Educational Research 3, no. 9 (2013): 424–31. https://doi.org/10.15580/gjer.2013.9.070313701.

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Inclusive education is teaching all children in schools including those with special needs. In Zimbabwe, the 1987 Education Act advocates for free, compulsory primary education for all without discrimination of any kind. As a result of this policy, most public schools accommodate children with disabilities and teach them together with the able-bodied. This study was principally directed at investigating the effectiveness of the integration of units in schools to accommodate the disabled. The study was conducted in both urban and rural schools and the population comprised all regular school-goi

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Hegde, Amitha M., Aiswarya Ann Babu, Anshad Mohammed, et al. "SPECIAL NEEDS OF SPECIAL CHILDREN-PARENTAL VIEW." Journal of Health and Allied Sciences NU 05, no. 02 (2015): 038–44. http://dx.doi.org/10.1055/s-0040-1703887.

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AbstractIndividuals with special health care needs experience poor oral hygiene and periodontal status and are more likely to have unmet dental needs than any other medical needs. The study was conducted to assess the views, attitudes and perceptions of oral health and treatment needs among the parents of 250 children with disabilities at 3 special schools in Mangalore based on questionnaire method. Data collected were subjected to statistical analysis.The educational status of the parents were assessed and it was seen that more than 50% of the parents had school education of class 10 and belo

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Ikwulono, E. Ikwue. "Teaching Children with Special Needs in Inclusive Settings in Nigeria: Professional Issues." African Journal of Inclusive Education 6, no. 1 (2024): 7–14. https://doi.org/10.5281/zenodo.11176752.

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The paper discussed children with special needs as any child whose performance of any sort deviates from that of the regular children either below or above average to such a degree that special needs education Programmes are designed and carried out for their success in life. Inclusive education is the latest Trend in general education in the provision of placement alternative programme that seeks more effective and meaningful education for all children. The paper discussed teachers’ preparation as simply to mean arrangement, plan, and strategies for effective, prudent and upstanding for

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Tepper, Nadine, and Beth Ann Tepper. "Linking Special Education with Multicultural Education for Native American Children with Special Needs." Rural Special Education Quarterly 23, no. 4 (2004): 30–33. http://dx.doi.org/10.1177/875687050402300406.

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Jangeldinova, S. B. "Children with special educational needs in education field of Kazakhstan: problems and needs." Bulletin of the Karaganda university Pedagogy series 110, no. 2 (2023): 7–13. http://dx.doi.org/10.31489/2023ped2/7-13.

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The given article reviews researches surrounding education of children with special educational needs. It is noted that there is a lack of teachers who can work with inclusive children. The authors concluded that future foreign language teachers should be able to deal with children of different categories. The article analyzes the statistic data along Kazakhstan on inclusion. It is assumed that children with special educational needs do not need to be educated in special institutions: in a regular public school they can not only get a better education, but also successfully adapt to life, to r

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Bērziņa, Ženija. "Teachers' Perceptions on What Inclusion Needs." Journal of Teacher Education for Sustainability 12, no. 1 (2010): 75–84. http://dx.doi.org/10.2478/v10099-009-0048-8.

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Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inc

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Arı, Asım. "Every Child Succeeds: Special Education for Special Children in Basel, Switzerland." International Journal of Instruction 18, no. 3 (2025): 1–6. https://doi.org/10.29333/iji.2025.1830a.

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Special education is a field dedicated to supporting and educating individuals with various disabilities. These individuals may include children from birth, school-aged children, or adolescents and young adults who are still in education. Its focus is on ensuring needs-based, individualized education for people with special educational needs or disabilities. The primary goals of special education are the optimal development of personality, the promotion of autonomy, and the facilitation of social integration and participation. Special education is an individualized instructional approach desig

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Kraukle, Sandra. "Communicative Approach to Inclusive Education in Pre-School." Discourse and Communication for Sustainable Education 4, no. 1 (2015): 50–56. http://dx.doi.org/10.2478/dcse-2013-0004.

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Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in

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Čičkušić, Belma, Ševala Tulumović, Selma Bakić, and Salem Bakić. "SUPPORT IN INCLUSIVE EDUCATION." Journal Human Research in Rehabilitation 6, no. 2 (2016): 15–20. http://dx.doi.org/10.21554/hrr.091603.

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In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The

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Hayes, Derren. "SPECIAL EDUCATIONAL NEEDS AND DISABILITIES." Children and Young People Now 2018, no. 10 (2018): 27–30. http://dx.doi.org/10.12968/cypn.2018.10.27.

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Amid increasing funding pressures and demand, councils are working to deliver comprehensive health, care and education support for children and young people with special educational needs and disabilities

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Hayes, Derren. "Special Educational Needs and Disabilities." Children and Young People Now 2017, no. 4 (2017): 17–20. http://dx.doi.org/10.12968/cypn.2017.4.17.

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Batur, Iva, and Amanda Glavaš. "Children with special needs in the Croatian educational system." Školski vjesnik 70, no. 2 (2021): 321–48. http://dx.doi.org/10.38003/sv.70.2.14.

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Inclusive education implies that all children have different (special) needs which have to be met. The prerequisite for meeting those needs are legal regulations related to the education of children with special needs that are continually updated in accordance with the current scientific data. The aim of this research was to determine whether there are differences in legal regulation on two levels: vertical – a comparison of two subsystems (early childhood education and care and primary and secondary education) and horizontal – a comparison of two subgroups (children with disabilities and gift

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Vujacic, Milja. "Problems and perspectives of children with special needs." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 190–204. http://dx.doi.org/10.2298/zipi0601190v.

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The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable

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Chia, Kok Hwee, and Zhi-Hui Grace Chia. "A proposed framework on working with parents of children with special needs in Singapore." IOSR Journal Of Humanities and Social Science 20, no. 2 (2015): 87–93. https://doi.org/10.5281/zenodo.15243960.

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Parents of children with special needs are often forgotten or not included in any form of participation in the special education scene. The authors felt that it is very important to involve parents of these children by helping them to understand their children’s learning and behavioural challenges so that they canappreciate what the teachers in special education (SPED) schools and/or allied educators in mainstream schools are doing their best to provide for their children’s needs. The main focus of this paper is on establishing a proper working framework for SEPs so that they

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Bray, Paula, and Rodney Cooper. "The Play of Children with Special Needs in Mainstream and Special Education settings." Australasian Journal of Early Childhood 32, no. 2 (2007): 37–42. http://dx.doi.org/10.1177/183693910703200207.

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EDUCATORS AND OCCUPATIONAL THERAPISTS regard play as a primary occupation of childhood, which in the case of children with special needs has not been well studied. The aim of this descriptive study was to observe the free-play behaviour of children with special needs in both special education and mainstream education settings. The Revised Preschool Play Scale and Lunzer Scale of Organisation of Play Behaviour were used to observe and record short play samples of 12 children with special needs, aged 48 to 84 months, in both educational settings. Results suggest that developmental play skills re

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Sims, Margaret. "Including Children with Special Needs in Regular Early Childhood Settings." Australasian Journal of Early Childhood 20, no. 4 (1995): 40–44. http://dx.doi.org/10.1177/183693919502000408.

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Children with special needs are attending early childhood programs more and more frequently as the philosophy of inclusion influences the development of services. Many professionals working with children feel nervous when asked to include a child with special needs, however, the skills necessary to work effectively with children with special needs are the same as those used everyday working with all children. This article discusses an activity-based approach to working with children and shows how planning for children with special needs fits easily within this approach.

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SHEVCHENKO, S. "ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 239–44. http://dx.doi.org/10.33989/2075-146x.2021.27.247125.

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The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined tha

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Akhmad Akbar, Tiara Utami, Pauziah Pauziah, and Opi Andriani. "Pendidikan Segregasi, Integrasi Dan Inklusi." Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial 2, no. 2 (2024): 54–61. http://dx.doi.org/10.61132/nakula.v2i2.550.

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Segregated education is an educational service that separates educational services between children with special needs and normal children, schools for children with special and normal needs. In the form of special schools and special primary schools. Integrated education is an integrated education service that unites children with special needs and normal children in the same class and at the same school as normal children. Integration education services are divided into regular classes, regular classes with special guidance rooms and special classes. And inclusive education services are educ

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Šmid, Marjeta. "Recognition in Programmes for Children with Special Needs." Center for Educational Policy Studies Journal 6, no. 3 (2016): 117–40. http://dx.doi.org/10.26529/cepsj.68.

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The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent ‘parity of participation’ in the school social life of the children with special needs are affected not only by economic distribution but also by the patterns of cultural values. A review of the literature shows that the arrangements of education

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