Relevant bibliographies by topics / Education of children with disabilities

Contents

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

Academic literature on the topic 'Education of children with disabilities'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Education of children with disabilities"

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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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Resti, Amelia, and Yohannes Firzal. "PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY." Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, no. 3 (2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.

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ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun me
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Hoang Thi, Nga, and Nga Nguyen Thi Ngoc. "Applying steam education in inclusive education: opportunities and challenges." Journal of Science Educational Science 67, no. 5A (2022): 244–54. http://dx.doi.org/10.18173/2354-1075.2022-0139.

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Inclusive education has been proven as an educational approach that gives children with disabilities the best opportunity to develop their potential in an equitable and progressive manner. However, research studies on the importance and effectiveness of STEAM education application in inclusive education for children with disabilities are still less compared to the requirements needed in the reality. The article points out the opportunities and challenges of applying STEAM education in inclusive education for children with disabilities, as a theoretical basis for more specific research on this
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Sunesni, Sunesni, Dian Furwasyih, Ilham Akerda Edyyul, et al. "Pelatihan tentang Kesehatan Reproduksi Remaja Disabilitas Intelektual pada Guru SLB Kota Padang." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (2023): 4203–17. http://dx.doi.org/10.33024/jkpm.v6i10.10497.

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ABSTRAK Anak dan remaja yang menyandang disabilitas intelektual memiliki keterbatasan dalam daya kemampuan, dimana dengan ketidakmampuannya ini, anak tunagrahita memiliki berbagai masalah. Menurut WHO, anak yang mengalami disabilitas intelektual di Indonesia sekitar 5-9% yaitu sekitar 7-11 juta dari jumlah penduduk Indonesia. Berdasarkan data dari Dinas Pendidikan Provinsi Sumatera Barat pada tahun 2020 di Kota Padang terdapat sebanyak 38 Sekolah Luar Biasa (SLB) dengan jumlah siswa lebih kurang 1585 orang dan jumlah guru lebih kurang 214 orang. Jumlah anak dengan disabilitas intelektual (tuna
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Syarief, Natasya Salsabilla, Andre An Pangestu, Hesti Klatina Putri, Tsin’yanul Arsyi Filkhaqq, and Ghaida Yasmin Nur Harjanti. "Karakteristik Dan Model Pendidikan Bagi Anak Tuna Daksa." ej 4, no. 2 (2022): 275–85. http://dx.doi.org/10.37092/ej.v4i2.337.

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Every child is born in different conditions. There are children who are born with physical disabilities or are called physically disabled. Education for children with physical disabilities is no different from children who do not have physical disabilities. However, children with disabilities need special attention from teachers and parents. Children with physical disabilities have slightly different characteristics from normal children. In the learning process, special services are needed for children with disabilities. The purpose of this journal is to determine the characteristics of childr
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Vincent., Kayindu, and Kazibwe Sophia. "Myths and Inclusive Education of Children with Disabilities in Universities of Uganda." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 2541–49. http://dx.doi.org/10.47772/ijriss.2024.8090211.

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The current study was carried out in five universities of Uganda to assess the influence of myths on the inclusive education of children with disabilities in universities of Uganda. The quantitative data were collected from 95 lecturers, while qualitative data was collected from ten university students. The study found out that although the government has put in place several mechanisms to promote the education of disabled children, and although the government, civic leaders, religious leaders and non government organisations have done much to educate parents that disabled children are as impo
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Thi Mai Thuong, ONG, TRAN Thi Khanh Dung, NGUYEN Thi Giang, NGUYEN Thi Suong, and TRAN Anh Thu. "EDUCATION ACTIVITIES TO IMPROVE SOCIAL SKILL FOR CHILDREN WITH DISABILITIES." Vinh University Journal of Science 53, no. 2B (2024): 29–38. http://dx.doi.org/10.56824/vujs.2024b028.

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Children with disabilities are a vulnerable group of children who face many difficulties in life and lack basic social skills. By selecting a typical case study, the Vocational Education and Training Center for People with Disabilities in Nghe An province, a combination of quantitative and qualitative information collection methods has been used to clarify educational activities to improve social skills for children with disabilities. Research results show that children with disabilities face many difficulties in social communication. Therefore, children with disabilities have a need for educa
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Truong Thi, Duyen, and Thu Dinh Nguyen Trang. "Some solutions to enhance the quality of inclusive education for children with disabilities through STEAM education application." Journal of Science Educational Science 67, no. 5A (2022): 227–35. http://dx.doi.org/10.18173/2354-1075.2022-0137.

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Inclusive education is an education method in which children with disabilities (CWD) are educated with non-disabled peers in the same high school system right in the community where their families and children live. This is a progressive education model that comes from the view that every child has the right and opportunity to learn according to the needs and abilities of each child. In this educational environment, children with disabilities are equal with other children in all physical, cultural, and social aspects; Children with disabilities will be provided with all conditions to meet thei
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Mittler, Peter. "Including Children with Disabilities." PROSPECTS 34, no. 4 (2004): 385–96. http://dx.doi.org/10.1007/s11125-005-2710-9.

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Nurul, Nurul Hidayati, and Sa'i Sa'i. "Tantangan Pelibatan Keluarga dalam Meningkatkan Life Skill Anak Penyandang Disabilitas Di Sekolah Luar Biasa (SLB) Pembina Kabupaten Gayo Lues." JAROW: Journal of Ar-Raniry on Social Work 1, no. 1 (2023): 101–10. https://doi.org/10.22373/jarow.v1i1.3336.

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A challenge is something that is felt to be unusual that must be faced and resolved. Challenges can be felt by anyone, including parents who have children with disabilities. Children with disabilities have the right to receive education in special special education schools. Apart from education at school, children with disabilities must also receive education at home provided by their families, especially their parents. The family is the smallest unit that plays an important role in providing care and education for children, but some parents feel that the responsibility for children's educatio
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Dissertations / Theses on the topic "Education of children with disabilities"

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Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.

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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, We
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Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.

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Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but ne
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Pang, Cheung-yin Rebecca. "Early education and training centres in Hong Kong a historical and evaluative analysis /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627073.

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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.

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Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed in
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Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of
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Mak, Sau-man Michelle, and 麥綉雯. "Unraveling the barriers to education for children with severe disabilities (Cambodia)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390725.

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Ande, Meseret Kifle. "The right to education of children with disabilities in Ethiopia." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1731_1380706544.

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Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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Books on the topic "Education of children with disabilities"

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Kaye, H. Stephen. Education of children with disabilities. U.S. Dept. of Education, National Institute on Disability and Rehabilitation Research], 1997.

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Victoria. Office of the Auditor-General. Integrated education for children with disabilities. L.V. North, Govt. Printer, 1992.

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Patil, Mangla D. Education amongst slum children. Printwell Publishers Distributors, 2000.

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Halliday, Paula. Children with physical disabilities. Cassell, 1989.

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Karaseva, Tat'yana, Svetlana Tolstova, Sergey Tolstov, and Svetlana Vorob'eva. Methods of hygienic education of children with intellectual disabilities. 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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National Center for Education Statistics, ed. Education of students with disabilities. National Center for Education Statistics, 1995.

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K, Johnsen Susan, and Kendrick James 1974-, eds. Teaching gifted students with disabilities. Prufrock Press, 2005.

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Council for Exceptional Children. Division on Developmental Disabilities. Education and training in developmental disabilities. Council for Exceptional Children, Division on Developmental Disabilities, 2003.

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Corrigan, Joshua J. Individuals with Disabilities Education Act: Developments. Nova Science Publishers, 2009.

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Educational Resources Information Center (U.S.), ed. Who's teaching our children with disabilities? National Information Center for Children and Youth with Disabilities], 1997.

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Book chapters on the topic "Education of children with disabilities"

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Bayat, Mojdeh. "Education of Children With Disabilities." In Teaching Exceptional Children, 3rd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003245735-2.

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Ellis, Antonio L., Lisa Maria Grillo, and Jaquial Durham. "Personnel Preparation in Transition Education." In Transitioning Children with Disabilities. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_3.

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Van Hove, Geert. "Disability Studies (in Education) and Family Research." In Fathering Children with Disabilities. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82960-4_1.

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Kohler, Paula, June Gothberg, and Jennifer Coyle. "Using the Taxonomy for Transition Programming 2.0 to Guide Transition Education." In Transitioning Children with Disabilities. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_11.

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Hang’andu, Privilege, Emmanuel Kodwo Mensah, Elena Nikolova, and Elizabeth Hayward. "Educating Children with Disabilities." In The Palgrave Handbook of Global Social Problems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-68127-2_238-1.

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Jalongo, Mary Renck, and Lori Breece. "Mitigating Physical and Psychological Disabilities: Service Dogs for Children." In Children, Dogs and Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77845-7_11.

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Singer, George H. S., Christine Maul, Mian Wang, and Brandy L. Ethridge. "Resilience in Families of Children with Disabilities." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-62.

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Bateman, Barbara D. "Individual Education Programs for Children with Disabilities." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-9.

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Biswal, Ramakrishna, and Pratiksha Satpathy. "Inclusive education for children with developmental disabilities." In Mainstreaming the Marginalised. Routledge India, 2021. http://dx.doi.org/10.4324/9781003000983-3.

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Yusuf, Rahemeen, and Syed Fahad Javaid. "Inclusive Education for Children with Intellectual Disabilities." In The Palgrave Encyclopedia of Disability. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-40858-8_489-1.

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Conference papers on the topic "Education of children with disabilities"

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Mohamed, Ahmed. "PARENTS' ROLES IN THE REHABILITATION OF CHILDREN WITH DISABILITIES IN THE UAE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0431.

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Hegedűs, Roland. "STUDENT PERFORMANCE OF DIFFERENT TYPES OF CHILDREN WITH LEARNING DISABILITIES IN HUNGARY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0393.

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Sikirić, Dominik, Marina Milković, and Valentina Mašić Fabac. "EDUCATION OF CHILDREN WITH DEVELOPMENTAL DISABILITIES IN THE REPUBLIC OF CROATIA, PARENTS' PERSPECTIVE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1358.

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"PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2019. http://dx.doi.org/10.46554/russian.science-2019.10-1-340/343.

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Hanáková, Adela, and Eva Urbanovská. "FAMILY AND CHILDREN WITH DISABILITIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2469.

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Tumanovskaya, Ekaterina Olegovna. "FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-587/590.

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The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities
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"HYGIENIC ASPECTS OF EDUCATION OF CHILDREN WITH HEALTH LIMITATIONS AND DISABILITIES." In СОВРЕМЕННЫЕ ПРОБЛЕМЫ ЭКОЛОГИИ И ЗДОРОВЬЯ НАСЕЛЕНИЯ. ЭКОЛОГИЯ И ЗДОРОВЬЕ НАСЕЛЕНИЯ. Иркутский научный центр хирургии и травматологии, 2023. http://dx.doi.org/10.12731/978-5-98277-383-8-art7.

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The growth of children's disabilities around the world is a pressing problem of modern society in various spheres - social, medical and educational. In connection with this trend, it is very relevantto find measures to improve the quality of life of children with disabilitiesand special health status, which will further contribute to their successful socialization and integration in modern society. In the Russian Federation there is a gradual increase in the number of schools that focus on improving the health of students. The use of a variety of modern forms of education, the latest pedagogic
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Junaidi, Ahsan Romadlon, and Dimas Arif Dewantoro. "Parents’ Perceptions of Children with Disabilities." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.205.

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KARAPETYAN, Siranush Ghevorgovna, and Armine Armenovna KIRAKOSYAN. "Challenges and prospects of teachers’ readiness for inclusive education." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p153-158.

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The successful organization of the inclusive educational process requires the following from a teacher: full informational readiness, mastery of appropriate pedagogical technologies, knowledge of corrective pedagogy, knowledge of the individual characteristics of children with disabilities, the ability to model a lesson in accordance with the educational needs of schoolchildren with disabilities, emotional acceptance of children with developmental disorders, the ability to include them in common activities during the lesson. Thus, it can be stated that in order to prepare future teachers to wo
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Corneanu, Elena Oana. "Computer aided education. IT for children with disabilities." In 2011 RoEduNet International Conference 10th Edition: Networking in Education and Research. IEEE, 2011. http://dx.doi.org/10.1109/roedunet.2011.5993721.

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Reports on the topic "Education of children with disabilities"

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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Ed
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Whelan, Adele, Adele Bergin, Anne Devlin, et al. Measuring childhood disability and AIM programme provision in Ireland. ESRI, 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Quinlan, Frederick, and Clare Lally. Special educational needs and disabilities. Parliamentary Office of Science and Technology, 2025. https://doi.org/10.58248/hs122.

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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income coun
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Haider, Huma. Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/k4dd.2024.012.

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This rapid evidence review focuses on the internationalization of education, particularly in Central Asia and the Eastern Neighbourhood. It examines how education influences development outcomes, emphasising higher education's role in economic growth and human capital enhancement. The review highlights challenges in accessing quality education, especially in higher education, and addresses issues like social inequality and the exclusion of children with disabilities. Strategies for internationalization, including English language instruction, are explored, alongside efforts to counter misinfor
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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/ids.2023.006.

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This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.
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Petrie, Christopher, Katija Aladin, Pukhraj Ranjan, et al. Spotlight on quality education for all during Covid-19 crisis. HundrED, 2020. http://dx.doi.org/10.58261/ciad8546.

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Abstract:
HundrED has released a website and a summary report, Quality Education For All During Covid-19, in partnership with the Organisation for Economic Co-operation and Development (OECD), expanding on the opportunities and challenges for education during this unprecedented time. A record number of 1.54 billion children and youth have been impacted by the pandemic, and as of 31st March, 185 countries in Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures. In the span of ten days, HundrED has documented, packaged and released a c
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