Relevant bibliographies by topics / EDUCATION / Special Education / Communicative Disorders

Contents

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

Academic literature on the topic 'EDUCATION / Special Education / Communicative Disorders'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "EDUCATION / Special Education / Communicative Disorders"

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Juliane Barros Generoso, Cibele, and Érica Cristiane Barros Moreira. "SPECIAL EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 03 (2023): 55–77. http://dx.doi.org/10.51249/gei.v4i03.1422.

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The acquisition of language is part of the historical development of human beings, it is one of the characteristics that differentiates them from other animals. Through language, subjects establish social relationships, express themselves, learn and teach, understand signs and incorporate social standards. However, there are many students who have educational needs related to learning disorders associated with language and communication. This article has the general objective of reflecting on this theme. As specific objectives, it is intended to reflect on the difference between learning problems and difficulties, and to discuss learning disorders and language acquisition. The text was prepared through a literature review, based on articles, books, periodicals, among other materials. It is concluded that the specialized educational service does not have students with learning disorders associated with language and communication as a target audience, however, education professionals, committed to inclusion, must observe and analyze the difficulties that these subjects face and seek ways to to implement a public, free, secular and quality education.
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Turko, Olha, Tatiana Olender, Maria Boyko, Olga Petryshyna, and Tetiana Rozhko-Pavlyshyn. "Formation of Preschoolers' Communicative Competence in the Conditions of Inclusive Education." Journal of Education Culture and Society 13, no. 1 (2022): 239–55. http://dx.doi.org/10.15503/jecs2022.1.239.255.

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Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.
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Casby, Michael W. "National Data Concerning Communication Disorders and Special Education." Language, Speech, and Hearing Services in Schools 20, no. 1 (1989): 22–30. http://dx.doi.org/10.1044/0161-1461.2001.22.

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Samokhvalova, Anna G., and Tatyana L. Krukova. "TEENS’ COPING/NON-COPING WITH COMMUNICATION DIFFICULTIES IN A SPECIAL BOARDING SCHOOL SETTING." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 7 (2017): 104. http://dx.doi.org/10.21277/sw.v1i7.288.

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<p align="center"> </p><p>The paper focuses on teenagers` with special needs communicative stress and coping. Russia has little experience in inclusive education and adolescents with special needs (health impairments: auditory, visual, speech and motor) as a rule study in special boarding schools. Similar phenomena in typically developed teenagers (12-13 yrs old, n = 100) and their peers having visual (n = 30), auditory (n = 30), speech (n = 25) and motor (n = 15) disorders are compared: communication difficulties, stress experience and coping strategies. Results show teenagers` with special needs vulnerability and disadvantage: only part of them use resources and overcome communication difficulties successfully, while the others are not able to cope with chronic communicative stress.</p>
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Anosova, Yu P., O. V. Naumkina, and O. P. Silishchenko. "COGNITIVE-COMMUNICATIVE APPROACH TO TEACHING READING IN ENGLISH FOR APPLICANTS OF EDUCATION IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(20) (2021): 3–13. http://dx.doi.org/10.51707/2618-0529-2021-20-01.

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The article considers and systematizes methodology of teaching of reading at English lessons at professional pre-higher educational establishments. The different types of reading are shown. The analysis of the necessity of the cognitive-communicative approach, focused on the development of the competence of communicating at English lessons during teaching of reading, which is the basis for successful mastery of a foreign language, has been given. The inclusive education is described as an important aspect of getting education at present. Peculiarities in the approach to teaching reading to students with special educational services (SES) are revealed. The article describes certain groups of students with SES, for whom it is necessary to individualize learning tasks, taking into account their needs in the perspective of the peculiarities of learning to read in a foreign language. Namely: a group of students with speech, vision, hearing disability; a group of students with autism spectrum disorders, a group of students with attention deficit hyperactivity disorder; a group of students with cerebral palsy. Pieces of advice on methods of teaching reading in a foreign language to students with special educational services of each group are provided. The authors provided examples of exercises for the development of reading competencies such as: expressive reading aloud at different speeds, reading alternately cut text, dramatic reading, text as an answer to questions, analytical reading, text processing, highlighting the main text, categorizing the text, deriving patterns by text, text extensions and others. The article proposes the principles of elaboration of educational material, which contribute to the development of language competencies of students of polytechnic professional pre-higher institutions of Ukraine.
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Katkova, Irina, Olga Shokhova, and Angela Mottaeva. "Creating conditions for the sustainability of communicative competencies." BIO Web of Conferences 65 (2023): 10001. http://dx.doi.org/10.1051/bioconf/20236510001.

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The study is devoted to the psychological and pedagogical problems of the formation and stability of communicative competence necessary for the effective development of children with special educational needs, including severe multiple developmental disorders, the structure and features of the state of communicative competence are considered, the features leading to the inferiority of this competence are identified: the lack of formation of speech activity and its components that participate in communicative interaction between people, difficulties in determining the potential of communication skills in children with severe multiple disabilities, difficulties in determining the uniqueness of the personal and communicative development of children of the studied category at different stages of education, as well as conditions for the formation and stability of this phenomenon in children with severe multiple developmental disabilities receiving education in preschool and school periods. Among the main conditions for the stability of this phenomenon are the definition of an algorithm for the formation of communication skills in different types of activities; the presence of team communicative interaction of all subjects of the educational process. The continuity of the accompanying process is substantiated as the basis for the formation and further stable result of communicative competence in children with severe multiple developmental disorders.
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Nurymov, E. S., and N. B. Zhienbaeva. "ADVANTAGES OF DIGITAL EDUCATION FOR TEENAGERS WITH MUSCULOSPHOTAL DISORDERS." BULLETIN Series Psychology 66, no. 1 (2021): 99–103. http://dx.doi.org/10.51889/2021-1.1728-7847.18.

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Online technologies offer many positive social and behavioral opportunities for students with special needs and allow you to develop correctional and developmental programs in accordance with the age and individual characteristics of children, their state of mental and somatic health. Children with special educational needs, such as those with musculoskeletal disorders, often experience significant deficits in social reciprocity and communication skills, but these children are very sensitive to technology.
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Labinska, B., and N. Vyspinska. "Teaching Foreign Languages to Students with Special Educational Needs Syllabus for Master Students." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 35 (January 13, 2022): 49–59. http://dx.doi.org/10.32589/2412-9283.35.2021.251181.

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Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.
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Han, Wei. "The Role of Vocational Colleges in Supporting the Employment of Adolescents with Autism Spectrum Disorders." Journal of Innovation and Development 6, no. 3 (2024): 20–24. http://dx.doi.org/10.54097/96h4ys75.

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"Promoting integrated education, comprehensively improving the quality of special education, and further deepening the integration of general education, vocational education, medical rehabilitation, and information technology with special education" is one of the three major tasks and measures in the "14th Five Year Plan" for the development and improvement of special education. The concept of integrated education is a key clue to solving the current problems of low employment ability and employment difficulties for special needs children. Adolescents with autism spectrum disorder (ASD) often face practical difficulties in the employment process due to social and communication barriers. Vocational colleges have rich experience and resources in vocational education, helping adolescents with autism spectrum disorder improve their vocational skills and employment abilities through curriculum design, vocational skills training, practical training base construction, school enterprise cooperation, and other aspects. This article aims to explore how vocational colleges can utilize their educational resources and industry connections to build an effective support system, in order to promote the improvement of employment ability and social integration of adolescents with autism spectrum disorders.
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Ayasrah, Mohammad Nayef. "The Utilization Level of Computer Techniques by Teachers of Special Education Centers to Give Students with Autism Spectrum Disorders the Verbal and Non-Verbal Communication Skills." International Journal of Early Childhood Special Education 14, no. 1 (2022): 111–22. http://dx.doi.org/10.9756/int-jecse/v14i1.221015.

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The study aims to reveal utilization level of computer techniques by teachers of special education centers that give students with Autism Spectrum Disorders (ASD) the verbal and non-verbal communication skills; at H.K of Jordan. The study sample consisted of (400) male and female teachers from special education centers in Jordan for the academic year (2020/2021) and developed a questionnaire as the study tool and distributed it in two areas, represented in the verbal and non-verbal communication skills. Researchers implemented the tool on the study sample members after verifying its validity and reiability. Study results showed a meduim utilization level of computer techniques by teachers of special education centers that give students with ASD the verbal and non-verbal communication skills; at the H.K of Jordan. Results also showed nonexistence of statistically significant differences at the utilization level of computer techniques by teachers of special education centers, due to variables of gender, experience, and teachers’ qualification. The study recommended that special education teachers should be trained on the use of Computer techniques to develop verbal and non-verbal communication skills.
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Dissertations / Theses on the topic "EDUCATION / Special Education / Communicative Disorders"

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Campbell, Sinead R. "Latino families in transition| Phenomenological study of Latino parents of children with communicative disorders and the quest for services across borders." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587886.

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<p>The purpose of this qualitative, phenomenological study was to identify and understand the cultural and linguistic barriers encountered by Latino parents of children with communicative disorders. A second purpose was to identify the common themes that arise across Latino families regarding their transition to life in the United States and the quest for available and affordable services for their children. The general principles of phenomenological in-depth qualitative interviewing will be described. Linguistic themes regarding the parents' perceptions of their own linguistic abilities and the abilities of their children were identified. Cultural themes were also identified and included differences in lifestyle, knowledge and cultural views of disability, as well as educational roles and responsibilities. Information is provided regarding the role of speech-language pathologists, especially those who are Spanish-speaking. Finally, the importance of the development of cultural competence for all speech-language pathologists is discussed.
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Whaley, Carol Hendrix. "Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/717.

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The purpose of this study was to survey special education teachers and speech therapists in eleven school districts in Northeast Tennessee regarding their knowledge level (etiology and educational programming) of autism spectrum disorder (ASD). The primary focus of the study was to identify effective programs and methods used by special educators in this region, comparing them to the latest techniques and teaching methods prescribed by recent research. In addition, identified weaknesses were used to recommend future training and staff development to enable educators to provide the best possible programs for children with autism. Five hundred fifty-two surveys were disseminated to special education teachers and speech therapists in eleven school districts in Northeast Tennessee. Two hundred ninety-two professionals responded to the survey, resulting in a return rate of 52.9%. Educators were asked to respond to a total of 44 questions (28 true/false items and 16 multiple choice items). The multiple choice items were designed to obtain demographic information, job related characteristics, preparation and experience teaching students with ASD, and professional needs of special educators in this region. The 16 multiple choice items were categorized into knowledge of ASD etiology and ASD educational programming. The results of the study indicate that there were no marked deficits in special educators' knowledge levels (etiology and educational programming) of ASD. However, the scores on educational programming were consistently higher than scores on etiology. There is a need for further training because very few special educators have been trained in research based methods currently used with students diagnosed as ASD.
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Park, Ju Hee. "The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239.

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Zhang, Jie, and John J. Wheeler. "Using Peer-Mediation to Promote Social Communication Skills for Young Children with Autism Spectrum Disorders (ASD): An Evidence-Based Intervention." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/273.

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Singer-MacNair, Kristy Jane. "Challenges to Augmentative and Alternative Communication Interventions with Autism Spectrum Disorder Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4483.

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Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience barriers to successful implementation of augmentative and alternative communication (AAC) interventions appropriate for these students. The purpose of this case study was to understand how special education teachers experience AAC intervention processes, and illuminate the conditions for effective AAC implementation. A qualitative case study was conducted using interviews from 6 credentialed special education teachers who worked with ASD students for a minimum of 2 years in a school district in a western state. Coding and thematic analysis of data from interviews and work journals was conducted using Ely's condition of change theory as a framework. Findings for teachers' perspectives of conditions needed to successfully implement an AAC intervention reflected the need for more time, resources, knowledge and skills, and investment from stakeholders. Recommendations included provision of resources to special education teachers for autism specific materials, on-going autism specific training and assistance, additional time for preparation and related duties necessary for working with these students. Future research on overall strengthening of AAC interventions and overcoming challenges for change is needed. Results of this study might assist schools in empowering ASD students by facilitating their functional communication skills, involvement, learning and academic opportunities across social environments.
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Maxwell, Jamie M. "An Investigation of How School Age Children with Autism Spectrum Disorders Use Writing as a Socio-Cultural Tool in the Context of a Meaning Based Literacy Environment." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002469.

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<p> This dissertation, employing a social constructivist orientation, investigated the socialization behaviors employed by school age children with Autism Spectrum Disorders (ASD) in the context of meaning-based writing activities. A qualitative investigation, this study used ethnographic methods to describe and interpret the social behaviors of the individual participants throughout the writing events. Data in the form of audio and video recordings, participant observations, artifacts, and parent interviews for three participants with ASD were collected over the course of one academic semester during group social, literacy-based intervention. The manifestations of socialization evidenced during micro analysis of a primary data set were described in detail and triangulated via multiple secondary data sources. Findings demonstrate that all three participants oriented uniquely to socialization within the writing events.</p><p> Though the participants all evidenced unique manifestations of socialization, their behaviors could be conceptualized into broad patterns. Results of this study describe five patterns of the manifestations of socialization across all three participants; these included employment of social compensatory strategies, conceptualization of shared writing process as a social interaction, social monitoring behaviors, conceptualization of writing as something to be shared, and using writing as an opportunity to socialize/affiliate. Three additional patterns noted include participants being more successful with clinicians than peers, clinician mediation of peer-peer interactions, and breakdowns in coherence.</p><p> Clinical research implications drawn from the results include the importance of a strengths-based, contextualized approach to assessment and intervention and the value of the peer group, and the unique opportunities meaning-based writing intervention s can provide for addressing socialization. Research implications address the notion of social impairment as a distinct category of impairment as problematic.</p>
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Carlisle, Kathleen Walker. "School Factors Related to the Social and Behavioral Success of Children and Adolescents with Tuberous Sclerosis: Special Education Placement, Services, and Parental Involvement." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000154.

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Waters, Anna Jeddeloh. "Understanding Pervasive Language Impairment in Young Children| Exploring Patterns in Narrative Language and Functional Communication." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567914.

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<p> Research has identified language impairment as a pervasive disability (Bishop &amp; Edmundson, 1987; Greenhalgh &amp; Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in the communication skills of a small group of young children with a predetermined diagnosis of language impairment using a case and field mixed methods research design. The study contributes to our conceptual understanding of the pervasive nature of language impairment by focusing on patterns in oral narrative skills and their relationship to communication at school, at home, and in the community. Study results differentiate participants by the severity of utterance formulation difficulties as well as social communication differences and emotional health symptoms to identify patterns. </p><p> This study was unique in that information from classroom teachers and parents in addition to an analysis of multiple language samples created a thick description of patterns across participants. Discussion elaborates upon patterns in the data and implications for assessment and practice implications for school based services from a speech-language pathologist.</p>
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Christensen-Sandfort, Robyn Jeanne. "Impact of milieu teaching on communication skills of young children with autism spectrum disorder." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000172.

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Thesis (Ed.D.)--University of West Florida, 2009.<br>Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 121 pages. Includes bibliographical references.
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Ratliff, Brittany V. "Prevalence of Communication Disorders in Children with Neonatal Abstinence Syndrome on School Speech-Language Pathology Caseloads: A National Survey." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3204.

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There is concern about the recently increasing number of infants born with Neonatal Abstinence Syndrome (NAS), yet little is known about its long-term neurodevelopmental effects. School-based speech-language pathologists (SLPs) are in a unique position to comment on potential long-term consequences of NAS because their caseloads include children with a variety of communication disorders and comorbidities. School-based SLPs across the United States (N = 258) responded to a survey about the presence of children with NAS on their caseloads and their perceptions of the children’s communication disorders and comorbidities. Results revealed that children with NAS currently are being treated by SLPs. They primarily present with receptive/expressive language and literacy disorders, and comorbid Broad Developmental Delay, ADD, and ADHD. Furthermore, documentation of NAS is often not available to SLPs, hindering creation of protocols for identification and treatment. The results of this study indicate that investment in future research is warranted.
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Books on the topic "EDUCATION / Special Education / Communicative Disorders"

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Tokyo, Japan) Tokushu Kyōiku Shinpojūmu (1st 1994. Heisei 5-nendo Tokushu Kyōiku Shinpojūmu "Komyunikēshon Shōgai e no Enjo" hōkokusho. Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo, 1994.

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1926-, Shames George H., and Anderson Noma B. 1949-, eds. Human communication disorders: An introduction. 6th ed. Allyn and Bacon, 2002.

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McAnally, Patricia L. Reading practices with deaf learners. 2nd ed. PRO-ED, Inc., 2007.

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Jamieson, Claire. Managing dyslexia at university: A resource for students, academic and support staff. Routledge, 2008.

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Burrows, Emily L. Understanding asperger's syndrome: Fast facts : a guide for teachers and educators to address the needs of the student. Future Horizons, 2004.

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Hickey, Kathleen. The Hickey multisensory language course. 3rd ed. Whurr, 2001.

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Jayne, Pughe, ed. Dyslexia and English. David Fulton, 2003.

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Brown, Barbara J. Making a difference for America's children: Speech language pathologists in public schools. Thinking Publications, 2001.

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Butterfield, Nancy. Partners in everyday communicative exchanges: A guide to promoting interaction involving people with severe intellectual disability. Paul H. Brookes Pub. Co., 1995.

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Butterfield, Nancy. Partners in everyday communicative exchanges: A guide to promoting interaction involving people with severe intellectual disability. MacLennan & Petty, Australia, 1995.

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Book chapters on the topic "EDUCATION / Special Education / Communicative Disorders"

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Loncke, Filip T. "Communication Disorders." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-27.

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R., Yashaswini, and G. Malar. "Tele-Special Education for Communication Disorders in India." In Telerehabilitation in Communication Disorders and Mental Health. SAGE Publications Pvt Ltd, 2020. http://dx.doi.org/10.4135/9789353885915.n8.

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Brucker, Pamela. "Special Education." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1779.

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Brucker, Pamela. "Special Education." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1779.

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Landrum, Timothy J. "Emotional and Behavioral Disorders." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-26.

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Cowan, Richard. "Language Disorders, Special Needs and Mathematics Learning." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_20.

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Cowan, Richard. "Language Disorders, Special Needs and Mathematics Learning." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_20.

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McDonald, Christin A. "Special Education Service Utilization in ASD." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_102408-1.

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McDonald, Christin A. "Special Education Service Utilization in ASD." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102408.

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Stichter, Janine P., Maureen A. Conroy, Rose O’donnell, and Brian Reichow. "Current Issues and Trends in the Education of Children and Youth with Autism Spectrum Disorders." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-31.

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Conference papers on the topic "EDUCATION / Special Education / Communicative Disorders"

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de-la-Iglesia, Myriam, José-Sixto Olivar, and Ruth Pinedo. "SPECIAL EDUCATION: COMMUNICATION IN NEURODEVELOPMENTAL DISORDERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0455.

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Tauriņa, Agrita, and Tija Zīriņa. "Inclusive Pre-School Education in Latvia: Problems and Solutions." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.54.

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Cabinet Regulations No. 556 of November 19, 2019 titled ‘On Education Development Guidelines 2021–2027’ state the importance of targeted support measures for ensuring inclusive education in Latvian educational institutions. However, the evidence in pre-schools indicates an insufficient understanding and interest in using these support measures to find solutions to the challenges of inclusive education. This empirical study investigates the problems in carrying out evaluations of children with special needs, establishing an individual plan and receiving support measures, and it also explores pedagogical solutions to these problems. Thanks to the European Social Fund (ESF) Project No. 9.2.1.3/16/I/001 ‘Improving the support system for children with communication difficulties, behavioural disorders and domestic violence’, teachers are now able to receive qualified specialist support on how to cooperate with parents or legal guardians and how to organise the pedagogical process. The aim of this research is to assess teachers’ awareness of what is stipulated in regulatory enactments for ensuring inclusive education, the challenges to inclusive education and the available solutions. Literature analysis, teachers’ surveys, an analysis of student behaviour in pre-schools and pedagogical documentation are used. The research results reflect the level of awareness among teachers of the education guidelines, the content of regulatory enactments and the willingness of teachers to accept diversity, seek support measures and cooperate with parents or legal guardians to ensure an education that is appropriate to each child’s abilities.
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Zalys, Vytautas. "Interactive Multi-Sensory Environments for Children with Autism Spectrum Disorders." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/39.

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The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art, colors, etc. that prevailed in the 20th-century forms of therapy are being replaced by integrated systems that overcome many of these forms, thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the treatment of these disorders. In this research, the creation of such a system has been chosen as the object of work. The article presents an interactive tool for the education of children with ASD created by audio, video, and computer technologies and assesses its potential impact. The experimental research and its results are presented. This study aims to evaluate an interactive instrument developed for the education of such children. Following the objectives of ensuring the interactivity of the process, provoking all the perceptions of the subject, and developing the subject's ability to respond to the environment, a personalized audiovisual environment was created. For interactivity, the virtual program EyeCon, Webcam and camcorders, video projector, and speaker system were used. The study was conducted with one subject and a case study method was used. The impact of the instrument was established based on a survey of the parents of the child and the findings of childcare experts. The results of the study demonstrated the positive benefits for this child such as increased eye-to-hand coordination, concentration duration, improved communication, and emotional expression. The results obtained show that such interactive multi-sensory environments in special and general education schools can be a supplemental tool for traditional methods.
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De-la-Iglesia, Myriam, and José-Sixto Olivar. "EXPERIENCES IN EDUCATION: SPECIAL EDUCATION AND INCLUSIVE LEARNING IN AUTISM SPECTRUM DISORDER. DIFFERENTIAL EFFECTS OF SOCIAL-COMMUNICATIVE TRAINING IN A GROUP OF CHILDREN WITH NEURONAL DIVERSITY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0150.

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Dawod, Zainb, and David Bell. "Enhancing the Learning of Special Educational Needs children with Dynamic Content Annotations." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002756.

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Communication is difficult for students who have little or no clear speech. Consequently, a range of communication systems, including symbols, pictures, or gestures, is used as an alternative to speech. Semantic web technology has had an impact in the educational field and offers the potential for greater engagement with a rich web of content. Students’ behaviour and learning engagement are among the significant problems in managing any group with special needs. Pupils with learning difficulties tend to be more off-task in class, are required to receive more teacher attention, off-task behaviour, ask fewer educational questions with shorter response times, and give less feedback than other pupils. Communication systems have been used since the 1970s to support face-to-face communication with children who have little or no speech ability. From the literature, teaching using communication symbols requires an adequate number of trained staff and an understanding of the complexity of young peoples’ disabilities and behaviour. Teachers often feel overwhelmed in preparing class resources, where more than one resource may be needed to explain each thought (O’Brien, 2019). A new evolution of the web is called the “Semantic Web.” The Semantic Web is an extension of the current traditional World Wide Web - adding semantic descriptions and ontologies. One benefit is that such characterization and modelling help provide additional meaning to the web content; making content machine-understandable (Berners-Lee et al, 2001). Although the Semantic web is applied in different fields including education, there is limited research in the field of mainstream education, particularly for those with special needs. This research was conducted to show the impact of applying semantic annotation techniques in improving the engagement, concentration, and behaviour of children with special needs. This study follows a Design Science Research Methodology (DSRM), a research process to discover practical solutions by evaluating the results in a set of iterations to design a SENTP model. The findings present a novel approach to teaching children with various needs by introducing educational prototypes using different semantic annotation content in an educational website. We investigated the impact of the annotation content using the symbol communication systems (Makaton, Widgit, and PECS), pictures, or audios, which are part of the current methods for teaching in UK schools. We selected an appropriate annotation editor to test the SENTP prototype for testing in the study after exploring different techniques. We collected the data from seven schools in the UK: two nursery schools; two special need high schools; one primary state school; and one preschool for children with language and communication difficulties. A total of 23 educators approved to participate in this study. The data are recorded, transcribed, and thematically analysed using NVivo 11. The findings from the in-school experiment indicated that annotated content using semantic annotations could have a significant impact on making the learning process more effective with better class management for students with special needs, including pupils with autistic spectrum disorders.
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Suárez Monzón, Noemí, Vanessa Gómez Suárez, Janio Jadán-Guerrero, and Karina Elizabeth Delgado Valdivieso. "Pedagogical use of technologies for children with Specific Educational Learning Needs. A training strategy for teachers." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003160.

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Studies indicate the presence of a wide number of specific needs in children who require support in different educational institutions. In Ecuador, the most common include motor, sensory and intellectual special needs, communication disorders and difficulties, attention deficit hyperactivity disorder, educational compensation and high intellectual capacities. At the same time, advances in technologies applied to education show successful results in the design of several tools and creative technologies, however, their use by teachers is not always tailored to the diversity of students' needs to achieve significant learning. The aim of the study was to expose the limitations of teachers to make an adequate pedagogical use of technologies adjusted to the diversity of students’ needs in classrooms. The research was carried out under a non-experimental quantitative design and a descriptive scope. A web questionnaire was conducted to a non-probabilistic sample of 263 teachers who were studying for an educational master's degree at an Ecuadorian university, they agreed to the publication of the results under informed consent, those between 25 and 40 years old prevailed. The results are part of a broader study on teacher attitudes, professional satisfaction and the use of teaching methodologies in children with specific learning needs. Specifically, for this study purpose, we only took into account the variables associated with: identification of the different educational needs, level of satisfaction with the profession, level of stress with the profession when working with children with Specific Educational Learning Needs; relevance of technologies in learning, knowledge of educational technologies on a whole; pedagogical use of technologies in conditions of classroom diversity and also areas of knowledge were taken into account for the analysis. The descriptive analysis of the data shows that limitations start from the coexistence of several needs in the same classroomwith an average of at least two or three different typologies. It may explain why 82.5% of teachers express high levels of stress with the profession when they have children with Specific Educational Learning Needs in classroom. In spite of this striking data, 75% consider having a high level of satisfaction with the profession. A more favorable data concerns to the significance given by teachers to the use of technologies. Although there is an overall concern about technologies that can be used in classrooms, this is not the case of the knowledge and adequate pedagogical use of those that can be used for the different learning needs and areas of knowledge. This research leads to the presentation of a training structured strategy for teachers with five actions that can contribute to mitigate the problem of adequate use of technologies in diverse educational contexts. The impact of the proposed training process will be assessed in the future.
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Braslauskienė, Rasa, and Reda Jacynė. "Implementation of Equal Opportunities for Children with Autism Spectrum Disorder in Pre-School Education Institution." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.53.

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With the entry into force of the principles of democracy in modern society, inclusive education that means the right of all people to education, ensuring the presence, participation and progress and, above all, equal opportunities of all pupils, is becoming important. There are more and more children in the country who are being diagnosed with autism spectrum disorder, but their fate is determined not by the disorder itself, but by psychological, social and pedagogical rehabilitation. It is necessary to provide a child with special educational needs with the opportunity to use the services of specialists, help one constructively so that (s)he becomes as involved in the life of society as possible, could develop one’s personality and improve spiritually (Convention on the Rights of the Child, 1989; Lithuania’s Progress Strategy “Lithuania 2030” 2012). The aim is to reveal teachers’ attitude about the possibilities of the implementation of equal opportunities for children with autism spectrum disorder in the pre-school education institution. To achieve the aim, a qualitative study using an in-depth interview method, was conducted. The qualitative content analysis was used to process the research data. The findings of the research revealed that teachers believe that opportunities to ensure equal rights for children with autism are limited: it is difficult to ensure the safety of children; teachers do not have assistants; premises are not fully adapted; it is hard to change the established negative attitude of other people. Nevertheless, teachers provide individualized education opportunities for children with autism spectrum disorder; provide them with appropriate and safe means of education; create a separate space in the group, communicate and cooperate with children’s parents, thus ensuring more effective education; involve the child in social activities.
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Antopolskaya, T. A. "Special Aspects Of Interaction In Socially Communicative Development Of Preschool Children." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.7.

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Lin, Tzu-Shin, and Chieh-Ning Lan. "A Preliminary Investigation of the Handwriting Development Process of the Taiwanese Children with Written Language Disorders." In World Congress on Special Needs Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/wcsne.2021.0007.

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Alkahtani, Keetam D. F. "Session 13: Inclusive Education | Relationship between Preservice Teachers' Knowledge of Emotional and Behavioral Disorders (EBDs) and Their Self-efficacy Beliefs." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0047.

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Reports on the topic "EDUCATION / Special Education / Communicative Disorders"

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Bogdanov, Sergey I. Electronic educational resource "Ambulance and emergency medical care for mental disorders and behavioral disorders at the prehospital stage". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0784.29012024.

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The Electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
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National report 2009-2019 - Rural NEET in Hungary. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, 2020. http://dx.doi.org/10.15847/cisrnyn.nrhu.2020.12.

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In Hungary, NEET Youth are faced with many problems: social exclusion; lack of opportunities (e.g., education, health, infrastructure, public transport, labour market conditions); low so-cio-economic status; and, a lack of relationships outside the enclosed settlements. In Hungary, the most frequent risk factors are: a socio-economically disadvantageous envi-ronment; low levels of education and schooling problems; lack of proper housing; financial problems; learning difficulties; dissatisfaction with the school; socio-emotional disorders; delinquency; health problems; homelessness; and, drug or alcohol abuse. NEET Youth are fa-cing with this multi-dimensional difficulties, regional disparities and a lack of proper services.The general employment statistics have been improving in Hungary since 2010. The emplo-yment rate of the 15-39-year-old population has increased from 53.0% to 62.5% between 2009 - 2019. The employment rate improved in every type of settlement/area. The improve-ment can be attributed to the community work in the marginalised regions micro-regions and settlements. The NEET rate shows a considerable improvement of nearly 40% between 2009 and 2019 in the urban environment for all age groups. A slight improvement can be detected in the towns and urban environment, which amounts to 25% for all age groups between 2009 and 2019. However special services and targeted programmes are required to make a diffe-rence for NEET Youth.
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