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: 27 July 2025

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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 probl
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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 ha
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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 teenage
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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
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Руденко, Наталія. "ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ-ЛОГОПЕДІВ". Психологія: реальність і перспективи, № 22 (17 листопада 2024): 94–101. http://dx.doi.org/10.35619/prap_rv.v1i22.377.

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The article analyzes the concept of "communicative competence." The components of communicative competence are examined, along with obstacles in interpersonal interactions, such as communicative barriers and individual psychological properties. The necessity of developing communicative competence in future speech therapists is emphasized. The study found that students majoring in "Special Education" exhibit average to low levels of communicative competence. Regarding the level of shyness, the obtained results shoved that 15% of respondents have a low level of shyness, 17.5% have an average lev
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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 (devel
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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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Choi, Sangbae, Jin gyoung Kim, and Hyojeong Seo. "Mid-to Long-term Analysis for Special Education Recipients and Special Education Teachers." Special Education Research Institute 30, no. 1 (2025): 113–30. https://doi.org/10.56460/kdps.2025.30.1.113.

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Purpose: This study aimed to estimate the number of students eligible for special education and the required number of special education teachers in South Korea from 2024 to 2033. Method: The study employed ARIMA time series analysis using data on special education students from 2014 to 2023. Two scenarios were presented: one excluding and the other including the projected decline in the school-age population. Results: The number of special education students is expected to increase to 142,371 by 2033 without considering the school-age population decline, and to 136,671 when the decline is acc
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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 stu
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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 an
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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 possibl
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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,
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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 semeste
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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 th
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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 dis
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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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STROESCU, Daniela-Iulia. "Intervention programs to promote specific communication for people with autist spectrum disorders." In Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v1.21-22-03-2024.p334-341.

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The neurodiversity movement supports the development and diverse functioning of the human brain, which is responsible for interacting and experiencing the world differently. The main goal is to make people aware of the neurological differences that need to be accepted, the usefulness of inclusion and the acceptance of neurodiversity as a natural part of human diversity. Neurodivergent people have specific strengths and abilities that society should not ignore, and are also advocates of autistic self-representation. Knowledge of communicative behaviours in autistic people is of great significan
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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 pe
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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. T
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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 behavio
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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
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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
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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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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 g
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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 Sta
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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 chi
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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, &amp; Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities
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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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Abstract:
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 o
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