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Relevant bibliographies by topics / Educational needs and goals

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Journal articles

Academic literature on the topic 'Educational needs and goals'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Educational needs and goals"

1

Zare-Farashbandi, Firoozeh, Mohammadreza Hashemian, Alireza Rahimi, Nikoo Yamani, and Peyman Adibi. "Clinical informationist educational needs and goals: A scoping review." Journal of Education and Health Promotion 9, no. 1 (2020): 193. http://dx.doi.org/10.4103/jehp.jehp_272_20.

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Paccaud, Ariane, and Reto Luder. "Participation Versus Individual Support: Individual Goals and Curricular Access in Inclusive Special Needs Education." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 205–24. http://dx.doi.org/10.1891/1945-8959.16.2.205.

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Following the recommendations and conventions of the United Nations on inclusion, many educational systems provide inclusive support for children with special educational needs (SEN) within mainstream classrooms. In this context, multiprofessional planning of inclusive support is crucial and individual educational plans (IEPs) are essential tools for professional implementation of inclusive education. IEP should at the same time provide suitable and achievable educational goals for individual learners with SEN as well as lead to adaptations in teaching methods, fostering participation and curr

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3

Curry, S. A., and P. H. Hatlen. "Meeting the Unique Educational Needs of Visually Impaired Pupils through Appropriate Placement." Journal of Visual Impairment & Blindness 82, no. 10 (1988): 417–24. http://dx.doi.org/10.1177/0145482x8808201007.

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A preoccupation with educating visually impaired students in the “least restrictive environment” often overshadows the need to place these students in environments where all their educational needs will be met. Appropriate placement of a visually impaired student is dependent on a thorough assessment of the student in all areas of potential need, a determination of that student's instructional needs, and the preparation of goals and objectives to meet those needs. The amount of specialist intervention necessary to meet the many unique needs of visually impaired students in preparation for adul

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4

Milanovic-Nahod, Slobodanka, and Nadezda Saranovic-Bozanovic. "Development of cognitive abilities as educational goal." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 66–84. http://dx.doi.org/10.2298/zipi0436066m.

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The present paper sets out to consider cognitive abilities development depending on learning and educational goals. Three standpoints and their effects on the quality of cognition are opposed: determination of tasks and goals beforehand, non-determination of tasks and goals beforehand, and alternative models where general and specific goals are planned specification being left to curriculum executors. Thereafter, consideration is given to the learning theories where it is insisted either upon learner?s individual activities or upon planning of learning context which contains interrelations bet

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5

Klang, Nina, Charity Rowland, Melanie Fried-Oken, Sandra Steiner, Mats Granlund, and Margareta Adolfsson. "The content of goals in individual educational programs for students with complex communication needs." Augmentative and Alternative Communication 32, no. 1 (2016): 41–48. http://dx.doi.org/10.3109/07434618.2015.1134654.

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6

Fiedler, Jacque F., and Richard R. Knight. "Congruence between Assessed Needs and IEP Goals of Identified Behaviorally Disabled Students." Behavioral Disorders 12, no. 1 (1986): 22–27. http://dx.doi.org/10.1177/019874298601200102.

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The files of a group of students placed in special education as behaviorally disabled were reviewed to evaluate the amount of congruence found between recommendations made from the diagnostic/assessment data and instructional goals present in the student's IEP. A checklist instrument was developed, enabling the calculation of a Ratio of Diagnostic-Intervention Congruence. Data obtained suggested lack of diagnostic-intervention congruence, and dissimilarity of IEP goals to diagnostic/assessment recommendations. Recommendations are made for improving the linkage between the diagnostic-interventi

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7

Adebiyi, Marie Elomba, Younis Al-Hassan, Carole Hansbourgh, and Christopher Edginton. "Values Attached to Educational Goals, Study Processes, and Educational Motivation." Journal of Education and Development 1, no. 1 (2017): 48. http://dx.doi.org/10.20849/jed.v1i1.252.

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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goal

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8

Плужник, Оксана. "Strategy of “Scaffolding” for teaching children with special educational needs." Pedagogika. Studia i Rozprawy 29 (2020): 103–11. http://dx.doi.org/10.16926/p.2020.29.06.

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The article explores one of the important teaching strategies for all children, especially children with special educational needs – scaffolding, which accelerates learning how to solve problems. This metaphor was suggested by an American psychologist, educator Jerome Bruner and his colleagues to describe the process of teaching a child in the zone of proximal development, according to the theory of L.S. Vygotsky. It has been clarified that scaffolding has much in common with differentiation, but these two approaches have some peculiarities. They can be combined to achieve goals better. In the

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9

Bystrova, Yuliia, and Lidiia Drozd. "CORRECTION FOR DEVELOPING SKILLS OF SETTING LIFE GOALS IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS GIVEN." Lviv University Herald. Series: Psychological sciences 2522-1876 (2018): 19–25. http://dx.doi.org/10.30970/2522-1876-2018-3-3.

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10

Grzegorzewska, Maria Katarzyna. "TRADITIONAL COMMUNICATION GOALS IN THE EDUCATIONAL STRATEGY OF SHAPING THE STUDENT." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 77–84. http://dx.doi.org/10.5604/01.3001.0013.2206.

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Innovative teaching methods and tools, corresponding to the needs and interests of the new generation, are very much needed and are a natural complement to the traditional teaching instruments. Education is also a look at education, which allows equipping pupils with methods of adapting to the changing reality. In this case, one cannot forget about universal principles and behaviours that have been cultivated since the earliest years, passed on to future generations thanks to communication. It is the communication in which the translation of the world and supporting the critical attitudes of t

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