Relevant bibliographies by topics / Inclusion and special education

Contents

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

Academic literature on the topic 'Inclusion and special education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Inclusion and special education"

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Florian, Lani. "INCLUSION: Special or inclusive education: future trends." British Journal of Special Education 35, no. 4 (2008): 202–8. http://dx.doi.org/10.1111/j.1467-8578.2008.00402.x.

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Francisco, Marian Patricia Bea, Maria Hartman, and Ye Wang. "Inclusion and Special Education." Education Sciences 10, no. 9 (2020): 238. http://dx.doi.org/10.3390/educsci10090238.

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem.
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Nilholm, Claes. "Special education, inclusion and democracy." European Journal of Special Needs Education 21, no. 4 (2006): 431–45. http://dx.doi.org/10.1080/08856250600957905.

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Kauffman, James M., and Garry Hornby. "Inclusive Vision Versus Special Education Reality." Education Sciences 10, no. 9 (2020): 258. http://dx.doi.org/10.3390/educsci10090258.

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The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabil
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Allan, Julie, and Sally Brown. "Special Schools and Inclusion." Educational Review 53, no. 2 (2001): 199–207. http://dx.doi.org/10.1080/00131910120055624.

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

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Rodriguez, Claudia Castillo, and Nuria Garro-Gil. "Inclusion and Integration on Special Education." Procedia - Social and Behavioral Sciences 191 (June 2015): 1323–27. http://dx.doi.org/10.1016/j.sbspro.2015.04.488.

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Agavelyan, Ruben O., Saule D. Aubakirova, Aisulu D. Zhomartova, and Elena I. Burdina. "Teachers’ Attitudes towards Inclusive Education in Kazakhstan." Integration of Education 24, no. 1 (2020): 8–19. http://dx.doi.org/10.15507/1991-9468.098.024.202001.008-019.

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Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools
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Vasquez Arrieta, Oleg, Carolina Susana Bernett Olivares, Lebisth María González Suárez, and Jennifer Cabarcas Caro. "La formación del pedagogo infantil en relación con la educación especial o los procesos de inclusión// The infant teacher training regarding special education or inclusion processe." Hexágono Pedagógico 3, no. 1 (2012): 124. http://dx.doi.org/10.22519/2145888x.282.

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Con el desarrollo de las políticas de educación inclusiva en Colombia encontramos que a las instituciones de educación inicial están llegando niños que se pueden cobijar bajo el concepto de la diversidad, siendo así nos preguntamos por la formación de las maestras quelos atenderán. Para responder la pregunta indagamos en los planes de estudio de las licenciaturas en Pedagogía Infantil o Educación preescolar las asignaturas con denominaciones relacionadas con los procesos de educación especial o inclusión, encontrando que se desarrollan contenidos que atienden los elementos conceptuales de la i
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Dogan, Ahmet, and Ayse Bengisoy. "The opinions of teachers working at special education centers on inclusive/integration education." Cypriot Journal of Educational Sciences 12, no. 3 (2017): 121–32. http://dx.doi.org/10.18844/cjes.v12i3.2440.

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This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the research. Using semi-structured interview technique, face-to-face interviews were held with teachers of various ages, length of service, gender and of different undergraduate and graduate degrees who work at the special education center. Face-to-face i
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Dissertations / Theses on the topic "Inclusion and special education"

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Marks, Lori J., and Maureen Conroy. "Inclusion." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3728.

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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.

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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the var
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Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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Olson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.

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Charley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.

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Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and
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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three
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Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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Holodick, Mark A. "Special education implementing inclusion at Concord High School /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 151 p, 2008. http://proquest.umi.com/pqdweb?did=1601516661&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Binmahfooz, Sarah. "Saudi Special Education Preservice Teachers’ Perspective towards Inclusion." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.

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In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with di
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Books on the topic "Inclusion and special education"

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Royal National Institute for Deaf People. Inclusion strategies: Supporting effective inclusion and attainment. RNID, 2004.

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Dover, Wendy. The inclusion facilitator. 2nd ed. Master Teacher, Inc., 2005.

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Elkins, John. Education for inclusion and diversity. 3rd ed. Pearson Education Australia, 2008.

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Education for inclusion and diversity. 5th ed. Pearson Australia, 2015.

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Mother-teachers: Insights into inclusion. David Fulton, 2004.

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Alan, Millward, ed. Schools and special needs: Issues of innovation and inclusion. P. Chapman, 2000.

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Ohio. General Assembly. Legislative Office of Education Oversight. Special education issues for discussion: Funding, inclusion, and impact. LOEO, 1995.

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1944-, Haney C. Michele, ed. Preschool inclusion. P.H. Brookes Pub., 1999.

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Farrell, Michael. Inclusion at the crossroads: Special education : concepts and values. David Fulton, 2004.

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Riddick, Barbara. Dyslexia and inclusion: Assessment and support in higher education. Whurr, 2002.

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Book chapters on the topic "Inclusion and special education"

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Hornby, Garry. "From Inclusion and Special Education to Inclusive Special Education." In Inclusive Special Education. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8_2.

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Carroll, David W. "Special education, inclusion, and advocacy." In Families of children with developmental disablities: Understanding stress and opportunities for growth. American Psychological Association, 2013. http://dx.doi.org/10.1037/14192-006.

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Takala, Marjatta, and George Head. "Inclusion and Practice." In The Wiley Handbook of Diversity in Special Education. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch6.

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Vickerman, Philip, and Anthony Maher. "The context for inclusion." In Teaching Physical Education to Children with Special Educational Needs and Disabilities. Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-1.

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Harber, Clive. "Special Educational Needs and Inclusion." In Schooling in Sub-Saharan Africa. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_10.

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Purdy, Noel, and Adam Boddison. "Special Educational Needs and Inclusion." In Learning to Teach in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-30.

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Andreozzi, Pasquale, and Anna Pietrocarlo. "Educational Inclusion and Organization." In Special Educational Needs and Inclusive Practices. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_7.

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Engelbrecht, Petra, and Alison Ekins. "International Perspectives on Teacher Education for Inclusion." In The Wiley Handbook of Diversity in Special Education. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch20.

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Hornby, Garry. "Inclusive Special Education: The Need for a New Theory." In Inclusive Special Education. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8_1.

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Hornby, Garry. "Teaching Children with a Wide Range of Special Needs and Disabilities." In Inclusive Special Education. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8_3.

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Conference papers on the topic "Inclusion and special education"

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Jeznik, Katja, and Boštjan Kotnik. "Inclusion of Special Education Institution." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.12.

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Tortu-Rueter, Donna. "Session 4: Inclusive Education | Examining General and Special Education Teachers’ Perceptions of Inclusion." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0016.

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Rajanikanth, Sheela. "Session 12: Inclusive Education | Imparting Need Based Education to Children with Special Needs Through Inclusion- Integration - Remediation Model." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0044.

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Koliqi, Donika, and Naser Zabeli. "IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.

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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational
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Khitryuk, Vera V., and Tatyana G. Kiseleva. "Inclusive education: on the inclusion of a "special" child in a peer group." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-238-244.

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The article describes the problem of including a "special" child in interaction with peers; identifies ways to resolve existing contradictions; outlines areas of work to modernize the content of teacher education in the context of the principle of inclusion.
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Sunandar, Asep, and Ade Dian Firdiana. "Management of Special Education: Study of Effectivenes on Inclusion Education Service." In 3rd International Conference on Education and Training (ICET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.46.

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D'Elia, Francesca. "Inclusion in physical and sport education for special movement needs." In Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc2.64.

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Tiwari, Ashwini. "MEASURING GENERAL EDUCATION TEACHERS’ ATTITUDES AND PERCEPTION TOWARDS INCLUSION OF SPECIAL EDUCATION STUDENTS." In 36th International Academic Conference, London. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.036.049.

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Alshalhoub, Nourah. "INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN PRIMARY EDUCATION IN SAUDI ARABIA: STAKEHOLDERS PERSPECTIVES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1306.

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Shinta, Dwi Kumala, Ibnu Syamsi, and Haryanto Haryanto. "Traditional Game as a Media for Character Education Inclusion Elementary School." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.77.

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Reports on the topic "Inclusion and special education"

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational an
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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, et al. Monitoring report on integration 2016. Edited by Alan Barrett, Frances McGinnitty, and Emma Quinn. ESRI, 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently a
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education jo
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable
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Nelson, Gena. Special Education Math Interventions. Boise State University, 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across
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Auerbach, E., and J. Kats. FORTRAN Code Additions for Inclusion of Special Functions in MAD. Office of Scientific and Technical Information (OSTI), 1986. http://dx.doi.org/10.2172/1151160.

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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1498.

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Owens, Wade. Improving Cultural Education of Special Operations Forces. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada518468.

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Chaikind, Stephen, and Hope Corman. The Special Education Costs of Low Birthweight. National Bureau of Economic Research, 1990. http://dx.doi.org/10.3386/w3461.

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Wuest, Leslie. Factors Associated with Inclusion of Spirituality in Secular Social Work Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.301.

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