Relevant bibliographies by topics / Journal of Special Education and Rehabilitation

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  2. Dissertations / Theses
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Academic literature on the topic 'Journal of Special Education and Rehabilitation'

Author: Grafiati
Published: 2 June 2025
Last updated: 22 June 2025

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Journal articles on the topic "Journal of Special Education and Rehabilitation"

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Al-Zoubi, Suhail. "Evaluating quality of Arab journals of special education." Cypriot Journal of Educational Sciences 17, no. 1 (2022): 31–40. http://dx.doi.org/10.18844/cjes.v17i1.6679.

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 The quality of the research can be measured by a set of standards and indicators that focus on the idea of research originality, the depth of discussion, the literature analysis techniques, and the quality of research instruments. This research aims to evaluate the quality of Arab journals of special education (AJSEs). Five AJSEs were evaluated, all specializing in special education in the Arab world. The AJSEs were issued in Egypt, the Kingdom of Saudi Arabia, and Yemen. A checklist of 20 indicators was developed and applied to these journals. Results revealed that 5 indicators were highly met, 11 indicators were moderately met, and 4 indicators were low met in AJSEs. The results also indicated a difference in the quality indicators achievability (QIA) according to the journal's name. The QIA in International Journal for Talent Development, and Journal of Special Education and Rehabilitation was considerable. While, the QIA of the Saudi Journal of Special Education and Arab Journal of Disability and Talent Sciences was moderate, and it was low in Journal of Special Education.
 
 Keywords: Arab journals of special education, indicators, quality, scientific publishing, special education
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Fuchs, Douglas, and Lynn S. Fuchs. "The Journal Of Special Education." Journal of Special Education 34, no. 2 (2000): 110–11. http://dx.doi.org/10.1177/002246690003400206.

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Fuchs, Douglas, and Lynn S. Fuchs. "The Journal of Special Education." Journal of Special Education 27, no. 2 (1993): 251–52. http://dx.doi.org/10.1177/002246699302700208.

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Gray, Jeannean Hall, Rhonda Hoggard, Irmo Marini, and John R. Slate. "Content Analysis of Journals in Rehabilitation." Journal of Applied Rehabilitation Counseling 26, no. 1 (1995): 21–24. http://dx.doi.org/10.1891/0047-2220.26.1.21.

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A content analysis of 598 rehabilitation journal articles was conducted covering selected and available journals from three libraries. In all, five professional referred rehabilitation journals were analyzed covering four major areas of rehabilitation: (1) general rehabilitation - The Journal of Rehabilitation (JR) and Rehabilitation Counseling Bulletin (RCB); (2) counseling Journal of Applied Rehabilitation Counseling (JARC); (3) evaluations and assessment - Vocational Evaluation and Work Adjustment Bulletin (VEWAB); and (4) services - Journal of Rehabilitation Administration (JRA). Based on the modification of an earlier content analysis procedure, articles essentially fell into one of twelve following areas: education and training, professional issues, legal issues, ethics, independent living, counselor role and junction, alcohol and drug abuse, research methodologies, program innovations, special interest groups, and miscellaneous topics not elsewhere found. Implications as to how the field of information in rehabilitation has changed over the past decade are discussed.
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Reid, Greg, and Dale A. Ulrich. "The Impact Factor and APAQ." Adapted Physical Activity Quarterly 18, no. 2 (2001): 119–26. http://dx.doi.org/10.1123/apaq.18.2.119.

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The impact factor is a measure of the frequency with which the “average article” in a journal has been cited in a particular year or period (Journal Citation Reports; http://jcr.isihost.com). Specifically, it is the ratio of the number of articles from the journal cited over a given time period to the number of articles published by that journal during the same period. It is an objective measure of the journal’s importance, especially when compared to others in the same field. The purpose of the present study was to compare the impact factor of APAQ to 11 other journals in sport science, special education, and rehabilitation. The impact factor of APAQ compares quite favorably to most other journals in sport science, special education, and rehabilitation. However, it is strikingly different in 1998 and 1999, and therefore scholars should monitor it closely in the next few years while remembering it is only one estimate of journal prestige.
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Haus, George J., Herbert J. Rieth, and Fu Xin. "A Cumulative Author Index of The Journal of Special Education." Journal of Special Education 24, no. 3 (1990): 346–88. http://dx.doi.org/10.1177/002246699002400310.

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Fuchs, Douglas, and Lynn S. Fuchs. "EDITORIAL POLICY THE JOURNAL OF SPECIAL EDUCATION INFORMATION FOR AUTHORS." Journal of Special Education 31, no. 2 (1997): 272–73. http://dx.doi.org/10.1177/002246699703100207.

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Bouillet, Dejana. "Specificities of the science of educational rehabilitation in Central and Eastern Europe." Specialusis ugdymas / Special education 2, no. 37 (2017): 39–78. http://dx.doi.org/10.15388/se.v2i37.337.

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Scientific journals are amongst the most important sources of information regarding the status, content and other relevant characteristics of educational rehabilitation. A content analysis of scientific journals in an area illuminates its main trends and development. This work seeks to analyse basic trademarks of educational rehabilitation practice in countries from Central and Eastern Europe, specifically 15 post-socialist countries which have, during the 1990s, seen substantial political and social changes. This research includes 4 scientific journals in which educational rehabilitation scientists have published most of the existing scientific work during the period from 2008 to 2016. These are: Croatian Review of Rehabilitation Research, Journal of Special Education and Rehabilitation, Research in Developmental Disabilities and Special Education. This research is based on an analysis of 273 published abstracts, by means of quantitative content analysis.
 The main hypothesis was that educational rehabilitation science in European post-socialist countries has recognisable content and method, with the primary purpose of developing scientifically verified interventions. These contribute to the promotion of developmental, educational and social status for people with various difficulties. Such a hypothesis has been partially confirmed. It was established that there is recognisable content and method, but the predominance of scientifically verified interventions has not been established. The science of educational rehabilitation is primarily characterised by themes of specific abilities of a certain group of people with disabilities. This includes an analysis of the efficiency of various interventative methods being present in one third of the publications. In conclusion, the results of this research indicate the need for further improvement of scientific activities within the science of educational rehabilitation in Central and Eastern Europe, both in diversity of the scientific methodology and regarding a focus on the interventions themselves (including evaluation, but also the theoretical basis regarding their meaningfulness).
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Bouillet, Dejana. "Specificities of the science of educational rehabilitation in Central and Eastern Europe." Specialusis ugdymas / Special education 2, no. 37 (2017): 39–78. http://dx.doi.org/10.15388/se.2017.5.

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Scientific journals are amongst the most important sources of information regarding the status, content and other relevant characteristics of educational rehabilitation. A content analysis of scientific journals in an area illuminates its main trends and development. This work seeks to analyse basic trademarks of educational rehabilitation practice in countries from Central and Eastern Europe, specifically 15 post-socialist countries which have, during the 1990s, seen substantial political and social changes. This research includes 4 scientific journals in which educational rehabilitation scientists have published most of the existing scientific work during the period from 2008 to 2016. These are: Croatian Review of Rehabilitation Research, Journal of Special Education and Rehabilitation, Research in Developmental Disabilities and Special Education. This research is based on an analysis of 273 published abstracts, by means of quantitative content analysis.
 The main hypothesis was that educational rehabilitation science in European post-socialist countries has recognisable content and method, with the primary purpose of developing scientifically verified interventions. These contribute to the promotion of developmental, educational and social status for people with various difficulties. Such a hypothesis has been partially confirmed. It was established that there is recognisable content and method, but the predominance of scientifically verified interventions has not been established. The science of educational rehabilitation is primarily characterised by themes of specific abilities of a certain group of people with disabilities. This includes an analysis of the efficiency of various interventative methods being present in one third of the publications. In conclusion, the results of this research indicate the need for further improvement of scientific activities within the science of educational rehabilitation in Central and Eastern Europe, both in diversity of the scientific methodology and regarding a focus on the interventions themselves (including evaluation, but also the theoretical basis regarding their meaningfulness).
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Fisher, Larry B., Fred Spooner, Bob Algozzine, Kelly M. Anderson, Chelsi R. Brosh, and Colleen E. Robertson. "Content Analysis of Evidence-Based Articles in The Journal of Special Education." Journal of Special Education 52, no. 4 (2018): 219–27. http://dx.doi.org/10.1177/0022466918794952.

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Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in The Journal of Special Education ( JSE). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field.
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Dissertations / Theses on the topic "Journal of Special Education and Rehabilitation"

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Burnett, Dawn. "Meeting the needs: Rehabilitation therapists facing the challenges of inclusive education." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/29010.

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Increased popularity of the inclusive model of education where children with physical disabilities are integrated into neighbourhood schools is posing unique challenges for occupational therapists, physiotherapists, and speech-language pathologists. Researchers suggest that therapists should divest themselves of their direct treatment role and serve as consultants instructing educational personnel to apply required therapy. The purpose of this study was to examine therapists' perspectives of their working lives to identify the challenges they encounter delivering rehabilitation services to children educated in inclusive settings. This study used a qualitative design inspired by the grounded theory approach of Strauss and Corbin (1998). Twenty therapists representing education and health care public, publicly funded private, and private sector agencies participated in semi-structured interviews which were audiotaped and transcribed. Data were analyzed using open, axial, and selective coding to determine emergent themes and develop meaningful interpretations. This study has uncovered several issues related to therapy service delivery. Despite the claim of researchers that consultation is the method of choice in inclusive settings, according to therapists, in the present educational environment, this approach is not producing anticipated results. There is not the time, motivation, or resources to support collaboration, a necessary prerequisite for effective consultation and therapy delivery. Many children, therapists report, are "falling through the cracks." This paradigm shift to consultation has taken place despite a minimal evidence base. According to therapists, dissatisfaction with the present system is causing the rapid growth of private sector services, which further disadvantages already marginalized children and families. This study also highlights the professional values and struggles of therapists to direct their own practice within organizational controls and resource limitations. Furthermore, it reveals that regardless of the therapy discipline, the work setting is a critical factor with regards to therapists' job contentment and satisfaction, and hence the perceived quality of service delivered. Surprisingly, instead of demonstrating discipline specific characteristics, therapists' values, rewards, and stressors are more closely aligned with the employment sector in which they work. This study has highlighted the many tensions and struggles encountered by therapists delivering therapy to children educated in inclusive schools.
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Paul, Heidi. "Attitudes of Graduate and Undergraduate Students Toward People with Disabilities." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194291.

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This study was done for the purpose of determining if the amount of contact and type of contact someone has with a person with a disability effects attitudes toward people with disabilities. The MIDS (Modified Issues in Disability Scale) was administered to one-hundred and seventy graduate and undergraduate students to determine current attitudes toward people with disabilities. In addition, these students were asked to answer demographic questions along with questions regarding the amount and type of contact they have had with a person with a disability. A two-way ANOVA was administered to determine if there was a relationship between the amount of contact and type of contact and attitude scores. Significance was found for both the time spent and the type of contact. More positive attitudes were found in work relationships and spending a moderate amount of time with a person with a disability. Less positive attitudes were found when no time was spent and there was no relationship with a person with a disability
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Xu, Ziwei. "Training via Practitioner Journal Articles: A Pathway to Increasing Teachers’ Procedural Integrity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468419047.

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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.
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Simmons-Reed, Evette A. "The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618.

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Oswald, Gina R. "Predictors of Successful Outcomes of Transition-Aed Youth in Vocational Rehabilitation in the State of Ohio." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271784611.

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Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.
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Preece, Heidi S. "Teacher-And Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4542.

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Students receiving special education services occasionally experience problems with accessing adult services after graduation. Mandated by the Individuals with Disabilities Education Act reauthorization of 2004, the summary of performance (SOP) is a document that should ideally provide necessary information to adult service providers on needed services and eligibility of a student after graduation. This project examined student-completed portfolios and teacher-completed SOP forms to determine which form was more useful for providing necessary documentation for eligibility. Participants were vocational rehabilitation (VR) counselors and special education teachers who evaluated a student-completed portfolio compared with a teacher-completed SOP form in an online survey. Variables assessed by VR counselors included (a) value of the information provided for determining eligibility, (b) value of the information provided for plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. Special education teachers evaluated and compared a student-completed portfolio with a teacher-completed SOP form using a similar survey. Variables assessed by special education teachers included (a) value of the information provided for determining postsecondary goals, (b) value of the information provided for transition plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. The results show that a student-completed portfolio was rated more favorably than a teacher-completed form on most variables. VR counselors reported receiving a more complete picture of a student in the student-completed form. Special education teachers rated the student-completed portfolio as higher in value than the teacher-completed SOP. Findings suggest the need for more research on a student-completed portfolio as an SOP.
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Nijhuis, Bianca Gertruda Johanna. "Team collaboration in Dutch peadiatric rehabilitation cooperation between parents, rehabilitation professionals and special education professionals in the care for children with cerebral palsy/ Bianca Gertruda Johanna Nijhuis." [S.l. : Groningen : s.n. ; University Library of Groningen] [Host], 2007. http://irs.ub.rug.nl/ppn/305102427.

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Keys, Deborah. "Collaboration efforts between special educators and the Division of Vocational Rehabilitation in school to work transition of students with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998keysd.pdf.

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Books on the topic "Journal of Special Education and Rehabilitation"

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Mba, Peter Okoro. Fundamentals of special education and vocational rehabilitation. Codat, 1995.

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J, McLaughlin Phillip, ed. Recent advances in special education and rehabilitation. Andover Medical Publishers, 1993.

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National Association for Special Educational Needs., ed. British journal of special education. NASEN, 1998.

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National Council for Special Education (Great Britain). British journal of special education. National Council for Special Education, 1985.

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Pakistan. Directorate General of Special Education., ed. National policy for rehabilitation of the disabled. Directorate General of Special Education, Govt. of Pakistan, 1986.

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Apple Computer, Inc. Office of Special Education Programs and Trace Research and Development Center (University of Wisconsin), eds. Apple computer resources in special education and rehabilitation. DLM Teaching Resources, 1989.

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Apple Computer, Inc. Office of Special Education Programs., University of Wisconsin--Madison. Trace Research and Development Center on Communication, Control, and Computer Access for Handicapped Individuals., Closing the Gap (Firm), and DLM Teaching Resources (Firm), eds. Apple computer resources in special education and rehabilitation. DLM Teaching Resources, 1988.

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Branch, Hawaii Special Education. Special education-vocational rehabilitation: Work-study program guidelines. Special Education Branch, Dept. of Education, State of Hawaii, 2003.

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Richard, Rathgeber, ed. Behinderte in Ausbildung und Beruf: Ein Wegweiser (nicht nur) für Betroffene. C. H. Beck, 1987.

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Harnisch, Delwyn L. Digest on youth in transition. College of Education, University of Illinois, 1986.

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Book chapters on the topic "Journal of Special Education and Rehabilitation"

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Skewes McFerran, Katrina, and Carol Barbara Lotter. "Music Listening in Rehabilitation and Special Education." In The Psychology of Music Listening for Health and Wellbeing Professionals. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55373-8_8.

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Golubchikova, Anastasia V., and Svetlana B. Lazurenko. "Digital Game Aids in the Rehabilitation of Children with Disabilities." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_3.

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Lemekh, Elena A., and Olga Y. Svetlakova. "Inclusive Education and Inclusive Rehabilitation: Perceptions of Teachers from Different Types of Educational Institutions." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_26.

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Prihodko, Oksana G., and Ascha A. Guseynova. "Continuous Staged Psychological and Pedagogical Support of Children with Cerebral Palsy in the System of Complex Rehabilitation." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_29.

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Rolle, Anthony, and Eric A. Houck. "Introduction to the Peabody Journal of Education's Special Issue on the Future of School Finance Research." In K-12 Education Finance. Routledge, 2024. http://dx.doi.org/10.4324/9781315046075-1.

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Rolle, Anthony, and Keke Liu. "Concluding Remarks for the Peabody Journal of Education's Special Issue on the Future of School Finance Research." In K-12 Education Finance. Routledge, 2024. http://dx.doi.org/10.4324/9781315046075-8.

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Volkova, Svetlana V. "On the Issue of Developing a Unified Quality Assessment System for Speech Therapy at Different Stages of Comprehensive Support for Education, Development, and Rehabilitation of Children with the Consequences of Local Brain Lesions." In Educational Management and Special Educational Needs. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57970-7_11.

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Konagai, Kazuo. "Coseismic Stress Changes, Landslides in the 2004 Mid-Niigata Prefecture Earthquake, and Their Impact on Post-quake Rehabilitations." In Progress in Landslide Research and Technology, Volume 1 Issue 2, 2022. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18471-0_19.

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AbstractThe impact of a large inland earthquake is profound because of its intense shakes and the associated landslides and debris flows. The quake-induced landslides and debris flow are often the most devastating secondary effect of an earthquake in terms of all kinds of losses, causing long-lasting problems in post-quake rehabilitation activities. An earthquake-induced landslide is just one scene of ever-evolving mountain topography. Therefore, studying terrain dynamics is vital to comprehend the possibility of hazards and propose and apply rational rehabilitation tactics. Though serious, the damage caused by the Mid-Niigata Prefecture Earthquake of October 23, 2004, has given us a rare opportunity to study the landform changes caused by an earthquake that hit an active-folding mountainous terrain. To deal with rehabilitation problems in a scientific manner, a research program, “Earthquake damage in active-folding areas: the creation of a comprehensive data archive and suggestions for its application to remedial measures for civil-infrastructure systems,” was set up getting the Special Coordination Funds for Promoting Science and Technology, Ministry of Education, Culture, Sports, Science and Technology (MEXT). This article reviews some significant findings obtained through this project and even beyond it. The results show that essential aspects of quake-caused problems were linked to deep-seated tectonic displacements, namely the internal driving stress field associated with earthquakes to evolve the active-folding terrain.
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Spithoven, Remco, and Jelle Brands. "Feeling Safe While Having Fun? Review of Experienced Safety and Fear of Crime at Events and Festivals." In Smart Urban Safety and Security. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2196-2_5.

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AbstractEvents and festivals are big business. Despite differences, the overall goal of providing visitors with a positive experience and making a profit for the organization of the event or festival is the same. As clear liminal settings, events and festivals trigger the experience of freedom among visitors, but research also indicates that this comes at a price of heightened risk of, for example, ‘(...) pickpockets, sexual assault, and terrorist attacks (...)’ (Hoover et al., The Canadian Geographer/Le Géographe canadien 66:202, 2022). At the same time, there is little research attention for how such risks of crime victimization are experienced, and how safe people feel at events and festivals more generally. This is somewhat surprising because, in general, safety is considered to be crucial to the success of (semi)public spaces and people’s willingness to frequent these. One could hypothesize a similar importance to event and festival settings (Dewilde et al. Journal of Peace Education 18:163–181, 2021) and some authors (Pivac et al. Journal of the Geographical Institute “Jovan Cvijić” SASA 69:123–134, 2019; Barker et al., Journal of Travel Research 41:355–361, 2003) claim the experience of safety to be crucial for the future of events. In this chapter we will explore what is special and (potentially) unsafe about events and festivals and review what is known about event and festival visitors’ fear of crime and explanatory factors. Findings are contrasted with knowledge from the general fear of crime literature. In doing so, we pay special attention to gender differences in the experience of fear of crime at events and festivals, the role of environmental factors, and the role of surveillance and policing.Based on our exposition, it follows that there clearly is no one-size-fits-all solution for the prevention of fear of crime at events and festivals, and a practical approach has to be based on tailor-made analyses for specific events and festivals. Increased security and surveillance are not per se the answer to fear of crime at events and festivals; in particular circumstances these might even alarm visitors about the risks of crime victimization, affecting their experienced safety in a negative way. It can also be questioned to what extent such an approach is sensitive to recognizing and addressing the (perceived) threat of sexual harassment and violence, which the literature we reviewed consistently conveys as a specific and pressing risk at events and festivals, especially to women. A way forward could be raising awareness of sexual violence and harassment among visitors, staff, and organizers of events and festivals. We would also argue monitoring perceived risk of different types of victimization (among which sexual harassment and violence) could be expanded using different techniques, such as app-based measurements of real-time experience of safety. In general, it seems that the prevention of fear of crime at events and festivals needs a bottom-up, tailor-made approach, in which technological solutions may play a role but should not be considered a one-size-fix-all.
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O’Toole, Brian. "Community-based rehabilitation." In Special Needs Education. Routledge, 2019. http://dx.doi.org/10.4324/9780203080313-17.

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Conference papers on the topic "Journal of Special Education and Rehabilitation"

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Cheng, Hsin-Yi Kathy, Wei-Ting Shen, Yu-Chun Yu, and Yan-Ying Ju. "Special Education Teachers’ Perception on Assistive Devices Use." In 2024 17th International Convention on Rehabilitation Engineering and Assistive Technology (i-CREATe). IEEE, 2024. https://doi.org/10.1109/i-create62067.2024.10776435.

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Haiachi, Marcelo de Castro, Erik Bueno de Ávila, Vinícius Denardin Cardoso, et al. "Military rehabilitation programs and Paralympic Movement." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc1.06.

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Hagen, Dolores, and Bud Hagen. "Computer technology in special education and rehabilitation." In the 1988 ACM sixteenth annual conference. ACM Press, 1988. http://dx.doi.org/10.1145/322609.323200.

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Alyami, Awad. "Session 4: Inclusive Education | Learning through art in Medical Rehabilitation." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0019.

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Chandra W, Dian Eka, Soesetyo Soesetyo, Suhartono Suhartono, Rian S. Rian S, and Noermansyah Noermansyah. "The Rhetorical Structure Model Reconstruction of Unaccredited Journal Entries to Become Special Accredited Journal Entris in the Introduction Chapter." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.73.

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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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Varnier, Thaise Ramos, Liana Abrao Romera, and Otávio Tavares. "Arete: Relationships between integral education, education in values and Olympic education." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.10.

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Nunes, Rita Amaral. "Values and education: The Olympic education program in Portugal." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.09.

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T., Ahon Adaka, Florence Banku Obi, and Emmanuel Ikwem. "Session 17: Inclusive Education | The Family as a Factor in the Successful Implementation of Community-Based Rehabilitation in Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0062.

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Danijela, Ilic-Stosovic, Kovacic Anita, Nikolic Snezana, and Maksic Jasmina. "The analyzes of individual education plans for children with cerebral palsy." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012133i.

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Reports on the topic "Journal of Special Education and Rehabilitation"

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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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Abstract:
The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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