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Journal articles on the topic 'Learners with special educational needs (LSEN)'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Padillo, Gengen G., Raymond C. Espina, Reylan G. Capuno, Ramil P. Manguilimotan, Veronica O. Calasang, and SettingsJoedel B. Bellete. "Functional skills for learners with special educational needs amidst the COVID-19 pandemic." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1893–916. http://dx.doi.org/10.18844/cjes.v16i4.6057.

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The key purpose of this study is to determine the functional skills of learners with special educational needs (LSENs) in terms of life skills, social skills and community-based learning skills in the identified schools in Toledo City Division. It employed both quantitative and qualitative research methods to assess the functional skills of LSENs amidst the pandemic as rated by the parents. The respondents were selected through purposive sampling technique. The study utilised an adapted the research tool. The findings show that most of the learners were aged 10 years old or older, male, non-gr

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Pillay, Jace, and Marisa Di Terlizzi. "A case study of a learner’s transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education." South African Journal of Education 29, no. 4 (2009): 491–509. http://dx.doi.org/10.15700/saje.v29n4a293.

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Opiyo, Rose Atieno. "Inclusive Practice and Transformative Leadership Are Entwined." Global Journal of Transformative Education 1, no. 1 (2019): 52–67. http://dx.doi.org/10.14434/gjte.v1i1.25981.

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Inclusive Education (IE) is arguably a popular discourse in education systems as, not merely a concept that addresses needs of Learners with Special Needs (LSEN), but rather a relatively broad approach, continuous process that looks into how to transform both formal and non-formal education systems and other learning environments to respond to diversity. IE is placed at the core of human rights movement, Education for All (EFA) and social equity agenda with lots of educational social and economic premiums attached to this movement. While a lot is documented on the factors that slows down the p

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Forlin, Chris. "Special Issue: Transitions for Students With Special Educational Needs." Australasian Journal of Special Education 37, no. 1 (2013): 1–3. http://dx.doi.org/10.1017/jse.2013.9.

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For learners with special educational needs (SEN) an area of particular challenge occurs frequently during transition times. There are a range of inter- and intra-school periods when major changeovers are required. Preparing to enter school, moving from primary to secondary schooling, and leaving school into postschool options are all very demanding times, especially for youngsters who have difficulty with changing routines. Moving between activities, subjects, teachers, classrooms, and year groups are also very demanding tasks for some students. This special issue of the Australasian Journal

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5

Adoniou, M. "Review: English Language Learners with Special Educational Needs." ELT Journal 58, no. 2 (2004): 205–8. http://dx.doi.org/10.1093/elt/58.2.205.

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Reid, D. Kim, Gayle Baker, Cathy Lasell, and Sally Eastin. "Teaching Reading Comprehension to Special Needs Learners." Intervention in School and Clinic 28, no. 4 (1993): 198–215. http://dx.doi.org/10.1177/105345129302800403.

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Osman, Dure Mohammed, Oracha P. A., and Okutoyi Joel. "Assessment of Availability and Use of Teaching and Learning Resources for Retention of Learners with Special Needs in Regular Primary Schools in Dadaab Sub-County, Kenya." IRA International Journal of Education and Multidisciplinary Studies 16, no. 2 (2020): 112. http://dx.doi.org/10.21013/jems.v16.n2.p4.

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The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitte

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Amaniampong, Philemon, Judith Amankwaa Mensah, and Eleanor Bosompemaa Takyi. "GUIDANCE SERVICES FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS: PERSPECTIVE OF JHS TEACHERS AND COUNSELLORS IN BIRIM CENTRAL MUNICIPALITY, GHANA." International Journal of Education, Psychology and Counseling 6, no. 42 (2021): 63–73. http://dx.doi.org/10.35631/ijepc.642006.

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The purpose of the study was to explore guidance services provided for learners with special needs in selected Junior High Schools in Birim Central Municipality. The study adopted the descriptive survey design. The purposive sampling technique was used to select counsellors while the simple random technique was used for teachers with a sample size of 61. The questionnaire was used to collect the data. The study revealed that teachers have limited knowledge in guidance and counseling and few teachers also counsel learners with special needs even though they were not counselors. Again, it also r

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Evans, William, Robert A. Gable, and Amany Habib. "Lessons from the Past and Challenges for the Future: Inclusive Education for Students with Unique Needs." Education Sciences 11, no. 6 (2021): 281. http://dx.doi.org/10.3390/educsci11060281.

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The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and behavior challenges and (b) English Learners identified as students with limited or interrupted formal education (SLIFE). We highlighted some potential lessons to be learned from past-to-present efforts to serve students with behavior problems. Selec

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Hornby, Garry, and James M. Kauffman. "Special and Inclusive Education: Perspectives, Challenges and Prospects." Education Sciences 11, no. 7 (2021): 362. http://dx.doi.org/10.3390/educsci11070362.

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Vilpolla, Tuomo, and Marianna Harutyunyan. "Finnish Policies And Practices For Supporting Different Learners." Armenian Journal of Special Education 2, no. 2 (2020): 86–97. http://dx.doi.org/10.24234/se.2020.2.2.237.

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Nowadays the inclusive practices allow all pupils to attend the school they would attend if they did not have a disability, and no pupil can be deprived of placement, because of a disability unless they are a danger to themselves or other students. Pupils with special educational needs are included in the school population and served in the general education classes alongside students without disabilities. Unlike traditional education practices, inclusive education strives to provide intervention, remediation, and support within the general education classroom. Inclusive education is based on

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Sumantri, Mohamad Syarif, Rosa Sagala, and Syamsul Syamsul. "INCLUSIVE EDUCATION IN ELEMANTARY SCHOOL: AN EVALUATIVE STUDIES ON EDUCATIONAL INCLUSION IN WEST JAKARTA." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 1 (2017): 137. http://dx.doi.org/10.21009/ijer.04.01.13.

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This study aimed to evaluate the implementation of the policy of inclusive education programs. Research using qualitative, evaluative and descriptive models based on Stake. The results showed that the input (antecedents) states that the implementation of inclusive education programs at both schools is not optimal in accordance with the guidelines for the implementation of inclusive education. Process (transcations) First, the lesson plan, due to the lack of identification and assessment at the time of admission of learners new learners, then it affects the planning of lessons to children with

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Pasvenskienė, Aušrinė, and Milda Žaliauskaitė. "The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education." Białostockie Studia Prawnicze 25, no. 4 (2020): 233–55. http://dx.doi.org/10.15290/bsp.2020.25.04.16.

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Abstract This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, conc

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Baltabayev, E., E. Saidakov, E. Telakhynov, Sh A. Mendigaliyeva, and A. Kulzhabayev. "The Sports in Training the Learners with Special Needs." Journal of Intellectual Disability - Diagnosis and Treatment 6, no. 4 (2018): 149–53. http://dx.doi.org/10.6000/2292-2598.2018.06.04.3.

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McLoughlin, Matt. "Employability Training for Sixth form Learners with Special Educational Needs: Preparing for Success?" Support for Learning 33, no. 3 (2018): 267–93. http://dx.doi.org/10.1111/1467-9604.12218.

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Mukhopadhyay, Sourav. "Botswana primary schools teachers' perception of inclusion of learners with special educational needs." Journal of Research in Special Educational Needs 14, no. 1 (2012): 33–42. http://dx.doi.org/10.1111/j.1471-3802.2012.01269.x.

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Peter, Melanie. "Professional development in drama with learners with special educational needs and disabilities (SEND)." Support for Learning 36, no. 3 (2021): 421–49. http://dx.doi.org/10.1111/1467-9604.12371.

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Samsonova, E. V. "Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education." Клиническая и специальная психология 10, no. 2 (2021): 165–82. http://dx.doi.org/10.17759/cpse.2021100210.

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Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article.

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Afolabi, Olusegun Emmanuel. "Parents’ Involve and psycho-educational Development of Learners with Special Educational Needs (SENs): An Empirical Review." International Journal of Early Childhood Special Education 6, no. 2 (2014): 177. http://dx.doi.org/10.20489/intjecse.30749.

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Hoover, John J., and James R. Patton. "Differentiating Curriculum and Instruction for English-Language Learners With Special Needs." Intervention in School and Clinic 40, no. 4 (2005): 231–35. http://dx.doi.org/10.1177/10534512050400040401.

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Norhadiana, Norhadiana. "OPTIMALISASI PROGRAM LAYANAN KHUSUS DI SEKOLAH UNTUK PENINGKATAN KUALITAS PESERTA DIDIK." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 3 (2020): 59–65. http://dx.doi.org/10.51376/jmael.v1i3.174.

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Learners are a core component of educational activities. The era of competition among educational institutions so tight as it is today, the school must strive in earnest to get learners. There is even a chairman of the foundation of education that says that seek learners is much more difficult than looking for a new teacher. Mananjemen student not only shaped data recording learners, but covers broader aspects yange operationally to assist the efforts of growth and development of learners through the process of education in schools. As a special service of learners includes guidance and counse

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Резніченко, Ірина, and Валентина Пісняк. "EXCURSION AS A FORM OF INCLUSIVE TOURISM FOR YOUNG LEARNERS WITH SPECIAL EDUCATIONAL NEEDS." Psychological and Pedagogical Problems of Modern School, no. 1(3) (February 25, 2020): 120–26. http://dx.doi.org/10.31499/2706-6258.1(3).2020.204303.

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Williams, Peter, and David Nicholas. "Testing the usability of information technology applications with learners with special educational needs (SEN)." Journal of Research in Special Educational Needs 6, no. 1 (2006): 31–41. http://dx.doi.org/10.1111/j.1471-3802.2006.00057.x.

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24

Yulianto, Totok. "Pendidikan Inklusif: Konsep Dasar, Ruang Lingkup, Dan Pembelajaran." Jurnal Kependidikan 6, no. 2 (2018): 195–206. http://dx.doi.org/10.24090/jk.v6i2.1698.

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Inclusive education provides educational services based on the variation of learners potential in an educational institution. This service is very suitable for children with special needs that has unique individual characteristics. The implementation of inclusive education is currently not aligned with national schooling systems that tend to implement a standardized service system. The term of standard service is the equal treatments for each individual and the learning completeness with the benchmarks of the national standard. In relation to the condition of children with special needs, who h

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Tsisindu, Otundo Denis, Okutoyi Joel, and Khasakhala Edward. "Inclusive Teaching-Learning Strategies to Meet Academic Needs of Learners with Special Needs in Kenya (A Case of Kakamega East Sub-county)." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 5, no. 2 (2016): 119. http://dx.doi.org/10.21013/jems.v5.n2.p7.

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<div><p><em>The national education system has been characterised by inadequate educational management practices and facilities that do not respond well to the challenges faced by Learners with Special Needs (LWSNs). These learners are gradually and deliberately pushed out of the school system because schools are not sensitive to their learning styles and background. The purpose of this study was therefore to assess the extent to which inclusive teaching-learning strategies were employed to meet academic needs of learners with special needs in public primary schools in Kakameg

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Jacob, Udeme Samuel, and Angela Nneka Olisaemeka. "Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs." European Scientific Journal, ESJ 12, no. 10 (2016): 188. http://dx.doi.org/10.19044/esj.2016.v12n10p188.

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This paper examined parameters and opportunities for learners with special educational needs in an effective inclusive education as it relates to 21st century. It differentiated inclusive education from mainstreaming and integration and went further give a comprehensive meaning to the term inclusive education. Some of the benefits of this inclusive education are multicultural learning environment, socialization and the development of the child. Parameters identified for effective inclusive education are placing the child in age appropriate grade place, no special classes or schools and coopera

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Kristensen, Kirsten, Martin Omagor-Loican, Negris Onen, and Daniel Okot. "Opportunities for inclusion? The education of learners with special educational needs and disabilities in special schools in Uganda." British Journal of Special Education 33, no. 3 (2006): 139–47. http://dx.doi.org/10.1111/j.1467-8578.2006.00429.x.

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Vaitkevičienė, Asta, and Ona Jokubauskienė. "THE SPECIALIST QUALITIES OF IMPLEMENTING AN ART EDUCATION CURRICULUM FOR LEARNERS WITH SPECIAL NEEDS FROM THE TEACHERS’ STANDPOINT / DAILINIO UGDYMO PROGRAMOS REALIZAVIMO SPECIALIŲJŲ POREIKIŲ UGDYTINIAMS YPATUMAI PEDAGOGŲ POŽIŪRIU." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 35 (2017): 39. http://dx.doi.org/10.21277/se.v1i35.256.

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<p>The article deals with the qualities required in implementing an art education curriculum for learners with special needs. There are few studies disclosing how teachers approach an art education curriculum with learners who have special educational needs. Therefore, it is relevant to investigate how teachers understand<br />and think about the purpose of art education for learners with special needs, and how they assess such activities provided in the art education curriculum. It is concluded that through implementing an art education curriculum for children with special needs,

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Menbet, Ashwag Ali. "The Use of Effective Strategies to Improve Saudi EFL Dyslexic Learners' Writing Skills." Theory and Practice in Language Studies 8, no. 12 (2018): 1611. http://dx.doi.org/10.17507/tpls.0812.06.

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The use of techniques and strategies is instrumental in teaching different language skills to physically and mentally healthy learners; however, the importance of devising special techniques and strategies to teach dyslexic learners cannot be denied in English as Foreign Language (EFL) classrooms. Dyslexic learners have difficulties particularly in the recognition of words and putting them into writing. Based on the review of previous works and contexts, the present study aims at implementing the two strategies, i.e., multisensory and chunking, to improve Saudi EFL dyslexic learners’ writing s

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Jaworska, Mariola. "OCENIANIE UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI WE WŁĄCZAJĄCEJ EDUKACJI OBCOJĘZYCZNEJ W POLSCE." Neofilolog, no. 54/1 (March 31, 2020): 9–25. http://dx.doi.org/10.14746/n.2020.54.1.2.

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For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The artic

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Stormont, Melissa. "Introduction to the Special Issue: Supporting Learners With Diverse Needs in General Education Settings." Psychology in the Schools 42, no. 8 (2005): 759. http://dx.doi.org/10.1002/pits.20109.

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Rude, Harvey, Lewis Jackson, Silvia Correa, John Luckner, Sheryl Muir, and Kay Ferrell. "Perceived Needs of Students with Low-Incidence Disabilities in Rural Areas." Rural Special Education Quarterly 24, no. 3 (2005): 3–14. http://dx.doi.org/10.1177/875687050502400302.

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We examined the current perspectives of service providers, administrators, and parents who are linked to the provision of special education and related services to learners with low-incidence disabilities in the United States. The purposes of the investigation were to gain information from the various respondents concerning the adequacy and availability of appropriate educational services for students with low-incidence disabilities and provide information regarding the need for additional services and supports. A detailed survey instrument that included a variety of open-ended response items

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Polyakova, N. P. "Content Aspects of Preparation of Learners with Disabilities for the Final (Oral) Russian Language Interview." Russian language at school 81, no. 3 (2020): 52–57. http://dx.doi.org/10.30515/0131-6141-2020-81-3-52-57.

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The article presents an analysis of control and measurement materials of the final (oral) Russian language interview. The aim of the analysis was to determine comprehensibility of the tasks of control and measurement materials for students with special needs. The following analytical methods were used: retrospective analysis of scientific literature, content analysis of periodicals and conference proceedings on the problem of the research; practical methods (actualization of personal work experience in the system of special education). The structure of control and measurement materials of the

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Lin, Pei-Ying, and Yu-Cheng Lin. "International comparative assessment of early learning in exceptional learners: Potential benefits, caveats, and challenges." Policy Futures in Education 17, no. 1 (2018): 71–86. http://dx.doi.org/10.1177/1478210318819226.

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Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD’s PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special education, the paper discusses the potential benefits young children with special needs may gain from the International Early Learning and Child Well-being Study (IELS), as well as considering caveats and challenges accompanying the use of IELS for the

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Elias, Mirette, Steffen Lohmann, and Sören Auer. "Ontology-Based Representation for Accessible OpenCourseWare Systems." Information 9, no. 12 (2018): 302. http://dx.doi.org/10.3390/info9120302.

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OpenCourseWare (OCW) systems have been established to provide open educational resources that are accessible by anyone, including learners with special accessibility needs and preferences. We need to find a formal and interoperable way to describe these preferences in order to use them in OCW systems and retrieve relevant educational resources. This formal representation should use standard accessibility definitions of OCW that can be reused by other OCW systems to represent accessibility concepts. In this article, we present an ontology to represent the accessibility needs of learners with re

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Makris, Ioannis. "DIGITAL LITERACY IN SPECIAL EDUCATION: A CASE STUDY OF TEACHING MUSIC TECHNOLOGY ONLINE TO A SPECIAL NEEDS LEARNER." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 149–58. http://dx.doi.org/10.17770/sie2021vol3.6262.

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The Covid-19 pandemic and the lockdowns enforced by many countries resulted in indispensable adjustments to the way people live and communicate. The introduction of online education in secondary and tertiary education was one such adjustment and gave rise to a new dynamic whose educational angle and potential were unknown to many teachers. Special Education teachers in particular encountered difficulties with online teaching, stemming from a number of issues common in their field: lack of uniformity special education cases present; the confusion and stress of special needs learners when faced

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Abed, Mohaned Ghazi. "Teachers’ Perspectives Surrounding ICT Use amongst SEN Students in the Mainstream Educational Setting." World Journal of Education 8, no. 1 (2018): 6. http://dx.doi.org/10.5430/wje.v8n1p6.

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At the present time, ICT (Information and Communication Technology) is recognised as a pressing consideration ineducational establishments worldwide. Accordingly, the present research proved to be valuable to teaching staff,teachers in (Special Educational Needs) SEN and leaders in schools. This work’s aim was centred on explaining andexamining the viewpoints and experiences of teachers in regard to the adoption of ICT for learners with SEN (SpecialEducational Needs) in the overall learning setting, and identifying the relationship between inclusion and ICT.Moreover, the various approaches and

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Luka, Ineta. "Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills." Journal of Education Culture and Society 10, no. 2 (2019): 151–69. http://dx.doi.org/10.15503/jecs20192.151.169.

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Aim. The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Methods. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. For data analysis and interpretation constant comparative method to elicit themes/categories and create construct mapping

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Ford, Donna Y., and J. John Harris. "Reform and Gifted Black Students: Promising Practices in Kentucky." Journal for the Education of the Gifted 17, no. 3 (1994): 216–40. http://dx.doi.org/10.1177/016235329401700303.

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Gifted education has had altogether too little voice in the educational reform discourse. All too often, educators and policymakers who do not work directly with the gifted assume that gifted learners require no special attention to their needs. Despite considerable evidence that such problems as underachievement, lack of achievement motivation, and dropping out of school occur often and even disproportionately among the gifted, educators and policymakers rarely address the needs of gifted students directly in the reform reports, particularly those of the 1980s. More recently, however, reform

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Shatayeva, A. М., L. Х. Makina, and D. А. Batayev. "FEATURES OF THE FUTURE OF TUTORING FOR THE TEACHER OF CHEMISTRY IN INCLUSIVE EDUCATION." BULLETIN Series of Pedagogical Sciences 69, no. 1 (2021): 91–101. http://dx.doi.org/10.51889/2021-1.1728-5496.12.

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Inclusive education–ensuring equal access to education for all learners,taking into account the diversity of special educational needs and individual opportunities. People with disabilities need to acquire the fundamental knowledge that enables survival in society under the specific demands caused by functional limitations that hinder participation in ordinary education systems. The system of inclusive education represents the system of inclusive education which includes disabled children, in the general education and social adaptation, irrespective of their floor, origin, religion or the stat

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Nijakowska, Joanna. "Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework." European Journal of Special Needs Education 34, no. 2 (2019): 189–203. http://dx.doi.org/10.1080/08856257.2019.1581401.

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Shcherba, N. S. "THE PHYLOSOPHICAL METHODOLOGICAL BASES OF PREPARING A WOULD-BE TEACHER TO INSTRUCTING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS." Innovate Pedagogy 15, no. 2 (2019): 175–78. http://dx.doi.org/10.32843/2663-6085-2019-15-2-34.

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Pegalajar Palomino, Mª del Carmen. "INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS." Problems of Education in the 21st Century 76, no. 3 (2018): 380–92. http://dx.doi.org/10.33225/pec/18.76.380.

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This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional d

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Arnaiz Sánchez, Pilar, José-Manuel Guirao Lavela, and Carlos F. Garrido Gil. "Attention to Diversity: From the Deficit Model to the Curricular Model." education policy analysis archives 15 (December 15, 2007): 23. http://dx.doi.org/10.14507/epaa.v15n23.2007.

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This article presents a research study developed in a Primary School (3 to 12 years) in the county of Murcia (South east of Spain). The study?s aim was to establish the educational response carried out with learners with special education needs in the school. The theoretical framework reviews the course of school integration in Spain and establishes the need to work from a curricular model. The results of this study, which follows the qualitative analysis model by Doyle (1979, 1986, 1987), show the organization structures and tasks that promote participation and integration of students with sp

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Urnėžienė, Emilija, and Kristina Budrytė. "Competences of Special Pedagogue and Their Improvement Opportunities from the Point of View of Pedagogues." Pedagogika 115, no. 3 (2014): 135–46. http://dx.doi.org/10.15823/p.2014.032.

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Rapid changes in economy, social relations as well as globalisation, development of information and communication technologies impose new challenges on a teacher, who is a mediator between changes in education and processes of society improvement. Working with special learning needs students, a special pedagogue assists such learners in adopting content of education and develops their impaired functions, collaborates with their parents as well as teachers providing them with methodological support and consulting, develops individual, sub-group and group programmes for development of impaired f

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Wamaungo, Juma Abdu. "Character Education Across Cultures: How Uganda Develops Students Desired Characters In Inclusive Perspective." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 1, no. 1 (2017): 14. http://dx.doi.org/10.25078/ijhsrs.v1i1.149.

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<p>The second goal of the UN Millennium Development calls for universal primary education by 2015. Is this goal too ambitious? How much have/are the educational systems doing around the world to achieve this goal? Is the political will there? Is education really inclusive? These questions and many more are much of moral questions. Inclusive education that is concerned with all learners, with a focus on those who have traditionally been excluded from educational opportunities such as learners with special needs and disabilities, children from ethnic and linguistic minorities could be one

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Magalhães, Izabel. "Taking account of discourses, literacy practices and uses of texts in ethnographic research on educational inclusion: insights from two studies in Brazil." International Journal of the Sociology of Language 2019, no. 259 (2019): 133–59. http://dx.doi.org/10.1515/ijsl-2019-2042.

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Abstract This article examines policy change in special education in Brazil, with regard to educational provision for learners with special needs. There has been a far-reaching policy shift from educational provision for such learners in special schools to provision in mainstream schools. The focus of the research reported here was on particular educational settings, schools and non-governmental organizations (NGOs) in Brazil. The research provided insights into the different discourses about inclusion that circulated in these settings and into the limited nature of capacity-building for teach

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Alias, Roslinda. "What Do the Disabled Students Need? A Study on the Needs of the Special Educational Needs (SEN) Learners in Malaysian Public Universities." European Journal of Social & Behavioural Sciences 3, no. 3 (2012): 602–23. http://dx.doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.3.15.

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Prudnikova, Ilga. "PROVISION OF THE DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 127. http://dx.doi.org/10.17770/sie2018vol1.3378.

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Many educational researchers explain and appreciate the special importance of improving the professional competence of teachers in this era of change in Latvia when the Ministry of Education and Science has envisaged one of the most comprehensive reforms by implementing competency based education. Inclusive education implies that teachers have to master appropriate general skills which will help them to grasp topicalities, to be the leaders of changes and to adequately innovate the learning process where all different needs of learners are met by increasing participation opportunities of each

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Saridaki, Maria, and Constantinos Mourlas. "Motivational Aspects of Gaming for Students with Intellectual Disabilities." International Journal of Game-Based Learning 1, no. 4 (2011): 49–59. http://dx.doi.org/10.4018/ijgbl.2011100105.

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The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Mo

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