Relevant bibliographies by topics / Mainstreaming in education Exceptional children Special education

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Academic literature on the topic 'Mainstreaming in education Exceptional children Special education'

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Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Mainstreaming in education Exceptional children Special education"

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Sakadami-Angelopoulou, Nickoletta, John Tsikoulas, George Abatzides, and Konstantinos Bagiatis. "Knowledge of and Attitudes towards Children with Special Needs by Selected Groups." Perceptual and Motor Skills 79, no. 1 (August 1994): 19–23. http://dx.doi.org/10.2466/pms.1994.79.1.19.

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To explore knowledge of and attitudes about children who have special needs, a questionnaire was submitted to 1145 persons (305 lyceum students, 94 teachers of secondary education, 247 medical students, 354 physical education students, and 145 persons having an exceptional child in their families). Questions concerned the knowledge of categories of children with special needs, acceptance of them in regular classrooms, and willingness to work with them. Analysis showed that most people including teachers had limited awareness of exceptional children, their problems, education, and integration. They showed partial acceptance of mainstreaming and desire to work with such children. Careful education for all, especially teachers, seems advisable.
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Datta, Poulomee. "How exceptional is Special Education?" Curriculum and Teaching 35, no. 1 (April 1, 2020): 85–94. http://dx.doi.org/10.7459/ct/35.1.06.

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The present review traces the historical trajectory of special educational needs and disabilities, depicting the changing attitudes towards children with disabilities over time. The tracing of the history presents how special educational needs evolved and was broadened instead of categorization and labelling. The meaning and nature of special education is reviewed with concrete examples. The concept of special education from mild to severe, transitory to permanent and specific to global are presented. Finally, how special education encompasses professionals, curriculum, resources with environmental and educational modifications are provided.
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Wallace, Belle. "Book Review: Exceptional Children: Introduction to Special Education." Gifted Education International 4, no. 3 (January 1987): 187. http://dx.doi.org/10.1177/026142948700400316.

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Elkind, David. "Children with Special Needs: A Postmodern Perspective." Journal of Education 180, no. 2 (April 1998): 1–16. http://dx.doi.org/10.1177/002205749818000202.

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This article describes and analyzes changing concepts of childhood and of special needs education in what the author sees as two distinct eras: the modern, from the seventeenth century through the Second World War, and the postmodern, beginning in the middle of the twentieth century. Tracing and evaluating theories, views, and discoveries of a host of scientists and philosophers from Hobbes to Freud to Erikson, David Elkind defines the postmodern era as the time when childhood was reinvented, and submits that this reinvention included children with physical special needs. The philosophical/scientific shift to inclusionism has been largely responsible for the passage of legislation that insures a free and public education for all children. It has resulted in the reinvention of classroom organization (mainstreaming); the development of the concept of individually appropriate practice; and the broadening of the classification of conduct and emotional disorders.
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Sari, Retno Maya, Fatmariza Fatmariza, and Muhamad Hendro. "Educational Process of Exceptional Children in Special Education Waraqil Jannah School." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 1 (June 7, 2020): 94–103. http://dx.doi.org/10.25217/ji.v5i1.822.

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This article was to analyse how the educational process of exceptional children in the special educational school Waraqil Jannah. This school was an excellent school who integrated with an orphanage, founded in 2012. The researchers used descriptive qualitative methods though Purwoko’s theory. Observation, interview, and documentation were used in this collecting data. While, analysing data used triangulation technique. The obtained data was to analyzed by referring to the models of Miles and Huberman analysis with the steps of data reduction, data model (data display) and the withdrawal of conclusions. The result showed that the school used curriculum based on combination from government curriculum and local curriculum, but in the process of daily learning was adjust to condition of children. Learning facilities was available. Hence it can interfere with the learning process. There was no graduate teachers’ special education who teaches at this school Keywords: Exceptional Children, Special Education School, Learning Process
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Kauffman, James M. "Why Exceptionality Is More Important for Special Education than Exceptional Children." Exceptionality 23, no. 4 (October 2, 2015): 225–36. http://dx.doi.org/10.1080/09362835.2014.986609.

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Safitri, Erna retna. "TEACHER COMPETENCIES IN SPECIAL EDUCATION PROGRAMS : GREAT HOPE FOR SPECIAL NEEDS CHILDREN." Science Proceedings Series 1, no. 2 (April 24, 2019): 144–46. http://dx.doi.org/10.31580/sps.v1i2.814.

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This study presents a description of teacher competence in special education programs at Exceptional Junior High Schools. The study also examined how the competencies possessed by graduates after completing the education program. So that it can be analyzed how the implications of teacher’s competence as a factor in achieving program objectives. Based on the results the adequacy of teacher competencies in the education program specifically correlates with the achievement of program objectives. The results of the study also show that graduates already have sufficient competence in terms of attitudes and knowledge but are still lacking in terms of skill.
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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 (December 20, 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 these young special education populations. In particular, it raises a range of questions about what and how to collect, validly interpret, and use the IELS data to enhance early learning and development of exceptional learners in participating countries. Finally, the paper discusses accommodations that promote inclusionary assessment practices and level the playing field for young children with special needs.
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Mcintosh, Dean K., and Gail I. Raymond. "Training special education teachers in rural areas: A viable model." Rural Special Education Quarterly 9, no. 1 (April 1988): 2–5. http://dx.doi.org/10.1177/875687058800900101.

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In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.
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Douglas, M. "Educating Blind and Visually Impaired Children in Western Australia." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 51–53. http://dx.doi.org/10.1177/0145482x8908300117.

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The vastness of Western Australia presents special problems for the provision of equal education to blind and visually impaired children who are mainstreamed in schools throughout the state, especially those who are in underpopulated areas. This article describes the history of education of blind and visually impaired people in the state, culminating in the granting of integrated education in the 1970s and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles, by car, and airplane, to see one student.
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Dissertations / Theses on the topic "Mainstreaming in education Exceptional children Special education"

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Tallent, Phyllis E. "A Comparison of Classroom Teacher Attitudes Toward Mainstreaming (North Carolina, Exceptional Children)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2801.

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The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.
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Newman, Linda, of Western Sydney Nepean University, and Faculty of Education. "Building the bridges: the transition to school for children with special needs and their families." THESIS_FE_xxx_Newman_L.xml, 1995. http://handle.uws.edu.au:8081/1959.7/25.

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The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of planning and management of the transition process. During the transition process the attitudes and views of families and professionals are enmeshed within a framework of policies, management procedures and the decision making required within each. This thesis includes an outline of best practice and investigates the issue of continuity during the transition from early intervention services to school. Research was carried out in Western Sydney with a group of early childhood teachers who described their current beliefs and practices related to transition. The results are outlined and discussed and recommendations made for the delivery of more effective transitions to school for children with special needs and their families
Master of Education (Hons)
YES/NO
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Newman, Linda. "Building the bridges : the transition to school for children with special needs and their families /." View thesis View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030528.093102/index.html.

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O'REILLY, CAROLYN STOTZ. "SPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183983.

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Despite the large number of special education eligibility determinations in which school psychologists are involved, and the great deal of integration and interpretation of information that these decisions require, few investigations of the cognitive strategies that school psychologists utilize in assessing placement candidates have been reported. The purpose of this study was to examine the susceptibility of school psychologists to placement decision bias. Specifically, the influence of referral information on school psychologists' subsequent evaluation and classification of a special education candidate was tested. Forty currently practicing school psychologists evaluated a bogus psychological report allegedly written about a child referred for either Gifted or Learning Disabilities (LD) placement consideration. Although all assessment data were identical, the school psychologists receiving a Gifted referral were more likely to classify the child as Gifted, and those receiving an LD referral were more likely to classify the child as LD. Additionally, the school psychologists recalled and weighted the importance of assessment data in a referral-consistent manner.
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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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Mack, Julie A. "Differentiating language difference from disability in special education eligibility assessment of English language learners /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7898.

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Marks, Lori J., J. Rodefer, and C. Walker. "Careers in Special Education: Recruiting High School and University Students into the Student Council for Exceptional Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3566.

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Chambers, Cynthia R. "How to Join the Student Leadership for the International Council for Exceptional Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3903.

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Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.

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Brown, Kathleen Marjorie. "How Parents of Exceptional Children Describe Their Relationships with Educational Professionals." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29877.

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The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was: How do parents of children with exceptionalities describe their relationships with educational professionals? Bronfenbrenner's (1979) ecological theory and Crockett's (2002) star model for Special Education Planning provided the framework for this qualitative inquiry. Methods included a content analysis of four decades of journal abstracts depicting the past voices of parents of exceptional children. This historical review spanned articles about the following topics: a child's exceptionality being the result of physical or social heredity; educators as experts who train parents; the involvement of parents sought in certain instances; and, finally, professionals seeking out parental impressions and perspectives of educational practices. Current voices of 14 parents of children with exceptionalities were captured by individual and group interviews, as well as observations at an open parent meeting led by state officials. The constant comparative method was used to analyze the qualitative data. The study found current parental dissatisfaction, mainly concerning their relationships with general education professionals. The study's findings were grouped into four thematic categories: Communication, Caring, Competence, and Continuity. A model of parent-professional relationships depicting these categories was developed to inform both special and regular educators of parents' concerns, and, to assist in the establishment and maintenance of ongoing positive relationships.
Ph. D.
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Books on the topic "Mainstreaming in education Exceptional children Special education"

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Mainstreaming exceptional learners in music. Englewood Cliffs, N.J: Prentice Hall, 1990.

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1918-, Allen K. Eileen, ed. The exceptional child: Mainstreaming in early childhood education. 2nd ed. Albany, N.Y: Delmar Publishers, 1992.

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Allen, K. Eileen. The exceptional child: Mainstreaming in early childhood education : instructor's guide. 2nd ed. Albany, N.Y: Delmar Publishers, 1992.

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Claire, Ashby-Davis, ed. Teaching exceptional children and youth in the regular classroom. Syracuse, NY: Syracuse University Press, 1986.

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Charue, René. De la normalité à-- l'anormalité. Montréal, PQ: Éditions Nouvelles, 1996.

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Edwards, Cowdery Glynnis, and Johnson Jennifer M. 1970-, eds. The exceptional child: Inclusion in early childhood education. 7th ed. Belmont, CA: Wadsworth Cengage Learning, 2012.

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O'Reilly, Robert R. A review and analysis of case law on the integration of exceptional pupils into regular classrooms. [Toronto]: Ontario Ministry of Education, 1992.

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1950-, Bos Candace S., and Schumm Jeanne Shay 1947-, eds. Teaching exceptional, diverse, and at-risk students in the general education classroom. 4th ed. Boston: Pearson Allyn & Bacon, 2007.

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1950-, Bos Candace S., Schumm Jeanne Shay 1947-, and Vaughn Sharon 1952-, eds. Teaching exceptional, diverse, and at-risk students in the general education classroom. 3rd ed. Boston: Allyn and Bacon, 2003.

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1950-, Bos Candace S., Schumm Jeanne Shay 1947-, and Vaughn Sharon 1952-, eds. Teaching exceptional, diverse, and at-risk students in the general education classroom. 2nd ed. Boston: Allyn and Bacon, 2000.

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Book chapters on the topic "Mainstreaming in education Exceptional children Special education"

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Taylor, Ronald L., and Les Sternberg. "Introduction to Special Education: Historical and Legal Foundations." In Exceptional Children, 1–19. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_1.

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Taylor, Ronald L., and Les Sternberg. "A Generic View of the Special Education Process." In Exceptional Children, 375–96. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_14.

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Taylor, Ronald L., and Les Sternberg. "The Special Education Process: From Identification to the Delivery of Services." In Exceptional Children, 20–34. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_2.

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Hughes, Claire E. "Twice-Exceptional Children: Twice the Challenges, Twice the Joys." In Special Populations in Gifted Education, 153–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238157-8.

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"Theoretical Foundations in Early Childhood Special Education �������������������������." In Teaching Exceptional Children, 68–100. Second edition. | New York : Routledge, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315754352-9.

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McCord, Kimberly. "Special Education and Special Music Education Outside of the United States." In Exceptional Music Pedagogy for Children with Exceptionalities, 296–302. Oxford University Press, 2016. http://dx.doi.org/10.1093/acprof:oso/9780190234560.003.0014.

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"An Introduction to the Field of Early Childhood Special Education ����������������������." In Teaching Exceptional Children, 35–67. Second edition. | New York : Routledge, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315754352-8.

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Karabulut, Ridvan. "Exceptional Children." In Advances in Medical Diagnosis, Treatment, and Care, 87–97. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2952-2.ch005.

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In addition to the children who show typical development, there are also children who show atypical development. Individuals whose development varies compared to their peers and whose differences are identified by experts are called individuals with special needs. Individuals with special needs can be children with intellectual disabilities, sight, hearing impairment, language and speech disorders, physical disability and chronic illness, specific learning difficulties, children with autism spectrum disorder and gifted children. The causes of special needs are generally prenatal causes, which can often be hereditary and can be classified as natal and postnatal. The identification of individuals with special needs from early ages and the use of appropriate intervention methods are vital for these children. Children who are happy and a future producing part of society due to early recognition and accurate education methods are directly related to the quality of the intervention performed.
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Trumble, Jason, Yara N. Farah, and David A. Slykhuis. "Teaching Exceptional Children With Mobile Technologies in a General Education Classroom." In Mobile Devices in Education, 1058–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch060.

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Meeting the needs of all students is of crucial concern for all teachers. As technology continues to change our culture and the ways students learn, it is important for teachers to embrace new pedagogies that meet the needs of both gifted students and students with special needs. This chapter proposes a framework that supports the integration of differentiation, inquiry learning processes, and mobile technologies. The goal of presenting this framework is to provide a research foundation for a conceptual ideal geared toward practical implementation that benefits these two marginalized populations of students.
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Donegan-Ritter, Mary M., and Betty Zan. "Designing and Implementing Inclusive STEM Activities for Early Childhood." In K-12 STEM Education, 839–66. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch040.

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This chapter provides a rationale for high quality STEM experiences in inclusive early childhood (EC) classrooms, describes what high quality STEM experiences are and why they can be an ideal context for supporting the development of young children with special needs and dual language learners. The authors offer recommendations concerning how to plan and implement STEM learning centers to support the meaningful participation of all children using a tiered perspective that includes the framework of Universal Design for Learning. Ideas and resources for how teachers can plan STEM learning centers, integrate literacy and arts, and interact in ways to support the engagement of all children, especially those with special needs and dual language learners are shared. These strategies are recognized as best practices, and adhere to position statements endorsed by NAEYC and the recommended practices developed by the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014).
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