To see the other types of publications on this topic, follow the link: Mainstreaming in education Exceptional children Special education.
Journal articles on the topic 'Mainstreaming in education Exceptional children Special education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Mainstreaming in education Exceptional children Special education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full text
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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
6
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.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Bagley, Sylvia, and Kimmie Tang. "Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 44–63. http://dx.doi.org/10.46767/kfp.2016-0023.
Full textAbstract:
Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.
12
Foster, Carl G. "Special education program for Native American exceptional students and regular program staff." Rural Special Education Quarterly 8, no. 3 (September 1987): 40–43. http://dx.doi.org/10.1177/875687058700800307.
Full textAbstract:
Tuba City Boarding School, in northern Arizona, is a Western Navajo Agency facility responsible for the education of kindergarten through eighth grade Navajo children. For several years, the school's Special Education Coordinator has received informal grievances from the regular faculty about their inability to adequately teach the mainstreamed exceptional students. As a result, the School initiated a Summer Special Education Program, which provided instruction to the special education students. The Summer Program's approach precipitated significant change in teacher/student interpersonal relationships, student achievement, and educational aide special education knowledge and skills.
13
Thomas, David. "Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults." Disability, Handicap & Society 3, no. 1 (January 1988): 87–93. http://dx.doi.org/10.1080/02674648866780081.
Full text
14
Cook, Bryan G., and Samuel L. Odom. "Evidence-Based Practices and Implementation Science in Special Education." Exceptional Children 79, no. 2 (April 2013): 135–44. http://dx.doi.org/10.1177/0014402913079002021.
Full textAbstract:
Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.
15
Shylina, Nataliia. "The problem of training children with special educational needs in both family and educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 42–49. http://dx.doi.org/10.24195/2617-6688-2019-3-6.
Full textAbstract:
The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.
16
McLaughlin, Margaret J., Carol H. Valdivieso, Kathleen L. Spence, and Bruce C. Fuller. "Special Education Teacher Preparation: A Synthesis of Four Research Studies." Exceptional Children 55, no. 3 (November 1988): 215–21. http://dx.doi.org/10.1177/001440298805500303.
Full textAbstract:
Four national studies of personnel preparation in special education were conducted from 1982 to 1986 by the Institute for the Study of Exceptional Children and Youth, University of Maryland. The studies included two surveys of individual states' manpower needs, a mail survey of preservice special education majors, and interviews with faculty in selected states concerning teacher training and teacher training programs. A synthesis of the findings from the studies yielded a variety of information on teacher training programs and their students, as well as information on the significant trends and influences on these programs. These trends and influences are discussed, as well as their implications for future special education program planning and development.
17
Churton, Michael W. "Preparation of adapted physical educators in Appalachia: Preservice Training Model." Rural Special Education Quarterly 9, no. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.
Full textAbstract:
The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
18
doğru, S. Sunay Yildirim. "RECOGNIZING AND DRAWING EMOTIONAL FACIAL EXPRESSION SKILLS OF MENTALLY RETARDED CHILDREN." Social Behavior and Personality: an international journal 35, no. 9 (January 1, 2007): 1151–62. http://dx.doi.org/10.2224/sbp.2007.35.9.1151.
Full textAbstract:
This study evaluated the skills of mentally retarded children in recognizing and drawing emotional facial expressions. The study group was made up of 38 mentally retarded students, including 12 girls and 26 boys, who were in three different educational settings: integrated education (mainstreaming program), attending a special lower class, and at a special training school. This research was conducted according to the survey model, and it was found that there was no significant difference between boys and girls in the skills of recognizing and drawing emotional facial expressions p < 0.05. It was also found that the children in integrated education were more successful in recognizing and drawing emotional facial expressions than were the other two groups.
19
Cain, Meghan K., Juhi R. Kaboski, and Jeffrey W. Gilger. "Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder." Autism 23, no. 7 (January 11, 2019): 1663–74. http://dx.doi.org/10.1177/1362361318804019.
Full textAbstract:
Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize.
20
Wilton, Keri. "Striving for Excellence in Special Education Policy in New Zealand and Australia." Australasian Journal of Special Education 13, no. 2 (January 1990): 8–13. http://dx.doi.org/10.1017/s1030011200022168.
Full textAbstract:
Throughout the world, special education has always been substantially concerned with “striving for excellence”, in the sense that what has been sought and striven for by special educators are specific programs and policies which effectively meet the special educational needs of particular children and adults who are not adequately served by the programs and policies generally available. The term “striving” has two related meanings and both seem apt in the present context. First, an examination of the history of special education reveals that appropriate special education policies and programs are seldom, if ever, achieved unless those seeking them on behalf of exceptional learners have the commitment, determination, and fortitude to strive - in the sense of “fight” - often against very considerable opposition, to achieve what is required. The second meaning of “strive” - to make a great and tenacious effort, also epitomizes the work of those who have sought and still seek appropriate special educational programs and policies.
21
Okekea, C. I. O., and G. F. Mazibukob. "Mainstreaming and Inclusion: Challenges Faced by Swazi Parents of School Children with Special Education Needs in Primary Schools." International Journal of Educational Sciences 7, no. 1 (July 2014): 9–20. http://dx.doi.org/10.1080/09751122.2014.11890165.
Full text
22
Da Fonte, M. Alexandra, and Miriam C. Boesch. "Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers." Journal of International Special Needs Education 19, no. 2 (May 1, 2016): 47–58. http://dx.doi.org/10.9782/2159-4341-19.2.47.
Full textAbstract:
Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.
23
-Xia, Feng, Yuzhen -Xu, and Li -Jiang. "Implementation of Support Programs for Life Long Educational Inclusion of Students with Special Needs." World Journal of Educational Research 7, no. 2 (May 2, 2020): p103. http://dx.doi.org/10.22158/wjer.v7n2p103.
Full textAbstract:
With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exploration from mainstreaming to lifelong inclusive education, with the concept of “universal, inclusive and lifelong”, has developed and implemented support programs, providing “group”, “categories” and “individual” support for school-age, preschool and post-school-age students with special needs, developed and implemented 37 transition service programs including five stages: from home to kinder garden, from kindergarten to primary school, from primary school to junior middle school, from junior middle school to special vocational school; after special vocational school.
24
Williamson, Robert L., Andrea Jasper, Jeanne Novak, Clinton Smith, William Hunter, Laura Casey, and Kay Reeves. "Re-examining Evidence Based Practice in Special Education: A Discussion." Journal of International Special Needs Education 22, no. 2 (December 1, 2019): 54–65. http://dx.doi.org/10.9782/17-00022.
Full textAbstract:
Abstract The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP). As new criteria regarding the acceptance of any specific intervention as evidence-based become available, the question arises: Would the application of new standards to studies completed under the older guidelines result in changes to past conclusions? The current study examined if changes in EBP standards might change the classification of an exemplar practice that was previously designated as an EBP. In this case, we examined video modeling (VM), an accepted practice regarding skill acquisition in special education as an exemplar practice. In order to determine if the new CEC 2014 standards would impact a previously determined EBP finding, a re-examination of Bellini and Akullian's (2007) frequently cited meta-analysis that focused on VM as an intervention for individuals with autism spectrum disorders (ASD) was conducted. The results revealed that if Bellini and Akullian had conducted their review using updated CEC 2014 standards, VM applied to individuals with ASD would not have been classified as an EBP.
25
Kayhan, Nilay, and Latife Ozaydin. "The Quality of Mainstreaming in Preschool: The Views of Parents of Children with Down Syndrome." Journal of Education and Learning 7, no. 2 (December 21, 2017): 157. http://dx.doi.org/10.5539/jel.v7n2p157.
Full textAbstract:
Down syndrome (DS), one of the developmental (cognitive) deficits, is the most common syndrome that arises from genetic disorders. The mothers of children with DS who encounter the most intense emotional situations since the tendency to take responsibility the children’s care and development usually belongs them. Among these intensive feelings, mothers are also responsible for providing needs, such as special education support, searching for a suitable preschool institution to accept their children, and access to specialists who can understand their medical needs. This case study aims to investigate the opinions of the mothers whose children with DS aged between 36-72 months were attending preschool. The data were collected using semi-structured interview techniques in three different preschool institutions where the mainstreaming was carried out in the district center of Gaziantep, Şahinbey. Interviews were conducted with five mothers whose DS children went to the preschool institution in the spring semester during 2015-2106 academic year. Descriptive and content qualitative analyses were used to analyze the data. The findings regarding the opinions of the mothers of DS children on the quality of the mainstreaming practices revealed the following salient themes: Early experiences before mainstreaming, quality of mainstreaming at preschool and inclusion. The findings showed that inclusion practices have not been adopted in mainstreaming practices in our country; therefore, the most reliable sources mothers preferred to follow was the experienced families who had children with DS in the preschool.
26
Goldberg, Louise. "Creative RelaxationSM : A Yoga-Based Program for Regular and Exceptional Student Education." International Journal of Yoga Therapy 14, no. 1 (January 1, 2004): 68–78. http://dx.doi.org/10.17761/ijyt.14.1.50524j511674v292.
Full textAbstract:
School is a stressful place, especially for those with special needs. Sitting still, paying attention, staying on task are not skills that come easily to anxious learners,yet classroom learning is very difficult without these constraints. There are few opportunities in most educational curricula to train students in the skills required for self-control and focusing the mind. Any Yoga teacher knows, however, that control of the body and mind are skills that one can learn with instruction and practice. Creative RelaxationSM is a Yoga-based program designed to teach students to strengthen, stretch, and calm the body, quiet the mind, and control the breathing. The teaching principles of Creative Relaxation are as follows: make a sacred space, engage the student, provide tools for success, and create opportunities for independence. This article will demonstrate ways to apply these principles in an educational setting for regular and exceptional student education, based on the experience of the author as a consultant in the public school system since 1981. Anecdotal data and examples will be given from the author's work with children in regular education,as well as with those with autism and related disabilities,emotional handicaps, ADHD, and learning disabilities, and with anxious learners. In addition, the author collaborated with school professionals in a study to evaluate the effectiveness of a Yoga-based relaxation program for six children with autism over an eight-week period. A summary of the group's findings is presented.
27
No authorship indicated. "Review of Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (Vols. 1-3)." Contemporary Psychology: A Journal of Reviews 33, no. 3 (March 1988): 274. http://dx.doi.org/10.1037/025571.
Full text
28
DeBeer, Yvette. "Policy archaeology: digging into special education policy in Ontario, 1965-1978." Qualitative Research Journal 15, no. 3 (August 10, 2015): 319–38. http://dx.doi.org/10.1108/qrj-11-2013-0069.
Full textAbstract:
Purpose – The purpose of this paper is to provide a clear and replicable methodology for conducting a policy archaeology. This paper articulates the steps in policy archaeology and the process is applied to a study of Discourses of disability in special education policy in Ontario, 1965-1978. Design/methodology/approach – The metaphor of field archaeology guided the process of locating relevant texts through backward and lateral mapping and locating and interpreting artefacts. The artefacts were discursive representations of complex policy problem of disability in stakeholder texts. The Discourses were compared chronologically, within and across stakeholder texts. An explanatory narrative relates the Discourses to the socio-historical context. Findings – There were significant contradictions in the discursive construction of disability. The texts of the Council for Exceptional Children presumed agreement that disability was an intrinsic, permanent deficit within the student with disabilities. In contrast, the other stakeholders stated that disability was the result of socially and educationally constructed barriers. Research limitations/implications – This paper makes no claim of universal truth. The interpretations and conclusions reached are influenced by the researcher’s knowledge and experience. Other scholars may reach other conclusions. Practical implications – Scholars have a clear and replicable methodology for conducting a policy archaeology. This methodology is currently the most “true” to the metaphor of archaeology and uses Discourse analysis, interpretation and the creation of a narrative situated in a socio-historical context. Originality/value – The study shows that the Discourses of disability in special education policy in special education policy in Ontario place children with disabilities at a serious educational disadvantage.
29
McLeskey, James, Bonnie Billingsley, Mary T. Brownell, Lawrence Maheady, and Timothy J. Lewis. "What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?" Remedial and Special Education 40, no. 6 (October 21, 2019): 331–37. http://dx.doi.org/10.1177/0741932518773477.
Full textAbstract:
Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education.
30
Fisher, Douglas, Ian Pumpian, and Caren Sax. "Parent and Caregiver Impressions of Different Educational Models." Remedial and Special Education 19, no. 3 (May 1998): 173–80. http://dx.doi.org/10.1177/074193259801900305.
Full textAbstract:
Parental support for educational innovation has been described as essential in school change. This study examines parent and caregiver perceptions of educational opportunities for students with severe disabilities. Parents and caregivers from two high schools were interviewed. One high school uses an inclusive service delivery model, while the other uses a special day class model with limited mainstreaming. The data suggest that interviewees support inclusive schools and believe that their children are acquiring new skills. Questions remain regarding the balance of community-based Instruction and the amount of teacher training provided.
31
Harrison, Judith R., Denise A. Soares, Stephen Rudzinski, and Rachel Johnson. "Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research." Review of Educational Research 89, no. 4 (June 14, 2019): 569–611. http://dx.doi.org/10.3102/0034654319857038.
Full textAbstract:
Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.
32
Dijaya, Rohman, Noor Mayaminiy Maulidah, and Dahlan Abdullah. "Flashcard computer generated imagery medicinal plant for orthopedagogic education." MATEC Web of Conferences 197 (2018): 15005. http://dx.doi.org/10.1051/matecconf/201819715005.
Full textAbstract:
The Indonesia natural wealth of tropical forest store various plants such as ornamental plants, fruits, vegetables, spices and medicinal plants. Medicinal plants are a variety of plants that are recognized as plants for medicines. However, due to the lack of community knowledge about medicinal plants. So it takes the application of learning about the benefits of medicinal plants to the community, especially to children. Orthopedagogic Orthodontic Objects are exceptional children, who have abnormalities that require special educator services. Learning media associated with motor censorship can overcome the limitations of deaf and tuneless children who can improve the motor skills of the child. Because children with hearing impairment and speech have a lack of understanding of spoken and written language. Development of Computer Science technology today, thus encouraging the educational process to be more interesting and applicable in order to improve the quality of education media and learning interests of learners. Augmented Reality (AR) learning media is a technique of displaying objects directly by directing the camera to a real (marker) object. The aim of current developd application are to show 3 Dimensional interactive learning media using a marker of flashcards about medicinal plants as many as 20 types of medicinal plants. This is intended to facilitate the user especially on orthopedagogic education in recognizing the types of plants that are efficacious for treatment.
33
Undro, Evelina, and Sigita Girdzijauskienė. "Gifted Girls’ Learning Experience in General Education." Acta Paedagogica Vilnensia 43 (December 20, 2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.
Full textAbstract:
The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
34
Shumaieva, Svitlana, and Svitlana Kovalenko. "HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 157–63. http://dx.doi.org/10.31499/2307-4906.1.2021.228834.
Full textAbstract:
The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous.
Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.
35
Dillon, Justin, Stephen Gough, William Scott, and Kelly Teamey. "A Report Fit for Children? A Critical Examination of the Work of the UN General Assembly's Special Session on Children, May 2002." Australian Journal of Environmental Education 18 (January 2002): 81–86. http://dx.doi.org/10.1017/s0814062600001166.
Full textAbstract:
From 8-10 May 2002, the United Nations General Assembly met in a Special Session on Children. Representatives from more than 180 countries agreed on 21 new goals in the areas of education, health, combating AIDS and protecting children against abuse, exploitation and violence (Reuters 2002), The Assembly set six new targets aimed at meeting the goal of ‘quality basic education for all children’. In this paper we critically examine the strategies that the UN identified to ensure that the targets are met, in the light of our experiences researching and writing a report for the UK Department for International Development (DFID) on mainstreaming environmental education.At the Special Session, held in New York, children and heads of state evaluated progress towards achieving the 27 goals set at the 1990 World Summit for Children (UNICEF 2002a). The Special Session on Children was preceded by a three-day Children's Forum ‘for those most directly affected by the decisions made at the conference’ (UNICEF 2002b). As well as 350 children from more than 150 countries (reported elsewhere as ‘376 children and young adults from 115 countries’ (MacCentral 2002) there were ‘2,000 representatives of more than 800 non-governmental organizations (NGOs), including many of UNICEF's partners in the field’ (UNICEF 2002b). The claim that the Forum was attended by ‘those most directly affected by the decisions’ is at best pious hope and at worst pure spin, but the size and scale of the event merits consideration by those working for and with children around the world.
36
Suleman, Qaiser, Ishtiaq Hussain, and Zaib-Un Nisa. "Identification of the Problems Faced by Exceptional Children at Primary level in Khyber Pakhtunkhwa (Pakistan)." International Journal of Human Resource Studies 3, no. 1 (March 19, 2013): 175. http://dx.doi.org/10.5296/ijhrs.v3i1.3402.
Full textAbstract:
The purpose of the study was to identify the problems faced by exceptional children at primary level in Khyber Pakhtunkhwa. All the government institutions for persons with disabilities in Khyber Pakhtunkhwa constituted the population of the study. The study was delimited to physically handicapped students only. The study was further delimited to seven government institutions for persons with disabilities. From each institute, five teachers and ten students were randomly selected. The study was descriptive in nature therefore a single questionnaire was developed as research instrument for the collection of data. Data was collected through personal visits. After collection of the data, it was organized, tabulated, analyzed and interpreted. Percentage and chi square were applied for the statistical treatment of the data. After statistical analysis of the data, the researchers concluded that curriculum was not designed to meet the needs of special children. Special children were not being taught according to Individualized Educational Programme (I.E.P). Basic educational facilities were not available. Mobility aids were not present in the institutions. Therefore it is strongly recommended that special children should be taught through individualized educational programmes to strengthen their educational attainment. Curriculum should be designed according to the needs of the special children. Mobility aids i.e., crutches, wheelchairs, artificial limbs etc should be provided to each special education institution on priority basis. KEYWORDS: Identification, Problems, Exceptional Children, Primary Level
37
Makhmetova, Aigerim. "Specificity of use of computer technology in education of geography of students with hearing impairment." Special School LXXVIII, no. 1 (February 28, 2017): 41–52. http://dx.doi.org/10.5604/01.3001.0009.7157.
Full textAbstract:
The article reviews the use of computer technologies at different stages of the lesson and its combination with other techniques and methods of educational activity, as well as observations of practical activity of teachers in special (remedial) schools. The article also evaluates the potential of geography as an academic subject in a special (remedial) school. A lesson of geography in a special school meaningfully integrates the knowledge of nature, society and humans, through which systematization and expansion of understanding objects and phenomena of the surrounding environment is exercised in the students. Geography as a subject of natural science curriculum offers significant opportunities for the development of elementary knowledge on objects and phenomena of animate and inanimate nature, the relationship and interdependence of humans and nature in students with hearing impairment; enriching personal experience of children as a result of systematic observations; the development of required practical skills in the students.The researchers note the significant role of geography lessons in remediating mental and psychological deficiencies in students from special (remedial) institutions. Geography as a subject in a special (remedial) school has an exceptional importance for the overall development of the students.The use of computer technologies in teaching geography to children with hearing impairment is difficult due to the lack of specially designed electronic aids, particularly taking into account the age and mental development of children in this category and guidelines for working with modern TME.The researchers emphasize the significance of visualization in the process of teaching geography to students with hearing impairment as well as note the need for a reasonable combination of verbal, visual and practical methods.This article presents the results of ascertaining experiment and the results of a survey among teachers. Observations of the educational process and surveying the teachers of special (remedial) schools at the stage of the ascertaining experiment revealed the basic forms, tools, techniques and methods of teaching geography to students with hearing impairment.
38
Sunarsi, Dessy, Merry Safarwaty, Daesy Ekayanti, Ekaterina Setyawati, and Ira Mulyati. "IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU." ICCD 1, no. 1 (December 7, 2018): 56–62. http://dx.doi.org/10.33068/iccd.v1i1.10.
Full textAbstract:
Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.
39
Carnine, Doug. "Bridging the Research-to-Practice Gap." Exceptional Children 63, no. 4 (June 1997): 513–21. http://dx.doi.org/10.1177/001440299706300406.
Full textAbstract:
The contribution of research findings to the education of Americas students, including those with disabilities, depends on the quality of and market demand for research findings. This paper presents a rationale and suggestions for increasing the quality of and market demand for research findings as a vital component of any serious effort to improve American education. Responses to the paper are from representatives of the American Federation of Teachers; Learning Disabilities Association; National Alliance of Business; National Association of State Directors of Special Education; and Staff Director, Disability Policy Subcommittee, U.S. Senate. An additional response, which also synthesizes all responses, is provided by The Council for Exceptional Children.
40
Binammar, Sara. "Toward a new professionalism in Saudi Arabia: could council for exceptional children standards be a catalyst for change in special education?" International Journal of Leadership in Education 23, no. 6 (May 18, 2020): 655–70. http://dx.doi.org/10.1080/13603124.2018.1503814.
Full text
41
Gumpel, Thomas Peter, Judah Koller, Naomi Weintraub, Shirli Werner, and Vered Wiesenthal. "The 3P model for creating sustainable educational reform: an epilogue to the special issue." Journal of Educational Administration 58, no. 5 (June 19, 2020): 571–84. http://dx.doi.org/10.1108/jea-03-2020-0074.
Full textAbstract:
PurposeThis article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.Design/methodology/approachThis article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.FindingsThe authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.Research limitations/implicationsThe authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.Practical implicationsUnderstanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.Originality/valueThis article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.
42
Chow, Valeria T., and Connie Kasari. "Task- Related Interactions Among Teachers and Exceptional, At-Risk, and Typical Learners in Inclusive Classrooms." Remedial and Special Education 20, no. 4 (July 1999): 226–32. http://dx.doi.org/10.1177/074193259902000406.
Full textAbstract:
Teacher-child interactions with exceptional, at-risk, and typical learners were observed in three inclusive classrooms. The purpose of this study was to examine both the frequency and type of teacher and student initiations and responses. Observations were conducted at the beginning, middle, and end of one entire school year and based on naturally occurring teacher-child interaction. Behaviors included teacher initiations, student initiations, and teacher responses to student initiations. Although the number of interactions between teachers and children did not change over the year, the type of interactions did change during the year in relation to child group membership. Teachers initiated more task-related interactions with exceptional children and gave them more negative feedback compared to at-risk and typical learners, but only at the beginning of the year. In the middle of the year, teachers gave significantly more negative responses to the task-related and off-task initiations of students at risk than to children with disabilities or typical learners. By the end of the year, there were no significant differences in the number or type of initiations to any of the children. Implications are discussed for the practice of including children with special needs in the general education classroom.
43
Nur Hafida, Siti Hadiyati. "Pemberdayaan Perempuan sebagai Bentuk Penguatan Strategi Pengarusutamaan Gender dalam Situasi Bencana di Kabupaten Klaten." Jurnal SOLMA 8, no. 1 (April 30, 2019): 63. http://dx.doi.org/10.29405/solma.v8i1.3058.
Full textAbstract:
Gender problems are one of the problems that arise during a disaster. Women's are often seen as weak communities so women's roles when pre, current and post-disaster situations are very minimal. The condition of vulnerability to disasters more is further aggravated in the post-disaster period. Women who are victims of disasters often have not received special attention in the refugee camps. This is because the role of women in post-disaster conditions is still very minimal. The involvement of women only at the stage of managing foodstuffs besides that, women that involved are not women victims of the disaster but volunteers. Women can empower communities in disasters because of the skills and capacities of women when doing domestic activities at home (caring for children, washing, cleaning the house, etc.). Based on the conditions in Klaten Regency, there needs to be socialization and education regarding the importance of the gender mainstreaming strategy in disasters, especially post-disaster period. Dissemination and education to strengthen the gender mainstreaming strategy is carried out by providing material on trauma healing due to disasters through songs. Women have the ability as caregivers who are better than men, therefore empowering women when a post-disaster situation becomes an aspect that needs attention in the disaster management cycle.
44
Pasha, Shaheen, Muhammad Javed Aftab, and Robina Naqvi. "Training Need Assessment for Teachers Working in an Inclusive Setting for Children with Disabilities." Review of Applied Management and Social Sciences 4, no. 1 (March 20, 2021): 27–44. http://dx.doi.org/10.47067/ramss.v4i1.96.
Full textAbstract:
In an inclusive setup, general education teachers are expected to handle students with different needs. These teachers should always be supported to meet these problems. The purpose of the present research study addresses the importance of teachers' training attitudes towards inclusive education of children with disabilities. Training enhances teachers ‘self- efficiency’ and information regarding adapting their teaching methodologies in an inclusive environment for the individual needs of exceptional children. Literature review studies the areas such as perception about disability, the notion of inclusive education, movement from special education to inclusive setup and teachers training provided to use teaching skills. An inclusive set up is advantageous for learners with disabilities. A total of 280 respondents, male 79 and female 201 from 15 schools and centers of special education, District Multan were selected as a population in the study. A sample of 125 participants selected through stratified random sampling techniques. In this research, a questionnaire was the only instrument for the collection of data. After planning the questionnaire, the researchers administered it to 5 members for pilot testing. The results were analyzed and finally, the questionnaire contained 30 items covering all the components of training need assessment for teachers working in an inclusive setting for children with disabilities. The descriptive and qualitative research method was applied to analyze the collected data. It was highly recommended that teachers' training programs are designed to share information about awareness of disability and enhance teaching skills and knowledge for an efficacious inclusive system for children with disabilities.
45
Taylor, Jonte, and Naima Bhana. "Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 47–54. http://dx.doi.org/10.33043/josep.1.1.47-54.
Full textAbstract:
In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.
46
Enright, Brian, Richard White, Kay F. Haney, H. William Heller, and Fred Spooner. "Classics in the Field of Behavioral Disorders." Behavioral Disorders 18, no. 1 (November 1992): 18–23. http://dx.doi.org/10.1177/019874299201800103.
Full textAbstract:
Co-editors, Associate Editors, and Cohort Review Team members for Teaching Exceptional Children were asked to nominate qualified individuals to identify seminal articles in the area of behavioral disorders. The nominees identified in this first phase of the study recommended the top 19 classic contributions in behavioral disorders. In the second phase of the study, a self-identified panel of 172 persons in the area of behavioral disorders rank ordered these 19 classic works. Results are discussed in relation to another study that examined seminal contributions in the broader area of special education and in relation to the history of behavioral disorders.
47
Thebridge, Stella. "Concise Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2nd edition)2004422Edited by Cecil R. Reynolds and Elaine Fletcher‐Janzen. Concise Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults (2nd edition). Hoboken, NJ: Wiley 2000. xviii + 1,062 pp., ISBN: 0 471 65251 2 $75." Reference Reviews 18, no. 8 (December 2004): 17–18. http://dx.doi.org/10.1108/09504120410565666.
Full text
48
Vaitkuvienė - Zimina, Žana, and Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education." Pedagogika 124, no. 4 (December 2, 2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.
Full textAbstract:
The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.
49
Mafrukha, Wahyu Nisawati. "HOMESCHOOLING FOR TWICE EXCEPTIONALITY IN THE FILM THE MIRACLE WORKER IN THE PERSPECTIVE OF ISLAMIC EDUCATION." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 23, no. 2 (February 28, 2019): 225–42. http://dx.doi.org/10.24090/insania.v23i2.2292.
Full textAbstract:
Abstract: The Miracle Worker has described about the life story of Hellen Keler. A little girl that hasa special needs because of deaf, dumb and blind, but she is smart.Individuals who are talented but alsoat the same time identified as children who have special needs due to disability children with twice exceptionality. The educational program for children with twice exceptionality there are many. One of those isthrough the homeschooling program. Based on the background that have been described above, the author formulates the problem "How Homeschooling For Twice Exceptionality in The Film The Miracle Worker in The Perspective of Islamic Education?". The purpose of this research is to find out and describe clearly about the method in the Homeschooling which are contained in The film The Miracle Worker based on slamic Educational Perspective. The type of research that the author use is a library research. Because the author's materials are from books, scientific magazines, documents and other material that can be a source of reference in this research.The method of thinking which authors use in this research are inductive and deductive methods. The objects in this research is Homeschooling in Islamic educational perspective which are contained in The film The Miracle Worker. Based on allthe above presentation, it can be concluded by the results of the analysis that in the film The Miracle Worker, learning methods that used in the homeschooling is using approach to the teories of human development; cognitive, behavioraltheory (behavioristic) and social learning theory. In educating Helen, Mrs. Sullivan managed to approach using all three theories. In Islamic education, the human development theories such as cognitive, behavioristic and social learning theories are correlated with Islamic education methods.
Keyword:. Homeschooling, Exceptional Twice, Pendidikan Islam.
50
Silbaugh, Bryant C., Gabriela A. Calderon, and Varsovia Hernandez Eslava. "Effects of the High-Probability Instructional Sequence in Children With Feeding Disorders: A Synthesis." Behavior Modification 44, no. 6 (June 28, 2019): 927–54. http://dx.doi.org/10.1177/0145445519858273.
Full textAbstract:
The high-probability (high-p) instructional sequence is an intervention commonly used to increase compliance in a variety of skill domains, including compliance with low-probability (low-p) mealtime demands in children with pediatric feeding disorders. However, the effects of the high-p sequence on feeding have varied across studies, a systematic synthesis of the literature to guide practice and further research is lacking, and whether the high-p sequence, as an intervention for feeding problems, meets current evidence-based practice standards in special education is unknown. First, we conducted a systematic multistep search, identified seven studies that met inclusion criteria, and synthesized participant and study characteristics. Then we compared the evidence with the 2014 Council for Exceptional Children (CEC): Standards for Evidence-Based Practices in Special Education. The results suggest that (a) the high-p sequence can improve compliance with low-p mealtime demands in young children with feeding disorders but that more research is needed to clarify relevant contexts and for whom the intervention is likely to be effective, (b) additional research should examine the effects of the high-p sequence on feeding in older children or adults with disabilities as more intrusive procedures based on escape extinction become inappropriate, and (c) the evidence falls short of meeting the CEC standards for an evidence-based practice. We conclude with preliminary practice guidelines.