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Relevant bibliographies by topics / Play Therapy. Special Education teachers. Special Education Perception

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Academic literature on the topic 'Play Therapy. Special Education teachers. Special Education Perception'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Play Therapy. Special Education teachers. Special Education Perception"

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Kats, L. I., and V. B. Tyulina. "Play therapy in the special education of the children with ASD." Autism and Developmental Disorders 13, no. 3 (2015): 21–30. http://dx.doi.org/10.17759/autdd.2015130303.

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Access to the method of play therapy allows to actively use it in the framework of comprehensive intervention with children diagnosed with autism spectrum disorders. Problems with play skills that are typical for children with autism require greater flexibility from teachers, whose work should be based on the knowledge of sensory perception and special interest of an individual child. The article describes techniques and methods that are used by play therapists from the parent association Svet in order to promote emotional development, motor skills, social interaction and functional skills thr

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Shin, Myung Sun. "Perception of Elementary School Special Education Teachers Toward Speech Therapy Support in School Settings." Journal of speech-language & hearing disorders 29, no. 2 (2020): 165–77. http://dx.doi.org/10.15724/jslhd.2020.29.2.165.

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See, Beng Huat, and Rebecca Morris. "Editorial Introduction to the Special Issue “Teachers Matter—Improving Recruitment, Retention and Development of Teachers”." Education Sciences 11, no. 9 (2021): 528. http://dx.doi.org/10.3390/educsci11090528.

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This Special Issue of Education Sciences on the theme of Education Matters was commissioned in recognition of the important role that teachers play in the development of students’ learning and wider outcomes [...]

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Vojíř, Karel, and Martin Rusek. "PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS." Journal of Baltic Science Education 20, no. 2 (2021): 316–31. http://dx.doi.org/10.33225/jbse/21.20.316.

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The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and

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Aouad, Jennifer, and Fabio Bento. "A Complexity Perspective on Parent–Teacher Collaboration in Special Education: Narratives from the Field in Lebanon." Journal of Open Innovation: Technology, Market, and Complexity 6, no. 1 (2019): 4. http://dx.doi.org/10.3390/joitmc6010004.

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Several studies have highlighted the importance of parent–teacher collaboration (PTC) in special education (SE). In Lebanon, there is a widespread perception among practitioners that out of many educational challenges facing SE organizations, there is the need to consolidate successful parent–teacher partnerships. We contribute to research on PTC by applying a conceptual framework from complexity science to investigate the interaction between teachers and parents in one SE organization in Lebanon. The interaction between teachers (internal agents) and parents (external agents) constitute an im

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Ahmed Bamakhramah, Khadejah, Hyun Ju Chong, and Juri Yun. "Perceptions on the functions of music among professionals in the special education field in the United Arab Emirate." Music and Medicine 10, no. 4 (2018): 198. http://dx.doi.org/10.47513/mmd.v10i4.648.

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The purpose of this study was to investigate how special education teachers and health-related professionals perceive and understand the functions of music in the United Arab Emirates. A total of 70 Special Education teachers, physical therapists, speech therapists, and medical professionals completed questionnaires about their musical training and activities, as well as their beliefs about the role and function of music. The survey results indicated that these professionals perceived music to have specific functions in the social, emotional, communicational, and recreational domains. Further

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Ndlovu, Blanche Ntombizodwa, and Dumsani Wilfred Mncube. "Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 185–98. http://dx.doi.org/10.26803/ijlter.20.1.10.

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This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation

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Skura, Monika. "„Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej." Kwartalnik Pedagogiczny 64, no. 3 (253) (2019): 119–38. http://dx.doi.org/10.5604/01.3001.0013.5535.

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Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism)

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Gonchar, Olena Valentynivna, Olena Ivanivna Petukhova, Svitlana Vasylievna Kryvuts, and Maryna Ivanivna Tokar. "Organization of Pedagogical Relationships between Learners and Teachers in the Framework of Inclusive Education." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (2019): 126. http://dx.doi.org/10.18662/rrem/121.

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Nowadays at the process of globalization the system of value orientations and educational traditions are undergoing noteworthy modifications represented in the Concept of Inclusive Education Development (2010) in Ukraine. The research demonstrates the conception of organization of pedagogical relationships of the participants of art-therapeutic process as a component of inclusive education. The problem of the investigation defined the choice of the empirical research methods such as observation, interview, testing, study of the products of the activities of the subjects, study, and generalizat

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Chauhan, Daxesh S., and S. D. Mishra. "Student’s Perception towards Subject Teachers: A Contributing Factors for School Attendance." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 2 (2017): 117. http://dx.doi.org/10.21013/jems.v7.n2.p9.

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<div><p><em>This paper based on study of SMCs’ awareness about Right to Education Act 2009.As per 86<sup>th</sup> amendment of the Indian constitution Right to Education Act 2009 is considered inseparable parts of children’s right. In RTE act there are special provisions for appointment of qualified subject’s teachers, and about pupils’ teachers’ ratio of Primary school. For germination of small plants require sufficient air, water, sunlight &amp; adequate fertilizer without its plant can’t germinate. In same way children also want to germinate and developed t

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Dissertations / Theses on the topic "Play Therapy. Special Education teachers. Special Education Perception"

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Toerien, Liezel. "Die leerondersteuningonderwyser se persepsie rakende die benutting van spelterapie vir grondslagfase-leerders met besondere onderwysbehoeftes." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01252005-102351.

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Books on the topic "Play Therapy. Special Education teachers. Special Education Perception"

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Auditory communication for deaf children: A guide for teachers, parents and health professionals. ACER Press, 2011.

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