Relevant bibliographies by topics / Special education and rehabilitation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Special education and rehabilitation'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Special education and rehabilitation"

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Dowdy, Carol A. "Vocational Rehabilitation and Special Education." Journal of Learning Disabilities 29, no. 2 (March 1996): 137–47. http://dx.doi.org/10.1177/002221949602900203.

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Cook, Bryan G., and Barbara R. Schirmer. "What Is Special About Special Education?" Journal of Special Education 37, no. 3 (November 2003): 139. http://dx.doi.org/10.1177/00224669030370030201.

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McLaughlin, Margaret J. "Defining Special Education." Journal of Special Education 29, no. 2 (July 1995): 200–208. http://dx.doi.org/10.1177/002246699502900210.

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Szymanski, Edna Mora, Cheryl Hanley-Maxwell, and Susan Asselin. "Rehabilitation Counseling, Special Education, and Vocational Special Needs Education: Three Transition Disciplines." Career Development for Exceptional Individuals 13, no. 1 (April 1990): 29–38. http://dx.doi.org/10.1177/088572889001300103.

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Rutherford, Robert B., C. Michael Nelson, and Bruce I. Wolford. "Special Education in the Most Restrictive Environment: Correctional/Special Education." Journal of Special Education 19, no. 1 (April 1985): 59–71. http://dx.doi.org/10.1177/002246698501900105.

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Hodapp, Robert M., and Deborah J. Fidler. "Special Education and Genetics." Journal of Special Education 33, no. 3 (October 1999): 130–37. http://dx.doi.org/10.1177/002246699903300301.

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Irvine, Paul. "Pioneers in Special Education." Journal of Special Education 21, no. 3 (September 1987): 6–7. http://dx.doi.org/10.1177/002246698702100302.

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lrvine, Paul. "PIONEERS IN SPECIAL EDUCATION." Journal of Special Education 21, no. 4 (January 1988): 10–11. http://dx.doi.org/10.1177/002246698802100404.

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Irvine, Paul. "Pioneers in Special Education." Journal of Special Education 22, no. 1 (April 1988): 8–9. http://dx.doi.org/10.1177/002246698802200104.

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Yang, Hanlin, and HongBo Wang. "Special Education in China." Journal of Special Education 28, no. 1 (April 1994): 93–105. http://dx.doi.org/10.1177/002246699402800107.

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Dissertations / Theses on the topic "Special education and rehabilitation"

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

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

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This study was done for the purpose of determining if the amount of contact and type of contact someone has with a person with a disability effects attitudes toward people with disabilities. The MIDS (Modified Issues in Disability Scale) was administered to one-hundred and seventy graduate and undergraduate students to determine current attitudes toward people with disabilities. In addition, these students were asked to answer demographic questions along with questions regarding the amount and type of contact they have had with a person with a disability. A two-way ANOVA was administered to determine if there was a relationship between the amount of contact and type of contact and attitude scores. Significance was found for both the time spent and the type of contact. More positive attitudes were found in work relationships and spending a moderate amount of time with a person with a disability. Less positive attitudes were found when no time was spent and there was no relationship with a person with a disability
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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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

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

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

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

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

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

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Melling-Williams, Natalie. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1708.

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Thesis (MSc (Rehabilitation))--University of Stellenbosch, 2005.
The school that was studied caters for learners with special educational needs in the Western Cape Province, South Africa. The learners at the school have a variety of physical, intellectual and learning disabilities. They receive rehabilitation inputs aimed at optimising their potential as school learners and as adults. These include occupational and speech therapy, physiotherapy, learning support and educational psychology. The therapists who work with them often utilise home programmes to involve the parents in their child’s therapy and to achieve carry-over from the therapy sessions. Among the professionals at the school there is currently a perception that therapy home programmes are poorly complied with and that the rehabilitation outcomes of the learners are being disadvantaged as a result. A need therefore arose to explore this issue. This study aims to determine the extent of compliance with therapy home programmes by parents and learners of this school. The study also attempted to elicit factors identified by parents and therapists as inhibitors to and/or facilitators for compliance with the home programmes. A descriptive, analytical study design was used. All therapists working at the school, as well as the parents of learners who were expected to comply with a home programme, were invited to participate. Data was collected using two self-compiled, self-administered questionnaires. A parent focus group was added later in an attempt to elicit more depth with regard to some of the issues explored. The data was analysed using quantitative and qualitative methods. Seventy-one percent of parents reported complying at levels adequate for therapeutic benefit to be achieved. However, 25% of the parents reported complying by less than 24% of the time prescribed. The barriers to compliance identified in this study include the quality of teamwork between the parents and the professionals, attitudinal barriers from both the parents and the therapists, the quality of training for the parents and practical difficulties. The family-centred, collaborative model of teamwork was recommended to both the therapists and the parents to facilitate parental input at all levels of the planning and design of the rehabilitation programme.
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Books on the topic "Special education and rehabilitation"

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

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

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

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M, Warboys Loren, and United States. Office of Juvenile Justice and Delinquency Prevention., eds. Special education and the juvenile justice system. [Washington, DC]: U.S. Dept. of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2000.

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Buchkremer, Hansjosef. Heil- und Sozialpädagogische (Kon)texte. Aachen: G. Mainz, 1991.

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Miles, M. Disabilities, special education & rehabilitation in Pakistan, 1947-1997: A bibliography. Birmingham: The author, 1997.

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Thompson, D. H. J. Vocational education for students with special educational needs: A German approach. Hinckley: Hinckley College, 1991.

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

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The ultimate guide to assistive technology in special education: Resources for education, intervention, and rehabilitation. Waco, Tex: Prufrock Press, 2011.

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Dougan, Patricia. California transition: Resources and information for special education. Sacramento, CA: Education Transition Center, Special Education Division, Specialized Programs Branch, California State Dept. of Education, 1988.

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Book chapters on the topic "Special education and rehabilitation"

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Oliva, Christopher M. "Special Education." In Encyclopedia of Child Behavior and Development, 1420–22. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2754.

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Metz, Kristina. "Special Education." In Encyclopedia of Cross-Cultural School Psychology, 925–29. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_399.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 3237–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1494.

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Foreman, Phil. "Education, Special." In Encyclopedia of Quality of Life and Well-Being Research, 1823–28. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2821.

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Brucker, Pamela. "Special Education." In Encyclopedia of Autism Spectrum Disorders, 2943. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1779.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 2333–35. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1494.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1494-3.

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Brucker, Pamela. "Special Education." In Encyclopedia of Autism Spectrum Disorders, 4540–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1779.

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Foreman, Phil. "Education, Special." In Encyclopedia of Quality of Life and Well-Being Research, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_2821-2.

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De Geyter, Lode. "Trends and New Thinking in Europe on Special Needs Education." In Special Education, 3–7. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_1.

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Conference papers on the topic "Special education and rehabilitation"

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

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

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

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Snezana, Nisevic, and Banjac Lidija. "Methodology for individual support plan in education for students with cerebral palsy." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Belgrade: Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012149n.

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Hana, Valkova. "Adapted physical activities as the part of education: Chance for children with cerebral palsy." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Belgrade: Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012171v.

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

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Spela, Golubovic, Slavkovic Sanela, and Brkic Nina. "The possibilities of assessment and classification of capabilities of upper extremity of children with cerebral palsy." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Belgrade: Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012007g.

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Tatjana, Krstic, and Obradovic Biljana. "Maternal cognitive and emotional denial of the child’s diagnosis of cerebral pulsy: Nonresolution." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Belgrade: Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012025k.

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Erna, Zgur, and Cuk Miran. "Motor performance in primary school children with cerebral palsy." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Belgrade: Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012043z.

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Ivana, Terzic, Jovanovic Nadica, Vukovic Mile, and Nedovic Goran. "Speech and language abilities in children with cerebral palsy in elementary school." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Belgrade: Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012055t.

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Reports on the topic "Special education and rehabilitation"

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Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1498.

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Owens, Wade. Improving Cultural Education of Special Operations Forces. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada518468.

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Chaikind, Stephen, and Hope Corman. The Special Education Costs of Low Birthweight. Cambridge, MA: National Bureau of Economic Research, October 1990. http://dx.doi.org/10.3386/w3461.

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Ferro, Gonzalo, Meredith Cracraft, and Scott A. Beal. Integrating Adaptability into Special Operations Forces Intermediate Level Education. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada531622.

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Elder, Todd, David Figlio, Scott Imberman, and Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25829.

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

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

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Godinet, Nancy. Special education labeling relationships with learning disabled student self-concept. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.792.

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You might also be interested in the extended bibliographies on the topic 'Special education and rehabilitation' for particular source types:
Journal articles Dissertations / Theses Books
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