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Journal articles on the topic 'Special education and rehabilitation'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Gerber, Michael M. "Postmodernism in Special Education." Journal of Special Education 28, no. 3 (October 1994): 368–78. http://dx.doi.org/10.1177/002246699402800310.

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12

Lim, Levan, and Sang Seok Nam. "Special Education in Singapore." Journal of Special Education 34, no. 2 (July 2000): 104–9. http://dx.doi.org/10.1177/002246690003400205.

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13

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198700105-00038.

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14

Hegarty, S. "Evaluation in special education." International Journal of Rehabilitation Research 10 (December 1987): 183–85. http://dx.doi.org/10.1097/00004356-198712005-00038.

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15

Shevchenko, Svetlana. "«REGULATIONS ON THE TRAINING AND REHABILITATION CENTER» – AS ONE OF THE FACTORS OF REFORMING SCHOOL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN 2011–2017." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 147–51. http://dx.doi.org/10.36550/2415-7988-2021-1-192-147-151.

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The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.
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16

Stough, Laura M., and Douglas J. Palmer. "Special Thinking in Special Settings." Journal of Special Education 36, no. 4 (January 2003): 206–22. http://dx.doi.org/10.1177/002246690303600402.

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17

Burke, Meghan M., and Samantha E. Goldman. "Documenting the Experiences of Special Education Advocates." Journal of Special Education 51, no. 1 (April 15, 2016): 3–13. http://dx.doi.org/10.1177/0022466916643714.

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Many parents struggle to advocate for their children with disabilities to obtain services at school. Subsequently, parents may turn to special education advocates to help ensure that their children receive appropriate services. However, it is unclear how special education advocates support families and secure services for children with disabilities. Before determining whether special education advocacy is effective, the advocacy process used by special education advocates needs to be understood. In this study, 33 special education advocates participated in individual interviews about advocacy. Participants reported that they used an advocacy process with five main stages: developing rapport with the parent, establishing clear expectations, learning about the child and the family, educating and empowering the parent, and participating in Individualized Education Program (IEP) meetings. Details about the advocacy process are provided, and implications for future research, policy, and practice are discussed.
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18

Zambone, A. "Special Education: A Source Book." Journal of Visual Impairment & Blindness 81, no. 10 (December 1987): 494–95. http://dx.doi.org/10.1177/0145482x8708101012.

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19

Njoroge, M. N. "Special Education in My Life." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 74–75. http://dx.doi.org/10.1177/0145482x8908300127.

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The following article traces the author's professional and intellectual development in both regular and special education, highlighting his personal and educational experiences at The University of Texas at Austin. Factors that affect low vision special education in Kenya, as well as the author's goals for the future as a specialist in education in Kenya are discussed as well.
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20

Gumpel, Tom. "SPECIAL EDUCATION LAW IN ISRAEL." Journal of Special Education 29, no. 4 (January 1996): 457–68. http://dx.doi.org/10.1177/002246699602900407.

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21

Oswald, Donald P., Martha J. Coutinho, Al M. Best, and Nirbhay N. Singh. "Ethnic Representation in Special Education." Journal of Special Education 32, no. 4 (January 1999): 194–206. http://dx.doi.org/10.1177/002246699903200401.

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22

Marston, Douglas. "THE EFFECTIVENESS OF SPECIAL EDUCATION." Journal of Special Education 21, no. 4 (January 1988): 13–26. http://dx.doi.org/10.1177/002246698802100405.

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23

Fuchs, Douglas, and Lynn S. Fuchs. "The Journal of Special Education." Journal of Special Education 27, no. 2 (July 1993): 251–52. http://dx.doi.org/10.1177/002246699302700208.

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24

Gottlieb, Jay, Mark Alter, Barbara W. Gottlieb, and Jerry Wishner. "Special Education in Urban America." Journal of Special Education 27, no. 4 (January 1994): 453–65. http://dx.doi.org/10.1177/002246699402700406.

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25

Grande, Carolyn Gerlock, and Andrew Oseroff. "Special Education Planning in Jails?" Journal of Offender Rehabilitation 16, no. 3-4 (June 12, 1991): 103–12. http://dx.doi.org/10.1300/j076v16n03_07.

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26

Hartwig, Eric P., and Gary M. Ruesch. "Disciplining Students in Special Education." Journal of Special Education 33, no. 4 (January 2000): 240–47. http://dx.doi.org/10.1177/002246690003300407.

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27

Fuchs, Douglas, and Lynn S. Fuchs. "The Journal Of Special Education." Journal of Special Education 34, no. 2 (July 2000): 110–11. http://dx.doi.org/10.1177/002246690003400206.

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28

Fidler, Deborah J., Robert M. Hodapp, and Elisabeth M. Dykens. "Behavioral Phenotypes and Special Education." Journal of Special Education 36, no. 2 (August 2002): 80–88. http://dx.doi.org/10.1177/00224669020360020301.

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29

Schindele, R. A. "Research methodology in special education." International Journal of Rehabilitation Research 10 (December 1987): 15–24. http://dx.doi.org/10.1097/00004356-198700105-00002.

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30

Schindele, R. A. "Research methodology in special education." International Journal of Rehabilitation Research 10 (December 1987): 15–24. http://dx.doi.org/10.1097/00004356-198712005-00002.

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31

Burnette, Jane. "Government-Sponsored Special Education Projects." Technology and Disability 1, no. 2 (April 1, 1992): 19–27. http://dx.doi.org/10.3233/tad-1992-1204.

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32

Szymanski, Edna Mora, John King, Randall M. Parker, and William M. Jenkins. "The State-Federal Rehabilitation Program: Interface with Special Education." Exceptional Children 56, no. 1 (September 1989): 70–77. http://dx.doi.org/10.1177/001440298905600110.

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There are many differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program. The differences are highlighted through discussion of the history of the state-federal VR program, differing definitions of individuals with disabilities (used in VR and special education), operation of the VR program, and funding differences and resultant differences in evaluation standards between VR and special education programs. Recommendations are made to effect productive interaction between special education and state-federal VR agencies.
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33

Yenigün, Eren, and Serhat Odluyurt. "Practitioners’ Perspective About Support Services Offered to Inclusive Students at Special Education and Rehabilitation Centres." Journal of Qualitative Research in Education 8, no. 3 (July 30, 2020): 1–25. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.3s.6m.

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34

Sindelar, Paul T., Maureen A. Smith, Nancy E. Harriman, Robert L. Hale, and Richard J. Wilson. "Teacher Effectiveness in Special Education Programs." Journal of Special Education 20, no. 2 (July 1986): 195–207. http://dx.doi.org/10.1177/002246698602000206.

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35

Hanson, Marjorie, Marty Abramson, and James F. McNamara. "Practical Significance in Special Education Research." Journal of Special Education 20, no. 4 (December 1986): 401–8. http://dx.doi.org/10.1177/002246698602000403.

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36

Deno, Evelyn. "Special Education as Developmental Capital Revisited." Journal of Special Education 27, no. 4 (January 1994): 375–92. http://dx.doi.org/10.1177/002246699402700402.

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37

Morando Rhim, Lauren, Eileen M. Ahearn, and Cheryl M. Lange. "Charter School Statutes and Special Education." Journal of Special Education 41, no. 1 (May 2007): 50–63. http://dx.doi.org/10.1177/00224669070410010401.

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38

Mandic, Carmen Gomez, Rima Rudd, Thomas Hehir, and Dolores Acevedo-Garcia. "Readability of Special Education Procedural Safeguards." Journal of Special Education 45, no. 4 (March 10, 2010): 195–203. http://dx.doi.org/10.1177/0022466910362774.

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39

Vaughn, Sharon, and Sylvia Linan-Thompson. "What Is Special About Special Education for Students with Learning Disabilities?" Journal of Special Education 37, no. 3 (November 2003): 140–47. http://dx.doi.org/10.1177/00224669030370030301.

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40

Bacon, Joan Kent, and Kelsey Elizabeth Erickson. "Special Education in Lutheran Schools." Journal of Religion, Disability & Health 14, no. 4 (October 29, 2010): 355–67. http://dx.doi.org/10.1080/15228967.2010.517430.

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41

Basantia, T. K., and J. H. Alom. "Rehabilitation of Special Needs Children at Pre-school Level: A Study of Attitude of Integrated Child Development Services Functionaries and Parents." International Journal of Early Childhood Special Education 13, no. 1 (May 5, 2021): 203–19. http://dx.doi.org/10.9756/int-jecse/v13i1.211023.

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The Integrated Child Development Services (ICDS) is a significant scheme that works for rehabilitation of different categories of children including special needs children at pre-school level in India. For rehabilitation of special needs children at pre-school level, the ICDS functionaries and parents (of the children) play the vital role. For developing the favorable attitude of ICDS functionaries and parents towards rehabilitation of special needs children at pre-school level, it is important to study the attitude of ICDS functionaries and parents towards rehabilitation of special needs children at pre-school level. Hence, in this study an attempt was made to study the attitudes of ICDS functionaries (Child Development Project Officers, Supervisors and Anganwadi workers) and parents towards rehabilitation of special needs children at pre-school level. The study was a descriptive survey-cum-comparative type research. 36 Child Development Project Officers (CDPOs), 108 Supervisors, 108 Anganwadi workers (AWWs), and 216 parents under thirty six ICDS projects from nine administrative districts of Assam were taken as participants of the study. A self-developed attitude scale was used to collect data from the participants. Mainly quantitative data analysis techniques were used to analyze the data of the study. The major findings of the study indicated that all the ICDS functionaries and parents have shown high attitude towards rehabilitation of special needs children at pre-school level; and CDPOs possess better attitude than the supervisors, and parents possess better attitude than the supervisors towards rehabilitation of special needs children at pre-school level. And from the study, it is also found that the background variable ‘experience’ of the supervisors acts as a determining factor in determining the attitude of the supervisors towards rehabilitation of special needs children at pre-school whereas no other background variable of the supervisors and none of the background variables of the CDPOs, AWWs and parents acts as a determining factor in determining their attitude towards rehabilitation of special needs children at pre-school level.
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42

Scruggs, Thomas E., and Margo A. Mastropieri. "What makes Special Education Special? Evaluating Inclusion Programs with the Pass Variables." Journal of Special Education 29, no. 2 (July 1995): 224–33. http://dx.doi.org/10.1177/002246699502900213.

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43

Burrello, Leonard C., and David J. Zadnik. "Critical Success Factors of Special Education Administrators." Journal of Special Education 20, no. 3 (October 1986): 367–77. http://dx.doi.org/10.1177/002246698602000311.

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44

Rossi, Robert J., and Jean M. Wolman. "A MODEL ACCOUNTING PLAN FOR SPECIAL EDUCATION." Journal of Special Education 21, no. 4 (January 1988): 57–73. http://dx.doi.org/10.1177/002246698802100408.

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45

Patton, James M., and Ronald Braithwaite. "Special Education Certification/Recertification For Regular Educators." Journal of Special Education 24, no. 1 (April 1990): 117–24. http://dx.doi.org/10.1177/002246699002400109.

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46

Arick, Joel R., and David A. Krug. "Special Education Administrators in the United States." Journal of Special Education 27, no. 3 (October 1993): 348–64. http://dx.doi.org/10.1177/002246699302700306.

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47

Artiles, Alfredo J., and Stanley C. Trent. "Overrepresentation of Minority Students in Special Education." Journal of Special Education 27, no. 4 (January 1994): 410–37. http://dx.doi.org/10.1177/002246699402700404.

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48

Foster, Herbert L., and Carmen J. Iannaccone. "Multicultural Content in Special Education Introductory Textbooks." Journal of Special Education 28, no. 1 (April 1994): 77–92. http://dx.doi.org/10.1177/002246699402800106.

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49

Dyson, Alan, and Frances Gallannaugh. "Disproportionality in Special Needs Education in England." Journal of Special Education 42, no. 1 (February 19, 2008): 36–46. http://dx.doi.org/10.1177/0022466907313607.

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50

Domagała-Zyśk, Ewa. "Christian Context of Disability and Special Education Nowadays." Journal for Perspectives of Economic Political and Social Integration 23, no. 1-2 (December 20, 2017): 243–59. http://dx.doi.org/10.1515/pepsi-2017-0013.

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Abstract Disability studies and special educational needs studies are becoming more and more popular nowadays as researcher got more evidence about both needs and potential of persons with disabilities. Investigating new possibilities and way of normalisations should be definitely based on stable anthropological principle as only then one can be sure that persons with disabilities are treated with brotherhood, dignity and respect, not as object of therapy, rehabilitation and medical procedures, but fully human subjects at every stage of their life. The aim of the paper is to draw fundaments of Christian special education as a perspective that may form a basis for both research and counselling and rehabilitation practice. This perspective founded on principles of Christianity enriched with writings on disability of such persons as John Paul II and Jean Vanier is a guarantee of full development of persons with disabilities and/or special needs.
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