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Relevant bibliographies by topics / Special Education Ethical Practices

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Academic literature on the topic 'Special Education Ethical Practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Special Education Ethical Practices"

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Trussell, Robert P., Helen Hammond, and Lawrence Ingalls. "Ethical Practices and Parental Participation in Rural Special Education." Rural Special Education Quarterly 27, no. 1-2 (2008): 19–23. http://dx.doi.org/10.1177/8756870508027001-204.

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The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article re

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Sileo, Nancy M., Thomas W. Sileo, and Thomas B. Pierce. "Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education." Rural Special Education Quarterly 27, no. 1-2 (2008): 43–54. http://dx.doi.org/10.1177/8756870508027001-208.

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Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey re

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Rude, Harvey A., and Patti J. Whetstone. "Ethical Considerations for Special Educators in Rural America." Rural Special Education Quarterly 27, no. 1-2 (2008): 10–18. http://dx.doi.org/10.1177/8756870508027001-203.

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The concern for ensuring an appropriate education for students with disabilities in rural schools and communities is predicated on balancing concerns for equity and excellence in the provision of special education and related services. The ethical behavior of educators is a driving force that ensures this balance. The study of ethics is concerned with the values that society deems appropriate and/or desirable. This paper examines expectations for ethical conduct through investigation of theoretical constructs, codes of ethics, and standards for professional practice. The unique ethical challen

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Akcamete, Gonul, Nilay Kayhan, and A. Emel Sardohan Yildirim. "Scale of professional ethics for individuals working in the field of special education: validity and reliability study." Cypriot Journal of Educational Sciences 12, no. 4 (2017): 202–17. http://dx.doi.org/10.18844/cjes.v12i4.2902.

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Professional ethics includes the principles set forth by professional associations and accepted as correct by discussions over time, and which has become the sine qua non of a profession today. Professional ethics are established to increase the quality of professional practices and ensure correct and honest conduct. Not having professional ethical principles for the special education field negatively affects the quality of services. The purpose of this study was to develop a scale of principles in professional ethics for specialists and educators working in special education and to conduct it

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Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.

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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical

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Berkeley, Terry R., and Barbara L. Ludlow. "Ethical Dilemmas in Rural Special Education: A Call for a Conversation about the Ethics of Practice." Rural Special Education Quarterly 27, no. 1-2 (2008): 3–9. http://dx.doi.org/10.1177/8756870508027001-202.

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Education and human services by their very nature imply an ethical imperative (Kelman & Warwick, 1972; Becker, 2005) as these areas of endeavor represent work designed to alter the development and other characteristics of the children and their family members who are being served. The ethical imperative is an ideal based upon an assumption that we must both do good and do good well. In this article, we begin with several ethical dilemmas applicable to rural special education; these are dilemmas similar to those special educators must face but are idiosyncratic, in part, to rural locales. W

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Miklyaeva, Anastasiya V., Elena K. Veselova, Galina V. Semenova, and Elena V. Bakhvalova. "Ethical Regulation as a Problem-Solving Resource Leading to Participant Interaction in the Educational Process in Terms of Integration and Inclusion." Integration of Education 23, no. 3 (2019): 423–39. http://dx.doi.org/10.15507/1991-9468.096.023.201903.423-439.

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Introduction. The article is dedicated to analysing the possible ethical regulation of problems that arise during the interaction of participants in the educational process through integration and inclusion (based on the example of teaching children with disabilities and orphaned children in regular schools). The relevance of the article is in its discussion of the trend towards the spread of inclusive and integrative practices in modern Russian education. Materials and Methods. The study was aimed at investigating problems experienced in terms of inclusion and integration in the context of et

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Smith, Valerie J. "Ethical and Effective Ethnographic Research Methods: A Case Study with Afghan Refugees in California." Journal of Empirical Research on Human Research Ethics 4, no. 3 (2009): 59–72. http://dx.doi.org/10.1525/jer.2009.4.3.59.

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Scholarly studies of refugees and other vulnerable populations carry special ethical concerns. In this invited case study of Afghan refugees in Fremont, California, I provide illustrations and recommendations of ethical research methods with refugees. I also compare and contrast some ethical issues in the U.S. with issues in Thailand. The qualitative, ethnographic methods I report here demonstrate how to conduct culturally sensitive investigations by ethically approaching gatekeepers and other community members to preserve autonomy, ensure confidentiality, build trust, and improve the accuracy

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Birkeland, Lise. "Ethics and the Special Education Assistant." Paideusis 17, no. 1 (2020): 59–65. http://dx.doi.org/10.7202/1072468ar.

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The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported a

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DeMatthews, David E., and David S. Knight. "Denying Special Education to Students in Need: A Case of Accountability, Compliance, and Fear in a Texas Elementary School." Journal of Cases in Educational Leadership 22, no. 1 (2019): 55–72. http://dx.doi.org/10.1177/1555458918786988.

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Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency’s district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low

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Dissertations / Theses on the topic "Special Education Ethical Practices"

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Drummond, Derek Michael. "A critical examination of identification practices in special education." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143646/.

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Nyarambi, Arnold. "Ethical Issues in Behavioral Interventions: Practical Lessons From the Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8236.

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Chaney, Megan. "Teacher Dispositions in Special Education Training to Promote Persistence in the Field." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4606.

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A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection i

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Sexton, Corrine M. "Successful special education practices." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2007. http://proquest.umi.com/pqdweb?did=1390300381&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Williams, Matthew C. "A Normative Ethical Analysis of School Discipline Practices." Thesis, University of Rochester, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561048.

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<p> This is a normative ethical analysis of school discipline policies. The overarching objective of this work is to inform school practices that directly benefit students. Chapter one examines the current state and practices of student discipline within schools. It focuses upon the pervasive use of suspensions to deal with non-violent student offenses and the adverse consequences that result from the applications of suspensions. Chapter two analyses three theoretical frameworks as they inform the developmental of a threshold for the ethical application of punishment. Developmental liberalism

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Ankrom, Sharon J. "Perceptions of ethical practices in youth livestock shows." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10519.

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Thesis (M.S.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains vi, 122 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 51-53).

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Asel, Crystal S. "Current Practices in Working With Special Education Paraeducators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5421/.

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With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general educ

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Floyd, Loury Ollison. "Supervising paraeducators: Practices and perceptions of special education teachers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154064.

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Duffy, Mary Louise. "A comparative study of special education and regular education teacher planning practices." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185958.

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This study examined the language, methods and behaviors employed by high school level special education teachers when planning for content area classes. While past research in the area of teacher cognitions have described these processes related to regular classroom teachers, no systematic investigation of special education teacher planning has been conducted to date. Previous research in the area of teacher planning has served to develop models of planning found at all levels of education. Drawing on past research, hypotheses about planning practices for secondary level content area special e

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Kemman, Heath R. "Ethical School Leadership| The Conceptions and Practices Secondary Principals Use to Maintain Ethical Context and Relationships in Their Schools." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810380.

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<p> Contemporary educational theory and practice emphasizes interpersonal teacher–student relationships as a means of enhancing academic performance, promoting social development, and improving class management. Unfortunately, related policy, training, and professional standards have lagged. Into this void steps the principal, who as school leader falls the responsibility of guiding staff. </p><p> Twelve (12) principals from public secondary schools (grades 6–12) in central and coastal Virginia were interviewed, to gather their descriptions of how they perceived appropriate ethic

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Books on the topic "Special Education Ethical Practices"

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M, Bauer Anne, ed. Meeting the needs of special students: Legal, ethical, and practical ramifications. Corwin Press, 1992.

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Research-based practices in special education. Pearson, 2013.

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Cook, Bryan G., and Melody Tankersley. Research-based practices in special education. Pearson, 2013.

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Marozas, Donald S. Issues and practices in special education. Edited by May Deborah C, Greco Victor, and Leonard Kimberly. Longman, 1988.

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Robert, Wandberg, ed. Powerful practices for high-performing special educators. Corwin Press, 2010.

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International practices in special education: Debates and challenges. Gallaudet University Press, 2011.

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McAnally, Patricia L. Reading practices with deaf learners. 2nd ed. PRO-ED, Inc., 2007.

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1943-, Rose Susan, and Quigley Stephen P. 1927-, eds. Reading practices with deaf learners. Pro-Ed, 1999.

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Anderson, Rebecca J. Policy and practices in early childhood special education. Council for Exceptional Children, 1992.

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McGregor, Gail. Inclusive schooling practices: Pedagogical and research foundations : a synthesis of the literature that informs best practices about inclusive schooling. University of Montana, 1998.

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Book chapters on the topic "Special Education Ethical Practices"

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Valle, Jan W. "Special Education as Ethical Practice." In What Mothers Say about Special Education. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619739_7.

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Löfdahl Hultman, Annica, and Sue Cherrington. "Ethical Practices in Early Childhood Education." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_103-1.

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Snyder, Patricia A., Crystal C. Bishop, and Tara W. McLaughlin. "Frameworks for Guiding Program Focus and Practices in Early Intervention." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-67.

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Kroeger, Stephen D., and William C. Hunter. "Preparing teachers to use culturally responsive practices." In Redesigning special education teacher preparation. Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-3.

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Dovigo, Fabio, and Vincenza Rocco. "Building Evaluation Capacity in Science Education to Spread Sustainable and Inclusive Education." In Special Educational Needs and Inclusive Practices. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_9.

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Han, Ye, and Xuesong Andy Gao. "Engaging with ethical research practices in China." In Research Ethics in Second Language Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-10.

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Bruder, Mary Beth. "Personnel Development Practices in Early Childhood Intervention." In Handbook of Early Childhood Special Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_16.

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Dunst, Carl J., and Marilyn Espe-Sherwindt. "Family-Centered Practices in Early Childhood Intervention." In Handbook of Early Childhood Special Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_3.

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Dovigo, Fabio. "Linking Theory to Practice in Inclusive Education." In Special Educational Needs and Inclusive Practices. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_3.

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Favella, Clara Diletta. "Creative Art-Based Projects in Inclusive Education." In Special Educational Needs and Inclusive Practices. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_8.

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Conference papers on the topic "Special Education Ethical Practices"

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Marusynets, Mariana, Dmytro Korchevskyi, and Vitalii Lapinskyi. "Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/17.

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The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the rela

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French, Carmel. "Poster Session 1: Special Education | Parents’ Perceptions of Inclusive Education Practices." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0061.

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Tucker, Jessica, Alice Pawley, Donna Riley, and George Catalano. "Special session - new engineering stories: How feminist thinking can impact engineering ethics and practice." In 2008 IEEE Frontiers in Education Conference. IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720646.

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Arita, Sri, Riyadi Aprayuda, Defriko Gusma Putra, and Rita Syofyan. "Earnings Management Practices From Perspective a Law and Ethical Views." In Sixth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210616.046.

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Revelo, Renata A., Joel Alejandro Mejia, and Marlon Mitchell. "Special session: Culturally responsive practices in K-16 engineering education." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757596.

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Andersen, Mette Fredslund, and Christine Enø Helmudt. "Session 2: Curriculum, Research and Development | An Action Research Programme for Developing Inclusive Practices in Science Classrooms." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0014.

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Jaycox, Holly, Justin L. Hess, Carla B. Zoltowski, and Andrew O. Brightman. "Developing novel practices of somatic learning to enhance empathie perspective-taking for ethical reasoning and engineering design." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044278.

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von Grunigen, Dirk, Fernando Benites de Azevedo e Souza, Beatrice Pradarelli, Amani Magid, and Mark Cieliebak. "Best practices in e-assessments with a special focus on cheating prevention." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363325.

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Furnon, Dorothée, and Françoise Poyet. "Poster Session 2: Inclusive Education | Observation of the effects of the use of telepresence robot on teaching practices and learning." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0066.

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Rakap, Salih, and Sinan Kalkan. "PERSPECTIVES OF TURKISH STAKEHOLDERS ABOUT RECOMMENDED PRACTICES IN EARLY CHILDHOOD SPECIAL EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0501.

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Reports on the topic "Special Education Ethical Practices"

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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, 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 relate

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