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Journal articles on the topic 'Special educational diagnosis'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Goddard, Charlotte. "SPECIAL EDUCATIONAL NEEDS The route to diagnosis." Nursery World 2016, no. 12 (2016): 14–15. http://dx.doi.org/10.12968/nuwa.2016.12.14.

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Sturmey, P., W. R. Lindsay, and R. Didden. "Special Issue: Dual Diagnosis." Journal of Applied Research in Intellectual Disabilities 20, no. 5 (2007): 379–83. http://dx.doi.org/10.1111/j.1468-3148.2007.00379.x.

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Chupina, Kateryna. "Psychological and pedagogical support of students with special educational needs in a higher education institution." Psychological Journal, no. 7 (July 20, 2021): 74–84. https://doi.org/10.31499/2617-2100.7.2021.234701.

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The article deals with the peculiarities of psychological and pedagogical support of students with special educational needs in the conditions of higher education institution. Peculiarities of creation and functioning of the team of psychological and pedagogical support and inclusive groups as an innovative form of support of students with special educational needs are considered. The main forms and methods of teaching are determined. The regulatory legal base on this issue is analyzed. The experience of the Center for Social and Educational Integration and Inclusive Rehabilitation and Social

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Teixeira, Maria Cristina Triguero Veloz, Décio Brunoni, Luiz Renato Rodrigues Carreiro, Ana Claudia Braga, Naiara Adorna da Silva, and Cristiane Silvestre Paula. "Mismatch between diagnostic reports and special educational needs classification in a public educational system." Arquivos de Neuro-Psiquiatria 75, no. 4 (2017): 244–47. http://dx.doi.org/10.1590/0004-282x20170025.

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ABSTRACT Objective To assess the diagnostic status, the sociodemographic and health profiles for students with special educational needs (SEN) in a public educational system, and to map their use of educational/social services. Methods The sample comprised 1,202 SEN students from a total of 59,344 students. Results Only 792 students of the 1,202 had an established diagnosis. The most prevalent SEN condition was intellectual disability. There was a low percentage (29.4%) of use of specialized educational services or support. It was found that, for some neurodevelopmental disorders, prevalence d

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Tymms, Peter, and Julian Elliott. "Difficulties and dilemmas in the assessment of special educational needs." Educational and Child Psychology 23, no. 3 (2006): 25–34. http://dx.doi.org/10.53841/bpsecp.2006.23.3.25.

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This paper considers conceptual and methodological difficulties concerning the assessment of children’s special educational needs. It argues that the resurgence of the medical model of diagnosis and categorisation often offers little to those who seek to develop meaningful intervention programmes. Six specific difficulties in assessing special educational needs are identified and discussed. The paper concludes by offering a number of proposals which, it is argued, would add greater scientific rigour to this process.

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Sagatbekkyzy, Z., and K. K. Shalgynbayeva. "Observation as a method of socio-pedagogical research and diagnosis of children with special educational needs in development." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (2022): 83–91. http://dx.doi.org/10.31489/2022ped1/83-91.

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The article is devoted to the study of the observation method used in two main varieties of social pedagogy: psychological and social. The novelty of the article lies in the description of the application of the observation method in social pedagogy – a new field of pedagogical knowledge. Its originality is in identifying the specifics of the application of the observation method in the process of socialization of children with special educational needs in development. The relevance of the work is due to the insufficient development of the methodology for applying the observation method in soc

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Illyashenko, T. D. "PSYCHO-PEDAGOGICAL DIAGNOSIS IN THE EDUCATION SYSTEM FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Scientific notes of Taurida National V.I. Vernadsky University, series Psychology, no. 6 (2024): 34–41. https://doi.org/10.32782/2709-3093/2024.6/06.

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Algraigray, Hatim, and Christopher Boyle. "The SEN label and its effect on special education." Educational and Child Psychology 34, no. 4 (2017): 70–79. http://dx.doi.org/10.53841/bpsecp.2017.34.4.70.

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Aim:This article aims to explore whether labelling children and young people with Special Educational Needs and disabilities is still helpful or whether this leads to more discrimination, exclusion and stigmatisation, according to Becker’s labelling theory.Method:Based on reviewing Special Educational Needs literature, this study begins with an exploration of advantages of assigning labels to children and young people with Special Educational Needs, such as determining appropriate provision and extra support. Also, it investigates the tendency of Special Educational Needs labels to negatively

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Palshkova, Iryna. "Organization of psychological and pedagogical support for children with special educational needs in the process of sports events." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 3 (144) (2023): 135–40. http://dx.doi.org/10.24195/2617-6688-2023-3-21.

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The article is devoted to the actual problem of organizing psychological and pedagogical support for children with special educational needs in the process of sports events. The purpose of the article is to reveal the features of the organization of psychological and pedagogical support for children with special educational needs in the process of sports events. The task of the study: to isolate the system of key concepts from the research problem and to justify their essence; find out the peculiarities of the organization of psychological and pedagogical support for children with special educ

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Vasylenko, Olena, Mykhailo Chaikovskyi, Olena Dobrovitska, Nataliia Ostrovska, Svetlana Kondratyuk, and Yuliia Luchko. "Peculiarities of Adaptive and Rehabilitation Processes of Children with Special Educational Needs." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (2022): 398–420. http://dx.doi.org/10.18662/brain/13.4/395.

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The paper examines the peculiarities of the adaptive and rehabilitation processes of children with special educational needs. It was found that one of the most significant issues of rehabilitation work with children with special educational needs is to create the conditions for their integration into society. This stipulates the determination of the state of their adaptive and rehabilitation potential formation suggesting identification of social characteristics and social relations of the children with special educational needs; definition of the levels of their learning opportunities, skills

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Sutton, Joe P., Nick Elksnin, Carol A. Layton, and Patricia A. McElroy. "Preservation of a National Credential: The Professionally Recognized Special Educator Certificate in Educational Diagnosis." Assessment for Effective Intervention 28, no. 1 (2002): 47–55. http://dx.doi.org/10.1177/073724770202800106.

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Olena, VASYLENKO, CHAIKOVSKYI Mykhailo, DOBROVITSKA Olena, OSTROVSKA Nataliia, KONDRATYUK Svetlana, and LUCHKO Yuliia. "Peculiarities of Adaptive and Rehabilitation Processes of Children with Special Educational Needs." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (2025): 398–420. https://doi.org/10.18662/brain/13.4/395.

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The paper examines the peculiarities of the adaptive and rehabilitation processes of children with special educational needs. It was found that one of the most significant issues of rehabilitation work with children with special educational needs is to create the conditions for their integration into society. This stipulates the determination of the state of their adaptive and rehabilitation potential formation suggesting identification of social characteristics and social relations of the children with special educational needs; definition of the levels of t

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Rueda, Robert. "Defining Mild Disabilities with Language-Minority Students." Exceptional Children 56, no. 2 (1989): 121–28. http://dx.doi.org/10.1177/001440298905600204.

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This article considers the special education placement of language-minority students with mild disabilities as addressed by current eligibility criteria, as well as relevant research in special education. Problems with assessment, diagnosis, and placement of these students are a manifestation of problems related to larger issues within the special education field. The most basic of these is a continuing reliance on the psychometric paradigm. Attempts to institute reform in the education of language-minority students are categorized into one of three models, or system approaches: maintenance, i

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Vaskov, Y.V. "Conceptual foundations of classes with the disciples of special medical group in secondary schools." Pedagogics, psychology, medical-biological problems of physical training and sports 18, no. 9 (2014): 11–16. https://doi.org/10.5281/zenodo.10123.

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<em>Purpose:</em> study and scientific rationale for new approaches to the organization of educational work with students of special medical group in secondary schools. <em>Material</em>: analyzed 15 scientific sources regarding the approaches of different authors to develop educational programs for students of special medical group. <em>Results</em>: focuses on the outstanding issues in a substantive, logistical and human aspects. Found that the selection of the content of educational material for special medical groups is an empirical question. Selection is carried out by copying the existin

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Thomaidis, Loretta, Nikoletta Mavroeidi, Clive Richardson, et al. "Autism Spectrum Disorders in Greece: Nationwide Prevalence in 10–11 Year-Old Children and Regional Disparities." Journal of Clinical Medicine 9, no. 7 (2020): 2163. http://dx.doi.org/10.3390/jcm9072163.

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Autism spectrum disorders (ASD) constitute a public health concern with increasing prevalence worldwide. We aimed to estimate prevalence and age at diagnosis in Greece, where no large-scale prevalence study has ever been conducted. Aggregate data were collected on ASD diagnoses by gender and calendar year of diagnosis up to 2019, for children born in 2008 and 2009, from the Centers for Educational and Counseling Support, which evaluate children to receive special educational support in school. Coverage was 87.1% of centers and 88.1% of schoolchildren born in 2008–9. ASD prevalence overall was

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Zhansulu, Sagatbekkyzy, Tazhigulova Batima, Kuanysh Temirov, Kadisha Shalgynbayeva, Orazov Shamurat, and Bakhytzhan Mukhamedzhanov. "Supporting children with special educational needs as a socio-pedagogical problem." Cypriot Journal of Educational Sciences 17, no. 7 (2022): 2262–73. http://dx.doi.org/10.18844/cjes.v17i7.7692.

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The purpose of this research is to determine the professional competencies of primary schoolteachers in order to support inclusion students with special education needs from a socio-pedagogical point of view. In this study, professional competencies of primary schoolteachers were evaluated by using the survey model, which is one of the quantitative research methods, in order to support the inclusion students with special education needs from a socio-pedagogical point of view. The research was conducted with 320 primary schoolteachers who continued their educational activities in the 2021–2022

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Kochubei, Tetiana, and Maryna Mishchenko. "PSYCHOLOGICAL FEATURES OF CHOICE OF PROFESSION BY SENIOR GRADE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." Psychological Journal, no. 7 (July 20, 2021): 46–50. https://doi.org/10.31499/2617-2100.7.2021.237170.

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The article substantiates the relevance of the study of the problem of personal and professional self-determination of high school students with special educational needs. The degree of elaboration of the problem is analyzed, the results of research of the problem of professional self – determination of senior pupils in the conditions of inclusive education are presented. The aim of the article is to study the psychological features of the choice of profession by high school students with special educational needs. Research methods: theoretical – analysis of psychological and pedagogical sourc

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Baumann, Isabel, Szilvia Altwicker-Hámori, Sibylle Juvalta, Niklas Baer, Ulrich Frick, and Peter Rüesch. "Employment Prospects of Young Adults With Mental Disorders." Swiss Journal of Sociology 44, no. 2 (2018): 259–80. http://dx.doi.org/10.1515/sjs-2018-0012.

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Abstract We examine how type of diagnosis, educational trajectories and educational qualifications affect the employment prospects of young adults with mental disorders. We draw on a novel dataset based on data from the Swiss Federal Social Insurance Office. Our analysis shows that individuals with mental disorders that typically have an onset in early childhood, those who experience educational trajectories including special needs education, and those attaining higher levels of qualification are more likely to be employed in early adulthood.

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Oksana, Boriak, and Makhonia Vadym. "Training of teachers-defectologists in the conditions of modern labor migration." ScienceRise: Pedagogical Education, no. 4(37) (July 31, 2020): 9–12. https://doi.org/10.15587/2519-4984.2020.203328.

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The study theoretically substantiates and experimentally tests the key aspects of preparing defectologists (speech therapists) to work with children with special educational needs in modern inclusive education institutions. An analysis of the current state of the implementation of correctional and developmental work with primary school students with special educational needs - intellectual disabilities of varying severity, showed the existence of a certain range of problems. It was found, that the acute problem of interpreting speech disorders in a selected category of children remains within

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Hrabéczy, Anett, Tímea Ceglédi, Katinka Bacskai, and Gabriella Pusztai. "How Can Social Capital Become a Facilitator of Inclusion?" Education Sciences 13, no. 2 (2023): 109. http://dx.doi.org/10.3390/educsci13020109.

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Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed th

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Figueiredo, Sandra, and Raquel Pereira. "Marital Cohesion and Perceived Stress in Parents of Children with Special Educational Needs: A Study of the Impact on Couple Dynamics." Children 12, no. 4 (2025): 436. https://doi.org/10.3390/children12040436.

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Background/Objectives: The presence of a child with special educational needs (SENs) necessitates that both the child and their family engage in adaptive processes and develop resilience in response to the developmental challenges that arise following an SENs diagnosis. Furthermore, it is critical to examine the impact of such a diagnosis on parental marital cohesion. Despite the recognized importance of this issue, the effects of SENs diagnoses on marital cohesion and flexibility, and the perceived stress experienced by parents, remain underexplored in the extant literature. Methods: Forty-se

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DOMAGALA-ZYSK, Ewa, and Tomasz KNOPIK. "Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland1." Revista Brasileira de Educação Especial 26, no. 2 (2020): 203–20. http://dx.doi.org/10.1590/s1413-65382620000100010.

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ABSTRACT: The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons

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Bielova, Olena. "The historical formation of integration in the education of persons with special educational needs in the world and domestic practice." Actual problems of the correctional education (pedagogical sciences) 18 (December 13, 2021): 5–18. http://dx.doi.org/10.32626/2413-2578.2021-18.5-18.

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The scientific-historical analysis of integration in the education of children with special educational needs is carried out in the scientific research. The study aims to study the world and domestic experience in the integration of children with special educational needs. The task of the study is the theoretical analysis and systematization of information on the study of problematic issues, namely: the disclosure of the stages of restructuring of conceptual educational positions; justification of the term – "integration"; study of the historical world experience of integration of persons with

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Kuzenko, Petro, Olexandra Kuzenko, and Liudmyla Matsuk. "Use of Arttherapy Techniques in Pedagogical Accompaniment of Children with Special Educational Needs." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (2021): 141–47. http://dx.doi.org/10.15330/jpnu.8.1.141-147.

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The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psy

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Hontarovska, N. B. "COMPREHENSIVE DIAGNOSIS OF DEVELOPMENT PERSONALITIES AS THE BASIS OF THE INTEGRATED MEDICAL-PSYCHOLOGICAL-PEDAGOGICAL APPROACH IN THE CREATION OF THE EDUCATIONAL ENVIRONMENT." Educational Dimension 25 (June 23, 2009): 152–63. http://dx.doi.org/10.31812/educdim.6914.

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The complex diagnosticating of personality's development in a contest of computer intergrated medical, pryellliogical and pedagogical approach in a creation of the educational environment. The experience of conducting of the monitoring researches of child's personality develoment in condition of modern educational establishment has been experience investigated in this article.  The author proves that special attention to the personal and developing potensial of the educational environment has been provided thanks diagnosticating. The guestion of Introduction of pupils individuatize

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She, Lina, and Jing Yao. "Familial and Educational Attitudes towards Children with Special Needs in China and Thailand." International Business Research 15, no. 10 (2022): 39. http://dx.doi.org/10.5539/ibr.v15n10p39.

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Attitudes towards children with special needs vary around the world and may vary in different parts of the same country. For most Buddhist Thais, the birth of such a child indicates sins committed in the past and karmic consequences. For those of Sino-Thai lineage, such a child may indicate good fortune to come. Meanwhile, in China, many parents will refuse to accept a clinical diagnosis and will return to consult doctors numerous times in the hope of obtaining a second opinion. They may refuse to acknowledge the situation until the child is seven years old and able, therefore, to be admitted

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Victor ALIU, Toluwani. "Artificial Intelligence in Special Education: A Literature Review." International Journal of Advanced Networking and Applications 16, no. 02 (2024): 6360–67. http://dx.doi.org/10.35444/ijana.2024.16208.

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New avenues for communication with students who have special educational needs (SEN) have begun to open up because of innovative educational technology. The most successful strategies over the past 20 years (2001–2020) have been those that utilize Artificial Intelligence (AI) techniques. The quality of life for SEN students is thought to be improved by the efficient use of A.I. techniques. Therefore, it becomes necessary to implement A.I. approaches to design procedures for both diagnosis and intervention. In addition, the study focuses on assistive technology and provides information on the m

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Gumienny, Beata, and Kamila Kasprzyk. "Pupils with special educational needs in a school common room – reports from research." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (2018): 45–55. http://dx.doi.org/10.5604/01.3001.0012.0594.

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A common room at school should provide the classes considering the educational and developmental needs of pupils, as well as their psychophysical capabilities, in particular the classes developing pupils' interests, allowing proper physical development and doing their homework. The addressed issues relate to the conditions and activities undertaken in the common rooms of state schools, which create an inclusive space for the pupils with special educational needs. The method of a diagnostic survey and the survey questionnaire of its own design were used in this study. The research group consist

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Skibska, Joanna. "Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań." Studia Edukacyjne, no. 59 (December 15, 2020): 201–13. http://dx.doi.org/10.14746/se.2020.59.13.

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The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kine

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ШАПОЧКА, K. A. "Learning English as a means of stress relief for primary school students with special educational needs in the conditions of war." Higher Education of Ukraine in the Context of Integration to European Educational Space 90, (І) 2 (2022): 82–94. http://dx.doi.org/10.38014/osvita.2022.90.08.

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The reform of the educational system of Ukraine, which involves the establishment of an inclusive paradigm within the New Ukrainian School with an emphasis on educational support, the escaping of women with children abroad made it necessary to consider the study of a foreign (English) language as a means of relieving stress in primary schoolchildren with special educational needs in war conditions. Analyzing the concept of “children with special educational needs”, in the context of inclusive practice, understanding the complexity of educational needs, the breadth of the spectrum of intellectu

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Mari, Carmen Flores-Piñero, Mula Javier, and de la Hoz-Ruiz Javier. "DETECTION, DIAGNOSIS AND INTERVENTION IN STUDENTS WITH DYSLEXIA. GUIDE FOR STUDENTS OF EDUCATIONAL SCIENCES." International Journal of Social Science and Humanities Research 12, no. 2 (2024): 38–41. https://doi.org/10.5281/zenodo.10991686.

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<strong>Abstract:</strong> This article aims to provide more information and collect key ideas for educational intervention with students who have dyslexia. To this end, keys are given for the detection, diagnosis and intervention for students who have special educational needs, specifically dyslexia. Dyslexia is defined as a specific neurobiologically based reading learning disorder that persistently affects phonological decoding and/or word recognition, interfering with academic performance with a reading delay of at least two years. This work is intended for future teachers or education pro

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Tiekstra, Marlous, Lotte Bergwerff, and Alexander Minnaert. "Voices from practice: When is the gap between diagnosis and intervention apparent?" Educational and Child Psychology 34, no. 1 (2017): 55–65. http://dx.doi.org/10.53841/bpsecp.2017.34.1.55.

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Aim:In this manuscript an overview is provided of the current state of psycho-educational practice in the Netherlands, in particular the role of test outcomes considered. In order to detect clues for bridging the gap between diagnosis and intervention, one should investigate the ecology in which this gap is apparent.Method:Twoin vivostudies have been carried out. In a first study, a questionnaire has been administered to a total of 36 school psychologists, 21 special care coordinators, and 44 teachers.Results:A qualitative analysis of the answers, by means of a classification scheme (κ.82), re

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Korobeynikov, I. A., and N. V. Babkina. "Psychological diagnosis as a counseling resource in developmental disorders in children." Консультативная психология и психотерапия 25, no. 4 (2017): 11–22. http://dx.doi.org/10.17759/cpp.2017250402.

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We consider the issues of psychological assistance for children with intellectual disability who participate in integrated and inclusive schooling programs. The content of the teachers’ and parents’ typical queries to the psychologist is defined. We discover the meaning and the objectives of the psychologist’s diagnostic activity that is viewed both as a basic component of the main directions of psychological assistance and as a resource for special counseling practice. The model of functional diagnosis is proved to be expedient as it allows ordering the data obtained by clinical, psychologica

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Marzec, Danuta. "SUPPORT FOR THE PROCESS OF SOCIAL ADAPTATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 71. http://dx.doi.org/10.17770/sie2017vol3.2259.

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The most recent tendencies in teaching children with developmental deficits advocate using inclusive educations which allow for an optimization of the process of social adaptation. Rehabilitation programs to support these children are an integral part of individual educational programs which are developed for each student and based on the positive diagnosis that accentuates child's strengths. The process of social adaptation of a child with disability starts in families and is continued in nursery schools and schools. Lessons at schools and extra-curricular classes open up opportunities for st

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Hedley, Steve. "Negligence–vicarious liability of health authorities–diagnosis of dyslexia." Cambridge Law Journal 58, no. 2 (1999): 265–93. http://dx.doi.org/10.1017/s0008197399232011.

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DYSLEXIA is a specific difficulty in learning how to use written notation, not attributable to generally low intellectual performance, emotional difficulties, or external factors. While its existence as a condition in its own right had been suspected for over a century, it is only much more recently that relatively definite tests for its existence have been developed. Even now, no one test can conclusively show its presence or absence. Local education authorities must provide for the special educational needs of children under their care, though it is settled law that the authorities cannot th

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Jang, Hyo-Mi, Byung-Un Jeon, Seon-Hwa Bak, and Won-Kyoung Lee. "Experiences and Needs of Special Education Support Center Teachers Regarding Selection of Students with Severe and Multiple Disabilities." Korean Society for Rehabilitation of Persons with Disabilities 27, no. 3 (2023): 135–64. http://dx.doi.org/10.16884/jrr.2023.27.3.135.

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The purpose of this research is to present what systematic supports special education teachers demand with reference to evaluation, diagnosis, and selection of students with severe and multiple disabilities as well as the actual administration at Special Education Support Centers. It has been due to the partial revision of Enforcement Decree of Act on special education for persons with disabilities, etc., and therefore the establishment of an additional clause to include severe and multiple disabilities as one of the criteria for Article 15 of the Act. Quali

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Bobik, Bogumiła. "Zdalna pomoc psychologiczno-pedagogiczna dla uczniów z niepełnosprawnością intelektualną w opiniach specjalistów." Kultura - Przemiany - Edukacja 11 (2022): 119–37. http://dx.doi.org/10.15584/kpe.2022.11.6.

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The time of school and educational facility closures during the COVID-19 pandemic diversified children’s and adolescents’ access to educational and therapeutic services. Students with special development and educational needs found themselves in a particularly difficult situation. The aim of this article is to present the results of the diagnosis of remote psychological and pedagogical help for students with intellectual disabilities in a special school. The study was carried out using the diagnostic survey method and the questionnaire technique in a group of specialists (school counselors, re

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Jingga, Trinovita Zuhara, Rina Novita, Ega Evinda, Widya Febrina, and Perdana Putra. "Memomath: Educational Game Application for Elementary School Children in Special Inclusion Classes for Students with Slow Learner Diagnosis." JURNAL TEKNOLOGI DAN OPEN SOURCE 7, no. 2 (2024): 247–57. https://doi.org/10.36378/jtos.v7i2.3893.

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Memomath is a game-based educational application designed to support the learning of children diagnosed as slow learners in elementary school inclusion classes. This application integrates mnemonic-based math, reading, and memory exercises to improve students' academic skills and learning motivation. This research was conducted at SDIT Madani Islam Terpadu Kota Payakumbuh, an inclusive school that provides special programs for students with slow learning needs. The waterfall method was applied in the development of this application, involving the stages of needs analysis, design, implementatio

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Polizzi, Nicholas, Roy P. Martin, and Stefan C. Dombrowski. "Season of birth of students receiving special education services under a diagnosis of emotional and behavioral disorder." School Psychology Quarterly 22, no. 1 (2007): 44–57. http://dx.doi.org/10.1037/1045-3830.22.1.44.

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Valentyna, AFANASENKO, KOMAR Taisiia, POTAPCHUK Natalia, VASYLENKO Olena, PODKORYTOVA Larysa, and National University Khmelnytskyi Ukraine Khmelnytskyi. "Socio-Psychological Features of Students with Special Educational Needs as a Cause of Conflicts in Inclusive Groups." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 2 (2025): 01–17. https://doi.org/10.18662/brain/12.2/188.

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 The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, fe

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FERREIRA, Ana Tereza Ramos de Jesus, Meire Nadja Meira de SOUZA, Suema Souza ARAUJO, and Lygianne Batista VIEIRA. "LARGE-SCALE ASSESSMENT AND STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS: A POSSIBLE CONVERSATION?" Boletim de Conjuntura (BOCA) 21, no. 62 (2025): 251–81. https://doi.org/10.5281/zenodo.15054146.

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The large-scale assessment is a tool used nation-wide to assess learning. In the Federal District, the public school system administered a test to students from the second year of elementary school through to high school to assess the students' learning after they returned from remote education. Therefore, this article aims to analyze the process of training and application of learning assessment tests in the public network of the Federal District in 2022, with the professionals who supported students with Specific Educational Needs during the process, called Initial Diagnosis, from the perspe

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Jangeldinova, Saltanat, Gulnaz Tleuzhanova, and Zhanar Eskazinova. "Pre-Service English Language Teachers' Training to Work in Inclusive Educational Environment." World Journal of English Language 14, no. 6 (2024): 616. http://dx.doi.org/10.5430/wjel.v14n6p616.

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The article examines aspects of inclusive education in the Republic of Kazakhstan, the degree of English language teachers’ readiness to work with children with special educational needs (SEN) particularly with behavioral disorders or difficulties or attention deficit hyperactivity disorder children (ADHD). English is considered as a second foreign language (ESL) as it is studied in all the schools over Kazakhstan and thus more attention is paid to the teachers’ readiness in the educational process. The article pays special attention to the consideration of the theoretical prerequisites for en

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Karpińska-Szaj, Katarzyna. "PRZYGOTOWANIE DO PRACY Z UCZNIAMI O SPECJALNYCH POTRZEBACH EDUKACYJNYCH: JĘZYKOWE NARZĘDZIA DIAGNOSTYCZNE W PRAKTYCE NAUCZYCIELSKIEJ." Neofilolog, no. 45/2 (March 22, 2019): 187–201. http://dx.doi.org/10.14746/n.2015.45.2.04.

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Adapting foreign language teaching to the requirements of studentswith special educational needs requires prior diagnosis of the developmentalpotential of the pupils concerned. Because of the educationaland rehabilitative character of foreign language learning in studentswith language and speech deficiencies, the diagnosis addresses thepossibilities of using foreign language learning in developing generaland linguistic competencies in both languages (native and foreign). Thearticle presents the aims of diagnosing linguistic communicative competenciesin the context of foreign language teaching.

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Orim, Samuel Orim, Matthew Ashike Orim, David Adie Alawa, et al. "Assessment of School Assessors’ Knowledge and Competence on Diagnostic Overshadowing for Appropriate Placement of Children with Intellectual Disability in Cross River State, Nigeria." Journal of Intellectual Disability - Diagnosis and Treatment 10, no. 3 (2022): 145–53. http://dx.doi.org/10.6000/2292-2598.2022.10.03.4.

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This study assessed the knowledge and competence of special teachers and psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disability in Cross River State, Nigeria. A descriptive research design was adopted. Sixty (60) respondents comprising teachers and school psychologists were purposively selected from three main special schools in Cross River State. Two research questions were raised to guide the study. A rating scale titled ‘Mental Health Diagnosis Competency Scale (r=0.91)’ was used for data collection. The instrument was used to assess th

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Кихтюк, Оксана, Тетяна Федотова та Анна Кульчицька. "ПСИХОЛОГІЧНА ПІДТРИМКА ТА РЕСУРСНІСТЬ БАТЬКІВ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В КЛІНІЧНІЙ ПРАКТИЦІ ПСИХОЛОГА". Psychological Prospects Journal, № 45 (1 червня 2025): 52–64. https://doi.org/10.29038/2227-1376-2025-45-kyh.

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Purpose. Theoretical analysis of scientific works on the issue of resources of parents of children with special educational needs (SEN) in modern social conditions of life in Ukraine, features of the work of a clinical psychologist with this category of persons. To conduct an empirical study of the resourcefulness of parents of children with special educational needs. To determine the prospects of scientific research, ways and methods of psychological support of parents of children with special needs and further consideration of the results obtained in teaching such disciplines as «Social Psyc

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Subasi Singh, Seyda, Camilla Pellech, Alexandra Gutschik, Michelle Proyer, and Iris O’Rourke. "Intersectional Aspects of Education at the Nexus of Disability and Forced Migration: Perspectives of Parents, Educational Experts, and School Authorities in Greater Vienna." Education Sciences 11, no. 8 (2021): 423. http://dx.doi.org/10.3390/educsci11080423.

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Although Austrian statistics inform about the distribution of students among different school types based on either their special education needs or their (forced) migration background, the group facing the disadvantages of both situations is almost invisible in the national context. There is a lack of data about the intersection of the kind of schooling (integrative setting, inclusive settings, or special education classes), gender, nationality, or first language use. In order to learn about the current educational practices and challenges in the Austrian context, parents of disabled children

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Topaloğlu, Mahir, and Mert Zümre. "Assessment of Individuals with Special Needs in Motor Development Presenting to the Pediatric Disability Health Board." Journal of European Internal Medicine Professionals (JEIMP) 2, no. 4 (2024): 112–17. https://doi.org/10.5281/zenodo.13924304.

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<strong>Background</strong>: Developmental assessments are crucial for identifying moderate and severe special needs in children, ensuring their needs are recognized early and supported through Special Needs Reports for Children (SNRFC). This study aimed to evaluate the characteristics of pediatric patients with special needs in motor development who applied to the disability health board, focusing on their age, diagnoses, and the most common associated or accompanying disorders and the relationship between these terms.<strong>Methods</strong>: A retrospective analysis was conducted on patient

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Щетина, Тетяна, та Олена Гашенко. "ПСИХОЛОГІЧНІ ЗАСАДИ НАВЧАННЯ ШКОЛЯРІВ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 45–54. http://dx.doi.org/10.24139/2312-5993/2024.04/045-054.

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The article reveals the importance of taking into account the inclusive approach in the educational process of the general secondary education institution; outlines inclusion as an educational paradigm based on worldview orientations of social inclusion and is a component of the development strategy of a democratic society, as it is based on the availability of ensuring the quality of education and upbringing, equality. It states that it is important in the education of children with special educational needs to take into account the psychological foundations of the organization of the educati

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Karpińska-Szaj, Katarzyna, and Jolanta Sujecka-Zając. "DIALOG DYDAKTYCZNY W UCZENIU SIĘ JĘZYKA OBCEGO." Neofilolog, no. 52/1 (April 25, 2019): 61–73. http://dx.doi.org/10.14746/n.2019.52.1.6.

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The article presents ‘didactic dialogue’ against the background of other interactive forms of remediation in foreign language learning. Drawing on the works of Antoine de La Garanderie, Reuven Feuierstein and Pierre Vermersch, three didactic approaches have been analyzed. Theoretical considerations have been illustrated with conclusions formulated on the basis of own studies on the use of dialogues in different educational contexts, which included: the diagnosis and remediation of language deficits of special educational needs students, remediation in the case of school failure in foreign lang

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Foster, Rebecca Hope, Robert J. Hayashi, Mingjuan Wang, et al. "Psychological and educational outcomes among adolescent survivors of wilms tumor: A report from the Childhood Cancer Survivor study." Journal of Clinical Oncology 35, no. 15_suppl (2017): 10049. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.10049.

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10049 Background: Little is known about psychological and educational problems experienced by adolescent survivors of Wilms tumor (WT), including the impact of treatment exposures and chronic health conditions. Methods: Parent-reports from the Childhood Cancer Survivor Study were analyzed for 666 adolescent survivors of WT (Mean[SD] age at survey = 15.3[1.65] years; age at diagnosis = 2.8[1.77] years) and 698 siblings (15.4[1.66] years). Adjusting for race and household income, survivors were compared to siblings on the Behavior Problem Inventory and educational services. Among survivors, ther

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