Relevant bibliographies by topics / Special primary schools

Contents

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

Academic literature on the topic 'Special primary schools'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Special primary schools"

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O’Toole, Ciara. "Experiencing Special Needs in Mainstream Primary Schools." Journal of Clinical Speech and Language Studies 10, no. 1 (2000): 17–40. http://dx.doi.org/10.3233/acs-2000-10104.

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From the middle of the last century there has been an increased focus on quality of life issues for people with disabilities – that they should have every opportunity to live as normally as possible and that they should be valued no less than any of their peers. Part of these experiences involves integration, which is the process where children with and without special educational needs are educated together in the mainstream school. Of prime importance for the success of integration are the attitudes of the mainstream children involved. This paper presents the results of a study of mainstream
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Hinson, Mike. "Awareness of special needs in primary schools." Support for Learning 5, no. 1 (1990): 22–27. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00382.x.

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Garner, Philip. "Primary schools, prospectuses and images of special needs." Education 3-13 24, no. 2 (1996): 37–41. http://dx.doi.org/10.1080/03004279685200171.

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Kovanovic, Vitomir, Claudia Mazziotti, and Jason Lodge. "Learning Analytics for Primary and Secondary Schools." Journal of Learning Analytics 8, no. 2 (2021): 1–5. http://dx.doi.org/10.18608/jla.2021.7543.

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Over the past decade, the increasing use of learning analytics opened the possibility of making data-driven decisions for improving student learning. Driven by the strong university adoption of learning analytics, most early learning analytics research focused on issues specific to tertiary education. With the broader adoption of educational technologies in primary and secondary education and the emergence of new classroom-focused technologies, there has been a growing awareness of the potentials of learning analytics for supporting students and diagnosing their learning progress in pre-univer
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Kiprotich, Davies, Lilian N. Milimu, and Naftali Rop. "Impact of Electronic Braille Note-Taking Devices Use on Academic Performance of Visually Impaired Learners in Selected Special Primary Schools in Kenya." International Journal of Social Science And Human Research 05, no. 11 (2022): 481–4819. http://dx.doi.org/10.47191/ijsshr/v5-i11-01.

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Owing to technological advancements, Electronic Braille note-taking (EBN) devices have been developed and are currently in use by learners with visual impairment in Kenya. This study intends to examine the impact of EBN devices on academic performance of visually impaired learners in selected special primary schools in Kenya. The study used a descriptive design while applying both quantitative and qualitative approaches. Six special schools were purposively sampled: St. Francis Special School in West Pokot County, Marigat Special School in Baringo County, Kiomiti Special School in Kisii County
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Sanga, Ben. "The Dilemma of Special vs. Inclusive Education in Tanzanian Public Primary Schools: Stakeholders' Perspectives." IJDS Indonesian Journal of Disability Studies 12, no. 1 (2025): 171–88. https://doi.org/10.21776/ub.ijds.2025.12.1.11.

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The effectiveness of special versus inclusive education settings in addressing the learning difficulties students with disabilities encounter in Tanzanian public primary schools has not received as much attention. Regardless of the Tanzania’s efforts to ensure a better education for students with special needs, a proper approach to executing such education has been yet debatable. Of all the conflicting ideas, nevertheless, less has been done to examine the current situation and challenges in the practice of special and inclusive education in Tanzanian public primary schools. This study examine
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Thembinkosi, Tshabalala. "Effectiveness of Inclusive Education Provision (Integrated Units) in all Schools in Zimbabwe Schools." Greener Journal of Educational Research 3, no. 9 (2013): 424–31. https://doi.org/10.15580/gjer.2013.9.070313701.

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Inclusive education is teaching all children in schools including those with special needs. In Zimbabwe, the 1987 Education Act advocates for free, compulsory primary education for all without discrimination of any kind. As a result of this policy, most public schools accommodate children with disabilities and teach them together with the able-bodied. This study was principally directed at investigating the effectiveness of the integration of units in schools to accommodate the disabled. The study was conducted in both urban and rural schools and the population comprised all regular school-goi
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Beatha, C. Patrick, and C. Umeodum Henry. "Challenges Facing Students with Special Needs During the Transition from Primary Special Schools to Public Secondary Schools in Morogoro Municipality." International Journal of Social Science and Human Research 07, no. 10 (2024): 7786–91. https://doi.org/10.5281/zenodo.13949340.

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The study aimed at investigating the challenges that students with special needs face during the transition from primary special schools to public secondary schools in Morogoro Municipality. The research was conducted in Morogoro Municipality and employed a cross-sectional research design alongside a mixed research approach. The target population included regular teachers and those specializing in special needs education within the municipality. The study sampled 155 respondents, comprising 131 regular teachers and 24 specialized teachers. Data collection was by means of questionnaires and int
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Nic Aindriú, Sinéad. "Special Educational Needs Prevalence in Irish-Immersion Schools." Encyclopedia 5, no. 2 (2025): 81. https://doi.org/10.3390/encyclopedia5020081.

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For the purposes of this entry, special educational needs (SEN) refers to a condition where a student requires additional support to access education due to a disability, learning difficulty, or other developmental challenges. In this entry, an overview is provided of the prevalence of and categories of SEN in Irish-immersion primary and post-primary schools across the island of Ireland. This entry examines the prevalence and categories of SEN in Irish-immersion (IM) primary and post-primary schools across the island of Ireland. With immersion education playing a significant role in fostering
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Mpofu, Phumuzani, and Nhlanhla Mkhatshwa. "The practicality of inclusive education in Eswatini primary schools." International Journal of Educational Management & Development Studies 5, no. 4 (2024): 158–77. http://dx.doi.org/10.53378/ijemds.353123.

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This study assessed the practical implementation of inclusive education in Eswatini primary schools and the relevant measures necessary to effectively implement inclusive education. The study was anchored on Cultural-Historical Activity Theory (CHAT) and employed participatory action research design, a qualitative methodology, and the transformative research paradigm. Purposive sampling was used in selecting the twenty-five participants. Thematic approach was used in presentation of the findings. Content analysis method was used in analysing the data. The findings of the study revealed that Es
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Dissertations / Theses on the topic "Special primary schools"

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Walker, Trevor Charles. "Leading primary schools through and beyond special measures." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020516/.

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The status of special measures has been an outcome of school inspection for more than a decade. This study contributes to understanding the leading of primary schools through and beyond that outcome. Through self-perception, headteachers examine the relationship and interplay between their leadership and their schools' cultures. The study focuses on the agency of leadership through a process of change, so generating propositional ideas that extend the current theoretical framework. Two cultural typologies are identified that are specifically associated with this status. One is encountered at t
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Huckman, Lynda. "Decision making in primary schools with special reference to local management of schools." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240718.

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Samms, Jillian. "Inclusion in Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, and Concerns." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3367.

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Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived sch
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Moody, Jenny Ryeluan. "The perceptions of children with special educational needs in mainstream primary schools." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435808.

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Logan, Anna. "A multicase study of the role of the special needs assistant supporting pupils with special educational primary schools." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534692.

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Yunusa, Ali. "An analysis of parental involvement in primary and secondary schools and their role in supplementary schools." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/34797/.

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This study analyses the roles, responsibilities and functions of parents in the education of their children. Parents are found to be involved in classroom-based as well as non-classroom based school activities. A sample of 5 headteachers, 35 teachers, 45 parents and 12 parent governors was selected in exploring parental involvement in schools. Parental involvement was also examined in four supplementary schools. The views expressed by parents, teachers, headteachers, parent governors and the organisers of the supplementary schools were analysed. Parental involvement was found to have been in p
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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.

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This decade has seen an increasing awareness by the Commonwealth Schools Commission, the ACT Schools Authority, educators and members of the community of students who are gifted in a diversity of areas. A number of programs designed to meet the special needs of gifted students have been developed in some primary schools in the A.C.T. and it is timely that the attitudes of principals, teachers and parents were assessed. To assess the attitudes of the three populations (principals, teachers and parents) toward general attitudes about gifted students, key aspects of planning and organisation of g
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Mwangi, Lucy. "Special Needs Education (SNE) in Kenyan public primary schools : exploring government policy and teachers' understandings." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7767.

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This research focuses on Special Needs Education (SNE) in Kenyan Public Primary Schools: Exploring Government Policy and Teachers’ understandings. At a time when Kenya is introducing reforms with a view to addressing broad national objectives and providing universal primary education (UPE) after the massive enrolment increases arising from the free primary education declaration (FPE), it was important to establish teachers’ understandings on SEN. The study was undertaken in 27 primary schools in urban, municipal and rural parts of Kenya. A phenomenological qualitative approach was mainly used
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Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.

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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and
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Books on the topic "Special primary schools"

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Council, Lincolnshire (England) County, ed. Curriculum policies for primary and special schools. Lincolnshire County Council, 1994.

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Howarth, Sylvia B. Effective integration: Physically handicapped children in primary schools. NFER-Nelson, 1987.

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Kielt, Bernard Anthony. The effects of local management of schools in the primary school: With special reference to small rural primary schools. The Author], 1992.

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Nottinghamshire (England). Education Library Service. and Nottinghamshire (England) Community Services, eds. Non-fiction books: Recommended for nursery, primary & special schools. Nottinghamshire Education Library Service, 2001.

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Wolfendale, Sheila. Primary schools and special needs: Policy, planning, and provision. Cassell, 1987.

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Pearson, Lea. Special needs in the primary schools: Identification and intervention. NFER-Nelson, 1986.

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Great Britain. Her Majesty's Chief Inspector of Schools. Framework for the inspection of nursery, primary, middle, secondary, and special schools. Ofsted, 1995.

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Great Britain. Office for Standards in Education. Framework for the inspection of nursery, primary, middle, secondary, and special schools. Stationery Office, 1995.

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Knudson, Danny A. Gifted education in New Zealand primary schools, 1878-2005. NZCER Press, 2006.

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Gipps, Caroline. Warnock's eighteen per cent: Children with special needs in primary schools. Falmer, 1987.

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Book chapters on the topic "Special primary schools"

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Bugno, Lisa, and Luca Agostinetto. "La Mia Scuola è Differente, an After-School Program with an Intercultural Focus: The Challenges and Opportunities of Program Development." In University-Community Partnerships for Transformative Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60583-3_16.

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AbstractLa Mia Scuola È Differente (LMSD) is in the process of formation, aimed at creating an after-school program that promotes diversity, increases social inclusion, and empowers children who attend primary and middle schools located in a community of children and families with migrant backgrounds. The neighborhood contends with cultural segregation, lack of integration with Italian residents, and social stigma. Such a context is the setting for Padova’s 7th Instituto Comprensivo (read District) “San Camillo,” which includes four primary schools and three secondary schools. The LMSD project
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Mayer, Tanja. "School Choice and the Urban Neighbourhood: Segregation Processes in the German Primary Sector with Special Reference to Private Schools." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_10.

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Finlay, Caitríona, William Kinsella, and Paula Prendeville. "The professional development needs of primary teachers in special classes for children with autism in the Republic of Ireland." In Leading Socially Just Schools. Routledge, 2023. http://dx.doi.org/10.4324/9781003357667-18.

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Dietze, Torsten, Lisa Marie Wolf, Vera Moser, and Jan Kuhl. "Fragmentation Management from Policy to Practice. Special Educational Needs Teachers (SEN Teachers) in Mainstream Schools in Germany." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_10.

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AbstractInclusive education is one of the most far-reaching reform projects in school policy since decades in Germany. In the perspective of educational governance the chapter examines how and by which stakeholders the job profile and role clarification of special educational needs teachers (SEN teachers) in primary schools in Germany is steered. The analysis is based on data from the project FOLIS, which used a mixed-methods design to interview school administration experts, school principals, and SEN teachers from 4 out of 16 federal states. The results show a “fragmentary form” of steering,
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Pinkard, Hayley. "The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support." In Teaching Assistants, Inclusion and Special Educational Needs. Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-9.

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Wearmouth, Janice, and Cathal Butler. "Special educational needs co-ordinators' perceptions of effective provision for including autistic children in primary and middle schools in England." In Policy, Provision and Practice for Special Educational Needs and Disability. Routledge, 2021. http://dx.doi.org/10.4324/9781003155034-7.

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Hillyard, Susan. "Resourcing the Under-resourced English Language Classroom in State Primary Special Education Schools in Buenos Aires, Argentina." In International Perspectives on Teaching English in Difficult Circumstances. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-53104-9_9.

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Azizah, Aulia, Gunarhadi, and Subagya. "Service Model for Student with Special Needs in Primary Schools Inclusive Education Providers of Puruk Cahu City." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-114-2_101.

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Hudson, Melissa E. "The Primary School Years." In Parents and Families of Students With Special Needs: Collaborating Across the Age Span. SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781506315973.n14.

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Purdy, Noel, and Adam Boddison. "Special Educational Needs and Inclusion." In Learning to Teach in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-30.

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Conference papers on the topic "Special primary schools"

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Gallagher, Sarah, and Johanna Fitzgerald. "EXPERIENCE AND QUALIFICATIONS OF SPECIAL EDUCATIONAL NEEDS CO-ORDINATORS (SENCOS) IN IRISH PRIMARY SCHOOLS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2804.

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Gallagher, Sarah, and Johanna Fitzgerald. "POST OF RESPONSIBILITY AND MANAGEMENT POSITIONS RELATED TO SPECIAL EDUCATIONAL NEEDS CO-ORDINATORS (SENCOS) IN IRISH PRIMARY SCHOOLS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1336.

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Gybas, Vojtech, Libor Klubal, and Katerina Kostolányová. "INDIVIDUALIZATION WITH TABLETS IN THE CZECH REPUBLIC - SPECIAL PRIMARY SCHOOLS." In 15th International Conference on Mobile Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/ml2019_201903l015.

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Henrique, Carlos Gabriel, Moisés Muatena Drought, and Inácia Diogo do Espírito Santo. "Implementation of an ongoing teacher training program by the educational psychologist to ensure the inclusion of students with Special Educational Needs in primary schools - Caála." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-172.

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The present final project of the commune course has the general objective of implementing a continuous training program for teachers that allows the inclusion of students with Special Educational Needs in Primary Schools nº 11 - Cangola and Primary School nº 1 Augusto Ngangula in the municipality from Caála; Having as a problematic situation the lack of a continuous training program for teachers by the educational psychologist makes it difficult to ensure the inclusion of students with Special Educational Needs in the schools in question. As for the type of approach, the quantitative-qualitati
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Garbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.

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Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in th
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Conar, Ivana, and Goran Lapat. "COMPARATIVE ANALYSIS OF SATISFACTION WITH ASSESSMENT OF STUDENTS IN STATE PRIMARY SCHOOLS AND PRIMARY SCHOOL FOUNDED BY THE CATHOLIC CHURCH IN THE REPUBLIC OF CROATIA." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.22ic.

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The problem of the research is the satisfaction with the assessment of students in state primary schools and primary schools founded by the Catholic Church in the Republic of Croatia. The research was based on the general assumption that assessment in the elementary school contributes to the evaluation of knowledge, learning and student participation in classes and that it has its advantages and possible disadvantages. It was also based on special assumptions that the research will establish that there is no significant difference in student assessments of satisfaction with assessment dependin
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Melnikova, Inna I., Svetlana S. Elifantieva, and Svetlana N. Feklistova. "Training of primary school teachers for inclusive schools in the framework of the direction «Special (defectological) education»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-404-410.

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The article presents the results of a comparative analysis of the readiness of future primary school teachers (graduates of the Faculty of Education) and teachers-defectologists (graduates of the Faculty of Defectology) to implement inclusive primary education. Both groups of students showed low overall readiness, but the reasons for it are different. Taking into account the identified problems and missing competencies, a variant of the educational program aimed at training a teacher who is able to implement all modern Federal State Educational Standards is proposed
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Marlina, Dr. "Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.41.

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Opoko, Akunnaya, Temilade Oyeshomo, and Adeolu Akinwande. "EVOLUTION OF DESIGN GUIDELINES FOR PRIMARY SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS IN LAGOS STATE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0770.

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Brijaková, Annamária. "Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.69.

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The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the clo
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Reports on the topic "Special primary schools"

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Kahuroa, Raella, and Hazel Woodhouse. Initial consultation report for the redesign of the early childhood degree at the University of Waikato. The University of Waikato, 2024. http://dx.doi.org/10.15663/j34.46578.

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In mid-2023 a redesigned early childhood education (ECE) Bachelor of Teaching degree was proposed. An extensive consultation with the ECE sector, and related special interest groups, was undertaken to support the redesign proposal. The initial consultation period, undertaken with ECE settings, primary schools, and stakeholder organisations took place between June 2023 –October 2023.
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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, & Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities
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Williams, Sarah. Silos and Systems. Auckland University of Technology, 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internati
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Schooling and the experience of adolescents in Kenya. Population Council, 1997. http://dx.doi.org/10.31899/pgy1997.1004.

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The Government of Kenya is committed to providing equal education opportunities to all of its citizens. As a result, there has been rapid development in education since independence to ensure that as many children as possible enroll in schools and complete their studies. This study was carried out primarily to get a holistic picture of the school environment for adolescents and other relevant factors that might interfere with the whole learning/teaching process. Special attention was paid to the education of girls and the factors that might lead to their dropping out of school. The study was c
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