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Relevant bibliographies by topics / Teacher for children with special needs

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Academic literature on the topic 'Teacher for children with special needs'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Teacher for children with special needs"

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Rafikayati, Ana, Lutfi isni Badiah, and Mudhar Mudhar. "MENINGKATKAN KETERAMPILAN GURU PAUD DALAM MENANGANI ANAK BERKEBUTUHAN KHUSUS (ABK) DI PAUD." Jurnal Abadimas Adi Buana 2, no. 2 (2019): 5–10. http://dx.doi.org/10.36456/abadimas.v2.i2.a1755.

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The purpose of identifying and assessing children with special needs training is to improve: 1) early childhood teacherâ€™s knowledge about types of special needs children, 2) skills of early childhood teacher in identifying special needs children, and 3) skills of early childhood teacher in assessing special needs children. This activity was attended by 20 early childhood teacher from Peek A Boo School and Permata Bunda Schools in Sidoarjo. The methods used in training activities are lectures, group discussions, and practices. The results of this activity were obtained that after attending th

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Isneini Isneini. "Membangun Pemahaman Nilai Islam pada ABK (Anak Berkebutuhan Khusus) Kelas 4 Melalui Pembelajaran Inklusif dan Pendampingan Guru di SD Fransiskus Bukittinggi." AL-MUSTAQBAL: Jurnal Agama Islam 1, no. 4 (2024): 38–46. https://doi.org/10.59841/al-mustaqbal.v1i4.114.

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Inclusive education guarantees the learning rights of children with special needs, including their understanding of Islamic values in public schools. This study aims to analyze the effectiveness of inclusive learning and the role of teacher mentoring in instilling Islamic values in children with special needs at SD Fransiskus Bukittinggi Elementary School. A qualitative case study method was employed, with data collected through observation, in-depth interviews, and documentation. Participants included teachers, children with special needs students, and parents. The results indicate that conte

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Solichah, Novia, and Rifa Hidayah. "Teacher's Perception and Role of Learning for Children with Special Needs." Psikoislamika : Jurnal Psikologi dan Psikologi Islam 18, no. 2 (2021): 330–44. http://dx.doi.org/10.18860/psikoislamika.v18i2.15702.

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Children with special needs (ABK) are children who have special characteristics and are different from children as usual, in other words they are not able to show mental, emotional or physical disabilities, which are included in the category of children with special needs including: blind, deaf, mentally retarded, physically disabled, mentally retarded, learning difficulties, and behavioral difficulties. Barriers to the education of children with special needs require the form of educational services that are in accordance with their abilities and potential. The purpose of this study was to ex

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Rukmana, Tri, Suyadi Suyadi, Siti Sri Rahayu, I'in Anggryani, and Muarofakh Muarofakh. "Handling Children with Special Needs Through Motor Activities." JOYCED: Journal of Early Childhood Education 2, no. 2 (2022): 109–20. http://dx.doi.org/10.14421/joyced.2022.22-02.

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The teacher can identify any child with a disability or special need. This is quite difficult for the teacher when the child is disturbed. Children will have difficulty learning, experience delays in doing tasks or activities, and have difficulty adjusting to the surrounding environment. The purpose of this study is to describe the efforts made by teachers in dealing with children with special needs in Al-Kindi Kindergarten. This type of research is qualitative with analytical techniques using an interactive engineering model. In this study, data analysis has been carried out simultaneously wi

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Mithans, Monika, Živa Lipovec, and Sabina Ograjšek. "Teacher's Work with Children with Special Needs in Kindergarten." Pedagoška obzorja 38, no. 1 (2023): 96–111. http://dx.doi.org/10.55707/ds-po.v38i1.7.

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The preschool period is a susceptible stage of children's development, and it is essential that children receive the necessary support for their optimal development during this period. This is especially important for children with special educational needs. The present study highlights the importance of early childhood education teachers and teacher assistants to provide optimal conditions for the development of children with special educational needs. Our research includes 148 early childhood education teachers and teacher assistants, who completed a questionnaire about the general tasks the

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Rahma, Susanti Djafar, Pista, Alghofaria Hidayanti Huheio, and Zahra Tey. "Teacher Perception Towards Empowerment of Students with Special Needs in the Learning Process." International Journal of Advanced Technology and Social Sciences 3, no. 3 (2025): 409–22. https://doi.org/10.59890/ijatss.v3i3.489.

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Children with special needs (ABK) are children who have special characteristics and are different from children as usual, in other words they are not able to show mental, emotional or physical disabilities, which are included in the category of children with special needs including: blind, deaf, mentally retarded, physically disabled, mentally retarded, learning difficulties, and behavioral difficulties. Barriers to the education of children with special needs require the form of educational services that are in accordance with their abilities and potential. The purpose of this study was to ex

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Yulizah, Yosi, Naimah, Erni Munastiwi, Namiroh Lubis, and Agus Riyan Oktori. "BREAKING BARRIERS: ENGLISH LANGUAGE LEARNING IN SPECIAL EDUCATION SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS." International Journal of Education, Language, and Social Science 2, no. 1 (2024): 48–55. https://doi.org/10.62612/ijelass.v2i1.33.

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This research aims to analyze how children with special needs learn English in special education schools, by analyzing pre-learning strategies and the challenges of learning English for children with special needs in Special Schools. This research uses a qualitative descriptive approach, this article aims to identify and analyze English language learning models in special elementary schools. Data was collected through Google Form interviews by considering certain characteristics and situations. In the context of learning English for children with special needs, learning designs are prepared ba

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Ikwulono, E. Ikwue. "Teaching Children with Special Needs in Inclusive Settings in Nigeria: Professional Issues." African Journal of Inclusive Education 6, no. 1 (2024): 7–14. https://doi.org/10.5281/zenodo.11176752.

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The paper discussed children with special needs as any child whose performance of any sort deviates from that of the regular children either below or above average to such a degree that special needs education Programmes are designed and carried out for their success in life. Inclusive education is the latest Trend in general education in the provision of placement alternative programme that seeks more effective and meaningful education for all children. The paper discussed teachers’ preparation as simply to mean arrangement, plan, and strategies for effective, prudent and upstanding for

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Suparno, Suparno, Hermanto Hermanto, Sukinah Sukinah, et al. "Handling behavior problems of children with special educational needs based on teacher analysis." Handling behavior problems of children with special educational needs based on teacher analysis 16, no. 4 (2022): 484–92. https://doi.org/10.11591/edulearn.v16i4.20484.

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Handling of behavior problems in children with special educational needs (CSEN) in the classroom is urgent for the classroom’s conducive atmosphere. Therefore, a review needs to be conducted to determine what steps the teacher may take for coping purposes in handling the behavior problems of CSEN, to determine the predictors for handling the behavior problems of CSEN, to identify the analysis basis for determining teacher predictors, and to figure out the effects of the behavior of CSEN based on the predictors chosen by the teacher. A survey was conducted on 109 teachers of CSEN. This re

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M. Amin, Ahmad Syafi’i, Ainna Amalia FN, and Lely Ana Ferawati Ekaningsih. "Pendampingan Guru Inklusi melalui Kegiatan Capacity Building sebagai Upaya Peningkatan Layanan Tumbuh Kembang Anak Berkebutuhan Khusus di Madrasah Ibtidaiyah Badrussalam Surabaya." Engagement : Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (2018): 80–98. http://dx.doi.org/10.29062/engagement.v2i1.26.

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    Children with special needs require individualized learning services based on the problems they have. Teachers are required to have sufficient capacity in providing services to children with special needs, the services given must be different from the children in general. Especially in designing learning, teachers should accommodate the needs of the team teaching. Madrasah Ibtidaiyah Badrussalam Surabaya is a relatively new pioneering school of inclusion, so the teacher needs to be strengthened with intensive mentoring capacity. As a result, the concept of curriculu

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Dissertations / Theses on the topic "Teacher for children with special needs"

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Jarrett, Nicholas. "Teacher attitudes to the inclusion of children with special educational needs." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550411.

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Hale, Kimberly D. "What Can You Do for Young Children with Special Needs?" Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7040.

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Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.

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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support tea

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Ross, Amanda L. "The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4559.

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Thesis (M.S.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 26, 2007) Includes bibliographical references.

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McCoy, Krista. "An assessment of teacher perceptions and attitudes regarding students in their classroom with a sibling with special needs." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mccoyk.pdf.

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Cole, Barbara. "Mothers, teachers and 'special' children : a narrative inquiry into the lives of mothers-teachers of children with special educational needs." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394658.

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Villines, Meredith. "Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/425.

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Inclusion of children with disabilities in early childhood settings remains a goal for many early care and education centers and professionals. In this study, the perceptions of supports needed to accomplish this goal were examined. Early childhood teachers from a university-based child care center, which is inspired by the schools in Reggio Emilia, Italy, were interviewed and asked to explore their feelings and thoughts on fully including children with disabilities in their classrooms. An examination of their perceptions led to the identification of four major themes: a) everyone is valuable

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Okolo, Chinelo Nwamaka. "Primary school children with learning difficulties in Lagos State : teachers' perceptions of provision and practice." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5317.

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This thesis presents the result of a study on learning difficulties among primary school children carried out in Lagos State of Nigeria. The study determined teachers' perceptions of special education, determined whether primary school children had learning difficulties, the relative proportion of children who have learning difficulties and the types of learning difficulties that they have. It described how the children's needs were met and how appropriate the provisions made to meet these needs were. In addition it evaluated the implications of the research findings for teacher education. The

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Poon, Tsz-ying. "Attitudes of pre-service kindergarten teachers towards children with special educational needs." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039808.

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Burgess, Patricia D. "Assessing Professional Development Needs of Elementary Teachers Implementing Inclusion of Children With Disabilities in General Education Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2889.

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A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the

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Books on the topic "Teacher for children with special needs"

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Culatta, Richard. Fundamentals of special education: What every teacher needs to know. Merrill, 1999.

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Culatta, Richard. Fundamentals of special education: What every teacher needs to know. 2nd ed. Merrill/Prentice Hall, 2003.

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Geoffrey, Moss, ed. The basics of special needs: A Routledge/"Special Children" survival guide for the classroom teacher. Routledge, 1995.

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Dukes, Chris. Working with parents of children with special educational needs. PCP/Sage, 2007.

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Dukes, Chris. Working with parents of children with special educational needs. PCP/Sage, 2007.

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Breitenbach, Marlene. Basic skills checklists: Teacher-friendly assessment for students with autism or special needs. Future Horizons, 2008.

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Hanko, Gerda. Special needs in ordinary classrooms: Supporting teachers. 2nd ed. Schuster & Schuster Education, 1993.

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Hanko, Gerda. Special needs in ordinary classrooms: Supporting teachers. 2nd ed. Basil Blackwell, 1990.

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Branch, Alberta Special Education. Partners during changing times: An information booklet for parents of children with special needs. Alberta Education, 1996.

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Kedge, C. D. Evaluating teacher perceptions of the teaching of reading to children with special educational needs (MLD). [University of Surrey], 1992.

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Book chapters on the topic "Teacher for children with special needs"

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McCaffrey, Beth. "What can teachers learn from the stories children tell?" In Storytelling, Special Needs and Disabilities, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003159087-4.

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Lemekh, Elena A., and Olga Y. Svetlakova. "Inclusive Education and Inclusive Rehabilitation: Perceptions of Teachers from Different Types of Educational Institutions." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_26.

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Timofeev, Mikhail A., and Elena M. Aleksapolskaya. "Genesis of the Training System for Teachers-Defectologists in Russia: 1918–1920 (Kashchenko’s Moscow Courses)." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_42.

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Solovyova, Tatiana A., Elena L. Voroshilova, and Tatyana V. Koshechkina. "Collection and Analysis of Educational Requests from Organizations and Teachers Working with Children with Special Educational Needs." In Education of Children with Special Needs. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_31.

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Pujaningsih, Rochmat Wahab, Sari Rudiyati, and Rafika Rachmawati. "Training to Strengthen Middle School Teacher Competence in Learning Children with Special Needs: Needs Analysis." In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-35-0_76.

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Arinushkina, Anna A., and Olga A. Mashkina. "Development of the Special Professional Training System for Teachers to Work with Children with Disabilities in China." In Educational Management and Special Educational Needs. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57970-7_16.

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Hodkinson, Dr Alan. "Pre-service teacher training and special educational needs in England, 1978–2018." In Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life. Routledge, 2019. http://dx.doi.org/10.4324/9780429436499-6.

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Mussabalinova, Aigerim. "The Right to Education of Children Affected by Nuclear Tests in the Semipalatinsk Region, Kazakhstan (1991–2021)." In The Steppe and Beyond: Studies on Central Asia. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8517-3_3.

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AbstractRespecting and protecting children’s rights is essential to children’s fulfillment, especially for children with special needs who depend on adults’ assistance and special services. This chapter presents the findings of a qualitative study that explored the provision of education to children affected by nuclear tests in the Semipalatinsk region in Kazakhstan, the primary testing site for the Soviet Union’s nuclear weapons during the Cold War. Thirty participants were interviewed, including teachers, medical professionals, social workers, and civil activists. The study finds an underest

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Chadha, Shraddha, Ravindra Singh, and Lalit Kumar Das. "Empathizing with parents and teachers for educating children with special learning needs." In Atlantis Highlights in Economics, Business and Management. Atlantis Press International BV, 2025. https://doi.org/10.2991/978-94-6463-714-4_7.

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Grawemeyer, Beate, and Manolis Mavrikis. "Developing Artificial Intelligence Explanations for Technology Enhanced Learning with and for Special Educational Needs Children and Teachers." In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-99264-3_40.

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Conference papers on the topic "Teacher for children with special needs"

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HAHEU-MUNTEANU, Efrosinia. "Early intervention for children with special educational needs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p192-196.

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The resizing of education from the perspective of children’s rights brings a new approach to the inclusion of children with SEND (Special educational needs) , focused on the quality of early intervention, on their learning needs, on the responsibility of the educational system, as well as on the quality of teachers training to provide quality educational services to both children with typical development, as well as those with SEND and/or disabilities. The process of inclusion of children with SEND in kindergartens in the Republic of Moldova is arduous and difficult. This process, in our point

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Yudina, Irina, Natalya Abramova, Tatiana Makarova, and Marianna Manasytova. "Training Teachers to Work with Children with Special Needs in North-Eastern Russia." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e1847.

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Tity Sari, Sunarya, Tity Sari Handayani, and I. Ketut Sunarya. "Virtual Teacher Determinant on Special Needs Children Accomplishment in Learning Batik." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.46.

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Zakirova, Leysan M., Lubov Y. Komarova, and Nafisa T. Burganova. "Model of Professional Activity of a Modern Teacher, Working with Children with Special Educational Needs." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.38.

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Khasanah, Andhita Nurul, Temi Damayanti Djamhoer, Sulisworo Kusdiyati, and Stephani Raihana Hamdan. "Designing Teacher Training to Improve Early Detection of Children with Special Needs." In 2nd Social and Humaniora Research Symposium (SoRes 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.066.

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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.

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Lilian, Ganira Khavugwi, and Paul Amolo Odundo. "Session 7: Inclusive Education | Teacher Role in Emotional Balance of Pre-school Children Aged 4-6 with Disability in Nairobi County, Kenya: Safety, Actualization and Independence." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0031.

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Agustin, Mubiar. "Analysis of Understanding the Dynamics of Kindergarten Teacher on Children with Special Needs." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007052510111015.

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Cîmpian, Ana Doina (Nădășan), and Alexandra-Lucia Pop. "Study-Teacher’ Attitude Towards The Integration Of Children With Special Needs In Kindergarten." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.40.

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Kuvshinova, Irina Aleksandrovna, and Iuliia Andreevna Baranova. "Features of Interaction of a Teacher-Defectologist with Parents of a Child with Disabilities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96871.

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The article is devoted to the relevant problem of integration of children with disabilities in society and the problem of interaction of the teacher-defectologist with the child's parents in the process of correctional and developmental work. The authors consider the functions of the defectologist and the features of pedagogical activity, emphasize the need to implement equal rights of children and the need to create special learning conditions for students with special educational needs. The article reveals the need for social and educational integration of children with disabilities.

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Reports on the topic "Teacher for children with special needs"

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Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.425.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It g

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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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Quinlan, Frederick, and Clare Lally. Special educational needs and disabilities. Parliamentary Office of Science and Technology, 2025. https://doi.org/10.58248/hs122.

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved

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DeMoss, Karen, and Brigid Brennan. Paid Teacher Residencies: An Equity Lever for Transforming Washington State’s Education System. Prepared To Teach, 2024. http://dx.doi.org/10.61625/uiys6712.

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This report offers a new analysis of how Washington State—and other states too—can focus funding on developing a targeted plan to address special education needs. In the wake of the COVID-19 pandemic, special education placements have been increasing, which will exacerbate shortages and may reflect an increase in inappropriate special education referrals. We outline a plan for a three-year roll-out of well-designed special education residencies that would both better address learning intervention needs and eliminate special education shortages in the highest-need geographies.

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Chatterji, Pinka, Sandra Decker, and Jason Huh. Medicaid Physician Fees and Access to Care among Children with Special Health Care Needs. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w26769.

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Sellmaier, Claudia. Fathers Caring for Children with Special Health Care Needs: Experiences of Work-Life Fit. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2632.

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