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

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Poon, Tsz-ying, and 潘芷盈. "Attitudes of pre-service kindergarten teachers towards children with special educational needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039808.

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12

Hoscoe, Brandon T. "Assistive technology and the promotion of inclusion for special needs children in public schools| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527955.

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<p> The purpose of this project was to locate a potential funding source and write a grant to enable children with physical disabilities to become more included in their education and with their peers. An extensive literature review was performed to investigate the best way to meet these needs through the usage of assistive technology (AT) devices and how such technology can be implemented into an educational curriculum. </p><p> The Inclusion Through Assistive Technology (ITAT) program has the following goals: (1) train children and teachers on the usage of AT devises, (2) reduce children's

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13

Karlsson, Mia, and Sandra Kjällberg. "Fenomenet barn i behov av särskilt stöd? Förskolepedagoger om barn i behov av särskilt stöd, The phenomenon children with special needs? Pre-school teachers about children with special needs." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34696.

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Problemområdet vi har valt att undersöka och skriva om är vad förskollärare har för uppfattningar om fenomenet barn i behov av särskilt stöd samt hur de bemöter de här barnen. Vi har utgått ifrån ett pedagogperspektiv när vi har skrivit den här uppsatsen. Anledningen till att vi valde just pedagogperspektivet är att vi var nyfikna på hur pedagogerna ställde sig till det ovan nämnda fenomenet. Syftet med examensarbetet är att få ta del av pedagogernas tankar kring fenomenet barn i behov av särskilt stöd. Vi hoppas även kunna ta med oss deras resonemang och idéer kring fenomenet barn i behov av

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14

Chhetri, Kishore Kumar. "Investigating teachers' concerns and experiences in teaching children with special educational needs in Bhutan." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84747/1/Kishore%20Kumar_Chhetri_Thesis.pdf.

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This study investigated Bhutanese teachers' concerns and experiences in teaching children with Special Educational Needs in both inclusive and special schools. A mixed method design, combining quantitative and qualitative methods was used to answer the research questions. The aim of collecting quantitative data was to identify the key concerns. The aim of collecting qualitative data was to find out how teachers were experiencing including students with SEN in the classrooms. In doing so, three major issues were highlighted from this study: lack of classroom and human resources, lack of policy

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15

Tutty, Chris. "A shackled heart teacher aides' experience of supporting students with high needs in regular classes : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Health Science at Auckland University of Technology, December 2003." Full thesis. Abstract, 2003.

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Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003.<br>Appendices A, B and C not included in e-thesis. Also held in print (173 leaves, 30 cm.) in Akoranga Theses Collection (T 317.14124 TUT)

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16

Mapsea, Allan Jim. "Teachers' views on providing for children with special needs in inclusive classrooms:a papua new guinea study." The University of Waikato, 2006. http://hdl.handle.net/10289/2391.

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The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five distri

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17

Amaireh, Saleem. "Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.

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The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The q

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18

Straub, Rachel N. "Child safety a comparison of teacher and parent perspectives on the safety needs of children with autism spectrum disorder /." Diss., Online access via UMI:, 2009.

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19

Vickerman, Philip Brian. "The training of physical education teachers for the inculusion of children with special educational needs." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.

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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of polic

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20

Avramidis, Elias. "Mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342088.

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This thesis is concerned with the presentation of a three year project investigating mainstream teachers' attitudes towards inclusion in one Local Educational Authority in the Southwest of England. The study used both quantitative and qualitative techniques. The first phase of the project involved a survey which indicated that educating students with significant disabilities in mainstream classrooms results in positive changes in educators' attitudes. Here, the study confirmed previous research, which reported that teachers show positive commitment after they have gained mastery of the profess

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21

Davies, Jean-Marie. "Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17451.

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Includes bibliography.<br>The primary aim of this study was to investigate the attitudes of primary school teachers in ordinary classrooms towards learners with low to medium special educational needs, and to discover under what conditions, if any, they would be willing to accommodate these learners in their classrooms. It was hypothesized that teachers are not willing to accept these students without considerable support. The secondary aim of the study was to explore individual teachers' reservations about mainstreaming and methods by which these concerns could be overcome. A research design

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Kwong, Hung-piu. "The needs of integration & inclusive education in the Hong Kong context." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190598.

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23

Hendricks, Dawn R. "A Descriptive Study of Special Education Teachers Serving Students with Autism: Knowledge, Practices Employed, and Training Needs." Available to VCU users online at:, 2007. http://hdl.handle.net/10156/1973.

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24

Mackenzie, Suzanne. "Teachers talking : critical events in the life history of staff working with children with special educational needs." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1890/.

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The role of the special educational needs co-ordinator (SENCO) has undergone radical changes since it was formalised in the SEN Code of Practice (Great Britain. Department for Education and Employment, 1994). These changes have been mirrored by changes in policy for children with special educational needs (SEN) and SENCOs now find themselves working in more complex environments with a plethora of demands. This thesis is set within this contemporary educational scene. The experiences of the SENCO are the focus of this study and the stories of these teachers have been portrayed through narrative

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25

Laluvein, Jacqueline. "Parents and teachers talking : a 'community of practice'? : relationships between parents and teachers of children with special educational needs." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006691/.

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Viewing parents as partners within education is enshrined in legislation. Using dyadic case studies of parents and teachers, jointly involved with children "giving cause for concern", this thesis shows that relationships between parents and teachers, when involved in a collective social practice of a potentially conflictual and contradictory nature, are characterised by diverse agendas, expectations and priorities. In these cases, the parent-teacher interface functions as a critical meeting ground for dialogue and as a lens through which to view the dynamics of mutuality and reciprocity. Wenge

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26

Momberg, Naadia. "Teachers' attitudes towards working with students with special educational needs in mainstream classes in Egypt." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20448.

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Thesis (MEdPsych)--Stellenbosch University, 2008.<br>Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools

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27

Theodoropoulou, Maria. "Teachers' attitudes towards the integration of children with special educational needs in ordinary schools : a cross-cultural study." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/20243.

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This thesis examines the attitudes of teachers from two quite different educational contexts (i.e. that of Scotland and that of Greece) towards the integration of children with special educational needs (SENs) in ordinary schools in order to identify factors which may influence those attitudes. For the purpose of this study quantitative and qualitative data were gathered. A questionnaire was distributed to a sample of Scottish and Greek teachers, and in addition, ten case studies (five in Scotland and five in Greece) were conducted. From the analysis of the data, quantitative and qualitative,

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28

Watkins, Amanda. "A reflective investigation into special needs education teachers' professional learning through research into their own practice." Thesis, University of Northampton, 2006. http://nectar.northampton.ac.uk/2803/.

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The focus of this research study is upon the possible benefits research can offer special needs education (SNE) teachers. The project has been based upon a ‘study of a study’ with a piece of small-scale personal research - an observational study of the play of children with severe learning difficulties — being used as the starting point for examining the opportunities for learning about professional practice research can present teachers working in SNE. This project has linked two professional interests: a desire to systematically investigate a teaching and learning issue whilst reflecting upo

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Tan, Run [Verfasser]. "Promoting peer interactions in Chinese inclusive preschool classrooms : Strategies teachers apply for children with Special Educational Needs / Run Tan." Konstanz : KOPS Universität Konstanz, 2020. http://d-nb.info/1208151304/34.

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30

Adalsteinsdottir, Kristin. "Small schools, interaction and empathy : a study of teachers' behaviour and practices, with emphasis on effects on pupils with special needs." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/c4b60d54-59b5-44b0-8142-585d3b50a2fe.

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31

Xanthopoulou, Pinelopi. "Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32458.

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Co-teaching as an inclusive educational model is a new approach in Greece which aims to support the inclusion of children with special educational needs (SEN) in mainstream schools. This research aimed to investigate and evaluate co-teaching practices as well as teachers’ and students’ with SEN perceptions with regard to co-teaching. This research adopted a mixed methodology in two independent phases in order to address the needs of the study. Namely, 140 teachers were surveyed and multiple case studies of five different secondary co-taught classrooms were incorporated. This study showed that

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Clayton, Kimberly Yates. "USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/15.

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Three preschoolers with limited or no verbal language were taught to request preferred objects using an adapted Picture Exchange Communication System (Bondy & Frost, 1998) and elements of peer mediated instruction and intervention (Neitzel, 2008) (PECS/PMII). These two interventions have been established as evidence based practices, but have not previously been taught and implemented by one adult and a preschool child in a preschool classroom. Same-aged peers were the communicative partners for the picture exchange. A teacher served as the facilitator of the exchanges. A multiple probe (days)

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Rollins, Barbara M. "Meeting the Needs of Gifted Students by Providing Year-Long Professional Development on Differentiated Instruction." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1286.

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This study focused on how teachers' planning and teaching methods changed after they acquired more confidence in applying differentiated strategies in their instructional units. Teachers were given a questionnaire about their skills, qualifications and teaching beliefs comparing teaching general education students and gifted education students within the typical classroom setting. Then teachers received several professional development opportunities within the school year exposing them to different forms of differentiation. Time was given between trainings so that teachers would have ample tim

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Hallett, Dawn Lisa. "Investigating the use of a digital diary for home-school communication between parents and teachers of children with additional needs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2036.

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The use of paper diaries to facilitate home-school communication for children with additional needs has shown to have numerous limitations. While the use of mobile digital devices has increased in schools, little research exists into the use of these devices for home-school communication purposes. This study explored the effects of using a digital diary to facilitate home-school communication for primary aged children with additional needs. A constructivist multiple case study approach was used. The digital diary utilised the software application Evernote. This free application was hosted on s

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35

Merello, Álvaro. "Barriers and facilitators for children with special educational needs education during the COVID-19 pandemic : A systematic literature review in 2020." Thesis, Jönköping University, HLK, CHILD, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52410.

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Although COVID-19 has undoubtedly altered the lives of most human beings, one could argue that the education of children with special needs has been drastically affected. Measures taken by governments and consequences of the pandemic per se have changed the notion of traditional education shifting it to a virtual plane. A total of 6 articles extracted from different databases were included in this systematic review. The aim was to explore the literature on special education and the development of children with special educational needs in relation to the barriers and facilitators they have enc

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36

Witthohn, Anna-Lena. "Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.

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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing

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Qureshi, Saneeya. "An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7619/.

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The research reported in this thesis examines the impact that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs are central to supporting children’s inclusion and achievement, the research centres around three research questions: whether SENCOs are able to motivate teachers to take the initiative in addressing the needs of children with SEN in their classrooms; whether SENCOs enhance teachers’ abilities to become effective teachers of children with SEN; and how the impact of SENCOs is currently being assessed within primary schools.

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38

James, Anthony William. "The nature of the relationships between the child, their parents and teachers within a primary school, working together to meet the needs of children defined as having "special educational needs"." Thesis, Open University, 2000. http://oro.open.ac.uk/18850/.

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This dissertation is about how to help ensure that children considered to have special needs within the primary school context are enabled to overcome the difficulties they are facing. The premise of this dissertation is that this is most effectively achieved when the child, her teacher and her parents have a genuine role within the decision-making process concerning how to meet such needs. The functioning of the two key relationships in addressing these needs form the focus of this study. Specifically, these are the relationships between the child and her teacher, and her parents and her teac

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Bulman, William. "Exploring associations between classroom relationships and learning for children with Autism Spectrum Disorders and Behavioural, Emotional and Social Difficulties." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-associations-between-classroom-relationships-and-learning-for-children-with-autism-spectrum-disorders-and-behavioural-emotional-and-social-difficulties(a77f11f1-c9b5-4096-b255-bd38519c4c8f).html.

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A growing body of research supports the suggestion that the relationships which children form with their teachers and classmates have an impact on learning (Roorda, Koomen, Spilt, & Oort, 2011). Largely built on studies with typically developing children, the current understanding of the relationship-learning association is that these relationships can impact upon learning either by directly improving the quality of pedagogy or through mediating factors such as increased pupil motivation (Martin & Dowson, 2009).The aim of this study was to expand the discussion and evidence base surrounding re

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Gäreskog, Petra. "Jurisdiktion och arbetsfördelning : Yrkesgruppers arbete med särskilt stöd i förskolan." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-416743.

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The overall aim of this licentiate thesis is to increase our knowledge about the division of labor in the work with children in need of special support in preschools as described by the occupational groups of preschool teachers and special educational needs coordinators (SENCOs). This is explored in two separate studies. In the first study, the tasks, perceptions, and roles of SENCOs in preschools are examined. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire

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Azad, Talat. "Exploring inclusive practice : the beliefs and practices of classroom teachers in two mainstream primary schools in Karachi, Pakistan, in relation to children with special needs." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-inclusive-practice(ed36b8a0-0cac-4f8b-a907-3117460e4b54).html.

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This thesis is an exploratory empirical study of the development of inclusive practices in two mainstream private primary schools in Karachi, Pakistan. While inclusion in education is generally conceived of as a wide-ranging attempt to ensure that all children’s rights to an education are met, in Pakistan, this term is most frequently applied in the context of educating those who are deemed to have some learning difficulties or who have some form of disability. In Pakistan, there is a rhetorical commitment about the importance of inclusion evident at the national level, specifically with refer

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Strömberg-Halvorsen, Pia, and Kristina Wiik. "This Is How We Work! : A qualitative study where special needs teachers and class teachers describe their work with school children aged 7-12, with developmental language disorder." Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182962.

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This study examines how educators describe what strategies they use when working with students with language impairment. We investigated how educators describe their teaching of students with language impairment, what methods they use and which adaptations they make. We were also interested in opportunities and difficulties the educators describe they experience when working with pupils with language impairment. Five special education teachers and four class teachers were interviewed. The results of the interviews show that the educators believe that they need more knowledge about language imp

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Šmitienė, Ilona. "Mokytojų specialiosios pedagoginės kompetencijos plėtotės galimybės mokykloje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_091745-66180.

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Tyrimo tema: Mokytojų specialiosios pedagoginės kompetencijos plėtotės galimybės mokykloje. Tikslas: Atskleisti bendrojo lavinimo mokyklos mokytojų specialiosios pedagoginės kompetencijos plėtotės galimybes mokykloje. Uždaviniai: 1. Apibrėžti specialiosios pedagoginės kompetencijos sampratą. 2. Išryškinti specialiųjų poreikių vaikų neformalaus ugdymo organizavimo ypatumus. 3. Išryškinti pedagogų požiūrį į jų turimus gebėjimus dirbti su specialiųjų poreikių vaikais. 4. Nustatyti šių gebėjimų plėtotės poreikį mokykloje. 5. Apibrėžti galimas specialiosios pedagoginės kompetencijos plėtotės forma

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Kwong, Hung-piu, and 鄺熊標. "The needs of integration & inclusive education in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961678.

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Rumiancevienė, Violeta. "Švietimo pagalbos teikėjų veiklos kryptys tautinių mažumų lenkų dėstomąja kalba mokyklose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120807_125526-96938.

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Švietimo pagalba reglamentuojančiuose dokumentuose yra suprantama kaip mokiniams, jų tėvams (globėjams, rūpintojams), mokytojams ir švietimo teikėjams specialistų teikiama pagalba, kuri yra orientuotą į vaiką ir jo poreikius bei gebėjimus atitinkantį ugdymą, kurios tikslas – didinti švietimo veiksmingumą. Siekiant užtikrinti kokybišką specialiųjų poreikių turinčių vaikų mokymą(si), mokykloje turėtų dirbti kompetentingi specialistai, tokie kaip: specialusis pedagogas, logopedas, socialinis pedagogas, psichologas ir kt. Mokykloje turėtų būti sudarytos visos sąlygos, kad mokinys, kuris turi negal

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Shadaya, Girlie. "The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006239.

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Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education need

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Svanerud, Eva. "Att stödja alla barns lek och lekandet i förskolan ur ett specialpedagogiskt perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20852.

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Bakgrunden till denna studie är att undersöka och kritiskt granska synen på lek och vilket handlande det kan generera. Särskilt avser studien undersöka hur förskollärare, specialpedagoger och rektorer ser på förskollärares handlande samt hur den specialpedagogiska rollen beskrivs i relation till förskollärares handlande och barns lek. Tidigare forskning hänvisar till att förskollärare har behov av kunskap för att agera stödjande i förhållande till barns lek. Studier pekar på att omkringliggande samverkansfaktorer är avgörande för förskollärares möjligheter, där betydelsen av ett systematiskt

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Smit, Carien. "Teachers' perceptions of quality education in a low-income primary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86273.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The Western Cape Education Department (WCED) put many interventions in place to provide quality education to all schools, but barriers still remained in low-income communities. Most barriers developed due to inadequate resources such as: poor teacher training, lack of community involvement, lack of transportation, poor service delivery and sustainability within the community. Numerous communities suffered discrimination in the form of unjust distribution of social benefits and resources. The Curriculum and Assessment Policy Stat

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Afrika, Bernitto Timothy Afrika. "Veerkragtigheidsmeganismes wat onderwys ondersteun." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86222.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Education supporting factors is of great importance for children who are growing up in very challenging circumstances. The challenge of poverty affects people differently and people also react differently towards it. If educators can understand why certain children can withstand certain risk factors such as severe contextual backlogs, whilst others cannot, they will have a better understanding where to intervene, and also how to put preventative measures in place. (Garmenzy, 1991). This resilience who is intrinsic amongst childr

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Bunar, Nihada, and Frida Nilsson. "Att bygga en profession : En kvalitativ studie om speciallärarstudenter med inriktning utvecklingsstörning i spänningsfältet mellan yrkesliv och påbyggnadsutbildning." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157102.

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Då behovet av specialpedagogisk kompetens ökar ute i skolorna, krävs det att speciallärarutbildningarna uppfyller en viss kvalitet angående yrkesutbildningen och dess profession. Syftet med denna studie var att undersöka hur speciallärarstudenter med inriktning utvecklingsstörning upplever utbildningens innehåll, praktiskt genomförande och villkoren för det egna lärandet i spänningsfältet mellan akademisk påbyggnadsutbildning och professionell yrkesutövning. Detta är en kvalitativ studie som bygger på intervjuer med sju speciallärarstudenter, inriktning utvecklingsstörning.

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