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Dissertations / Theses on the topic 'Teacher in special needs'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Jonker, Elizabeth Catharina Johanna. "The needs and demands experienced by teachers in special needs schools : guidelines for teacher support to promote wellness / Elizabeth Catharina Johanna Jonker." Thesis, North-West University, 2005. http://hdl.handle.net/10394/994.

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The aim of this study was to investigate the demands, pressures and needs experienced by teachers in special needs schools (referred to as schools with learners with barriers to learning), with the aim of providing guidelines for teacher support to promote wellness. To attain this aim, the study had the following specific objectives or aims: 1. To determine the demands made on and pressures experienced by teachers as stressors. 2. To determine the needs which teachers experience to alleviate these stressors that arise as a result of the demands and pressures experienced by teachers in a specia

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2

Stevens, Trevor. "Training special school staff in behavioural techniques." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245025.

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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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4

Zamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.

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Research was conducted on students with special educational needs (SEN) taking world language (WL) classes at the secondary level in the state of Utah. Ninety-two WL teachers shared their outlooks and experiences on working with this population of students. Data analyses show that there is not a significant increase in the number of students with SEN enrolled in WL classes. Analyses suggest that WL teachers have an average of two students with SEN per class, learning disability being the most common SEN identified. This study also shares teachers' successful and challenging experiences, findin

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5

Hussain, Yasmin Bte. "Teacher effectiveness : a Q-methodological analysis in key factors for teacher effectiveness in special educational needs teaching in Malaysia." Thesis, University of Manchester, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488382.

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6

Tindall, Evie Ruth. "The principal's role in fostering teacher collaboration for students with special needs." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618820.

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This study examined the principal's role in fostering teacher collaboration for students with special needs by investigating two overarching questions: (a) How do principals foster teacher collaboration for the purpose of improving teaching and learning for students with special needs and (b) how do these behaviors relate to leadership behaviors that have been identified as facilitative of teacher collaboration? First, a multiple-site descriptive case study was conducted and, using nomination criteria, five sites in four school districts were selected. The data collection involved the verifica

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Robinson, Deborah Christine. "Developing initial teacher education for special education needs, disability and inclusive practice." Thesis, Open University, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664283.

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The central question explored in this study is how can Initial Teacher Education (ITE) be developed to enhance the skills, confidence and preparedness of student teachers for Special Educational Needs and Disability (SEND) and inclusive practice? It involved an inclusive action research (IAR) project involving teachers, teaching assistants, student teachers and a university tutor within one partnership school. The IAR focused on the actions that participants agreed were immediately relevant to preparation for inclusive classrooms. To deepen the potential transferability of the study, additiona

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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 chiildren defined as having "special educational needs."." n.p, 2000. http://oro.open.ac.uk/18850.

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Winter, Eileen C. "A comparison of the role of the special needs support teacher in Northern Ireland and Ontario, Canada." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337053.

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Wasykowski, Joanne, and University of Lethbridge Faculty of Education. "Perspectives of teacher assistants working with students with diverse learning needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/152.

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Implementing the educational model of inclusion for students with diverse learning needs into mainstream classrooms requires skilled teamwork amond parents, classroom teachers, special education teachers, and teacher assistants. Teacher assistants, a fundamental part of the school system, are essential participants in the individualized programming for students with diverse learning needs. These individuals, the front line workers, are significant adults in students' lives; they can positively transform attitudes, skills, and learning for students with diverse learning needs. Subtle messages o

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Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

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Lundberg, Robin. "Distansundervisning – Ett nödvändigt ont eller en extrasärskilt viktig anpassning? : En kvalitativ intervjustudie om specialpedagogers, speciallärares ochämneslärares uppfattningar om distansundervisningens påverkan påextra anpassningar och särskilt stöd." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92987.

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In March 2020 schools in Sweden had to reorganize their organization due to the covid-19-pandemic. The uppersecondary school had to undergo a quick transformation from a traditional education in a brick-and-mortarsetting to distance education in an online setting. Even though this way of organizing education was new toSwedish upper secondary school the Swedish Department of Education (Skolverket, 2020a) argued that studentswith disabilities and in need of special support in school were supposed to be given the same opportunities indistance education as in traditional education.Previous researc

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13

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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Werbeach, Jessica. "The Third Teacher: Architectural Adaptation for the Education of All." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491308211546581.

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Richardson, Dawn. "Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/417.

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Autism Spectrum Disorder (ASD) is being increasingly identified in children, yet there are only a minimal number of studies examining the use of research-based intervention strategies in a classroom educational setting. This present study examined the use of Discrete Trial Training, Picture Exchange Communication System, Social Stories, Structured Teaching, and Video Self-Modeling by special education teachers with students with ASD. A questionnaire was completed by 91 special education teachers from the Green River Region Educational Cooperative, which encompasses 17 different school district

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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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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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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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Kaldenberg, Erica Rochelle. "Efficacy of a sentence writing strategy for postsecondary students with special needs." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1654.

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Students with Intellectual Disabilities (ID) struggle with writing. Writing is an important skill for everyday life; therefore, it is essential that students with ID receive effective writing instruction. Explicit writing instruction adhering to the Strategic Instruction Model (SIM) has shown to be an effective writing strategy for postsecondary students with ID. However, the impact of simple sentence writing instruction has not been studied for this population. Therefore, the purpose of this study was to assess the efficacy of part I of the Proficiency in Sentence Writing Strategy (Sheldon &

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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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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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Trussler, Sarah. "Special educational needs and primary initial teacher education : student learning experiences in school and university college." Thesis, Open University, 2012. http://oro.open.ac.uk/49118/.

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This case study follows the learning experiences of 2nd Year initial teacher education (ITE) students during a module on Individual Learning Needs (ILN) and the related school based training placement. Much research has been published on student perceptions of special educational needs (SEN) (Sikes et al, 2007; Cole, 2005; Pearson, 2005) and the ITE process (Nind and Cochrane, 2002; Lambe and Bone, 2006; Jones et al, 2006) or specialist pedagogy (Mitchell, 2008; Norwich and Lewis, 2001) however this research examines their interrelationship. Four themes emerged: how schools define themselves a

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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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Thabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

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Sun, Chao. "Attitudes of chinese preschool teachers towards inclusion of students with special needs in relation to teacher self-efficacy and school climate." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/35.

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The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers’ self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)’s theory of self-eff

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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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Wu, Estella S. "Pre-service teachers' views of teaching students with special needs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ30744.pdf.

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Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.

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Watts, Didi. "In Our Own Voices| Perceptions of Teacher Care Among African American Male Secondary Students with Special Needs." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933429.

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<p> Historically, African American male students have been disproportionately overrepresented in special education under the eligibility categories emotional disturbance, and behavior disorders. Additionally, African American male students with disabilities have consistently underperformed academically. If a student does not perceive that the teacher cares for him, it may be more difficult for a teacher to be successful in engaging the student in the learning experience. The literature indicates that care is a basic need that is grounded in relationships. In schools, those relationships are ba

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Reavis, Lauren Jane. "Art Teacher Preparation for Teaching in an Inclusive Classroom: A Content Analysis of Pre-Service Programs and a Proposed Curriculum." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/art_design_theses/48.

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Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This conten

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Pritchett, Leah D. "Noncontingent Reinforcement and Decreasing Problem Behaviors with Students with Special Needs and Its Effect on Teacher Behavior." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1934.

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A pilot study of noncontingent reinforcement (NCR) was conducted using NCR statements to (a) decrease target behaviors, (b) increase unprompted praise statements from the teacher and decrease reprimands, and (c) increase proximity to the participants by the teacher implementing NCR. Data were collected using a single-subject research design on two participants and one teacher. The target behaviors were physical and verbal aggression and inappropriate gestures. Teacher behaviors targeted with this study were praise statements, reprimands, and proximity to students. The participants included wer

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Sapien-Melchor, Rebecca Ruth. "Secondary special education teachers of Hispanic students with mild to moderate learning disabilities who are English language learners : their sense of efficacy and staff development needs." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/541.

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Research indicates that a teacher's sense of efficacy or capacity to teach directly affects student-teacher interaction and student achievement. Recent demographic changes affecting California public schools require educators to rethink teacher training to meet linguistic, cultural, and academic needs of an increasingly diverse population, especially teachers who directly instruct Hispanic students with mild to moderate learning disabilities who are English language learners. This study examines and analyzes the sense of efficacy of secondary special education teachers of the study population

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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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Al-Zyoud, Nawaf S. "An investigation into the current service provision for students with learning difficulties in Jordan : teachers' perspectives." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6517.

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Special Educational Needs (SEN) in Jordanian schools appears to be in a state of confusion. Numerous obstacles exist that hinder teachers from providing sufficient services for children with learning difficulties. This study investigates the current service provision for students with learning difficulties in Jordanian schools. Semi-structured interviews (N=31) with SEN teachers were conducted in two phases (23 and 8 respectively). Goffman (1963) was utilised as a theoretical framework, to interpret and understand the data, especially concerning that of social stigma. The analysis revealed tha

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Cagney, Tracy Lynn. "Attitudes of general education teachers toward including students with special needs." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1468068.

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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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Hellemann, Phemelo C. "Teacher-in-role as a problem-posing method for learners in a special needs school in South Africa." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62549.

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Paulo Freire’s problem-posing pedagogy urges for a creative and collaborative educational environment between learners and teachers that encourages critical thinking and engagement. This research explores how special needs pedagogical approaches in South Africa can transform their classroom practices to embrace creative and collaborative teaching methods such as drama. Drama-in-education (D-i-E) is an area where the learner and teacher relationship is characterised by creativity and engagement. This qualitative study considers the uses of drama as a teaching and learning method for learners in

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Windlander, Chanel. "Människor, djur och kommunikation : erfarenheter från personal i verksamheter som arbetar med djur som samarbetspartner och specialpedagogiskt stöd." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20557.

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I en skola för alla finns olika behov och elever med olika förmågor. Trots att det finns två skolformer i Sverige för att möta allas behov, så behövs det ibland extrainsatser för att specialläraren ska nå fram. Det finns verksamheter där människorna som arbetar där, har djur som samarbetspartner och där djuren fungerar som ett pedagogiskt stöd i kommunikationen mellan djur och människa. Genom detta självständiga arbete avses att vetenskapligt undersöka vad det är som sker i kommunikationen människa – djur som kan berika livsvärlden för människor, framförallt människor som reagerar på kravfylld

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Ellis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.

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As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers'

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Björk, Anna. "AKK och Flerspråkighet : en intervjustudie med speciallärare och specialpedagoger om AKK för flerspråkiga elever i gymnasiesärskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19654.

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The aim of this study is to examine the work carried out at Swedish upper-secondary special schools for pupils with learning disabilities in the subject area of language and communication, with particular focus on augmentative and alternative communication and multilingualism. The learning process is approached from a sociocultural perspective in this study, which entails that learning is taken to occur in social contexts in which interaction, communication, and co-operation play key roles. The method takes the form of semi-structured qualitative interviews inspired by a phenomenographical app

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Marks, Lori J., and Patricia Burgess. "Responding to Inclusion Needs and Concerns of Teachers and Administrators: Instructional Strategies." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3727.

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Blum, Paul. "How do mainstream teachers make sense of their role in terms of 'every teacher is a teacher of special needs'? : what constraints do they face : how can the SENco help?" Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10020863/.

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This is a case study undertaken in a large urban comprehensive school where the author was the SENco. The research set out to find out how mainstream subject teachers handled the expectation that they could all be special needs teachers within their own class rooms. But had the teachers really embraced that challenge and how did they go about making it a daily reality? The first part of the research investigated through a whole teaching staff questionnaire and followed on with a deeper investigation of the issues raised, by interviewing six participant teachers. Five of those teachers also agr

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Shreve, Stephanie D. Meece Judith L. "Teacher self-efficacy and the social skill development of included students with special needs in the general classroom setting." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,638.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.

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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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Seger, Marilyn. "A Study of Special Preparation and Training Needs of Middle School Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1227.

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The concept of middle level schooling has existed in the United States since the early 1900s. During the early 1960s, middle level schools were organized to meet the unique developmental needs of early adolescents. Yet, special training, preparation and/or certification for aspiring teachers who wish to work at this level are not available in the majority of states. Many state licensing agencies provide either elementary or secondary certification, which historically was believed to be adequate for middle level teaching. This study investigates the special preparation and training needs of mid

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Clark, Kathleen M. "A survey of kindergarten teachers' perceptions of special needs preschool itinerant services." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406708949.

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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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48

Nene, Sibekezelo Siphiwe. "The role of teachers and parents in empowering special needs learners with psychosocial skills in Nkandla Circuit." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1466.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2016<br>Data was collected using qualitative methodology. The purposive sampling was used in selecting nine teachers and eight parents for the study. To collect data, semi-structured interview questions were formulated. Interview questions consisted of open-ended questions were conducted to teachers and parents in determ

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Baldo, Mohamed Nagi Hamza. "Inclusion of pupils with special education needs in Sudan : teachers perceptions of their competence and their perceived training needs." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020625/.

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In Sudan, the education of children with special educational needs (SEN) in mainstream schools shows slow progress. The traditional medical approach, whereby the majority of children with SEN are educated in segregated schools or receive no education at all, is still the dominant recourse for educating pupils with all types of disabilities that may require special needs education. This research is the pioneering attempt to explore Sudan's context of special education, and teachers' perceptions of their competencies and training needs within mainstream education in relation to inclusion of pupi

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Tipton, Jami Maree. "Twenty-First Century Skill Building for Students With Special Needs Through Problem-Based Learning: An Examination Of Homeschool Teacher Blogs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7512.

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Abstract:

Although problem-based learning (PBL) is not a new educational teaching method, little is known about the experiences of homeschool teachers who implement this teaching and learning approach with students with special needs. An increase in the number students with special needs being homeschooled made this study necessary and timely. The purpose of this study was to explore how publicly shared PBL experiences of homeschool teachers of students with special needs reflect 21st-century skills. The study was framed using 3 skill areas from a 21st-century skills framework including communication an

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