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Articles de revues sur le sujet « Children with disabilities Teacher effectiveness »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 8 février 2022

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1

You, Sukkyung, Eui Kim, and Kyulee Shin. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea." Sustainability 11, no. 5 (2019): 1489. http://dx.doi.org/10.3390/su11051489.

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In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects

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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia." Sustainability 13, no. 6 (2021): 3459. http://dx.doi.org/10.3390/su13063459.

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Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities i

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Handayani, Trisni, Asep Supena, and Rasmita Rasmita. "The Effectiveness of Snakes and Ladders Media on Sex Education for Children With Intellectual Disabilities." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (2020): 71–80. http://dx.doi.org/10.22236/jipd.v5i2.122.

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Cases of sexual harassment and sexual deviations from year to year are increasing. Many factors cause it, including technological sophistication and ease of access, the existence of a family that does not care and a less sensitive educational environment. Parties who are victims of sexual harassment are usually women, especially children who experience intellectual disabilities. Nearly half of them have experienced 10 times the harassment. This study aims to determine the effectiveness of snakes and ladders media in improving understanding of sex education and preventing acts of sexual abuse a

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Favazza, Paddy C., Gary N. Siperstein, Susan A. Zeisel, Samuel L. Odom, John H. Sideris, and Andrew L. Moskowitz. "Young Athletes Program: Impact on Motor Development." Adapted Physical Activity Quarterly 30, no. 3 (2013): 235–53. http://dx.doi.org/10.1123/apaq.30.3.235.

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This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the

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Forness, Steven R., and Kenneth A. Kavale. "Treating Social Skill Deficits in Children with Learning Disabilities: A Meta-Analysis of the Research." Learning Disability Quarterly 19, no. 1 (1996): 2–13. http://dx.doi.org/10.2307/1511048.

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Although social skills training or intervention for children with learning disabilities has been widely used in the past 15 years, little systematic synthesis of its effectiveness is available. The current study is a meta-analysis of 53 studies on social skills training completed during this period. The mean effect size (ES) obtained was only .211, with very few differences among teachers, peers, or children themselves who judged effectiveness of training. This relatively modest effect is discussed in relation to other special interventions for children with school learning or behavioral disor

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Supriyadi, Supriyadi, and Dian Wiliyanto. "Prototype Expert System Application to Identify Specific Children Learning Disabilities in Inclusion Schools." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (2021): 117–27. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.09.

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This study aims to develop an expert system application for the identification of specific children learning disabilities in Inclusion School. The research method used is development research design (R & D) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. Application testing involving 40 teachers in inclusion schools to test expert system applications in identification. Validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have

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Makarova, Lyudmila N., Inessa V. Smolyarchuk, and Svetlana N. Isaeva. "Pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities in inclusive education." Tambov University Review. Series: Humanities, no. 191 (2021): 130–36. http://dx.doi.org/10.20310/1810-0201-2021-26-191-130-136.

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We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimenta

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Lestari, Dita, and Budi Andayani. "Program Pembelajaran Individual: Meningkatkan Keterampilan Mengancingkan Baju pada Anak Disabilitas Intelektual Sedang." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 1 (2020): 27–40. http://dx.doi.org/10.14421/al-athfal.2020.61-03.

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This study aims to observe the effectiveness of Individual Learning Program on improving shirt-buttoning skills among children with moderate intellectual disabilities. This study hypothesizes that the students' ability to button their shirts improved after applying the Individual Learning Program approach to the chaining learning method. The participants of this study were four students with moderate intellectual disabilities ranging in age from 10-12 years. The four participants were selected based on interviews with the homeroom teacher and parents as well as observations that showed that pa

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Goodman, Joan F. "Early Intervention for Preschoolers with Developmental Delays: The Case for Increased Child Collaboration." Psychological Reports 75, no. 1 (1994): 479–96. http://dx.doi.org/10.2466/pr0.1994.75.1.479.

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In this article are analyzed the four following premises that explain why early intervention programs for preschool children with mental retardation (and other disabilities) have tended to adopt a teacher-directed “cultural transmission” or remedial model of education, whereas preschool programs for children without disabilities have generally preferred a more child-directed “developmental” model. (1) The purpose of early intervention is to accelerate and remediate, rather than support, cognitive growth. (2) Learning and accountability are maximized by specific instructional objectives written

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Alajmi, Dr Moudi Abdullah Amer. "The Impact of Using Mindfulness-Based Stress Reduction (MBSR)intervention for Reducing Teacher Burnout and Enhancing Self-efficacy of teachers of Autism Syndrome Disorder (ASD)." Psychology and Education Journal 58, no. 2 (2021): 3848–59. http://dx.doi.org/10.17762/pae.v58i2.2650.

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The current study aimed to explore the effectiveness of using Mindfulness-Based Stress Reduction (MBSR) intervention on reducing teacher burnout of teachers of Autism Syndrome Disorder (ASD).It is also aimed to investigate the impact of decreased teachers' burnout on enhancing the self-efficacy of those teachers. To achieve such goal, Mindfulness-Based Stress Reduction (MBSR) intervention and Oldenburg teacher burnout inventory, and Self-efficacy Scale. The sample of the study consists of 32 teachers who teach autistic children in the Autistic Behavior School (ABS) in Jahraa district, in the S

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Buchnat, Marzena. "Trudności nauczycieli szkół ogólnodostępnych w ocenianiu uczniów z lekką niepełnosprawnością intelektualną." Studia Edukacyjne, no. 51 (December 15, 2018): 523–39. http://dx.doi.org/10.14746/se.2018.51.33.

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Grading children is of great importance in the educational process. It allows children to learn about their abilities thus shaping their self-esteem and also to define themselves in relation to other people, points to resources and areas for work, builds motivation to undertake further activity, which is why it is particularly important for students with mild intellectual disabilities. However, the grading process is very complex and requires teachers’ knowledge and skills in this area. The aim of the research was to determine what dilemmas in grading students with mild intellectual disabiliti

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Buchnat, Marzena. "Trudności nauczycieli szkół ogólnodostępnych w ocenianiu uczniów z lekką niepełnosprawnością intelektualną." Studia Edukacyjne, no. 51 (December 15, 2018): 523–39. http://dx.doi.org/10.14746/se.2018.51.33.

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Grading children is of great importance in the educational process. It allows children to learn about their abilities thus shaping their self-esteem and also to define themselves in relation to other people, points to resources and areas for work, builds motivation to undertake further activity, which is why it is particularly important for students with mild intellectual disabilities. However, the grading process is very complex and requires teachers’ knowledge and skills in this area. The aim of the research was to determine what dilemmas in grading students with mild intellectual disabiliti

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Dada, Akintunde Oluseyi, Owoade Philip Adeleke, Samson Akinwumi Aderibigbe, Michael Adeife Adefemi, and Martina Ayibeya Apie. "Music Therapy in Enhancing Learning Attention of Children with Intellectual Disability." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (2021): 363–67. http://dx.doi.org/10.6000/2292-2598.2021.09.04.2.

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Inattention is one of the significant problems that inhibit learning among children with intellectual disabilities. However, several strategies and therapies have been developed to solve the problem. This study, therefore, investigates the effectiveness of music therapy in enhancing attention among children with intellectual disability. A pretest-posttest control experimental research design was adopted. The experiment was carried out for six weeks using Music Therapy Treatment Package on 24 children with intellectual disability that were randomly selected Modupe Cole Momerial Childcare and Tr

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Novitayanti, Lili, and Luh Ayu Tirtayani. "Teachers-Students’ Interaction in Early Childhood Inclusion Program." Journal of Education Research and Evaluation 3, no. 2 (2019): 96. http://dx.doi.org/10.23887/jere.v3i2.18766.

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UNESCO has defined inclusive education as a chance for children with disabilities to learn in the same class with their non-disable peers. It becomes the most equitable chance for those school age students with disabilities to get their right. The implementation of early childhood inclusion programs in Bali is relatively new. Thus, an analysis on its implementation is needed in order to know in extend the program is effective. This study aims to describe the effectiveness of the teachers-students social interaction in early childhood inclusion program. It is an evaluative research by focusing

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Angell, Maureen E., Joanna K. Nicholson, Emily H. Watts, and Craig Blum. "Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities." Focus on Autism and Other Developmental Disabilities 26, no. 4 (2011): 206–17. http://dx.doi.org/10.1177/1088357611421169.

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An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented withi

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Fadzillah, Awang Jamalludin, and Julia Lee Ai Cheng. "Early Intervention of Preschoolers with Speech and Language Impairments by Parents as First Teachers: A Case Study on Four Families in Kuching, Sarawak." Journal of Cognitive Sciences and Human Development 3, no. 1 (2018): 1–10. http://dx.doi.org/10.33736/jcshd.641.2017.

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Parental involvement during early childhood development is important especially when the child has learning disabilities. This research aims to study the effectiveness of parental-based speech training programs for preschoolers with Speech Language Impairments (SLI) in a localized setting. The method used was qualitative and data was collected from selected preschoolers (N = 5) with different types of SLI symptoms. Each participant was assessed using a standardized assessment protocol to measure his/her language scale. The participants were given the intervention program by their own parents u

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Nasir, Syeda Iffat. "SENSORY INTEGRATION VERSUS COGNITIVEBEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN." Pakistan Journal of Rehabilitation 9, no. 2 (2020): 11–17. http://dx.doi.org/10.36283/pjr.zu.9.2/004.

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BACKGROUND AND AIMS Number of studies demonstrated that children with learning disabilities suffers from emotional-behavioral problems, however neurophysiologic approaches are efficient to produce better health-related outcomes thus this study aimed to investigate the effectiveness of sensory integration versus cognitive-behavioral therapy on behavioral issues of learning-disabled children. METHODOLOGY A Randomized Controlled Trial included 30 learning disabled-children, diagnosed by Psychologist on the standardized criteria, divided into Group-A (n=15) and B (n=15) where Group-A performed Sen

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Миронова, Світлана, та Наталія Бахмат. "ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ". Педагогічні науки: теорія, історія, інноваційні технології, № 5-6(99-100) (31 серпня 2020): 3–11. http://dx.doi.org/10.24139/2312-5993/2020.05-06/003-011.

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One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often c

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Oltarzhevskaya, L. E., O. V. Egupova, A. A. Kuznetsova, A. M. Zheludova, and N. M. Kuznetsova. "“Working Programs Constructor” as the Technology for the Organization of Correctional Development Work with Children with Special Educational Needs (Limited Health Disabilities) by Teacher-Psychologist in the Sphere of Education." Вестник практической психологии образования 17, no. 3 (2020): 44–57. http://dx.doi.org/10.17759/bppe.2020170304.

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In accordance with the professional standard “Teacher-psychologist (psychologist in the sphere of educational)”, one of the priority working areas for specialists is the provision of psychological and pedagogical assistance to persons with special educational needs (limited health disabilities / generalized labor function B). Each teacher-psychologist faces the task of effectively organizing a system of correctional and developmental classes with pupils and students with special needs. To solve it, a team of psychologists from four educational organizations in Moscow (Secondary School named af

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Vijayasamundeeswari, P., A. Ambika, and Anita David. "Effectiveness of planned teaching program among primary school teachers regarding awareness of learning disabilities in children." Journal of Family Medicine and Primary Care 8, no. 12 (2019): 3845. http://dx.doi.org/10.4103/jfmpc.jfmpc_722_19.

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Abu Al Rub, Mohammed. "Effectiveness of a Training Program Based on Psychodrama in Improving Social Competence in Students with Learning Disabilities." Journal of Educational and Psychological Studies [JEPS] 12, no. 1 (2018): 40. http://dx.doi.org/10.24200/jeps.vol12iss1pp40-57.

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The study aimed at understanding the effectivenessof a training program based on Psychodrama on improving social competence in children with learning disabilities. The sample of the study consisted of 50 students who suffer from a lack of social competence and who were enrolled in the resources rooms in government schools in Jeddah. The students were divided into two groups, one experimental (25 students) and one control group (25 students). Applying the tools of the study, findings showed that the training program led to improving social competence. The scale of social competence was administ

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Fuchs, Douglas, Lynn S. Fuchs, Anneke Thompson, et al. "Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms." Exceptional Children 68, no. 3 (2002): 295–311. http://dx.doi.org/10.1177/001440290206800301.

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This study's purpose was to explore the effectiveness and feasibility of phonological awareness (PA) training with and without a beginning decoding component for kindergartners with disabilities in mainstream classrooms. Nineteen general educators, who taught at least one student with a disability, were assigned randomly within their schools to three groups: control, PA training, or PA training with beginning decoding instruction. Teachers in the two treatment groups conducted the treatments for about 20 weeks. Pre- and posttreatment data were collected on 25 children with disabilities. Statis

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O’Flaherty, Celia, Erin E. Barton, Claire Winchester, and Maddisen Domingo. "Coaching Teachers to Promote Social Interactions With Toddlers." Journal of Positive Behavior Interventions 21, no. 4 (2019): 199–212. http://dx.doi.org/10.1177/1098300719851794.

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Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers’ SI pro

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Alshamri, Khalid H. "Evaluation of Education Students with Intellectual Disability in Saudi Arabia." Journal of Education and Learning 8, no. 1 (2018): 131. http://dx.doi.org/10.5539/jel.v8n1p131.

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A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used &ldquo;baby steps&rdquo; strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children&rsquo;s education at home. Only a minority of the teachers were found to uti

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Falk, Katherine B., and Joseph H. Wehby. "The Effects of Peer-Assisted Learning Strategies on the Beginning Reading Skills of Young Children with Emotional or Behavioral Disorders." Behavioral Disorders 26, no. 4 (2001): 344–59. http://dx.doi.org/10.1177/019874290102600404.

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Students with emotional or behavioral disorders (E/BD) often exhibit reading problems that contribute to a progressive pattern of academic underachievement and school failure. However, limited research exists concerning effective reading interventions for students with E/BD. One reading program that has been validated in the literature with students who have learning disabilities (LD) is Peer-Assisted Learning Strategies (PALS), which consists of teacher-led and peer tutoring components. The purpose of this study was to determine the effectiveness of Kindergarten PALS (K-PALS) in increasing th

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Slavkovic, Marija, and Haris Memisevic. "COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT." Problems of Education in the 21st Century 77, no. 1 (2019): 156–64. http://dx.doi.org/10.33225/pec/19.77.156.

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Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this resear

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An, Eui Jung, Jong Rye Won, and Seung Hyeun Kim. "Study on the Effectiveness of Practicum Program Model of Pre–service Child Care Teachers for children with Disabilities." Korean Journal of Early Childhood Special Education 17, no. 2 (2017): 55–77. http://dx.doi.org/10.21214/kecse.2017.17.2.55.

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Ahmed, Eldood Yousif Eldood. "The effectiveness of Learning Disabilities Programs and Services Among Children with (LD) in Light of Special Education Quality Standards." International Journal for Innovation Education and Research 3, no. 11 (2015): 16–24. http://dx.doi.org/10.31686/ijier.vol3.iss11.460.

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This study conducted during (2014-2015) in special educational center, Khartoum state- Sudan. It investigates to quality of (LDPS) among (CLD). The researcher used descriptive methods, applied quality of (LD) programs services questionnaire, designed by researcher used as study tool. The community of this study consisted from teachers in. Sample was chosen randomly included (43) teachers of (LD) and (20) (CLD). Researcher used statistical package for social sciences (SPSS) depends on T-test for one sample, one-way analysis of variance, Pearson correlation coefficient and T-test for independent

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Goldberg, Louise. "Creative RelaxationSM : A Yoga-Based Program for Regular and Exceptional Student Education." International Journal of Yoga Therapy 14, no. 1 (2004): 68–78. http://dx.doi.org/10.17761/ijyt.14.1.50524j511674v292.

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School is a stressful place, especially for those with special needs. Sitting still, paying attention, staying on task are not skills that come easily to anxious learners,yet classroom learning is very difficult without these constraints. There are few opportunities in most educational curricula to train students in the skills required for self-control and focusing the mind. Any Yoga teacher knows, however, that control of the body and mind are skills that one can learn with instruction and practice. Creative RelaxationSM is a Yoga-based program designed to teach students to strengthen, stretc

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Butko, G. A., T. A. Katelson, and S. P. Oltu. "Development of an early comprehensive care system for children with disabilities in educational and healthcare institutions." Vestnik of Minin University 7, no. 4 (2019): 5. http://dx.doi.org/10.26795/2307-1281-2019-7-4-5.

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Introduction. The article discusses various models of early comprehensive care for children with developmental disabilities in healthcare and educational institutions, modern approaches to their comprehensive support. Early comprehensive care is a new, rapidly developing field of interdisciplinary knowledge that integrates the theoretical and practical foundations of integrated support for children with developmental disabilities and children at risk from the first months of life. The timely appearance in the child’s mental development of the necessary age-related achievements depends on a num

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M.G., Kochesokova, Nogerova M.T., Taukenova L.M., and Afaunova L.M. "DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION." “Educational bulletin “Consciousness” 22, no. 11 (2020): 6–10. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-11-6-10.

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The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental

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Pilling, Rachel Fiona, and Suzanne Mary Little. "Evaluation of the role of the colour tent in vision stimulation for children with complex disabilities and cerebral visual impairment: A feasibility study." British Journal of Visual Impairment 38, no. 1 (2019): 104–14. http://dx.doi.org/10.1177/0264619619871980.

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Children with profound and multiple disabilities commonly have their visual impairment overlooked when seeking to meet their complex health needs. The act of surrounding a child with little or no apparent visual function by a monochromatic translucent tent can serve to ‘switch on’ a child’s visual system. The aim of the project was to investigate the role of using colour tents to bring about attentional responses in children with complex disabilities including cerebral visual impairment. The evaluation comprises three phases, repeated on four occasions over the space of 4 weeks. The child’s vi

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Purba, Natalina, and Martua Reynhat Sitanggang Gusar. "Clean and Healthy Lifestyle Behavior (PHBS Program) for Children with Intellectual Disability." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 275–87. http://dx.doi.org/10.21009/jpud.142.06.

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The achievement of children's quality of life is undoubtedly linked to the development of positive habits that will continue to be practiced in future lives. This can be done by developing awareness and behavior of a balanced clean and healthy lifestyle. The purpose of this study was to determine the increase in the PHBS ability of children. Various efforts have been made so that children with intellectual disabilities can maintain their cleanliness. The efforts made by the teacher are still not maximal so that the delivery of information about PHBS must be completed by another method, namely

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Kesumawati, Selvi Atesya, and Tandiyo Rahayu. "ACTIVITY MODEL OF PLAYING ‘MY HERO IS MY MOTHER’ TO IMPROVE BASIC MOVEMENT SKILLS OF MILD MENTAL RETARDED CHILDREN." Journal Physical Education, Health and Recreation 4, no. 1 (2019): 52. http://dx.doi.org/10.24114/pjkr.v4i1.14182.

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Fundamental Movement Skills (FMS) of children with intellectual disabilities (ID) had a disruption experience and ID need help from others to develop their potential for movement maximally. The purpose of research and development of FMS through play activities in children with ID was expected to help improve FMS, cognitive abilities, pleasure and focus of attention of children with ID, so that children with ID had valuable experience in their lives, to be able to independently live their daily lives. The research method used was by research and development proposed by Borg and Gall. The subjec

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Barida, Muya, and Dian Ari Widyastuti. "Acceptance and Commitment Therapy (ACT) to Improve Educators Self-Acceptance of Children with Special Needs." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 6, no. 2 (2019): 117–24. http://dx.doi.org/10.24042/kons.v6i2.4701.

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Children with Special Needs are children with disabilities in the development of life due to disruption (mental, intellectual, emotional, social, physical) in the social-social, career, and academic fields, so they need special services and are different from children in general. This study aims to determine the effectiveness of Acceptance and Commitment Therapy (ACT) to increase the self-acceptance of educators towards Children with Special Needs. This study uses an experimental approach to the design of one group pretest-posttest. The study was conducted on teachers who are members of the HI

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Murashova, I. Ju, and V. I. Nodelman. "DEVELOPMENT OF POLYMODAL PERCEPTION IN CHILDREN WITH DISABILITIES IN THE CONTEXT OF INCLUSION." Pedagogical IMAGE 14, no. 4 (2020): 775–90. http://dx.doi.org/10.32343/2409-5052-2020-14-4-775-790.

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Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polym

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Moharana, Kalyani. "Effectiveness of guideline on knowledge and attitude of trainee school teachers towards identification and management of children with specific learning disabilities." Indian Journal of Psychiatric Nursing 16, no. 2 (2019): 77. http://dx.doi.org/10.4103/iopn.iopn_27_19.

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Coates, Janine K., Jo Harris, and Michael Waring. "The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities." British Educational Research Journal 46, no. 5 (2020): 909–28. http://dx.doi.org/10.1002/berj.3605.

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Biglan, Anthony, Georgia L. Layton, Laura Backen Jones, Martin Hankins, and Julie C. Rusby. "The Value of Workshops on Psychological Flexibility for Early Childhood Special Education Staff." Topics in Early Childhood Special Education 32, no. 4 (2011): 196–210. http://dx.doi.org/10.1177/0271121411425191.

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High stress and burnout are common for early childhood special educators, contributing to high rates of attrition, diminished educational effectiveness, and high turnover. Acceptance and Commitment Therapy (ACT) is a promising approach for the prevention and treatment of a wide variety of problems. Using a randomized wait-list control design, this pilot study evaluated whether ACT workshops delivered to preschool teachers who serve children with developmental disabilities would improve stress-related problems of teachers (i.e., stress, depression, and burnout) and increase collegial support. A

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Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, et al. "Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words." Learning Disability Quarterly 23, no. 2 (2000): 117–35. http://dx.doi.org/10.2307/1511141.

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Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet

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Molchanova, Lyudmila N., Larisa N. Malikhova, Alesya A. Kuznetsova, and Anna V. Stulova. "The role of social intelligence in overcoming mental burnout in the aspect of subject genesis of teachers working with children with special educational needs." Perspectives of Science and Education 50, no. 2 (2021): 378–86. http://dx.doi.org/10.32744/pse.2021.2.26.

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Among the numerous factors of the subject genesis of teachers, social intelligence plays an important role. Social intelligence is defined as a special quality of a person, her ability to understand, differentiate and predict the verbal and non-verbal behavior of other people and the consequences, quickly and easily come into contact with them, which determine the effectiveness of social interaction. The results of the relationship between social intelligence and mental burnout were obtained by researchers. The problem of the role of social intelligence in overcoming mental burnout is relevant

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Hunt, Pam, Morgen Alwell, Felicia Farron-Davis, and Lori Goetz. "Creating Socially Supportive Environments for Fully Included Students who Experience Multiple Disabilities." Journal of the Association for Persons with Severe Handicaps 21, no. 2 (1996): 53–71. http://dx.doi.org/10.1177/154079699602100201.

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This investigation analyzed the effectiveness of an intervention designed to facilitate the social inclusion of three students who experienced significant physical and intellectual challenges and, for two students, dual sensory impairments. The children were full-time members of two first-grade and one fourth-grade classrooms. The individualized intervention package included three major components: (a) provision of ongoing information to classmates about the communication system, adaptive equipment, and educational activities of the students with disabilities in the context of naturally occurr

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Kim, Jung-eun, and Joo-hye Kim. "The Influence of Organizational Culture, Job Stress and Empowerment on Organizational Effectiveness among the Teachers of Specialized Daycare Centers for Young Children with Disabilities." Special Education Research 18, no. 1 (2019): 305–25. http://dx.doi.org/10.18541/ser.2019.02.18.1.305.

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Anufrieva, Natalia Ivanovna, Aleksandr Vlavlenovich Kamenets, Marina Viktorovna Pereverzeva, and Marina Gennadievna Kruglova. "Features of the application of art-therapeutic and gaming technology based on folk music in rehabilitation and socialization of children with health limitations." Open Access Macedonian Journal of Medical Sciences 8, E (2020): 373–81. http://dx.doi.org/10.3889/oamjms.2020.3588.

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AIM: The purpose of the work is to study the specifics and evaluate the effectiveness of the use of art-therapeutic and gaming technologies based on musical folklore in the course of rehabilitation of children with health limitations. MATERIALS AND METHODS: The socialization of such children depends largely on the characteristics of health, the principles of their training, and the effectiveness of the chosen methods. This justifies the need to analyze the practical experience and evaluate the results of efforts of specialists who deal with special children. RESULTS: The results of

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Khilya, Anna, and Alona Valeriiva Korol. "FEATURES OF THE USE OF ICT IN SPEECH THERAPY PRACTICE OF PRESCHOOL INSTITUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 351–59. http://dx.doi.org/10.17770/sie2021vol5.6137.

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Today, an important part of work in a preschool institution is working with children with disabilities in the development of speech. Since the formation of speech skills in children at this age has a number of features and requires attention for further socialization and self-realization of the child.That is why in the article we analyze the state of modern psychological and pedagogical research on the feasibility and prospects of using information and communication technologies in the practice of speech therapist, in particular, in preschool educational institutions. As part of a study conduc

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Munirathnamma, K., G. Mamatha, Paramesha, and J. Lissa. "Evaluate the effectiveness of an information booklet on knowledge regarding selected learning disabilities of school children among Primary school teachers in selected schools at Mysore." International Journal of Nursing Education and Research 4, no. 4 (2016): 445. http://dx.doi.org/10.5958/2454-2660.2016.00082.x.

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Nisha, S., N. Kokilavani, Raja Shankar, and Ashok Stastician. "A Study to Evaluate the Effectiveness of Self-Instructional Module Regarding Learning Disabilities of Primary School Children among Primary School Teachers in Selected Schools at Coimbatore." Asian Journal of Nursing Education and Research 7, no. 1 (2017): 48. http://dx.doi.org/10.5958/2349-2996.2017.00011.8.

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Cmar, Jennifer L. "Effective Self-Determination Practices for Students with Disabilities: Implications for Students with Visual Impairments." Journal of Visual Impairment & Blindness 113, no. 2 (2019): 114–28. http://dx.doi.org/10.1177/0145482x19840454.

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Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included i

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Petrova, Daina. "READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 114. http://dx.doi.org/10.17770/er2019.2.4233.

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The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the

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Ясакова, Н. Т., Ю. В. Максимова, В. Е. Гарный, et al. "Formation of motivation in teaching medical genetics as a factor in improving the quality of education." Nauchno-prakticheskii zhurnal «Medicinskaia genetika», no. 12(221) (December 28, 2020): 98–100. http://dx.doi.org/10.25557/2073-7998.2020.12.98-100.

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Для оценки отношения разных групп населения к некоторым проблемам медицинской генетики была разработана анкета для анонимного анкетирования. Она состоит из 16 вопросов, касающихся разных генетических аспектов. Анкета прошла психологическую и социальную экспертную оценку. В 2009 и 2019 годах проведено анкетирование студентов первых курсов медицинского университета и одного факультета педагогического университета, а также в группах специалистов: клинических ординаторов разных специальностей первого года обучения, и педагогов, работающих с детьми, имеющими ограниченные возможности здоровья. Всего

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