Bibliografie tematiche / Special Education and Disability

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Letteratura scientifica selezionata sul tema "Special Education and Disability"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 19 febbraio 2023

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Articoli di riviste sul tema "Special Education and Disability"

Andreou, Georgia. "Themes in Special Education and Disability." International Journal of Disability, Development and Education 63, no. 1 (2016): 1–6. http://dx.doi.org/10.1080/1034912x.2015.1111308.

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Cho, Hongjoong, and Mikyung Kim. "Discussion on Special Education for ‘Disability’ Labelling." Society for International Cultural Institute 15, no. 1 (2022): 113–34. http://dx.doi.org/10.34223/jic.2022.15.1.113.

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Labelling refers to meaning-building activity of deviating an object by putting a negative tag on a person, action, or event. Labeling in special education is a diagnosis name to select persons with special education needs and has the advantage of briefly explaining the same characteristics in the administrative aspect. However, it is worried that the term, ‘intellectual disability’ or ‘persons with disabilities’ may be perceived as ‘labelling’ or ‘stigma’. This study analyzed a case of ‘intellectual disability’ labelling in AAIDD and the meaning of disability labelling written in ‘World(世界)’,

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Keil, Sue, Olga Miller, and Rory Cobb. "Special educational needs and disability." British Journal of Special Education 33, no. 4 (2006): 168–72. http://dx.doi.org/10.1111/j.1467-8578.2006.00435.x.

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Ramirez-Stapleton, Lissa D., Lisette E. Torres, Anna Acha, and Ashlee McHenry. "Disability Justice, Race, and Education." JCSCORE 6, no. 1 (2020): 28–39. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.28-39.

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    This special issue pushes for BIPOC communities and intersectional centered perspectives on disability and Deaf communities within higher education as a way to expand our understanding of disabled and Deaf communities’ lives. Keeping in mind, that race, disability and Deaf life in higher education are at the heart of this special issue, the articles provide a variety of topics and guiding questions to serve as a starting point for readers’ thinking.   

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Skrtic, T. M. "Distinguishing Disability: Parents, Privilege, and Special Education." Contemporary Sociology: A Journal of Reviews 39, no. 2 (2010): 188–90. http://dx.doi.org/10.1177/0094306110361589jj.

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Kelly, Jerae, and Brenda Barrio. "Disability at the Intersections: Expanding Critical Disability Reflective Practices." Journal of Special Education Preparation 1, no. 2 (2021): 6–15. http://dx.doi.org/10.33043/josep.1.2.6-15.

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The development of more culturally competent special education teachers is integral to striving for a more equitable education system for all students. However, the development of cultural competency around disability as diversity, especially from an intersectional lens, is often underrepresented in teacher preparation programs. As a result, if it is included at all, it is often at the discretion of individual teachers willing to incorporate such content into their teacher preparation classes. For teacher educators who are searching for ways to infuse disability as diversity content into their

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Sullivan, Amanda L., and Alfredo J. Artiles. "Theorizing Racial Inequity in Special Education." Urban Education 46, no. 6 (2011): 1526–52. http://dx.doi.org/10.1177/0042085911416014.

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Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial groups, and disability categories. The findings confirm differential risk of educational disability across racial groups. Based on the theory adopted, sev

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Imaniah, Ikhfi, and Nurul Fitria. "Inclusive Education for Students with Disability." SHS Web of Conferences 42 (2018): 00039. http://dx.doi.org/10.1051/shsconf/20184200039.

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This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in

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Powell, Justin J. W. "Change in Disability Classification: Redrawing Categorical Boundaries in SpecialEducation in the United States and Germany, 1920‐2005." Comparative Sociology 9, no. 2 (2010): 241–67. http://dx.doi.org/10.1163/156913210x12536181351079.

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AbstractHow do we make sense of considerable cultural differences and change in disability classification? How are disability’s categorical boundaries being redrawn in special education to realign with shifting paradigms of normality? Based in particular on the case of provided services to students “with special educational needs,” this analysis examines classification systems of student disability and their categorical boundaries in the United States and Germany. Sketching the origins and evolution of special education categories from 1920 to 2005, the comparison shows how categorical boundar

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Holzbauer, Jerome J. "Disability Harassment Observed by Teachers in Special Education." Journal of Disability Policy Studies 19, no. 3 (2008): 162–71. http://dx.doi.org/10.1177/1044207308314948.

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Tesi sul tema "Special Education and Disability"

Threlkeld, Aubry D. "Dyslexia as Disability." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461049.

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These three qualitative studies describe and analyze how and when young dyslexic people manage disability labels in talk. The theoretical framework informing this study includes post-structuralist approaches to analyzing talk about disability (Tremain, 2002, 2006; Goodley, 2011) and on-going debates about using discourses to model the relationship between impairment, disability and culture inside and outside social model of disability (Hughes & Paterson, 1997; Corker, 1998; Allan, 1999; Shakespeare, 2000; Corker & Shakespeare, 2002; Grue, 2011) and resistance against ableism generally (Gabel &

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Marks, Lori J. "Moderator & Discussant, Disability Services/Human Resources Disability Awareness Question & Answer Best Practices Panel." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3697.

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Reichart, Marion R. "Connecting disability equality to citizenship education." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/8202/.

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This thesis argues that the invisibility of disabled people in the Citizenship curriculum is no longer tenable. In analogue to race and sex discrimination, I use legal case analyses, together with empirically framed case studies within an international perspective, to systematically explore different aspects of citizenship. Citizenship elements range from ‘legal’, ‘constitutional context’, ‘political participation’, ‘human rights’, ‘community’, ‘socio-economic’ to ‘identity and belonging’. Through a mash up methodology of running voices of disabled people themselves over various themes of citi

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Hoffman, Jamie F. "Disability| Faculty knowledge, awareness, and perceptions." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574918.

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<p> Despite the vast research on students with disabilities, little is known about the perspectives of faculty in higher education. According to the literature reviewed, the overall experience of students with disabilities inside the classroom in higher education is negative due to faculty knowledge, awareness, and perceptions. Institutions of higher education are seeing an increase in the number of students with disabilities who are attending college. Students with disabilities have needs inside of the classroom that exceed a typical student in higher education. Faculty provides the support i

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LI, Huijun. "Fears and related anxieties in children having a disability." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289949.

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This study assessed the number of fears, intensity of fears, type of fears and anxieties, and most common fears in children having a disability. In addition, the correlation level between different raters in the assessment of student fears and related anxieties were examined. Data were collected from public schools and evaluated using Multivariate Analysis of Variance, Analysis of Variance, slice effect test, frequency analysis, and Pearson Product Moment Correlation. Findings from the present study indicated that students with learning disabilities (LD) reported significantly higher total fea

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Morton, Mary Winston. "Silenced in the court Facilitated communication and the meanings of disability and disability research in the legal setting /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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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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Steff, Marion. "Active living and seniors with intellectual disability - An ecological perspective." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40683.

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Active living is a “way of life in which physical, social, mental, emotional, and spiritual activities are valued and are integrated into daily living” (Active Living Coalition for Older Adults, 2008). As such, physical activity is a critical component of active living through which each citizen is encouraged to be active 30 minutes a day for health benefits. Seniors with intellectual disability (ID) are currently not included in this movement. The Ecological Model of Human Behavior (EMHB) stresses the importance of a supportive environment promoting healthy behavior. It is the theoretical fra

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Camara, Nathan Joshua. "Life After Disability Diagnosis: The Impact of Special Education Labeling in Higher Education." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/79.

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There has been an increasing number of students with learning disabilities attending colleges and universities over the past two decades. As a result of federal legislation, institutions of higher education are required through an office of student support services to provide accommodations and modifications for students with disabilities in order to receive federal monies. This semi-structured interview-based qualitative study seeks to understand how four higher education students with disabilities make the choice to “come out” as possessing a learning disability in order to seek academic a

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Marita, Samantha. "Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522320041872335.

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Libri sul tema "Special Education and Disability"

Bafi-Yeboa, Victoria. Special education assessment. V. Bafi-Yeboa, 1995.

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Distinguishing disability: Parents, privilege, and special education. University of Chicago Press, 2009.

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Valle, Jan W. Rethinking disability: A disability studies approach to inclusive practices. McGraw-Hill Companies, Inc., 2010.

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1961-, Connor David J., ed. Rethinking disability: A disability studies approach to inclusive practices. McGraw-Hill, 2011.

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1958-, Safford Elizabeth J., ed. A history of childhood and disability. Teachers College Press, 1996.

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Education, disability and social policy. Policy Press, 2011.

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Principles of learning disability support: Supporting people who have a learning disability. Heinemann, 2007.

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Terzi, Lorella. Justice and equality in education: A capability perspective on disability and special educational needs. Continuum, 2008.

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John, Presland. Overcoming reading difficulties. Wiltshire Psychological Service, 1995.

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Wearmouth, Janice. Special Educational Needs and Disability. Routledge, 2018. http://dx.doi.org/10.4324/9780429491016.

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Capitoli di libri sul tema "Special Education and Disability"

Oliver, Michael. "Special Education into the Twenty-first Century." In Understanding Disability. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05492-0_6.

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Marshall, Kathleen, William H. Brown, Maureen A. Conroy, and Herman Knopf. "Early Intervention and Prevention of Disability." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-66.

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Foreman-Murray, Lindsay. "Social Construction of Disability." In Multicultural Special Education for Inclusive Classrooms. Routledge, 2022. http://dx.doi.org/10.4324/9781003127833-1.

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Winter, Satine. "Special Education: From Disability to Exceptionality." In Encyclopedia of the UN Sustainable Development Goals. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_32.

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Winter, Satine. "Special Education: From Disability to Exceptionality." In Encyclopedia of the UN Sustainable Development Goals. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_32-1.

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Nganga, Lydiah, Sapna Thapa, John Kambutu, and Samara Madrid Akpovo. "Inclusive special needs and disability education." In Policy, Provision and Practice for Special Educational Needs and Disability. Routledge, 2021. http://dx.doi.org/10.4324/9781003155034-5.

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Farrell, Michael. "Disability Memoirs and Student Voice." In Investigating the Language of Special Education. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137434715_6.

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Blair, Ann. "Special Educational Needs and Disability Discrimination: New Departures in Education Law in England and Wales: Rights of Children with Disabilities in the UK." In Special Education. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_4.

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Skrtic, Thomas M., and Kimberly M. Knackstedt. "Disability, Difference, and Justice." In Handbook of Leadership and Administration for Special Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315226378-10.

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Singal, Nidhi. "Education in Disability and Poverty Debates." In The Wiley Handbook of Diversity in Special Education. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch9.

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Atti di convegni sul tema "Special Education and Disability"

Hart, Sarah. "Critically Thinking About Disability in Introductory Special Education Coursework." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572985.

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Zudeta, Effran, and Mumpuniarti Mumpuniarti. "Listening Skill of Mild Intellectual Disability." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.20.

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Vijjeswarapu, Rajasekhar. "Session 17: Inclusive Education | Disability and Diversity: An Examination of the Special Education in the Indian Context." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0058.

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Hart, Sarah. "Critically Thinking About Disability: Portrait of an Introductory Special Education Course." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1680892.

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Argyropoulos, Vassilis, and Paraskevas Thymakis. "SPECIAL EDUCATION TEACHERS AND SELF-DETERMINATION OF STUDENTS WITH VISION DISABILITY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1571.

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Yutikasari, Dovi Uun, and Nur Azizah. "Safety Skills of Students with Mild Intellectual Disability." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.13.

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Syahid, Achmad, and Solicha Solicha. "Because everybody is special: the profile of madrasah with inclusive education in Indonesia." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.18.

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Kesumawati, Selvi Atesya, Tandiyo Rahayu, Hari Amirullah Rachman, and Setya Rahayu. "Fundamental Movement Skills Game on Intellectual Disability Children in Primary Special Education." In International Seminar on Public Health and Education 2018 (ISPHE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/isphe-18.2018.17.

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Slobodan, Bankovic, Glumbic Nenad, Stanimirov Ksenija, and Djordjevic Mirjana. "Behavioral problems in children with cerebral palsy and mild intellectual disability." In II International Scientific Conference Special Education and Rehabilitation - Cerebral Palsy. Society of Special Educators and Rehabilitators of Serbia, 2012. http://dx.doi.org/10.2298/micp2012205b.

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Nugraha, Arif Kusuma, and Mumpuniarti Mumpuniarti. "Cognitive Development of Mild Intellectual Disability for Vocational Training." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.12.

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Rapporti di organizzazioni sul tema "Special Education and Disability"

Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions relate

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Campbell, Jordan. Throwing Out the Playbook: Insights from the 2021 ABLE Conversation. Creative Generation, 2022. http://dx.doi.org/10.51163/creative-gen011.

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On Saturday, November 20, 2021, the Berklee Institute for Arts Education and Special Needs (BIAESN) hosted the first ABLE Conversation: Anti-Ableism, Representation, and Accessibility in Arts Education symposium. The event included keynote remarks from Rebecca Cokley and Gaelynn Lea, as well as discussions with attendees. Insights are shared from the event, focused on solidarity work; preparation, access, and opportunity; and the joy of disability culture. It concluded with a strong call to action for the arts education community to be revolutionary and throw out the playbook.

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education jo

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, Albertsons Library, 2021. http://dx.doi.org/10.18122/sped.138.boisestate.

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Nelson, Gena. Special Education Math Interventions. Boise State University, 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across

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Impact Initiative, The, ed. ESRC-DFID Research for Policy and Practice: Disability and Education. The Impact Initiative / Institute of Development Studies, 2017. http://dx.doi.org/10.35648/20.500.12413/11781/ii292.

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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/ids.2023.006.

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This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.

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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1498.

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Bound, John, Michael Schoenbaum, and Timothy Waidmann. Race and Education Differences in Disability Status and Labor Force Attachment. National Bureau of Economic Research, 1995. http://dx.doi.org/10.3386/w5159.

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Owens, Wade. Improving Cultural Education of Special Operations Forces. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada518468.

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