Gotowe bibliografie tematyczne / Division for Children with Learning Disabilities

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Division for Children with Learning Disabilities”

Autor: Grafiati
Data publikacji: 27 lipca 2024
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Division for Children with Learning Disabilities"

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Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communicatio
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Macagno, Alessia, Beatrice Ragaglia, Anne Henning, and Daniela Bulgarelli. "Inclusive Approaches in Italian Early Childhood Education and Care: The View of Practitioners." Education Sciences 14, no. 4 (2024): 385. http://dx.doi.org/10.3390/educsci14040385.

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This study presents the Italian practitioners’ perspective on the inclusion of children with disabilities in ECEC. Historically, Italy had a split system (0–3 and 3–6 divisions); only recently was the ZeroSix Integrated System established. Seven 0–3-division educators and seven 3–6-division teachers were interviewed. Their responses were analysed through a deductive content analysis, based on the eight dimensions of inclusion proposed by the European Agency for Special Needs and Inclusive Education (2017). The themes which were mainly mentioned as crucial for promoting inclusion were a child-c
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SULIO, MIKE, and MATRONILLO MARTIN. "PROFICIENCY AND APPROACHES IN TEACHING CHILDREN WITH LEARNING DISABILITIES AMONG FILIPINO TEACHERS." Quantum Journal of Social Sciences and Humanities 3, no. 2 (2022): 74–92. http://dx.doi.org/10.55197/qjssh.v3i2.124.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching
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D. Sulio, Mike, and Matronillo Del Mundo Martin. "Proficiency and Approaches in Teaching Children with Learning Disabilities among Filipino Teachers." EDUCATUM Journal of Social Sciences 8, no. 1 (2022): 114–25. http://dx.doi.org/10.37134/ejoss.vol8.1.11.2022.

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The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers were served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teac
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Allam, Fely C., and Matronillo M. Martin. "Issues and challenges in special education: A qualitative analysis from teacher’s perspective." Southeast Asia Early Childhood Journal 10, no. 1 (2021): 37–49. http://dx.doi.org/10.37134/saecj.vol10.1.4.2021.

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The general purpose of this study is to determine the issues and challenges of special education (SPED) teachers in teaching children with learning disabilities in the City Division of Ilagan Isabela, Philippines. The 15 SPED teachers were served as the respondents of this study using purposive sampling technique. Qualitative Research Method (QRM) was utilized to determine the issues and challenges of the teachers. Thematic analysis was employed to interpret the data. The analyses on the sharing of the key informants regarding their collective description of their challenges as SPED teacher le
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Subbey, Michael, Nurudeen Muhammed, and Mark Gyapong. "CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS." African Journal of Education and Practice 8, no. 1 (2022): 56–75. http://dx.doi.org/10.47604/ajep.1496.

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Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis.
 Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the re
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Vaughn, Sharon, Rebecca Zumeta, Jeanne Wanzek, Bryan Cook, and Janette K. Klingner. "Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (2014): 90–92. http://dx.doi.org/10.1111/ldrp.12039.

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Maich, Kimberly, Christina Belcher, Tayebeh Sohrabi, et al. "A Ghanaian Approach to Disability Literature in Picture Books." Exceptionality Education International 34, no. 1 (2024): 152–65. http://dx.doi.org/10.5206/eei.v34i1.16938.

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In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issu
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Ashkenazi, Sarit, and Sonia Hassoun. "Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel." Education Sciences 14, no. 9 (2024): 995. http://dx.doi.org/10.3390/educsci14090995.

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Background: Over the last three years, many studies have explored the effect of pandemic closures on learning. However, in Israel, the perspectives of parents on the short- and long-term effects of the lockdowns on students with mathematical learning disabilities (MD), have rarely been examined. Method: To fill this gap, MD (n = 33) or typically developing (n = 50) children were selected. They were in the 1st and 2nd grades during the closures, and we tested them and their surroundings, two years later. Results and Conclusions: First, according to the parent’s survey, children with MD had phys
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E. Ecoben, Michael. "Attitudes of Special Education Teachers to Teaching in the Division of Cagayan De Oro during the COVID – 19 Pandemic." International Multidisciplinary Research Journal 3, no. 3 (2021): 1–8. http://dx.doi.org/10.54476/iimrj229.

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As a result of COVID-19's massive disruption to the face-to-face educational settings, special education teachers face various challenges. They experienced difficulty adapting and responding to the academic learning needs of their learners. This article discusses the difficulties, strategies, and prospects for inclusive education faced by SPED teachers during the pandemic. Specifically, this study intended to determine the attitudes of the public special education teachers in the division of Cagayan de Oro in teaching their learners during the COVID-19 pandemic. It sought to ascertain the demo
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Rozprawy doktorskie na temat "Division for Children with Learning Disabilities"

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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with
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Brown, Andrea Elizabeth. "Social competence in peer-accepted children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.

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Stein, Pamela Ann. "Correlates of manifest anxiety in children with learning disabilities." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184788.

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Hypotheses were proposed suggesting that learning disabilities predispose individuals toward anxiety and that special education intervention moderates the manifestation of anxiety. A regression analysis was performed with the outcome variable of Total Anxiety from The Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) with data from 91 elementary students with learning disabilities. Predictor variables included Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale Intelligence Quotient (IQ), absolute WISC-R Verbal-Performance IQ diff
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Hamway, Rose Marie. "The treatment of depression in children with learning disabilities." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187150.

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Research indicates that a relationship exists between depression and impaired cognitive functioning. When depression is treated, improvements occur in cognitive functioning, both for children and adults. A great many children with LD evidence coexisting symptoms of depression, yet research is non-existent regarding the treatment of depression in special education populations and possible improvements in academic functioning. This study utilized a multiple-probe design to identify the effects of a cognitive-behavioral intervention on academic variables in four adolescent participants identified
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Popowich, Amy J. "Peer relations of children with learning disabilities an ethnographic approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59197.pdf.

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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.

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Sielen, Heather L. "Effects of learning and communication disabilities in children with autism." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004sielenh.pdf.

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Krokidis, Nicole. "Mothers in transition : children with learning disabilities transition to adulthood." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532952.

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This research project aimed to provide a more elaborate understanding of mothers' views regarding their child with learning disabilities' transition to adulthood. In particular, the researcher focused on how mothers conceptualised "transition", the role that mothers' relationships with services would play, and mothers' experiences of social structures. Individual semistructured interviews were conducted with seven mothers of young people (16-23 years) with learning disabilities; yielding information on their views and experiences of transition. Thematic analysis within a critical realist epist
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Poulsen, John Christian S. "Efficacy of drama-based teaching on children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34693.pdf.

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Książki na temat "Division for Children with Learning Disabilities"

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1954-, Wilson Mike, ed. Disabilities affecting learning. Greenhaven Press, 2009.

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Katy, Cigno, ed. Learning disabilities in children. Blackwell Science, 2000.

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Almonte, Paul. Learning disabilities. Crestwood House, 1992.

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Sharon, Gunton, ed. Learning disabilities. Greenhaven Press, 2008.

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Davis, John M., and Jessica Broitman. Nonverbal Learning Disabilities in Children. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8213-1.

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Caplan, Paula J. Teaching children about learning disabilities. Green Dragon Press, 1990.

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L, Wong Bernice Y., ed. Learning about learning disabilities. Academic Press Inc, 1991.

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L, Wong Bernice Y., ed. Learning about learning disabilities. Academic Press, 1991.

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Bryan, Tanis H. Understanding learning disabilities. 3rd ed. Mayfield Pub. Co., 1986.

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C, Smith Tom E., ed. Children and adults with learning disabilities. Allyn and Bacon, 1997.

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Części książek na temat "Division for Children with Learning Disabilities"

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Taylor, Ronald L., and Les Sternberg. "Students with Learning Disabilities." In Exceptional Children. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_3.

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Nandagiri, Veena. "Learning disabilities in children." In Child-Adolescent Behaviour. Routledge India, 2025. https://doi.org/10.4324/9781003373070-7.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Learning Disabilities." In Exceptional Children. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_4.

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Leong, Che Kan. "Diagnosis for Learning in Children with Special Needs." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_5.

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Johnson, Doris J. "Issues in the Educational Programming for Learning Disabled Children." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_9.

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Keogh, Barbara K. "Learning Disabilities in Preschool Children." In Diagnosis and Management of Learning Disabilities. Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-7272-9_2.

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Bogdanowicz, Marta. "Therapeutic Care of Children with Reading and Writing Difficulties in Poland." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_23.

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Silva, Phil A., Ian Stewart, Coralie Kirkland, and Anne Simpson. "How Impaired are Children who Experience Persistent Bilateral Otitis Media with Effusion?" In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_3.

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Eddy, Linda L. "Common Developmental/Learning Disabilities." In Caring for Children with Special Healthcare Needs and their Families. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118783290.ch3.

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Pearl, Ruth, and Mary Bay. "Psychosocial Correlates of Learning Disabilities." In Handbook of Psychosocial Characteristics of Exceptional Children. Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-5375-2_17.

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Streszczenia konferencji na temat "Division for Children with Learning Disabilities"

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P, Dinusha, Subha Sreekumar, and Lijiya A. "Detection of Potential Specific Learning Disabilities in Children through Handwriting Analysis Using Machine Learning." In 2024 IEEE Region 10 Symposium (TENSYMP). IEEE, 2024. http://dx.doi.org/10.1109/tensymp61132.2024.10752261.

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Hegedűs, Roland. "STUDENT PERFORMANCE OF DIFFERENT TYPES OF CHILDREN WITH LEARNING DISABILITIES IN HUNGARY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0393.

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Jung, Jonguk, and Yoosoo Oh. "Recognizing Challenging Behavior for Multiple Children with Intellectual and Developmental Disabilities Using the 3SLC Method." In 2025 6th International Conference on Machine Learning and Human-Computer Interaction (MLHMI). IEEE, 2025. https://doi.org/10.1109/mlhmi66056.2025.00009.

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Moorthy, Ramya S., Shreyash Rahate, Hari Krishnan R, and Spoorthi Singh. "Design and Development of Early Learning App for Detection and Intervention in Children at Risk of Dyslexia and Other Learning Disabilities." In 2024 International Conference on Computational Intelligence and Network Systems (CINS). IEEE, 2024. https://doi.org/10.1109/cins63881.2024.10864460.

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Shrivastava, Harsh Mohan, and Aakash Johry. "UNDERSTANDING THE PERCEPTION AND PROCESS OF PRACTITIONERS IN DEFINING AND ACHIEVING THE EDUCATIONAL GOALS OF CHILDREN WITH INTELLECTUAL DISABILITIES IN INDIA." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0933.

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RANI, Dr UMA. "Children with Learning Disabilities and Normal School Going Children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.11.

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Przybysz, Débora Cristina, Ana Chrystina Crippa, Isac Bruck, Ana Paula Lopes Luiz, and Ana Paula Dassie Leite. "Speech disorders in children with learning disabilities." In SBN Conference 2022. Thieme Revinter Publicações Ltda., 2023. http://dx.doi.org/10.1055/s-0043-1774492.

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Ahmad, Wan Fatimah Wan, Emelia Akashah P. Akhir, and Sarah Azmee. "Game-based learning courseware for children with learning disabilities." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561303.

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Tuna, Ayse. "ASSISTIVE TECHNOLOGY TOOLS FOR CHILDREN WITH LEARNING DISABILITIES." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.007.

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Watanabe, Yukako, Yoshiko Okada, Hirotaka Osawa, and Midori Sugaya. "Digital play therapy for children with learning disabilities." In HAI '14: The Second International Conference on Human-Agent Interaction. ACM, 2014. http://dx.doi.org/10.1145/2658861.2658918.

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Raporty organizacyjne na temat "Division for Children with Learning Disabilities"

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Whelan, Adele, Adele Bergin, Anne Devlin, et al. Measuring childhood disability and AIM programme provision in Ireland. ESRI, 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Cummings, Rachel, and María José Luengo-Prado. The Impact of Learning Disabilities on Children and Parental Outcomes: Evidence from the Panel Study of Income Dynamics. Federal Reserve Bank of Boston, 2023. http://dx.doi.org/10.29412/res.wp.2023.07.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income coun
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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, et al. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Sa
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Petrie, Christopher, Katija Aladin, Pukhraj Ranjan, et al. Spotlight on quality education for all during Covid-19 crisis. HundrED, 2020. http://dx.doi.org/10.58261/ciad8546.

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HundrED has released a website and a summary report, Quality Education For All During Covid-19, in partnership with the Organisation for Economic Co-operation and Development (OECD), expanding on the opportunities and challenges for education during this unprecedented time. A record number of 1.54 billion children and youth have been impacted by the pandemic, and as of 31st March, 185 countries in Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures. In the span of ten days, HundrED has documented, packaged and released a c
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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Learning Disabilities and Young Children: Identification and Intervention. American Speech-Language-Hearing Association, 2007. http://dx.doi.org/10.1044/policy.tr2007-00307.

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How to improve hospital care for children with learning disabilities. National Institute for Health Research, 2022. http://dx.doi.org/10.3310/nihrevidence_55455.

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