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Roma in Special Education: Discriminating, Segregating, and Limiting Opportunities to Roma Students by Placing Them in Special Schools

References Artiles, Alfredo J. 1998. The Dilemma of Difference: Enriching the Disproportionality Discourse with Theory and Context. The Journal of Special Education 32 (1): 32-36. Dixson, Adrienne D. and Celia K. Rousseau. 2006. Critical Race Theory in Education: All God’s Children Got a Song. New York: Routledge. European Roma Rights Center. 2001. Stare de Impunitate: Încălcarea Drepturilor Omului - Cazul Romilor din România. Country Reports. 4. București: Centrul de Resurse pentru Comunitățile de Romi

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Perceived Organizational Support, Stress Coping Behaviors and Mediating Role of Psychological Capital: Special Education and Rehabilitation Centers

commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. The Journal of Special Education, 25 (4), 453-471. doi: http://dx.doi.org/10.1177/002246699202500404 Billingsley, B., Pyecha, J., Smith-Davis, J., Murray, K., and Hendricks, M. B., 1995. Improving the retention of special education teachers: Final report ERIC Document Reproduction Service (Vol. ED379860): Research Triangle Institute. Black, J. S., 1990. Locus of control, social support, stress, and adjustment in international transfers. Asia Pacific

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The incidence of spine deficiencies among disabled students with intellectual disabilities from special education system in Bucharest

Abstract

The aim of the research was to emphasize the incidence of spine deficiencies in students with intellectual disabilities involved in the recovery program within the kinetotherapy classes carried out in special schools in Bucharest.

We wanted to point out that among the two categories of children with disabilities enrolled in special education from Bucharest (children with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities) there are no statistical differences related to the incidence of spine deficiencies.

Research sample consisted of students enrolled in special education from 11 schools. Thus there were formed two groups of students: students with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities. Another criterion for forming working groups was the school level. Thus, each category was divided into subjects enrolled in primary education and subjects enrolled in secondary education.

The comparison made between the groups revealed that in terms of the incidence of spine deficiencies there is correlation between the type of physical deficiency and the degree of disability.

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5. Creative Approaches in the Education of Students with Severe Multiple Disability

kompetencí u žáků s dětskou mozkovou obrnou , [PhD Theses], Olomouc: University of Palacký 15. Kantor, J. et al. (2014). Kreativní přístupy v rehabilitaci osob s těžkým kombinovaným postižením , 1st ed., VUP, Olomouc 16. Kantor, J., Ludíková, L. (2014). Processes of special education intervention in students with multiple disabilities . In INTED2015. IATED, Valencia 17. Kralova, E. (2015). Music Activities and Quality of Life in a Child (Hudobné akivity a kvalita života dieťaťa), Olomouc: Univerzita Palackého, ISBN 978-80-244-4589-2 18. Kralova

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Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

and Special Education, 36, 298-311. DOI: 10.1177/0888406413497485 Ajuwon, P. M., Lechtenberger, D., Griffin-Shirley, N., Sokolosky, S., Zhou, L, & Mullins, F. E. (2012). General education pre-service teachers’ perceptions of including students with disabilities in their classrooms. International Journal of Special Education, 27, 100-107. Alreck, P. L., & Settle, R.B. (2004). The survey research handbook. New York: McGraw-Hill. Alur, M., & Timmons, V. (Eds.) (2009). Inclusive education across cultures: Crossing

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Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

School Journal , 93 (1), 2–68. Brownell, M. T., Smith, S. W., McNellis, J. R., & Miller, M. D. (1997). Attrition in special education: Why teachers leave the classroom and where they go. Exceptionality , 7 (3), 143–155. Capizzi, A. M., Wehby, J. H., & Sandmel, K. (2010). Enhancing mentoring of teacher candidates through consultative feedback on videotaped instructional delivery. Teacher Education and Special Education, 33 (3), 191–212. Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom

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Trends in Inclusive Education in the USA and Canada

REFERENCES 1. Audette, B., & Algozzine, B. (1992). Free and appropriate education for all students: total quality and the transformation of American public education. Remedial and Special Education , 13 (6), 8–18. 2. Barth, R. S. (1990). Improving schools from within: teachers, parents and principles can make a difference . San Francisco, CA : Jossey-Bass. 3. Bleiz, D., Chornoboi, E., Kroker, S., Strat, E., & Krasiukova-Ennz, O. (2012). Rozvytok polityky inkliuzyvnykh shkil. Intehrovane planuvannia posluh, yikh nadannia ta finansuvannia v

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Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 34(5), 635-648. Gardill, M. C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2-28. Gately, S. E. (2008). Facilitating reading comprehension for students on the autism spectrum. Teaching Exceptional Children, 40(3), 40-45. Georgia School Council Institute. (2004). Adequate yearly progress

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Christian Context of Disability and Special Education Nowadays

Abstract

Disability studies and special educational needs studies are becoming more and more popular nowadays as researcher got more evidence about both needs and potential of persons with disabilities. Investigating new possibilities and way of normalisations should be definitely based on stable anthropological principle as only then one can be sure that persons with disabilities are treated with brotherhood, dignity and respect, not as object of therapy, rehabilitation and medical procedures, but fully human subjects at every stage of their life. The aim of the paper is to draw fundaments of Christian special education as a perspective that may form a basis for both research and counselling and rehabilitation practice. This perspective founded on principles of Christianity enriched with writings on disability of such persons as John Paul II and Jean Vanier is a guarantee of full development of persons with disabilities and/or special needs.

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Emotions Towards Physical Education Lessons of Hearing Impairments Pupils Attending Special Elementary Schools

Summary

The purpose of this study was to map and analyse the emotions among the pupils attending special schools for children with hearing impairments (HI) towards physical education (P.E.) classes. The main objective was to compare the emotions of their feelings during the P.E. lesson and when the P.E. lesson is cancelled. We analysed the data of 73 pupils attending five grades (from 5th up to 9th) of two special elementary schools (at Hrdličkova Street; n = 37 and at Drotárska cesta Street; n = 36) in Bratislava (Slovakia). The research sample consisted of 45 boys and 28 girls in average age 13.5 ± 1.4 years. 48 % of pupils were deaf, 36 % of them were hard of hearing and 16 % were hearing but with hard communication and learning disorders. A non-standardized questionnaire (Antala et al. 2012) was used as a primary research method. Two of the selected questions were related to the emotionality towards P.E.lessons. The data were differentiated from the point of view of the gender and schools. A comparison of the emotions of pupils with HI pointed out a difference consisting in a significantly higher level of positive emotions during P.E. classes among boys (p < .05) and students attending special school at Hrdličkova Street (p < .05). A statistically significant difference was not discovered in the emotions when P.E. class was cancelled neither among genders nor schools. In general, pupils receiving special education show very high positive emotions of the feelings during P.E. lessons but on the other hand they are happier than disappointed when P.E. lesson is cancelled. This will not only increase the positive emotions towards P.E. lessons but also allow physical activities to become a regular part of pupils’ leisure activities as well as long term sport activities.

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