75 FR 29327 - Office of Special Education and Rehabilitative Services; Overview Information; State Personnel...

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2010-05-25

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... special education teachers. In order to meet this priority an applicant must demonstrate that the project... support to both special education and regular education teachers of children with disabilities and...

Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

NARCIS (Netherlands)

Koster, Marloes; Pijl, Sip Jan; Nakken, Han; Van Houten, Els; Van Houten-van den Bosch, E.J.

2010-01-01

This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students' social

Behavioral Patterns in Special Education. Good Teaching Practices.

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Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

General and Special Education Teachers' Relations within Teamwork in Inclusive Education: Socio-Demographic Characteristics

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Radic-Sestic, Marina; Radovanovic, Vesna; Milanovic-Dobrota, Biljana; Slavkovic, Sanela; Langovic-Milicvic, Ana

2013-01-01

The general objective of this study was to establish the relation between general and special education teachers within teamwork and to define socio-demographic factors that affect teamwork. The sample encompassed 223 general and special education teacher of both genders, age 25 to 60, who are employed in regular elementary schools in Serbia. The…

Reading comprehension of deaf students in regular education.

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Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

Education policies for Special Education in Brazil: a brief historical background

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Ana Regina Lucato Sigolo

2010-12-01

Full Text Available The present paper delivers an analysis and a systematization of the Brazilian legislation (from the nineteenth century to the year 2009 regarding the education of disabled people, as well as their rights and the services meant to support them. This research, which is based on collected data from relevant literature and documents, reviews the historical process of the trajectory of the Special Education in Brazil. The study indicates that educational policies in Brazil have identified the Special Education students differently over time. The teaching of students with disabilities or who failed to adapt themselves to regular education was offered separately from the common education. Due to the advancements on studies and research in the fields of Education and Human Rights, educational laws and practices began to change, which prompted the need of a reorganization of both the common schools and the special schools.

Dialogues between Boaventura de Sousa Santos, Special Education and Curriculum

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Alexandro Braga Vieira

2018-03-01

Full Text Available This study aims to bring together special education and the production by Boaventura de Sousa Santos. It seeks to understand how the author’s theories contributed to the education of children with disabilities, pervasive developmental disorders, and high-potential/giftedness in regular schools. We analyze major concepts of the author’s thoughts and how they can be approached regarding premises of special education from the perspective of school inclusion. Also, we present an experiment of continuing education carried out with elementary education teachers to rethink the implication of school curricula for special education students.

Listening to their voices: The essence of the experience of special and regular education students as they learn monarch, Danaus plexippus, biology and ecology

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Koomen, Michele Jean Hollingsworth

This dissertation reports on a phenomenological study of nine regular and special education students as they studied insect biology and ecology in their inclusive seventh grade life science class. Three fundamental data collection methods of interpretive research (student observations, interviews and artifact analysis) framed the data collection of this study. Hermeneutic phenomenological analysis and a seven-step framework, beginning with establishment of the unit of analysis and ending in theory generation, were used to systematically analyze the data resulting in the emergence of four main themes. The essence of the lived experience of the study participants reveal a variety of ways working with others in groups supported their learning. Students reported that it was easier to share ideas, ask questions and complete their work when they worked together with other classmates. A second finding of this study, It's kind of hard in learning science, exposes some of the anxiety and the challenges that are part of the experiences of both regular and special education students in learning science. A third finding reveals that for the students in this study the practice of inquiry learning in science is fragile. Despite daily opportunities in inquiry activities, many students are fixated in finding the "right" answers and just getting their "work done." The practice of inquiry is also fragile because of the perceptions of how we go about doing and learning science. The perception of practicing science for the special education students was moderated and limited by their viewpoint that science is coupled with language arts. The last major theme describes the manner in which both student groups navigate through science learning using various strategies that contribute to their learning or engaging in behaviors that seem to conceal their learning differences. The results of this research have implication for inclusive classroom teachers, special educators, teacher educators

Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion

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Rajović Vera

2010-01-01

Full Text Available In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence. Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental

Psychological Evaluation of Attitudes of Both Primary Teachers and Special Needs Children towards Each Other in a Regular School in Yaoundé-Cameroon

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Tanyi, Maureen Ebanga

2016-01-01

The number of enrolment of children especially the handicaps found in regular schools is on the increase since the 2005 because of the UN educational policy on inclusive education. This has adverse effects on the learning environment, the psycho-social and professional attitudes of both teachers and the special needs children in regular schools.…

A fonoaudiologia na relação entre escolas regulares de ensino fundamental e escolas de educação especial no processo de inclusão Speech therapy in the interaction between regular primary schools and special education schools in the process of inclusion

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Alice de Souza Ramos

2008-08-01

Full Text Available A presente pesquisa teve como objetivo conhecer como ocorre o processo de inclusão de crianças com necessidades especiais no Ensino Fundamental, como acontece a comunicação entre escolas de educação especial e regular, bem como a atuação dos inúmeros profissionais envolvidos, enfocando o papel do fonoaudiólogo. Como metodologia, realizou-se um delineamento descritivo e analítico, por meio de inquérito, aplicados em seis Escolas de Educação Especial e seis Escolas de Ensino Regular da Rede Pública Municipal de Belo Horizonte. Participaram do estudo 6 coordenadores e 42 professores de escola regular, nove coordenadores e 61 professores de escola especial, totalizando 118 sujeitos pesquisados. Os questionários abordaram aspectos relacionados à gestão da escola, à formação docente, ao perfil dos alunos, profissionais atuantes no processo educacional, além de formas de contato entre instituições de serviço de Saúde e Educação. Na análise dos resultados, dentre outras questões, foi observada grande demanda para serviço fonoaudiológico, ainda pouco presente na área educacional. A comunicação entre os dois tipos de escola não acontece em todas as instituições pesquisadas. Ambas possuem conhecimento restrito da fonoaudiologia, principalmente as escolas regulares. Percebeu-se a falta de investimento para aperfeiçoamento pessoal dos professores, bem como para orientação aos pais acerca do processo de inclusão. Concluímos que o campo da fonoaudiologia no processo de inclusão mostra-se extenso e aberto. Sua atuação na promoção da saúde em âmbito escolar depende diretamente da interdisciplinaridade entre serviços da área da Educação e da Saúde, além da parceria entre fonoaudiólogos, educadores e pais.This research aimed to investigate the inclusion process of children with special needs in Primary Schools, interaction among regular schools and special education centers, as well as the role of the many

Evaluating Social Participation of Pupils with Special Needs in Regular Primary Schools Examination of a Teacher Questionnaire

NARCIS (Netherlands)

Koster, Marloes; Timmerman, Marieke E.; Nakken, Han; Pijl, Sip Jan; van Houten, Els J.

2009-01-01

The study addresses the psychometric qualities of a new teacher questionnaire, the Social Participation Questionnaire (SPQ), to assess the social participation of pupils with special needs in regular primary education. The SPQ initially consisted of 34 statements related to four key themes of social

Mathematical potential of special education students

OpenAIRE

Peltenburg, M.C.

2012-01-01

This PhD research was aimed at investigating the mathematical potential of special education (SE) students. SE students often have a severe delay in their mathematical development compared to peers in regular education. However, there are indications that SE students could attain more and that there might be unused talent in SE students. In the research project, two mathematical domains were chosen as a topic of investigation. One topic is part of the mathematics curriculum in SE and is gener...

The habitus professorial and special education: perceptions of common class teachers and resource room multifuncional

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Norberto Kuhn Junior

2016-10-01

Full Text Available This article analyzes the Inclusive Education from the Specialized Educational Service (SES in Multifunctional Resources Classes (MRC in the Municipal Teaching web in Novo Hamburgo/RS. It counted with the participation of 99 teachers in the regular classroom who worked as teachers of students with disabilities, pervasive developmental disorders, high ability/gifted and 30 MRC teachers in 2013. The data showed that the MRC teachers shown to have minor difficulties in working with students from the Special Education than the teachers of regular class. Through the identification of the teachers’ habitus of regular class, it was understood that the difficulties indicated by them derive from the fragility in their pedagogical training to work with students of Special Education. It is about a non-inclusive habitus, which is constituted from the internalization of teaching models based on the subject homogenization (all are equal over the constitution of a new habitus, structural of a teaching model that recognizes the diversity for inclusion.

Children with special educational needs in the Republic of Slovenia from 2005 to 2011

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Globačnik Bojana

2012-01-01

Full Text Available The altered theory and praxis in Europe in the field of upbringing and education as well as socio-economic standards in Slovenia had greater influence on broader recognition and inclusion of the group of children with special education needs into the regular educational system. Greater expansion of the integration is visible after the year 2005, when the complete legislative regulation had been accepted. Some of the children have been integrated into regular schools even earlier, especially the ones with visual and hearing impairments. The article shows the overview of integration and segregation of children with special educational needs from school year 2004/05 till 2010/11. The goal of the research was to determined whether the number of children with special educational needs has increased in regular schools and decreased in specialized institutions since the adoption of the legislative regulations. The data base maintained under the auspices of the authorized Ministry of Education and Sport within the organisational reports framework of the primary schools activities was used as a research method. Data were processed by means of the method of descriptive statistics, frequent distribution and the data overview given in percentages. The obtained results demonstrated certain characteristics: the generation of children subject to compulsory schooling decreased in the last seven years in Slovenia by more than 13,000 pupils. In spite of the adoption of the Law on the guidance of children with special needs, there is a constant trend of segregation in Slovenia of approx. 2 %, while the number of children in integration reached almost 5%. We can conclude that the integration in Slovenia after year 2005 achieved greater expansion in regular schools, while the number of children in segregation has not changed in the last ten years.

Scientometric analysis in special education: importance and trends over the last 60 years

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Anna Maria Canavarro Benite

2011-10-01

Full Text Available Special education in Brazil is defined in law as “the type of education offered preferentially in the regular classes for students with special needs education”. However, this proposal of special education has not always been defined in this way, and a factor that contributed greatly to the consolidation of special education as a specific field of study was the research and theis resulting publications. Thus, this study aimed to make a scientometric analysis in the field of special education in order to determine which are and were the main trends of research over the years, and to review literature on the history of special education. It was felt that the issue of special education has undergone major advances, with consequent recovery of the subject with special needs. The scientometric analysis in special education to suggest that there has been a great evolution in the area, including a fact explained by the large number of papers published over time and the different aspects of his publications. Reflections on scientometrics in special education characterize the global production of special education and provide input for further research are made in this area. Thus, the construction and analysis of these indicators have provided input to view the state of the art in special education.

A Collaborative Program To Prepare Mainstream Teachers: Using Peer Supervision by General and Special Educators.

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Ludlow, Barbara L.; Wienke, Wilfred D.; Henderson, Joan; Klein, Holly

As increasing numbers of students with disabilities are placed in regular classrooms, the shortage of rural special educators means that many rural classroom teachers are the primary providers of individualized programming to meet special needs. Since 1994, West Virginia University has been expanding its existing teacher education programs to…

The impact of the inclusion of students with handicaps and disabilities in the regular education science classroom

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Donald, Cathey Nolan

This study was conducted to determine the impact of the inclusion of students with handicaps and disabilities in the regular education science classroom. Surveys were mailed to the members of the Alabama Science Teachers Association to obtain information from teachers in inclusive classrooms. Survey responses from teachers provide insight into these classrooms. This study reports the results of the teachers surveyed. Results indicate multiple changes occur in the educational opportunities presented to regular education students when students with handicaps and disabilities are included in the regular science classroom. Responding teachers (60%) report omitting activities that formerly provided experiences for students, such as laboratory activities using dangerous materials, field activities, and some group activities. Also omitted, in many instances (64.1%), are skill building opportunities of word problems and higher order thinking skills. Regular education students participate in classes where discipline problems related to included students are reported as the teachers most time consuming task. In these classrooms, directions are repeated frequently, reteaching of material already taught occurs, and the pace of instruction has been slowed. These changes to the regular classroom occur across school levels. Many teachers (44.9%) report they do not see benefits associated with the inclusion of students with special needs in the regular classroom.

Self-Esteem of Deaf and Hard of Hearing Students in Regular and Special Schools

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Lesar, Irena; Smrtnik Vitulic, Helena

2014-01-01

The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…

[School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].

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Schwab, Susanne; Rossmann, Peter; Tanzer, Norbert; Hagn, Joachim; Oitzinger, Sabrina; Thurner, Verena; Wimberger, Tanja

2015-07-01

The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed. A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement. Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.

Construction of normal-regular decisions of Bessel typed special system

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Tasmambetov, Zhaksylyk N.; Talipova, Meiramgul Zh.

2017-09-01

Studying a special system of differential equations in the separate production of the second order is solved by the degenerate hypergeometric function reducing to the Bessel functions of two variables. To construct a solution of this system near regular and irregular singularities, we use the method of Frobenius-Latysheva applying the concepts of rank and antirank. There is proved the basic theorem that establishes the existence of four linearly independent solutions of studying system type of Bessel. To prove the existence of normal-regular solutions we establish necessary conditions for the existence of such solutions. The existence and convergence of a normally regular solution are shown using the notion of rank and antirank.

Towards Inclusive Learning Environments (TILE): Developing the "Roadmap for the Inclusion of Students with Special Educational Needs in Vocational Education and Workplace Settings"

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Smith, Andy; Bell, Sheena

2015-01-01

Twenty years after UNESCO's Salamanca Statement enshrined international action for provision for children, youth and adults with special educational needs within the regular educational system, this article presents the current underpinning international and national UK context for developing inclusion in vocational education and training and…

Tourette's syndrome in a special education population: a pilot study involving a single school district.

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Kurlan, R; Whitmore, D; Irvine, C; McDermott, M P; Como, P G

1994-04-01

To determine whether children requiring special education represent a high-risk group for identifying Tourette's syndrome (TS), we performed direct examinations for the presence of tics in 35 special education and 35 regular classroom students from a single school district. Of the special education students, nine (26%) had definite or probable tics as compared with only two (6%) of the regular classroom students. About one-third of the students with tics currently meet diagnostic criteria for TS and probably more will do so in the future. About one-half of the subjects with tics have evidence of obsessive-compulsive behavior (OCB) or an attention-deficit hyperactivity disorder (ADHD). For three randomly selected students with definite tics, direct examinations of first-degree relatives revealed the presence of tics in all families. Subjects to the limitations of this pilot study, we conclude that TS and related tic disorders are commonly associated with the need for special education in this single school district. TS might also be an important contributor to school problems in the childhood population at large and may be a highly prevalent condition. In addition, we conclude that childhood tics are associated with OCB and ADHD, are genetically determined, and are part of the TS clinical spectrum.

Perceptions and Educational Strategies of Louisiana Agricultural Education Teachers When Working with Students with Special Needs

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Kristin S. Stair

2016-12-01

Full Text Available A teacher’s willingness to accept inclusion has been identified as an indicator of the quality of experience that a student with special needs will have in the classroom The purpose of this exploratory study was twofold: (1 to describe the overall perceptions of working with students with special needs and (2 to determine how teachers in Louisiana are currently working with students with special needs.  A total of 152 teachers attended the Louisiana agricultural education teacher’s summer conference with 43% completing a three part survey instrument.  Data analysis indicated that teachers are confident in their ability to work with students with special needs and they agree that they can incorporate various areas of inclusion within their programs. However, they disagreed that they have received adequate in-service opportunities related to special education.  Regarding educational strategies, teachers in this study identified all of the given inclusion strategies as being used regularly in their programs with the exception of tutoring after school.  They also identified these educational practices as being highly effective within their programs. Due to the exploratory nature of this study, additional research is recommended to further investigate the in-service and training needs of teachers in Louisiana.

School inclusion: analyzing the establishment and organization of a special needs education service in a brazilian municipality

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Dall'Acqua, Maria Júlia Canazza [UNESP; Carneiro, Relma Urel Carbone [UNESP; Zaniolo, Leandro Osni [UNESP

2014-01-01

The present research integrates a network of studies called National Monitoring Center for Special Education (NMCSE) which studies the Multi-purpose Feature Rooms (MFRs) in regular schools. We aim to investigate whether the service offered by such rooms, maintained by the Department of Education of the Municipality of Araraquara, in São Paulo State, Brazil, is being successful at supporting the education of children and youth with special needs, pervasive developmental disorders and high skil...

Principals' and Special Education Teachers' Perceptions of Special Education Teachers' Roles and Responsibilities

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Mott, Japhia

2013-01-01

This explanatory mixed methods study focuses on the perceptions of principals and special education teachers about special education teachers' roles and responsibilities. An online survey was conducted with 11 principals and 41 special education teachers (Resource Specialists and Special Day Class teachers). Independent semi-structured interviews…

24 CFR 982.520 - Regular tenancy: Special adjustment of rent to owner.

Science.gov (United States)

2010-04-01

..., DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT SECTION 8 TENANT BASED ASSISTANCE: HOUSING CHOICE VOUCHER PROGRAM Rent and Housing Assistance Payment § 982.520 Regular tenancy: Special adjustment of rent to owner. (a...

Prospective Special Education Teachers' Metaphorical Perceptions on the Concept of Special Education Teacher

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Deniz, Levent

2016-01-01

The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special…

Influence of Mentoring Programs on Special Educators' Intent to Stay in Special Education

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Perry, Clarissa Simmons

2011-01-01

The lack of certified special education teachers and high rates of attrition have led to a shortage of special educators. Mentoring programs have been developed to improve retention of beginning educators. This study examined if a mentoring program is effective for special educators. The participants were first- and second-year elementary, middle,…

Inclusion Professional Development Model and Regular Middle School Educators

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Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

2014-01-01

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

Special Education and General Education--Coordinated or Separated? A Study of Curriculum Planning for Pupils with Special Educational Needs

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Nilsen, Sven

2017-01-01

The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers…

75 FR 55786 - Office of Special Education Programs, Office of Special Education and Rehabilitative Services...

Science.gov (United States)

2010-09-14

... DEPARTMENT OF EDUCATION Office of Special Education Programs, Office of Special Education and Rehabilitative Services, Department of Education; Notice of Final Extension of Project Period and Waiver for the... Transition Technical Assistance Center (NSTTAC). Currently, the Office of Special Education Programs (OSEP...

75 FR 55785 - Office of Special Education Programs, Office of Special Education and Rehabilitative Services...

Science.gov (United States)

2010-09-14

... DEPARTMENT OF EDUCATION Office of Special Education Programs, Office of Special Education and Rehabilitative Services, Department of Education; Notice of Final Extension of Project Period and Waiver for the... this award, the Office of Special Education Programs (OSEP) funds NCEO to address national, State, and...

The Student with Albinism in the Regular Classroom.

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Ashley, Julia Robertson

This booklet, intended for regular education teachers who have children with albinism in their classes, begins with an explanation of albinism, then discusses the special needs of the student with albinism in the classroom, and presents information about adaptations and other methods for responding to these needs. Special social and emotional…

The inclusion of pupils with special educational needs in Early Stimulation age into the regular classroom environment, at Nursery Schools, of an average municipality Vale dos Sinos

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Luciana Cátia Loose Pereira

2012-03-01

Full Text Available Inclusive education in Brazil has been widely discussed in all areas of the educational. The inclusion of pupils with special educational needs (SEN in mainstream schools is increasingly frequent, though still many aspects need to be rethought. This work aimed at checking how the subjects with SEN in Early Stimulation age, from zero to three years and 11 months are included into the regular classroom environment, at Nursery Schools, of an average municipality - Vale dos Sinos. This work involved a cross-sectional survey of quantitative and descriptive statistics. The data collection was carried out directly from a structured questionnaire with open and closed questions, directed to all principals of the thirteen Nursery Schools in the referred municipality. From the thirteen schools of the municipality only one did not take part of the research since there was no enrollment of children with special needs there, totalizing 46 children in processes of educational inclusion. From those, twelve children (26.8% were benefited with an Early Stimulation service maintained by the Association of Parents and Friends of Exceptional Children of that referred municipality, Thirty children (65,2% enrolled in school at the initiative of his own family e four children (8% by intervention of the Wakefield council. In this sense, we believe that the professionals of the Early Stimulation have the responsibility of promoting and conveying its importance and, mainly, the benefits of Early Stimulation for the whole development of individuals, as well as its contribution to a process of inclusive education.

DEVELOPMENT OF COORDINATION ABILITIES OF SPECIAL MEDICAL GROUPS STUDENTS IN PHYSICAL EDUCATION PROCESS

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E. N. Dotsenko

2013-08-01

Full Text Available Purpose. To analyze the problem of motor abilities development and health of students of special medical group in the process of physical education in technical universities. Determine the major factors, characteristics, and the relationship of physical development, physical fitness and coordination abilities of female students in special medical group. Establish regularities in precise movements mastering of different coordination structure and develop model characteristics of the relationship of coordination abilities and motor characteristics of students in special medical group. To substantiate and verify efficiency of coordination abilities development method of female students with regard to their functional status in the course of physical education in higher school. Methodology. Theoretical and methodological argument, characteristic of the experimental program in physical education teaching process of students in special medical group was shown. Findings. Research is to develop the training content in special medical groups with the use of coordinating elements and exercises to enhance the motor abilities of female students. Their influence on the level of physical development, functional training, as well as regularities in mastering and movement control of different coordinating structure at the female students of special medical group was studied. The comparative characteristic of female students athletic ability in the dynamics of the educational process, differentiated into groups according to nosology was presented. The criterion of spare capacities upgrade of the motor system in controlling the movements of different coordination structure was determined. Originality. The method of coordination abilities development of female students in special medical group, that aims on the formation and correction of motor control system of different coordination structure, a sense of body position and its individual parts in space, improving

Inclusive Special Education: Development of a New Theory for the Education of Children with Special Educational Needs and Disabilities

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Hornby, Garry

2015-01-01

Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of "inclusive special education" that comprises…

The problem is education not ``special education''

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Fellner, Gene

2015-12-01

In his article, Urban special education policy and the lived experience of stigma in a high school science classroom, Chris Hale persuasively argues that the Individuals with Disabilities Education Act and subsequent special education policies have largely failed to serve special education students who are stigmatized by their deficit classification. Though classified students may be doubly stigmatized, research suggests that students of color who live in economically stressed communities are also subject to systemic educational policies that produce stigma; special education should be understood within the larger context of educational policy in the inner city. Though we cannot immediately dismantle the macro level structures that nurture stigma, I suggest pedagogies based on facilitating phenomenological awareness enacted through individual-collectively based methodologies to challenge the stigma that classified as well as non-classified students in the inner city often carry with them.

Access to special education for exceptional students in French immersion programs: An equity issue

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Nancy Wise

2011-06-01

Full Text Available Abstract Exceptional pupils enrolled in Canadian French immersion programs rarely have access to the same range of special education programs and services that are available to students in the regular English program. More often than not, students with special needs are encouraged to transfer to English programs to access necessary support services. This counselling-out process perpetuates the elitist status commonly attributed to French immersion programs. From a critical pedagogy perspective, this inquiry examines the lack of incentive on the part of multiple French immersion stakeholders to accommodate students with special needs. It further attempts to unveil the myths created by these stakeholders to better understand this discriminatory educational practice. The impact of federal and provincial funding models on access to special education programs and services is discussed, and the application of funding allocations by English-language district school boards is explored. The inquiry concludes with recommendations to promote more inclusionary practices.

Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

Science.gov (United States)

Peck, C A; Killen, C C; Baumgart, D

1989-01-01

Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.

Families of children with special educational needs resources and needs support

Directory of Open Access Journals (Sweden)

Danielli Silva Gualda

2013-06-01

Full Text Available The goal of this research was to investigate what are the resources and needs of parents of preschool children with special educational needs. The participants were eleven parents of children with special educational needs included in pre-elementary school. Most parents had purchasing power medium to medium low. To meet the objectives, parents filled in the “Inventory of Home Environment Resources - RAF” and “Questionnaire on the needs of families - QNF. The results enabled the RAF to note that this study the majority of children with special educational needs and has a stimulating home environment, whereas the mothers accompanied their children in school affairs and the maintenance of a routine to perform activities, and receive care through resource rooms (41.6% and in the care of APAE (25.0%. the data obtained by QNF parents need help to: (a to obtain more information about services and supports that your child may benefit in the future, (b meet regularly with appropriate persons, as professionals, to talk on the child’s disability, (c explain the child’s other children, friends and neighbors, (d find social support services and educational for the child, (e pay expenses and (f to discuss problems and find solutions.

Special Education in Nigeria.

Science.gov (United States)

Abang, Theresa B.

1992-01-01

This article discusses the special education system in Nigeria, focusing on integration; training of special educators; medical, health, and welfare services for children with disabilities; recreational facilities; employment opportunities; national planning; and problems and successes. (JDD)

Catering for children with special needs in the regular classroom ...

African Journals Online (AJOL)

The National Policy on Education specifically stipulates that there is need for equality of educational opportunities to all Nigerian children irrespective of any real or imagined disabilities (FNG 2004). The policy further states that Education of children with special needs shall be free at all levels and all necessary facilities that ...

Evaluating the Effect of a Teacher Training Programme on the Primary Teachers' Attitudes, Knowledge and Teaching Strategies Regarding Special Educational Needs

Science.gov (United States)

Kurniawati, F.; de Boer, A. A.; Minnaert, A. E. M. G.; Mangunsong, F.

2017-01-01

Research has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers' attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study…

What State Supply and Demand Studies Tell Us about Special Education Personnel Needs. Practice Brief. Spring 2011

Science.gov (United States)

Muller, Eve

2011-01-01

Critical to any comprehensive plan for addressing personnel shortages in the field of special education is the gathering of data on supply and demand at the state and local education agency (LEA) levels. Many states now conduct regular supply and demand studies in order to inform decisions regarding the recruitment, preparation and retention of…

Education rights and the special needs child.

Science.gov (United States)

Dalton, Margaret A

2002-10-01

A child with a disability has a federally protected right to special education and related services when he or she needs them to benefit from education. The term "disability" is not limited to physical disability but rather includes mental disability, including mental retardation, serious emotional disturbance, autism, traumatic brain injury, specific learning disabilities, and other health impairments. A parent may request that a child be evaluated by the school district for special education and related services. The law sets forth specific guidelines for the evaluation, assessment, and eligibility determination. Unique to each child, the IEP is the written plan that documents the child's special education and related services. The initial IEP is developed at a meeting among parents, various school personnel, and others whom the parents may wish to invite. Parents are an integral part of the team and are involved in all decisions by the team. The IEP must be reviewed annually, with attention given to whether educational objectives have been met. For a child with mental health issues, the IEP likely contains "related services," such as counseling, and measurable goals to improve behaviors in the school setting. When a child's condition is such that he or she cannot benefit from education in the regular school setting, other placements are considered. The school district maintains the ultimate responsibility of the cost of all such education placements, including residential care. A child with behaviors that result in frequent suspensions should have a functional analysis assessment by the school psychologist. The results of the assessment can be used to create a behavioral intervention plan. (If the school refuses to perform an assessment or develop a plan, the usual remedy of a due process hearing is available to the parents.) This plan should address problem behaviors and include strategies for redirecting the child's behavior. Even if a special education child

Reflections on the assessment of student learning in Special Education at Basic Education

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Maria Sylvia Cardoso Carneiro

2012-11-01

Full Text Available This text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals.

Editorial: Special issue on education

OpenAIRE

Masal Ercan; Önder İsmail; Çalışkan Hüseyin; Beşoluk Şenol; Demirhan Eda

2017-01-01

This special issue consists of selected proceedings presented in ERPA International Congresses on Education 2017 which was held in Budapest / Hungary, 18-21 May 2017. Studies are related to educational sciences, science and mathematics education, social sciences education, health and sports science education, music and fine arts education, computer education and instructional technology, language education and management of education. There are eighty valuable studies in this special issue. I...

75 FR 47798 - Office of Special Education and Rehabilitative Services-Special Demonstration Programs-Model...

Science.gov (United States)

2010-08-09

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services--Special... of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice of final... for Special Education and Rehabilitative Services establishes a priority under the Special...

Editorial: Special issue on education

Directory of Open Access Journals (Sweden)

Masal Ercan

2017-01-01

Full Text Available This special issue consists of selected proceedings presented in ERPA International Congresses on Education 2017 which was held in Budapest / Hungary, 18-21 May 2017. Studies are related to educational sciences, science and mathematics education, social sciences education, health and sports science education, music and fine arts education, computer education and instructional technology, language education and management of education. There are eighty valuable studies in this special issue. In sum the results of studies will contribute to the field.

75 FR 14582 - Office of Special Education and Rehabilitative Services-Special Demonstration Programs-Model...

Science.gov (United States)

2010-03-26

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services--Special... of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice of proposed... for Special Education and Rehabilitative Services proposes a priority under the Special Demonstration...

The social position of pupils with special needs in regular schools

NARCIS (Netherlands)

Pijl, Sip Jan; Frostad, Per; Flem, Annlaug

Inclusive education places much value on implementing the conditions that foster good relationships between students. Research has shown that pupils with special needs can have difficulty in building relationships with peers without special needs. This study describes their social position in

Cultivating a Community of Effective Special Education Teachers: Local Special Education Administrators' Roles

Science.gov (United States)

Bettini, Elizabeth; Benedict, Amber; Thomas, Rachel; Kimerling, Jenna; Choi, Nari; McLeskey, James

2017-01-01

Evidence of the powerful impact teachers have on student achievement has led to an intensive focus on cultivating effective teachers, including special education teachers (SETs). Local special education administrators (LSEAs) share responsibility for cultivating effective SETs throughout their districts. However, the roles LSEAs play in this…

Replication Research and Special Education

Science.gov (United States)

Travers, Jason C.; Cook, Bryan G.; Therrien, William J.; Coyne, Michael D.

2016-01-01

Replicating previously reported empirical research is a necessary aspect of an evidence-based field of special education, but little formal investigation into the prevalence of replication research in the special education research literature has been conducted. Various factors may explain the lack of attention to replication of special education…

Ohio Special Education Profile, 2011

Science.gov (United States)

Ohio Coalition for the Education of Children with Disabilities, 2011

2011-01-01

This report provides a brief, but substantive, profile of the special needs student population in Ohio, including academic performance and graduation trends and an overview of special education funding and related policy issues. The report's central message is that investments in students with special educational needs produce substantial results…

Special Education in Jordan

Science.gov (United States)

Abu-Hamour, Bashir; Al-Hmouz, Hanan

2014-01-01

The purpose of this article is to provide a brief background about special education system in Jordan and particularly describes the present types of programmes and legislation provided within the country to students with special needs, as well as integration movement. Jordan has historically provided a limited number of educational opportunities…

Special Education Research Advances Knowledge in Education

Science.gov (United States)

Vaughn, Sharon; Swanson, Elizabeth A.

2015-01-01

Research in special education has yielded beneficial outcomes for students with disabilities as well as typical achieving students. The authors provide examples of the valuable knowledge special education research has generated, including the elements of response to intervention (e.g., screening and progress monitoring), instructional practices…

Reading Intervention and Special Education Referrals

Science.gov (United States)

Polcyn, Dawn M.; Levine-Donnerstein, Deborah; Perfect, Michelle M.; Obrzut, John E.

2014-01-01

This study examined whether consistently implementing reading fluency interventions prior to referring students for a special education evaluation led to fewer overall special education referrals, as well as more accurate special education referrals. Results indicated that the implementation of a peer-mediated reading fluency intervention…

34 CFR 300.39 - Special education.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Special education. 300.39 Section 300.39 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH...

Moche CAPE Formula: Cost Analysis of Public Education.

Science.gov (United States)

Moche, Joanne Spiers

The Moche Cost Analysis of Public Education (CAPE) formula was developed to identify total and per pupil costs of regular elementary education, regular secondary education, elementary special education, and secondary special education. Costs are analyzed across five components: (1) comprehensive costs (including transportation and supplemental…

Special education and later academic achievement.

Science.gov (United States)

Ehrhardt, Jennifer; Huntington, Noelle; Molino, Janine; Barbaresi, William

2013-02-01

To determine whether grade at entry to special education is associated with improved reading achievement in children with reading disorders (RD) and whether the effect of grade at entry to special education differs by socioeconomic status (SES). The authors conducted a secondary data analysis using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative cohort of children followed longitudinally from kindergarten through eighth grade (1998-2007). Using data from the fifth grade wave of ECLS-K, the authors identified children with RD (n = 290). The outcome of interest was change in score on the reading achievement test, which was developed by ECLS-K staff, between first and fifth grade. Using multiple linear regression, the authors modeled outcome as a function of a child's grade at entry to special education, controlling for several covariates. Early entry to special education (by first grade vs second or third grade) was associated with larger gains in reading achievement between first and fifth grade (p special education by first grade versus second grade gained 4.5 more points on the reading achievement test (p special education by first grade versus third grade gained 1.7 more points on the reading achievement test (p special education between children from families of low and higher SES. For children with RD, early entry to special education is associated with improved reading achievement during elementary school.

Promoting Special Educator Teacher Retention

Directory of Open Access Journals (Sweden)

Jeremy E. Vittek

2015-06-01

Full Text Available This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present. The results of the study helped define special educator attrition and retention. The major themes present in the findings were job satisfaction, administrative support, induction programs, and mentoring. The literature shows a clear need for comprehensive administrative support to improve job satisfaction and the likelihood a special educator will remain in their job.

Regular School Teachers’ Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

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Nisha Bhatnagar

2014-07-01

Full Text Available Since the passage of The Persons with Disabilities (PWD Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on schools, especially on teachers who have the major responsibility for implementing inclusion at the classroom level. Literature from other countries indicates that for inclusion to be successful, it is essential that classroom teachers’ concerns about implementing such programs be identified and systematically addressed. Unfortunately, there is a paucity of research about teacher concerns regarding inclusive education in India. This study was undertaken to identify the concerns and perceived barriers of regular school teachers in Delhi, India about the inclusion of students with disabilities. Respondents were secondary school teachers working in schools in Delhi that were involved in teaching special needs children. Two focus group interviews and 20 individual semi-structured interviews were conducted to collect data from the participants. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. Three concerns and eleven barrier themes emerged

TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

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Tanzila NABEEL

2009-01-01

Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

Teachers' perceptions of remediation possibilities of Dutch students in special education.

Science.gov (United States)

Bakker, Joep T A; Bosman, Anna M T

2006-12-01

Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the 'ideal' student, who has relatively good academic skills, is well behaved and has highly involved parents. The main question of this study was whether special-education teachers' perceptions regarding remediation possibilities are similarly affected by student behaviour and the level of students' parental involvement. Nineteen experienced Dutch school teachers in special education each evaluated four students: two with relatively high and two with relatively low academic performance. Three questionnaires to assess learning difficulties, behavioural problems and the level of parental involvement were developed. Teachers' perceptions of remediation possibilities were related to the severity of the learning difficulties and academic skill. Academic skill, in turn, was strongly related to the perception of the children's behavioural problems and parental involvement, which, in turn, links the perception of remediation possibilities indirectly to children's behavioural problems and parental involvement. Special education teachers may also hold an image of the 'ideal' student. Students with high academic achievement levels are perceived as having fewer behavioural problems and more highly involved parents than students with low academic achievement levels. Whether this is due to justified or unjustified teachers' perceptions is a matter for future research. What is important is that stereotyping of students (justly or not) poses a serious problem for the Dutch reintegration policy.

Teacher’s needed knowledge to promote the inclusion of students with Educational Special needs

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Gislaine Semcovici Nozi

2012-08-01

Full Text Available The main objective of the following paper is to identify, by a revision from the specialized area literature, the needed knowledge required by teachers to promote the inclusion of students with special educational needs (SEN in regular education. To achieve this goal, was prepared a bibliographic survey from seven magazines, ten books’ chapters and three dissertations from Education and special education area, produced between 2005 and 2009. The achieved data was organized into categories. The results indicate the necessity of specific theoretical, conceptual and methodological knowledge to include students in an ordinary classroom. Between all knowledge indicated by the checked authors, is pointed out the understanding related to corporative and collaborative method and technique to favor the inclusion of students with SEN; the characteristics of these students, to the procedure didactic-pedagogic to favor the inclusion; to the legislation and fundamentals from inclusive education; to the social barriers that difficult the inclusion process from students with SEN, among others. We consider that this research result can contribute to subsidize the content organization which will be contemplated in the teaching training and continued formation process and/or teachers who are working to favor the inclusion process for SEN students.

Causes of blindness in a special education school.

Science.gov (United States)

Onakpoya, O H; Adegbehingbe, B O; Omotoye, O J; Adeoye, A O

2011-01-01

Blind children and young adults have to overcome a lifetime of emotional, social and economic difficulties. They employ non-vision dependent methods for education. To assess the causes of blindness in a special school in southwestern Nigeria to aid the development of efficient blindness prevention programmes. A cross-sectional survey of the Ekiti State Special Education School, Nigeria was conducted in May-June 2008 after approval from the Ministry of Education. All students in the blind section were examined for visual acuity, pen-torch eye examination and dilated fundoscopy in addition to taking biodata and history. Thirty blind students with mean age of 18±7.3 years and male: female ratio of 1.7:1 were examined. Blindness resulted commonly from cataract eight (26.7%), glaucoma six (20%) retinitis pigmentosa four (16.7%) and posttraumatic phthysis bulbi two (6.7%). Blindness was avoidable in 18 (61%) of cases. Glaucoma blindness was associated with redness, pain, lacrimation and photophobia in 15 (50%) and hyphaema in 16.7% of students; none of these students were on any medication at the time of study. The causes of blindness in rehabilitation school for the blind are largely avoidable and glaucoma-blind pupils face additional painful eye related morbidity during rehabilitation. While preventive measures and early intervention are needful against childhood cataract and glaucoma, regular ophthalmic consultations and medications are needed especially for glaucoma blind pupils.

Special Education Professional Development Needs in Zimbabwe

Science.gov (United States)

Chitiyo, Morgan; Hughes, Elizabeth M.; Changara, Darlington M.; Chitiyo, George; Montgomery, Kristen M.

2017-01-01

Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education,…

75 FR 47801 - Office of Special Education and Rehabilitative Services; Overview Information; Special...

Science.gov (United States)

2010-08-09

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview Information; Special Demonstration Programs--Model Demonstration Projects To Improve Outcomes for Individuals.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-19585...

THE FORMATION OF STUDENTS FROM DIFFERENT MAJORS AT UFSCAR TO WORK WITH SPECIAL EDUCATION TARGET STUDENTS

Directory of Open Access Journals (Sweden)

Crislaine Aparecida Spinazola

2016-12-01

Full Text Available During teachers formation, it is important their undergraduate course majors have disciplines that address the diversity population they will have in the regular classroom, since they as teachers need a good education, so that their practice will be carried out with quality, with the look of educator directed to the potential of their student. This study sought to understand how does their undergraduate major is carried out at the Federal University of São Carlos, in São Carlos campus, to work with the special education target students. The participants were 67 from different majors offered by UFSCar. Data collection was performed using a semi-structured questionnaire with the participants. The results, demonstrated that there are some gaps in teacher education in Bachelor at UFSCar courses, São Carlos campus and there is a need that must be met in their process of formation concerning to the diversity population. It was conclude that it is necessary to rethink ways to prepare these teachers since the courses they are enrolled do not give any kind of support for a specific formation in a way these teachers be able to prepare activities covering the entire classroom and the special education target students. Keywords: Teacher Training. Educational Inclusion. Special Education. Higher Education. Accessibility.

Governor's Council on Disabilities and Special Education

Science.gov (United States)

State Employees Governor's Council on Disabilities and Special Education DHSS State of Alaska Home ; Governor's Council on Disabilities and Special Education Page Content Untitled Document Patrick Reinhart : follow GCDSE to 40404 The Governor's Council on Disabilities & Special Education is pleased to award

Special Education Teacher Resilience: A Phenomenological Study of Factors Associated with Retention and Resilience of Highly Resilient Special Educators

Science.gov (United States)

Downing, Brienne

2017-01-01

Special education teachers are in high demand and greatly needed to meet the needs of the growing population of students qualified for special education services under the Individual with Disabilities Education Act (IDEA) of 2004. The increasing attrition rates of special education teachers are a social justice issue that needs attention. The…

Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools.

Science.gov (United States)

Rathmann, Katharina; Vockert, Theres; Bilz, Ludwig; Gebhardt, Markus; Hurrelmann, Klaus

2018-05-11

Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN. Copyright © 2018 Elsevier Ltd. All rights reserved.

Stress: The Special Educator's Perspective.

Science.gov (United States)

Raschke, Donna; And Others

1988-01-01

The article describes approaches special education teachers can take to reduce stress including diet and exercise, relaxation techniques, use of social support systems, goal setting, time management, and networking. A survey of special education teachers found the use of humor the most common strategy for coping with stress. (DB)

What Unites Us All: Establishing Special Education Teacher Education Universals

Science.gov (United States)

Darling, Sharon M.; Dukes, Charles; Hall, Kalynn

2016-01-01

The theoretical base that supports human universals served as a model for proposing special education teacher education universals. The human universals model is explained and put forth as a basis for identifying special education teacher education universals. Twenty-four English language journals from different countries representing four…

Wicked Problems in Special and Inclusive Education

Science.gov (United States)

Armstrong, David

2017-01-01

This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the "Journal of Special Educational Needs". Critical attention is also given to the concept of a wicked problem when applied to research in special and…

A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention

Science.gov (United States)

Sheldrake, Danielle Angelina

2013-01-01

This mixed methods study identifies perceived causes of and solutions to the attrition of special education teachers. Researchers have documented that special education teaching positions encounter higher attrition rates than their general education peers (Katsiyannis, Zhang, & Conroy in Olivarez & Arnold, 2006; Mitchell & Arnold,…

34 CFR 300.18 - Highly qualified special education teachers.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE... special education teachers. (a) Requirements for special education teachers teaching core academic...

Educational technologies regarding sports training of children with special educational needs

Directory of Open Access Journals (Sweden)

Ioan-Cosmin BOCA

2011-01-01

Full Text Available The concept of Special Educational Needs (SEN, introduced by UNESCO in the '90s, determined the development of a constant concern of the specialists in physical education and sport to specify the special educational needs that require to be respected when addressing children presenting peculiarities of growth and development. Peculiarities of people with special educational needs in physical exercise practice require additional measures to those in general education. Through sport, children with special educational needs have the opportunity to experiment unprecedented life situations, to acquire a high degree of autonomy and have access to new cultural activities that encourage social integration.

Teachers' Views about the Education of Gifted Students in Regular Classrooms

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Neşe Kutlu Abu

2017-12-01

Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.

Current Uses of Artificial Intelligence in Special Education. Abstract XI: Research & Resources on Special Education.

Science.gov (United States)

ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

Summarized are two reports of a federally funded project on the use of artificial intelligence in special education. The first report, "Artificial Intelligence Applications in Special Education: How Feasible?," by Alan Hofmeister and Joseph Ferrara, provides information on the development and evaluation of a series of prototype systems in special…

Special Education in Mexico: One Community's Response.

Science.gov (United States)

Shepherd, Terry L.; Contreras, Diana; Brown, Randel

2002-01-01

This article looks at the history of special education in Mexico, discusses the emergence of special education programs, and examines a school for special education in Nuevo Laredo, Tamaulipas. The school provides vocational training for students with a variety of disabilities and has a partnership with the local maquiladora industry. (Contains 5…

Elective Home Education and Special Educational Needs

Science.gov (United States)

Arora, Tiny

2006-01-01

This paper reviews the literature on home education with reference to special educational needs (SEN). A rapid expansion in home educating families is noted. Parents present a variety of reasons for this, including those with concerns about the provision for their child's SEN. In one Local Education Authority (LEA), data were obtained through…

Special Education Compliance: Program Review Standards and Indicators.

Science.gov (United States)

Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Special Education.

This manual contains special education standards and indicators for educating children with disabilities in Missouri. It is divided into four main sections. Section 1 contains special education compliance standards based upon the federal Office of Special Education Programs Continuous Improvement Monitoring Program clusters and indicators. The…

Special Education and ICTs

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Athanasios Drigas

2013-05-01

Full Text Available Recent development in special education includes the use of Information and Communication Technologies (ICTs to assist students during their lifetime. ICT is now also recognized as a tool which ensures access to knowledge and learning resources. In this paper we present an overview of the most representative studies of the last decade (2001-2010 which deal with the two important issues in the field of special education, diagnosis and intervention. One important advantage of these tools is that they can be employed by teachers and parents as well, to adapt education to the needs and abilities of pupils. The studies chosen will be classified according to the areas of needs they serve.

Promoting Special Educator Teacher Retention

OpenAIRE

Jeremy E. Vittek

2015-01-01

This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present. The results of the study helped define special educator attrition and retention. The major themes present in the findings were job satisfaction, administrative support, induction programs, and mentoring. The literature shows a clear need for comprehensi...

Special Education Finance in California

Science.gov (United States)

Hill, Laura; Warren, Paul; Murphy, Patrick; Ugo, Iwunze; Pathak, Aditi

2016-01-01

California's system of special education served about 718,000 students in 2014-15, or about 11.5 percent of the K-12 population. It is expensive, consuming some $12 billion in federal, state, and local dollars annually. Special education operates within a legal framework that sets it apart from the rest of the K-12 system. The state's enactment of…

Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

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Keith, K; Ross, E

1998-01-01

Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

Science.gov (United States)

2011-03-03

... DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research.... SUMMARY: The Director of the Institute of Education Sciences (Institute) announces the Institute's FY 2012...

Why Teachers Are Leaving Special Education: Implications for Preservice and Inservice Educators.

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Platt, Jennifer M.; Olson, Judy

1990-01-01

A survey was administered to 76 special education teachers to determine reasons for their leaving the special education classroom. Significant factors in leaving special education were excessive paperwork, pupil load, inadequate resources, and lack of recognition and support. (Author/JDD)

Preparing Special Education Higher Education Faculty: The Influences of Contemporary Education Issues and Policy Recommendations

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deBettencourt, Laurie U.; Hoover, John J.; Rude, Harvey A.; Taylor, Shanon S.

2016-01-01

There is a well-documented need for leadership personnel who are prepared at the doctoral level to fill special education faculty positions at institutions of higher education (IHEs) and train the next generation of teachers. The intersection of continued retirements of special education faculty, shortage of well-prepared special education faculty…

AN EXAMPLE FOR BURNOUT: SPECIAL EDUCATION EDUCATOR?S BURNOUT LEVEL AND SOME VARIABLES

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Gunseli GIRGIN

2005-08-01

Full Text Available Teaching profession is a strategic occupation in that it conributes to educating the adults of the future. However,depending on some stress sources related with the occupation teachers have a special risk for menthal health.Depending on literature, negative life events,loss of energy and formation of some physical discomfort is defined as?burnout sendrom?. With the belief that this group of teachers were closer to the risk of burnout because of the responsibilities they carry in relation with the needs of the special education children the aim of the study was to investigate the burnout syndrome of special education teachers in relation with their sex, age, socio-economic status, perceived support from collegues, beliefs on status of their occupation, and appreciation from their administors. The sample of this study consists of 48 special education teachers teaching at different special education institutes at Izmir. Maslach Burnout Inventory-Teacher Form and Personal Information Survey were used for gathering the data. The analysis of the data demonstrated that sex is positively related with special education teachers emotional burnout and insensitiveness level. Men have higher scores in these subdimensions. Participants from middle socio-economic status are seen to have the lowest scores in all dimensions. Participants that perceive support from collegues are seen to have significantly lower scores on emotional burnout and insensitiveness dimensions. Special education teachers who think that the status of their occupation is low in society are seen to have higher scores in emotional burnout. Beliefs about appreciation from their administors are seen to be related with burnout level of special education teachers. Participants that believed that they were not appreciated by their administrators have significantly higher scores on emotional burnout and insensitiveness subdimensions. [TAF Prev Med Bull 2005; 4(4.000: 172-187

Job Design for Special Education Teachers

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Major, Amanda E.

2012-01-01

Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition and disengagement. A relationship between motivation…

Attitudes of teachers education centers to special education inclusion

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M.ª del Carmen PEGALAJAR PALOMINO

2014-10-01

Full Text Available This research aims to analyze the attitudes and perceptions towards inclusive education teacher that practices in special education centers in Andalusia. The paper has used a descriptive methodology, a total of 428 participating teachers and using data collection a semi structured questionnaire developed ad hoc. The results show how teachers of special education centers in Andalusia consider inclusive education as a pillar in education, while defining the mode of schooling in special education institutions as an educational response to students aimed at improving their quality of life and achieve greater personal independence and function in daily life activities. They also consider that the students enrolled in these schools has higher educational needs in the field of health, cognitive and social. It stands out even the existence of statistically significant differences in attitudes and perceptions of teachers as they have developed or no practical training related to the field of inclusive education during their initial training, being more favorable in the case of those without such training. Thus, we want to know the perceptions of these teachers on inclusive education to establish proposals for improvement in teacher education that lead to the development of a process of quality teaching and learning for pupils with severe and permanent disabilities.

A Research on Sexuality Education in Special School

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児嶋, 芳郎; 越野, 和之; 大久保, 哲夫

1996-01-01

In recent years, sexuality education seems to be a more important problem in special school education. This report is to clarify the actual conditions of sexuality education in special schools for students with mental retardation. The answers to the question about enforcement of sexuality education shows that over half of the special schools have put into practice some sexuality education. Especially, the enforcement ratio of sexuality education grows over 70 per cent at the higher secondary ...

Selected Topics in International Special Education.

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Kelly, Nancy

2002-01-01

This article provides information on special education topics on the international front. Information is presented on projects that evaluated early intervention programs, a life-centered career education program in the Philippines, a Peruvian vocational program for individuals with severe disabilities, and special classes for children with…

Special Education Teachers' Nature of Science Instructional Experiences

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Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

2016-01-01

Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

Illinois Directors' of Special Education Perceptions of Their Leadership Styles and Importance of the Illinois Standards for Director of Special Education

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Gunnell, James W.

2013-01-01

This research examined the relationship between Illinois Directors, of special education leadership styles and the importance of the Illinois mandated standards for Director of special education. It extends the current research in educational leadership by specifically exploring the relationship between the importance of special education…

Science and Sanity in Special Education.

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Dammann, James E.; Vaughn, Sharon

2001-01-01

This article describes the usefulness of a scientific approach to improving knowledge and practice in special education. Of four approaches to knowledge (superstition, folklore, craft, and science), craft and science are supported and implications for special education drawn including the need to bridge the gulf between research knowledge and…

Examining Secondary Special Education Teachers' Literacy Instructional Practices

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Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

2017-01-01

This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

CO-CREATE: Teachers' Voices to Inform Special Education Teacher Education

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Young, Kirsty

2018-01-01

Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the…

Fluent Reading in Special Primary Education

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Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.

2014-01-01

The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress",…

Modern settlements in special needs education

DEFF Research Database (Denmark)

Ratner, Helene Gad

2016-01-01

. Settlements of this controversy govern whether the pupil or the educational institution becomes the main point of intervention. In Denmark, the particularities of settlements can be identified by juxtaposing the introduction of intelligence testing in the 1930s with the contemporary policy agenda of inclusion....... With intelligence testing, special needs education was to service children whose needs were seen as part of their human nature. Inclusion, in turn, assumes special needs to be stigmatizing cultural labels that need to be abandoned by changing school cultures. Drawing on actor-network theory we can approach......In the history of special needs education, the distinction between human nature and its social environment has been a controversial matter. The controversy regards whether special needs are primarily caused by the child's psycho-medical body or by cultural concepts of normality and deviance...

Special Education--Non-Special Education Achievement Gap in Math: Effects of Reporting Methods, Analytical Techniques, and Reclassification

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Thurlow, Martha L.; Wu, Yi-Chen; Lazarus, Sheryl S.; Ysseldyke, James E.

2016-01-01

Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort-static, and cohort-dynamic). We also investigated (a) the ways…

Sexual Harassment among Students with Educational Disabilities: Perspectives of Special Educators

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Young, Ellie L.; Heath, Melissa Allen; Ashbaker, Betty Y.; Smith, Barbara

2008-01-01

This study investigated the perceptions of special education teachers about the prevalence and characteristics of sexual harassment among students identified with educational disabilities. Utah special education teachers (250) were randomly selected from the state's database. Fifty-two percent (n = 129) of the surveys were returned. Approximately…

USING QUALITATIVE APPROACH IN SPECIAL EDUCATION RESEARCH

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Natasa GALEVSKA

1998-04-01

Full Text Available The text deals with some methodological problems in special education research. The limits of purely positivistic, quantitative, experimental research in the area of special education lately are overcome with the use of qualitative approach. Qualitative research are flexibly designed. The data are descriptive and collected in natural setting. Characteristics of the qualitative research make them more appropriate for investigation of the phenomena in special education, considering the small numbers of available subjects, heterogeneity, ethical and moral problems, etc.

As características dos alunos são determinantes para o adoecimento de professores: um estudo comparativo sobre a incidência de Burnout em professores do ensino regular e especial The student characteristics affect teachers' illnesses: a comparative study on the incidence of Burnout in regular and special education teachers

Directory of Open Access Journals (Sweden)

Nilson Rogério da Silva

2011-12-01

in institutional planning and in institutional politics. The objective of the present study was to compare burnout among three groups of teachers who work in elementary grades: a 20 teachers who teach in regular school classrooms without the inclusion of students with special educational needs - RSI Group; b 20 teachers who teach in the regular classroom with special needs students - RCI Group; c 20 teachers who teach in resource classrooms (SR Group. The instruments used for data collection were the Maslach Burnout Inventory -MBI. The data was analyzed by SPSS version 13.0 and Kruskal-Wallis test for comparison of the three groups. The results were organized in the form of figures and tables. In general, the results demonstrated that the groups presented relative similarity. The teachers from the SR Group obtained the best results in the evaluation of the three burnout scales when compared to the RSI Group and RCI Group, that is, there was a prevalence of answers in the lower levels of emotional exhaustion, high level of low personal accomplishment and low level for depersonalization. It is hoped that these results contribute to a better understanding of burnout in teachers from regular classrooms with or without students with educational special needs and/or to indicate new directions for investigation.

Decade of inclusive education in Ghana: perspectives of special educators

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Maxwell Peprah Opoku

2017-09-01

Full Text Available The development of inclusive education systems has been recognized as the process for orchestrating educational quality and equity. Inclusive education systems reflect growing awareness of the imperatives of 21st century societies to make quality education available to all students. This article contributes to developing area of inclusive education by exploring the perspectives of Ghanaian special educators on the progress and achievements of inclusive education. The data in this paper emerged from case study involving special educators from two regions in Ghana. Findings show an uncoordinated attempt to pilot inclusive education across the country because of different agencies funding the project. The authors argue that there is the need for a holistic review of the programme to ground the policy within the education system of Ghana.

Preparing the Next Generation of Higher Education Faculty in Special Education

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deBettencourt, Laurie U.

2014-01-01

There is a shortage in the number of funded doctoral programs in the field of special education. As a result the number of higher education faculty who are trained in the knowledge and skills necessary to train the next generation of special education teachers is critically low. This article describes a doctoral program funded by the Office of…

[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

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Klicpera, Christian; Klicpera, Barbara Gasteiger

2004-12-01

The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

What Do Postgraduate Students Think about Special Education?

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Ozcan, Deniz; Gur, Pelin

2016-01-01

The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was…

CHILDREN'S EDUCATION IN THE REGULAR NATIONAL BASIS: ASSUMPTIONS AND INTERFACES WITH PHYSICAL EDUCATION

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André da Silva Mello

2016-09-01

Full Text Available This paper aims at discussing the Children's Education organization within the Regular Curricular National Basis (BNCC, focusing on the permanencies and advances taking in relation to the precedent documents, and analyzing the presence of Physical Education in Children's Education from the assumptions that guide the Base, in interface with researches about pedagogical experiences with this field of knowledge. To do so, it carries out a documental-bibliographic analysis, using as sources the BNCC, the National Curricular Referential for Children's Education, the National Curricular Guidelines for Children's Education and academic-scientific productions belonging to the Physical Education area that approach Children's Education. In the analysis process, the work establishes categories which allow the interlocution among different sources used in this study. Data analyzed offers indications that the assumption present in the BNCC dialogue, not explicitly, with the movements of the curricular component and with the Physical Education academic-scientific production regarding Children's Education.

Improving blood transfusion practice by regular education in the United Arab Emirates.

Science.gov (United States)

Sajwani, F H

2012-07-01

A cross-match to transfused unit ratio of less than 2.0 is frequently used to assess performance in many hospital blood banks. This brief report was initiated to evaluate the practice at a local hospital and to emphasize the importance of regular educational sessions to improve blood transfusion practice. Retrospective data on cross-match : transfused (C : T) ratio of all departments was collected and educational sessions were given to improve practice. Thereafter, a new set of data was collected and change in practice was assessed. Initial data showed total (C : T) ratio of 1.95. After medical staff education, analysis showed clinically significant improvement in blood utilization practice with a (C : T) ratio of 1.60. This brief report indicates the importance of regular physician education, the potential role of blood transfusion committee, and the need to implement clear guidelines for blood transfusion. © 2012 American Association of Blood Banks.

Sleepiness, On-Task Behavior and Attention in Children with Epilepsy Who Visited a School for Special Education: A Comparative Study

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Didden, Robert; de Moor, Jan M. H.; Korzilius, Hubert

2009-01-01

Children with epilepsy are at risk for problems in daytime functioning. We assessed daytime sleepiness, on-task behavior and attention in 17 children (aged between 7 and 11 years) with epilepsy who visited a school for special education and compared these to 17 children from a control group who visited a regular school. Within the group of…

Cybernetics and Education (Special Issue)

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Kopstein, Felix F., Ed.

1977-01-01

This is a special issue examining the potential of cybernetics in educational technology. Articles discuss: cybernetic methods, algorithms, feedback learning theory, a structural approach to behavioral objectives and criterion-referenced testing, task specifications and diagnosis, teacher-child interaction, educational development, teaching…

Teacher Efficacy and Disproportional Special Education Recommendations

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Branscombe, Peter

2017-01-01

According to literature, African American male students are disproportionately placed in special education programs throughout our national public school systems. Therefore, this study was intended to examine factors that may influence a teacher's decision to recommend students for special education services. The target population for this study…

Special Education in Arab Countries: Current Challenges

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Hadidi, Muna S.; Al Khateeb, Jamal M.

2015-01-01

Arab countries have undertaken various measures to develop special education programmes and services over the last three decades; nevertheless, major challenges remain regarding the expansion of these programmes and services and improving their quality. "This article provides an update on disability and special education in Arab…

Special Education Finance in California. Technical Appendices

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Hill, Laura; Warren, Paul; Murphy, Patrick; Ugo, Iwunze; Pathak, Aditi

2016-01-01

This document presents the technical appendices that accompany the full report, "Special Education Finance in California." The appendices include: (1) Problems with AB 602 and Other State Funding Programs for Special Education; (2) Additional Figures for Analysis of Distribution of Students with Disabilities; (3) Using Supplemental and…

Supporting Novice Special Education Teachers through Quality Professional Development

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Tate, Mary E.

2013-01-01

The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

Teacher Training and Special Education in the Eighties.

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Diniz, Fernando, Ed.; Kropveld, Peter, Ed.

This report presents a comprehensive overview of special education, or education of handicapped children and the preparation of special education teachers in Europe. Perspectives from eight countries are presented: United Kingdom; Netherlands; Federal Republic of Germany; Republic of Ireland; Northern Ireland; Italy; Norway; and Sweden. The first…

Documenting the Experiences of Special Education Advocates

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Burke, Meghan M.; Goldman, Samantha E.

2017-01-01

Many parents struggle to advocate for their children with disabilities to obtain services at school. Subsequently, parents may turn to special education advocates to help ensure that their children receive appropriate services. However, it is unclear how special education advocates support families and secure services for children with…

Virtues and Well-Being of Korean Special Education Teachers

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Kim, So-Young; Lim, Young-Jin

2016-01-01

Although much emphasis has been paid to stress and burnout among special education teachers, little attention has been paid to their well-being. This study aimed to examine relations between virtues and well-being among Korean special education teachers. Virtues and well-being of 115 Korean special education teachers were assessed using the…

Physical Educators' Habitual Physical Activity and Self-Efficacy for Regular Exercise

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Zhu, Xihe; Haegele, Justin A.; Davis, Summer

2018-01-01

The purpose of this study was to examine physical education teachers' habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and…

EFFICIENCY OF THE TRANSITIONAL PROGRAM AT KING SAUD UNIVERSITY: A Comparative Study of Educational Achievement Among Female Students of the Transitional Program and University Female Students Majoring in Kindergarten, Special Education, and Psychology

OpenAIRE

ALJAAD, Nawal H.

2015-01-01

The aim of this study was to identify the efficiency of the transitional programs at the College of Applied Studies and Community Service at King Saud University. Data collection relied on the educational achievement rates of the female students enrolled in the College of Applied Studies and also the regular students at the College of Education, King Saud University, majoring in kindergarten, special education, and psychology. The study was conducted on the whole population of the fifth level...

Congenital Heart Defects and Receipt of Special Education Services.

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Riehle-Colarusso, Tiffany; Autry, Andrew; Razzaghi, Hilda; Boyle, Coleen A; Mahle, William T; Van Naarden Braun, Kim; Correa, Adolfo

2015-09-01

We investigated the prevalence of receipt of special education services among children with congenital heart defects (CHDs) compared with children without birth defects. Children born from 1982 to 2004 in metropolitan Atlanta with CHDs (n = 3744) were identified from a population-based birth defect surveillance program; children without birth defects (n = 860 715) were identified from birth certificates. Cohorts were linked to special education files for the 1992-2012 school years to identify special education services. Children with noncardiac defects or genetic syndromes were excluded; children with CHDs were classified by presence or absence of critical CHDs (ie, CHDs requiring intervention by age one year). We evaluated the prevalence of receipt of special education services and prevalence rate ratios using children without birth defects as a reference. Compared with children without birth defects, children with CHDs were 50% more likely to receive special education services overall (adjusted prevalence rate ratio [aPRR] = 1.5; 95% confidence interval [CI]: 1.4-1.7). Specifically, they had higher prevalence of several special education categories including: intellectual disability (aPRR = 3.8; 95% CI: 2.8-5.1), sensory impairment (aPRR = 3.0; 95% CI: 1.8-5.0), other health impairment (aPRR = 2.8; 95% CI: 2.2-3.5), significant developmental delay (aPRR = 1.9; 95% CI: 1.3-2.8), and specific learning disability (aPRR = 1.4; 95% CI: 1.1-1.7). For most special education services, the excess prevalence did not vary by presence of critical CHDs. Children with CHDs received special education services more often than children without birth defects. These findings highlight the need for special education services and the importance of developmental screening for all children with CHDs. Copyright © 2015 by the American Academy of Pediatrics.

Inclusive education and students without special educational needs

NARCIS (Netherlands)

Ruijs, N.M.; van der Veen, I.; Peetsma, T.T.D.

2010-01-01

Background: In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in

Special Education and Research | NIH MedlinePlus the Magazine

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... this page please turn JavaScript on. Feature: Dyslexia Special Education and Research Past Issues / Winter 2016 Table of Contents Special Education Services The Individuals with Disabilities Education Improvement Act ( ...

Professional Standards for Australian Special Education Teachers

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Dempsey, Ian; Dally, Kerry

2014-01-01

Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

Qualifications of Subject Teachers in Special Education Schools

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Rasmussen, Meryem Uçar; Kis, Arzu

2018-01-01

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey…

Special Education Teacher Preparation in the Gulf Cooperation Council Countries

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Keller, Clayton; Al-Hendawi, Maha; Abuelhassan, Hadeel

2016-01-01

The provision of special education for students with disabilities depends upon the availability of well-qualified special educators, which, in turn, depends upon the availability and characteristics of preparation programs. In countries of the world where special education systems are still developing the capacity to provide the education that…

Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

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Chitiyo, Morgan; Odongo, George; Itimu-Phiri, Ambumulire; Muwana, Florence; Lipemba, Mary

2015-01-01

Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special…

Refueling the STEM and Special Education Teacher Pipelines

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Goldhaber, Dan; Krieg, John; Theobald, Roddy; Brown, Nate

2016-01-01

Improving the quality of the teacher workforce is high on the nation's education policy agenda, but school systems continue to face difficulties in staffing STEM and special education classrooms with qualified teachers. This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State,…

Below the Surface of Special Education Administrator Turnover

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Meeks, Amy

2016-01-01

The field of special education administration has experienced a shortage of high quality special education leadership candidates for several decades. If school districts are to effectively address the turnover of educational leaders, they must know what is happening that affects turnover of their leadership team. The intent of this study was to…

Policy Challenges and Opportunities for Rural Special Education

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Rude, Harvey; Miller, Kevin J.

2018-01-01

This article reviews current developments in state and national policies that affect rural special education. A brief overview of the federal role in rural education is provided, with emphasis on the implications for the provision of special education services in rural communities. A variety of challenges are identified, including (a) the variable…

Modelling Inclusive Special Needs Education: Insights from Dutch Secondary Schools

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Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M.

2016-01-01

Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to inclusive special needs education. On the…

Guidelines for Becoming a Teacher Leader in Rural Special Education

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Collins, Belva C.; Leahy, Maria Marsella; Ault, Melinda Jones

2017-01-01

Special education teachers have a unique set of skills and opportunities to become leaders in the field of education. Some rural special education teachers, however, may not see themselves as potential leaders or believe they have opportunities to be leaders. This article provides guidelines for rural special education teachers to consider in…

Classroom Behaviour Management Strategies in Response to Problematic Behaviours of Primary School Children with Special Educational Needs: Views of Special Educational Needs Coordinators

Science.gov (United States)

Nye, Elizabeth; Gardner, Frances; Hansford, Lorraine; Edwards, Vanessa; Hayes, Rachel; Ford, Tamsin

2016-01-01

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic…

General Education and Special Education Teachers' Attitudes towards Inclusion

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Hernandez, David A.; Hueck, Susan; Charley, Carmen

2016-01-01

The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and…

What Do Employers Ask for in Advertisements for Special Education Positions?

Science.gov (United States)

Stephenson, Jennifer; Carter, Mark

2014-01-01

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in…

The Council for Exceptional Children's Position on Special Education Teacher Evaluation

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TEACHING Exceptional Children, 2013

2013-01-01

The Council for Exceptional Children (CEC) recognizes the importance of special education teachers in the education of all children and youth. Special educators have always believed that children's individual learning needs should drive instruction; indeed, pedagogy is the heart of special education practice. One way to judge a special education…

SPECIAL EDUCATION AND REHABILITATION AS AN ELEMENTAR BIOETHICS

Directory of Open Access Journals (Sweden)

Kiril TEMKOV

2004-12-01

Full Text Available This study explains the appearance of a new ethical branch and practice called Bioethics, which task is life defense and development of human appearances and functions. In compliance with Bioethics, the concept of Special needs Education and Rehabilitation as a science and activity is investigated.Special needs Education and Rehabilitation is considered as a top of contemporary human ethics. The paper exposes the basic meanings professional ethics in Special Education and Rehabilitation. Many new phenomena determine the essence of the contemporary world. The most significant among them are the development of ethical awareness about doing people good and paying attention to all aspects of life in the world. The social sensitivity for young and weak people has developed. The philanthropic spirit for necessary charity among people has appeared. Especially significant appearances of this kind are the development of special education and rehabilitation as a special science and practice to help people with developmental disabilities and the occurrence of ecology as a specific awareness about protection of life natural conditions. These special moral knowledge and activities are fundamental elements for the new type of philosophy of living called “bioethics”.

77 FR 20802 - Applications for New Awards; Education Research and Special Education Research Grant Programs...

Science.gov (United States)

2012-04-06

..., and Systems [ssquf] Autism Spectrum Disorders [ssquf] Technology for Special Education [ssquf] Families of Children with Disabilities 84.324A-2 Special Education Research: [ssquf] Early Intervention and... Providers [ssquf] Special Education Policy, Finance, and Systems [ssquf] Autism Spectrum Disorders [ssquf...

Gendered specialities during medical education: a literature review

NARCIS (Netherlands)

Alers, M.; Leerdam, L. van; Dielissen, P.; Lagro-Janssen, A.

2014-01-01

The careers of male and female physicians indicate gender differences, whereas in medical education a feminization is occurring. Our review aims to specify gender-related speciality preferences during medical education. A literature search on gender differences in medical students' speciality

Special Education Teachers' Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings

Science.gov (United States)

Douglas, Sarah N.; Chapin, Shelley E.; Nolan, James F.

2016-01-01

In recent years, there has been an increase in paraeducator supports, in large part because students with low incidence disabilities are being included more frequently in general education settings. As a result, special education teachers have been given additional supervisory responsibilities related to directing the work of paraeducators in…

Work-related violence, lifestyle, and health among special education teachers working in Finnish basic education.

Science.gov (United States)

Ervasti, Jenni; Kivimäki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-07-01

Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education teachers in Finnish basic education. Survey data from 5760 general and special education teachers were analyzed with multilevel logistic models adjusted for individual- and school-level confounding factors. No difference was found between the health behaviors of general and special education teachers. The differences in physical and mental health between the two groups were also relatively small. With regard to work-related violence, however, male special education teachers were 3 times more likely to be exposed to mental abuse, and 5 times more likely to be exposed to physical violence when compared to their male colleagues in general education. Although female special educators were also at an increased risk of mental abuse and physical violence compared to their female general teacher colleagues, their odds ratios for such an encounter were smaller (2- and 3-fold, respectively) than those of male special education teachers. The school-level variance of physical violence toward teachers was large, which indicates that while most schools have little physical violence toward teachers, schools do exist in which teachers' exposure to violence is common. These findings suggest that special education teachers may benefit from training for handling violent situations and interventions to prevent violence at schools. © 2012, American School Health Association.

The legislative and litigation history of special education.

Science.gov (United States)

Martin, E W; Martin, R; Terman, D L

1996-01-01

Between the mid 1960s and 1975, state legislatures, the federal courts, and the U.S. Congress spelled out strong educational rights for children with disabilities. Forty-five state legislatures passed laws mandating, encouraging, and/or funding special education programs. Federal courts, interpreting the equal protection and due process guarantees of the Fourteenth Amendment to the U.S. Constitution, ruled that schools could not discriminate on the basis of disability and that parents had due process rights related to their children's schooling. Congress, in legislation now retitled the Individuals with Disabilities Education Act (IDEA), laid out detailed procedural protections regarding eligibility for special educational services, parental rights, individualized education programs (IEPs), the requirement that children be served in the least restrictive environment, and the need to provide related (noneducational) services. Decisions on instructional matters such as curricula and the elements of the IEP remain the province of local and state authorities. Advocates for students with disabilities have continually sought separate (categorical) funding for special education services. Current movements toward block grants rather than categorical programs and toward greater inclusion of special education students in general education classrooms raise concerns in some quarters about whether students with disabilities will continue to have full access to the special services they need. While the cost of special services may be an unexpressed criterion in many decisions made by school districts, nowhere does the IDEA explicitly allow cost to be considered. Where a service is necessary for an individual child, cost considerations would not allow a school district to escape its obligations to the child. However, in instances where more than one appropriate configuration of services is available to meet a child's needs, the school district may be allowed to consider the cost

Promoting a Positive Image: Public Relations Strategies for Special Educators.

Science.gov (United States)

Brennan, Kathleen B.; Miller, April D.; Brennan, J. Patrick, II

2000-01-01

A positive public relations campaign specific to special education can stimulate teacher cooperation and principal support, improve community perceptions of special education students, and increase hiring of special education students by local businesses. A monthly calendar of suggested activities and guidelines for starting a public relations…

Racial Inequity in Special Education Undefined

Science.gov (United States)

Losen, Daniel J., Ed.; Orfield, Gary, Ed.

2002-01-01

An illuminating account of a widespread problem that has received little attention, "Racial Inequity in Education" sets the stage for a more fruitful discussion about special education and racial justice. An illuminating account of a widespread problem that has received little attention, "Racial Inequity in Education" sets the…

A Rural Special Education Teacher Training Program: Successful Adaptations.

Science.gov (United States)

Prater, Greg; And Others

The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…

Special Education Teachers Attitudes toward Teaching Sex Education to Students with Developmental Disabilities

Science.gov (United States)

Hampton, Carolann

2017-01-01

The attitudes and opinions of special education teachers may potentially reveal insight as to how and why teachers choose to include sex education in their curriculum for self-contained special education classrooms designed to serve students with developmental disabilities. The main objective in developing this study was to gather information…

Inclusion of Religion and Spirituality in the Special Education Literature

Science.gov (United States)

Ault, Melinda Jones

2010-01-01

Although traditionally not an area of service delivered by special educators, the area of religion and spirituality for persons with disabilities is receiving more attention as a quality-of-life outcome. This literature review examined the special education literature to determine the extent to which special educators are exposed to literature…

Quality of Work Life: Perceptions of Jordanian Special Education Teachers

Science.gov (United States)

Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

2015-01-01

The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

Health of special educational teachers in the Central Slovenia

OpenAIRE

Bogataj Ivančič, Petra

2014-01-01

The purpose of the thesis was to investigate the health of special education teachers who teach in elementary special schools with lower educational standards in the Central Slovenia region. 89 special education teachers participated in the study, average age 37 years. Data were collected in 2013 through a questionnaire, which was summarized and organized according to the needs of the study from questionnaires Health-related behavioral style (CINDI Slovenia, 2008) and Stress profile questionn...

The Development and Initial Validation of a Questionnaire of Inclusive Teachers' Competency for Meeting Special Educational Needs in Regular Classrooms in China

Science.gov (United States)

Deng, Meng; Wang, Sisi; Guan, Wenjun; Wang, Yan

2017-01-01

The aim of this study was to develop and validate an instrument of inclusive teachers' competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings…

Preparing Special Education Research Articles in APA Style.

Science.gov (United States)

Algozzine, Bob; Spooner, Fred; Karvonen, Meagan

2002-01-01

This article addresses key considerations in preparing special education research articles for submission to professional journals in which the preferred style guide is the "Publication Manual of the American Psychological Association." The guidelines are drawn from special education literature, from editors, and from authors experienced in…

Principals' Perceptions of Their Knowledge in Special Education

Science.gov (United States)

Roberts, Maria Banda; Guerra, Federico R., Jr.

2017-01-01

With the "Every Student Succeeds Act" continuing to legislate accountability for special education and Hispanic students, the appropriate content in principal preparation programs relevant to successful leadership of special education programs is vital. This mixed methods study analyzed the survey responses of 84 principals in South…

Toward Ending Cultural and Cognitive Relativism in Special Education

Science.gov (United States)

Kauffman, James M.; Sasso, Gary M.

2006-01-01

Postmodernism, by whatever label, is intellectually bankrupt. It cannot be reconciled with a scientific view. If taken seriously, it leads to catastrophic consequences for any field of study, including special education. It also leads to malpractice in special education. Whole language instruction, radical multicultural education, and facilitated…

Teacher preparedness for inclusive education | Hay | South African ...

African Journals Online (AJOL)

Since the report of the National Department of Education, “Quality Education for All” was published in 1997, it has became evident that inclusive education is going to be the way forward in special (and regular) education. Both the Consultative Paper on Special Education (30 August 1999) and the Draft White Paper on ...

The Opinions of Teachers Working at Special Education Centers on Inclusive/Integration Education

Science.gov (United States)

Dogan, Ahmet; Bengisoy, Ayse

2017-01-01

This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the…

Evaluating a Special Education Training Programme in Nicaragua

Science.gov (United States)

Delkamiller, Julie; Swain, Kristine D.; Ritzman, Mitzi J.; Leader-Janssen, Elizabeth M.

2016-01-01

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants' knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation…

Triple Jeopardy: Special Education for Palestinians in Israel

Science.gov (United States)

Kasler, Jonathan; Jabareen, Yousef T.

2017-01-01

Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a…

Special Education in Canada: Past, Present and Future.

Science.gov (United States)

Hodder, Clive

The paper reviews the history and present status of special education in Canada (with particular emphasis on the province of Ontario) and identifies recommended future directions. The legislative authority for special education and current policies are summarized in sections on the following provinces: British Columbia, Alberta, Saskatchewan,…

The Influence of Gender and Special Education Training on Attitudes towards Inclusion

Directory of Open Access Journals (Sweden)

Şenol Orakcı

2016-08-01

Full Text Available Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers’ viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on inclusive education practices in special education and synthesizing the findings of studies examining teachers’ attitudes towards special education. Teachers’ attitudes towards inclusive education practices have been examined in terms of gender and special education training. There are 28 studies that met the criteria listed including the sample about the influence of the gender on the attitudes towards inclusive education and 23 studies meeting the inclusion criteria including the sample about the influence of special education training on teachers’ or prospective teachers’ attitudes. The findings of the study indicated that gender and special education training did not affect the attitudes towards inclusive education significantly. Of the moderating factors observed in the study, only the differences in teachers’ branches were seen to be of significance.

Training Teachers in Special Needs Education in Tanzania: A Long ...

African Journals Online (AJOL)

This study examined the training of special education teachers in Tanzania. ... learning materials, few trained teachers, teacher attrition, negative attitudes, barrier to ... Keywords: Special needs education, disability, inclusive education, teacher ...

Updating ARI Educational Benefits Usage Data Bases for Army Regular, Reserve, and Guard: 2005 - 2006

National Research Council Canada - National Science Library

Young, Winnie

2007-01-01

.... For the Regular component, the report includes tabulations of program participation and benefit usage, type of educational program entered, and time between separation and start of education benefits...

The regulatory framework of special medical group students' physical education: identifying the problem.

Directory of Open Access Journals (Sweden)

Mazur Valerij Anatol'evich

2011-09-01

Full Text Available The question of regulatory framework for special medical group students' physical education, and their physical condition in particular is elaborated. It is found that in the current program the identified question is missing, although the assessment of individual performance standards for the physical condition of the students was envisaged in the programs of 1977 and 1982. The need for such an assessment is indicated by the large number of Ukrainian and foreign pediatricians and specialists in therapeutic physical culture. At the same time the standards for assessing these indicators are not developed. It complicates the formation of positive motivation of students to regular classes, and does not promote their self-confidence, capabilities and effectiveness of monitoring the effectiveness of exercise in various forms. The findings suggest the need to define the optimal composition of the bulk of tests and functional tests to assess the physical condition of special medical group students with various diseases and to develop appropriate indicators for their evaluation standards.

Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.

Science.gov (United States)

Schwab, Susanne

2015-01-01

Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-perception of social participation) and examines these aspects in inclusive and regular classes. Especially, differences in social participation of students with and without special educational needs (SEN) in inclusive classes and between students without SEN in inclusive and regular classes are examined. In this study, data from 1115 pupils in primary and secondary schools in Austria were analysed, of which 129 were diagnosed as having SEN. The results showed that in inclusive classes, students with SEN had lower scores on all four subthemes of social participation (friendships, interactions, peer acceptance and self-perception of social integration) than students without SEN. Regarding students without SEN, friendships and peer acceptance were significantly higher in inclusive classes than in regular classes. Differences were neither found for gender, nor between primary and secondary school students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Closing Reflections: Public Policy, Advocacy, and Special Educators

Science.gov (United States)

West, Jane E.; Shepherd, Katharine G.

2016-01-01

When the Higher Education Consortium for Special Education (HECSE) convened in January 2016 in Washington, we celebrated both IDEA's and HECSE's 40th anniversaries. As we reflected on those two anniversaries, the convictions that generated this special issue became increasingly evident: the irrevocable significance of the impact of public policy…

Principals' Perceptions of Needs in Hispanic Special Education

Science.gov (United States)

Roberts, Maria B.; Guerra, Federico, Jr.

2017-01-01

This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals…

Burnout among Special Education Administrators: A Preliminary Study

Science.gov (United States)

Carter, Susan J.

2011-01-01

Research on the extent of stress and burnout among special education administrators is not as well developed as research on the extent of stress and burnout among teachers. This study utilized the Maslach Burnout Inventory to determine levels of stress and burnout among administrators of special education. Results indicated administrators of…

Divorce and Special Education in Minnesota. PHP-c104

Science.gov (United States)

PACER Center, 2004

2004-01-01

When parents divorce, they sometimes have questions about which parent has rights in special education. The federal Individuals with Disabilities Education Act (IDEA) and Minnesota state special education laws and regulations clearly describe parental rights and the school district's duty to meet them. Most rights are unchanged by divorce. The…

Principal Preparation in Special Education: Building an Inclusive Culture

Science.gov (United States)

Hofreiter, Deborah

2017-01-01

The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who…

25 CFR 39.106 - Who is eligible for special education funding?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Who is eligible for special education funding? 39.106 Section 39.106 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL... for special education funding? To receive ISEP special education funding, a student must be under 22...

The new reform educational in the Ecuador and its application in education special

Directory of Open Access Journals (Sweden)

Rocio Ernestina García Liscano

2017-03-01

Full Text Available The Ecuador over the years, the government of the citizen revolution has made drastic changes in the education system,with the aim of improving the quality of learning of Ecuadorians. This article is aimed at analyzing the educational reform in Ecuador from the new institutions of the country, which constitutes the government of Econ. Rafael Correa Delgado with the new educational model that began in January 2010, from this restructuring conducted an analysis of special education in our country, if considered in the reforms and if taken due importance concerning the preparation of disabled people. This analysis also helps to demonstrate what are the benefits generated by the educational reform within specialized educational units, based on the perspective of before and after, and as by their application has been made to strengthen the processes of quality improvement, relevance, equity and efficiency of special education in Ecuador.

Family/Educator Guide to Washington's Special Education Services. Revised Edition.

Science.gov (United States)

Molloy, Patty

This guide, designed for families of children with disabilities and educators in Washington state, is intended to provide a shared understanding of special education and encourage partnership for the child's benefit. Each section specifies what families and educators should expect, their responsibilities, possible questions to ask, and their…

INDIVIDUAL EDUCATION PROGRAMS

OpenAIRE

ILICH-STOSHOVIКЈ Danijela; NIKOLIКЈ Snezhana

2015-01-01

Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP).The purpose of IEP is to provide a disabled child with specialized or i...

Teacher Efficacy of Secondary Special Education Science Teachers

Science.gov (United States)

Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Determination of Educational Needs and Self-Efficacy Perceptions of Special Education Teachers

Science.gov (United States)

Ozcan, Deniz; Uzunboylu, Huseyin

2017-01-01

The purpose of this study is to analyse the need for curriculum development of special education teachers who work at special education centres and schools with resource rooms with regard to different variables and determine their perceptions of self-efficacy. In this study, a general survey model was employed that allows a general opinion about…

Occupational therapists intervention methodologies in schools with children with Special Educational Needs in Portugal

Directory of Open Access Journals (Sweden)

Andreia Sofia Nabiço Maia

2016-10-01

Full Text Available Introduction: students with special educational needs should be inserted in regular classes, receiving all appropriate educational services allowing the development of skills and capabilities. The success of the school inclusion depends on the partnership between the various professionals in the school context. The insertion and occupational therapist’s contribution in the area of education is the subject of many studies. The importance of a professional team in school context is already recognized and valued by the community. Objectives: the aim is to identify the intervention methodologies used by occupational therapists in school with children with special educational needs. In order to determine the most common methodologies as well as relevant aspects of the therapeutic process. Method: this is a non-experimental research with descriptive and cross-sectional basis. A semi-structured questionnaire was prepared initially, quantitative in nature that was taught to occupational therapists that work or have worked for less than 3 years in school context. Results: the sample is composed of 40 occupational therapists, 37 are female and 3 are male. The majority of individuals (77.5% currently works in school context. The occupational therapists involved mainly with children, aged between 6 and 18 years. Conclusion: the methodologies used by the occupational therapists are playful activity/play therapy and the training activities of daily living. Riding for therapeutic purposes and the hippotherapy represent less widely used methodologies in school context, in that each was selected by 10% of therapists.

Computer Assisted Instruction in Special Education Three Case Studies

Directory of Open Access Journals (Sweden)

İbrahim DOĞAN

2015-09-01

Full Text Available The purpose of this study is to investigate the computer use of three students attending the special education center. Students have mental retardation, hearing problem and physical handicap respectively. The maximum variation sampling is used to select the type of handicap while the convenience sampling is used to select the participants. Three widely encountered handicap types in special education are chosen to select the study participants. The multiple holistic case study design is used in the study. Results of the study indicate that teachers in special education prefer to use educational games and drill and practice type of computers programs. Also it is found that over use of the animation, text and symbols cause cognitive overload on the student with mental retardation. Additionally, it is also discovered that the student with hearing problem learn words better when the computers are used in education as compared to the traditional method. Furthermore the student with physical handicap improved his fine muscle control abilities besides planned course objectives when computers are used in special education.

75 FR 5771 - Institute of Education Sciences; Overview Information; Education Research and Special Education...

Science.gov (United States)

2010-02-04

... DEPARTMENT OF EDUCATION Institute of Education Sciences; Overview Information; Education Research and Special Education Research Grant Programs; Notice Inviting Applications for New Awards for Fiscal....305D, 84.305E, 84.324A, 84.324B, and 84.324C. Summary: The Director of the Institute of Education...

Occupational burdens in special educators working with intellectually disabled students

OpenAIRE

Piotr Plichta

2014-01-01

Background: The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy) with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. Material and Methods: The resu...

Violence prevention in special education schools - an integrated practice?

Science.gov (United States)

Pihl, Patricia; Grytnes, Regine; Andersen, Lars Peter S

2018-06-01

Research has shown that employees in special education settings are at high risk for work-related threats and violence. Previous research has not yet been able to identify the essential components of training programs that offer protection from work-related threats and violence. Therefore, the aim of this study was to explore how employees in special education schools deal with prevention of work-related threats and violence. Group interviews were conducted with 14 employees working at 5 special education schools. Results show that employees use a wide range of prevention strategies drawing on specific violence prevention techniques as well as professional pedagogical approaches. We propose that the prevention of threats and violence in special education schools can be understood as an integrated pedagogical practice operating on three interrelated levels. Copyright © 2018 Elsevier Ltd. All rights reserved.

Special education for intellectual disability: current trends and perspectives.

Science.gov (United States)

Kauffman, James M; Hung, Li-Yu

2009-09-01

To inform readers of current issues in special education for individuals with intellectual disabilities and summarize recent research and opinion. Two issues dominate special education for students with intellectual disabilities in the early 21st century. First, what should be taught to such students and who should teach them? Second, where should such students be taught - in 'inclusive' settings alongside normal peers or in special settings dedicated to their special needs? Research on teaching reading, arithmetic, and functional daily living skills to students with disabilities suggests the superiority of direct, systematic instruction. Universal design is often seen as supportive of inclusion. Inclusion has been seen as the central issue in special education but is gradually giving way to concern for what students learn. Direct, systematic instruction in reading, arithmetic, and daily living skills is the most effective approach to teaching students with intellectual disabilities. Basic concepts and logic suggest that special and general education cannot be equivalent. We conclude that what students are taught should be put ahead of where they are taught. Our fundamental concern is that students with intellectual disabilities be respected and be taught all they can learn.

Forgotten and Ignored: Special Education in First Nations Schools in Canada

Science.gov (United States)

Phillips, Ron

2010-01-01

Usually reviews of special education in Canada describe the special education programs, services, policies, and legislation that are provided by the provinces and territories. The reviews consistently ignore the special education programs, services, policies, and legislation that are provided by federal government of Canada. The federal government…

Averting Current and Future Special Education Faculty Shortages: Policy Implications and Recommendations

Science.gov (United States)

West, Jane E.; Hardman, Michael L.

2012-01-01

The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply-demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special…

Diversity and Equity in the Distribution of Teachers With Special Education Credentials

Directory of Open Access Journals (Sweden)

North Cooc

2016-11-01

Full Text Available The shortage of special education teachers (SETs is a persistent challenge in the United States, but less is known about two other important issues that affect students with disabilities: racial diversity within the SET workforce and the distribution of SETs. Using administrative data on all teachers in California from 1997 to 2014, we examine the racial composition and distribution of teachers with special education credentials. Our results from descriptive and regression analyses show that while teachers with special education credentials remain majority White, the number of teachers of color with special education credentials has increased at a rate more than twice that of general education teachers and special education students of color. We also find that much of the distribution of teachers with special education credentials occurs across districts within the same regional county, while disparities in teacher qualifications are larger by school poverty, racial composition, and student achievement. The results have policy implications for improving diversity and educational equity within the special education workforce.

SELF EVALUATION OF COMPETENCES OF THE SPECIAL EDUCATORS AND REHABILITATORS IN THE SPECIAL INSTITUTION

Directory of Open Access Journals (Sweden)

Natasha M. CHICHEVSKA-JOVANOVA

2009-06-01

Full Text Available The primary goal of this empirical research was to determinate how much has current education helped special educators and rehabilitators in forming separate competences, and if those competencies correspond to the desired ones, which are necessary for the work of the special educators and rehabilitators.The results have shown that one type of the competences in the program had been neglected up to now. Therefore, it is necessary for this fact to be taken into consideration when designing the new study programs.

WHO IS PLACED INTO SPECIAL EDUCATION?

Science.gov (United States)

Hibel, Jacob; Farkas, George; Morgan, Paul L.

2015-01-01

We use nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to identify variables measured in the fall of 1998 (when the sample’s students were in kindergarten) that predict special education placement by the spring of 2004 (when those not retained were finishing fifth grade). Placement’s strongest kindergarten predictor is a student’s own level of academic achievement. Also important is the student’s frequency of classroom task engagement. There is a “frog-pond” contextual effect -- attending an elementary school with high levels of overall student academic ability and behavior increases a student’s likelihood of special education placement. This is the case even after statistically controlling for a wide range of individual-, family-, and school-level characteristics. Social class background displayed a weak or statistically non-significant relation with special education placement. However, girls are placed less frequently than boys. African American, Hispanic, and Asian students are placed less frequently than non-Hispanic whites. The under- or equal-placement rates for racial/ethnic minorities are partially explained by their concentration in high-minority schools. PMID:26005224

Modelling inclusive special needs education : Insights from Dutch secondary schools

NARCIS (Netherlands)

Van der Bij, T.; Geijsel, F.P.; Garst, G.J.A.; Ten Dam, G.T.M.

2016-01-01

Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with

DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS

Directory of Open Access Journals (Sweden)

Valentin Cosmin Blândul

2017-08-01

Full Text Available In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher's theoretical knowledge, psycho-pedagogical (they concern the teacher's ability to know their students and to establish interhuman relationships with them and methodical (concerns the teacher's ability to teach effectively the elements of the didactic content. Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education.

Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools

Science.gov (United States)

Lesar, Irena; Cuk, Ivan; Pecek, Mojca

2014-01-01

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

Effect of Selected Variables on Regular School Teachers Attitude towards Inclusive Education

Science.gov (United States)

Priyadarshini, S. Saradha; Thangarajathi, S.

2017-01-01

Inclusive education is a means of creating effective classrooms where educational needs of all children including children with special needs are addressed. The concept of inclusion is still emerging as far as India is concerned. In the recent years, there is a growing awareness about inclusive education among educators. Government of India had…

Examining the Intersection of Arts Education and Special Education

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Malley, Sharon M.; Silverstein, Lynne B.

2014-01-01

A variety of stakeholders work to ensure opportunities for students with disabilities to learn in and through the arts. Because they work in various disciplines in the fields of arts education and special education, these stakeholders lack opportunities to share resources and information. The John F. Kennedy Center for the Performing Arts, and its…

25 CFR 39.105 - Are additional funds available for special education?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Are additional funds available for special education? 39... additional funds available for special education? (a) Schools may supplement the 15 percent base academic funding reserved under § 39.104 for special education with funds available under part B of the Individuals...

Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future

Directory of Open Access Journals (Sweden)

Mwajabu K. Possi

2017-12-01

Full Text Available Special education was introduced in Tanzania Mainland in 1950 by the Church Missionary Society. Despite its long history in the country, not many policies have clearly stipulated the need for special and inclusive education. This paper succinctly and systematically evaluates various educational reforms and policies in Tanzania, and points out some successes and embedded challenges in the development of special needs and inclusive education in Tanzania. To analyze clearly the current situation of special and inclusive education in the country, the Peter’s model and cases of some identified schools for exceptional students are used. The analysis has indicated an evolution from special to integrated and later on to inclusive education, which has led to an apparent increase in the number of schools and subsequent relatively higher enrollment figures for children with special needs. Despite this evolution, Tanzania has a long way to go, when compared to other countries in effectively achieving the provision of education to exceptional individuals. Finally, towards a new era of special and inclusive education in Tanzania, various recommendations are offered.

Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

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Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

2014-01-01

The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

Quality Special Education Programs: The Role of Transformational Leadership

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Clinton, Demi

2013-01-01

The purpose of this quantitative study was to determine whether or not a relationship existed between principals who demonstrate transformational leadership traits and six different quality practices in their special education program. Effective principals must know and understand special education laws, practices, and current issues, but evidence…

Building Successful Multicultural Special Education Programs through Innovative Leadership

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Obiakor, Festus E.; Beachum, Floyd D.; Williams, Darrell; McCray, Carlos R.

2006-01-01

With increased debates over various aspects of special education, it has become apparent that multicultural leadership is needed to prepare school administrators and teachers to design effective special education programs. In this article, the authors discuss several aspects of administering successful programs for multicultural students. To be…

75 FR 13109 - Office of Special Education and Rehabilitative Services; List of Correspondence

Science.gov (United States)

2010-03-18

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... California Special Education Fiscal Support Alliance J. Sarge Kennedy, regarding the excess costs, supplement... consent for special education and related services. Topic Addressed: Individualized Education Programs...

Counterpoint: Special Education--Ineffective? Immoral?

Science.gov (United States)

Fuchs, Douglas; Fuchs, Lynn S.

1995-01-01

This counterpoint to a critique of the authors' paper, which argued against full inclusion of students with disabilities, offers evidence of the effectiveness of special education and notes court litigation that has recognized that separate is not always unequal. (JDD)

Special Educators and Mathematics Phobia: An Initial Qualitative Investigation

Science.gov (United States)

Humphrey, Michael; Hourcade, Jack J.

2010-01-01

Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, because students in their caseloads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits…

Sixty Years of Special Needs Education in Tanzania: Celebrating ...

African Journals Online (AJOL)

This study traces the development of special needs education in Tanzania from 1950, and discusses the achievements and the persistent challenges that Tanzania is facing as we celebrate 60 years since the first special education school was started. Both documentation and interview methods were used to collect ...

Occupational Education for Students with Special Needs: Building Maintenance.

Science.gov (United States)

Nassau County Board of Cooperative Educational Services, Westbury, NY.

This curriculum resource guide on building maintenance is one of a series of seventeen specialized curriculum guides for occupational education of the marginal, handicapped, or special needs occupational education student. The guide begins with six behavior clusters that contain a series of forty-two instructional topics designed to teach…

Language Interpretation for Diverse Families: Considerations for Special Education Teachers

Science.gov (United States)

More, Cori M.; Hart, Juliet E.; Cheatham, Gregory A.

2013-01-01

The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the…

The "Learning in Regular Classrooms" Initiative for Inclusive Education in China

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Xu, Su Qiong; Cooper, Paul; Sin, Kenneth

2018-01-01

The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social-political context of the LRC, and compares the Chinese LRC with the Western…

Everyday Arts for Special Education Impact Evaluation. District 75, New York City Department of Education

Science.gov (United States)

Horowitz, Rob

2016-01-01

The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students' academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education…

Childhood Placement in Special Education and Adult Well-Being

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Chesmore, Ashley A.; Ou, Suh-Ruu; Reynolds, Arthur J.

2016-01-01

The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in Grades 1 to 8. After accounting for sociodemographic factors and early…

Understanding the bullying dynamic among students in special and general education.

Science.gov (United States)

Swearer, Susan M; Wang, Cixin; Maag, John W; Siebecker, Amanda B; Frerichs, Lynae J

2012-08-01

Students in general and special education experience bullying. However, few empirical investigations have examined involvement in bullying along the bully/victim continuum (i.e., as a bully, victim, or bully-victim) among students with disabilities. A total of 816 students, ages 9 to 16, participated in the present study. From this total sample 686 were not receiving special education services (categorized as "no disability"), and 130 were receiving special education services (categorized as "observable disability," "non-observable disability," and "behavioral disability"). Data on students' involvement in bullying, office referrals, and prosocial behavior were collected. Results indicated that students with behavioral disorders and those with observable disabilities reported bullying others more and being victimized more than their general education counterparts. Students with behavioral disorders also had significantly more office referrals than students in general education. Seventh graders in general education reported more bullying behavior than sixth graders and ninth grades in general education. Fifth graders in general education reported more victimization than students in all other grades in general education. However, the grade differences were not significant for students in special education. No gender differences on bullying and victimization were found. Students with disabilities reported less engagement in prosocial behaviors than their general education peers. Implications for bullying prevention and intervention across both general and special education are discussed. Copyright © 2012. Published by Elsevier Ltd.

[Occupational burdens in special educators working with intellectually disabled students].

Science.gov (United States)

Plichta, Piotr

2014-01-01

The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy) with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. The results were obtained using Plichta and Pyzalski's Questionnaire of Occupational Burdens in Teaching (QOBT). The presented results are based on a research sample (N = 100) of special educators (female) teaching intellectually disabled students attending special schools in the city of Lódz. The obtained results were compared with the results coming from a large random sample of public school teachers working with non-intellectually disabled children from the Lodi voivodeship (N = 429) and referred to the norms of QOBT. The results show significant percentage of respondents obtaining high level of occupational burdens (conflict situations - 45%, organizational burdens - 31%, lack of work sense - 40%, global score - 40%). Seniority is not related to the level of burdens. Some significant differences concerning the level of occupational burdens between both groups of teachers were found. The study showed e.g. the strong need for supporting special educators in the workplace context and the need of implementing preventive and remedial measures at both individual and organizational levels (especially in terms of improving personal relationships in a workplace). Generally, the results show similarity of the stressors' ranking in special educators and school teachers working with non-intellectually disabled children.

Pathways to Leadership and Professional Development: Inspiring Novice Special Educators

Science.gov (United States)

Kaufman, Roberta C.; Ring, Mary

2011-01-01

Well-trained new special education teachers know that the individualized education program (IEP) team is the crux of the special education program. The IEP team addresses academic goals and behavior intervention plans for the student but rarely addresses in depth the social environment of the school, classroom, or family. Important aspects of the…

The Place of Love in the Special Religious Education Classroom

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Chalwell, Kaye

2016-01-01

Special Religious Education is faith-based single tradition religious education taught in many Australian public schools by volunteer teachers who are adherents of the faith they are teaching. This paper derives from a qualitative study of the pedagogy of Christian Special Religious Education teachers that took place between 2010 and 2014. Love is…

Engaging Students Regarding Special Needs in Technology and Engineering Education

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White, David W.

2015-01-01

In 1984, James Buffer and Michael Scott produced the book "Special Needs Guide for Technology Education" (Buffer and Scott, 1984). This was a pivotal offering insofar as it set the stage for technology education educators, at the time, to think about and be provided with information regarding students with special needs in their…

Teacher Preparation for Early Childhood: Special Education in Taiwan

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Ho, Hua-Kuo

2014-01-01

The purpose of this paper is intended to present the current model of teacher preparation for early childhood special education in Taiwan. Documentary analysis was conducted in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood special education in Taiwan could be summarized…

Nutritional knowledge following interventional educational sessions in children on regular hemodialysis

Directory of Open Access Journals (Sweden)

Doaa Mohammed Youssef

2015-01-01

Full Text Available To evaluate the impact of nutritional knowledge following interventional educational sessions in chronic dialysis patients, we studied 40 children on chronic regular hemodialysis (HD at the beginning and after six months of nutrition educational sessions using a predesigned questionnaire. We also measured the anthropometric parameters of nutrition to evaluate the impact of this education on the health of patients. We found a highly statistically significant increase in patients′ scores and in adequate knowledge using the questionnaire after the educational sessions. Our results showed a statistically significant decrease in body mass index and weight after educational sessions for six months. Moreover, there were no significant decreases in serum phosphorus, ferritin, iron and creatinine, in contrast with no significant increase in hemoglobin, serum calcium, blood urea nitrogen and serum albumin. We conclude that nutritional education is significantly effective with regard to the level of knowledge, but not with regard to the attitude and practice in children on chronic HD.

Nutritional knowledge following interventional educational sessions in children on regular hemodialysis.

Science.gov (United States)

Youssef, Doaa Mohammed; Abo Al Fotoh, Mohammad Nagib; Elibehidy, Rabab Mohamed; Ramadan, Shreen Magdy Ahmad; Mohammad, Ehab Mohammady

2015-03-01

To evaluate the impact of nutritional knowledge following interventional educational sessions in chronic dialysis patients, we studied 40 children on chronic regular hemodialysis (HD) at the beginning and after six months of nutrition educational sessions using a predesigned questionnaire. We also measured the anthropometric parameters of nutrition to evaluate the impact of this education on the health of patients. We found a highly statistically significant increase in patients' scores and in adequate knowledge using the questionnaire after the educational sessions. Our results showed a statistically significant decrease in body mass index and weight after educational sessions for six months. Moreover, there were no significant decreases in serum phosphorus, ferritin, iron and creatinine, in contrast with no significant increase in hemoglobin, serum calcium, blood urea nitrogen and serum albumin. We conclude that nutritional education is significantly effective with regard to the level of knowledge, but not with regard to the attitude and practice in children on chronic HD.

75 FR 32435 - Office of Special Education and Rehabilitative Services; Overview Information; Technical...

Science.gov (United States)

2010-06-08

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... for Special Education and Rehabilitative Services establishes a priority for grants to support States... to serve a single State, OA, or FAS. The Assistant Secretary for Special Education and Rehabilitative...

75 FR 9189 - Office of Special Education and Rehabilitative Services; Overview Information; Assistive...

Science.gov (United States)

2010-03-01

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

75 FR 21617 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

Science.gov (United States)

2010-04-26

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview.... The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum..., Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-9635 Filed 4-23-10; 8...

78 FR 66343 - Agency Information Collection Activities; Comment Request; Special Education-Individual Reporting...

Science.gov (United States)

2013-11-05

...; Comment Request; Special Education-Individual Reporting on Regulatory Compliance Related to the Personnel... of Special Education and Rehabilitative Services (OSERS), Department of Education (ED) ACTION: Notice... to this notice will be considered public records. Title of Collection: Special Education-Individual...

75 FR 66743 - Office of Special Education and Rehabilitative Services; List of Correspondence

Science.gov (United States)

2010-10-29

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of..., 2010 to National Association of State Directors of Special Education Executive Director Bill East, reiterating that the calculation of State financial support for special education and related services for...

75 FR 9193 - Office of Special Education and Rehabilitative Services; Overview Information; Assistive...

Science.gov (United States)

2010-03-01

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... for Special Education and Rehabilitative Services may change the maximum project period through a...

75 FR 30005 - Office of Special Education and Rehabilitative Services; List of Correspondence

Science.gov (United States)

2010-05-28

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... Addressed: Maintenance of State Financial Support [cir] Office of Special Education Programs Memorandum 10-5... special education and related services. Topic Addressed: Children in Private Schools [cir] Letter dated...

Characteristics of Swedish Preschools That Provide Education and Care to Children with Special Educational Needs

Science.gov (United States)

Lundqvist, Johanna; Westling, Mara Allodi; Siljehag, Eva

2016-01-01

In Sweden, preschool inclusion is embraced and preschools are open for children both with and without special educational needs. The purpose of this study was to examine the characteristics of a number of preschool units in Sweden that provide education and care to children with special educational needs with regard to organisation, resources and…

75 FR 21614 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

Science.gov (United States)

2010-04-26

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... $200,000 for a single budget period of 12 months. The Assistant Secretary for Special Education and... 21, 2010. Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc...

75 FR 55788 - Office of Special Education and Rehabilitative Services; List of Correspondence

Science.gov (United States)

2010-09-14

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... high cognition who also require special education and related services under the IDEA. Topic Addressed... of the special education and related services provided to the child. [cir] Letter dated January 7...

75 FR 3454 - Office of Special Education and Rehabilitative Services; List of Correspondence

Science.gov (United States)

2010-01-21

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of... permissible and when an evaluation for special education and related services is required. Part C--Infants and.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-1082...

A Study on Family Opinions Concerning Services Provided in Special Education Centres

Science.gov (United States)

Ugurlu, Necla Isikdogan; Kayhan, Nilay

2017-01-01

This study is to diagnose and evaluate children with different special needs medically and educationally and, as a result of those evaluations, to identify families' expectations, opinions and suggestions concerning the special education process, services and the functioning of special education institutions. The mothers of five children who…

Special Education in Saudi Arabia: A Synthesis of Literature Written in English

Science.gov (United States)

Altamimi, Ahmed A.; Lee, Lay Wah; Sayed-Ahmed, Al-sayed A.; Kassem, Mostafa M.

2015-01-01

Special education in Saudi Arabia was formally established in 1962. The earliest cited literature on special education written in English was a 1970 government report. This article presents results from the first synthesis of internationally published Saudi special education literature over a 44-year period. This synthesis yielded information…

Special Education of Children with Fetal Alcohol Spectrum Disorder

Science.gov (United States)

Popova, Svetlana; Lange, Shannon; Burd, Larry; Nam, Seungree; Rehm, Jürgen

2016-01-01

The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in…

Occupational burdens in special educators working with intellectually disabled students

Directory of Open Access Journals (Sweden)

Piotr Plichta

2014-04-01

Full Text Available Background: The article presents the results of psychosocial burdens in special educators (specialists in the field of oligophrenopedagogy with intellectually disabled students. In theoretical part, specific context of occupational stress in special educators was introduced. Additionally, the need of broader research context regarding occupational stress and the risk of burnout in special educators working with intellectually disabled individuals were included. Material and Methods: The results were obtained using Plichta and Pyżalski's Questionnaire of Occupational Burdens in Teaching (QOBT. The presented results are based on a research sample (N = 100 of special educators (female teaching intellectually disabled students attending special schools in the city of Łódź. The obtained results were compared with the results coming from a large random sample of public school teachers working with non-intellectually disabled children from the Łodź voivodeship (N = 429 and referred to the norms of QOBT. Results: The results show significant percentage of respondents obtaining high level of occupational burdens (conflict situations - 45%, organizational burdens - 31%, lack of work sense - 40%, global score - 40%. Seniority is not related to the level of burdens. Some significant differences concerning the level of occupational burdens between both groups of teachers were found. Conclusions: The study showed e.g. the strong need for supporting special educators in the workplace context and the need of implementing preventive and remedial measures at both individual and organizational levels (especially in terms of improving personal relationships in a workplace. Generally, the results show similarity of the stressors' ranking in special educators and school teachers working with non-intellectually disabled children. Med Pr 2014;65(2:239–250

SPECIAL AND INCLUSIVE MODELS OF EDUCATION IN MODERN AMERICAN AND BRITISH STUDIES

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Nataliya Andriichuk

2016-09-01

Full Text Available The article deals with a comparative description of inclusive and special systems of education. On the basis of American and British studies are shown that modern scientists, voluntary organizations and parents of the disabled kids meet two problems: to prove that inclusion is necessary for children with special needs as the alternative to special education and to illustrate the real ways of inclusive education implementation into general educational process. The main goal of inclusive education is defined – to educate an absolutely full member of society by attracting all participants of education process to the general school activities. The author of the article points out that the professionals in the sphere of special education created and worked out a great amount of forms, methods and techniques of teaching which work with particular categories of children with special educational needs. This potential is useful and valuable from the point of view of inclusion which cannot succeed without the professional participation of specialists in different fields of pedagogy, psychology and rehabilitology.

12 CFR 226.46 - Special disclosure requirements for private education loans.

Science.gov (United States)

2010-01-01

... GOVERNORS OF THE FEDERAL RESERVE SYSTEM TRUTH IN LENDING (REGULATION Z) Special Rules for Private Education Loans § 226.46 Special disclosure requirements for private education loans. (a) Coverage. The... 12 Banks and Banking 3 2010-01-01 2010-01-01 false Special disclosure requirements for private...

Factors influencing urban special education teachers' commitment, job satisfaction, and career plans

OpenAIRE

Hendricks, Mary Beth

1992-01-01

High teacher attrition rates coupled with critical personnel shortages in special education have augmented the need for research in teacher attrition/retention. Retaining quality personnel in special education teaching is vital to assuring that students with disabilities receive an appropriate education. The purpose of this study was to provide an in-depth exploration of factors influencing urban special education teachers' career plans. To gain a better understanding ...

Pediatricians’ knowledge, attitudes, and practice patterns regarding special education and Individualized Education Programs

Science.gov (United States)

Shah, Reshma P.; Kunnavakkam, Rangesh; Msall, Michael E.

2013-01-01

Objective The medical community has called upon pediatricians to be knowledgeable about an Individualized Education Program (IEP). We sought to: (1) Evaluate pediatricians’ knowledge and attitudes regarding special education (2) Examine the relationship between perceived responsibilities and practice patterns and (3) Identify barriers that impact pediatricians’ ability to provide comprehensive care to children with educational difficulties. Methods Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. Results The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents felt pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% felt they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far less conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician’s responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were amongst the most significant barriers impacting a pediatrician’s ability to provide care to children with educational difficulties. Conclusion In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates there are gaps in pediatricians’ knowledge and practice patterns regarding special education that must be addressed. PMID:23707687

Pediatricians' knowledge, attitudes, and practice patterns regarding special education and individualized education programs.

Science.gov (United States)

Shah, Reshma P; Kunnavakkam, Rangesh; Msall, Michael E

2013-01-01

The medical community has called upon pediatricians to be knowledgeable about an individualized education program (IEP). We sought to: 1) evaluate pediatricians' knowledge and attitudes regarding special education; 2) examine the relationship between perceived responsibilities and practice patterns; and 3) identify barriers that impact pediatricians' ability to provide comprehensive care to children with educational difficulties. Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents thought pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% thought they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far fewer conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician's responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were among the most significant barriers affecting a pediatrician's ability to provide care to children with educational difficulties. In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates that there are gaps in pediatricians' knowledge and practice patterns regarding special education that must be addressed. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The attitudes of future special educators towards persons with developmental difficulties

Directory of Open Access Journals (Sweden)

Brojčin Branislav

2015-01-01

Full Text Available In line with the change of the society attitudes towards persons with disabilities there is increased interest in examining the atitudes twards them. Because of the role in the treatment, education and inclusion of such persons in wider social community, the attitudes of the students of special education become especially relevant. The aim of the research was to determine the attitudes of the future special educators towards persons with disabilities, the level of discomfort they feel in interaction with them, as well as the frequency of fontacts of students of special education with such persons. 103 students of the first cycle of the study program Special Education at the Faculty of Medicine in Foča. In the research we used the Scale for evaluating attitudes towards persons with disabilities, the Scale of interactions with persons with disabilities, and the Scale for assessing the frequency of contacts with persons with disabilities. Special education students on average have mildly positive attitudes towards persons with disabilities and feel somewhat comfortable in direct interactions with them, but the contacts with them are relatively rare. Among the examined variables significant relation was found between the year of study of the examinees and the frequency of their contacts with persons with disabilities. The obtained results indicate the need for a more significant shift of focus from medical to a social model of disability in the education of students of special education.

Mismatch between diagnostic reports and special educational needs classification in a public educational system.

Science.gov (United States)

Teixeira, Maria Cristina Triguero Veloz; Brunoni, Décio; Carreiro, Luiz Renato Rodrigues; Braga, Ana Claudia; Silva, Naiara Adorna da; Paula, Cristiane Silvestre

2017-04-01

To assess the diagnostic status, the sociodemographic and health profiles for students with special educational needs (SEN) in a public educational system, and to map their use of educational/social services. The sample comprised 1,202 SEN students from a total of 59,344 students. Only 792 students of the 1,202 had an established diagnosis. The most prevalent SEN condition was intellectual disability. There was a low percentage (29.4%) of use of specialized educational services or support. It was found that, for some neurodevelopmental disorders, prevalence data suggest an under-reporting in the school system. Results suggest that there is a mismatch between the diagnostic reports and the SEN condition legally recognized according to Brazilian law, in addition to the under-reporting and under specialized service use of students with disabilities.

PROGRAM NETWORK FOR CONTINUING EDUCATION TEACHER SPECIAL EDUCATION IN E-LEARNING INSTITUTION COURSE OF ASSISTIVE TECHNOLOGY

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Danielle Aparecida Nascimento dos Santos

2012-12-01

Full Text Available We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA.The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special educationin public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.

Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

Science.gov (United States)

Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne

2013-01-01

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…

Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective

Science.gov (United States)

Brown, Desline A.

2016-01-01

The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…

Intersectionality as a Framework for Transformative Research in Special Education

Science.gov (United States)

García, Shernaz B.; Ortiz, Alba A.

2013-01-01

Multicultural and bilingual special education scholars have long advocated that research and practice situate (dis)ability in its social, cultural, racial/ethnic, linguistic, historical, legal, and political contexts. Still, the special education literature reflects more restricted conceptualizations of culture, language, and diversity than…

Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition

Science.gov (United States)

Beebe, Jay

2017-01-01

The field of special education is facing a shortage of teachers. A shortage of special education teachers is an example of a pressing issue within education. The problem is that teacher attrition rates are among the highest within special education. Many special education teachers are leaving the profession after a few years of teaching for varied…

75 FR 13111 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

Science.gov (United States)

2010-03-18

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... AGENCY: Office of Special Education and Rehabilitative Services, Department of Education. ACTION: Notice... 15, 2010. Alexa Posny, Assistant Secretary for Office of Special Education and Rehabilitative...

Operant Conditioning for Special Educators.

Science.gov (United States)

Pedrini, Bonnie C.; Pedrini, D. T.

The paper briefly explains operant conditioning as it pertains to special educators. Operant conditioning is thought to be an efficient method for modifying student behavior. Using the B. F. Skinner frame of reference, operant conditioning is said to include behavior modification and therapy, programed instruction, and computer assisted and…

Enhancing Teacher Efficacy in Special Education.

Science.gov (United States)

McDaniel, Elizabeth A.; McCarthy, Holly DiBella

1989-01-01

A special education teacher's sense of teaching efficacy and personal teaching efficacy influences teacher motivation and effort, teacher-student interactions, and student achievement. Methods for enhancing teachers' sense of efficacy are suggested. (JDD)

Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders

Science.gov (United States)

Rodríguez, Isabel R.; Saldaña, David; Moreno, F. Javier

2012-01-01

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers' attitude, and another about teachers' perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers' expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. PMID:22934171

Single Subject Research: Applications to Special Education

Science.gov (United States)

Cakiroglu, Orhan

2012-01-01

Single subject research is a scientific research methodology that is increasingly used in the field of special education. Therefore, understanding the unique characteristics of single subject research methodology is critical both for educators and practitioners. Certain characteristics make single subject research one of the most preferred…

77 FR 13297 - Applications for New Awards; Education Research and Special Education Research Grant Programs

Science.gov (United States)

2012-03-06

... national leadership in expanding fundamental knowledge and understanding of developmental and school... Special Education Policy, Finance, and Systems Autism Spectrum Disorders Technology for Special Education.... If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the...

Are Leaders Influenced by Advocates in Decisions on Special Education Eligibility?

Science.gov (United States)

Kirkland, Erin K. B.; Bauer, Scott C.

2016-01-01

The purpose of this study was to investigate the influence of the opinions of private practitioners and educational advocates on instructional leaders' decision-making processes when making a recommendation for special education eligibility. School-based administrators (n = 56) with varying years of experience as special education administrators…

The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program.

Science.gov (United States)

Shannon, Robin Adair; Yonkaitis, Catherine Falusi

2017-07-01

This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

Validating an Observation Protocol to Measure Special Education Teacher Effectiveness

Science.gov (United States)

Johnson, Evelyn S.; Semmelroth, Carrie L.

2015-01-01

This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with…

Mismatch between diagnostic reports and special educational needs classification in a public educational system

Directory of Open Access Journals (Sweden)

Maria Cristina Triguero Veloz Teixeira

Full Text Available ABSTRACT Objective To assess the diagnostic status, the sociodemographic and health profiles for students with special educational needs (SEN in a public educational system, and to map their use of educational/social services. Methods The sample comprised 1,202 SEN students from a total of 59,344 students. Results Only 792 students of the 1,202 had an established diagnosis. The most prevalent SEN condition was intellectual disability. There was a low percentage (29.4% of use of specialized educational services or support. It was found that, for some neurodevelopmental disorders, prevalence data suggest an under-reporting in the school system. Conclusion Results suggest that there is a mismatch between the diagnostic reports and the SEN condition legally recognized according to Brazilian law, in addition to the under-reporting and under specialized service use of students with disabilities.

Cross-Cultural Competency and Special Education: Perceptions and Experiences of Korean Parents of Children with Special Needs.

Science.gov (United States)

Park, Jiyeon; Turnbull, Ann P.

2001-01-01

A study investigated the perceptions, levels of satisfaction, and concerns of 8 Korean parents of children with disabilities in regard to U.S. special education services. Participants expressed their satisfaction with certain aspects of the special education system, agreed they had been sent too many written materials, and used mediators.…

75 FR 23254 - Office of Special Education and Rehabilitative Services; Overview Information; Training and...

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2010-05-03

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... special education, early intervention services, transition services, and related services; (iii... Special Education Programs' (OSEP) technical assistance and dissemination centers ( http://www.ed.gov...

Bibliografia Especializada: Educacion Basica (Specialized Bibliography: Basic Education).

Science.gov (United States)

Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1971

1971-01-01

This specialized international bibliography on basic education lists almost 50 documents written between 1969 and 1971 in Spanish, French, and Italian on the topic of elementary education. Annotations are provided for nine of the articles. Specific topics range from elementary reading and math education to curriculum planning. (VM)

Educational Encouragement, Parenting Styles, Gender and Ethnicity as Predictors of Academic Achievement among Special Education Students

Science.gov (United States)

Khan, Aqeel; Ahmad, Roslee; Hamdan, Abdul Rahim; Mustaffa, Mohamed Sharif

2014-01-01

Current study examines the predictors of academic achievement: role of parenting styles, educational encouragement, gender and ethnicity among special education students. Participants of this study consisted 200 special education students (N = 105 boys and N = 95 girls) age varies 14 to 19 years from one school located at Kuala Lumpur, Malaysia.…

General Education Students' Changing Perceptions of Students with Special Needs

Science.gov (United States)

Novak, Ashley D.; Bartelheim, Frederick J.

2012-01-01

Schools are becoming more inclusive and more students with special needs are accessing general education classrooms than ever. This action research study investigated general education students changing perceptions of students with special needs through the use of various interventions (e.g., classroom discussions, organized games, buddy reads,…

75 FR 77624 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

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2010-12-13

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... months. The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-31191...

The Influence of Gender and Special Education Training on Attitudes Towards Inclusion

Science.gov (United States)

Orakci, Senol; Aktan, Osman; Toraman, Çetin; Çevik, Hüseyin

2016-01-01

Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers' viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on…

Education Empowerment Model for the Disabled Learners: A Case Study at Cicendo School for Special Education

Science.gov (United States)

Kamil, Mustofa; Shantini, Yanti; Sardin

2015-01-01

This paper originates from a study conducted to examine the challenges faced by the Schools for Special Education (SLB) in their effort to empower people living with disabilities. The study aimed: 1) to describe the stages involved in the education for empowerment of the disabled groups through schools for special education, 2) to present an…

Social-Emotional Characteristics and Special Educational Needs

Science.gov (United States)

Meijer, Joost; Fossen, Miriam W. E. B.; van Putten, Cornelis M.; van der Leij, Aryan

2006-01-01

The aim of the research described in this article was the development of an instrument to measure social emotional characteristics and special educational and pedagogical needs of students in the last grade of primary education. Questionnaires were developed for teachers as well as for students. Exploratory factor analyses showed that the factors…

75 FR 38510 - Office of Special Education and Rehabilitative Services; Personnel Development to Improve...

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2010-07-02

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Personnel... word ``scholar'' in the Special Education Preservice Program Improvement Grants (84.325T) priority in....html . Dated: June 25, 2010. Alexa Posny, Assistant Secretary for Special Education and Rehabilitative...

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2010-12-27

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services may change the maximum amount through a notice published in... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

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2011-01-04

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2010-12-13

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

75 FR 25845 - Office of Special Education and Rehabilitative Services (OSERS); Overview Information; Centers...

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2010-05-10

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services (OSERS); Overview... from the Office of Special Education and Rehabilitative Services. The pre-application meeting will be.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-11007...

75 FR 75666 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

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2010-12-06

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice... Secretary for Special Education and Rehabilitative Services may change the maximum project period through a...

Replication of Special Education Research: Necessary but Far Too Rare

Science.gov (United States)

Makel, Matthew C.; Plucker, Jonathan A.; Freeman, Jennifer; Lombardi, Allison; Simonsen, Brandi; Coyne, Michael

2016-01-01

Increased calls for rigor in special education have often revolved around the use of experimental research design. However, the replicability of research results is also a central tenet to the scientific research process. To assess the prevalence, success rate, and authorship history of replications in special education, we investigated the…

Special Education Teachers' Perceptions and Intentions toward Data Collection

Science.gov (United States)

Ruble, Lisa A.; McGrew, John H.; Wong, Wing Hang; Missall, Kristen N.

2018-01-01

Although data-based decision making is an evidence-based practice, many special educators have difficulty applying the practice within daily routines. We applied the theory of planned behavior (TPB) to understand the influences that promote or hinder early childhood special educators' intentions to collect data. We assessed three influences on…

Dispute Resolution in Special Education: An Introduction to Litigation Alternatives.

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Goldberg, Steven S.; Huefner, Dixie Snow

1995-01-01

Reviews the advantages and disadvantages of common methods of conflict resolution used in special-education disputes. Argues that "principled negotiation" has been underutilized at the early phase of special-education disputes and shows promise as a means of settling many disputes without the need for mediation or adversarial processes.…

SPECIAL EDUCATION COURSES OF STUDY. COURSE OF STUDY, GRADES 9 THROUGH 11, FOR SPECIAL EDUCATION.

Science.gov (United States)

Phoenix Union High School District, AZ.

THIS GUIDE FOR GRADES 9 TO 11 WAS DEVELOPED FROM MANY SOURCES BUT WITH MAJOR CONTRIBUTIONS FROM TEACHERS WHO USE IT IN A SPECIAL EDUCATION PROGRAM TO PARTIALLY MEET DIPLOMA REQUIREMENTS. UNITS ARE IN ENGLISH, MATHEMATICS, SCIENCE, SOCIAL STUDIES, AMERICAN HISTORY AND GOVERNMENT, ECONOMICS, HOME ECONOMICS, FOOD SERVICE, AND SHOP. EACH COURSE PLAN…

Instructional Modules for Training Special Education Teachers: A Final Report on the Development and Field Testing of the CUNY-CBTEP Special Education Modules. Case 30-76. Toward Competence Instructional Materials for Teacher Education.

Science.gov (United States)

City Univ. of New York, NY. Center for Advanced Study in Education.

The City University of New York Competency Based Teacher Education Project (CUNY-CBTEP) in Special Education studied Modularization, focusing on the variables in the instructional setting that facilitate learning from modular materials for a wide range of students. Four of the five modules for the training of special education teachers developed…

75 FR 39431 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

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2010-07-08

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

75 FR 33277 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

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2010-06-11

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

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2010-05-18

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Assistant Secretary for Special Education and Rehabilitative Services may change the maximum amount through... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

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2010-04-30

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services may change the maximum amount through a notice published in... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

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2010-02-02

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education and Rehabilitative Services may change the maximum amount through a notice published in... conference call with NIDRR staff from the Office of Special Education and Rehabilitative Services between 1...

75 FR 48957 - Office of Special Education and Rehabilitative Services; Overview Information; Technology and...

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2010-08-12

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Special Education Programs (OSEP) provides competitive grant funds to support the video description of... exceeding $1,000,000 for a single budget period of 12 months. The Assistant Secretary for Special Education...

75 FR 36239 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

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2010-06-24

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

76 FR 339 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

Science.gov (United States)

2011-01-04

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services establishes a priority for the funding of a... exceeding $625,000 for a single budget period of 12 months. The Assistant Secretary for Special Education...

75 FR 59699 - Office of Special Education and Rehabilitative Services; Overview Information; Technology and...

Science.gov (United States)

2010-09-28

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... provisions, the Office of Special Education Programs (OSEP) awarded two 18-month grants to support States... Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice...

75 FR 33274 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

Science.gov (United States)

2010-06-11

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

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Science.gov (United States)

2011-01-06

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

Special Education Teacher Leadership in Jordan: Current State and Constraints

Directory of Open Access Journals (Sweden)

Eman Al-Zboon

2016-06-01

Full Text Available Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136 and an interview (n = 23. Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers’ leadership.

Examination on ICT Integration into Special Education Schools for Developing Countries

Science.gov (United States)

Aksal, Fahriye Altinay; Gazi, Zehra Altinay

2015-01-01

Information, communication and technology (ICT) is a bridge in fostering learning who have special needs in education. It becomes a medium of connecting their way of lives and their socialization within education life. Integration of ICT plays a great role in special education. Most of the developing countries pay attention to ICT practices in…

Work-Related Violence, Lifestyle, and Health among Special Education Teachers Working in Finnish Basic Education

Science.gov (United States)

Ervasti, Jenni; Kivimaki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-01-01

Background: Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education…

Prevalence of tics in schoolchildren and association with placement in special education.

Science.gov (United States)

Kurlan, R; McDermott, M P; Deeley, C; Como, P G; Brower, C; Eapen, S; Andresen, E M; Miller, B

2001-10-23

Based on the knowledge that Tourette's syndrome (TS) is associated with several clinical features that can impair school function and growing evidence that the disorder is much more common than previously thought, the authors hypothesized that TS and related tic disorders would be associated with school problems in the childhood population at large. Direct, blinded (to educational placement) interviews of 1,596 schoolchildren in Monroe County, Rochester, NY, were conducted. Twenty-seven percent of 341 students classified as receiving special education (SpEd) had tics compared with 19.7% (p = 0.008) of 1,255 students in regular classroom programs (RegEd). The weighted prevalence estimates for tics were 23.4% in SpEd and 18.5% in RegEd. A higher percentage of students in SpEd (7.0%) met diagnostic criteria for TS than students in RegEd (3.8%; p = 0.01). Although possibly influenced by selection bias, our results indicate that tic disorders are common in children and are highly associated with school dysfunction. Tics may represent an identifiable sign of an underlying brain developmental disorder that contributes to academic difficulties.

Review of the Literature on Children with Special Educational Needs

Science.gov (United States)

Alkahtani, Mohammed Ali

2016-01-01

This study outlines the literature relevant to the Cross-cultural issues and the politics of SEN and the different perspectives arising from the literature on this widely debated issue are addressed. In addition, the origin of the term "special educational needs" (SEN), its definitions and the types of special education needs are…

Regularized Regression and Density Estimation based on Optimal Transport

KAUST Repository

Burger, M.

2012-03-11

The aim of this paper is to investigate a novel nonparametric approach for estimating and smoothing density functions as well as probability densities from discrete samples based on a variational regularization method with the Wasserstein metric as a data fidelity. The approach allows a unified treatment of discrete and continuous probability measures and is hence attractive for various tasks. In particular, the variational model for special regularization functionals yields a natural method for estimating densities and for preserving edges in the case of total variation regularization. In order to compute solutions of the variational problems, a regularized optimal transport problem needs to be solved, for which we discuss several formulations and provide a detailed analysis. Moreover, we compute special self-similar solutions for standard regularization functionals and we discuss several computational approaches and results. © 2012 The Author(s).

An Investigation of the Workload and Job Satisfaction of North Carolina's Special Education Directors

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Cash, Jennifer Brown

2013-01-01

Keywords: special education directors, workload, job satisfaction, special education administration. The purpose of this mixed methods research study was to investigate employee characteristics, workload, and job satisfaction of special education directors employed by local education agencies in North Carolina (N = 115). This study illuminates the…

75 FR 34990 - Office of Special Education and Rehabilitative Services Overview Information; National Institute...

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2010-06-21

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview... exceeding $850,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

75 FR 39216 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

Science.gov (United States)

2010-07-08

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... exceeding $1,000,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... this meeting by conference call with NIDRR staff from the Office of Special Education and...

75 FR 21270 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

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2010-04-23

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may... call with NIDRR staff from the Office of Special Education and Rehabilitative Services between 1:00 p.m...

75 FR 39426 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

Science.gov (United States)

2010-07-08

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... exceeding $850,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... participate in this meeting by conference call with NIDRR staff from the Office of Special Education and...

Preparing Teachers for Inclusive Education: Some Reflections from the Netherlands

Science.gov (United States)

Pijl, Sip Jan

2010-01-01

Teachers in the Netherlands hesitate to accept responsibility for students with special needs in regular education. They generally do not have positive attitudes towards inclusive education, citing a lack of personal knowledge and skill for teaching students with special needs, an area that was not sufficiently covered in their basic teacher…

The Case for Increasing Workplace Decision-Making: Proposing a Model for Special Educator Attrition Research

Science.gov (United States)

Tyler, Teresa A.; Brunner, C. Cryss

2014-01-01

The chronically high rate of special educator attrition across U.S. schools creates a dilemma for educational leaders because special educators provide direct services to students with special needs. Attrition exacerbates already high special educator shortages reported in most districts, and nearly one million schoolchildren with disabilities…

CHARACTERISTICS OF RESEARCH METHODOLOGY DEVELOPMENT IN SPECIAL EDUCATION AND REHABILITATION

Directory of Open Access Journals (Sweden)

Natasha ANGELOSKA-GALEVSKA

2004-12-01

Full Text Available The aim of the text is to point out the developmental tendencies in the research methodology of special education and rehabilitation worldwide and in our country and to emphasize the importance of methodological training of students in special education and rehabilitation at the Faculty of Philosophy in Skopje.The achieved scientific knowledge through research is the fundamental pre-condition for development of special education and rehabilitation theory and practice. The results of the scientific work sometimes cause small, insignificant changes, but, at times, they make radical changes. Thank to the scientific researches and knowledge, certain prejudices were rejected. For example, in the sixth decade of the last century there was a strong prejudice that mentally retarded children should be segregated from the society as aggressive and unfriendly ones or the deaf children should not learn sign language because they would not be motivated to learn lip-reading and would hardly adapt. Piaget and his colleagues from Geneva institute were the pioneers in researching this field and they imposed their belief that handicapped children were not handicapped in each field and they had potentials that could be developed and improved by systematic and organized work. It is important to initiate further researches in the field of special education and rehabilitation, as well as a critical analysis of realized researches. Further development of the scientific research in special education and rehabilitation should be a base for education policy on people with disabilities and development of institutional and non-institutional treatment of this population.

The role of the independent neuropsychologist in special education.

Science.gov (United States)

Hurewitz, Felicia; Kerr, Sonja

2011-08-01

Neuropsychologists are playing an increasing role in special education. We explain steps that neuropsychologists can take to ethically and effectively approach the "quasi-forensic" role of independent evaluator. Because neuropsychologists may provide reports for treatment, school programming, and legal disputes, it is important that they are familiar with the school programming process and the unique litigation procedures available for children with disabilities in special education. We provide guidelines including determining referral questions, obtaining outside information, choosing assessments, considering the legal constructs of questions, reviewing discrepant results from other evaluations and Individual Education Plans and communicating ideas.

Computer Assisted Instruction in Special Education Three Case Studies

OpenAIRE

İbrahim DOĞAN; Ömür AKDEMİR

2015-01-01

The purpose of this study is to investigate the computer use of three students attending the special education center. Students have mental retardation, hearing problem and physical handicap respectively. The maximum variation sampling is used to select the type of handicap while the convenience sampling is used to select the participants. Three widely encountered handicap types in special education are chosen to select the study participants. The multiple holistic case study design is used i...

Is a Sociology of Special and Inclusive Education Possible?

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Tomlinson, Sally

2015-01-01

This article discusses the expansion of education systems that now, following international declarations, are expected to offer an "Education for All" to children, young people and adults. Since in these declarations special education and inclusive education are conjoined, sociological questions can be asked as to what sort of social…

78 FR 60267 - Agency Information Collection Activities; Comment Request; Special Education-Personnel...

Science.gov (United States)

2013-10-01

...; Comment Request; Special Education--Personnel Preparation To Improve Services and Results for Children with Disabilities AGENCY: Office of Special Education and Rehabilitative Services (OSERS), Department.... [[Page 60268

75 FR 39782 - Office of Special Education and Rehabilitative Services; Overview Information; National Institute...

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2010-07-12

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... exceeding $650,000 for a single budget period of 12 months. The Assistant Secretary for Special Education... staff from the Office of Special Education and Rehabilitative Services between 1:00 p.m. and 3:00 p.m...

Satisfaction Level of Special Education Teachers Training Program toward Southeast Asia Organized by SEAMEO SEN

Directory of Open Access Journals (Sweden)

Mohd Anis Bin Abdul Razak

2017-03-01

Full Text Available The aims of the research is to study the level of satisfaction among the Special Education Teachers of Southeast Asia countries who attended the 4 weeks training on Co-curricular Activities for SEN Children that was conducted by SEAMEO Regional Center for Special Education (SEAMEO SEN. The aspects studied included the teachers’ satisfaction on the facilities and services provided by SEAMEO SEN, training content, training methods and the evaluation on the facilitators. The study involved 25 participants who are Special Education Teachers whom attended the 4 weeks training course. This is a survey to gain quantitative data using survey as the method of research. The data was analysed descriptively. Silver (1981 Model of Training and Maslow (1954 were used as the foundation to see the relations in the studied constructs. The findings of the research showed that the level of satisfaction of the participants towards services and facilities provided is at min = 4.48, satisfaction towards training content is min= 4.44, training method is min=4.31, quality of facilitator is min= 4.34. Overall, the findings indicated the level of satisfactory is high with overall min is = 4.40 and thus can be summarized that the Special Education Teachers are very satisfied with the training organized by SEAMEO SEN. Kajian ini dijalankan untuk mengkaji tahap kepuasan Guru Pendidikan Khas Asia Tenggara (GPKAT terhadap program latihan Regular Course: Co-Curricular Activities for SEN Children yang dianjurkan oleh SEAMEO Regional Center for Special Education (SEAMEO SEN. Aspek yang diberi perhatian dalam kajian ini merangkumi tahap kepuasan GPKAT terhadap kemudahan dan perkhidmatan yang disediakan oleh SEAMEO SEN, isi kandungan latihan, kaedah latihan dan penilaian GPKAT terhadap kualiti fasilitator. Kajian ini melibatkan seramai 25 orang GPKAT yang menghadiri kursus 4 minggu di SEAMEO SEN. Ini adalah kajian tinjauan untuk mendapatkan data kuantitatif dengan menggunakan

75 FR 21606 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

Science.gov (United States)

2010-04-26

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview.... Alexa Posny, Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-9626... education and training for rehabilitation personnel; (3) Disseminate, in a cost-effective manner...

LA REFORMA FALLIDA DE LOS CENTROS DE ATENCIÓN MÚLTIPLE EN MÉXICO (MEXICAN FAILED REFORM TO SPECIAL EDUCATION SCHOOLS

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García Cedillo Ismael

2009-08-01

inclusive education affected the whole special education system. One of the intended purposes was the reorganization of special education schools so that they would only serve students with severe disabilities whom regular schools would be unable to serve, and also to facilitate the integration of students to regula r schools. This paper reports on a qualitative study in four CAMs in an urban area in central Mexico. Four principals, twelve specialists, eleven special education teachers and twelve parents were interviewed. Results show that these four CAMs have followed different trajectories in their reorganization process. Two of them made structural changes to incorporate new policy guidelines, the other two are still working as the old special education schools with few superficial changes. In general, principals, teachers and specialists tend to have negative opinions regarding the changes derived from the reform and to question the technical support they received. Overall, this seems to have been a failed reform.

Virtual Reality and Its Potential Use in Special Education. Identifying Emerging Issues and Trends in Technology for Special Education.

Science.gov (United States)

Woodward, John

As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper addresses the possible contributions of virtual reality technology to educational services for students with disabilities. An example of the use of virtual reality in medical imaging introduces the paper and leads to a brief review of…

The Disability Studies in Education Annual Conference: Explorations of Working Within, and Against, Special Education

Directory of Open Access Journals (Sweden)

David Connor

2014-03-01

Full Text Available This article focuses on the Disability Studies in Education (DSE conference as an example of expanding disability studies (DS. First, the origins, purpose, and history of the DSE conference are described as a valid alternative discipline to special education. Second, the following three questions are posed in relation to DSE scholars: (1 To what degree can we transgress within existing structures of teacher education and doctoral programs without being provided lip-service, coopted, or dismissed as ideological versus practical? (2 To what degree can we engage (and critique the field of special education within its journals and conferences—and provide a greater plurality of perspectives within them? And, (3 how can we strategize to widely circulate ideas within DSE throughout education and its related fields? Presentations from the 2012 DSE conference are analyzed, described, and used as a collective response to help answer these questions. Fourth, DSE scholars share post-conference thoughts on the future of DSE. Finally, the deep debt of DSE to DS is acknowledged, along with speculation about possible ways in which DSE may help inform the growth of DS.  Keywords: disability studies in education, critical special educators, teacher education, research in education, ideology

IMAGES: Illinois Manual for Assuring Guaranteed Educational Services for Special Education. Fifth Edition.

Science.gov (United States)

Illinois State Board of Education, Springfield. Div. of Specialized Education Services.

This manual lists the procedures followed and presents the checklists used by the Illinois State Board of Education to monitor school districts' special education programs to ensure that the districts meet minimum standards for educational programs, personnel, and fiscal management practices. The first section presents an overview describing the…

Teachers’ perception of remediation possibilities of Dutch students in special education

NARCIS (Netherlands)

Bakker, J.T.A.; Bosman, A.M.T.

2006-01-01

Background. Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the

Hepatitis B: An Occupational Hazard for Special Educators.

Science.gov (United States)

Bauer, Anne M.; Shea, Thomas M.

1986-01-01

A discussion of the transmission and prevention of hepatitis B focuses on implications of the disease for special educators, including maintaining confidentiality, providing education in the least restrictive environment, curriculum modifications in related behavioral/social areas, and personal risk. Relevant administrative and legal questions are…

A New Approach to Special Education Finance: The Resource Cost Model.

Science.gov (United States)

Geske, Terry G.; Johnston, Mary Jo

1985-01-01

Describes current practices in Illinois where a personnel reimbursement formula is used to finance special education. Summarizes the basic components of the Resource Cost Model (RCM), a complex school finance formula, and compares and contrasts RCM with Illinois' current method of financing special education. (MLF)

Updating ARI Educational Benefits Usage Data Bases for Army Regular, Reserve, and Guard: 2005 - 2006

National Research Council Canada - National Science Library

Young, Winnie

2007-01-01

This report describes the updating of ARI's educational benefits usage database with Montgomery GI Bill and Army College Fund data for Army Regular, Reserve, and Guard components over the 2005 and 2006 period...

General programs of specialized education of radiological physicists in the Czech Republic

International Nuclear Information System (INIS)

Dvorak, P.; Judas, L.; Richter, V.; Novak, L.

2005-01-01

Specialized Education of Czech radiological physicists in diagnostic radiology (DR), nuclear medicine (NM) or radiotherapy (RT) follows-up to regulated university master program. A form and content of Specialized Education which will be defined by General Programs must therefore reflect previous step. Graduates from Specialized Education will be fully competent clinical radiological physicists for DR, NM or RT according to their branch. Therefore, we strongly recommend that General Programs are made very carefully reflecting requirements of Specialized Education and current status of the field in the Czech Republic. Currently, CAMP works on its own version of General Program for each branch. CAMP is ready to collaborate closely with all other bodies included in preparation of General Programs and with the Czech Ministry of Health. (authors)

A Propensity Score Matching Analysis of the Effects of Special Education Services.

Science.gov (United States)

Morgan, Paul L; Frisco, Michelle; Farkas, George; Hibel, Jacob

2010-02-01

We sought to quantify the effectiveness of special education services as naturally delivered in U.S. schools. Specifically, we examined whether children receiving special education services displayed (a) greater reading or mathematics skills, (b) more frequent learning-related behaviors, or (c) less frequent externalizing or internalizing problem behaviors than closely matched peers not receiving such services. To do so, we used propensity score matching techniques to analyze data from the Early Childhood Longitudinal-Study Kindergarten Cohort, 1998-1999, a large scale, nationally representative sample of U.S. schoolchildren. Collectively, results indicate that receipt of special education services has either a negative or statistically non-significant impact on children's learning or behavior. However, special education services do yield a small, positive effect on children's learning-related behaviors.

Proceedings of the Fourth International Seminar on Special Education (Cork, Ireland, September 8-12, 1969).

Science.gov (United States)

McHugh, M. F., Ed.

Proceedings of the Fourth International Seminar on Special Education (Cork, Ireland, September 8-12, 1969) contain papers relating to the following themes: special education personnel, identification of the handicapped, general aspects of early education, special education methods, early education programs for the mentally handicapped, and early…

A National Perspective: An Analysis of Factors That Influence Special Educators to Remain in the Field of Education

Science.gov (United States)

Nickson, Lautrice M.; Kritsonis, William Allan

2006-01-01

The purpose of this article is to analyze factors that influence special educators to remain in the field of education. School administrators are perplexed by the large number of teachers who decide to leave the field of education after three years. The retention rates of special educators' require school administrators to focus on developing a…

Limited access to special education services for school-aged children with developmental delay.

Science.gov (United States)

Twardzik, Erica; Smit, Ellen; Hatfield, Bridget; Odden, Michelle C; Dixon-Ibarra, Alicia; MacDonald, Megan

2018-01-01

Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services. Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis. Logistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade (n=5076). Odds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). Results suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access. Gaps in service access during early development are associated with the need for supportive services later on in life. Copyright © 2017 Elsevier Ltd. All rights reserved.

75 FR 27318 - Office of Special Education and Rehabilitative Services; Overview Information; Rehabilitation...

Science.gov (United States)

2010-05-14

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-11607 Filed 5-13-10; 8:45 am...) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80...

Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

Science.gov (United States)

Frazier, Robert Sipplin

2015-01-01

This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…

The Odd Man Out: How Fathers Navigate the Special Education System

Science.gov (United States)

Mueller, Tracy Gershwin; Buckley, Pamela C.

2014-01-01

Research about parent experiences with the special education system is largely dominated by the perspectives of mothers. Using purposeful sampling techniques, we interviewed 20 active fathers about their experiences navigating the special education system. All the fathers described three primary roles they experienced, including acting as a…

Teachers' Knowledge of Special Education Policies and Practices

Science.gov (United States)

Sanders, Pamela

2015-01-01

The Individuals with Disabilities Education Act (IDEA) greatly improved the educational opportunities for students with disabilities. Teachers require knowledge of the law to deliver necessary and appropriate services to students with disabilities. The purpose of this quantitative study was to examine teachers' knowledge of special education…

Assessment of specialized educational programs for licensed nuclear reactor operators

International Nuclear Information System (INIS)

Melber, B.D.; Saari, L.M.; White, A.S.; Geisendorfer, C.L.; Huenefeld, J.C.

1986-02-01

This report assesses the job-relatedness of specialized educational programs for licensed nuclear reactor operators. The approach used involved systematically comparing the curriculum of specialized educational programs for college credit, to academic knowledge identified as necessary for carrying out the jobs of licenses reactor operators. A sample of eight programs, including A.S. degree, B.S. degree, and coursework programs were studied. Subject matter experts in the field of nuclear operations curriculum and training determined the extent to which individual program curricula covered the identified job-related academic knowledge. The major conclusions of the report are: There is a great deal of variation among individual programs, ranging from coverage of 15% to 65% of the job-related academic knowledge. Four schools cover at least half, and four schools cover less than one-third of this knowledge content; There is no systematic difference in the job-relatedness of the different types of specialized educational programs, A.S. degree, B.S. degree, and coursework; and Traditional B.S. degree programs in nuclear engineering cover as much job-related knowledge (about one-half of this knowledge content) as most of the specialized educational programs

Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

Science.gov (United States)

Johnson, Robin R.; And Others

1995-01-01

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Trends in Special Education Eligibility Among Children With Autism Spectrum Disorder, 2002-2010.

Science.gov (United States)

Rubenstein, Eric; Daniels, Julie; Schieve, Laura A; Christensen, Deborah L; Van Naarden Braun, Kim; Rice, Catherine E; Bakian, Amanda V; Durkin, Maureen S; Rosenberg, Steven A; Kirby, Russell S; Lee, Li-Ching

Although data on publicly available special education are informative and offer a glimpse of trends in autism spectrum disorder (ASD) and use of educational services, using these data for population-based public health monitoring has drawbacks. Our objective was to evaluate trends in special education eligibility among 8-year-old children with ASD identified in the Autism and Developmental Disabilities Monitoring Network. We used data from 5 Autism and Developmental Disabilities Monitoring Network sites (Arizona, Colorado, Georgia, Maryland, and North Carolina) during 4 surveillance years (2002, 2006, 2008, and 2010) and compared trends in 12 categories of special education eligibility by sex and race/ethnicity. We used multivariable linear risk regressions to evaluate how the proportion of children with a given eligibility changed over time. Of 6010 children with ASD, more than 36% did not receive an autism eligibility in special education in each surveillance year. From surveillance year 2002 to surveillance year 2010, autism eligibility increased by 3.6 percentage points ( P = .09), and intellectual disability eligibility decreased by 4.6 percentage points ( P special education services under other categories, and racial/ethnic disparities persisted. To monitor trends in ASD prevalence, public health officials need access to comprehensive data collected systematically, not just special education eligibility.

Assessing the Special Education Professional Development Needs of Northern Malawian Schoolteachers

Science.gov (United States)

Hughes, Elizabeth; Chitiyo, Morgan; Itimu-Phiri, Ambumulire; Montgomery, Kristen

2016-01-01

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi-structured questionnaire with open and close-ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe…

Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data

Science.gov (United States)

Ewing, Katherine Anne

2009-01-01

The inclusion of students with disabilities in large scale assessment and accountability programs has provided new opportunities to examine the impact of special education services on student achievement. Hanushek, Kain, and Rivkin (1998, 2002) evaluated the effectiveness of special education programs by examining students' gains on a large-scale…

A Propensity Score Matching Analysis of the Effects of Special Education Services

Science.gov (United States)

Morgan, Paul L.; Frisco, Michelle; Farkas, George; Hibel, Jacob

2013-01-01

We sought to quantify the effectiveness of special education services as naturally delivered in U.S. schools. Specifically, we examined whether children receiving special education services displayed (a) greater reading or mathematics skills, (b) more frequent learning-related behaviors, or (c) less frequent externalizing or internalizing problem behaviors than closely matched peers not receiving such services. To do so, we used propensity score matching techniques to analyze data from the Early Childhood Longitudinal—Study Kindergarten Cohort, 1998–1999, a large scale, nationally representative sample of U.S. schoolchildren. Collectively, results indicate that receipt of special education services has either a negative or statistically non-significant impact on children’s learning or behavior. However, special education services do yield a small, positive effect on children’s learning-related behaviors. PMID:23606759

Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities

Science.gov (United States)

Kirby, Moira

2017-01-01

Introduction: Everyday millions of students in the United States receive special education services. Special education is an institution shaped by societal norms. Inherent in these norms are implicit assumptions regarding disability and the nature of special education services. The two dominant implicit assumptions evident in the American…

Do nuclear engineering educators have a special responsibility

International Nuclear Information System (INIS)

Weinberg, A.M.

1977-01-01

Each 1000 MW(e) reactor in equilibrium contains 15 x 10 9 Ci of radioactivity. To handle this material safety requires an extremely high level of expertise and commitment - in many respects, an expertise that goes beyond what is demanded of any other technology. If one grants that nuclear engineering is more demanding than other engineering because the price of failure is greater, one must ask how can we inculcate into the coming generations of nuclear engineers a full sense of the responsibility they bear in practising their profession. Clearly a first requirement is that all elements of the nuclear community -utility executives, equipment engineers, operating engineers, nuclear engineers, administrators - must recognize and accept the idea that nuclear energy is something special, and that therefore its practitioners must be special. This sense must be instilled into young nuclear engineers during their education. A special responsibility therefore devolves upon nuclear engineering educators: first, to recognize the special character of their profession, and second, to convey this sense to their students. The possibility of institutionalizing this sense of responsibility by establishing a nuclear Hippocratic Oath or special canon of ethics for nuclear engineers ought to be discussed within the nuclear community. (author)

A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

Science.gov (United States)

Nottke, Regina

2017-01-01

The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…

Studying Teaching Methods, Strategies and Best Practices for Young Children with Special Educational Needs

Science.gov (United States)

Tzivinikou, S.; Papoutsaki, K.

2016-01-01

Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…

Improving Special Education Teacher Retention: Implications from a Decade of Research.

Science.gov (United States)

Billingsley, Bonnie S.

2002-01-01

A review of the research on the shortage of special education teachers and the role of attrition leads to eight recommendations to improve special educators' work environments and increase retention. Four of these recommendations are: hire certified teachers; use salaries and bonuses as incentives to remain; develop responsive induction programs…

The Standards Agenda: Reflections of a Special Educational Needs Co-ordinator

Science.gov (United States)

Glazzard, Jonathan

2014-01-01

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the…

IEP Use by General and Special Education Teachers

Directory of Open Access Journals (Sweden)

Kathleen Rotter

2014-04-01

Full Text Available The role of general and special educators in implementing the Individualized Education Program (IEP is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

Bibliografia Especializada: Formacion Docente (Specialized Bibliography: Teacher Education).

Science.gov (United States)

Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1971

1971-01-01

This specialized, international bibliography on various issues in teacher education lists approximately 50 articles and books written between 1959 and 1970 in Spanish, French, English, and Portuguese. Many of the items are reports from conferences and seminars on related topics. Several concern teacher education within a given geographical region.…

Elementary School Teachers' Beliefs and Perceptions about the Inclusion of Children with Special Needs in Their Classrooms

Science.gov (United States)

Gavish, Bella; Shimoni, Sarah

2011-01-01

For the past thirty years there's a wide world emergence of a policy of including children with special needs in regular classes (Daane, Beirne-Smith and Latham, 2000). The Inclusion Reform has called for far-reaching conceptual, organizational and structural changes, at the schools. The Israeli corresponding Special Education Law was issued in…

Recent and Continuing Initiatives and Practices in Special Education

Science.gov (United States)

Darrow, Alice-Ann; Adamek, Mary S.

2017-01-01

A number of initiatives in special education have occurred in the United States over the years, some mandated by amendments to the Individuals with Disabilities Education Act. Having a working knowledge of these initiatives allows music educators to have informed discussions with colleagues and parents and participate more fully in Individualized…

Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers

Science.gov (United States)

Roderick, Erin; Jung, Adrian Woo

2012-01-01

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument…

Senior military officers' educational concerns, motivators and barriers for healthful eating and regular exercise.

Science.gov (United States)

Sigrist, Lori D; Anderson, Jennifer E; Auld, Garry W

2005-10-01

The increasing trend of overweight in the military, the high cost of health care associated with overweight, and the failure to meet some Healthy People 2000 objectives related to diet identify the need for more appropriate nutrition and fitness education for military personnel. The purpose of this study was to assess senior military officers' concerns on various health topics, educational preferences for nutrition and health topics, eating habits, and barriers and motivators for eating healthfully and exercising regularly. The survey was completed by 52 resident students at the U.S. Army War College. Fitness, weight, and blood cholesterol were top health concerns, and respondents wanted to know more about eating healthfully on the run. The primary barrier to eating healthfully and exercising regularly was lack of time, whereas health and appearance were top motivators. Health interventions for this population should include their topics of concern and should address perceived barriers and motivators.

Technology in Finnish Special Education - Toward Inclusion and Harmonized School Days

OpenAIRE

Eija KÄRNÄ-LIN; Kaisa PIHLAINEN-BEDNARIK; Erkki SUTINEN; Marjo VIRNES

2007-01-01

The increasing number of children who need special education in Finland also requires an increasing amount of resources from teachers and a restructuring of the education system. Technology can be a part of the solution to this resource problem; however, for the technological solution to work, technologies need to be designed and implemented in new ways. Technologies used in special education in Finland can roughly be divided into four main categories; assistive technologies, communication te...

Public and Private School Principals' Knowledge of Special Education Law

Science.gov (United States)

Boyd, Marie Nicole

2018-01-01

The purpose of this study is to examine the knowledge of special education law held by public and private school principals as the law pertains to providing the appropriate services to students with disabilities. Numerous studies have investigated public school principals' level of preparation, training, and role within in special education law.…

Special Education Teacher Transition-Related Competencies and Preparation in Saudi Arabia

Science.gov (United States)

Alnahdi, Ghaleb

2014-01-01

Preparing special education teachers to engage in transition services is a critical part of their preparation. This study examined how special education teachers perceive their preparation for transition services in Riyadh, Saudi Arabia. A total of 350 teachers participated in this study. Data were analyzed using a two-way ANOVA. The findings…

Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory

OpenAIRE

Bays, Debora Ann

2001-01-01

The grounded theory presented in this study describes how the supervision of special education instruction occurs in public elementary schools in rural settings. Grounded theory methodology (Strauss & Corbin, 1998) was employed in this study. Nine elementary schools in three rural districts in the state of Virginia participated in the study. Interview data were collected from 34 participants, including special and general education teachers, principals, and directors of special education. Obs...

The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs.

Science.gov (United States)

Lipkin, Paul H; Okamoto, Jeffrey

2015-12-01

The pediatric health care provider has a critical role in supporting the health and well-being of children and adolescents in all settings, including early intervention (EI), preschool, and school environments. It is estimated that 15% of children in the United States have a disability. The Individuals with Disabilities Education Act entitles every affected child in the United States from infancy to young adulthood to a free appropriate public education through EI and special education services. These services bolster development and learning of children with various disabilities. This clinical report provides the pediatric health care provider with a summary of key components of the most recent version of this law. Guidance is also provided to ensure that every child in need receives the EI and special education services to which he or she is entitled. Copyright © 2015 by the American Academy of Pediatrics.

Children with special educational needs in the Netherlands: number, characteristics and school career

NARCIS (Netherlands)

van der Veen, I.; Smeets, E.; Derriks, M.

2010-01-01

Background: Several barriers are hampering the provision of adequate education to students with special educational needs in mainstream primary schools. It is not clear how many and which students in the Netherlands are considered children with special educational needs. The problems that make

Transition: New Challenge for Special Education.

Science.gov (United States)

Dildy, Dennis R.

Special education students who graduate or age-out of school are often not successful in making the transition from school to work. Transition services in Texas are grounded in federal civil rights legislation and a Texas Senate concurrent resolution which calls for preparing and supporting the successful transition of handicapped students to the…

A Review of Special Education Services Delivery in the United States and Nigeria: Implications for Inclusive Education

Science.gov (United States)

Michael, Eskay; Onu, Victoria; Janeth, Igbo

2012-01-01

Both Nigeria and the United States represent developing and developed countries respectively, and special education policy between these two countries are different. Both countries have contributed to help learners with exceptionalities in their policies. These policies help in the formulation and implementation of special education programmes for…

34 CFR 300.534 - Protections for children not determined eligible for special education and related services.

Science.gov (United States)

2010-07-01

... special education and related services. 300.534 Section 300.534 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES... children not determined eligible for special education and related services. (a) General. A child who has...

77 FR 43276 - Notice of Proposed Information Collection Requests; Office of Special Education and...

Science.gov (United States)

2012-07-24

... DEPARTMENT OF EDUCATION Notice of Proposed Information Collection Requests; Office of Special Education and Rehabilitative Services; Needs Assessment, Workplan, and Evaluation Guide for the Technical... Office of Special Education and Rehabilitative Services within the U.S. Department of Education funded...

Unheard Voices: Korean Immigrant Mothers' Experiences with the United States Special Education System

Science.gov (United States)

Kim, Jeanie

2013-01-01

The purpose of this study was to examine the experiences of Korean immigrant mothers of children with special needs in the New York metropolitan area in the special education process (e.g., referral, evaluation, meetings, services), and to better understand how these mothers perceive special education, disability, and their relationships with…

The Education of Children with Special Needs in Ghana: Policies ...

African Journals Online (AJOL)

The results indicate that some policies have been put in place in the country regarding the education of special needs children. The main facilities that exist for children with special needs are in the areas of visual impairment, hearing impairment and mental retardation. No special facilities or services exist for the gifted, the ...

Special Experiences for Exceptional Students: Integrating Virtual Reality into Special Education Classrooms.

Science.gov (United States)

Miller, Erez Cedric

This paper discusses some of the potential benefits and hazards that virtual reality holds for exceptional children in the special education system. Topics addressed include (1) applications of virtual reality, including developing academic skills via cyberspace, vocational training, and social learning in cyberspace; (2) telepresence and distance…

Social Workers' Role in the Disproportionality of African American Students in Special Education

Directory of Open Access Journals (Sweden)

Kristen Faye Bean

2011-11-01

Full Text Available There is an overrepresentation of African American students in special education. Research on this phenomenon has primarily focused on educators within schools. School social workers are in unique positions to impact the disproportionality. Patricia Collins’ Domains-of-Power Framework is used to demonstrate how school social workers can practice transformational resistance to eliminate the overrepresentation of African American students in special education. School social workers should: 1 attend IEP meetings and conduct home visits and biopsychosocial evaluations with students who are being assessed for special education services, 2 offer to evaluate and conduct home visits with students whom teachers deem to be “at-risk” to prevent inappropriate assessments for special education, 3 create a school culture of acceptance of difference, and 4 ask themselves how they individually foster racial domination or emancipation in their daily actions.

Neuroscience and Special Education. inForum

Science.gov (United States)

Muller, Eve

2011-01-01

The purpose of this document is to provide a brief overview of how links are being developed between the rapidly expanding field of neuroscience and the practice of special education. The first part of the document introduces definitions and terminology, provides an overview of how findings from neuroscience are being applied to the field of…

75 FR 13106 - Office of Special Education and Rehabilitative Services Overview Information; Migrant and...

Science.gov (United States)

2010-03-18

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services Overview..., Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-5976 Filed 3-17-10; 8...). Program Authority: 29 U.S.C. 774. Applicable Regulations: (a) The Education Department General...

75 FR 5291 - Office of Special Education and Rehabilitative Services; Overview Information; Technology and...

Science.gov (United States)

2010-02-02

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview..., Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-2182 Filed 2-1-10; 8:45... the Individuals with Disabilities Education Act (IDEA)). Absolute Priority: For FY 2010 and any...

USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

Directory of Open Access Journals (Sweden)

Pamela Buhere

2013-12-01

Full Text Available This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E for Special Needs Education (SNE learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158. Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should

Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure.

Science.gov (United States)

Al Nozha, Omar Mansour; Fadel, Hani T

2017-01-01

Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. Cross-sectional survey. College of Nursing at Taibah University, Madinah, Saudi Arabia. The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. The DREEM inventory score. Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P .05). Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.

Attaining Success for Beginning Special Education Teachers.

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McCabe, Marjorie; And Others

1993-01-01

Three case studies are presented that highlight problem scenarios relating to beginning special education intern teachers and explain how the teachers attained success. The cases focus on classroom management, adaptation of the core curriculum, and knowledge of instructional practices. (JDD)

A Comparison between Collaborative and Authoritative Leadership Styles of Special Education Administrators

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Veale, Natasha W.

2010-01-01

Supervisors, administrators, and directors of special education usually use the authoritative leadership style when supervising their special education staffs; however, collaborative leadership styles are slowly overtaking authoritative leadership styles. These leaders have the task of producing an environment where the culture is inclusive, the…

Special Education Program Evaluation: A Planning Guide. An Overview. CASE Commissioned Series.

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McLaughlin, John A.

This resource guide is intended to help in planning special education program evaluations. It focuses on: basic evaluation concepts, identification of special education decision makers and their information needs, specific evaluation questions, procedures for gathering relevant information, and evaluation of the evaluation process itself.…

Early Childhood Special Education for Children with Visual Impairments: Problems and Solutions

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Kesiktas, A. Dolunay

2009-01-01

Studies showing developmental delays in infants and children with visual impairments have triggered early childhood special education studies for this population. Early childhood special education guidelines for visually impaired infants and children range from individualized services to personnel preparation issues while all display certain…

Role and challenges of school social workers in facilitating and supporting the inclusiveness of children with special needs in regular schools

Directory of Open Access Journals (Sweden)

Doriana Balli

2016-07-01

Full Text Available Dynamic of the society development is associated with extension of social problems, notably in educational context. The role of school, as the main public institution for social development of the students, is now obvious throughout the world. Consequently the role of social workers in schools is becoming essential, especially in terms of the inclusion of marginalized children from the opportunity of education, by impacting the educational system, to meet the diverse needs of all learners. Social work is focused on the welfare of individuals by increasing and developing their potential, so it goes hand in hand with inclusive education for children with disabilities, which emphasizes the children’ rights to obtain a definite, qualitative and suitable education in regular schools. The main focus of this study was to draw a clear panorama of the school social workers’ role towards the processes of inclusiveness of students with disabilities in Albanian regular schools. The data were collected via in-depth interviews with eight school social workers of the secondary schools in Korça region. The results showed that social service in schools is very important for helping students to develop social competences, intermediating parents in utilizing school and community resources, identifying and reporting bullying phenomenon, etc. School social workers could play a key role to implement the educational reform, which is being undertaken in Albania. Interviewees also shared their difficulties regarding the practical work, especially obstacles related to inclusive education processes.

75 FR 34251 - Office of Special Education and Rehabilitative Services; Overview Information; Centers for...

Science.gov (United States)

2010-06-16

... DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; Overview... Secretary for Special Education and Rehabilitative Services. [FR Doc. 2010-14405 Filed 6-15-10; 8:45 am... Reinvestment Act of 2009, Pub. L. 111-5 (ARRA). Applicable Regulations: (a) The Education Department General...

OPI Special Education Endorsement Project: A State-University Partnership.

Science.gov (United States)

Burdge, Jolene A.; Fishbaugh, Mary Susan E.; Christensen, Linda

2003-01-01

An evaluation of Montana's alternative certification program for special education teachers surveyed 117 current students, graduates, mentors, and administrators. Results indicated appreciation for the program but perceived needs for more instruction in severe disabilities, behavior management, development of individualized education programs, and…

The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services

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Fish, Wade W.

2008-01-01

The author investigated parental perceptions of the individualized education program (IEP) meeting among 51 parents of students who were receiving special education services from 1 family support service agency. Survey questions pertained to the following areas: (a) IEP meeting experiences, (b) knowledge level of special education law, (c)…

The Rural Special Education Project: A School-Based Program That Prepares Special Educators to Teach Native American Students.

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Prater, Greg; And Others

1996-01-01

A Northern Arizona University program prepares preservice special education teachers to work with Native American children and families. University students live on the Navajo reservation and receive practical classroom experience at Kayenta Unified School District (Arizona). Anglo students are paired with Navajo students who act as "cultural…

Estonian Vocational Teachers' Attitudes towards Inclusive Education for Students with Special Educational Needs

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Rose, Richard; Kaikkonen, Leena; Koiv, Kristi

2007-01-01

This paper presents the findings from research conducted with two samples of teachers from Estonian Vocational Schools. The first sample comprised a group of teachers who had received professional development directly related to the management of students with special educational needs in vocational education settings. Their attitudes and…

A Practical Guide to Early Numeracy Instruction for General and Special Educators

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Anderson, Alida

2013-01-01

This report summarizes recommendations from NCTM, NRC, CCSSM, NMAP, and IES to guide early numeracy instruction for elementary age students in general and special education classroom settings. We highlight common threads among general and special education research recommendations and provide a numeracy intervention curriculum model connecting…

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

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Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

2014-11-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

Tuition reimbursement for special education students.

Science.gov (United States)

Zirkel, P A

1997-01-01

The spring 1996 issue of The Future of Children on special education reviewed the legislative and litigation history of the Individuals with Disabilities Education Act (IDEA). This Revisiting article examines the impact of the two U.S. Supreme Court cases setting forth school districts' responsibility to reimburse parents of students with disabilities for private school tuition under certain circumstances. An extensive examination of published cases reveals that the number of cases litigated has increased but that the courts are no more likely to decide in favor of parents than they were before the Supreme Court rulings.

Points and counterpoints in the universe of specialized educational service for students with autism spectrum disorder

Directory of Open Access Journals (Sweden)

Marily Oliveira Barbosa

2016-05-01

Full Text Available The Educational Service Specialist (ESA established new ways of doing things with the target audience of Special Education and, in a way, intends to help her stay in school. In the case of the students with Autism Spectrum Disorder (ASD, their entry is relatively recent in the Brazilian schools and this awakens challenging situations for all. The aim of this study was to ascertain the views of ESA's teacher about the TEA and the students with this disorder. This study used a qualitative approach by seeking to grasp the vision of participant about the issue and it was used as a tool for data collection the direct observation, a lecture of ESA teacher and a semi-structured interview. For data analysis, it relied on the content analysis. The results showed that the teacher met three students with ASD and knew the scientific aspects regarding the TEA, although the religious knowledge also to mark their designs. The teacher reported the challenges and satisfaction in observing the educational progress of their students, including understanding the inclusion of these possibilities in the regular school environment.

Mathematics education and students with learning disabilities: introduction to the special series.

Science.gov (United States)

Rivera, D P

1997-01-01

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and

Inclusion of students with special education needs in physical education

Directory of Open Access Journals (Sweden)

Martin Kudláček

2010-01-01

Full Text Available The purpose of this article is to present phenomena of inclusive physical education from the point of view of needs of students with SEN, teachers from the point of view of support and university PE teacher preparation programs (PETE.Inclusion of students with special educational needs (SEN in physical education is in Czech Republic still marginal topic, although issues related to inclusive physical education are among key challenges of students with SEN, their teachers, parents and university departments preparing prospective teachers. In the area of support in inclusive PE we present the model of support in inclusive PE (Sherrill, 2004; Kudláček & Ješina, 2008 and in the area of PETE we present of key outcomes of project EIPET (Theoretical knowledge, competence and skills framework.

A career exploration programme for learners with special educational needs.

Science.gov (United States)

van Niekerk, Matty

2007-01-01

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.

25 CFR 39.705 - Are schools eligible for transportation funds to transport special education students?

Science.gov (United States)

2010-04-01

... transport special education students? 39.705 Section 39.705 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF... Funds § 39.705 Are schools eligible for transportation funds to transport special education students? Yes. A school that transports a special education student from home to a treatment center and back to...

Special Session 4: Astronomy Education between Past and Future

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de Greve, Jean-Pierre

2010-11-01

The special session aims at discussing an integrated approach of the different efforts to increase and promote the teaching and learning of astronomy in the world, with emphasis on developing countries. To this end, attention will be given to research on education, specifically in the field of physics, to best practices of the use of astronomy in educational systems (specifically in developing countries), and to innovative learning initiatives other than formal education. The Special Session aims also at creating a universal perspective wherein modern (post-Copernican) astronomy will presented as an intellectual cumulus. The objective of the session is to disseminate best practices in teaching and learning activities of astronomy and to give an opportunity to learn about initiatives in different cultural and socio-economic settings. The special session also wants to give food-for-thought and proposals for reflection for an integrative approach, and for optimization processes, to enhance the interest in astronomy and its role as a trigger towards science education in the educational systems, with emphasis on the developing countries. The outcome should be a sensitization of teachers and students alike to the concept of a universal history of astronomy and creation of some reliable source material which can be used as a teaching aid in a culture-specific context. The outcome could be a set of recommendations for future integrated actions, and eventually recommendations on new initiatives, framed into the new decadal policy plan.

From Special Tasks to Extensive Roles: The Changing Face of Special Needs Teachers in Finnish Vocational Further Education

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Pirttimaa, Raija; Hirvonen, Maija

2016-01-01

Following the development of inclusive education in vocational education and training (VET), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs (SEN) teachers, social workers and…

Preventing School Failure for Teachers, Revisited: Special Educators Explore Their Emotional Labor

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Kerr, Mary Margaret; Brown, Elizabeth Levine

2016-01-01

This article describes a study conducted collaboratively with 19 special educators to learn about their emotional practice through the emotional labor framework. Emotional labor refers to the management of emotional expression in the workplace. Specifically, the study sought to (a) deconstruct the stressors these special educators perceived, (b)…

Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program.

Science.gov (United States)

Minner, Sam; And Others

The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and…

IEP Use by General and Special Education Teachers

OpenAIRE

Kathleen Rotter

2014-01-01

The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results ind...

African American Students' Experiences in Special Education Programs

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Craft, Eleanor; Howley, Aimee

2018-01-01

Background/Context: Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate…

Empowering children with special educational needs to speak up: experiences of inclusive physical education.

Science.gov (United States)

Coates, Janine; Vickerman, Philip

2010-01-01

The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools. This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE). Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities. As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.

76 FR 11218 - Training and Information for Parents of Children With Disabilities Office of Special Education...