Thematische Bibliographien / Specialeducator / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Specialeducator“

Autor: Grafiati
Veröffentlicht am 25. Juni 2021
Zuletzt aktualisiert am 5. Februar 2022

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1

Rianto, Bambang Udji Djoko. „Role of early education in reading ability of deaf students“. Paediatrica Indonesiana 49, Nr. 4 (31.08.2009): 189. http://dx.doi.org/10.14238/pi49.4.2009.189-94.

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Background Reading is a very complex process which includescognitive process. Reading is initialized by visual analysis and lettertransformation into vocabulary form, word identification by lettersound mapping, words correlation, and interpretation. Deafnesscauses difficulties in acquiring language information via hearingprocess thus inhibits a successful conversation process.Objective To determine the role of early education in deaf students to reading ability.Methods A cross sectional design was performed from Septemberuntil December 2007. This study compared deaf students,younger than 6 years old, who received early education in specialeducation schools B (group I), with deaf children aged 6 years old and older who received education in special education schools B/conventional educational method (group II).Results There were 22 deaf children in group I and 24 in group II. The measured variables included age, age of school enrollment, duration of studies, degree of deafness, sex, and parental educational level. Logistic regression analysis showed that the variables which significantly contributed to reading skills were the early education and duration of study. In early education group, the children had significantly better reading ability (P=0.02; OR= 19.95; 95% CI 1.939 to 53.62), besides duration of study (P=O.Ol; OR=70.754; 95% CI 6.267 to 798.75), compared to conventional education.Conclussion Compared to those who receive education in specialeducation school B with a conventional educational method, deafstudents who receive early education in special education schoolsB have better reading ability significantly. Duration of studyalso contribute significantly to reading skill.
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2

Ozaki, Hisaki. „Message from the President“. Journal of Special Education Research 1, Nr. 1 (2013): 1. http://dx.doi.org/10.6033/specialeducation.1.1.

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3

Kamii, Kyoko, Hiroshi Fujino und Toshihide Koike. „Characteristics of Executive Function in Children With Autism Spectrum Disorders Compared With Typically Developing Children“. Journal of Special Education Research 1, Nr. 1 (2013): 11–21. http://dx.doi.org/10.6033/specialeducation.1.11.

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4

Furuta, Hiroko, Hisae Miyauchi, Divya Jindal-Snape, Paul Lynch, Shiho Okuhata, Akina Noguchi und Emiko Okada. „Significance and Strategies for International Dissemination of Outputs of Early Career Researchers“. Journal of Special Education Research 1, Nr. 1 (2013): 23–30. http://dx.doi.org/10.6033/specialeducation.1.23.

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5

Shizawa, Miho, Wakako Sanefuji und Ikuko Mohri. „Directing and Maintaining Attention in Mother–Infant Interaction on Infants With and Without Autism Spectrum Disorder“. Journal of Special Education Research 1, Nr. 1 (2013): 3–10. http://dx.doi.org/10.6033/specialeducation.1.3.

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6

Takahashi, Satoru, Kanako Korenaga und Ayako Tabe. „Inclusive Education in North Europe and Japan: Current Situation and Challenges“. Journal of Special Education Research 1, Nr. 1 (2013): 31–34. http://dx.doi.org/10.6033/specialeducation.1.31.

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7

Yokota, Susumu, und Mari Tanaka. „Development of Deceptive Behavior in Children With Autism Spectrum Disorder“. Journal of Special Education Research 2, Nr. 1 (2013): 1–9. http://dx.doi.org/10.6033/specialeducation.2.1.

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8

Fukasawa, Mikae, Yurika Inoue und Kazunori Takeda. „Evaluation of Stress Related to Medical Care in Schools for Special Needs Education Using a Salivary Biomarker in Students With Profound and Multiple Learning Disabilities“. Journal of Special Education Research 2, Nr. 1 (2013): 11–16. http://dx.doi.org/10.6033/specialeducation.2.11.

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9

Tatsuta, Nozomi, Keita Suzuki, Tomoko Sugawara, Kunihiko Nakai, Toru Hosokawa und Hiroshi Satoh. „Comparison of Kyoto Scale of Psychological Development and Bayley Scales of Infant Development second edition among Japanese Infants“. Journal of Special Education Research 2, Nr. 1 (2013): 17–24. http://dx.doi.org/10.6033/specialeducation.2.17.

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10

Yanai, Tomonori, und Hisao Maekawa. „Inhibition of Automatic Semantic Processing in Children With High-Functioning Pervasive Developmental Disorders Having Reading Difficulty“. Journal of Special Education Research 2, Nr. 1 (2018): 25–33. http://dx.doi.org/10.6033/specialeducation.2.25.

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11

Mizuno, Eriko, Naoya Osugi, Haruo Sakuma und Tomohiro Shibata. „Effect of Long-term Music Training on Verbal Short Term Memory of Individuals With Down Syndrome“. Journal of Special Education Research 2, Nr. 1 (2013): 35–41. http://dx.doi.org/10.6033/specialeducation.2.35.

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12

Yamamoto, Shinya, und Shinzo Isawa. „Analysis of Factors that Affect Generalization of Mand for Instruction in Child With Autism“. Journal of Special Education Research 2, Nr. 1 (2013): 43–51. http://dx.doi.org/10.6033/specialeducation.2.43.

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13

Fukasawa, Mikae, Yukiko Shimomura und Kazunori Takeda. „Evaluation of Stress related to Invasive Medical Procedures in Children With Cancer using Salivary α-Amylase Activity“. Journal of Special Education Research 2, Nr. 2 (2014): 53–61. http://dx.doi.org/10.6033/specialeducation.2.53.

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14

Motegi, Masatomo, Inho Chung und Akira Yokkaichi. „The Features of Japanese Kana Spelling in Deaf Children: Developmental and Related Psychological Factors“. Journal of Special Education Research 2, Nr. 2 (2014): 63–70. http://dx.doi.org/10.6033/specialeducation.2.63.

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15

Noda, Wataru, und Junko Tanaka-Matsumi. „Application of a Three-Tiered Instruction Model for Japanese Second-Grade Students to Improve Accuracy and Fluency of Multiplication Facts“. Journal of Special Education Research 2, Nr. 2 (2014): 71–79. http://dx.doi.org/10.6033/specialeducation.2.71.

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16

Nes, Kari. „Inclusive Education in Norway: Historical Roots and Present Challenges“. Journal of Special Education Research 2, Nr. 2 (2014): 81–86. http://dx.doi.org/10.6033/specialeducation.2.81.

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17

Naka, Chikaho, Mito Mekaru, Miyoshi Kumoi und Toshihide Koike. „Combined Risk Factors in First School Term Predicts Kanji Reading Difficulty in Third Term Among Japanese Second-Graders“. Journal of Special Education Research 3, Nr. 1 (2014): 1–9. http://dx.doi.org/10.6033/specialeducation.3.1.

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18

Takahashi, Saburo, und Tomohiko Ito. „Differences of Processing Difficulty Between Phrases and Words in School-Aged Children Who Stutter“. Journal of Special Education Research 3, Nr. 1 (2014): 11–14. http://dx.doi.org/10.6033/specialeducation.3.11.

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19

Furuta, Hiroko, und Robinson Thamburaj. „Promoting Inclusive Education in India: Roles played by NGOs under the Sarva Shiksha Abhiyan scheme in the State of Tamil Nadu“. Journal of Special Education Research 3, Nr. 1 (2014): 15–22. http://dx.doi.org/10.6033/specialeducation.3.15.

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20

Onda, Shiori, Kazuha Sato, Saki Takimoto, Mito Mekaru, Chikaho Naka, Aya Kumazawa und Toshihide Koike. „Risk Factors for kanji Word-Reading Difficulty in Japanese Elementary School Children: Effects of the Imageability of kanji Words“. Journal of Special Education Research 3, Nr. 2 (2015): 23–34. http://dx.doi.org/10.6033/specialeducation.3.23.

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21

Takahashi, Junichi, Masako Tsurumaki, Koju Tamaki, Rieko Takaya und Taku Sato. „Mental Rotation of Viewpoint-Dependent/Independent Features in Children With Difficulty in Japanese Kanji Writing“. Journal of Special Education Research 3, Nr. 2 (2015): 35–43. http://dx.doi.org/10.6033/specialeducation.3.35.

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22

Inoue, Tomohiro, Fumiko Higashibara und Hisao Maekawa. „Developmental Change in Kana Reading Fluency in a Child With Reading Difficulty: A Longitudinal Case Study“. Journal of Special Education Research 3, Nr. 2 (2015): 45–53. http://dx.doi.org/10.6033/specialeducation.3.45.

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23

Okumura, Maiko, und Shigeki Sonoyama. „Voice Volume Feedback and In Vivo Exposure Intervention for a High School Student With Selective Mutism“. Journal of Special Education Research 3, Nr. 2 (2015): 55–64. http://dx.doi.org/10.6033/specialeducation.3.55.

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24

Matsuda, Soichiro, und Junichi Yamamoto. „Emotion Comprehension in Intramodal and Cross-modal Matching: A Preliminary Comparison between Children With Autism Spectrum Disorders and Those With Williams Syndrome“. Journal of Special Education Research 4, Nr. 1 (2015): 1–8. http://dx.doi.org/10.6033/specialeducation.4.1.

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25

Watanabe, Akio. „The Last Message of Kazuo Itoga: “Let These Children be the Light of the World”: A Historic Perspective of “Guaranteeing the Right of Development to All”“. Journal of Special Education Research 4, Nr. 1 (2015): 17–20. http://dx.doi.org/10.6033/specialeducation.4.17.

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26

Ikeda, Ayano, und Takao Ando. „Awareness of Importance and Related Factors for Designing Individual Teaching Plans at Regular Elementary Schools in Japan“. Journal of Special Education Research 4, Nr. 2 (2016): 21–28. http://dx.doi.org/10.6033/specialeducation.4.21.

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27

Bilal Salih, Hisham Elser, und Toshibumi Kakizawa. „Evaluating the Learning Setting and Identifying the Study Needs for Students With Visual Impairment at the University of Khartoum in Sudan“. Journal of Special Education Research 4, Nr. 2 (2016): 29–37. http://dx.doi.org/10.6033/specialeducation.4.29.

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28

Murao, Aimi, und Tomohiko Ito. „Tense-Marking Errors in Spontaneous Speech of Japanese Children With Specific Language Impairment“. Journal of Special Education Research 4, Nr. 1 (2015): 9–15. http://dx.doi.org/10.6033/specialeducation.4.9.

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29

Handa, Ken, und Fumiyuki Noro. „Effects of Self-Monitoring Package to Improve Social Skill of Students With Autism Spectrum Disorders in Japanese Regular Classrooms“. Journal of Special Education Research 5, Nr. 1 (2016): 1–10. http://dx.doi.org/10.6033/specialeducation.5.1.

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30

Konno, Yoshitaka. „Psychotherapeutic Approach of Dohsa-hou in Japan“. Journal of Special Education Research 5, Nr. 1 (2016): 11–17. http://dx.doi.org/10.6033/specialeducation.5.11.

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31

Nakamura, Makio. „Yasuo Tsujimura (1913–1979): Constructing the Infrastructure of Special Education and Proposing its Improvement“. Journal of Special Education Research 5, Nr. 1 (2016): 19–21. http://dx.doi.org/10.6033/specialeducation.5.19.

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32

Sato, Kazuha, Atsuko Narukawa, Chikaho Naka, Mito Mekaru, Rimi Nakamura und Toshihide Koike. „Risk Factors of Difficulty in Reading Comprehension at Third to Sixth Japanese Graders: The Effects of Understanding the Reversible Relationships“. Journal of Special Education Research 5, Nr. 2 (2017): 23–34. http://dx.doi.org/10.6033/specialeducation.5.23.

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33

Mekaru, Mito. „Developmental Properties of Risk Factors Causing Literacy Difficulties in English and Japanese“. Journal of Special Education Research 5, Nr. 2 (2017): 35–47. http://dx.doi.org/10.6033/specialeducation.5.35.

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34

Sakono, Shino, Tomohiko Ito und Isao Ueda. „Word Accent Repetition in Japanese Children With Reading Difficulties“. Journal of Special Education Research 5, Nr. 2 (2017): 49–54. http://dx.doi.org/10.6033/specialeducation.5.49.

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35

Chonan, Hirohito, und Takashi Sawa. „Factors Related to Reading Span Test Results for Hearing-Impaired Students“. Journal of Special Education Research 5, Nr. 2 (2017): 55–63. http://dx.doi.org/10.6033/specialeducation.5.55.

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36

Cho, Sungha, Nooraniza Hayati Binti Mohd Noor und Shigeki Sonoyama. „A Review of Activity Schedules for Individuals With Autism Spectrum Disorder“. Journal of Special Education Research 5, Nr. 2 (2017): 65–76. http://dx.doi.org/10.6033/specialeducation.5.65.

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37

Nagai, Yuuya, Toshihiko Hinobayashi und Tadahiro Kanazawa. „Influence of Early Social-Communication Behaviors on Maladaptive Behaviors in Children With Autism Spectrum Disorders and Intellectual Disability“. Journal of Special Education Research 6, Nr. 1 (2017): 1–9. http://dx.doi.org/10.6033/specialeducation.6.1.

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38

Tanaka, Mari. „Crisis Management and Disaster Prevention Systems at Special Needs Schools During the Great East Japan Earthquake“. Journal of Special Education Research 6, Nr. 2 (28.02.2018): 103–5. http://dx.doi.org/10.6033/specialeducation.6.103.

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39

Gamo, Toshihiro. „Ryoichi ISHII and Takinogawa Gakuen“. Journal of Special Education Research 6, Nr. 2 (28.02.2018): 107–9. http://dx.doi.org/10.6033/specialeducation.6.107.

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40

Sasaki, Ginga, und Fumiyuki Noro. „A Plan, Do, Check, Act Cycle of Support for Children in Residential Care: A Staff Management Intervention“. Journal of Special Education Research 6, Nr. 1 (2017): 11–23. http://dx.doi.org/10.6033/specialeducation.6.11.

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41

Li, Shangwei. „Special Education Assurance System in Mainland China: Status, Problems and Strategies“. Journal of Special Education Research 6, Nr. 1 (2017): 25–32. http://dx.doi.org/10.6033/specialeducation.6.25.

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42

Tanji, Takayuki, und Fumiyuki Noro. „Emergent Anagram and Vocal Spelling via Stimulus Equivalence in Japanese Children With Intellectual Disabilities“. Journal of Special Education Research 6, Nr. 1 (2017): 33–43. http://dx.doi.org/10.6033/specialeducation.6.33.

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43

Cho, Sungha, und Shigeki Sonoyama. „Parent-Implemented Liquid Fading to Establish Milk Consumption in a Child With Autism Spectrum Disorder“. Journal of Special Education Research 6, Nr. 1 (2017): 45–53. http://dx.doi.org/10.6033/specialeducation.6.45.

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44

Hirata, Katsumasa. „Unosuke Kawamoto’s Life and His Contribution to Special Education in Japan“. Journal of Special Education Research 6, Nr. 1 (2017): 55–58. http://dx.doi.org/10.6033/specialeducation.6.55.

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45

Oi, Ayumi, und Hitoshi Dairoku. „Local Processing Bias in Attention and Enhanced Local Processing in Perception in Children With Autism Spectrum Disorder“. Journal of Special Education Research 6, Nr. 2 (28.02.2018): 59–69. http://dx.doi.org/10.6033/specialeducation.6.59.

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46

Miyamoto, Shoko. „Development of Japanese Checklist for Possible Cluttering ver.2 to Differentiate Cluttering from Stuttering“. Journal of Special Education Research 6, Nr. 2 (28.02.2018): 71–80. http://dx.doi.org/10.6033/specialeducation.6.71.

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47

Saito, Ryotaro, Yoshifumi Ikeda, Hideyuki Okuzumi und Mitsuru Kokubun. „Heightened Attention Demand of the Walking Cancellation Task and Its Relation to ADHD Tendency in Young Adults“. Journal of Special Education Research 6, Nr. 2 (28.02.2018): 81–89. http://dx.doi.org/10.6033/specialeducation.6.81.

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48

Tatsuta, Mizuho, Norimune Kawai und Michio Ushiyama. „Quality of Life of People With Intellectual Disabilities: Current Trends in Denmark“. Journal of Special Education Research 6, Nr. 2 (28.02.2018): 91–101. http://dx.doi.org/10.6033/specialeducation.6.91.

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49

Oi, Yuhei, Hideyuki Okuzumi und Mitsuru Kokubun. „Visuospatial Working Memory in Individuals with Intellectual Disabilities under Simultaneous and Sequential Presentation“. Journal of Special Education Research 7, Nr. 1 (31.08.2018): 1–8. http://dx.doi.org/10.6033/specialeducation.7.1.

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50

Naka, Chikaho, Mito Mekaru, Satomi Iyonaga, Harumitsu Murohashi und Toshihide Koike. „Causal Factors Involved in Kanji Word-Reading Difficulty in Japanese Elementary Second to Sixth Graders“. Journal of Special Education Research 7, Nr. 2 (28.02.2019): 101–13. http://dx.doi.org/10.6033/specialeducation.7.101.

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