Relevant bibliographies by topics / Diploma of Special Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Diploma of Special Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Diploma of Special Education"

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Cassels, L., and O. V. Cummings. "GED: An Option for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 3 (May 1997): 258–60. http://dx.doi.org/10.1177/0145482x9709100311.

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The general equivalency diploma (GED), which is an equivalent high school credential, is authorized by all states in the United States and is recognized as a diploma by both colleges and employers. This article describes the development and implementation of a GED-preparation program at the New York Institute for Special Education, which serves students who are visually impaired.
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Tabron, Lolita A., and Karen Ramlackhan. "Hypocrisy, State Policy, and African American Students With Disabilities: The Guise of Access." Educational Policy 33, no. 1 (October 26, 2018): 181–204. http://dx.doi.org/10.1177/0895904818807308.

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We critically examined the odds of earning a college preparatory diploma for African American high school seniors receiving special education services under Texas’s Top 10% Policy (TTPP). Critical policy analysis was used to explore the meritocratic guise of college access for African American youth with disabilities, and through DisCrit, theorized TTPP’s broader effect on the social stratification and creation of policy “winners” and “losers.” Results from multilevel logistic regression models indicate African American students are nearly twice as likely to be identified with disabilities as their peers and are the least likely to earn a college preparatory diploma in Texas.
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Santos Fabelo, María del Carmen, and Addiel Pérez Díaz. "La educación especial en Ciudad Juárez: reflexión y acción." Comunitania. Revista Internacional de Trabajo Social y Ciencias Sociales, no. 19 (February 4, 2020): 79. http://dx.doi.org/10.5944/comunitania.19.5.

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El artículo está basado en investigaciones recientes que permiten constatar cómo se encuentra Ciudad Juárez respecto a la demanda de los cambios en la Educación Especial. La información se obtuvo utilizando una metodología mixta que permitió obtener datos para reflexionar y accionar al respecto. De una población conformada por 20,412 habitantes de las colonias marginadas, se tomó una muestra aleatoria simple de 8,301 y resultaron con necesidades educativas especiales y/o discapacidad el 19.3%. A partir de este estudio se han realizado diversas acciones y reflexiones para modificar situaciones negativas, abordándose la apertura del primer Diplomado en Educación Especial en el 2006 y de la Maestría en Educación Especial en el 2007.The article is based on recent research that shows how Ciudad Juárez is in relation to the demand for changes in Special Education. The information was obtained using a mixed methodology that allowed obtaining data to reflect and act on it. From a population consisting of 20,412 inhabitants of marginalized colonies, a simple random sample of 8,301 was taken and 19.3% were found with special educational needs and / or disability. From this study, various actions and reflections have been carried out to modify negative situations, addressing the opening of the first Diploma in Special Education in 2006 and the Master in Special Education in 2007.
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Leite, Sónia, and Diana Brás. "Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva." História da Ciência e Ensino: construindo interfaces 20 (December 29, 2019): 702–13. http://dx.doi.org/10.23925/2178-2911.2019v20espp702-713.

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Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law
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Tipton, Dorothy. "Music in the Certificate of Pre-Vocational Education: A Music Course for Special People." British Journal of Music Education 6, no. 1 (March 1989): 55–68. http://dx.doi.org/10.1017/s0265051700006835.

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The author describes a project which was created to encourage communication, through music and drama, between mainstream sixth form pupils and a local Special School. The course was offered as part of the Certificate of Pre- Vocational Education of the Joint Board of City and Guilds/B. Tech. and was open to all sixth form students irrespective of their musical expertise or experience. None had previously worked with handicapped children.Dorothy Tipton is Head of Music at the Rowena School for Girls, Sittingbourne. Her interest in Special School work was awakened during a Diploma in Music Education course at Christ Church College, Canterbury, resulting in a dissertation on ‘Music in the Mainstream Classroom for children with Special Needs’ (1985). During this research close and lasting links were developed with the local Special School for the severely handicapped, St Bartholomew's School, Milton, Kent. In March 1988, project cards for Music non-specialist primary school teachers Exploring Sounds and Themes, devised by Dorothy Tipton, Alan Vincent and Vanessa Young, were published by Kent Education Committee.
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Hastriana, Umniyatis Sholiha. "Penyelenggaraan Program Unggulan Teknologi Informasi di MAN 1 Malang." Idarah (Jurnal Pendidikan dan Kependidikan) 2, no. 2 (December 10, 2018): 117–32. http://dx.doi.org/10.47766/idarah.v2i2.276.

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Mastery of computer technology is the demands of globalization whose distribution has touched all lines including education. the reason for implementing this program is (1) many graduates do not continue their education to the next level; (2) students to get practical skills, and technical skills in the field of computers that are ready to use; (3) the need for a computer certification; and (4) the demands of the industrial world and the business world. The study used a qualitative method of phenomenology approach. The data analysis technique used is observation and interview. The results of the study showed that the mechanism for implementing the program are (1) subjects fulfilled not interfere with other subjects learning material for one year in a diploma program, will be included in three years of learning at Aliyah; (2) the time of the diploma program along with other regular learning at Aliyah is for 2.5 years - having a certificate of expertise -; (3) the implementation of an internship scheduled for a long one-week vacation with placement determined by the Madrasah; (4) special teaching staff for this diploma program from FKK SDI ITS and the rest from MAN Malang 1 teacher who has passed certification from ITS.
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Datsenko, Vita. "THE ECOLOGICAL DIMENSION OF CHEMISTRY EDUCATION IN A TECHNICAL UNIVERSITY." Educological discourse, no. 3-4 (2019): 268–79. http://dx.doi.org/10.28925/2312-5829.2019.3-4.268279.

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The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.
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Sadlo, Gaynor. "Problem-based Learning in the Development of an Occupational Therapy Curriculum, Part 2: The BSc at the London School of Occupational Therapy." British Journal of Occupational Therapy 57, no. 3 (March 1994): 79–84. http://dx.doi.org/10.1177/030802269405700303.

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Part 1 of this article* defined the process of and rationale for problem-based learning (problem-focused education). Part 2 describes the new BSc(Hons) programme in occupational therapy at the West London Institute, which is designed around a series of true-life problems encountered by people who have been referred for occupational therapy. It was developed following experience of problem-focused education in the diploma course. Problems are presented to students in a special sequence, within units of study, graded to promote understanding and critical evaluation of the process of occupational therapy. There is an accent on fieldwork reasoning, and on the accumulation of usable knowledge required for each case. The capacity for self-direction for lifelong learning is promoted. The curriculum is intended to be motivating, exciting, relevant and challenging for students and staff. Evaluations of the diploma course have been positive, and the outcomes of this new degree are being monitored to ensure standards and to ascertain more clearly the educational value of fieldwork problems.
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Muhammad Yudo and Rahmad Salahuddin. "The Implementation of Curriculum at Kuttab Al-Fatih Surabaya." International Journal on Integrated Education 3, no. 3 (June 30, 2020): 174–78. http://dx.doi.org/10.31149/ijie.v3i3.425.

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This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia
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Muhammad Yudo Agressi Akbari, and Rahmad Salahuddin. "The Implementation of Curriculum in Kuttab Al- Fatih Surabaya." International Journal on Integrated Education 3, no. 4 (July 2, 2020): 81–85. http://dx.doi.org/10.31149/ijie.v3i4.431.

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This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the Lembaga Pendidikan Kuttab al-Fatih Surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of Miles and Huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for Allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the Kuttab curriculum which is applied at the Lembaga Pendidikan Kuttab al- Fatih Surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-Fatih educational institution Surabaya also uses an informal education (Pusat Kegiatan Belajar Masyarakat/PKBM) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in Indonesia.
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Dissertations / Theses on the topic "Diploma of Special Education"

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Burnett, Zenia. "Effective Policies and Practices of Virginia Districts Meeting Graduation Performance Indicators for Students with Disabilities: A Delphi Study." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73174.

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Historically, there are persistent diploma gaps permeating between general education students and students with disabilities. In comparison to their peers, there are fewer youth with disabilities graduating from high school with regular diplomas. Regular diploma attainment is of critical importance because this credential is viable to postsecondary outcomes such as higher education and meaningful employment. An analysis of graduation outcomes in Virginia from 2010-2013 revealed that 19 of 132 school divisions met or exceeded statewide performance expectations for youth with disabilities. In alignment with the Elementary and Secondary Education Act of 2010, the Virginia Department of Education monitors and reports Indicator 1: Percent of youth with Individualized Education Programs graduating from high school with a regular diploma using the adjusted four-year cohort graduation rate. Indicator 1 is among four secondary education and transition data indicators that are federally monitored, collected, and analyzed to determine progress or lack of progress. The purpose of this study was to identify the policies and practices that special education directors perceived as contributing to meeting the state graduation performance measures for youth with disabilities in 10 Virginia school divisions during the 2010-2013 school terms. A three-round Delphi method was employed to seek consensus from a panel of Special Education Directors whose divisions are consistently meeting Indicator 1 performance measures. Investigated were their perceptions of best practices and strategies that are paramount in graduating students with disabilities with a regular diploma or higher. Panelists identified 70% or greater agreement on the importance of six (60%) strategies contributing to regular diploma attainment for this population of students. These statements of practice were determined to be of considerable importance (rated as critically effective or somewhat effective), and in rank order were: 1) providing targeted interventions such as remediation, tutoring, and credit recovery options; 2) conveying high expectations; 3) tracking and monitoring; 4) IEP development with emphasis on Transition, student family participation, exploring continuum options, accommodations and modifications, assessment, and diploma status; 5) promoting learning, attendance, and a positive school environment; and 6) policies that support all students. Further, a theme emerged as it relates to implementation on four of the six statements of practice on which consensus was reached in the final Delphi round. The data provided evidence that student engagement, parental involvement, and building positive relationships with an adult are important factors in support of the identified strategies toward graduating these youth with a regular/standard diploma. Implications for practice were recommended for school and division leaders, and state policymakers.
Ed. D.
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Hodgson, F. "The effectiveness of Advanced Diploma courses in education causing innovation in schools in England and Wales : With particular reference to the education of children with learning difficulties, in the 1980s." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380322.

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Nyarambi, Arnold. "Global Diplomacy: A Critical Review of International Elementary Schools’ Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8239.

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Ntuli, Esther, and Arnold Nyarambi. "Learning in a Global Context: Education Diplomacy in Primary Grade Content Preparation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8218.

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The article shares the authors' thoughts about the concept of education diplomacy and its relevance in developing content for elementary grade levels. They emphasize the importance of learning about education diplomacy at an early age in order to develop adaptability among human beings. The piece offers insights on developing content for teacher preparation programs to provide elementary teachers with tools to teach about education diplomacy to the future generation. It also opens up a discussion on the importance of the intersecting time-tested skills, knowledge, and dispositions required by education diplomats in understanding and applying the concept.
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Nyarambi, Arnold. "Learning in a Global Context: Infusing the New Concept of Education Diplomacy in Teacher Preparation Programs." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8241.

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Nyarambi, Arnold, and Esther Ntuli. "Global Education Diplomacy: A Critical Review of International Elementary School’s Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8224.

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Warman, Steven A. "Transforming the American soldier educating the warrior-diplomat." Thesis, Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/2133.

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In this thesis, we examine the current levels of cultural understanding and irregular warfare being taught in U.S. Army conventional military schools. Given engagements in Iraq and Afghanistan, it is our view that the military needs a deeper understanding of the indigenous people due to the extremely close and on-going interaction between American Soldiers and the local populations. Current analysis of the difficulties being reported suggests U.S. Army Soldiers are having trouble combating irregular warfare due to cultural misunderstandings and a lack of counterinsurgency training, thereby reflecting a likely educational gap in the U.S. Army's formal military educational training system. This thesis analyzes the current problems and difficulties Soldiers are reported to be having while attempting to combat irregular forces in non-western environments. We analyze the amount of training U.S. Army Soldiers receive in cultural understanding and irregular warfare in the military schools pipeline and conclude that there is a connection between problems Soldiers currently face and a lack of training for the conduct of operations in foreign countries. We propose a number of solutions to overcome these suspected gaps in education and suggested changes to the Army's professional education curriculum.
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Hudson, Jeff D. Warman Steven A. "Transforming the American soldier : educating the warrior-diplomat /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Jun%5FHudson.pdf.

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Watson, Martreece Richardson. "Telling Their Stories:Black d/Deaf High School Students Graduating with Diplomas, A Case Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499772454465427.

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Yam, Frances F. K. Cheng. "Evaluation of a taught professional diploma in health education." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493644.

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An increasing trend in risk-taking behaviour by Hong Kong youth has caused great concern amongst educators. Although health education in schools would improve the situation, teachers in Hong Kong have not traditionally received the appropriate training. Thus, an in-service professional diploma programme was developed. This study aimed to explore the effectiveness of a part-time in-service diploma programme that trained teachers to empower adolescents to lead healthy lifestyle.
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Books on the topic "Diploma of Special Education"

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Freedman, Miriam K. Testing, grading and granting diplomas to special education students. Horsham, PA: LRP Publications, 1997.

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Adima, E. E. Special education. Ibadan: NPS Educational, 1989.

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Ellis, Pat. Special education. Salem, Or. (700 Pringle Pkwy., SE, Salem 97310-0290): Oregon Dept. of Education, State Board of Education, 1987.

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De Groof, Jan, and Gracienne Lauwers, eds. Special Education. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1.

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Special education. London: Cassell, 1992.

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F, Johnson Scott, ed. Special education law. 4th ed. Thousand Oaks, Calif: Sage Publications, 2009.

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Special education law. 2nd ed. New York: Longman, 1995.

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Debating special education. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Kathe, Klare, ed. Special education law. Durham, NC (700 Kent St., Durham 27701): Carolina Academic Press, 1993.

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Guernsey, Thomas F. Special education law. 3rd ed. Durham, N.C: Carolina Academic Press, 2008.

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Book chapters on the topic "Diploma of Special Education"

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Buasuwan, Prompilai, and Michael E. Jones. "Diploma Disease in Thai HE." In Asia Pacific Graduate Education, 173–98. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54783-5_11.

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Oliva, Christopher M. "Special Education." In Encyclopedia of Child Behavior and Development, 1420–22. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2754.

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Metz, Kristina. "Special Education." In Encyclopedia of Cross-Cultural School Psychology, 925–29. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_399.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 3237–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1494.

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Foreman, Phil. "Education, Special." In Encyclopedia of Quality of Life and Well-Being Research, 1823–28. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2821.

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Brucker, Pamela. "Special Education." In Encyclopedia of Autism Spectrum Disorders, 2943. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1779.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 2333–35. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1494.

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Hulac, David. "Special Education." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1494-3.

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Brucker, Pamela. "Special Education." In Encyclopedia of Autism Spectrum Disorders, 4540–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1779.

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Foreman, Phil. "Education, Special." In Encyclopedia of Quality of Life and Well-Being Research, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_2821-2.

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Conference papers on the topic "Diploma of Special Education"

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Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.

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More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities. To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.
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Gupta, S. K., and Joshua Earnest. "Engineering Diploma Curriculum NITTTR-MSBTE Model 2016." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757425.

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Horbenko, Halyna, Nadiia Bilan, Margaryta Netreba, and Tatiana Uzhanska. "DIPLOMA PROJECT ONLINE DEFENSE: PLATFORM, TOOLS, PRESENTATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0604.

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Irianti, Agus Hery Supadmi, Nurul Aini, and Sri Eko Puji Rahayu. "Implementation of Diploma Supplement Certificate in Higher Education." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.11.

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Agrawal, Vijay K., Joshua Earnest, S. K. Gupta, J. P. Tegar, and Susan S. Mathew. "Outcome based engineering diploma curriculum - 2012 Gujarat experiment." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685159.

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Rais, Siti Sara, Nur Idawati Md Enzai, Siti Aishah Che Kar, Mohd Aziz Aris, Ermeey Abd Kadir, and Rosheila Darus. "Assessments of final year diploma electrical engineering project 2." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940779.

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Ntshinga, Wonga. "DESIGNING AND DELIVERING A POSTGRADUATE DIPLOMA IN DATA ANALYTICS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2451.

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Duan, Bin, Ying Zhong, and Dayu Liu. "Education Application of Blockchain Technology: Learning Outcome and Meta-Diploma." In 2017 IEEE 23rd International Conference on Parallel and Distributed Systems (ICPADS). IEEE, 2017. http://dx.doi.org/10.1109/icpads.2017.00114.

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Jamil, Siti Jasmida, Shakila Saad, Wan Nurhadani Wan Jaafar, and Nooraihan Abdullah. "An of investigation of mathematics anxiety among diploma engineering students." In 2011 3rd International Congress on Engineering Education (ICEED 2011). IEEE, 2011. http://dx.doi.org/10.1109/iceed.2011.6235385.

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Jatmika, Surya, and Nahiyah Faraz. "Implementation of Indonesian National Qualification Framework (INQF) for Accounting Diploma." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.30.

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Reports on the topic "Diploma of Special Education"

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Bender, Louis W., and Beatrice J. Farr. Job Skills Education Program: Plan for High School Diploma. Fort Belvoir, VA: Defense Technical Information Center, March 1985. http://dx.doi.org/10.21236/ada162670.

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

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1498.

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

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Chaikind, Stephen, and Hope Corman. The Special Education Costs of Low Birthweight. Cambridge, MA: National Bureau of Economic Research, October 1990. http://dx.doi.org/10.3386/w3461.

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Ferro, Gonzalo, Meredith Cracraft, and Scott A. Beal. Integrating Adaptability into Special Operations Forces Intermediate Level Education. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada531622.

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Elder, Todd, David Figlio, Scott Imberman, and Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25829.

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

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

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