Journal articles: 'Exceptional children'

1

Sommer, Dorothy. "Exceptional children: Exceptional art." Arts in Psychotherapy 19, no. 5 (January 1992): 393–94. http://dx.doi.org/10.1016/0197-4556(92)90035-m.

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2

Finn, Lindsay. "Learning from Exceptional Children." Undergraduate Journal of Service Learning & Community-Based Research 1 (November 22, 2012): 1–5. http://dx.doi.org/10.56421/ujslcbr.v1i0.51.

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At Marquette University, service to others is an integral part of the campus environment. As a Jesuit institution, service to those most in need in our community is one of the core principles Marquette was built upon. In order to reach out to those in need, the service learning program at Marquette enables students to connect to the community by learning from experience the concepts being taught in the classroom.

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Baca, Leonard, and Kathleen C. Harris. "Teaching Migrant Exceptional Children." TEACHING Exceptional Children 20, no. 4 (July 1988): 32–35. http://dx.doi.org/10.1177/004005998802000407.

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4

Riley, Tracy L., and Frances A. Karnes. "Competitions and Exceptional Children." TEACHING Exceptional Children 31, no. 5 (May 1999): 80–84. http://dx.doi.org/10.1177/004005999903100512.

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5

Coffey, Borbara J. "Children of Exceptional parents." Journal of the American Academy of Child Psychiatry 24, no. 4 (July 1985): 508–9. http://dx.doi.org/10.1016/s0002-7138(09)60578-1.

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6

Troeger, Betty Jo. "Exceptional Children, Exceptional Art: Teaching Art to Special Needs." Art Therapy 10, no. 1 (January 1993): 44–46. http://dx.doi.org/10.1080/07421656.1993.10758977.

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7

Yartika, Yartika, Agus Zainal Ramat, and M. Izzudin. "Pembelajaran Anak Berkebutuhan Khusus di PAUD Alam Bengkulu Mahira Kota Bengkulu." Journal Of Lifelong Learning 2, no. 1 (January 7, 2020): 18–24. http://dx.doi.org/10.33369/joll.2.1.18-24.

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This study aimed to find out the learning strategy of exceptional children in the Mahira Natural Kindergarten Bengkulu City. The method used is qualitative method with descriptive approach. Based on the result of the research and discussion, it is concluded that (1) the expectation / target in the learning of exceptional children are 7 development targets that are the the development of religious and moral values target, physical development target, cognitive development target, language development target, emotional social development target, self-building development target, and science development target. (2) Determination of the learning time allocation of exceptional children is within 1 week, it taken 1 hour to follow the learning activities in inclusion. For the rest, the exceptional children still followed the regular children learning. (3) Preparation of rewards/gift for exceptional children, there are three forms. First is physical form, such as food, snacks and toys. Second form is a gift / rewards given by the teacher in a verbal form, where gifts / rewards are given such as praise and motivation. Then the third gift / rewards in non verbal form such as hugs, thumbs up, applause, and tos together. (4) Provision of tasks / work for exceptional children. There are two forms of tasks. First is general task where general task form given same with the regular children, but the general task given still depends on the ability of the children itself. Second is a special task, where the task is designed specifically for exceptional children in accordance with the target of each children. (5) Provision of special assistance for exceptional children, there are three forms. First is physical assistance, where the assistance is provided directly to the exceptional children with direct physical touch. Then the second is verbal assistance, the help given such as teach the children to say hello, greet friends and say thank you. Then the third is emotional assistance, where the assistance is provided by helping to reduce emotions. (6) In the learning process, the themes and subjects given for the children are same, both for regular class and exceptional children. But different in the burden of learning given. Keywords: Learning, Exceptionl Children, Mahira Natural Kindergarten Bengkulu

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Cain, Meghan K., Juhi R. Kaboski, and Jeffrey W. Gilger. "Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder." Autism 23, no. 7 (January 11, 2019): 1663–74. http://dx.doi.org/10.1177/1362361318804019.

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Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize.

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9

Forristal, Jim. "Book Review: Exceptional Children-Exceptional Art: Teaching Art to Special Needs." TEACHING Exceptional Children 25, no. 3 (March 1993): 87. http://dx.doi.org/10.1177/004005999302500323.

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10

Weintraub, Frederick J. "The Council for Exceptional Children Commitment." Behavioral Disorders 13, no. 2 (February 1988): 138–39. http://dx.doi.org/10.1177/019874298801300217.

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11

PETERS, SUSAN J. "Integration and Socialization of Exceptional Children." Anthropology & Education Quarterly 21, no. 4 (December 1990): 319–39. http://dx.doi.org/10.1525/aeq.1990.21.4.04x0594v.

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12

Chorost, Sherwood B. "Leisure and Recreation of Exceptional Children:." Child & Youth Services 10, no. 2 (August 9, 1988): 151–81. http://dx.doi.org/10.1300/j024v10n02_06.

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13

Schmidt, Mary, Thomas Weinstein, Richard Niemic, and Herbert J. Walberg. "Computer-Assisted Instruction With Exceptional Children." Journal of Special Education 19, no. 4 (December 1985): 493–501. http://dx.doi.org/10.1177/002246698501900411.

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14

Ludlow, Barbara L., and Lisa Dieker. "How to Write forTeaching Exceptional Children." TEACHING Exceptional Children 45, no. 6 (July 2013): 58–65. http://dx.doi.org/10.1177/004005991304500607.

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15

Lipovsky, Julie A. "Psychological Evaluation of Exceptional Children (Book)." Journal of Clinical Child Psychology 15, no. 4 (December 1986): 376–77. http://dx.doi.org/10.1207/s15374424jccp1504_16.

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16

Paris, Scott G., and Evelyn R. Oka. "Self-Regulated Learning among Exceptional Children." Exceptional Children 53, no. 2 (October 1986): 103–8. http://dx.doi.org/10.1177/001440298605300201.

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Self-regulated learning should be an educational objective for handicapped children and unsuccessful students. Self-regulated learning combines cognitive skill and motivational will so that students can select challenging tasks, apply effective learning strategies, and measure their success against personal standards. Self-regulated learning builds confidence in children and enables them to acquire effective problem-solving skills that extend beyond the classroom. A variety of classroom programs that enhance children's learning strategies, metacognition, and motivation, are described to show how instruction can foster self-regulated learning.

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17

Hampson, Robert B. "Special foster care for exceptional children:." Children and Youth Services Review 10, no. 1 (January 1988): 19–41. http://dx.doi.org/10.1016/0190-7409(88)90015-1.

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18

Sapon-Shevin, Mara. "Media Review: Books: Counseling Parents of Exceptional Children, (2nd Edition), Working with Parents of Exceptional Children." Exceptional Children 53, no. 4 (January 1987): 364–65. http://dx.doi.org/10.1177/001440298705300417.

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19

Fisman, Sandra N., Lucille C. Wolf, and Samuel Noh. "Marital Intimacy in Parents of Exceptional Children." Canadian Journal of Psychiatry 34, no. 6 (August 1989): 519–25. http://dx.doi.org/10.1177/070674378903400607.

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The purpose of this study was to examine the role of perceived parenting stress and parental depression on marital intimacy between parents of handicapped children versus developmentally normal children, and to investigate discrepancies between husbands' and wives' reports of marital intimacy. The parents of 31 autistic children, 31 Down Syndrome children and 62 developmentally normal children, matched for both mental and chronological age were studied. Results indicated significantly greater stress and depression, as well as lower marital intimacy for mothers of autistic children than mothers of normal children, and significantly greater stress than mothers of Down Syndrome children who fell somewhere between other groups of parents in all three measures. Fathers of autistic children experienced significantly higher parenting stress than the other groups, as well as lower marital intimacy but there were no differences amongst fathers on measures of depression. Low scores on subscales of identity and compatibility for mothers implying low self esteem contributed significantly to the lowered perception of marital intimacy. Implications for intervention, based on these findings, are discussed.

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20

Brackenreed, Ph. D., Darlene G. "Exceptional Lives: Teachers’ Stories." World Journal of Educational Research 3, no. 2 (June 13, 2016): 251. http://dx.doi.org/10.22158/wjer.v3n2p251.

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<em>This phenomenological research study explored the perceptions of educators regarding the education of students with low incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to discover the realities<strong> </strong>of teaching students with low incidence exceptionalities and what, if any, barriers exist in providing the best education possible for these children. All of the participants were educators with experience ranging from Kindergarten to Grade 12 and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence and friendship. All of the participants raised concerns about the lack of support they receive in providing for the complex and multi-faceted needs of these children.</em>

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21

Whybra, Julian. "Exceptionally Able Children: A Whole School Approach." Gifted Education International 8, no. 2 (May 1992): 86–92. http://dx.doi.org/10.1177/026142949200800205.

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Julian Whybra first suggests three broad categories of exceptional children: those gifted across a wide range of skills and subjects; those who excel in a specific subject area; and those who have gifts that lie outside the normal school curriculum. He discusses the needs of exceptional pupils under two broad headings of recognition and understanding of emotional, social and intellectual needs. The author outlines several approaches to identification and provision for exceptionally able pupils in Essex, U.K. He suggests a multi-dimensional approach to procedures for identification with an emphasis on inclusion rather than exclusion of pupils. He suggests an equally global approach to provision, advocating a whole-school approach with a number of well-argued and practical procedures for implementation. The article includes a “mind-map” which could be usefully adopted by any school wishing to analyse and evaluate its provision for very able learners. A list of resource centres is also provided.

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22

Mullins, June B. "Authentic Voices from Parents of Exceptional Children." Family Relations 36, no. 1 (January 1987): 30. http://dx.doi.org/10.2307/584643.

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23

Baird, G. "Emerging Perspectives on Assessment of Exceptional Children." Archives of Disease in Childhood 62, no. 4 (April 1, 1987): 434. http://dx.doi.org/10.1136/adc.62.4.434-b.

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24

Sherborne, Veronica. "Movement and the Integration of Exceptional Children." Educational Forum 54, no. 1 (March 31, 1990): 105–16. http://dx.doi.org/10.1080/00131728909335523.

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25

Lehr, Donna H. "Increasing Understanding of Exceptional Children and Youths." Contemporary Psychology: A Journal of Reviews 32, no. 5 (May 1987): 464–65. http://dx.doi.org/10.1037/027151.

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26

Paris, Scott G., and Peter Winograd. "Promoting Metacognition and Motivation of Exceptional Children." Remedial and Special Education 11, no. 6 (November 1990): 7–15. http://dx.doi.org/10.1177/074193259001100604.

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27

Obeng, Kofi. "Bus ride times of exceptional school children." Transportation Planning and Technology 17, no. 1 (January 1993): 77–87. http://dx.doi.org/10.1080/03081069308717501.

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28

Wery, Jessica J., and John L. Nietfeld. "Supporting Self-Regulated Learning with Exceptional Children." TEACHING Exceptional Children 42, no. 4 (March 2010): 70–78. http://dx.doi.org/10.1177/004005991004200408.

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29

Weiss, Margaret P. "How to Review for TEACHING Exceptional Children." TEACHING Exceptional Children 50, no. 3 (December 8, 2017): 123–29. http://dx.doi.org/10.1177/0040059917743480.

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30

Goldman, Susan R., and Robert Rueda. "Developing Writing Skills in Bilingual Exceptional Children." Exceptional Children 54, no. 6 (April 1988): 543–51. http://dx.doi.org/10.1177/001440298805400608.

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Two approaches to writing, cognitive-developmental and functional-interactive, are reviewed, and implications for instruction targeted at bilingual exceptional children are suggested. Both approaches stress the use of goal-directed and meaningful writing tasks, such as dialogue journals and narrative writing, in which the teacher provides interactional scaffolding for learning activities. Two illustrative research projects consistent with these views are described.

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31

Pagliano, Paul. "Book Review: Exceptional Children: Integrating Research and Teaching." Australian Journal of Education 35, no. 2 (August 1991): 220–22. http://dx.doi.org/10.1177/000494419103500211.

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32

Garcia, Shernaz B., and James R. Yates. "POLICY ISSUES ASSOCIATED WITH SERVING BILINGUAL EXCEPTIONAL CHILDREN." Journal of Reading, Writing, and Learning Disabilities International 2, no. 2 (January 1986): 123–37. http://dx.doi.org/10.1080/0748763860020203.

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33

Riester, Albert E., and Karen M. Bessette. "Preparing the Peer Group for Mainstreaming Exceptional Children." Pointer 31, no. 1 (October 1986): 12–20. http://dx.doi.org/10.1080/05544246.1986.9944735.

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34

Wallace, Belle. "Book Review: Exceptional Children: Introduction to Special Education." Gifted Education International 4, no. 3 (January 1987): 187. http://dx.doi.org/10.1177/026142948700400316.

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35

Newcomer, Phyllis, Barbara Nodine, and Edna Barenbaum. "Teaching Writing to Exceptional Children: Reaction and Recommendations." Exceptional Children 54, no. 6 (April 1988): 559–64. http://dx.doi.org/10.1177/001440298805400610.

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The research and instructional recommendations in this issue are aimed at further understanding of the process model. The implications for teaching writing are discussed in terms of roles for the teacher and the learner. Recommendations for domains of future research are presented.

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36

Chan, Donna M. "Curriculum development for limited English proficient exceptional Chinese children." Rural Special Education Quarterly 8, no. 1 (March 1987): 26–31. http://dx.doi.org/10.1177/875687058700800106.

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Literature indicates a paucity of materials designed for Limited English Proficient (LEP) exceptional Chinese students. This article addresses the need for appropriate curricula for these students. To provide a context for understanding LEP exceptional Chinese children, a discussion of immigration history, demographics, legal issues, culture, language, and learning style is provided.

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37

Graus, Andrea, and Annette Mülberger. "Children’s exceptional minds as socio-economic resource." Dynamis 40, no. 2 (December 31, 2020): 285–97. http://dx.doi.org/10.30827/dynamis.v40i2.17967.

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This special issue entitled «Managing giftedness in contemporary society» analyzes how the category of giftedness has been mobilized in different areas —education, mental testing, and childrearing— to manage, classify, nurture, and even exploit commercially children in Europe and America in the nineteenth and twentieth centuries. In the first decades of the twentieth century, educators, pedagogical experts, pedologists, and psychologists, together with some physicians, drew attention to the existence of children whose intelligence and talents exceeded the average.

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38

Aldridge, Jerry T., and Gypsy Abbott Clayton. "Elementary Teachers' Cognitive and Affective Perceptions of Exceptional Children." Psychological Reports 61, no. 1 (August 1987): 91–94. http://dx.doi.org/10.2466/pr0.1987.61.1.91.

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114 elementary teachers were examined on knowledge of exceptional children and attitudes toward mentally retarded children in a pretest-posttest experimental control group design. 20 teachers were enrolled in a 10-wk. course in which characteristics of exceptional students were discussed. These 20 teachers, called administrative teachers, provided inservice training to 57 participating teachers (experimental group). Statistically significant changes in knowledge occurred for the 57 participating teachers but not in a control group of 57 used for comparison. No significant changes in attitudes toward mentally retarded children were observed.

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39

Datta, Poulomee. "How exceptional is Special Education?" Curriculum and Teaching 35, no. 1 (April 1, 2020): 85–94. http://dx.doi.org/10.7459/ct/35.1.06.

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The present review traces the historical trajectory of special educational needs and disabilities, depicting the changing attitudes towards children with disabilities over time. The tracing of the history presents how special educational needs evolved and was broadened instead of categorization and labelling. The meaning and nature of special education is reviewed with concrete examples. The concept of special education from mild to severe, transitory to permanent and specific to global are presented. Finally, how special education encompasses professionals, curriculum, resources with environmental and educational modifications are provided.

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40

Huxtable, Marie. "Everyone a Winner - Towards Exceptional Achievement for All." Gifted Education International 20, no. 1 (July 2005): 51–69. http://dx.doi.org/10.1177/026142940502000108.

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This paper explores the implications of a model that works from the premise that all children may be capable of what is currently considered to be exceptional performance, in one or more areas of skill, talent or endeavour. In this scenario the role of the educator is to develop their pedagogical understanding and practice so that an increasing number of children have the opportunity to give expression to their exceptional ability during their life time. The paper goes on to introduce a framework I have been developing to enable me to reflect on and progress a learning environment which provides the experiences and support that will enable children and young people to develop the attitudes, attributes, understandings and skills of thought full and thoughtful learners, with informed aspirations, and the confidence, competence and understanding of themselves, necessary to realise them, to their own and society's benefit.

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41

Fu, Zhonglian. "Digital-Based Analysis of Speech Rehabilitation Data for Preschool-Age Exceptional Children." Journal of Sensors 2022 (July 20, 2022): 1–12. http://dx.doi.org/10.1155/2022/2458947.

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China has the largest number of hearing and speech disorders in the world. According to the second sample survey of the disabled conducted in 2006, there were 27.8 million disabled people in Hong Kong, about half of whom were disabled. The disabled account for 1.53%, and there are about 13,7000 hearing impaired children aged 0 to 6, an increase of about 2.3 million every year. About 2.3 million new babies are born each year. Research shows that more than 95% of exceptional children have been compensated for their residual hearing. How do 95% of hearing-loss children effectively use their remaining rumors? Technical assistance and scientific rehabilitation are effective tools to enable hearing impaired children to use their residual hearing. Therefore, this paper proposes a digital analysis method for speech rehabilitation data of preschool exceptional children to ensure that exceptional children can effectively obtain speech rehabilitation services and enhance their language ability.

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42

Noh, Samuel, Jean E. Dumas, Lucille C. Wolf, and Sandra N. Fisman. "Delineating Sources of Stress in Parents of Exceptional Children." Family Relations 38, no. 4 (October 1989): 456. http://dx.doi.org/10.2307/585753.

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43

Braaten, Sheldon, Richard Simpson, Jon Rosell, and Thomas Reilly. "Using Punishment with Exceptional Children: A Dilemma for Educations." TEACHING Exceptional Children 20, no. 2 (January 1988): 79–81. http://dx.doi.org/10.1177/004005998802000220.

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44

Park, Soeun. "Cultural considerations for twice-exceptional children from Asian families." Gifted and Talented International 30, no. 1-2 (July 3, 2015): 135–45. http://dx.doi.org/10.1080/15332276.2015.1137464.

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45

Bennett, Randy Elliot, and Charles A. Maher. "Emerging Perspectives on Assessment of Exceptional Children: An Overview." Special Services in the Schools 2, no. 2-3 (June 26, 1986): 1–3. http://dx.doi.org/10.1300/j008v02n02_01.

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46

Holtzman, Wayne H. "Book Review: Emerging perspectives on assessment of exceptional children." Journal of Psychoeducational Assessment 6, no. 3 (September 1988): 321–24. http://dx.doi.org/10.1177/073428298800600316.

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47

Meyer, Martha J. "Some Thoughts About Exceptional Children as Subjects in Research." Remedial and Special Education 13, no. 5 (September 1992): 57. http://dx.doi.org/10.1177/074193259201300510.

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48

Barnsley, Veronica. "Postcolonial fiction and disability: exceptional children, metaphor and materiality." Journal of Postcolonial Writing 50, no. 4 (February 13, 2014): 496–97. http://dx.doi.org/10.1080/17449855.2014.885156.

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49

Keshavarz, Sussan. "Philosophy of Education in Exceptional Children According to Islam." Procedia - Social and Behavioral Sciences 46 (2012): 2917–21. http://dx.doi.org/10.1016/j.sbspro.2012.05.589.

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50

Ludlow, Barbara L., Lisa A. Dieker, and Selma Powell. "How to Review a Manuscript for TEACHING Exceptional Children." TEACHING Exceptional Children 46, no. 6 (July 2014): 213–18. http://dx.doi.org/10.1177/0040059914538412.

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Journal articles on the topic 'Exceptional children'

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