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Journal articles on the topic 'Special education'

To see the other types of publications on this topic, follow the link: Special education.

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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2

Dodd, Dorothy. "Special without Special Education." Journal for the Education of the Gifted 10, no. 2 (January 1987): 65–77. http://dx.doi.org/10.1177/016235328701000202.

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3

Dell'Anna, Silvia, and Francesco Marsili. "Parallelisms, synergies and contradictions in the relationship between Special Education, Gifted Education and Inclusive Education." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 12–29. http://dx.doi.org/10.36253/form-12659.

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Special Education and Gifted Education are two theoretical and research areas that have developed in parallel: the former dealing primarily with pupils with disabilities and other special educational needs, the latter with a small percentage of high-ability students. Although Gifted Education can be considered as part of the broader field of Special Education, it is a separated branch in terms of both methods and aims. Nevertheless, the two areas share the dominant debate about school inclusion, as a common direction in contemporary education. With reference to national and international research, the article contains a parallel reflection on historical, normative, theoretical and operative aspects of Special and Gifted Education, with the aim of identifying the critical issues concerning both fields as well as their possible developments in relation to Inclusive Education. Parallelismi, sinergie e contraddizioni nel rapporto tra Special Education, Gifted Education e Inclusive Education La Pedagogia Speciale e la Gifted Education sono due settori che si sono sviluppati parallelamente: il primo occupandosi principalmente dei soggetti con disabilità e altri bisogni educativi speciali, il secondo di un’esigua percentuale di studenti con capacità elevate. Sebbene la Gifted Education possa essere considerata una branca della più ampia Special Education, essa si configura come autonoma sia per metodi che per scopi ma non del tutto avulsa dal dibattito dominante verso cui tendono tutte le istanze educative contemporanee: l’educazione inclusiva. Il contributo affronta dal punto di vista della ricerca nazionale e internazionale l’intersecarsi di questioni storiche, normative, teoriche e operative tra Pedagogia Speciale e Gifted Education allo scopo di individuare i nodi critici e i percorsi possibili per una confluenza nell’ambito dell’Inclusive Education.

4

Czapanskiy, Karen. "Special Kids, Special Parents, Special Education." University of Michigan Journal of Law Reform, no. 47.3 (2014): 733. http://dx.doi.org/10.36646/mjlr.47.3.special.

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Many parents are raising children whose mental, physical, cognitive, emotional, or developmental issues diminish their capacity to be educated in the same ways as other children. Over six million of these children receive special education services under mandates of the Individuals with Disabilities Education Act, called the IDEA. Once largely excluded from public education, these children are now entitled to a “free appropriate public education,” or FAPE. This Article argues that the promise of the IDEA cannot be realized unless more attention is paid to the child’s parents. Under the IDEA, as in life, the intermediary between the child and the educational system is the child’s parent. The law appears to empower parents to participate in the planning, execution, and revision of the child’s individual educational plan. The experience of parents, however, is often not empowering, to the detriment of both child and parent. Instead, many parents confront school systems that fail to support parental competence or help parents conserve their resources. This Article proposes three significant reforms to the special education system that better serve the needs of parents while improving the chances that children in need of special education will receive it. The three reforms are: (1) requiring schools to help parents be in touch with each other; (2) requiring school systems to commit to common special educational plans through a public process; and (3) adopting universal design pedagogies in general education when practicable. Although the most expensive of the three proposals is the preference for universal design pedagogies, the most controversial is requiring school systems to commit to common special educational plans for similarly-situated children. If the proposal were adopted, every child with the same problem would be provided with the same educational plan. The individualized plan now mandated would be provided only where a child’s situation is an uncommon one. None of the proposed reforms is cost-free. I conclude by demonstrating that the costs of parent-oriented reforms are justified in order to comply with congressional expectations, for reasons of pragmatism, and to advance social justice for parents with special needs children as compared with other parents and with each other.

5

Lino Ferreira da Silva, Maicon Herverton, Augusto José Da Silva Rodrigues, Cristiane Domingos Aquino, and Marcelo Mendonça Teixeira. "Special Education." International Journal for Innovation Education and Research 5, no. 8 (August 31, 2017): 75–94. http://dx.doi.org/10.31686/ijier.vol5.iss8.791.

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A new social conscience is created, which will be used by a net society, at local and global levels, crossing both informatics and education contexts. So, this work proposes the construction of a tool for communication between listeners and speakers through the Brazilian Sign Language (LIBRAS) and the French Sign Language (LFS), making a simultaneous translation between the Brazilian written language and the French written language integrated through a web application, with the aid of the recognition of signals by techniques of image recognition and use of webservices. In addition, it raises a bibliography of the struggle of disabled people, the importance of non-verbal communication in human life, as well as an analysis of several translators available in the electronic mean, raising their strengths and weaknesses by comparing them in standard color, structure and navigation used. At the end of the study, a general evaluation is carried out on the application of a questionnaire to the users and a case study with TRADUZ.

6

Kozutsumi, Hiroyuki. "Special Education." Oncologist 1, no. 1-2 (February 1996): 116–18. http://dx.doi.org/10.1634/theoncologist.1-1-116.

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7

Teramura, Masanao, and Hideaki Mizoguchi. "Special Education." Oncologist 1, no. 3 (June 1996): 187–89. http://dx.doi.org/10.1634/theoncologist.1-3-187.

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8

Tuddenham, Paul H. "Special education." Nursing Standard 2, no. 19 (February 13, 1988): 42. http://dx.doi.org/10.7748/ns.2.19.42.s80.

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9

McGiverin, Rolland. "Special Education." Behavioral & Social Sciences Librarian 8, no. 3-4 (April 16, 1990): 65–71. http://dx.doi.org/10.1300/j103v08n03_11.

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10

Fish, Wade W., and Tammy L. Stephens. "Special Education." Remedial and Special Education 31, no. 5 (December 4, 2009): 400–407. http://dx.doi.org/10.1177/0741932509355961.

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11

Ludlow, Barbara. "Special Education." TEACHING Exceptional Children 46, no. 5 (May 2014): 68. http://dx.doi.org/10.1177/0040059914528104.

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12

Chesson, Rosemary, and Anita Young. "Special education: education or therapy." British Journal of Therapy and Rehabilitation 3, no. 9 (September 1996): 472–74. http://dx.doi.org/10.12968/bjtr.1996.3.9.14769.

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13

Goswami, Usha. "Neuroscience, education and special education." British Journal of Special Education 31, no. 4 (December 16, 2004): 175–83. http://dx.doi.org/10.1111/j.0952-3383.2004.00352.x.

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14

Cook, Bryan G., and Barbara R. Schirmer. "What Is Special About Special Education?" Journal of Special Education 37, no. 3 (November 2003): 139. http://dx.doi.org/10.1177/00224669030370030201.

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15

Cook, Bryan G., and Barbara R. Schirmer. "What Is Special About Special Education?" Journal of Special Education 37, no. 3 (November 2003): 200–205. http://dx.doi.org/10.1177/00224669030370031001.

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16

Parrish, Thomas B., and Jay G. Chambers. "Financing Special Education." Future of Children 6, no. 1 (1996): 121. http://dx.doi.org/10.2307/1602497.

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17

Tomlinson, Sally. "Comparing special education." British Journal of Sociology of Education 33, no. 3 (May 2012): 465–73. http://dx.doi.org/10.1080/01425692.2012.664912.

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18

Cegelka, Patricia Thomas, Maxine MacDonald, and Rod Gaeta. "Bilingual Special Education." TEACHING Exceptional Children 20, no. 1 (September 1987): 48–50. http://dx.doi.org/10.1177/004005998702000113.

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19

Rutherford, Robert B. "Correctional Special Education." TEACHING Exceptional Children 20, no. 4 (July 1988): 52–54. http://dx.doi.org/10.1177/004005998802000415.

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20

Krikorian, Kathy. "Special Education Eligibility." ASHA Leader 16, no. 6 (June 2011): 37. http://dx.doi.org/10.1044/leader.in3.16062011.37.

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21

Jahnukainen, Markku. "Experiencing special education." Emotional and Behavioural Difficulties 6, no. 3 (January 2001): 150–66. http://dx.doi.org/10.1080/13632750100507665.

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22

Greene, Jay P. "Fixing Special Education." Peabody Journal of Education 82, no. 4 (October 30, 2007): 703–23. http://dx.doi.org/10.1080/01619560701603213.

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23

Obiakor, Festus E. "Multicultural Special Education." Intervention in School and Clinic 42, no. 3 (January 2007): 148–55. http://dx.doi.org/10.1177/10534512070420030301.

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24

McLaughlin, Margaret J. "Defining Special Education." Journal of Special Education 29, no. 2 (July 1995): 200–208. http://dx.doi.org/10.1177/002246699502900210.

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25

Kjelldahl, Lars, and Zhigeng Pan. "Special Issue: Education." Computers & Graphics 29, no. 2 (April 2005): 235–36. http://dx.doi.org/10.1016/j.cag.2004.12.009.

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26

Mills, Guy E., and Karla Duff-Mallams. "Special Education Mediation." TEACHING Exceptional Children 32, no. 4 (March 2000): 72–78. http://dx.doi.org/10.1177/004005990003200411.

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27

Kawano-Jones, Akiko, and Eric D. Jones. "Japanese Special Education." School Psychology International 7, no. 3 (July 1986): 133–40. http://dx.doi.org/10.1177/0143034386073001.

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28

Satterley, Donna. "Special Education Coordinator." Gifted Child Today 38, no. 4 (September 22, 2015): 237–38. http://dx.doi.org/10.1177/1076217515597284.

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29

Iano, Richard P. "Special Education Teachers." Journal of Learning Disabilities 23, no. 8 (October 1990): 462–65. http://dx.doi.org/10.1177/002221949002300802.

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30

Zirkel, Perry A. "Special Education Law." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 38, no. 4 (March 20, 2015): 263–75. http://dx.doi.org/10.1177/0888406415575377.

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31

Wanbing, Zhang, Wang Xiaolai, and Li Lei. "Special adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 59–63. http://dx.doi.org/10.1002/ace.36719883709.

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32

Fisher, William. "Does education for special librarianship need to be “special education”?" Education for Information 5, no. 1 (January 1, 1987): 15–25. http://dx.doi.org/10.3233/efi-1987-5103.

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33

Liu, Yi-Juin, Alba A. Ortiz, Cheryl Y. Wilkinson, Phyllis Robertson, and Millicent I. Kushner. "From Early Childhood Special Education to Special Education Resource Rooms." Assessment for Effective Intervention 33, no. 3 (June 2008): 177–87. http://dx.doi.org/10.1177/1534508407313247.

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34

Rutherford, Robert B., C. Michael Nelson, and Bruce I. Wolford. "Special Education in the Most Restrictive Environment: Correctional/Special Education." Journal of Special Education 19, no. 1 (April 1985): 59–71. http://dx.doi.org/10.1177/002246698501900105.

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35

Aydemir, Tamer. "Theviews of Special Education Teachersabout Mathematics Instruction in Special Education." Procedia - Social and Behavioral Sciences 106 (December 2013): 3133–40. http://dx.doi.org/10.1016/j.sbspro.2013.12.362.

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36

Johnson, Robin R., David W. Test, and Bob Algozzine. "Special Education in General Education Classrooms." Special Services in the Schools 10, no. 1 (October 12, 1995): 25–43. http://dx.doi.org/10.1300/j008v10n01_02.

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37

Constable, Robert T. "Adaptive Education and Special Education Reform." Children & Schools 9, no. 2 (1987): 78–80. http://dx.doi.org/10.1093/cs/9.2.78.

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38

Rutherford, Robert B., and Mary Magee Quinn. "Special Education in Alternative Education Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 2 (November 1999): 79–81. http://dx.doi.org/10.1080/00098659909600152.

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39

deBettencourt, Laurie U., John J. Hoover, Harvey A. Rude, and Shanon S. Taylor. "Preparing Special Education Higher Education Faculty." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 39, no. 2 (April 18, 2016): 121–33. http://dx.doi.org/10.1177/0888406416641007.

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40

이미아. "Special education teacher leadership perceived by pre-service special education teachers." Journal of Special Children Education 11, no. 4 (December 2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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41

Ropp, C. R., J. E. Caldwell, A. M. Dixon, M. E. Angell, and W. P. Vogt. "Special Education Administrators' Perceptions of Music Therapy in Special Education Programs." Music Therapy Perspectives 24, no. 2 (January 1, 2006): 87–93. http://dx.doi.org/10.1093/mtp/24.2.87.

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42

Lappa, Christina, Nicholas Kyparissos, and Stefanos Paraskevopoulos. "Environmental Education at the Special School: Opinions of Special Education Teachers." Natural Sciences Education 46, no. 1 (August 3, 2017): 170004. http://dx.doi.org/10.4195/nse2017.02.0004.

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43

Detterman, Douglas K., and Lee Anne Thompson. "What is so special about special education?" American Psychologist 52, no. 10 (October 1997): 1082–90. http://dx.doi.org/10.1037/0003-066x.52.10.1082.

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44

Figueroa, Richard A., Sandra H. Fradd, and Vivian I. Correa. "Bilingual Special Education and This Special Issue." Exceptional Children 56, no. 2 (October 1989): 174–78. http://dx.doi.org/10.1177/001440298905600210.

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Bilingual special education is a new discipline that has emerged because of the problems faced by linguistic minorities with the conduct of special education. As current research studies indicate, the progress and innovations ushered in by P. L. 94–142 have not been extended to linguistic minorities, particularly Hispanic children. This special issue suggests that the medical-model, reductionistic paradigm underpinning special education is inimical to bilingual pupils. It proposes a paradigm shift and a redefinition of bilingual special education.

45

Erkinov, Ilhom Erkinovich, Alisher Sagdullaevich Kuchkorov, and Azamat Nizamkulovich Atamurodov. "The Importance Of Military Patriotic Education In Higher And Secondary Special Educational Institutions." American Journal of Social Science and Education Innovations 02, no. 12 (December 17, 2020): 88–92. http://dx.doi.org/10.37547/tajssei/volume02issue12-16.

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One of the urgent tasks of today is to educate young people in the spirit of patriotism, to prepare them physically and spiritually for the defense of the Motherland. Organizes the organization, content, forms and methods of spiritual, political, psychological and physical training of students to serve in the Armed Forces of the Republic of Uzbekistan. This article discusses the military patriotic education of students in higher education institutions. The information provided in the article also includes ideas on patriotic education of students and military personnel.

46

Tsakiridou, Helen, and Stavroula Kolovou. "Job Satisfaction among Special Education Professionals." American Journal of Educational Research 6, no. 11 (November 29, 2018): 1565–72. http://dx.doi.org/10.12691/education-6-11-16.

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47

Francisco, Marian Patricia Bea, Maria Hartman, and Ye Wang. "Inclusion and Special Education." Education Sciences 10, no. 9 (September 7, 2020): 238. http://dx.doi.org/10.3390/educsci10090238.

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

48

McCord, Kimberly, Mary S. Adamek, and Alice-Ann Darrow. "Music in Special Education." Music Educators Journal 93, no. 2 (November 2006): 20. http://dx.doi.org/10.2307/3878458.

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49

Jiménez, Paco. "Guidance on special education." Educar 8 (July 1, 1985): 91. http://dx.doi.org/10.5565/rev/educar.494.

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50

Lewit, Eugene M., and Linda Schuurmann Baker. "Children in Special Education." Future of Children 6, no. 1 (1996): 139. http://dx.doi.org/10.2307/1602498.

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