Dissertations / Theses: 'Special needs'

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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability

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Kenney, Laurence P. J. "Flight simulator for special educational needs." Thesis, University of Salford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357202.

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Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.

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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.

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Montgomery, Brenda Elizabeth. "Implementing the Special Educational Needs and Disability (Northern Ireland) Order 2005 : implications for special educational needs co-ordinators." Thesis, Queen's University Belfast, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486572.

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The Special Educational Needs and Disability (Northern Ireland) Order (2005) (SENDO) which became operative on lSI September 2005 was the catalyst for this study. Set within the context of change, the purpose of the research was to investigate the implications for Special Educational Needs Co-ordinators (SENCOs) in Northern Ireland in implementing SENDO. Quantitative and qualitative data was obtained using a mixed method approach; a questiollilaire, which was constructed and forwarded to SENCOs throughout Northern Ireland, revealed a number of themes which were further explored through semI structured interviews with focus groups of SENCOs. The findings, which were representative of the overali situation in Northern Ireland, revealed that while there is general positivity about the principles of SENDO, there are differing approaches to inclusion throughout schools in Northern Ireland. Whilst there has been a shift from the traditional role as a special needs teacher to a co-ordinating . role, it would appear that a number of SENCOs are not totally ready to fully embrace the new legislation. The main implications for SENCOs include lack of status, with orily a small number on senior management teams, insufficient resources, especially classroom assistants and a lack of time to effectively manage very demanding workloads. In addition a lack of qualifications, training and support within the area of special education, especially managing challenging behaviour and dealing with medical issues, were highlighted as major implications. The study concluded with a number of recommendations for schools, Education and Library Boards and the Department of Education to consider 'In order to support SENCOs with the successful implementation of SENDO.

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Tobias, Eliana R. "Learning environments for special needs preschool children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.

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This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings. Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement. The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres. No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings. Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children. Support services for preschool programs were very low in the community the research sampled.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Rubindal, Robin. "Educational reading for youths with special needs." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-81866.

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Children with intellectual disabilities often struggle with reading, and traditional ways of learning can be frustrating and difficult. This thesis investigates the ability to adapt gaming as a more creative and engaging way for these children to practice sentence structure and reading comprehension. The result is a prototype that makes use of reading scenes mixed with interactive scenes where the user gets to build sentences through different game mechanics such as drag & drop, marking of words and point & click. Depending on what sentence is built, the story changes. The overall evaluation feedback of this prototype is positive and that it has potential but would require further work since reading is a complex activity and the reading levels of children with special needs are very individual.

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Boggs, Teresa. "Adapting Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.

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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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Huyssoon, William Lee. "Exploratory vocational course for special needs students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.

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Marks, Lori J. "Educating Tomorrow’s Educators for Students with Special Needs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3685.

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Tysoe, K. "The role of special educational needs coordinators in implementing the 2014 Special Educational Needs and Disability legislation : a juggling act." Thesis, Nottingham Trent University, 2018. http://irep.ntu.ac.uk/id/eprint/33931/.

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The purpose of this research was to investigate the role of special educational needs coordinators (SENCOs) and discover how the new Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE 2015) was being enacted in schools. The main argument presented through this thesis is that the SENCO role is currently overly focused on carrying out bureaucratic tasks rather than supporting inclusive classroom practice. The literature review situates the research within its historical and cultural context by considering the development of special educational needs and disability (SEND) provision, including the role of the SENCO. A conceptual framework for the SENCO role and identity is advanced which adds to our understanding of the SENCO role. This applied social research adopted a phenomenological methodology where the self-reported experience of individuals is the source of data (Creswell 2007; Husserl 1970). The field work for the research involved two sets of interviews, separated by an interval of 12 months, with seven SENCOs from across several London boroughs. The qualitative data gathered was analysed using categorisation and coding, a method drawn from grounded theory (Charmaz 2006; Glaser and Strauss 1967). A rating scale and analysis of threats, opportunities, weaknesses and strengths (TOWS) was also used to gauge the confidence and attitudes of SENCOs towards aspects of the new SEND legislation (Children and Families Act 2014). The research contributes to our evidence base on how the SEND reforms are being implemented in schools. The findings demonstrate that SENCOs broadly welcome the principles underpinning the new SEND Code of Practice (ibid). However, SENCOs find that some of the procedures associated with the Code of Practice (ibid) are proving problematic. The thesis concludes by asserting that, if these issues are not addressed, then the aspirations of the new SEND legislation will not be fully realised and SENCOs will be yet further removed from their work in supporting colleagues in developing inclusive practice. The thesis makes a number of recommendations at school, local and national level to support further the implementation of the SEND reforms. It also identifies areas for future research including: investigating the SEND reforms from the perspective of children, their parents or carers and young people; and evaluating the effectiveness and impact of the SENCO role.

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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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Al-Abdulghafour, M. M. "Special educational needs in the state of Kuwait." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384492.

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Hart, Susan. "The innovative practitioner : reconceptualising the special needs task." Thesis, University of Greenwich, 1994. http://gala.gre.ac.uk/6443/.

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This study has two main themes. The first is concerned with re-examining the relationship between 'ordinary' and 'special' education in the light of developments in thinking and practice over the past decade. A case study approach was used to explore the limits and limitations of the thesis that 'special educational needs' can be most effectively addressed as part of a process of general curriculum critique and development designed to benefit all children. Pursuing questions and concerns arising from my own experience as a support teacher, the aim of the research was to establish if there is still a place for a concept of 'special' education consistent with this interpretation of the task and, if so, on what basis a distinction might now legitimately be made. Individual children's responses to a particular instance of general curriculum development (in the teaching and learning of writing) were observed, and samples of their writing collected, over a period of several months. The analysis of this material highlighted the need for, and the means to articulate, a discourse and interpretive procedure for responding to concerns about individual children's learning which reflect and enact the critique of 'learning difficulties' understood as an individual problem. Having reformulated the original thesis to include an individual dimension, the study concludes that what is needed to resolve the questions raised initially is not, after all, a new distinction between 'ordinary' and 'special' education, but a distinction of a quite different order: one which draws attention to different kinds of professional thinking, and highlights the critical and innovative nature of the thinking required. The second, subsidiary theme is a methodological one. It explores what the study itself may have to contribute to the establishment of a mode of research derived from teaching. Claiming to use no 'methods' other than the interpretive resources and experience of a teacher, the study uses its own processes to explore and establish its methodological status, and in particular to consider the significance of prior experience in the development of new knowledge about education.

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Davis, Monique E. A. "Exploring transition for young people with special needs." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654431.

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This study explores the impact of moving from a special secondary school to an inclusive Sixth Form for students with Statements of Special Educational Needs. Transition to sixth form is an under-researched area but will become ever more important as the compulsory schooling age increases to 18 and Education, Health and Care Plans provide support until young people are 25. It considers the literature on the way in which people with learning disabilities have been treated at different periods in time, and the role of historical trauma and internalised ableism for this marginalised group. The birth of a child with learning difficulties can be a source of trauma within a family, for whom it may stir up feelings of shame and grief over the loss of the imagined 'perfect' child . Such feelings can be re-evoked at times of transition, and affect the systems around the family. Loosely structured free association ~ based interviews were used to gain views about three students from their parents, teachers and students themselves. Focus groups with students before (N=15) and after (N=8) the transition were also used. Thematic Analysis influenced by a psychosocial/psychoanalytic approach (Hollway & Jefferson, 2012) revealed four major themes; Internalised Ableism, Pain of Change, Understanding of SEN, and Support. The findings are discussed in the context of the psychosocial tradition, considering implications for practice for staff in the school, Sixth Form and Educational Psychology Service.

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Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.

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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support teachers is observed, as they begin a change of role, moving from centre-based work with children to supporting the children in class, and trying to change the nature of provision for these children in school. Each case study was conducted over one year. The methodological approach was located within a constructivist paradigm. The methods were interview, observation, questionnaire and documentary analysis. The review of the literature, after examining the background to change within special educational needs provision, and within primary schools, goes on to consider issues particularly pertinent to this research, such as consultant and collaborative teaching skills, personal change and interpersonal skills needed for effective instigation of change. These issues support both the implementation and the analysis of the research. The final part of the thesis addresses the issues arising from the research, such as the training needs of the support teachers and class teachers regarding knowledge of the change process and an awareness of theoretical issues surrounding special educational needs, and dichotomies within the approach of the support teachers towards the process of change. The conclusion examines themes which have emerged from the research and which are applicable to current changes in special educational needs provision.

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Rifo, Ivanka, and Anita Trenchevski. "Municipal sensemaking around Special Educational Needs Coordinator assignment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28958.

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AbstraktRifo, Ivanka och Trenchevski, Anita (2016). Kommunalt meningsskapande kring specialpedagogens uppdrag. Municipal sensemaking around Special Educational Needs Coordinator assignment. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90hp.Förväntat kunskapsbidragAnalysen i studien har med hjälp av Weicks enactment teori bidragit till att synliggöra politikers och utbildningschefers uppfattningar kring specialpedagogens uppdrag och profession på organisationsnivå inom en vald kommun. BakgrundDet upplevs att det råder en övergripande okunnighet och otydlighet om specialpedagogens uppdrag och yrkesroll. Specialpedagogerna får oftast rättfärdiga sin professionsroll samt klargöra sina arbetsuppgifter trots att de besitter den högsta kompetensen för utförandet. Det finns stora variationer i uppdragsbeskrivningar, ansvarsområde och funktion även för specialpedagoger inom en och samma kommun. Dessutom handlar förvaltningarna inom kommunen utifrån egna beslut av specialpedagogiska behov, fristående från andra yrkesutövare och oberoende av varandra. Otydligheten i de statliga skrivelserna resulterar i att organisationerna väljer att själva skapa egen mening och struktur. Meningsskapandeprocessen utgår oftast utifrån det som anses vara rimligt just för berörda enheter.SyfteSyftet med vår studie är att skapa kunskap om hur utdrag ur statliga skrivelser rörande specialpedagogens uppdrag har tolkats och tillskrivits mening av tre politiker och tre utbildningschefer i en sydsvensk kommun. Frågeställningar•Hur stor variation förekommer vid tolkning av de statliga utdragen kring specialpedagogen på kommunnivå?•Vilka hinder och möjligheter kan uppstå i tolknings- och meningsskapandeprocessen kring specialpedagogens uppdrag?TeoriDet teoretiska ramverket i studien baseras på Karl E. Weicks enactment teori eller teori om meningsskapande i organisationer. Weicks teori ligger till grund för studien och den ger en logisk utgångspunkt för att skilja på strategiska beteenden och grundbeteenden. Sensemaking är ett begrepp som Weick utvecklade kring enactment.MetodEmpirin utgörs av intervjuer och kvalitativ textanalys av utdrag ur statliga skrivelser rörande specialpedagogen. Deltagande respondenter var tre kommunpolitiker och tre utbildningschefer inom en förvaltningsorganisation.Resultat•Det förekommer stor tolkningsfrihet av de statliga utdragen kring specialpedagogen av både politiker och utbildningschefer inom den valda kommunen. Analysen genomsyras i sin helhet av hur olika man ser på och använder specialpedagogens kompetens. •Analysen av respondenternas tankar om vilka hinder och möjligheter som kan uppstå i tolknings- och meningsskapandeprocessen rörande specialpedagogens uppdrag leder till följande resultat:Hinder:-Specialpedagogen lyser med sin frånvaro i Skollagen (2010:800) och andra viktiga styrdokument-Obefintlig lagstiftning kring professionen-Budgetnedskärningar inom kommunen-De nya karriärtjänsterna som förstelärare och förste förskollärare har ytterligare försvårat för specialpedagogen att få legitimitet inom samma område Möjligheter:-Att skapa och införa uppdragsbeskrivning för specialpedagogen -Att både politiker och utbildningschefer inom den undersökta kommunen ser specialpedagogen som en kvalitetförstärkare-Specialpedagogen kan ha en central roll i det kollegiala lärandetImplikationerDe centralpolitiska skrivelser kring specialpedagogens profession och uppdrag bör förtydligas och uppdateras, vilket borde leda till att yrkesgruppens legitimitet förstärks. För att uppnå en samsyn kring specialpedagogens yrkesroll bör staten ställa krav på att varje kommun inför en uppdragsbeskrivning för specialpedagogen så att den blir likvärdig i hela kommunen. En tydlig lagstadgad uppdragsbeskrivning för specialpedagogen, borde befästa bilden av yrkesgruppen inom förvaltningsorganisationen på både makro och mikronivå.

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Pierce, LaRue A. "High school special needs students attitudes about inclusion." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.

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Boggs, Teresa, and M. Baker. "Creating Together; Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1533.

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Bouwhuis, Korinne Knowlton. "Psychoeducation Groups for Parents Adopting Special-Needs Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2631.

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This thesis evaluated training groups for adoptive parents of special-needs children. It was hypothesized that training would influence parenting stress, stress symptoms, and marital satisfaction, and that helpfulness of training sections would depend upon the status of the participants' children (i.e., foster, adopted, or adoption in process). Data were collected from 15 participants who were sampled through agencies that typically interact with adoptive parents. Repeated measures ANOY As were computed to compare scores on the PSI/SF Parental Distress Subscale, OQ-45, and RDAS across three time intervals. No significant differences were found. Data from a scale of helpfulness were analyzed using descriptive statistics. There was a general trend such that foster parents reported the training groups as least helpful, adoptive parents reported them as more helpful, and participants in the process of adoption reported the highest ratings of helpfulness. Explanations for results are discussed along with implications and recommendations for future research.

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Benavides, Ida. "Stress Among Caregivers of Individuals with Special Needs." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/864.

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This research study focuses on gathering data on stress among caregivers caring for an individual with special needs. The participants selected were from three agencies in Southern California. Once the participants were selected, an interview was conducted using an audio recording device to gather and analyze the data collected. The researcher dictated the responses provided during the interview if the participants did not wish to be recorded. All participants received a $5 Starbucks gift card for their participation. This study was conducted to inform clinicians and any reader on the daily struggles and challenges caregivers face by caring for individuals with a disability. This study had a sample size of eight participants. Themes that were used were service utilization, social support systems, mental and physical health and self-care. Social workers working with individuals who care for individuals with special needs should be knowledgeable in coping strategies.

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Boggs, Teresa. "Adapting Parks and Recreation Programs to Meet the Needs of Children with Special Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1513.

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Jimenez, Jessica Joanna, and Winnie Wing Yang Lee. "SOCIAL WORKERS' PERCEPTION ON THE NEEDS AND SERVICES FOR FOSTER CHILDREN WITH SPECIAL NEEDS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/867.

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Foster children are already at a disadvantage given that they tend to live in a home without their parents. Social workers have direct interactions working with children with special needs, and through interviews with the workers, we aimed to understand whether or not the services available are able to meet foster children’s special needs. The research on special needs children in foster care is quite limited. The purpose of the study was to identify social workers’ perceptions of the needs of special needs foster children and their access to services. This study used qualitative interviews with open-ended questions to gather qualitative data from ten social worker participants. The researchers employed thematic analysis techniques to analyze the qualitative data. The themes that emerged from analyzing the data were social workers’ challenges in providing services to special needs foster children, social workers’ access to services, and the need for institutional support to effectively manage service delivery for special needs foster children. This study found that social workers face challenges in obtaining training for parents and social workers, navigating complex funding processes, managing inconsistent desires between parents and court officials, and dealing with the limited number of capable foster homes. The social workers interviewed identified different tactics that could be implemented in order to improve services for the special needs foster children through changes and improvements within the department. Understanding large-scale policy and practice issues, such as organizational change or resource management, can lead county agency social workers to advocate for the challenges of special needs children in child welfare.

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Jordan, Ashley Sokol. "Appropriate Accommodation for Individual Needs Allowable by State Guidelines." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243021995.

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Al, rubiyea Ahmad Ibrahim. "Children with special needs in the Kingdom of Saudi Arabia : their needs and rights." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/27864.

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Kingdom of Saudi Arabia is in the process of developing and modernising its organisations to meet and cope with the challenges posed by national and international changes. Child and family issues have become an integral part of the Kingdom strategies, vision and policies. There is a lack of comprehensive research that focuses on children with special needs rights and needs in Saudi Arabia and the role of the Kingdom of Saudi Arabia in meeting and protecting their rights. This research represents the first research in this area. The research aims to examine the rights and needs of children with special needs in the Kingdom of Saudi Arabia. Extensive quantitative and qualitative data collected from Saudi Arabia children special needs sector using semi-structured questionnaires, focus groups and in-depth interviews. The collected data analysis with outcome of the literature survey used to discuss the main outcome of the research. A number of conclusions have been drawn from this research. The Kingdom of Saudi Arabia has taken several steps towards ensuring children with special needs rights and needs such as the introduction of inclusion of children with special needs with the main stream primary school education. However, the child with special needs in the Kingdom is still in its early stage in the Kingdom. The Saudi parents with children with special needs under stress due to a lack of appropriate policies and guidelines for their children with special needs. The research has identified social barriers as one of the main obstacles for children with special needs rights and needs. The research also provides practical recommendation for prompting children with special needs in Kingdom of Saudi Arabia.

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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Wehrmann, Lorrance Ann. "Stress Levels of Parents of Homeschooled Versus Public-Schooled Special Needs Children." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1831.

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Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the family adjustment and adaptation response model, the purpose of this quantitative, ex post facto study was to investigate the degree to which parental stress reported by parents of a school-aged child with special needs could be predicted by school approach and severity of learning disability. Seventy parents of children participating in either public special education or homeschooling completed self-administered questionnaires, including the Family Impact of Childhood Disability Scale, the Educational Stress Survey, the Cognitive Processing Inventory, and demographic questions. Results from the descriptive analysis and multiple regression analyses indicated that the severity of the learning disability significantly predicted both overall parental stress as well as stress contributed by schooling. However, the type of special education setting did not significantly predict parental stress. The results from this study can promote positive social change by increasing parental awareness so that parents can make informed decisions about schooling for their children with special needs. It can also provide valuable information about additional stress related to special education programming services based on the severity of the child's learning disability.

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Sundberg, Anna-Lena. "En skola för alla, men hur? : En studie om hur olika yrkesgrupper inom skolan ser på samverkan kring inkludering ur ett specialpedagogiskt perspektiv." Thesis, Umeå universitet, Pedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96839.

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This study aims to develop knowledge of different professional groups and their views on inclusion and collaboration concerning "students in difficulty." Through qualitative interviews and a quantitative survey, the researcher sought answers to this and also how inclusion, through collaboration between different professional groups, can develop in school.The results of the study have been analyzed according by Nilholms (2007) three different perspectives on special education: The critical perspective, the compensatory perspective and the dilemma perspective. The results were also analyzed based on Ahlberg's (2013) communicative – relationship perspective.The result shows that the concept of inclusion is not clearly defined either in the governing documents or among the interviewees. This makes it difficult to speak the same language in school, which complicates the work of inclusion. Since the governing documents are unclear and somewhat contradictory when dealing with "students in difficulty" educators are put in a dilemma. It is on the one hand about the importance of early identification and remedy difficulties and on the other hand not to categorize students. Another concern is on the one hand to see differences as opportunities for learning and on the other hand that all students should attain the curriculum objectives. Students should at the same time feel good and happy at school. The result also shows that the cooperation that existed around "students in difficulty” has been minimal at schools. In contrast, all interviewees’ see good cooperation as crucial to the quality of work with students. Surprising facts is that it seems to be easier to see and talk about what others should do to improve together than to see one’s own part in the work for development. One conclusion is also that the majority of the respondents see the economic foundations are setting up barriers by time, room, materials and resource shortages, and also large classes.

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Kotb, Heba Mohamed Wagih. "The integration of pupils with special educational needs from special school into mainstream school." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/488/.

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This research was conducted in order to find out what takes place in the process of integration of pupils with special educational needs from special schools into mainstream schools. A design was chosen that allowed the study of the various stages of transfer from a special school into a mainstream school. The design chosen was an "overlapping longitudinal" design i.e. pupils going through the different phases of the transfer process were studied in parallel. Three phases were identified: the pre transition phase. the transition phase and the post transition phase. Three groups of pupils were studied representing each phase of the transfer. In total twenty pupils were studied their ages ranging from six to nine with a range of Special Educational Needs. The first group the Pre transition group comprised pupils for whom a decision was not made yet to transfer them to mainstream school. The second group the Transition group comprised pupils for whom a decision had been made to transfer them to a mainstream school. The third group the Post transition group comprised pupils who had already transferred into a mainstream school during the previous academic year. The case study approach was chosen in order to study the three groups and the methods of data collection were interviews, observation and consultation of documents. Interviews were held with parents, special school staff, educational psychologists, mainstream school stff and staff at the Local Educational Authorities' Support Services. Two schedules of observation were devised, one of them aimed to capture the general occurrences in the classroom "Classroom Observation Schedule" and the other aimed at capturing the pupils' interactions in detail, "Classroom Interaction Schedule". Tests of reliability were carried out to ensure the reliability of both schedules. A research diary was kept to compliment the observation gathered from both schedules. As for the documents that were consulted, these were pupils' statements, schools' SEN policies, LEA SEN policies and some examples of pupils' work. The analysis of the data gathered through the different sources were discussed for each group individually and emerging themes from the three groups were discussed in the final chapter.

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Zamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.

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Research was conducted on students with special educational needs (SEN) taking world language (WL) classes at the secondary level in the state of Utah. Ninety-two WL teachers shared their outlooks and experiences on working with this population of students. Data analyses show that there is not a significant increase in the number of students with SEN enrolled in WL classes. Analyses suggest that WL teachers have an average of two students with SEN per class, learning disability being the most common SEN identified. This study also shares teachers' successful and challenging experiences, finding that time and individual attention are examples of critical aspects for students' success. Additionally, the research shows that not all teachers have the professional or academic support to assist their SEN students. This research contributes valuable information for future studies in this field, such as the study of English Language Learners (ELL) categorized as students with learning disabilities because while their lack of English proficiency flags them as needing help, this need does not necessarily equate to a learning disability.

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Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.

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Lilly, Susanne K. "Parent involvement in the education of students with special needs." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lillys.pdf.

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Chang, Chun-ting Amy. "Special needs adoption by western families in Hong Kong." Thesis, View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36784813.

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Berland, Jeremy Quentin. "Disruption in special needs adoptions : a British Columbia review." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/42017.

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This paper describes a study of the adoptions of 82 "special needs" children placed for adoption in British Columbia between 1985 and 1989. The adoptions of 41 of these children were not completed. This study examines variables related to the children placed for adoption to determine those factors which appear to be related to disrupted adoptive placements. The paper traces the development of adoption through history and reviews the findings of major research studies in special needs adoption disruption. Using the findings from the review and adding hypotheses that appeared to be missing from other studies, a file review schedule was developed. With permission from the B.C. Superintendent of Family and Child Service, the schedule was used to review the children's adoption files. Analysis of the data obtained indicated that the age of the child at the time of adoption placement was a significant factor in adoption disruption. In addition, the age when the child was legally free for adoption was found to be significant. In both cases, the younger the child, the lower the risk of disruption. An additional important finding of this study is that children who are members of a sibling group are more likely to have their adoptions completed than children without siblings and children placed alone. The pre-care experiences of children were thought to be an important factor in adoption disruption. The study shows that some experiences have a significant effect, notably those in which the extent of the biological parents' disability is clear to the child prior to the adoption placement. The presence of multiple special needs was not significantly associated with disruption except in the case of boys identified as having emotional/behavioural problems. The paper links the findings to those of other researchers, identifying implications for policy and practice. The resilience of the children studied and their ability to withstand serious trauma in their early years is an unanticipated finding of the study. Recommendations for addressing the findings suggest greater emphasis on maintaining sibling attachment for children in care, increased emphasis on assisting children to understand their family and personal history, and broad public education to eliminate myths about special needs adoption.
Arts, Faculty of
Social Work, School of
Graduate

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Hendler, Darlene Marilyn. "Family therapy with families who have special needs children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23338.pdf.

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36

Deane, Christopher Hugh. "Building a special needs ministry in Crowfield Baptist Church." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Preston, Zhanna B. "Challenging Behaviors| Perceived Training Needs of Special Education Paraprofessionals." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701025.

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Purpose: The purpose of the study was to identify the most challenging and frequently occurring types of student behavioral problems that paraprofessionals in the K-12 public school setting encounter. In addition, the purpose of the study included identifying the most effective ways to prepare special education paraprofessionals to manage the most challenging and frequently occurring student behaviors through effective professional development practices.

Methodology: The mixed methods study primarily involved collecting and analyzing qualitative and quantitative data through on-line surveys of paraprofessionals, special education teachers, and school principals. Phenomenology and grounded theory elements served as the descriptive study’s theoretical foundations. A policy Delphi method used an expert panel that represented a diverse group of public school districts in Riverside County, California.

Findings: Analysis of data revealed the 12 most challenging student behavior types, including eight most frequently occurring student behaviors in the k-12 school setting. Key topics and effective professional development delivery methods for special education paraprofessionals in the area of managing challenging behaviors were identified.

Conclusions: As a result of the study and review of prior research, an outline of suggested professional development activities was developed. Effective training delivery methods involving the principles of andragogy were also identified.

Recommendations: Schools and districts must (1) include paraprofessionals’, teachers’, and principals’ input when developing professional development activities for special education paraprofessionals; (2) focus the behavioral training for paraprofessionals on the most challenging and frequently occurring student behaviors in the k-12 school setting; (3) apply principles of andragogy when providing professional development to paraprofessionals; (4) make a shift from one-day training events to on-going, systematic, research-based, consistent, relevant training that involves practice time, meaningful feedback, modeling, and activities aiming at the higher level thinking skills identified in Bloom’s taxonomy.

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榮文笙 and Wensheng Rong. "Oral health care for Chinese adults with special needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29527946.

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Al-Khashrami, Sahar Ahmad. "Integration of children with special needs in Saudi Arabia." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264586.

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Faux, Fern. "Literacy, special needs and the use of information technology." Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400417.

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41

Paulsen, Magdalena Elizabeth. "Co-operative learning for learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53734.

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Dissertation (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills.
AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien, is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik. Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van 'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en of die akademiese prestasie, sosiale vaardighede en motivering van leerders met spesiale opvoedkundige behoeftes verbeter het. Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag aangespreek of die deelnemers (die leerders met spesiale opvoedkundige behoeftes) verandering getoon het in die rigting wat deur die programbeplanning in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens en ná die intervensie behels. Navorsingsbevindings het getoon dat sowel leerders met spesiale opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van akademiese prestasie, motivering en sosiale vaardighede by die koëperatieweleer-lesse baat gevind het.

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42

Ask, Ann Christin. "Guidance counselor´s competences concerning students with special needs." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27429.

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SammanfattningI Skollagen 2 kap 29 § står det att elever i alla skolformer förutom förskola och förskoleklass har rätt till vägledning av kompetenta studie- och yrkesvägledare för att kunna göra välgrundade studie- och yrkesval. Inom vissa skolverksamheter har elever behov av särskilda insatser i form av anpassad studie- och yrkesvägledning. För att tillämpa anpassad vägledning erfordras kunskap om olika diagnoser och på vilket sätt individen påverkas av dem.Undersökningens syfte är att studera huruvida en grupp studie- och yrkesvägledare anser sig ha tillräckliga kunskaper för att möta och vägleda elever med speciella behov, såsom särskoleelever och/eller elever med NPF-diagnoser, efter sina avslutade studier från studie- och yrkesvägledarutbildningar i Sverige. För att kunna uppfylla detta syfte användes kvalitativ metod i form av intervjuer med fyra utbildade studie- och yrkesvägledare. Utöver intervjuerna kompletterades undersökningen med ett frågeformulär som skickades till de tre lärosäten i Sverige som bedriver studie- och yrkesvägledarutbildning. Frågeformuläret bestod av tre frågor gällande huruvida respektive utbildningar har undervisning om elever med speciella behov såsom särskoleelever eller elever med NPF-diagnoser. Frågorna berörde även hur vägledningsteorier och modeller kan appliceras på denna elevgrupp. Resultatet av undersökningen tyder på att det finns behov av ytterligare undervisning om elever med speciella behov på studie- och yrkesvägledarutbildningarna. Ytterligare undervisning behövs för att vägledare ska utveckla förmågan att se elever och deras situation ur ett helhetsperspektiv för att på så sätt kunna anpassa vägledningen och möta eventuella utmaningar. Det empiriska materialet analyserades med hjälp av systemteorier vilka tillsammans med tidigare forskning om elever med speciella behov vävts ihop i analysen.

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Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements when compared to their peers without a disability. Externalizing behaviors also appeared to be associated with increased use of considerate and encouraging statements. Findings also suggested that intellectual ability may be related to children's verbalizations, but unrelated to children's behaviors. Intellectual functioning appeared to be directly related to children's use of rejecting statements. Upon comparing these findings to previous literature on the social communication between children with and without special needs, it is unclear whether children with special needs evidence a shared communicative culture or ability to interpret communication patterns, which results in more positive communicative interactions. This study has implications for appropriate educational placement, the formation of children's friendships, and the social communication of children with special needs.

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Antoniou, Faye. "Improving reading comprehension in students with special educational needs /." Aachen : Shaker Verl, 2006. http://catalogue.bnf.fr/ark:/12148/cb40926661r.

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45

Garalde, Anna Francesca. "Sports Complex for the South Bay's Special Needs Population." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841680.

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Primary purpose of this project was to address lack of resources for the special needs population pertaining to sports and recreation. Well known organizations within the special needs community, Special Olympics and Boys and Girls Club, provide programs for the population with intellectual and developmental disabilities but can only provide so much when it comes to additional resources. For our able bodied athletes, millions of dollars throughout each year are spent in order to make sure that elite athletes in top professional sports organizations are well taken care of. From million dollar stadiums and practice facilities to knowledgeable sports medicine staff and certified conditioning coaches, professional athletes seem to have a wealth of resources. This project proposes the creation of a facility that would provide the same resources as those of the professional athletes to those with special needs.

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Lewis, Rena B., John J. Wheeler, and Stacy L. Carter. "Teaching Students with Special Needs in General Education Classrooms." Digital Commons @ East Tennessee State University, 2017. https://amzn.com/0134017560.

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Current knowledge, strategies, and instructional approaches designed to understand and meet the learning needs of all students in general education settings are addressed in this current, research-based resource. Teaching Students with Special Needs in General Education Classroom gives teacher candidates the knowledge and skills they need to work effectively with the broad array of learning needs found in today’s classrooms. Included is specific information about students with special needs, including students with various disabilities, students identified as gifted and talented, culturally diverse students, and students who are English learners. The book details state-of-the-art practices, like response to intervention (RTI), to help readers develop essential professional knowledge and skills of today’s educators. Part I. Introduction to inclusive classrooms -- part II. Skills for the general education teacher -- part III. Strategies for teaching students with disabilities -- Glossary -- References -- Indexes.
https://dc.etsu.edu/etsu_books/1119/thumbnail.jpg

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Duffey, Jane Grenfell. "Home schooling children with special needs: A descriptive study." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154056.

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Simpson, Bonnie J. "The written language development of students with special needs." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/623.

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Hollingsworth, Denise Jo. "Special education needs among children exposed to domestic violence." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2378.

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The purpose of the study is to discover whether exposure to domestic violence leads to higher rates of special education placement. The problem of concern is the effect of domestic violence exposure to children, which results in psychological and behavioral problems that may lead to school difficulties and placement in special education programs.

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Taylor, Kim. "The integration of children with emotional and behavioural difficulties in mainstream schools : three case studies." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299664.

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Dissertations / Theses on the topic 'Special needs'

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