Relevant bibliographies by topics / Special schools

Contents

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

Academic literature on the topic 'Special schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Special schools.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Special schools"

1

Stephenson, Jo. "Special schools." Children and Young People Now 2017, no. 11 (July 27, 2017): 44–45. http://dx.doi.org/10.12968/cypn.2017.11.44.

Full text
Abstract:
The number of children with disabilities educated at special schools is rising. While the proportion of settings achieving a “good” rating is up, there is wide variation between different types of provider
APA, Harvard, Vancouver, ISO, and other styles
2

Ineichen, Bernard, and Jenifer Rohde. "Leaving Special Schools." British Journal of Learning Disabilities 22, no. 3 (September 1994): 113–15. http://dx.doi.org/10.1111/j.1468-3156.1994.tb00130.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Arifin, Misbahul, Munawir Yusuf, and Joko Yuwono. "DESCRIPTIVE STUDY OF THE COMPETENCE OF SPECIAL GUIDANCE TEACHERS FOR INCLUSIVE SCHOOLS IN SURAKARTA." ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY 1, no. 1 (November 19, 2021): 1–10. http://dx.doi.org/10.55047/romeo.v1i1.40.

Full text
Abstract:
Inclusive education is education that allows learners with mental or physical disabilities the equal opportunity to learn alongside peers their age in regular schools. Inclusive education tries to minimize negative perceptions toward children with disabilities. A special guidance teacher's role is significant in maximizing children's academic and non-academic development. The purpose of this study is to determine how to optimize the role and responsibilities of special guidance teachers in inclusion schools, to ascertain the impact that the absence of special guidance teachers has on inclusion schools, and to ascertain the school's efforts to overcome the effects of the unavailability of special guidance teachers in inclusion schools. The descriptive qualitative method was used in this study. The study gathered data from principals, special guidance teachers, and classroom teachers. Interviews, observations, documentation, and questionnaires are used to collect data. The findings of this study indicate that special guidance teachers (GPK) continue to exercise authority in the same way that other teachers do, namely by standing in the classroom and instructing children with special needs. Special guidance teachers educate in the same way as classroom teachers, and some even shift to classroom teaching as a result of the school's teacher shortage. The impact on schools caused by the lack of special guidance teachers in inclusion education is the inability to meet the needs of ABK (children with special needs), especially special needs programs; ABK (children with special needs) is seen as a disruptor in the smooth implementation of educational programs; classroom teachers are unable to accommodate the needs of ABK in the classroom; school policy to accept both regular students and ABK (children with special needs) with mild level disabilities. While ABK with a moderate to severe level of resistance is directed at Special Needs Schools (SLB). To address the lack of GPK, efforts are undertaken to appoint honoree GPK and to collaborate with the nearest SLB to bring in visiting teachers. Keywords: Special Guidance Teachers, Inclusive Schools, Children with Special Needs
APA, Harvard, Vancouver, ISO, and other styles
4

Allan, Julie, and Sally Brown. "Special Schools and Inclusion." Educational Review 53, no. 2 (June 2001): 199–207. http://dx.doi.org/10.1080/00131910120055624.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Beresford, John, Hilary Stokes, and John Morris. "IQEA and special schools." British Journal of Special Education 30, no. 4 (January 6, 2004): 207–12. http://dx.doi.org/10.1111/j.0952-3383.2003.00312.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Katsunori Furui, Yoshiko Ueyama, Mari Takenaka, Hitomi Miyamoto, and Tetsuro Takeda. "THE FUNCTION OF SPECIAL SCHOOLS AS LOCAL SPECIAL EDUCATION CENTERS: A CASE STUDY OF THREE SPECIAL SCHOOLS IN WAKAYAMA." Journal of Science Educational Science 66, no. 4AB (October 2021): 48–54. http://dx.doi.org/10.18173/2354-1075.2021-0060.

Full text
Abstract:
In Japan, special schools are required to function as local special education centers (“center function”). This study aimed to discuss the situation, tasks, and future directions of the “center function” through a case study of three special schools in Wakayama Prefecture. An interview survey was conducted with teachers assuming the lead role of the “center function” in three special schools. An analysis of interview data revealed the fol1owing finding. The five following points were common aspects of the “center function” in the three special schools. The first was providing educational consultations (including outreach consultations) to elementary and junior high schools, etc. The second point concerned conducting collaboration meetings for special needs education in elementary and junior high schools. The third regarded participating in collaboration councils with related organizations, such as regional independent living support councils. The fourth point was providing educational tools and equipment. The final point was introducing information about medical and social welfare services. A different point lied in regional characteristics. The future tasks of the “center function” include enhancing consultation skills regarding secondary disabilities and non-attendance at school, as well as the career course of junior high school students in special classes for autism and emotional disabilities. Furthermore, collaboration is needed with regular high schools, as well as the effective utilization of individual educational plans in Wakayama Prefecture.
APA, Harvard, Vancouver, ISO, and other styles
7

Norwich, Brahm. "SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives." British Journal of Special Education 35, no. 3 (September 20, 2008): 136–43. http://dx.doi.org/10.1111/j.1467-8578.2008.00387.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

정민호 and Kim Sam-Sup. "Perceptions of Special Education Teachers on School-Based Enterprise Operation in Special Schools." Journal of Special Education 17, no. 1 (July 2010): 101–27. http://dx.doi.org/10.34249/jse.2010.17.1.101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

정세영 and 신서영. "Perception of Teachers in Special Schools on School Violence." Korean Journal of Physical, Multiple, & Health Disabilities 58, no. 3 (July 2015): 217–37. http://dx.doi.org/10.20971/kcpmd.2015.58.3.217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Vaganova, Inna. "Special features of building special libraries’ information resources." Scientific and Technical Libraries, no. 12 (December 1, 2017): 73–80. http://dx.doi.org/10.33186/1027-3689-2017-12-73-80.

Full text
Abstract:
Main trends in developing special libraries’ information resources are characterized, in particular, those of art and museum libraries, libraries of higher art schools. The projects for generating information resources undertaked by these libraries are discussed. User inquiries are analyzed; stages of information services development are compared. Modern online-services: “Ask-a-bibliographer”, e-mail inquiries, Internet-based services, subject databases are illustrated by the examples of the databases: M. Fokin Archive, Sketch collection, The Artist, Russian Drama, Modern Dramatic Art , etc. The author concludes on the demand for building integrated digital resource of the libraries, museums, and art schools.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Special schools"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Luelmo, Paul. "School suspension rates in charter schools within LAUSD and implications for students with disabilities." Thesis, California State University, Los Angeles, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547354.

Full text
Abstract:

A disproportionate representation of students with disabilities in school suspension has been documented for many years. Suspension is associated with negative outcomes in the long run and is linked as a predictor of ethnic disproportionality in special education placement. This study uses descriptive data to examine differences in suspension rates between a small sample of charter schools and traditional schools.

APA, Harvard, Vancouver, ISO, and other styles
3

McKinney, Judith. "The Privatization of Special Education." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.

Full text
Abstract:
This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on a secondary data source: the Virginia Department of Education, Private Schools for Students With Disabilities 2010 Annual Survey. Completed surveys were returned by all 125 schools. Results indicated that the majority of private schools licensed to serve students with disabilities are day schools. Students with an Emotional Disability, Other Health Impairment, Specific Learning Disability, and Autism are the most frequently reported disability classifications. Schools tend to be run by corporations and report being accredited by the Virginia Association of Special Education Facilities. Schools offer varying curricula, programs, and services in a variety of settings. This comprehensive profile adds to the body of knowledge or private schools serving students with disabilities in the Commonwealth of Virginia.
APA, Harvard, Vancouver, ISO, and other styles
4

McPeek, Valerie S. "An Exploration Into Inclusion in Frontier Local Schools." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241460164.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Oktem, Zeynep. "Design Guidelines For Special Education Schools For Children With Autism Design And Appraisal Of Private Ilgi Special Education School." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611476/index.pdf.

Full text
Abstract:
Autism is a pervasive developmental disorder that is seen more and more in the society and it significantly affects the lives of not only those who have autism but also their families and close ones. There is no known cure for autism, the most effective treatment is education. The choice between the several approaches regarding the education of autistic children is shaped according to education choices, children&rsquo
s age, the severity of symptoms and children&rsquo
s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.
APA, Harvard, Vancouver, ISO, and other styles
6

Jacklin, Angela. "The transfer process between special and mainstream schools." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296551.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Woods, Maggie. "Religious education in special schools : assessment and pedagogy." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405262.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/210.

Full text
Abstract:
Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education. This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.
APA, Harvard, Vancouver, ISO, and other styles
9

Walker, Trevor Charles. "Leading primary schools through and beyond special measures." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020516/.

Full text
Abstract:
The status of special measures has been an outcome of school inspection for more than a decade. This study contributes to understanding the leading of primary schools through and beyond that outcome. Through self-perception, headteachers examine the relationship and interplay between their leadership and their schools' cultures. The study focuses on the agency of leadership through a process of change, so generating propositional ideas that extend the current theoretical framework. Two cultural typologies are identified that are specifically associated with this status. One is encountered at the outset of the journey of special measures and represents the root of the predicament. The other represents the cultural territory of schools that have moved beyond special measures. The study finds special measures to be an episodic journey of change. So doing it identifies three distinctive phases (the last divided into sub-phases representing an increasing complexity). In each the theme of culture and leadership is explored through the application of a conceptual model. These are configured to demonstrate the necessary dynamic for the formulation and transformation of schools' cultures. The differing and adaptive manifestations of phase-specific leadership are respectively described as: leading through cultural dissonance, leading counter-culturally, and leading through cultural congruence. The literature review identifies three conceptual orientations of leadership, each accordingly being related to special measures. These are technical-rational, transformational and critical forms of leadership. Each is seen as making a contribution at some point and to some degree through the course of the journey. The study, moreover, presents a conceptualisation of headship based on school context and circumstance - style, approach and theoretical positioning. This formulation emphasises the appropriateness of the leadership practice offered at given moments. However, the overall success of moving beyond special measures lies in each school's capacity for journeying through the phases to a position of cultural congruence.
APA, Harvard, Vancouver, ISO, and other styles
10

Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610317.

Full text
Abstract:

Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.

This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Special schools"

1

Weber, K. J. Special education in Ontario schools. 5th ed. Thornhill, Ont: Highland Press, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Special education in Ontario schools. 3rd ed. Thornhill, Ont: Highland Press, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1940-, Weber K. J., ed. Special education in Ontario schools. Thornhill, Ont: Highland Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Employment, Great Britain Department for Education and. Maintained special schools. London: DfEE, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Great Britain. Dept. for Education and Skills., ed. Foundation schools (including Foundation special schools). [England]: Department for Education and Skills, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Great Britain. Department for Education. Draft circular on the development of special schools: Draft regulations on lea-maintained special schools, grant-maintained special schools, non-maintained special schools, independent schools catering for children with special educational needs. London: Department for Education/Welsh Office, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gill, Wilton, ed. Special schools in Britain. Coventry: Network Publishing, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Arthur, Murphy, and Mignone Robert, eds. Making regular schools special. New York: Schocken Books, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Great Britain. Department for Education. Schools requiring special measures. London: Department for Education, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

1941-, McCommons Richard E., Hess Christine B, and Association of Collegiate Schools of Architecture, eds. Architecture schools, special programs. Washington, DC: The Association, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Special schools"

1

Topping, Keith J. "Residential Special Schools." In Educational Systems for Disruptive Adolescents, 25–28. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Topping, Keith J. "Day Special Schools." In Educational Systems for Disruptive Adolescents, 29–32. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Patterson, Karen B., Janice Seabrooks-Blackmore, and Gwendolyn Williams. "Special Education Issues." In High-Need Schools, 79–108. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-705-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Anderson, Ange. "Trampolining in special schools." In Therapeutic Trampolining for Children and Young People With Special Educational Needs, 36–44. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003010869-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dorn, Sherman. "Imagined Communities and Special Education." In Schools as Imagined Communities, 143–80. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hornby, Garry. "Organization of Schools for Inclusive Special Education." In Inclusive Special Education, 83–102. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bernstein, Seth B., Lauryn Young, Ameet N. Bosmia, Samantha N. Hartley, Cameron S. Massey, and Mark D. Weist. "Innovation in Schools : Expanded School Mental Health." In Current Trends and Legal Issues in Special Education, 174–90. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ryston, Matej. "Introducing general relativity without special relativity." In Teaching Einsteinian Physics in Schools, 361–70. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003161721-29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Norflus-Good, Julie, Anne Degroot, Alex Urbiel, and Marisa Schussler. "Charter Schools and Special Needs Children." In The Charter School Experience, 105–15. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Richards, Gill. "A new role for special schools?" In Key Issues for Teaching Assistants, 87–98. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Special schools"

1

Garbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.

Full text
Abstract:
Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.
APA, Harvard, Vancouver, ISO, and other styles
2

Jayaneththi, D. N. D., and I. G. P. Rajapaksha. "Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools." In Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.9.

Full text
Abstract:
Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.
APA, Harvard, Vancouver, ISO, and other styles
3

Yoneda, Hiroki. "Development of the Japanese Inclusive Education System: From Special Schools to Curriculum Modification for Special-Needs Education in Regular Schools." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.228.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nordgren, Pia, and Jörgen Frostlund. "Didactic Methods Regarding Language and Interaction in Swedish Special Schools (Interteach)." In World Congress on Special Needs Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/wcsne.2021.0010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Paatova, Maria Eduardovna. "Social Work With Boarders Of Special Regime Boarding Schools." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.318.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zhang, Mei. "Status Survey on Art Therapy in Special Education Schools." In Proceedings of the 2nd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icassee-18.2018.183.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yang, Shu-Hui, and Pao-Ann Hsiung. "Innovative Application of RFID Systems to Special Education Schools." In 2010 IEEE International Conference on Networking, Architecture, and Storage (NAS). IEEE, 2010. http://dx.doi.org/10.1109/nas.2010.33.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yusmawati, Yusmawati Yusmawati, and Eka Fitri Novita Sari. "The Implementation of Basic Locomotor Learning in Special Schools." In Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpes-19.2019.52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hännikäinen, Tarja. "Session 7: Inclusive Education | Gradual Intervention Model for Individual Needs at Local Schools." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0027.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Intan Cahyani, Firunika, Eko Purnomo, and Eddy Marheni. "Application of Character Education for Children with Special Needs in Special Schools of Perwari Padang." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25254.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Special schools"

1

Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7461.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shanks, Rachel. Affordability of secondary school uniform in Scotland: Policy Briefing. University of Aberdeen, November 2020. http://dx.doi.org/10.57064/2164/15388.

Full text
Abstract:
A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans.
APA, Harvard, Vancouver, ISO, and other styles
3

Shanks, Rachel. School Clothing Grant in Scotland: Policy Briefing. University of Aberdeen, August 2022. http://dx.doi.org/10.57064/2164/19088.

Full text
Abstract:
A researcher at the University of Aberdeen has found that almost 20% (n=70) of secondary schools in Scotland specify an exclusive supplier for school uniform. The research shows that almost every secondary school has a compulsory uniform (over 96%). Of the 343 schools with a compulsory uniform, 320 uniforms include a school tie, 235 include a blazer and 200 schools ban jeans. While the Scottish Government has called for the automatic payment of benefits such as the national minimum clothing grant , only 6 local authorities make automatic awards of this grant when families are applying for other benefits. Nine local authorities roll over the school clothing grant into the next school year without requiring families to re-apply and 1 local authority has both automatic grants and rollover of school clothing grant in place.
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Arteaga, Felipe, Gregory Elacqua, Thomas Krussig, Carolina Méndez, and Christopher Neilson. Can Information on School Attributes and Placement Probabilities Direct Search and Choice? Evidence from Choice Platforms in Ecuador and Peru. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004672.

Full text
Abstract:
This paper evaluates how new information influences families applica- tions and assignment outcomes in elementary school choice settings. Specifi- cally, using a multi-country RCT based in Tacna, Peru and Manta, Ecuador, we examine the effect of providing personalized information on schooling alternatives and placement risk. We find that applicants who received feed- back on placement risk and a suggestion of new schools add more schools to their applications and were more likely to include recommended schools than other alternatives available. Interestingly, the project implemented in Manta, Ecuador had only marginal effects for all outcomes. The main differ- ence across implementations was the inclusion of outreach and information provision through an additional WhatsApp “warning” in Peru, which was not realized in Ecuador. A lower school density seems to have also been a contributing factor to the results observed in the Ecuadorian context.
APA, Harvard, Vancouver, ISO, and other styles
6

Obare, Francis, Harriet Birungi, Anne Katahoire, Hannington Nkayivu, and Aggrey Kibenge. Special needs of in-school HIV positive young people in Uganda. Population Council, 2009. http://dx.doi.org/10.31899/rh13.1006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1226.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Folsom, Richard. A survey of hearing loss in the special education classrooms of Vancouver School District 37. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.944.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

Full text
Abstract:
Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
APA, Harvard, Vancouver, ISO, and other styles
10

Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3888.

Full text
Abstract:
In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Special schools' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography