Log in

Relevant bibliographies by topics / Special schools / Journal articles

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

Journal articles 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 top 50 journal articles for your research 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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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

11

Brown, Ron, and Sally Beveridge. "Special Educational Needs in Schools." British Journal of Educational Studies 42, no. 1 (March 1994): 93. http://dx.doi.org/10.2307/3122227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Fletcher-Campbell, Felicity. "From Special to Ordinary Schools." Disability, Handicap & Society 6, no. 2 (January 1991): 152–53. http://dx.doi.org/10.1080/02674649166780191.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

KEE, MIRIAM, and KATH ROBINSON. "Negotiating services for special schools." International Journal of Language & Communication Disorders 30, S1 (October 1995): 133. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01654.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Taylor, Shanon S. "Special Education and Private Schools." Remedial and Special Education 26, no. 5 (September 2005): 281–96. http://dx.doi.org/10.1177/07419325050260050301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Muncey, Jim, and John McGinty. "Target Setting in Special Schools." British Journal of Special Education 25, no. 4 (December 1998): 173–78. http://dx.doi.org/10.1111/1467-8527.t01-1-00082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

YUANZENG, ZHANG. "Special Issue on "Green Schools"." Chinese Education & Society 37, no. 3 (May 2004): 64–70. http://dx.doi.org/10.1080/10611932.2004.11031627.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Bacon, Joan Kent, and Kelsey Elizabeth Erickson. "Special Education in Lutheran Schools." Journal of Religion, Disability & Health 14, no. 4 (October 29, 2010): 355–67. http://dx.doi.org/10.1080/15228967.2010.517430.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kaplan, Sandra N. "Special Schools and Differentiated Curriculum." Gifted Child Today 36, no. 3 (June 10, 2013): 201–4. http://dx.doi.org/10.1177/1076217513487186.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Williams, Kath, and Ian Petrie. "Teacher Appraisal in Special Schools." British Journal of Special Education 16, no. 2 (May 31, 2007): 53–56. http://dx.doi.org/10.1111/j.1467-8578.1989.tb00777.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Bangs, John. "…and Reactions from Special Schools." British Journal of Special Education 19, no. 3 (May 31, 2007): 98–99. http://dx.doi.org/10.1111/j.1467-8578.1992.tb00423.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Smilga, A. V. "Something Special." Physics Educator 03, no. 01 (March 2021): 2175001. http://dx.doi.org/10.1142/s2661339521750019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Seleznyov, Sarah, Amelia Roberts, Rachel Walker, Sarah Watson, and Melanie Hogan. "Is there anything special about lesson study in special schools?" International Journal for Lesson & Learning Studies 9, no. 4 (April 24, 2020): 301–16. http://dx.doi.org/10.1108/ijlls-12-2019-0084.

Full text

Abstract:

PurposeJapanese lesson study (LS) is a professional development (PD) approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learned. LS's popularity as an approach to teacher PD in the UK is growing, and it is used in both special and mainstream settings. This study explores whether LS is perceived and operationalized in the same way across special and mainstream settings.Design/methodology/approachThis study arose as a result of collaboration between UCL Institute of Education academics (principle investigators) and three special school leaders using LS in their own schools (practitioner co-investigators), who together formed the research team. The team first explored the literature base for LS in special education. They then investigated special and mainstream schools using LS for teacher PD. Research tools included semi-structured interviews and an online survey. Participants were obtained through opportunistic sampling via the networks of schools available to the researchers.FindingsThere were several key differences between LS in special and mainstream settings. Special teachers felt LS had a more positive impact on subject knowledge than mainstream teachers, and this impact extended to support staff. Special teachers were more likely to carry out multiple research cycles than mainstream colleagues and to quickly build LS into the existing timetable. Mainstream teachers focused on individual pupils in LS to seek learning about pedagogy more generally, whereas general learning about pedagogy was seen as a secondary benefit to special teachers.Research limitations/implicationsOne of the limitations of the research is that participants are more positively inclined toward LS than the general population of their school, since those not interested in LS would be unlikely to take the time to engage with the research. It will be important to conduct more research into the use of LS in mainstream schools, as this study is one of very few exploring LS in this special context.Practical implicationsThe ease with which special schools can align LS to current practice due to greater flexibility of timetables and larger staff teams seems to result in a greater appreciation and “valuing” of the process in mainstream schools, where teachers seemed to feel their senior leadership teams had gone to extra lengths to enable LS to happen. LS seems to offer a framework within which senior leaders can prioritize such learning experiences for teachers, leading to positive benefits for pupils, teachers and the school, and is therefore a process worth considering both for special and mainstream school leaders.Originality/valueThe literature review found a limited number of studies of LS in a special educational needs and disability (SEND) context, all of which took place in the UK and focused on the impact of teacher participation in LS on teacher practice and pupil learning. All three studies show a positive impact and suggest that LS might have wider applications for both special schools and mainstream schools supporting SEND pupils. There has been no exploration of the different ways in which mainstream and special school teachers and pupils might experience or construct LS in their own contexts.

APA, Harvard, Vancouver, ISO, and other styles

23

Baek, Jong-Nam, and Kyoung-Won Lim. "Special Educators` Perspectives on Educational Outcomes produced by School Enterprise of the Special Schools." Journal of Vocational Rehabilitation 26, no. 1 (April 30, 2016): 31. http://dx.doi.org/10.24226/jvr.2016.04.26.1.31.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

She, Lina, and Fuangfa Amponstira. "Management Styles of Special Education Schools Comparison between China and Thailand." International Business Research 13, no. 6 (May 8, 2020): 43. http://dx.doi.org/10.5539/ibr.v13n6p43.

Full text

Abstract:

The objectives of this study were to study the current management style of special education schools in China and Thailand, to study the differences in the management of special education schools between China and Thailand, to provide advice for the management of special education schools in two countries. The research used an interview to collect quality data from 30 managers who manage Chinese special education schools and Thai special education schools. Content analysis was used to analyze the data. Special education schools in China and Thailand have similar school culture management, similar administration management structure and function, similar teacher management and similar parents education management. However, there are some differences in the management of teaching instruction management, teaching material management, student management, and teaching equipment management. Compared to Chinese special education schools with Thai special education schools, the advantage of Chinese special education schools is that they can create specialized teaching material suitable for children with mental retardation. It is better to meet students’ actual needs, is more specialized and targeted, and meets the needs of students' development. The advantage of Thai special education schools is that they can provide pre-school education in all schools for children with special needs, provide critical early intervention in the early childhood of special children.

APA, Harvard, Vancouver, ISO, and other styles

25

Budiarti, Nugraheni Dwi, and Sugito Sugito. "Creating Inclusive Culture of Elementary Schools." Jurnal Ilmiah Peuradeun 6, no. 2 (May 28, 2018): 307. http://dx.doi.org/10.26811/peuradeun.v6i2.237.

Full text

Abstract:

Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were Interviews, Observation, And Documentation. The Findings Showed That In General The Regular Teacher Showed A Positive Attitude To The Students With Special Needs In The Social Interaction, But Negative Attitudes Could Appear During Classroom Teaching Practices Involving The Presence Of Students With Special Needs. In General, The Support And Ability Of School Principals In Embracing All Parties In The Implementation Of Inclusive Education In Schools Helped To Support Creating Inclusive Culture In Schools. School, Parents, And Community Partnership Also Supported Creating An Inclusive Culture In Schools, But Were Often Constrained By The Social And Economic Conditions Of The Surrounding Community.

APA, Harvard, Vancouver, ISO, and other styles

26

Lewis, Ann, Geoff Lindsay, and Emma Phillips. "Assessment in special schools: national early assessment procedures and pupils attending special schools in England." European Journal of Special Needs Education 18, no. 2 (June 2003): 141–53. http://dx.doi.org/10.1080/0885625032000078943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Park, Aileen, Pablo Ramirez, and Paul Sparks. "Special Issue Editorial:." International Journal of Multicultural Education 23, no. 3 (December 30, 2021): 1–6. http://dx.doi.org/10.18251/ijme.v23i3.3187.

Full text

Abstract:

The global pandemic has brought about fundamental changes in education. The abrupt closing of schools has disrupted the teaching and learning processes and presented challenges for schools worldwide. This Special Issue explores “digital inclusion” through the use of technology-facilitated learning platforms and modalities within the multicultural environment of schooling. It especially gives attention to cases that highlight the responses of parents, teachers, administrators, and students in countries that have the digital infrastructure and technological advancement and in those that do not in order to question the “digital divide” and the challenges and implications that this disparity brings to education.

APA, Harvard, Vancouver, ISO, and other styles

28

Tsagdi, Sofia, and Kostas Theologou. "Analyzing School Images To Reveal The Values And Norms Of Greek Middle Schools." West East Journal of Social Sciences 8, no. 3 (December 15, 2019): 215–26. http://dx.doi.org/10.36739/wejss.2019.v8.i3.29.

Full text

Abstract:

The study attempts to explore the challenges confronting head teachers in the management of special schools in Ghana. The study was conducted using qualitative research design. Nine out of 29 head teachers were sampled for the study. All head teachers stressed that they were confronted with numerous challenges that affect the management of the schools. The main challenge identified by the study participants was that special education teachers in Ghana were not adequately motivated. The study therefore recommended that special incentive packages be instituted for teachers in the schools and that the Ministry of Education should release funds on time to the schools to enable the school management acquires the resources needed for effective teaching and learning in the special schools.

APA, Harvard, Vancouver, ISO, and other styles

29

Vyrastekova, Jana. "Social inclusion of students with special educational needs assessed by the Inclusion of Other in the Self scale." PLOS ONE 16, no. 4 (April 28, 2021): e0250070. http://dx.doi.org/10.1371/journal.pone.0250070.

Full text

Abstract:

How does the participation of students with special educational needs (SEN) in mainstream education affect their social inclusion? We introduce a single-item pictorial measure, the Inclusion of Other in the Self (IOS), to compare the social inclusion of SEN students attending mainstream regular schools to social inclusion of SEN students attending special schools. We collected responses from 138 parents of SEN students aged 4–20, to obtain data on the loneliness, friendships and social inclusion of SEN students. The parents of SEN students attending regular schools did not perceive their children to be less included than parents of SEN students attending special schools. School context decreased SEN students’ perceived loneliness independent of the school type. And while most SEN students’ friendships were formed at school, SEN students attending regular schools had more friends, and these were more likely to live in the same neighborhood. Overall, the social inclusion of SEN students across school types was not affected by the school type, only by the school’s inclusive characteristics.

APA, Harvard, Vancouver, ISO, and other styles

30

Bo Seong Jang. "Analysis on the Operating Status of Special Schools’ School Library." Journal of Korean Library and Information Science Society 50, no. 1 (March 2019): 313–31. http://dx.doi.org/10.16981/kliss.50.1.201903.313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Crediford, Gene. "Special Indian Schools: The Forgotten School System in South Carolina." Teaching Education 7, no. 2 (January 1995): 2–9. http://dx.doi.org/10.1080/1047621950070203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

PIRAYESH, Gohar, and Jafar ZIARI. "Robotics in the Iranian Schools." OLYMPIADS IN INFORMATICS 11, no. 2 (July 1, 2017): 51–57. http://dx.doi.org/10.15388/ioi.2017.special.08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

Full text

Abstract:

Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.

APA, Harvard, Vancouver, ISO, and other styles

34

PACHOWICZ, MATYLDA. "(Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 25 (June 15, 2019): 177–96. http://dx.doi.org/10.14746/ikps.2019.25.08.

Full text

Abstract:

Matylda Pachowicz, (Non)integrated culture in Polonia Maior elementary schools – from the perspective of the teachers of integrated classrooms. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 177-196. Adam MickiewiczUniversity Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.08 The Activities of Polish educational authorities are aimed at eliminating special education in Poland, for the development of integrated and inclusive education, following a model of certain European Union countries. Due to the new trends, the demand for special pedagogues in mainstream schools is increasing. Thus, the nature of both mainstream schools and mainstream pre-schools, as well as, special education establishments, is changing. Education of children with various types of development disorders has become a general educational problem. Not only does a narrow group of specialists deal with it, but it has also resulted in a change within the educational culture of Polish schools. In regard to the above, the school’s culture towards the Different, can be either pro-integrated or anti-integrated. A very important role, in the process of shaping a specific school culture, is played by teachers, their motivation to work, their professional preparation and the way they perceive the development of students with disorders.

APA, Harvard, Vancouver, ISO, and other styles

35

Mukkiri, Sujitha, Preeti Kandasamy, Mahadevan Subramanian, Venkatesh Chandrasekaran, and Shivanand Kattimani. "Inclusive Education for Children with Special Needs and Autism: Status in the Schools of Puducherry, India." Journal of Child Science 11, no. 01 (January 2021): e255-e261. http://dx.doi.org/10.1055/s-0041-1735882.

Full text

Abstract:

AbstractAutism spectrum disorder (ASD) is a neurodevelopmental disorder affecting social interaction and communication. Children with autism are at risk of school exclusion because of the inherent problems in behavior and communication. This study was performed in Puducherry to determine whether inclusive education is practiced for children with ASD and to ascertain the difficulties faced by educators in the schools that enroll children with ASD. This study was performed in the mainstream (regular) and special schools of Puducherry between November 2018 and February 2019. The mainstream schools were contacted over the telephone, by e-mail, and by regular post, and the investigator contacted the special schools in person. Data were collected using a semistructured proforma. A total of 66 schools participated in the survey (60 mainstream and 6 special schools). Among 60 mainstream schools comprising 3,967 children, 18 (0.45%) were children with special needs (CWSN) and 2 (0.05%) had ASD. In the six special schools comprising 2,167 children, 1,844 (85%) were CWSN and 323 (15%) were those with ASD. Among the 60 mainstream schools, only 14 (23.3%) schools had provision for special educators, accounting for 42 teachers. Behavioral problems were commonly reported in special schools. Enrollment of children with ASD is negligible in mainstream schools compared with special schools in Puducherry. More studies are needed to explore the reason for the same and to explore the feasibility of providing access to disabled children in mainstream schools.

APA, Harvard, Vancouver, ISO, and other styles

36

Horrocks, Liz. "Partnerships Between Special Schools and Units and Regular Schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1017/s1030011200024982.

Full text

Abstract:

Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.

APA, Harvard, Vancouver, ISO, and other styles

37

Mason-Williams, Loretta, Elizabeth Bettini, and Joseph Calvin Gagnon. "Access to Qualified Special Educators Across Elementary Neighborhood and Exclusionary Schools." Remedial and Special Education 38, no. 5 (June 29, 2017): 297–307. http://dx.doi.org/10.1177/0741932517713311.

Full text

Abstract:

In this study, we investigate the distribution of qualified special educators across elementary neighborhood schools and exclusionary public and private special education schools. Using the 2011–2012 Schools and Staffing Survey, we provide a descriptive analysis of measurable teacher qualifications (e.g., years of experience, preparation type, degree, formal preparation, certification) across the three settings of interest. Findings indicate that each type of school relies heavily on special educators who lack qualifications in special education. Furthermore, special educators in neighborhood schools were statistically significantly more qualified in terms of experience, degrees, and special education certification than special educators in public and private exclusionary special education schools. These findings have important implications for policy makers, school leaders, and researchers.

APA, Harvard, Vancouver, ISO, and other styles

38

Taylor, Gill, Les Staves, and Susan Dobson. "Collaborative working practices in special schools." Down Syndrome Research and Practice 1, no. 2 (1993): 84–86. http://dx.doi.org/10.3104/practice.17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Shanmugam, P., and M. Nimisha. "Status of Special Schools in Kerala." HuSS: International Journal of Research in Humanities and Social Sciences 5, no. 2 (December 31, 2018): 74. http://dx.doi.org/10.15613/hijrh/2018/v5i2/181533.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Petrie, Ian. "Schools, Pupils and Special Educational Needs." Disability, Handicap & Society 1, no. 2 (January 1986): 223–26. http://dx.doi.org/10.1080/02674648666780241.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Swanson, Elizabeth A. "Special Education Services in Charter Schools." Educational Forum 69, no. 1 (March 31, 2005): 34–43. http://dx.doi.org/10.1080/00131720408984663.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

박재범 and Jung-Ho Yang. "Understanding Teachers’ Culture in Special Schools." Journal of Korean Teacher Education 26, no. 1 (March 2009): 369–401. http://dx.doi.org/10.24211/tjkte.2009.26.1.369.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Power, Michael. "FORUM ARTICLE: OFSTED AND SPECIAL SCHOOLS." Emotional and Behavioural Difficulties 3, no. 1 (March 1998): 44–46. http://dx.doi.org/10.1080/1363275980030108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Avissar, Gilada. "Partnerships between special and mainstream schools." Journal of Research in Special Educational Needs 18, no. 3 (July 3, 2017): 149–56. http://dx.doi.org/10.1111/1471-3802.12401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Best, Anthony. "Are special schools here to stay?" British Journal of Visual Impairment 14, no. 2 (May 1996): 73–74. http://dx.doi.org/10.1177/026461969601400207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Braithwaite, Sally. "Managing Special Needs In Mainstream Schools." Physiotherapy 85, no. 10 (October 1999): 572. http://dx.doi.org/10.1016/s0031-9406(05)61255-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Andrews, James H. "Special Programs for Inner-City Schools." NASSP Bulletin 72, no. 511 (November 1988): 104–8. http://dx.doi.org/10.1177/019263658807251126.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Roberts, Julia Link. "Special Schools Come in Many Variations." Gifted Child Today 36, no. 3 (June 10, 2013): 157–58. http://dx.doi.org/10.1177/1076217513487537.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Subagya, Subagya, Erma Kumala Sari, and Arsy Anggrellanggi. "Needs Analysis of the Work Interest Instrument Development for Children with Special Needs in Special Schools in Indonesia." Multicultural and Diversity 1, no. 1 (September 19, 2022): 45–54. http://dx.doi.org/10.57142/md.v1i1.17.

Full text

Abstract:

This study aims to determine the need for developing work interest instruments for children with special needs in special schools in Indonesia. This study uses a descriptive quantitative approach, with survey research techniques. There were 626 respondents who participated in this study consisting of 549 teachers and 77 principals of special schools from all provinces in Indonesia. The data collection method used an online form questionnaire related to the analysis of the need for instruments of work interest in the children with special needs in special schools. Data were analyzed using quantitative descriptive techniques by analyzing trends and percentages for each component. The results of this study indicate that 99.7% of respondents stated the need to track the work interests of children with special needs in special schools. Meanwhile, 73.8% of respondents stated that the school had conducted a search for the work interests of children with special needs in special schools, but 26.2% of respondents stated that the school had not carried out such tracing activities. In the process of tracing the work interests of children with special needs in special schools, 65.5% of respondents stated that there were no guidelines for the tracing activities. Thus, 93.8% of respondents stated that they needed an instrument for tracing the work interests of children with special needs in special schools. The results of the study are further discussed in this article. The results of this study are expected to be used to determine policies in fostering the work interest of children with special needs in special schools in Indonesia.

APA, Harvard, Vancouver, ISO, and other styles

50

Burke, Meghan M., Kristina Rios, and Chung eun Lee. "Exploring the Special Education Advocacy Process According to Families and Advocates." Journal of Special Education 53, no. 3 (November 28, 2018): 131–41. http://dx.doi.org/10.1177/0022466918810204.

Full text

Abstract:

Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent–advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school’s response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.

APA, Harvard, Vancouver, ISO, and other styles

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!