Relevant bibliographies by topics / Specialeducator

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Academic literature on the topic 'Specialeducator'

Author: Grafiati
Published: 25 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Specialeducator"

1

Rianto, Bambang Udji Djoko. "Role of early education in reading ability of deaf students." Paediatrica Indonesiana 49, no. 4 (August 31, 2009): 189. http://dx.doi.org/10.14238/pi49.4.2009.189-94.

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Background Reading is a very complex process which includescognitive process. Reading is initialized by visual analysis and lettertransformation into vocabulary form, word identification by lettersound mapping, words correlation, and interpretation. Deafnesscauses difficulties in acquiring language information via hearingprocess thus inhibits a successful conversation process.Objective To determine the role of early education in deaf students to reading ability.Methods A cross sectional design was performed from Septemberuntil December 2007. This study compared deaf students,younger than 6 years old, who received early education in specialeducation schools B (group I), with deaf children aged 6 years old and older who received education in special education schools B/conventional educational method (group II).Results There were 22 deaf children in group I and 24 in group II. The measured variables included age, age of school enrollment, duration of studies, degree of deafness, sex, and parental educational level. Logistic regression analysis showed that the variables which significantly contributed to reading skills were the early education and duration of study. In early education group, the children had significantly better reading ability (P=0.02; OR= 19.95; 95% CI 1.939 to 53.62), besides duration of study (P=O.Ol; OR=70.754; 95% CI 6.267 to 798.75), compared to conventional education.Conclussion Compared to those who receive education in specialeducation school B with a conventional educational method, deafstudents who receive early education in special education schoolsB have better reading ability significantly. Duration of studyalso contribute significantly to reading skill.
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Ozaki, Hisaki. "Message from the President." Journal of Special Education Research 1, no. 1 (2013): 1. http://dx.doi.org/10.6033/specialeducation.1.1.

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Kamii, Kyoko, Hiroshi Fujino, and Toshihide Koike. "Characteristics of Executive Function in Children With Autism Spectrum Disorders Compared With Typically Developing Children." Journal of Special Education Research 1, no. 1 (2013): 11–21. http://dx.doi.org/10.6033/specialeducation.1.11.

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Furuta, Hiroko, Hisae Miyauchi, Divya Jindal-Snape, Paul Lynch, Shiho Okuhata, Akina Noguchi, and Emiko Okada. "Significance and Strategies for International Dissemination of Outputs of Early Career Researchers." Journal of Special Education Research 1, no. 1 (2013): 23–30. http://dx.doi.org/10.6033/specialeducation.1.23.

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Shizawa, Miho, Wakako Sanefuji, and Ikuko Mohri. "Directing and Maintaining Attention in Mother–Infant Interaction on Infants With and Without Autism Spectrum Disorder." Journal of Special Education Research 1, no. 1 (2013): 3–10. http://dx.doi.org/10.6033/specialeducation.1.3.

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Takahashi, Satoru, Kanako Korenaga, and Ayako Tabe. "Inclusive Education in North Europe and Japan: Current Situation and Challenges." Journal of Special Education Research 1, no. 1 (2013): 31–34. http://dx.doi.org/10.6033/specialeducation.1.31.

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Yokota, Susumu, and Mari Tanaka. "Development of Deceptive Behavior in Children With Autism Spectrum Disorder." Journal of Special Education Research 2, no. 1 (2013): 1–9. http://dx.doi.org/10.6033/specialeducation.2.1.

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Fukasawa, Mikae, Yurika Inoue, and Kazunori Takeda. "Evaluation of Stress Related to Medical Care in Schools for Special Needs Education Using a Salivary Biomarker in Students With Profound and Multiple Learning Disabilities." Journal of Special Education Research 2, no. 1 (2013): 11–16. http://dx.doi.org/10.6033/specialeducation.2.11.

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Tatsuta, Nozomi, Keita Suzuki, Tomoko Sugawara, Kunihiko Nakai, Toru Hosokawa, and Hiroshi Satoh. "Comparison of Kyoto Scale of Psychological Development and Bayley Scales of Infant Development second edition among Japanese Infants." Journal of Special Education Research 2, no. 1 (2013): 17–24. http://dx.doi.org/10.6033/specialeducation.2.17.

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Yanai, Tomonori, and Hisao Maekawa. "Inhibition of Automatic Semantic Processing in Children With High-Functioning Pervasive Developmental Disorders Having Reading Difficulty." Journal of Special Education Research 2, no. 1 (2018): 25–33. http://dx.doi.org/10.6033/specialeducation.2.25.

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Dissertations / Theses on the topic "Specialeducator"

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Vestman, Anna, and Theresé Hansson. ""Vi hamnar hela tiden i förhållningssätt, bemötande och engagemang hos pedagogerna!" : Specialpedagogisk kompetens i en förskola för alla." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22083.

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Syftet med detta examensarbete är att bidra med kunskap om hur förskollärare och specialpedagoger beskriver lärmiljöns betydelse för att främja barns utveckling och lärande i en förskola för alla. Arbetet syftar vidare till att bidra med kunskap om hur specialpedagoger kan bidra med sin kompetens i att utforma lärmiljön för barns utveckling och lärande i undervisningen i förskolan. Fem specialpedagoger och fem förskollärare intervjuades i semistrukturerade intervjuer. Intervjuerna transkriberades och analyserades utifrån Systemteori, Posthumanism och KASAM. Resultatet visade att tillgången till specialpedagogisk kompetens och utbildad specialpedagog på förskolan varierar och får betydelse för hur lärmiljön planeras i en förskola för alla. Beroende av hur nära specialpedagogen är verksamheten så fördelas ansvaret på att utforma lärmiljöer olika. Det är varje pedagogs intresse, förhållningssätt och engagemang som styr hur den fysiska, sociala och pedagogiska lärmiljön utformas i undervisningen i en förskola för alla. Specialpedagogerna beskriver att det är pedagogernas förhållningssätt, bemötande och engagemang som blir avgörande för lärmiljöerna. Dock utifrån hur rektorn skapar förutsättning för detta. Förskollärarna beskriver att de ser sig själva som ansvariga för utformningen av lärmiljöerna. Specialpedagoger och förskollärare i denna studie anser att utformningen av lärmiljön inomhus får betydelse för barns utveckling och lärande i en förskola för alla. De specialpedagogiska implikationerna vi sett är att ett medvetet förhållningssätt, bemötande och engagemang hos pedagogerna på förskolan är betydande för vad som finns i lärmiljöer och hur tillgängliga förskolans lärmiljöer blir i en förskola för alla.
The aim of this thesis is to contribute knowledge about how preschool teachers and special educators describe the importance of the learning environment to promote children's development and learning in a preschool for all. The work further aims to contribute knowledge about how the special educator can contribute with his competence in designing the learning environment for children's development and learning in teaching in preschool. Five special educators and five preschool teachers were interviewed in semi-structured interviews. Five special educators and five preschool teachers were interviewed in semi- structured interviews. The results showed that the availability of special educational competence and trained special educator in the preschool varies and becomes important for how the learning environment is planned in a preschool for all. Depending on how close the special educator is to the activity, the responsibility for designing learning environments is distributed differently. It is each educator's interest, attitude and commitment that governs how the physical, social and pedagogical learning environment is designed in the teaching in a preschool for all. The special educators describe that it is the educators, conscious attitude, attitude and commitment that are decisive for the learning environments. However, based on how the principal creates the conditions for this. The preschool teachers describe that they see themselves as responsible for the design of the learning environments. Special educators and preschool teachers in this study believe that the design of the indoor learning environment is important for children's development and learning in a preschool for all. The special educational implications we have seen are that a conscious attitude, attitude and commitment among the educators in the preschool is significant in learning environments and how accessible the preschool's learning environments will be in a preschool for everyone.
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2

Malmström, Mariann. "Elevers skolsituation kopplad till yogafilosofi." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29924.

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Syftet med uppsatsen var att använda yogafilosofi som perspektiv för att kunna förstå elevers berättelser om skola och stress. Sammanfattningsvis visar resultatet att elevers koncentrationsförmåga skulle kunna förbättras avsevärt med hjälp av yoga kombinerat med ett gott förhållningssätt mellan lärare och elever.
The aim with the study was to use yoga philosophy as a perspective on pupils stories about school and stress. My conclusion was that pupils´ability to concentrate could improve considerably with yogapractice combined with a healthy relationship between pupil an teacher.
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Dunlop, Ulrika. "Specialpedagogiskt perspektiv på komorbiditet : Hur arbetar speciallärare och specialpedagoger vid komorbiditet; dyslexi och ADHD?" Thesis, Linköpings universitet, Pedagogik och didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-164135.

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Följande studie undersöker speciallärare och specialpedagogers arbete med och kring elever vid komorbiditet; dyslexi och ADHD. Studien utgår från tre frågeställningar. Syftet är att frågeställningarna ska belysa vilken betydelse diagnoser har för speciallärare och specialpedagoger i arbetet för och med elever vid komorbiditet. Studien undersöker dessutom vilka insatser som underlättar skolsituationen för elever vid komorbiditet samt vilka arbetssätt som främjar lärandet vid komorbiditet. Studien utgår från en kvalitativ metodansats och baseras på semistrukturerade intervjuer med tre speciallärare och trespecialpedagoger från grundskolan årskurs-f6. Resultaten från studien visar att samtliga informanter menar att en diagnos aldrig får avgöra om elever har rätt till stöd och anpassningar i skolan. Diagnoser, menar informanterna, kan vara användbart som ett verktyg för åtgärder. Informanterna menar samtidigt att ett alltförstort fokus på diagnoser kan leda till ett kategoriskt perspektiv på skolsvårigheter. Speciallärare och specialpedagoger, som deltagit i studien, menar att de har en central och avgörande roll att, med sin kompetens, handleda personal och stötta skolelever vid komorbiditet. Det kan ske i form av utveckling av lärmiljön, extraanpassningar, kompensation och färdighetsträning. Resultaten i denna studie synliggör att det specialpedagogiska uppdraget, enligt informanterna, består i att ta hänsyn till olika perspektiv och behov som finns i skolan.
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Alm, Caroline. "Särbegåvade elever i skolan : Ett nytt fält för specialpedagogiken." Thesis, University of Gävle, Department of Education and Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-257.

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De högpresterande eleverna i skolan har precis som alla andra elever ett behov av bekräftelse, stimulans och utmaningar. Syftet med denna studie är att belysa lärares syn på de duktiga eleverna i skolan. Studien kommer även att beröra lärarnas syn på sin egen kunskap, samt hur de arbetar för att stimulera dessa elever i skolan. Studien ger en översikt av tidigare forskning i ämnet. För att uppnå syftet med studien så genomfördes kvalitativa intervjuer med fem grundskollärare på två olika skolor. I intervjuerna ställdes öppna frågor för att ge respondenterna möjligheten att utveckla sina svar. Resultatet pekar mot att de medverkande pedagogerna upplever en tidsbrist i sitt arbete, att det är svårt att hinna med dessa elever i den utsträckning som önskas. Respondenterna var överens om att diskussionen om de högpresterande eleverna i skolan är viktig. Resultatet visar även att de specialpedagogiska resurserna som finns i skolan enbart går till elever i olika svårigheter och att frustrationen hos pedagogerna ligger i att skapa nya stimulerade och utmanade uppgifter till dessa elever.

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LIANG, KUEI-YING, and 梁桂英. "An Application of IPA Model in Administrative Service QualityImprovement of SpecialEducation School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/97694375767637590070.

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碩士
大葉大學
管理學院碩士在職專班
104
Special education schools enroll students with particularity special needs school teachers teaching different from the past，And showed more diverse and challenging appearance school Administration will support special education teacher strong backing facets of this study to SERVQUAL based questionnaire tangible, reliability, responsiveness, assurance and care five facets Design using questionnaires, to understand the special education school administration service quality status through the importance - performance level analysis (Importance- Performance Analysis, referred to as IPA) identify priorities for teachers in special education schools and administrative services performed by quality factors The results showed that teachers of school administration service quality significantly higher than the level of satisfaction degree of attention that there is a gap exists high degree of attention that the teacher but by analyzing the IPA should give priority to strengthening low satisfaction improvement project （1）school Administration and correctly convey the message announcement（2）school Administration and really be able to develop specific calendar row（3）school of the offices can be fully operational before the implementation of the communication and coordination（4）school administrators will take the initiative to assist teachers in deal with. The results of the analysis provided to the relevant administrative staff to improve as a reference to enhance the quality of administrative services to special education schools.
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Wu, Anting, and 吳安婷. "A Study of Parent-teacher Conflicts and CopingStrategies of Elementary School SpecialEducation Teachers in I-Lan County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35806674299650739479.

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碩士
國立臺北教育大學
特殊教育學系碩士班
100
Abstract This case study mainly aimed at exploring the causes of conflicts between the elementary school special education teachers and parents in I-Lan county, and analyzes their coping strategies to handle such conflicts. Furthermore, the researcher analyzed the correlation between the acknowledgement of parent-teacher conflicts and coping strategies through differences generated by different variables. Subjects of this study are elementary school special education teachers I-Lan county. The researcher had sent out 151 copies of questionnaires randomly and collected 119 copies of countable questionnaires. The recovery rate of the research is 79%. Adopted statistical methods in this study are Frequency Analysis, Percentage Analysis, Means, Standard Deviation, T-test,ANOVA, Pearson Product-moment Correlation, and Multiple Regression. The main study results are stated as follows: 1. The teachers perceived primary reason for conflicts between teachers and parents is poor communication and argument about the responsibility between teachers and parents. 2. Among the available coping strategies, teachers applied “collaborating” to resolve the conflicts most often. 3. The reasons for the conflicts are related to the background. Teachers experience more conflicts. 4. The ways teachers used to confront the conflicts are varied according to their background.Teachers teach in the full-time special education class applied “compromise” strategies to resolve the conflicts most often. 5.While the reason for parent-teacher conflicts is” mistrust on teacher’s profession”, teachers prefer to take “compromise” strategies. . According to the findings above, suggestions are made for the educational administrative system, schools and teachers. Key words: Elementary School Special Education Teachers in I-Lan County, parent-teacher conflicts, coping strategy.
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Chiang, Hsiu-Fen, and 姜秀芬. "A Study on the Emotional Labor and Role Performance of SpecialEducation Teachers：A Case Study of Junior High School in Taoyuan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/84kpf6.

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碩士
元智大學
社會暨政策科學學系
105
This study aimed at investigating the status and correlation between the emotional labor and role performance of special education teachers of junior high school in Taoyuan City. Questionnaire survey was used as a tool to study the special education teachers in junior high school in Taoyuan City. Through census, a total number of 241 teachers were investigated, and gathered 208 valid questionnaires, the retrieval rate was 86.31%. The methodologies we use to in data collection are descriptive statistics, independent samples t-test, one-way ANOVA, Pearson product-moment correlation and other methods for statistical analysis. The main results and conclusions were summarized as follows: First, the perception of Taoyuan junior high school special education teachers’ emotional labor was above average. Second, the status of Taoyuan junior high school special education teachers’ role performance was above average. Third, the perception of teachers’ emotional labor varied significantly from professional backgrounds of special education. Fourth, the role performance of teachers varied significantly from ages, martial status, positions, type of class, years of teaching. Fifth, the correlation between the emotional labor and role performance of special education teachers was positive Based on the research results, the recommendations for the Department of Education of Taoyuan City are equally establish types of special education class and build up a system of assessment with disciplinary model. The recommendations for the school administraions are build up a rule of job rotation and encourage the senior to be the administration staffs. The recommendations for the special education teachers are transform one’s emotional labor and be willing to go further study.
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Liu, Ru-En, and 劉如恩. "The research of the sex education teaching current conditions anddifficulties and teaching need at junior high school specialeducation class in Kaohsiung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53290490515051612748.

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碩士
樹德科技大學
人類性學研究所
103
This study used questionnaires to explore Kaohsiung junior high school special-education teacher in the teaching situation and difficulties in the teaching of sex education and instructional needs, a total of 168 completed questionnaires. Found: on teaching status, growth and development, to protect themselves, such as physical safety, emotional expression is the focus of most teachers. In study needs : "sex knowledge",and "textbook and teaching methods", and "production aids ", and "related resources introduced", and "lesson plans design" "behavior problem processing", and "communicate with parents " " counselling skills", are special teachers think needs again strengthened of study theme; "picture books ", and "multimedia computer assisted instruction", are special teachers think needs again strengthened of textbook type. On the difficulties in teaching: teachers from different backgrounds are considered "related to the lack of resources and support materials", "social environment to provide opportunities for students too much pollution," "lack of full implementation of sex education programmes in schools," is sex education, such as teaching difficulty points.
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Books on the topic "Specialeducator"

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Church, Gregory. Teaching with computers: A curriculum for specialeducators. Boston: Little Brown, 1989.

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Brown, Christine. Developing a whole school policy for specialeducation needs. Wolverhampton: University of Wolverhampton, 1995.

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Department of Education & Science. Report by HM Inspectors on a survey of science in specialeducation. Stanmore: Department of Education and Science, 1986.

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Authority, Inner London Education. Education opportunities for all?: The report of the John Fish Committee reviewing specialeducation provision : a summary. London: The Authority, 1985.

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1928-, Cohen Alan, and Cohen Louis 1928-, eds. Specialeducational needs in the ordinary school: A sourcebook for teachers. London: Paul Chapman Publishing, 1986.

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(Editor), Alan Cohen, and Louis Cohen (Editor), eds. Special Educational Needs In Ordinary School: A Sourcebook for Teachers. Paul Chapman Educational Publishing, 2002.

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Kofi, Marfo, Walker Sylvia, and Charles Bernard, eds. Childhood disability in developing countries: Issues in habilitation and specialeducation. New York: Praeger, 1985.

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Meeting your needs: National Curriculum history and geography in specialschools (S.L.D./P.M.L.D.). Torquay: Devon Learning Resources, 1993.

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You might also be interested in the extended bibliographies on the topic 'Specialeducator' for particular source types:
Journal articles
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