Bibliografías temáticas / Special education

Literatura académica sobre el tema "Special education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Special education"

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Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs". American Journal of Social Science and Education Innovations 03, n.º 03 (31 de marzo de 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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Dell'Anna, Silvia y Francesco Marsili. "Parallelisms, synergies and contradictions in the relationship between Special Education, Gifted Education and Inclusive Education". Form@re - Open Journal per la formazione in rete 22, n.º 1 (30 de abril de 2022): 12–29. http://dx.doi.org/10.36253/form-12659.

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Special Education and Gifted Education are two theoretical and research areas that have developed in parallel: the former dealing primarily with pupils with disabilities and other special educational needs, the latter with a small percentage of high-ability students. Although Gifted Education can be considered as part of the broader field of Special Education, it is a separated branch in terms of both methods and aims. Nevertheless, the two areas share the dominant debate about school inclusion, as a common direction in contemporary education. With reference to national and international research, the article contains a parallel reflection on historical, normative, theoretical and operative aspects of Special and Gifted Education, with the aim of identifying the critical issues concerning both fields as well as their possible developments in relation to Inclusive Education. Parallelismi, sinergie e contraddizioni nel rapporto tra Special Education, Gifted Education e Inclusive Education La Pedagogia Speciale e la Gifted Education sono due settori che si sono sviluppati parallelamente: il primo occupandosi principalmente dei soggetti con disabilità e altri bisogni educativi speciali, il secondo di un’esigua percentuale di studenti con capacità elevate. Sebbene la Gifted Education possa essere considerata una branca della più ampia Special Education, essa si configura come autonoma sia per metodi che per scopi ma non del tutto avulsa dal dibattito dominante verso cui tendono tutte le istanze educative contemporanee: l’educazione inclusiva. Il contributo affronta dal punto di vista della ricerca nazionale e internazionale l’intersecarsi di questioni storiche, normative, teoriche e operative tra Pedagogia Speciale e Gifted Education allo scopo di individuare i nodi critici e i percorsi possibili per una confluenza nell’ambito dell’Inclusive Education.
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Dodd, Dorothy. "Special without Special Education". Journal for the Education of the Gifted 10, n.º 2 (enero de 1987): 65–77. http://dx.doi.org/10.1177/016235328701000202.

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Czapanskiy, Karen. "Special Kids, Special Parents, Special Education". University of Michigan Journal of Law Reform, n.º 47.3 (2014): 733. http://dx.doi.org/10.36646/mjlr.47.3.special.

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Many parents are raising children whose mental, physical, cognitive, emotional, or developmental issues diminish their capacity to be educated in the same ways as other children. Over six million of these children receive special education services under mandates of the Individuals with Disabilities Education Act, called the IDEA. Once largely excluded from public education, these children are now entitled to a “free appropriate public education,” or FAPE. This Article argues that the promise of the IDEA cannot be realized unless more attention is paid to the child’s parents. Under the IDEA, as in life, the intermediary between the child and the educational system is the child’s parent. The law appears to empower parents to participate in the planning, execution, and revision of the child’s individual educational plan. The experience of parents, however, is often not empowering, to the detriment of both child and parent. Instead, many parents confront school systems that fail to support parental competence or help parents conserve their resources. This Article proposes three significant reforms to the special education system that better serve the needs of parents while improving the chances that children in need of special education will receive it. The three reforms are: (1) requiring schools to help parents be in touch with each other; (2) requiring school systems to commit to common special educational plans through a public process; and (3) adopting universal design pedagogies in general education when practicable. Although the most expensive of the three proposals is the preference for universal design pedagogies, the most controversial is requiring school systems to commit to common special educational plans for similarly-situated children. If the proposal were adopted, every child with the same problem would be provided with the same educational plan. The individualized plan now mandated would be provided only where a child’s situation is an uncommon one. None of the proposed reforms is cost-free. I conclude by demonstrating that the costs of parent-oriented reforms are justified in order to comply with congressional expectations, for reasons of pragmatism, and to advance social justice for parents with special needs children as compared with other parents and with each other.
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Lino Ferreira da Silva, Maicon Herverton, Augusto José Da Silva Rodrigues, Cristiane Domingos Aquino y Marcelo Mendonça Teixeira. "Special Education". International Journal for Innovation Education and Research 5, n.º 8 (31 de agosto de 2017): 75–94. http://dx.doi.org/10.31686/ijier.vol5.iss8.791.

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A new social conscience is created, which will be used by a net society, at local and global levels, crossing both informatics and education contexts. So, this work proposes the construction of a tool for communication between listeners and speakers through the Brazilian Sign Language (LIBRAS) and the French Sign Language (LFS), making a simultaneous translation between the Brazilian written language and the French written language integrated through a web application, with the aid of the recognition of signals by techniques of image recognition and use of webservices. In addition, it raises a bibliography of the struggle of disabled people, the importance of non-verbal communication in human life, as well as an analysis of several translators available in the electronic mean, raising their strengths and weaknesses by comparing them in standard color, structure and navigation used. At the end of the study, a general evaluation is carried out on the application of a questionnaire to the users and a case study with TRADUZ.
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Kozutsumi, Hiroyuki. "Special Education". Oncologist 1, n.º 1-2 (febrero de 1996): 116–18. http://dx.doi.org/10.1634/theoncologist.1-1-116.

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Teramura, Masanao y Hideaki Mizoguchi. "Special Education". Oncologist 1, n.º 3 (junio de 1996): 187–89. http://dx.doi.org/10.1634/theoncologist.1-3-187.

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Tuddenham, Paul H. "Special education". Nursing Standard 2, n.º 19 (13 de febrero de 1988): 42. http://dx.doi.org/10.7748/ns.2.19.42.s80.

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McGiverin, Rolland. "Special Education". Behavioral & Social Sciences Librarian 8, n.º 3-4 (16 de abril de 1990): 65–71. http://dx.doi.org/10.1300/j103v08n03_11.

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Fish, Wade W. y Tammy L. Stephens. "Special Education". Remedial and Special Education 31, n.º 5 (4 de diciembre de 2009): 400–407. http://dx.doi.org/10.1177/0741932509355961.

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Tesis sobre el tema "Special education"

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Hayward, Joseph Thaddeus. "The special education director, the elementary school principal, and special education leadership /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901383.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Kay Alicyn Ferrell. Bibliography: leaves 122-132.
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Russell, Pamela J. "Special education administrators' perceptions of mandatory comparability of special education rooms to regular education rooms /". Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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McKenzie, Patricia Jay. "Early childhood : special education". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
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Sexton, Corrine M. "Successful special education practices". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2007. http://proquest.umi.com/pqdweb?did=1390300381&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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Newton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.

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Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.
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Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.

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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.
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Dykstra, Patricia. "Common characteristics of successful special education referrals : initial referrals resulting in special education placement". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dykstrap.pdf.

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Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /". Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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Mandrell, Christy Dee. "Teacher effectiveness in special education /". View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.

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Libros sobre el tema "Special education"

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De Groof, Jan y Gracienne Lauwers, eds. Special Education. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1.

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Fred, Adams y Society of Education Officers, eds. Special education. Burnt Mill, Harlow, Essex: Councils and Education Press, 1986.

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Adima, E. E. Special education. Ibadan: NPS Educational, 1989.

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Ellis, Pat. Special education. Salem, Or. (700 Pringle Pkwy., SE, Salem 97310-0290): Oregon Dept. of Education, State Board of Education, 1987.

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Rosenkrantz, Holly. Special Education. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2021. http://dx.doi.org/10.4135/cqresrre20210611.

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Koch, Kathy. Special Education. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2000. http://dx.doi.org/10.4135/cqresrre20001110.

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

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

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Wilkie, Margaret A. Special Education 2000: "So - what's so special about special education for Māori?". Wellington, N.Z: New Zealand Council for Educational Research : [Ministry of Education, Research Division], 1999.

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Education, Utah State Board of. Special education rules. Salt Lake City, Utah: Utah State Office of Education, 2007.

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Capítulos de libros sobre el tema "Special education"

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Hulac, David. "Special Education". En Encyclopedia of Clinical Neuropsychology, 2333–35. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1494.

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Hulac, David. "Special Education". En Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1494-3.

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Hulac, David. "Special Education". En Encyclopedia of Clinical Neuropsychology, 3237–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1494.

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Foreman, Phil. "Education, Special". En Encyclopedia of Quality of Life and Well-Being Research, 1823–28. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2821.

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Oliva, Christopher M. "Special Education". En Encyclopedia of Child Behavior and Development, 1420–22. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2754.

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Brucker, Pamela. "Special Education". En Encyclopedia of Autism Spectrum Disorders, 2943. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1779.

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Chun, Julia, Tyler Tingley y William Lidwell. "Special Education". En The Elements of Education for School Leaders, 90–91. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-45.

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Metz, Kristina. "Special Education". En Encyclopedia of Cross-Cultural School Psychology, 925–29. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_399.

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Dillenburger, Karola, Katerina Dounavi, Catherine Storey, Nichola Booth, Devon Ramey y Lyn McKerr. "Special Education". En Handbook of Autism and Pervasive Developmental Disorder, 1343–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88538-0_60.

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Foreman, Phil. "Education, Special". En Encyclopedia of Quality of Life and Well-Being Research, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_2821-2.

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Actas de conferencias sobre el tema "Special education"

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Kiel, Ewald y Sabine Weiss. "Session 12: Inclusive Education | The Pedagogic Signature of Special Needs Educationc". En World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0042.

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Tashmakova, Saniya M., Zhanna K. Sagilova, Venera M. Salmanova y Elena T. Akhmedova. "Inclusive education in the general education environment". En Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-241-247.

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This article examines the main ways of implementing inclusive education in a single educational space of a modern school. The main focus of the implementation of special conditions to meet the special educational needs of students in the general educational environment is presented. The author shares statistical data on students with special educational needs, notes both positive and critical factors of inclusive education at the present stage.
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Unknown. "CAF special education talk". En SIGGRAPH Asia 2013 Computer Animation Festival. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2542398.2542501.

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Bubash, Sarah. "(Re)Producing Special Education". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894396.

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Fattum, Amtiaz y Esmael Salman. "SPECIAL EDUCATION TEACHERS’ PERCEPTIONS ABOUT THE INTEGRATION OF IPADS IN SPECIAL EDUCATION". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1864.

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Dimitrova, Zlatka y Maria Dishkova. "STEM EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS". En 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2569.

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Bian, Li. "Modern Education Technologies in Higher Special Education". En 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.672.

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Batal, Zaed M. Bin. "Session 9: Special Education | Special Education in Saudi Arabia: The Effort of the Ministry of Education". En World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0041.

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Sharma, Pramod C. y Ajit Nair. "Poster Session 2: Inclusive Education | Inclusive physical education in least restricted environment: The perspective of special educational needs by physical education teachers working in schools of India". En World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0067.

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Doecke, Phil. "Session 5: Inclusive Education | Special Education - Teacher Education in Australia: Confronting Concerns, Constraints, and Challenges". En World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0024.

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Informes sobre el tema "Special education"

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Nelson, Gena. Special Education Math Interventions. Boise State University, marzo de 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1498.

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Owens, Wade. Improving Cultural Education of Special Operations Forces. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2010. http://dx.doi.org/10.21236/ada518468.

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Chaikind, Stephen y Hope Corman. The Special Education Costs of Low Birthweight. Cambridge, MA: National Bureau of Economic Research, octubre de 1990. http://dx.doi.org/10.3386/w3461.

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved. Model of such interaction is built.
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Bakum, Z. P. y K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Ferro, Gonzalo, Meredith Cracraft y Scott A. Beal. Integrating Adaptability into Special Operations Forces Intermediate Level Education. Fort Belvoir, VA: Defense Technical Information Center, octubre de 2010. http://dx.doi.org/10.21236/ada531622.

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

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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, marzo de 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, abril de 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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