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Bibliografías temáticas / Special education / Artículos de revistas

Artículos de revistas sobre el tema "Special education"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 30 de julio de 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Ludlow, Barbara. "Special Education". TEACHING Exceptional Children 46, n.º 5 (mayo de 2014): 68. http://dx.doi.org/10.1177/0040059914528104.

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12

Juliane Barros Generoso, Cibele y Érica Cristiane Barros Moreira. "SPECIAL EDUCATION". Revista Gênero e Interdisciplinaridade 4, n.º 03 (10 de julio de 2023): 55–77. http://dx.doi.org/10.51249/gei.v4i03.1422.

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The acquisition of language is part of the historical development of human beings, it is one of the characteristics that differentiates them from other animals. Through language, subjects establish social relationships, express themselves, learn and teach, understand signs and incorporate social standards. However, there are many students who have educational needs related to learning disorders associated with language and communication. This article has the general objective of reflecting on this theme. As specific objectives, it is intended to reflect on the difference between learning problems and difficulties, and to discuss learning disorders and language acquisition. The text was prepared through a literature review, based on articles, books, periodicals, among other materials. It is concluded that the specialized educational service does not have students with learning disorders associated with language and communication as a target audience, however, education professionals, committed to inclusion, must observe and analyze the difficulties that these subjects face and seek ways to to implement a public, free, secular and quality education.

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13

Nurmukhamedova, Laylo Sh. "LABOR EDUCATION OF CHILDREN WITH SPECIAL EDUCATION NEEDS". American Journal of Social Science and Education Innovations 6, n.º 6 (1 de junio de 2024): 42–46. http://dx.doi.org/10.37547/tajssei/volume06issue06-08.

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A number of laws and decisions of our state have included the measures related to the full education of children with special needs, the support of the society, their integration into the society along with the healthy ones, and adaptation in social life.

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14

Shavkatovna, Oysha Choriyeva. "SPECIAL EDUCATION AND INCLUSIVE PRACTICES". American Journal Of Social Sciences And Humanity Research 3, n.º 10 (1 de octubre de 2023): 145–48. http://dx.doi.org/10.37547/ajsshr/volume03issue10-22.

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Special education has become a vital component of the education system, aimed at catering to the diverse needs of students with disabilities. The implementation of inclusive practices in the field of special education has been a topic of growing interest and research in recent years. In this article, we will explore the topic of special education and inclusive practices,their benefits, challenges, and strategies for successful implementation.

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15

Chesson, Rosemary y Anita Young. "Special education: education or therapy". British Journal of Therapy and Rehabilitation 3, n.º 9 (septiembre de 1996): 472–74. http://dx.doi.org/10.12968/bjtr.1996.3.9.14769.

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16

Goswami, Usha. "Neuroscience, education and special education". British Journal of Special Education 31, n.º 4 (16 de diciembre de 2004): 175–83. http://dx.doi.org/10.1111/j.0952-3383.2004.00352.x.

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17

Cook, Bryan G. y Barbara R. Schirmer. "What Is Special About Special Education?" Journal of Special Education 37, n.º 3 (noviembre de 2003): 139. http://dx.doi.org/10.1177/00224669030370030201.

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18

Cook, Bryan G. y Barbara R. Schirmer. "What Is Special About Special Education?" Journal of Special Education 37, n.º 3 (noviembre de 2003): 200–205. http://dx.doi.org/10.1177/00224669030370031001.

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19

Parrish, Thomas B. y Jay G. Chambers. "Financing Special Education". Future of Children 6, n.º 1 (1996): 121. http://dx.doi.org/10.2307/1602497.

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20

Tomlinson, Sally. "Comparing special education". British Journal of Sociology of Education 33, n.º 3 (mayo de 2012): 465–73. http://dx.doi.org/10.1080/01425692.2012.664912.

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21

Cegelka, Patricia Thomas, Maxine MacDonald y Rod Gaeta. "Bilingual Special Education". TEACHING Exceptional Children 20, n.º 1 (septiembre de 1987): 48–50. http://dx.doi.org/10.1177/004005998702000113.

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22

Rutherford, Robert B. "Correctional Special Education". TEACHING Exceptional Children 20, n.º 4 (julio de 1988): 52–54. http://dx.doi.org/10.1177/004005998802000415.

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23

Krikorian, Kathy. "Special Education Eligibility". ASHA Leader 16, n.º 6 (junio de 2011): 37. http://dx.doi.org/10.1044/leader.in3.16062011.37.

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24

Jahnukainen, Markku. "Experiencing special education". Emotional and Behavioural Difficulties 6, n.º 3 (enero de 2001): 150–66. http://dx.doi.org/10.1080/13632750100507665.

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25

Greene, Jay P. "Fixing Special Education". Peabody Journal of Education 82, n.º 4 (30 de octubre de 2007): 703–23. http://dx.doi.org/10.1080/01619560701603213.

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26

Obiakor, Festus E. "Multicultural Special Education". Intervention in School and Clinic 42, n.º 3 (enero de 2007): 148–55. http://dx.doi.org/10.1177/10534512070420030301.

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27

McLaughlin, Margaret J. "Defining Special Education". Journal of Special Education 29, n.º 2 (julio de 1995): 200–208. http://dx.doi.org/10.1177/002246699502900210.

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28

Kjelldahl, Lars y Zhigeng Pan. "Special Issue: Education". Computers & Graphics 29, n.º 2 (abril de 2005): 235–36. http://dx.doi.org/10.1016/j.cag.2004.12.009.

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29

Mills, Guy E. y Karla Duff-Mallams. "Special Education Mediation". TEACHING Exceptional Children 32, n.º 4 (marzo de 2000): 72–78. http://dx.doi.org/10.1177/004005990003200411.

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30

Kawano-Jones, Akiko y Eric D. Jones. "Japanese Special Education". School Psychology International 7, n.º 3 (julio de 1986): 133–40. http://dx.doi.org/10.1177/0143034386073001.

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31

Satterley, Donna. "Special Education Coordinator". Gifted Child Today 38, n.º 4 (22 de septiembre de 2015): 237–38. http://dx.doi.org/10.1177/1076217515597284.

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32

Iano, Richard P. "Special Education Teachers". Journal of Learning Disabilities 23, n.º 8 (octubre de 1990): 462–65. http://dx.doi.org/10.1177/002221949002300802.

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33

Zirkel, Perry A. "Special Education Law". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 38, n.º 4 (20 de marzo de 2015): 263–75. http://dx.doi.org/10.1177/0888406415575377.

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34

Wanbing, Zhang, Wang Xiaolai y Li Lei. "Special adult education". New Directions for Adult and Continuing Education 1988, n.º 37 (1988): 59–63. http://dx.doi.org/10.1002/ace.36719883709.

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35

Fisher, William. "Does education for special librarianship need to be “special education”?" Education for Information 5, n.º 1 (1 de enero de 1987): 15–25. http://dx.doi.org/10.3233/efi-1987-5103.

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36

Liu, Yi-Juin, Alba A. Ortiz, Cheryl Y. Wilkinson, Phyllis Robertson y Millicent I. Kushner. "From Early Childhood Special Education to Special Education Resource Rooms". Assessment for Effective Intervention 33, n.º 3 (junio de 2008): 177–87. http://dx.doi.org/10.1177/1534508407313247.

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37

Rutherford, Robert B., C. Michael Nelson y Bruce I. Wolford. "Special Education in the Most Restrictive Environment: Correctional/Special Education". Journal of Special Education 19, n.º 1 (abril de 1985): 59–71. http://dx.doi.org/10.1177/002246698501900105.

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38

Aydemir, Tamer. "Theviews of Special Education Teachersabout Mathematics Instruction in Special Education". Procedia - Social and Behavioral Sciences 106 (diciembre de 2013): 3133–40. http://dx.doi.org/10.1016/j.sbspro.2013.12.362.

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39

Goel Sadhika Bhardwaj, Drishti. "The Integration of Special Education Students in General Education Classrooms". International Journal of Science and Research (IJSR) 12, n.º 5 (5 de mayo de 2023): 1536–41. http://dx.doi.org/10.21275/sr23515230734.

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40

Johnson, Robin R., David W. Test y Bob Algozzine. "Special Education in General Education Classrooms". Special Services in the Schools 10, n.º 1 (12 de octubre de 1995): 25–43. http://dx.doi.org/10.1300/j008v10n01_02.

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41

Constable, Robert T. "Adaptive Education and Special Education Reform". Children & Schools 9, n.º 2 (1987): 78–80. http://dx.doi.org/10.1093/cs/9.2.78.

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42

Rutherford, Robert B. y Mary Magee Quinn. "Special Education in Alternative Education Programs". Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, n.º 2 (noviembre de 1999): 79–81. http://dx.doi.org/10.1080/00098659909600152.

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43

deBettencourt, Laurie U., John J. Hoover, Harvey A. Rude y Shanon S. Taylor. "Preparing Special Education Higher Education Faculty". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 39, n.º 2 (18 de abril de 2016): 121–33. http://dx.doi.org/10.1177/0888406416641007.

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44

이미아. "Special education teacher leadership perceived by pre-service special education teachers". Journal of Special Children Education 11, n.º 4 (diciembre de 2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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45

Ropp, C. R., J. E. Caldwell, A. M. Dixon, M. E. Angell y W. P. Vogt. "Special Education Administrators' Perceptions of Music Therapy in Special Education Programs". Music Therapy Perspectives 24, n.º 2 (1 de enero de 2006): 87–93. http://dx.doi.org/10.1093/mtp/24.2.87.

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46

Lappa, Christina, Nicholas Kyparissos y Stefanos Paraskevopoulos. "Environmental Education at the Special School: Opinions of Special Education Teachers". Natural Sciences Education 46, n.º 1 (3 de agosto de 2017): 170004. http://dx.doi.org/10.4195/nse2017.02.0004.

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47

Detterman, Douglas K. y Lee Anne Thompson. "What is so special about special education?" American Psychologist 52, n.º 10 (octubre de 1997): 1082–90. http://dx.doi.org/10.1037/0003-066x.52.10.1082.

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48

Figueroa, Richard A., Sandra H. Fradd y Vivian I. Correa. "Bilingual Special Education and This Special Issue". Exceptional Children 56, n.º 2 (octubre de 1989): 174–78. http://dx.doi.org/10.1177/001440298905600210.

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Bilingual special education is a new discipline that has emerged because of the problems faced by linguistic minorities with the conduct of special education. As current research studies indicate, the progress and innovations ushered in by P. L. 94–142 have not been extended to linguistic minorities, particularly Hispanic children. This special issue suggests that the medical-model, reductionistic paradigm underpinning special education is inimical to bilingual pupils. It proposes a paradigm shift and a redefinition of bilingual special education.

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49

Tsakiridou, Helen y Stavroula Kolovou. "Job Satisfaction among Special Education Professionals". American Journal of Educational Research 6, n.º 11 (29 de noviembre de 2018): 1565–72. http://dx.doi.org/10.12691/education-6-11-16.

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50

Francisco, Marian Patricia Bea, Maria Hartman y Ye Wang. "Inclusion and Special Education". Education Sciences 10, n.º 9 (7 de septiembre de 2020): 238. http://dx.doi.org/10.3390/educsci10090238.

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

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