Gotowe bibliografie tematyczne / Special needs

Gotowa bibliografia na temat „Special needs”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Special needs"

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AA VV, AA VV. "Special needs/Odontoiatria speciale". Dental Cadmos 01, nr 01 (lipiec 2022): 195. http://dx.doi.org/10.19256/abstract.cduo.12.2022.

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Jurd, Elizabeth. "Special Needs - Special Boxes". FORUM 47, nr 1 (2005): 20. http://dx.doi.org/10.2304/forum.2005.47.1.5.

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Thorp, Walter N. "Special Needs—Special Plans". Journal of Disability Policy Studies 13, nr 1 (czerwiec 2002): 24–50. http://dx.doi.org/10.1177/10442073020130010401.

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Petrov, Ljubica, i Lawrence Arnold. "Special needs, special wants". Australasian Journal on Ageing 19, nr 1 (luty 2000): 43–44. http://dx.doi.org/10.1111/j.1741-6612.2000.tb00138.x.

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Stewart, David. "Special Talents, Special Needs". Tizard Learning Disability Review 5, nr 4 (listopad 2000): 31–32. http://dx.doi.org/10.1108/13595474200000036.

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Crooks, Elizabeth, i John Clochesy. "Special Needs". American Journal of Nursing 101, Supplement (maj 2001): 21–24. http://dx.doi.org/10.1097/00000446-200105001-00006.

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Marshall, C. J. "Special needs". Nature 341, nr 6240 (wrzesień 1989): 359. http://dx.doi.org/10.1038/341359b0.

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Rankin, Walter. "Examining the Special Needs of Special Needs Students". Educational Forum 71, nr 3 (30.09.2007): 286–87. http://dx.doi.org/10.1080/00131720709335013.

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Buzzelli, Cary A., i Nancy File. "The special needs of teachers of special needs children". Day Care & Early Education 16, nr 4 (czerwiec 1989): 9–13. http://dx.doi.org/10.1007/bf01619371.

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Chavert, Lilian. "Special teaching for special needs". Journal of the British Institute of Mental Handicap (APEX) 11, nr 4 (26.08.2009): 149–50. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00161.x.

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Rozprawy doktorskie na temat "Special needs"

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Marsh, Alan John. "Formula funding and special educational needs". Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.

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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Kenney, Laurence P. J. "Flight simulator for special educational needs". Thesis, University of Salford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357202.

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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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Montgomery, Brenda Elizabeth. "Implementing the Special Educational Needs and Disability (Northern Ireland) Order 2005 : implications for special educational needs co-ordinators". Thesis, Queen's University Belfast, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486572.

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The Special Educational Needs and Disability (Northern Ireland) Order (2005) (SENDO) which became operative on lSI September 2005 was the catalyst for this study. Set within the context of change, the purpose of the research was to investigate the implications for Special Educational Needs Co-ordinators (SENCOs) in Northern Ireland in implementing SENDO. Quantitative and qualitative data was obtained using a mixed method approach; a questiollilaire, which was constructed and forwarded to SENCOs throughout Northern Ireland, revealed a number of themes which were further explored through semI structured interviews with focus groups of SENCOs. The findings, which were representative of the overali situation in Northern Ireland, revealed that while there is general positivity about the principles of SENDO, there are differing approaches to inclusion throughout schools in Northern Ireland. Whilst there has been a shift from the traditional role as a special needs teacher to a co-ordinating . role, it would appear that a number of SENCOs are not totally ready to fully embrace the new legislation. The main implications for SENCOs include lack of status, with orily a small number on senior management teams, insufficient resources, especially classroom assistants and a lack of time to effectively manage very demanding workloads. In addition a lack of qualifications, training and support within the area of special education, especially managing challenging behaviour and dealing with medical issues, were highlighted as major implications. The study concluded with a number of recommendations for schools, Education and Library Boards and the Department of Education to consider 'In order to support SENCOs with the successful implementation of SENDO.
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Tobias, Eliana R. "Learning environments for special needs preschool children". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.

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This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings. Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement. The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres. No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings. Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children. Support services for preschool programs were very low in the community the research sampled.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Rubindal, Robin. "Educational reading for youths with special needs". Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-81866.

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Children with intellectual disabilities often struggle with reading, and traditional ways of learning can be frustrating and difficult. This thesis investigates the ability to adapt gaming as a more creative and engaging way for these children to practice sentence structure and reading comprehension. The result is a prototype that makes use of reading scenes mixed with interactive scenes where the user gets to build sentences through different game mechanics such as drag & drop, marking of words and point & click. Depending on what sentence is built, the story changes. The overall evaluation feedback of this prototype is positive and that it has potential but would require further work since reading is a complex activity and the reading levels of children with special needs are very individual.
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Boggs, Teresa. "Adapting Art for Children with Special Needs". Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.

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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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Huyssoon, William Lee. "Exploratory vocational course for special needs students". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.

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Marks, Lori J. "Educating Tomorrow’s Educators for Students with Special Needs". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3685.

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Książki na temat "Special needs"

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Gross, Jean. Special needs. Bristol: Lame Duck, 1994.

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Adult Literacy and Basic Skills Unit., red. Special needs. London: Adult Literacy and Basic Skills Unit, 1985.

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Institute, Dyslexia. Special needs, special provision. Staines (133 Gresham Rd, Staines (Middx) TW18 2AJ): The Institute, 1988.

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Ross, Janet. Special needs manager. Cannock: Sound Learning, 1999.

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Education, Inc (1982 ). Massachusetts Continuing Legal. Special needs trusts. [Boston, Mass.?]: MCLE, Inc., 2007.

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Harland, Linda. Special educational needs. London: Thames Polytechnic, School of Secondary Education, 1990.

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Institute, Pennsylvania Bar. Special needs trusts. Mechanicsburg, Pa. (5080 Ritter Rd., Mechanicsburg 17055-6903): Pennsylvania Bar Institute, 2013.

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Hannell, Glynis. Identifying Special Needs. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351011372.

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Gulliford, Ronald, i Graham Upton. SPECIAL EDUCATIONAL NEEDS. Abingdon, UK: Taylor & Francis, 1992. http://dx.doi.org/10.4324/9780203312551.

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Institute, Pennsylvania Bar. Special needs trusts. [Mechanicsburg, Pa.]: Pennsylvania Bar Institute, 2010.

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Części książek na temat "Special needs"

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Cowper, Ann, i Cyril Young. "Special needs". W Family Planning, 139–55. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-3266-2_14.

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Parsons, Jacqueline P. "Special Needs". W Encyclopedia of Child Behavior and Development, 1422–23. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2755.

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Kelleher, Jacqueline. "Special Needs". W Encyclopedia of Autism Spectrum Disorders, 2943–44. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1780.

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Kelleher, Jacqueline. "Special Needs". W Encyclopedia of Autism Spectrum Disorders, 4547. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1780.

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Cope, Helen F. "Meeting Special Needs". W Housing Associations, 221–48. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20908-8_7.

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Clutterbuck, Richard. "Special Educational Needs". W Families, Drugs and Crime, 65–76. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26874-0_8.

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Michaelsen, Ann S. "Special needs education". W The Digital Classroom, 101–9. Abingdon, Oxon; New York, NY: Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-10.

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Cowne, Elizabeth, Carol Frankl i Liz Gerschel. "Special educational needs". W The SENCo Handbook, 1–13. Seventh Edition. | New York : Routledge, 2019. | “Sixth edition published by Routledge 2015”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429465024-1.

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Ingram, Jefferson L. "Special Needs Searches". W Criminal Procedure, 405–63. Wyd. 3. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429352973-10.

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Hannell, Glynis. "Introduction". W Identifying Special Needs, 1–16. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351011372-1.

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Streszczenia konferencji na temat "Special needs"

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"THE NEED FOR SPECIAL GAMES FOR GAMERS WITH SPECIAL NEEDS". W 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002781102200225.

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Guha, Mona Leigh, Allison Druin i Jerry Alan Fails. "Designingwithandforchildren with special needs". W the 7th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463689.1463719.

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Peter-Koop, Andrea, i Thomas Rottmann. "Session 6: Special Education | Catering for Students’ Special Needs In Mathematics Learning". W World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0027.

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Virnes, Marjo. "Robotics in special needs education". W the 7th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463689.1463710.

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Abowd, Gregory. "Session details: Accessibility/special needs". W CHI '09: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3256945.

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Ferri, Beth. "Elusive Choices: Special Needs Homeschooling". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432705.

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Palacio, Ramon. "Session details: Special needs users". W MexIHC '12: IV Mexican Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/3260137.

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Santos, Estella De Los, i Barba Patton. "Session 1: Special Education | Examining the Challenges of a Special Needs Third Grader with Addition". W World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0010.

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

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Verlinden, Karla, i Katharina Urbann. "Session 9: Special Education | Sexual Abuse Prevention: A Training Program for Special Educational Needs Students and Teachers". W World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0039.

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Raporty organizacyjne na temat "Special needs"

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Keller, J. G., N. R. Soelberg i G. F. Kessinger. Industry-identified combustion research needs: Special study. Office of Scientific and Technical Information (OSTI), listopad 1995. http://dx.doi.org/10.2172/431125.

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Chang, Hyo Jung, i So Young Lee. Special Apparel Needs of Consumers with Visual Impairments. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-2.

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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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Bienkowski, Sarah, Lauren Brandt, Dana Grambow, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters i Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Immersion Training. Fort Belvoir, VA: Defense Technical Information Center, listopad 2010. http://dx.doi.org/10.21236/ada634209.

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment: Special Operations Forces Culture and Language Office (SOFCLO) Support. Fort Belvoir, VA: Defense Technical Information Center, luty 2010. http://dx.doi.org/10.21236/ada634222.

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Wyrsch, Steven J. Special Needs Prescriptions at the Johns Hopkins Hospital. A Management Study.. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1998. http://dx.doi.org/10.21236/ada372411.

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Barbeau, Sean. Travel Assistant Device (TAD) to Aid Transit Riders with Special Needs. Tampa, FL: University of South Florida, sierpień 2008. http://dx.doi.org/10.5038/cutr-nctr-rr-2006-06.

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

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SWA CONSULTING INC RALEIGH NC. Special Operations Forces Language and Culture Needs Assessment Project: Methodology Report. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2010. http://dx.doi.org/10.21236/ada631159.

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Bienkowski, Sarah C., Reanna Poncheri Harman, Nathaniel W. Phillips, Eric A. Surface, Stephen J. Ward i Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Non-Monetary Incentives. Fort Belvoir, VA: Defense Technical Information Center, listopad 2010. http://dx.doi.org/10.21236/ada634200.

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