Literatura científica selecionada sobre o tema "Children with disabilities – education – cross-cultural studies"
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Artigos de revistas sobre o assunto "Children with disabilities – education – cross-cultural studies"
Medvedeva, Elena, Oksana Prikhodko, Zhanna Zhuravleva e Anna Pavlova. "On the issue of additional education for children with special healthcare needs and disabilities in the system of lifelong inclusive education". SHS Web of Conferences 70 (2019): 10009. http://dx.doi.org/10.1051/shsconf/20197010009.
Texto completo da fonteKim, Jieun, e Sunyoung Kim. "Positioning of Korean Immigrant Mothers of Children with Disabilities". International Journal of Multicultural Education 19, n.º 3 (31 de outubro de 2017): 41. http://dx.doi.org/10.18251/ijme.v19i3.1362.
Texto completo da fonteBONDAR, Tamara. "Tier support model for children with disabilities: U.S. experience". Humanities science current issues 1, n.º 47 (2022): 283–90. http://dx.doi.org/10.24919/2308-4863/47-1-43.
Texto completo da fonteKarabanova, O. A., e N. N. Malofeev. "Education Development Strategy for Children with Disabilities: On the Way to Implementing a Cultural-Historical Approach". Cultural-Historical Psychology 15, n.º 4 (2019): 89–99. http://dx.doi.org/10.17759/chp.2019150409.
Texto completo da fontePang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study". Journal for Multicultural Education 35, n.º 2 (11 de dezembro de 2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.
Texto completo da fonteKim, Young, Sunjoo Lee, Ji Yoon Jeong e Jiyeon Park. "Research Trends on Self-Help Groups for Parents of Children with Disabilities". Korean Journal of Special Education 58, n.º 2 (30 de setembro de 2023): 177–97. http://dx.doi.org/10.15861/kjse.2023.58.2.177.
Texto completo da fonteCooc, North, e Elisheba W. Kiru. "Disproportionality in Special Education: A Synthesis of International Research and Trends". Journal of Special Education 52, n.º 3 (27 de abril de 2018): 163–73. http://dx.doi.org/10.1177/0022466918772300.
Texto completo da fonteMandala, Ican. "Human Rights and Persons with Disabilities: Design of Buk-Smart-Logi Learning Media (Technology Smart Books) as an Islamic Education Learning Media Innovation". Jurnal HAM 13, n.º 3 (22 de dezembro de 2022): 509. http://dx.doi.org/10.30641/ham.2022.13.509-518.
Texto completo da fonteDenisova, Olga A., Olga L. Lehanova e Ekaterina A. Kronshtatova. "Development of perception and understanding of literary texts by primary school children with disabilities in inclusive education". Pushkin Leningrad State University Journal, n.º 4 (2022): 118–34. http://dx.doi.org/10.35231/18186653_2022_4_118.
Texto completo da fonteJiménez, Juan E. "Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series". Journal of Learning Disabilities 50, n.º 5 (10 de maio de 2016): 483–90. http://dx.doi.org/10.1177/0022219416633126.
Texto completo da fonteTeses / dissertações sobre o assunto "Children with disabilities – education – cross-cultural studies"
Randhawa, Amrita. "Preschoolers' acceptance of peers with disabilities : a cross cultural analysis /". South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/281.pdf.
Texto completo da fonteWatson, Ruby. "Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?" Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17965.
Texto completo da fonteENGLISH ABSTRACT: The reseach in this study focusses on how teachers express the forming of a role-identity amid historically disadvantage circumstances. The lense used to highlight and understand the underlying relationship between role-identity and school culture, is school context. The focus is on the biography and professional training of respondents in order to determine how teachers mediate their professional roles. We must understand teachers within the boundaries of a socio-cultural context, their biography and professional training. These factors, which contribute to the forming of role-identity, can negatively affect the receiving and implementation of policy. The assumption made by this study, is that there is a gap between transformation policies and school culture, which has an influence on the role of the teacher. A better understanding of teacher circumstances can inspire a multi-dimensional approach to teaching. The result was that my thesis tried to generate empirical evidence to understand teachers in under-privilege schools more fully. Teachers develop their self-identity within the framework of experience and expectations about themselves and their teaching. The professional identity of teachers consists of being skilled in subject area, level of training, preparedness and formal qualifications. Respondents construct their one-dimensional professional identity within an under-privilege context. The school climate hinders the simultaneous execution of the three roles that I refer to in this study. Some of the hindrance factors are the manner in which the school accepts the lack of learning area knowledge, racism and the abuse of contact time. Poor management and lack of community control, tolerates the shortcomings and one-dimensional approach of teachers. The study makes use of a theoretical framework, supported by literature. I used qualitative indepth-investigation for the collection of data. I used semi-structured interviews as an instrument to answer the research question and to achieve the proposed outcomes. I achieved my main finding by using empirical-interpretive techniques. The finding was that personal socialisation and professional training, together with contextual factors influence the foundation of teacher identity. The base identity is the foundation upon which teachers formulate their role-identity. My research shows how the respondents position themselves in relation to the prescribed teacher roles. Their identity forming takes places within the context of under-privilege circumstances, moral diffusion and transformation in education. I describe the construction of their conceptual space of role-identity. I furthermore present analyses of how the respondents form their role-identity. I base the most important finding of this study on one-dimensionality. Each of the selected teachers expresses their professional mediation of their roles within the context of a specific exposed school culture. The study shows the complex variations of this one-dimensionality amongst the four teachers.
AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie konsentreer op hoe onderwysers gestalte gee aan hulle identiteitsvorming te midde van histories benadeelde omstandighede. Skoolkonteks is die lens wat gebruik word om die onderliggende verwantskap tussen rol-identiteit en skoolkultuur te verstaan. Die fokus is op respondente se biografië en professionele opleiding ten einde vas te stel hoe hulle die voorgeskrewe onderwyserrolle medieër. Onderwysers moet verstaan word binne die grense van 'n sosio-kulturele konteks, hulle biografiese verhale en professionele opleiding. Hierdie faktore is bydraende aspekte wat 'n invloed het tydens die vorming van rol-identiteit, sowel as tydens die ontvang en implementering van beleide. Die aanname wat deur hierdie studie gemaak word, is dat daar 'n gaping tussen hervormingsbeleide en skoolkultuur bestaan wat die rol-identiteit van die onderwyser beїnvloed. 'n Beter begrip van onderwyser-omstandighede, kan 'n multi-dimensionele benadering tot onderwys inspireer. Gevolglik het my tesis gepoog om empiriese bewyse te genereer wat kan bydrae tot 'n vollediger begrip van onderwysers in minder-bevoorregte skole. Onderwysers ontwikkel 'n self-identiteit binne die raamwerk van ervarings en verwagtinge oor hulleself en hulle onderrig. Die professionele identiteit van die onderwyser bestaan uit vaardigheid op vakgebied, vlak van opleiding, voorbereiding en formele kwalifikasie. Binne die minder-bevoorregte konteks waarin hierdie respondente onderrig, konstrueer hulle 'n een-dimensionele professionele identiteit. Die skoolklimaat belemmer die gelyktydige uitvoering van veral die drie rolle waarna ek in hierdie studie verwys. Sommige van die belemmerende faktore waarna verwys word, is die skool se gelate aanvaarding van gebrek aan leerarea kennis, rasisme en die misbruik van onderrigtyd. Gebrekkige bestuur en gemeenskapsbeheer vergemaklik verder die onderwyser se tekortkominge en een-dimensionele benadering. My studie word onderskraag deur 'n teoretiese raamwerk wat met behulp van literatuurwerke saamgestel is. Die proses van data-insameling is met die hulp van 'n kwalitatiewe indiepte-ondersoek gedoen. Die semi-gestruktureerde onderhoude wat gevoer was, het gedien as instrument ter beantwoording van die navorsingsvraag ten einde die beoogde doelstellings te bereik. My kern bevindinge het ek verkry vanuit empiriese-interpretatiewe tegnieke. Hiervolgens is bevind dat persoonlike sosialisering en professionele opleiding tesame met kontekstuele faktore, 'n invloed het op die samestelling van die identiteitsbasis van die onderwyser. Hierdie identiteitsbasis vorm die grondslag waarop onderwysers hulle rol-identiteit formuleer. My navorsing wys hoe die onderwysers in my studie hulleself posisioneer in verhouding tot hulle voorgeskrewe onderwyserrolle. Hulle identiteitsvorming geskied binne die konteks van minder-bevoorregte omstandighede, morele diffusie en onderwys transformasie. Ek beskryf hierdie konstruksie as hulle konseptuele ruimte van rol-identiteitsvorming. Verder bied hierdie studie 'n analise van hoe respondente hulle rol-identiteit vorm. Die vernaamste bevinding van hierdie studie is dat die geselekteerde onderwysers elk op 'n een-dimensionele basis uiting gee aan 'n professionele medieëring van hulle rolle binne hierdie skool se kultuur. Die studie wys die komplekse variasies van een-dimensionaliteit onder die vier onderwysers.
Terrell, Brian Selway 1948. "A cross-cultural study of the school performance of children being raised by their grandparents". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.
Texto completo da fonteCheung, Ngar-wing Anita, e 張雅穎. "Children culture of the visual: to what extent can the HK art curriculum address the intercultural diversityin art acquisition?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35329634.
Texto completo da fonteHuh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.
Texto completo da fonteKaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.
Texto completo da fonteVan, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.
Texto completo da fonteVan, der Merwe Adele. "A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002585.
Texto completo da fonteRowlands, Trudi. "The utilization of assistive technology to enhance educational support for all learners in a mainstream school". Thesis, 2015. http://hdl.handle.net/10500/20316.
Texto completo da fonteInclusive Education
D. Ed. (Inclusive Education)
You, Hyun-Kyung. "Korean American mothers of children with disabilities : adaptation process and positive transformation". Thesis, 2003. http://hdl.handle.net/1957/32489.
Texto completo da fonteGraduation date: 2004
Livros sobre o assunto "Children with disabilities – education – cross-cultural studies"
1939-, Eldering Lotty, e Leseman Paul, eds. Effective early education: Cross-cultural perspectives. New York: Falmer Press, 1999.
Encontre o texto completo da fonteCraven, Rhonda G. Inclusive education for students with intellectual disabilities. Charlotte, North Carolina: Information Age Publishing, Inc., 2015.
Encontre o texto completo da fonteSerpell, Robert. Intellectual handicap in a cross-cultural perspective. Lusaka, Zambia: University of Zambia Press, 1997.
Encontre o texto completo da fonteJ, Artiles Alfredo, e Hallahan Daniel P. 1944-, eds. Special education in Latin America: Experiences and issues. Westport, Conn: Praeger, 1995.
Encontre o texto completo da fonteSasamoto, Ken. Shōgai no aru kodomo no kyōiku seido no kokusai hikaku ni kansuru kisoteki kenkyū: Waga kuni no genjō to kongo no hōkōsei o fumaete : (Heisei 20-nendo) kenkyū seika hōkokusho. Yokosuka-shi: Kokuritsu Tokubetsu Shien Kyōiku Sōgō Kenkyūjo, 2009.
Encontre o texto completo da fonteRaffo, Carlo. Education and poverty in affluent countries. New York: Routledge, 2010.
Encontre o texto completo da fonteGagne, Tammy. Support for education. Hockessin, Delaware: Mitchell Lane Publishers, 2015.
Encontre o texto completo da fonteR, Mitchell David, ed. Contextualizing inclusive education: Evaluating old and new international paradigms. New York: RoutledgeFalmer, 2004.
Encontre o texto completo da fonteStrasser, Urs, Anne-Dore Stein e Alois Bürli. Integration und Inklusion aus internationaler Sicht. Bad Heilbrunn: Verlag Julius Klinkhardt, 2009.
Encontre o texto completo da fonteWeis, Lois. Social class and education: Global perspectives. New York: Routledge, 2012.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Children with disabilities – education – cross-cultural studies"
Tidwell, Nancy R. "National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)". In Encyclopedia of Cross-Cultural School Psychology, 655–56. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_276.
Texto completo da fonteBiesheuvel, Simon. "A Model for Preschool Education of Environmentally Disadvantaged Children in a Divided Society". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 185–205. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_8.
Texto completo da fonteBautista, Alfredo, Jimmy Yu, Kerry Lee e Jin Sun. "Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?" In Effective Teaching Around the World, 473–88. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_21.
Texto completo da fonteFriedman, Morgan. "Inclusion". In Advances in Religious and Cultural Studies, 149–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch010.
Texto completo da fonteMosia, Paseka Andrew. "Understanding Emotional Disorders". In Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System, 284–97. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5800-6.ch020.
Texto completo da fonteГладун, Татьяна. "ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ З АУТИЗМОМ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ ЗЗСО". In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 458–77. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-16.
Texto completo da fonteYaroslavtseva, Milena. "ФОРМИ І МЕТОДИ ПІДГОТОВКИ МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ПРОФЕСІЙНОЇ САМОРЕАЛІЗАЦІЇ В КОНТЕКСТІ ЄВРОПЕЙСЬКОГО ВИМІРУ УКРАЇНИ". In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 964–1001. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-33.
Texto completo da fonteVasylenko, Olena, e Alina Tupytsia. "PRACTICAL IMPLEMENTATION OF THE PEDAGOGICAL CONDITIONS OF THE PROFESSIONAL TRAINING OF FUTURE SOCIAL EDUCATORS FOR THE USE OF HEALTH CARE TECHNOLOGIES IN WORKING WITH PRESCHOOL CHILDREN". In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 388–425. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-14.
Texto completo da fonteBakumenko, Tetiana. "РЕАЛІЗАЦІЯ ТЕХНОЛОГІЇ ТВОРЧОГО САМОРОЗВИТКУ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ В КУЛЬТУРНО-ОСВІТНЬОМУ ПРОСТОРІ ПЕДАГОГІЧНОГО КОЛЕДЖУ". In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 219–51. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-08.
Texto completo da fonteMysore, Anita Rao. "Multicultural Curricular Frameworks for Preservice Teachers". In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 247–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch015.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Children with disabilities – education – cross-cultural studies"
Holding, Penny, Amina Abubakar, Elizabeth Obiero e Fons van de Vijver. "Validation of the Infant-Toddler HOME Inventory among Households in Low Income Communities at the Kenyan Coast". In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2011. http://dx.doi.org/10.4087/ngnw9101.
Texto completo da fonteLopez Mateu, Vicente, e Teresa Pellicer Armiñana. ""Design for All” in Architectural Heritage conservation: the technology challenge". In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10565.
Texto completo da fonte