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Статті в журналах з теми "Students with disabilities Education Victoria"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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1

Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (January 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.

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2

Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.

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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC

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3

Scruggs, Thomas E., Margo A. Mastropieri, Frederick J. Brigham, and G. Sharon Sullivan. "Effects of Mnemonic Reconstructions on the Spatial Learning of Adolescents with Learning Disabilities." Learning Disability Quarterly 15, no. 3 (August 1992): 154–62. http://dx.doi.org/10.2307/1510240.

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Thirty-nine seventh- and eighth-grade students with learning disabilities received verbal and spatial information about eighteenth-century North American battles under two conditions. In the control condition, learners were provided a map depicting locations of battles, accompanied by descriptive/decorative pictures. Mnemonic condition learners received the same map with the exception that pictures accompanying place names represented reconstructed keywords of those names. In both conditions, pictures were colored red if they represented British victories, blue if they represented American victories. After a training session and a 90-second filler activity, students were asked to locate each battle on an unlabeled map and indicate which side had won the battle. Analysis of results indicated that mnemonic condition students significantly outperformed controls on measures of spatial relocation and correct matching of place name with victor. Effects were especially pronounced on the measure of spatial relocation, in which an effect size of over two standard deviations was obtained. Implications for research and practice are discussed.

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4

Temple, Viviene A., and Jeff W. Walkley. "Academic Learning Time—Physical Education (ALT-PE) of Students with Mild Intellectual Disabilities in Regular Victorian Schools." Adapted Physical Activity Quarterly 16, no. 1 (January 1999): 64–74. http://dx.doi.org/10.1123/apaq.16.1.64.

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The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.

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5

Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.

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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

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6

Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.

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7

Williams Shealey, Monika, and Wanda J. Blanchett. "Students With Disabilities." Urban Education 44, no. 4 (July 2009): 367–69. http://dx.doi.org/10.1177/0042085909337599.

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8

Hill, H. Hamner. "Teaching Students With Disabilities." Teaching Philosophy 18, no. 3 (1995): 211–17. http://dx.doi.org/10.5840/teachphil199518334.

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9

Lyons, Darcie. "Restraint and Seclusion of Students with Disabilities." International Journal of Children’s Rights 23, no. 1 (March 28, 2015): 189–239. http://dx.doi.org/10.1163/15718182-02301009.

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Анотація:

Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.

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10

Rosalen, Patrícia Critina, and Laura Noemi Chaluh. "O trabalho em parceria na educação inclusiva: experiências na Educação Infantil (Working in partnership in inclusive education: experiences in Early Childhood Education)." Revista Eletrônica de Educação 14 (March 3, 2020): 3579065. http://dx.doi.org/10.14244/198271993579.

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Анотація:

The present article is a research clipping whose general objective was to understand how the organizational structure of a public school made possible the work with students with disabilities for the realization of the truly inclusive education proposal. In this work we discuss the collaboration/partnership in a perspective that articulates the different segments of professionals of the school in the interlocution with the family, perspective that seeks to potentiate the learning of a student’s with disabilities. We present an experience developed with a student of Early Childhood education, in the context of a municipal school in the interior of the state of São Paulo, where the vice-director/researcher presents collaborative processes developed between teacher regent, a teacher of Specialized Educational Assistance (AEE) and an educational agent, subjects who were responsible for preparing and developing projects, activities and teaching materials for the referred student. The data produced for this work are: Teacher's Diary, student’s Individual Development Plan (PDI), evaluation record of the student’s mother, daily register of the vice-director and the reflective register of the teachers and educational agent about their experiences with the student with disabilities. The production of the data was analyzed from the indexing paradigm. Collaboration/partnership was made possible through the constitution of a group of individuals who support each other, experienced joint actions and had feelings of productive belonging, around the common goal of guaranteeing student’s learning. The participation of the family was paramount to the achievement of the objectives proposed with the student with disabilities.ResumoO presente artigo é um recorte de pesquisa que teve como objetivo geral compreender de que forma a estrutura organizativa de uma escola pública possibilitou o trabalho com os alunos público-alvo da educação especial (PAEE) para a efetivação da proposta de educação verdadeiramente inclusiva. Neste trabalho discutimos a colaboração/parceria numa perspectiva que articula os diferentes segmentos de profissionais da escola na interlocução com a família, perspectiva que almeja potencializar a aprendizagem do aluno PAEE. Apresentamos experiência desenvolvida com aluno da Educação Infantil, no contexto de uma escola municipal do interior do estado de São Paulo, em que a vice-diretora/pesquisadora apresenta processos colaborativos desenvolvidos entre professora regente, professora do Atendimento Educacional Especializado (AEE) e agente educacional, sujeitos que se responsabilizaram por elaborar e desenvolver projetos, atividades e materiais pedagógicos para o referido aluno. Os dados produzidos para este trabalho contemplam: Diário de Bordo das professoras, Plano de Desenvolvimento Individual (PDI) do aluno, registro avaliativo da mãe do aluno, caderno de registro cotidiano da vice-diretora e registro reflexivo das professoras e agente educacional sobre suas experiências junto ao aluno PAEE. A produção dos dados foi analisada a partir do paradigma indiciário. A colaboração/parceria foi possibilitada através da constituição de um grupo onde os sujeitos se apoiaram mutuamente, experimentaram ações conjuntas e tinham sentimentos de pertença produtiva, em torno do objetivo comum de garantir a aprendizagem do aluno PAEE. A participação da família foi primordial para o alcance dos objetivos propostos com o aluno PAEE.ResumenEl presente artículo es un recorte de una investigación que tuvo como objetivo general comprender de qué forma la estructura organizativa de una escuela pública posibilitó el trabajo con los alumnos con discapacidad para la realización de la propuesta educativa verdaderamente inclusiva. En este trabajo discutimos la colaboración/asociación en una perspectiva que articula los diferentes segmentos de profesionales de la escuela en la interlocución con la familia, perspectiva que pretende potencializar el aprendizaje del aluno con discapacidad. Presentamos la experiencia desarrollada con un alumno de la Educación Infantil, en el contexto de una escuela municipal del interior del estado de São Paulo, donde la vice-directora/investigadora presenta los procesos colaborativos desarrollados entre la profesora de la sala, la profesora del Atendimiento Educacional Especializados (AEE) e la agente educacional, sujetos que se responsabilizaron por elaborar y desarrollar proyectos, actividades e materiales pedagógicos para el alumno referido. Los datos producidos para este trabajo contemplan: Diario de Bordo de las profesoras, Plano de Desenvolvimiento Individual (PDI) del alumno, registro evaluativo de la madre del alumno, cuaderno de registro cotidiano de la vice-directora e registro reflexivo de las profesoras e agente educacional sobre sus experiencias con el alumno con discapacidad. La producción de los datos fue analizada a partir del paradigma indiciario. La colaboración/asociación fue posible a través de la constitución de un grupo en el cual los sujetos se apoyan mutuamente, experimentan acciones conjuntas y tuvieron sentimientos de pertenencia productiva, en torno al objetivo común de garantizar el aprendizaje del alumno con discapacidad. La participación de la familia fundamental para el logro de los objetivos propuestos con el alumno con discapacidad.Palavras-chave: Educação inclusiva, Aluno PAEE, Práticas colaborativas.Keywords: Inclusive education, Student with disabilities, Collaborative practices.Palavras clave: Educación inclusiva, Alumno com discapacidade, Prácticas inclusivas.ReferencesBETEGHELLI, Tagiane Giorgetti dos Santos. A professora coordenadora na educação infantil: na composição da organização do trabalho pedagógico e da formação dos educadores. 2018, 203p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2018.BRASIL. Marcos Políticos-Legais da Educação Especial na Perspectiva da Educação Inclusiva. Ministério da Educação. Secretaria de Educação Especial. Brasília: Secretaria de Educação Especial, 2010.CAPELLINI, Vera Lúcia Messias Fialho (org.); ZANATA, Eliana Marques; PEREIRA, Verônica Aparecida. Práticas educativas: ensino colaborativo. Práticas em Educação Especial e Inclusiva na área da deficiência mental. Bauru/SP: MEC/FC/SEE, 2008.CAPELLINI, Vera Lúcia Messias Fialho. Formação Continuada por meio da Consultoria Colaborativa: compromisso com o ensino-aprendizagem de todos os alunos. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A Pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.CHALUH, Laura Noemi. Do trabalho coletivo na escola: encontros na diferença. Pro-Posições. Campinas, vol. 21, nº 2 (62), maio/ago., 2010, pp. 207-223.FERNANDES, Carla Helena. Relatório Final de Estágio Pós-Doutoral. 2017, 300p. Universidade Estadual Paulista “Júlio de Mesquita Filho”. Rio Claro/SP: Unesp, 2017.GINZBURG, Carlo. Mitos, emblemas, sinais: morfologia e história. São Paulo: Companhia das Letras, 1989.JESUS, Denise Meirelles de; GONÇALVES, Agda Felipe Silva; VIEIRA, Alexandro Braga; EFFGEN, Ariadna Pereira Siqueira. As políticas públicas em ação no estado do Espírito Santo: o que dizem as superintendências e as secretarias municipais de educação. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.LIMA, M. E. C. C.; GERALDI, C. M. G.; GERALDI, J.W. O trabalho com narrativas na investigação em educação. Educação em Revista. Belo Horizonte, vol.31, nº.01, jan-mar., 2015, pp. 17-44.MAZZOTTA, Marcos José da Silveira. Educação Especial no Brasil: História e Políticas Públicas. 3ª ed. São Paulo: Cortez, 2001.MENDES, Enicéia Gonçalves; VILARONGA, Carla Ariela Rios; ZERBATO, Ana Paula. Ensino colaborativo como apoio à inclusão escolar: unindo esforços entre educação comum e especial. São Carlos: EdUFSCar, 2014.ORSATI, Fernanda T. Acomodações, modificações e práticas efetivas para a sala de aula inclusiva. Temas sobre Desenvolvimento, 19 (107). São Paulo: pp. 213-222, 2013.PRIMO, Dorian Regina B. S.; MOTTA JÚNIOR, Ademar Simões da. A influência da ludicidade na aquisição da aprendizagem de crianças com necessidades educativas especiais nas séries iniciais. In: CARVALHO, Edemir de; CARVALHO, Carmem Silvia B. F. (orgs.). Práticas Pedagógicas: entre as teorias e metodologias, as necessidades educativas especiais. Marília: Oficina Universitária. São Paulo: Cultura Acadêmica, 2012.RIO CLARO. Projeto Político Pedagógico da Escola Municipal Professor Victorino Machado. Rio Claro: Secretaria Municipal da Educação, 2015.RIO CLARO. Reorientação Curricular da Rede Municipal de Educação de RioClaro. Rio Claro, SP: Secretaria Municipal da Educação, 2008.RIZZI, E.; GONZALEZ, M.; XIMENES, S. Direito humano à educação. Coleção Manual de Direitos Humanos. 2ª ed. Organização: Plataforma Dhesca Brasil e Ação Educativa. Brasília: vol. 7, novembro de 2011.ROSALEN, Patrícia C. Práticas colaborativas no trabalho com alunos Público-alvo da Educação Especial (PAEE): o cotidiano de uma escola polo. 2019, 242p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2019.SÁNCHEZ, Pilar Arnaiz. A educação inclusiva na Espanha. In: FÁVERO, Osmar; FERREIRA, Windys; IRELAND, Timothy; BARREIROS, Débora (orgs.). Tornar a educação inclusiva. Brasília: UNESCO, 2009.SASSAKI, Romeu Kasumi. Inclusão: o paradigma do século 21. Inclusão – Revista da Educação Especial. Brasília, vol. 1, nº 1, out. 2005, pp. 19-23.SIGOLO, Sílvia Regina R. L. Envolvimento Familiar e Educação Inclusiva: uma mútua contribuição. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.VELTRONE, Aline Aparecida; MENDES, Enicéia Gonçalves. Percepções dos alunos com deficiência intelectual sobre sua matrícula na classe especial e classe comum. Revista Eletrônica de Educação, vol. 5, nº. 2. São Carlos/SP: UFSCar, Programa de Pós-Graduação em Educação, novembro de 2011, pp. 59-81.ZERBATO, Ana Paula; MENDES, Enicéia Gonçalves. Desenho universal para a aprendizagem como estratégia de inclusão escolar. Educação Unisinos, vol. 22, nº 2, abril-junho 2018, pp.147-155.e3579065

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11

Flynn, Mark, I. W. Kelly, and Hannu Soini. "Education Students' Description of Learning ‘Disabilities’." Perceptual and Motor Skills 86, no. 2 (April 1998): 673–74. http://dx.doi.org/10.2466/pms.1998.86.2.673.

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295 first-and fourth-year students in the College of Education at the University of Saskatchewan, Canada were asked to describe learning disabilities. When the descriptors they used were categorized, nonparticipation in the classroom formed the largest single category.

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12

Wolfe, Pamela S., and Wanda J. Blanchett. "Sex Education for Students with Disabilities." TEACHING Exceptional Children 36, no. 1 (September 2003): 46–51. http://dx.doi.org/10.1177/004005990303600106.

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13

Barga, Nancy K. "Students with Learning Disabilities in Education." Journal of Learning Disabilities 29, no. 4 (July 1996): 413–21. http://dx.doi.org/10.1177/002221949602900409.

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Lehr, Donna, Lauren Katzman, Leroy Clinton, and Eileen E. Sullivan. "Character Education and Students with Disabilities." Journal of Education 187, no. 3 (October 2007): 71–83. http://dx.doi.org/10.1177/002205740718700306.

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The national effort to strengthen character education for all students can benefit from and is a benefit to students with disabilities. The inclusion of ordinary students with disabilities and their relationships with their peers without disabilities can serve to enhance character education efforts by serving to illustrate the complexities of ablesim and by providing opportunities for and creating a climate of personal rsponsibility, kind acceptance, and thoughtful citizenship. Providing opportunities for students with even the most severe disabilities to participate in character education provides a context where teachers must expand their repertoire of effective pedagogical methods. Further, while the character education curriculum used for teaching students should be used for teaching all students, some with disabilities have individualized program goals focusing explicitly on aspects of character education, making their inclusion in the curriculum even more pressing.

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15

BROLIN, DONN E., and NORMAN C. GYSBERS. "Career Education for Students With Disabilities." Journal of Counseling & Development 68, no. 2 (November 12, 1989): 155–59. http://dx.doi.org/10.1002/j.1556-6676.1989.tb01348.x.

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16

Colclasure, Blake C., Andrew C. Thoron, and Sarah E. LaRose. "Teaching Students with Disabilities: Intellectual Disabilities." EDIS 2016, no. 6 (August 8, 2016): 3. http://dx.doi.org/10.32473/edis-wc261-2016.

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This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC599/WC261: Teaching Students with Disabilities: Intellectual Disabilities (ufl.edu)

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Belch, Holley A. "Retention and Students with Disabilities." Journal of College Student Retention: Research, Theory & Practice 6, no. 1 (May 2004): 3–22. http://dx.doi.org/10.2190/mc5a-dhrv-1ghm-n0cd.

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Mastropieri, Margo A., and Thomas E. Scruggs. "Science for Students With Disabilities." Review of Educational Research 62, no. 4 (December 1992): 377–411. http://dx.doi.org/10.3102/00346543062004377.

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19

Busch, Todd W., Kari Pederson, Christine A. Espin, and Jacalyn W. Weissenburger. "Teaching Students with Learning Disabilities." Journal of Special Education 35, no. 2 (July 2001): 92–99. http://dx.doi.org/10.1177/002246690103500204.

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20

Browder, Diane M. "Educating Students with Severe Disabilities." Journal of Special Education 31, no. 1 (April 1997): 137–44. http://dx.doi.org/10.1177/002246699703100112.

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21

Wang, Yong-Shun, Liu Liu, Xiao-Wen Wei, and Martin E. Block. "The Self-Efficacy of Preservice Physical Education Teachers in Disabilities Education in China." Sustainability 12, no. 18 (September 4, 2020): 7283. http://dx.doi.org/10.3390/su12187283.

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The adapted physical education (APE) field is developing vigorously in China, and an increasing number of students with physical education (PE) as their major will encounter students with disabilities in their future teaching careers. This study thus surveyed PE major students from eight Chinese sports colleges and universities in order to explore how perceived social support could affect the self-efficacy of PE major students who are expected to face students with different types of disabilities; furthermore, it aimed to demonstrate the regulating effect of APE studies and internships. The survey found that (1) perceived social support positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities; (2) APE studies and internships positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities, and; (3) APE studies and internships strengthened perceived social support’s effects on self-efficacy among Chinese PE majors who would be facing students with different types of disabilities.

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22

Eid, Yossef Mohamed Yossef. "Emotional Intelligence of Students with Learning Disabilities and Students with Intellectual Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 152–60. http://dx.doi.org/10.9756/int-jecse/v14i1.221020.

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Many recent studies across the world present a dire lack of research on Emotional Intelligence (EI) in the field of individuals with disabilities. This study could be an academic call to conduct more research on the (EI) of students with disabilities. The purpose of the study is to examine the differences in (EI) between students with learning disabilities (LDs) and students with intellectual disabilities (IDs) in the kingdom of Saudi Arabia. One hundred students participated in the study: fifty students with learning disabilities aged six to twelve years and fifty students with intellectual disabilities aged eight to fifteen years. The Emotional Intelligence Picture Scale for Disabled Children (prepared by the researcher) was the standardized scale used to collect data. The results showed that there were differences between students with LDs and students with IDs in the total score and components of Emotional Intelligence. There is a relationship between age and Emotional Intelligence for both students with LDs and students with IDs. The study concluded that there is a need to introduce EI counseling programs to improve the components of EI. It can help students with IDs gain better control over their emotions and teach necessary skills for daily living. The study recommended that it is important to deal with EI over the lifespan of the disabled students to try to introduce counseling programs for the students who have problems in EI. It is useful for inclusion schools in the kingdom of Saudi Arabia, to implement the EI pictogram scale to identify the level of EI of students with disabilities.

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23

Bueso, Leah. "Civic Equity for Students With Disabilities." Teachers College Record: The Voice of Scholarship in Education 124, no. 1 (January 2022): 62–86. http://dx.doi.org/10.1177/01614681221086092.

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Background/Context: In its pursuit for equal opportunity for all students, the field of civic education has largely ignored a significant segment of the school population: students with disabilities (SWD). While numerous studies have documented the benefits of high-quality civic learning for youth, these benefits are not equally distributed among students. Indeed, White students, economically advantaged students, and students in higher tracked classes are the most likely to participate in high-quality civic learning opportunities. Meanwhile, little is known about the high-quality civic learning opportunities provided to SWD because they are routinely absent from research and policy discussions. Purpose/Objective/Research Question/Focus of Study: Any meaningful commitment to respecting SWD as competent, contributing citizens in a democratic society requires preparing them to advocate for themselves and for others as fully as possible, which in turn requires high-quality civic learning opportunities in our schools. Moreover, we need to better understand which students are included in civic education and in what ways because these efforts communicate important lessons about who is a valued member of “we the people” and the school community. As such, this study explores the current landscape of civic education for SWD by examining the extent to which they receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities. Research Design: Drawing on more than 48,000 survey responses from high school students in Chicago Public Schools, a quantitative analysis was conducted to examine the relationship between four demographic variables (disability status, socioeconomic status, race/ethnicity, and gender) and seven outcome variables attending to both traditional and digital forms of civic education. Notably, this appears to be the first large-scale empirical study to examine these indicators for SWD. Conclusions/Recommendations: There are statistically significant differences between the civic education experiences provided to SWD and students without disabilities, even when controlling for socioeconomic status, race/ethnicity, and gender. In particular, SWD are more likely to be excluded from discussion-based experiences than service-based experiences. Moreover, the magnitude of the differences based on disability status was equal to or greater than that of the differences explained by other demographic variables in the majority of cases. These findings demonstrate that disability status is a factor that deserves greater attention in civic education research and pedagogy.

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24

Conderman, Greg, Toni Van Laarhoven, Jesse Johnson, and Lisa Liberty. "Wearable technologies for students with disabilities." Support for Learning 36, no. 4 (October 7, 2021): 664–77. http://dx.doi.org/10.1111/1467-9604.12386.

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25

Stage, Frances K., and Nancy V. Milne. "Invisible Scholars: Students with Learning Disabilities." Journal of Higher Education 67, no. 4 (July 1996): 426–45. http://dx.doi.org/10.1080/00221546.1996.11780268.

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26

Geenen, Kristin, and Jim Ysseldyke. "Educational Standards and Students with Disabilities." Educational Forum 61, no. 3 (September 30, 1997): 220–29. http://dx.doi.org/10.1080/00131729709335259.

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27

Weiss, Keith E., and Jeanne B. Repetto. "SUPPORT SERVICES FOR STUDENTS WITH DISABILITIES." Community College Journal of Research and Practice 21, no. 8 (December 1997): 709–20. http://dx.doi.org/10.1080/1066892970210803.

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28

Zirkel, Perry A. ""Full Inclusion" of Students with Disabilities." NASSP Bulletin 77, no. 553 (May 1993): 96–100. http://dx.doi.org/10.1177/019263659307755314.

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29

Zirkel, Perry A. "Students with Disabilities: The Dangerousness Exception." NASSP Bulletin 83, no. 608 (September 1999): 112–16. http://dx.doi.org/10.1177/019263659908360812.

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30

Wisniewski, Lech, and Robert Sedlak. "Assistive Devices for Students with Disabilities." Elementary School Journal 92, no. 3 (January 1992): 297–314. http://dx.doi.org/10.1086/461694.

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31

Selekman, Janice. "Nursing Students With Learning Disabilities." Journal of Nursing Education 41, no. 8 (August 2002): 334–39. http://dx.doi.org/10.3928/0148-4834-20020801-05.

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32

Hove, Geert Van, Alice Schippers, and Minne Bakker. "Editorial: Students with Disabilities in Higher Education." Social Inclusion 6, no. 4 (December 6, 2018): 103–6. http://dx.doi.org/10.17645/si.v6i4.1792.

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This editorial will at first present the thirteen different articles published in the issue. On a second level, we will focus on “overarching themes”. Those themes should be understood as links between the different articles in this volume.

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33

Aluko, Folake Ruth, and Motlalepule Ruth Mampane. "Students with Disabilities’ Access to Distance Education:." International Journal of African Higher Education 9, no. 1 (June 17, 2022): 94–115. http://dx.doi.org/10.6017/ijahe.v9i1.15237.

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There has been much debate on access and social justice, and the role ofdistance education in redressing social injustices. However, little is knownabout these issues in relation to students with disabilities. The South AfricanDepartment of Higher Education and Training’s Strategic Policy Frameworkon Disability for the Post-School Education and Training System aims to improvepeople with disabilities' access to and success in post-school education andtraining. The document notes that despite the ground gained in transforming the the country's higher education landscape, systematic, institutional and personal challenges persist in relation to integrating such students into postschool education and training. This article highlights the challenges typically encountered by students with disabilities despite policy responses and why these have not worked. It proposes transformational leadership nestled within Ubuntu to transform the issue of disability in post-school education and training and offers directions for further research directions. Key words: distance education; disability; access, social justice; Ubuntu;transformational leadership

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34

Hwang, Mijeong, Yu-ri Kim, and Yunhee Park. "Sexuality Education for Students with Developmental Disabilities." Journal of special education : theory and practice 23, no. 2 (June 30, 2022): 29–57. http://dx.doi.org/10.19049/jsped.2022.23.2.02.

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35

Viktorov, Dmitriy V. "Metaprofile physical education of students with disabilities." Vestnik Tomskogo gosudarstvennogo universiteta, no. 429 (February 1, 2018): 184–88. http://dx.doi.org/10.17223/15617793/429/23.

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36

Heiman, Tali, and Karen Precel. "Students with Learning Disabilities in Higher Education." Journal of Learning Disabilities 36, no. 3 (May 2003): 248–58. http://dx.doi.org/10.1177/002221940303600304.

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37

McGill, Tama, and Laura K. Vogtle. "Driver's Education for Students with Physical Disabilities." Exceptional Children 67, no. 4 (April 2001): 455–66. http://dx.doi.org/10.1177/001440290106700402.

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Although driving has a great impact on employment, self-esteem, and quality of life for adolescents, students with physical disabilities are not considered for driving programs in secondary schools. Such exclusion forces students to seek alternative driving programs, which are costly and difficult to locate. No studies have examined the perceptions of students with physical disabilities regarding the process of learning to drive. This study used qualitative interviews to develop an understanding of such perceptions. Results indicated participants felt driving would add freedom, independence, and responsibility to their lives and increase their educational, employment, and recreational choices. Most participants indicated they preferred to be included in high school driver's education. Personal experiences revealed that enrollment in that class was either delayed or not presented as an option.

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38

Downing, June E., Joanne Eichinger, and Lllly J. Williams. "Inclusive Education for Students with Severe Disabilities." Remedial and Special Education 18, no. 3 (May 1997): 133–42. http://dx.doi.org/10.1177/074193259701800302.

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Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.

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Brigham, Frederick J., Thomas E. Scruggs, and Margo A. Mastropieri. "Science Education and Students with Learning Disabilities." Learning Disabilities Research & Practice 26, no. 4 (November 2011): 223–32. http://dx.doi.org/10.1111/j.1540-5826.2011.00343.x.

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40

John, Jeffrey Alan. "Students with Disabilities Win Equal Education Opportunity." Journalism Educator 45, no. 4 (December 1990): 12–16. http://dx.doi.org/10.1177/107769589104500403.

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41

Andre, Kate, and Stephen Manson. "Students with disabilities undertaking clinical education experience." Collegian 11, no. 4 (January 2004): 26–30. http://dx.doi.org/10.1016/s1322-7696(08)60471-0.

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42

Nelson, Ron, and Benjamin Lignugaris/Kraft. "Postsecondary Education for Students with Learning Disabilities." Exceptional Children 56, no. 3 (November 1989): 246–65. http://dx.doi.org/10.1177/001440298905600310.

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Increasingly, students with learning disabilities are attending community colleges and traditional 4-year colleges and universities. This article presents the results of a review of the literature on services available or recommended for students with learning disabilities. The results suggest that postsecondary institutions have begun to provide a wide array of services to these students. There is little empirical evidence, however, on the effectiveness of those services. An agenda for future research is also discussed.

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43

Cawley, John F., Harris Kahn, and Angelo Tedesco. "Vocational Education and Students with Learning Disabilities." Journal of Learning Disabilities 22, no. 10 (December 1989): 630–34. http://dx.doi.org/10.1177/002221948902201008.

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44

Rivera, Diane Pedrotty. "Mathematics Education and Students with Learning Disabilities." Journal of Learning Disabilities 30, no. 1 (January 1997): 2–19. http://dx.doi.org/10.1177/002221949703000101.

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45

Deck, Mary, Janna L. Scarborough, Margaret S. Sferrazza, and Dana M. Estill. "Serving Students with Disabilities." Intervention in School and Clinic 34, no. 3 (January 1999): 150–55. http://dx.doi.org/10.1177/105345129903400305.

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46

Morgan, Paul L., George Farkas, Marianne M. Hillemeier, Yangyang Wang, Zoe Mandel, Christopher DeJarnett, and Steve Maczuga. "Are students with disabilities suspended more frequently than otherwise similar students without disabilities?" Journal of School Psychology 72 (February 2019): 1–13. http://dx.doi.org/10.1016/j.jsp.2018.11.001.

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47

Ellery, Peter J., Judith Rabak-Wagener, and Richard D. Stacy. "Special Educators Who Teach Health Education." Remedial and Special Education 18, no. 2 (March 1997): 105–12. http://dx.doi.org/10.1177/074193259701800204.

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Current educational practices indicate that an increasing number of students with disabilities may now be receiving health education services through specialist health education teachers instead of special education teachers. In this survey, we explored the extent to which special education teachers in the state of nebraska taught health education to students with disabilities and how prepared they felt they were to teach in this area. Results of the study showed that almost one third of the special education teachers responding to the survey taught health education to students with disabilities but also indicated that many of these teachers did not perceive themselves as being adequately prepared or confident in their ability to address health education issues related to students with disabilities. Further research and curriculum development for teaching health to students with disabilities are recommended.

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48

Merrell, Kenneth W. "Differentiating Low Achieving Students and Students with Learning Disabilities." Journal of Special Education 24, no. 3 (October 1990): 296–305. http://dx.doi.org/10.1177/002246699002400304.

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49

Reeser, Linda Cherrey. "Students with Disabilities in Practicum." Journal of Social Work Education 28, no. 1 (January 1992): 98–109. http://dx.doi.org/10.1080/10437797.1992.10778761.

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50

Whiting, Paul. "The Effects of Using a Writer in Examinations on Senior Students With and Without Learning Disabilities." Australasian Journal of Special Education 20, no. 1 (1996): 61–69. http://dx.doi.org/10.1017/s1030011200023605.

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Provision of a writer for students with learning disabilities in examinations is still controversial among some academics and teachers. This is partly due to a lack of empirical research demonstrating the effects of such provisions on the performance of the student with learning disabilities compared to that of the student without learning disabilities. This study addressed the question of equity in the granting of such a provision, by reviewing the literature on the factors relevant to the written compositions of students with learning disabilities. An exploratory study of the examination scripts of students with learning disabilities and students without learning disabilities was conducted. The scripts were produced with and without the provision of a writer. The study revealed that while students with learning disabilities performed considerably better when using a writer, students without learning disabilities appeared to perform worse. A follow-up questionnaire explored some possible reasons for this pattern of performance. The paper concludes that, while there are still unresolved problems surrounding the use of a writer, such a provision for students with learning disabilities may not put students without learning disabilities at a comparative disadvantage, and so may be accepted as equitable. Further research is suggested.

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