The quality of special education for students with special needs in ordinary classes

2005 ◽  
Vol 20 (4) ◽  
pp. 387-401 ◽  
Author(s):  
Karl J. Skårbrevik
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Special Needs

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Inclusion, School Restructuring, and the Remaking of American Society

1996 ◽  
Vol 66 (4) ◽  
pp. 762-797 ◽  
Author(s):  
Dorothy Kerzner Lipsky ◽  
Alan Gartner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
School Restructuring ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Recent Developments ◽  
American Society ◽  
Restrictive Environment

In this article, Dorothy Kerzner Lipsky and Alan Gartner discuss recent developments in special education and measure them against their inclusionary model. This article expands and updates their 1987 HER article, "Beyond Special Education: Toward a Quality System for All Students," a review of the implementation of PL 94-142, which, though the basis for placement in the least restrictive environment, in fact provided legal support for the development of separate educational systems for students with special needs. Here, Lipsky and Gartner continue their argument that the special education model must not separate those with special needs. They argue that inclusion provides all students with a quality education that is both individual and integrated, citing recent court cases that support their contention that all students can and should be educated in the same classroom. Lipsky and Gartner conclude by showing how their inclusionary model adds to the school restructuring debate, which until now has excluded any mention of students with disabilities. They believe that special education should be viewed as a matter of social justice and equity, and see inclusion as a way of both restructuring education and remaking American society.

scholarly journals SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY

2015 ◽  
Vol 14 (6) ◽  
pp. 804-820
Author(s):  
Canan Sola Özgüç ◽  
Atilla Cavkaytar
Keyword(s):  
Special Education ◽  
Science Education ◽  
Intellectual Disability ◽  
Special Needs ◽  
Scientific Literacy ◽  
Mild Intellectual Disability ◽  
Structured Interviews ◽  
Students With Special Needs ◽  
Technology Course

Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education. Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science & technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher’s diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science & technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers’ attitudes towards the necessity of the science & technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science & technology activities in order for the science & technology course to be taught in a more inclusive manner. Key words: case study, science for all, students with special needs.

scholarly journals Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka
Keyword(s):  
Special Needs ◽  
Assessment Instrument ◽  
Limited Attention ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Sense Of Humor ◽  
Current State ◽  
The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

scholarly journals Reaching Out: Extending Collaboration & Training To Educators

2015 ◽  
Vol 13 ◽  
Author(s):  
Orletta Nguyen
Keyword(s):  
United States ◽  
Special Education ◽  
Special Needs ◽  
Job Demands ◽  
The United States ◽  
Hierarchical System ◽  
Collaborative Relationships ◽  
Students With Special Needs ◽  
Training And Support ◽  
The Impact

In the United States, special education paraeducators constitute a population of educators that provide integral services to our students with special needs. This population of educators is historically and currently poorly trained and supervised; yet, they work with the most challenging conditions and student population. Existing literature has unveiled a dismal state where the paraeducators job demands are increasing while their training and support remain relatively stagnant. An area where research has not highlighted as thoroughly is the impact of the dysfunctional, hierarchical system in which paraeducators operate. In essence, paraeducators are victims of a dysfunctional system that leaves them stagnant in their learning and in a position of marginalization. To begin including and valuing these individuals and thus improving our schools, practitioners must go back to the basics and increase the extent in which we demonstrate our appreciation of paraeducators by acknowledging and including them in more collaborative relationships and providing adequate training.

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