Research Findings have revealed that Canada's indigenous peoples are incarcerated in federal and provincial/territorial correctional facilities in numbers far in excess of their representation in the general population. Only recently, however, has attention been given to the development of policies and programmes to address the special needs of incarcerated indigenous offenders during confinement and upon release. Concurrent with this has been an increasing involvement by indigenous communities, bands and organizations to develop alternative correctional strategies which are community-based and designed to better address the needs of offenders, victims and communities.
This paper describes the results of an exploratory survey aimed to examine the experience of a group of special needs teachers on the use of ICT in teaching to students with autism spectrum disorder. It is focused on the effectiveness of video modeling as a tool through which to learn (self-learning and imitation) specific skills in the field of personal autonomy. By sharing the thought of Rossi (2012), which has stated that "digital technologies provide to school an extraordinary opportunity to put on the agenda the issue of learning and, together with it, the professionalism of teachers", the authors handed out a questionnaire to a group of special needs teachers of a Comprehensive School in Palermo with the purpose to investigate the perceived effectiveness experienced in the use of ICT for the achievement of different learning objectives and on critical issues. This work offers a detailed analysis of the investigated areas and the results from the survey, proposing a critical reflection on the emerged issues.
A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).
Some critical issues in special needs education as they relate to visual impairment in Nigeria
