تقويم فاعلية برنامج التدريب الميداني من وجهة نظر طلبة قسم التربية الخاصة في جامعة تبوك = The Evaluation of the Field Training Program Effectiveness from the Perspective of the Special Education Students in the University of Tabuk

2016 ◽  
Vol 5 (10) ◽  
pp. 91-108
Author(s):  
رويدا العطوي
Keyword(s):  
Special Education ◽  
Training Program ◽  
Program Effectiveness ◽  
Special Education Students ◽  
Education Students ◽  
Field Training ◽  
The University

Comprehension of Statistical Terms by Special Education Students

1973 ◽  
Vol 39 (5) ◽  
pp. 408-412 ◽  
Author(s):  
John A. Mclaughlin ◽  
Victor Hinojosa ◽  
Jack Trlica
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Basic Knowledge ◽  
Education Students ◽  
University Of Texas ◽  
Professional Journals ◽  
The University

Since special education students have been expected and often required to read in professional journals, a basic knowledge of statistics would seem to be helpful in effectively reading and evaluating research reports. Therefore, this investigation was designed to ascertain the level of comprehension of statistical terminology in a sample of 122 special education students from The University of Texas at Austin. Results suggested that students may not have the tools necessary to determine the worth of an article. There was indication that the problem might be alleviated through either inservice or preservice study in statistics.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

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