Elementary Age Special Education Students Using Self-Directed or Tutor-Assisted Computer-Aided Instruction to Develop Keyboarding Skills

1990 ◽  
Vol 6 (2) ◽  
pp. 215-229 ◽  
Author(s):  
Roy Allen Tenney ◽  
Russell T. Osguthorpe
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students ◽  
Computer Aided Instruction ◽  
Computer Aided

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.

A Report on the Colorado Statewide Follow-up Survey of Special Education Students

1985 ◽  
Vol 51 (5) ◽  
pp. 397-404 ◽  
Author(s):  
Dennis E. Mithaug ◽  
Chiyo N. Horiuchi ◽  
Peter N. Fanning
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students

scholarly journals The prevalence of tic disorders in children and adolescents in Brazil

2014 ◽  
Vol 72 (12) ◽  
pp. 942-948 ◽  
Author(s):  
Helvio L. Alves ◽  
Elizabeth M. A. B. Quagliato
Keyword(s):  
Special Education ◽  
Children And Adolescents ◽  
Tourette Syndrome ◽  
Special Education Students ◽  
Tic Disorders ◽  
Education Students ◽  
Tic Disorder ◽  
Item Questionnaire ◽  
Chronic Tic Disorder

Tourette syndrome (TS) and tic disorders represent events of familiar magnitude characterized by involuntary movements and/or vocalization. To determine the prevalence of TS/tic disorders we studied a sample of 762 subjects (388 M, 374 F), between 1992 and 1997, age 6 to 43 years old, taken out of a population of 10,155 subjects (4,918 M, 5,237 F; age: 3-56 years old). A structured 4-item questionnaire, direct interview (multistaged), >1 yr follow-up, were used. 9,565 subjects (4,614 M, 4,951 F) sent back the questionnaires, 3,354 of these (1,671 M, 1,683 F) with positive answers to tics. 42 subjects (31 M, 11 F, age: 7-21 years old, mean: 11 years old) met the DSM-III-R criteria. The total minimal prevalence of TS is 0.43%, with a 3:1 ratio male/female. The minimal prevalence of chronic tic disorder is 2.27%. The total minimal prevalence for tic disorders at all is 2.91%. No special education students participation.

Sign in / Sign up

Export Citation Format

Share Document