scholarly journals Berard Auditory Integration Training: Paving the Way Back to Mainstream Education

2020 ◽  
Author(s):  
Lars Persson ◽  
Britta Alin - Åkerman
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students ◽  
Scholastic Performance ◽  
Mainstream Education ◽  
Auditory Integration Training ◽  
Auditory Integration ◽  
The Way

This study evaluated Berard Auditory Integration Training as a method for enhancing scholastic performance in special education students with the aim of transfer back to mainstream education.

scholarly journals Berard Auditory Integration Training: Paving the Way Back to Mainstream Education

2020 ◽  
Author(s):  
Lars Persson ◽  
Britta Alin - Åkerman
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students ◽  
Scholastic Performance ◽  
Mainstream Education ◽  
Auditory Integration Training ◽  
Auditory Integration ◽  
The Way

This study evaluated Berard Auditory Integration Training as a method for enhancing scholastic performance in special education students with the aim of transfer back to mainstream education.

scholarly journals “We Kind of do not Dare to Tell Everybody that we are in a Program for Disabled Students, Because Some are Afraid that they will be Made Fun of.”

2021 ◽  
pp. 1-24
Author(s):  
Anna Björk Sverrisdóttir ◽  
Geert Van Hove
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Power Relations ◽  
Special Education Students ◽  
Education Students ◽  
Disabled Students ◽  
The World ◽  
Common Thread ◽  
The Way

Abstract Implementing inclusive education has proven problematic all over the world. The reasons are multiple, but one of them can presumably be related to the way students with disabilities are “created”, viewed, and responded to as “special education students” within schools. To challenge this, we need to understand students’ position within the school. In this article, the focus is on identifying the position of students who receive special education in schools in Iceland by mapping their power relations and resistance within the discursive norm of special education. We use the method of thinking with theory and read data in accordance with Foucault’s theories of power relations and resistance and Deleuze and Guattari’s concepts of line of flight and becoming. Findings show that power relations affect students variously and although students’ resistance is manifested differently between individuals, a common thread is visible when resisting their static position as special education students.

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
Sign in / Sign up

Export Citation Format

Share Document