scholarly journals Effects of History and Culture on Attitudes toward Special Education: A Comparison of Finland and Norway

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Marjatta Takala ◽  
Rune Sarromaa Hausstätter
Keyword(s):  
Special Education ◽  
Teacher Education Program ◽  
Intervention Strategy ◽  
Effective Teacher ◽  
Strong Focus ◽  
Flexible Part ◽  
Part Time ◽  
Successful School

This paper discusses the role of special education in Finland and Norway. There are major differences in how special education is understood in these countries. The different perspective that Finland and Norway have on the concept of inclusion is also striking. The PISA test results show that the Finnish school is performing well, partly because of flexible part-time special education; the early intervention strategy also plays a role in this success. These aspects are making Finnish schools inclusive; support is offered immediately when it is needed without any bureaucratic process. An effective teacher education program is also a key element in creating a successful school system. Norway’s relatively weak educational results could mean that despite their strong focus on inclusion, Norwegian schools are not inclusive. The quality of special education is debated. If it is true that special education is helping to create success in schools, then clearly there is a need to discover more about the different systems and what factors may influence that success. Despite the close geographical and political relationship between Norway and Finland, there exists clear differences in the educational area.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

The Role of Part-time Faculty in the Quality of Instruction

1993 ◽  
Vol 48 (4) ◽  
pp. 15-26 ◽  
Author(s):  
Elinor Kelley Grusin ◽  
Barbara Straus Reed
Keyword(s):  
Quality Of Instruction ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

scholarly journals The role of a nurse in geriatric practice

2017 ◽  
Vol 21 (1) ◽  
pp. 45 ◽  
Author(s):  
Claudia Konson
Keyword(s):  
Special Education ◽  
Nursing Care ◽  
Geriatric Nursing ◽  
Geriatric Nurses

This review accentuates the problems of geriatric nursing care - areas of activities, which has not received to date widespread development in Russia. Meanwhile, the experience of countries, having the developed geriatric services, indicates that these activities are standardized and well structured, which allows to judge about the quality of geriatric nursing. The review deals with foreign resources that serve the objectives of obtaining special education of nurses as well as the substantial support in the practice of geriatric nurses.

Working Together

1998 ◽  
Vol 19 (6) ◽  
pp. 357-368 ◽  
Author(s):  
NANCY K. FRENCH
Keyword(s):  
Special Education ◽  
Student Teachers ◽  
Special Education Teachers ◽  
Matched Pairs ◽  
Instructional Roles ◽  
Working Together ◽  
The Relationship ◽  
Initial Exploration

Paraeducators have become vital contributors to service delivery in special education programs. The duties of paraeducators and their performance of those duties are much discussed but not well documented. The supervision of paraeducators falls largely on the shoulders of special education teachers who are relatively unprepared to assume this supervisory role. This study served as an initial exploration into (a) the relationship between 18 matched pairs of teachers and paraeducators assigned to resource programs, (b) the duties that these paraeducators performed, (c) their preparation for the job, (d) the quality of their work, and (e) the thinking of the teachers who held supervisory responsibility. Results indicated that the paraeducators served primarily in instructional roles and that their performance was satisfactory. Teachers were divided in their beliefs about the fundamental role of paraeducators---whether they were assistants to the teacher or assistants to the student. Teachers said, in many different ways, that they were reluctant to provide supervision, and preferred to think of paraeducators as peers rather than supervisees.

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

2019 ◽  
Vol 52 (6) ◽  
pp. 456-467 ◽  
Author(s):  
Leena Holopainen ◽  
Airi Hakkarainen
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
School Achievement ◽  
Compulsory Education ◽  
Male Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Part Time ◽  
And Mathematics

This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

An Overview of Facilities Providing Clinical Services for Persons Who Stutter in Kuwait

2016 ◽  
Vol 1 (4) ◽  
pp. 79-95
Author(s):  
Latifa Alsalmi ◽  
Robert Mayo
Keyword(s):  
Special Education ◽  
Department Heads ◽  
Clinical Services ◽  
Medical Settings ◽  
Non Profit ◽  
Future Studies ◽  
Language Services ◽  
Medical Centers ◽  
Clinical Directors

Presently, no clear picture is available about the facilities providing clinical services for persons who stutter (PWS) in Kuwait. This information is crucial for any awareness program to be established in the future. The purpose of this study was to identify clinical facilities and speech-language personnel that provide services for PWS in Kuwait. Participants consisted of 21 clinical directors of governmental medical centers, non-profit clinics, and private clinics as well as department heads of governmental school clinics where speech-language services were provided. Participants were interviewed regarding the availability of speech-language services within their centers and whether or not PWS receive services. The results revealed that four out of five governmental medical centers with a total of 32 speech-language pathologists (SLPs) provided services for PWS. Additionally, 12 schools of special education were found to have 62 SLPs on their staff providing fluency services for students. Finally, two stand-alone private clinics and one non-profit clinic provided services for PWS. Results indicated an overall shortage of SLPs in the country, especially in medical settings. This study sets the foundation for a series of future studies investigating the type and quality of stuttering services provided by the identified facilities in Kuwait.

Cognitive Health Counseling 40+

2013 ◽  
Vol 21 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Anne Eschen ◽  
Franzisca Zehnder ◽  
Mike Martin
Keyword(s):  
Outcome Variable ◽  
Pilot Phase ◽  
Subjective Memory ◽  
Cognitive Health ◽  
Health Counseling ◽  
Agents Of Change ◽  
Main Outcome Variable ◽  
Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

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