Special educational needs
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Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources Open
Inclusive education often refers to a school model wherein students with special needs (SEN) spend most of their school time with students without special needs. According to literature, for the implementation of inclusion, the attitudes t…
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How Inclusive Interactive Learning Environments Benefit Students Without Special Needs Open
Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach wi…
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Intersectionality: A pathway towards inclusive education? Open
This article aligns with recent international approaches to inclusive education and argues for a broadened understanding of the term, specifically in the context of Austria, which currently focuses only on children with disabilities. The a…
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ICT in special education Open
In recent years, worldwide and in our country, the view has been established that all students, regardless of any element of differentiation, special need or characteristic related to national, cultural or social identity, should have equa…
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Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work Open
Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N = …
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Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool Open
Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers' attitudes towards inclusive education in preschool education in Portugal and …
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Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education Open
The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special e…
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Social participation of students with special educational needs in different educational systems Open
© 2015 Educational Studies Association of Ireland. Yearly data are collected describing progress in inclusive education. Frequently used criteria are the percentages of students attending special schooling or percentages of students offici…
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How inclusion became exclusion: policy, teachers and inclusive education Open
It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings …
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The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality Open
Government efforts to legitimize the implementation of inclusive education for children with special needs in regular schools ranging from primary education to secondary education, the more opportunities to expand opportunities for childre…
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Satisfaction With the Collaboration Between Families and Schools – The Parent’s View Open
Families and schools are two of the central living environments of children. Their collaboration is therefore seen as an important factor in education, having a high impact on learning outcomes, motivation, and children’s health. Neverthel…
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Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education Open
The central issue of this article is teachers’ experiences with the inclusion of pupils with special educational needs (SEN) in primary and lower secondary schools, both in terms of the teachers’ own challenges and the situation of the pup…
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Working with Students with Special Educational Needs and Predictors of Burnout. The Role of ICTs. Open
The purpose of this study was to examine the burnout dimensions of professionals working with students with special educational needs and the role played by their personal traits in the prevalence of the syndrome. To examine this objective…
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Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings Open
The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in…
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Special Educational Needs: A Guide for Inclusive Practice Open
Foreword - Baroness Warnock PART ONE: POLICY, PRACTICE AND PROVISION Introduction - Gavin Reid and Lindsay Peer Special and Additional Support Needs in England and Scotland: Current Dilemmas and Solutions - Sheila Riddell, Elisabet Weedon …
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The development of inclusive learning relationships in mainstream settings: A multimodal perspective Open
The debate regarding the inclusion of children with Special Educational Needs and Disabilities (SEND) in mainstream education in the UK partly revolves around what makes the classroom environment inclusive. Through the potential
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The School Career of Children With Hearing Loss in Different Primary Educational Settings—A Large Longitudinal Nationwide Study Open
Children with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority St…
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Parental involvement during COVID-19: experiences from the special school Open
The closure of schools worldwide in response to the COVID-19 pandemic required parents to undertake key pedagogical roles to support their children’s education and movement to a remote, often virtual world of online teaching presented many…
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Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study Open
There is general support among teachers for inclusion of children with special educational needs, but many lack the confidence and knowledge to support autistic pupils. This can have an adverse effect on their education. Previous studies h…
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Orphan Children in the Educational Space of Russia (Following a Survey on Regional Guarantees of Educational Opportunities and Support for Orphans at all Levels of Education) Open
The article analyzes the results of a survey on regional executive government officials in the education as well as teachers and heads of educational institutions of all levels about providing of high quality education guarantees for orpha…
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Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review Open
Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have…
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Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study Open
Our research used an innovative methodological approach by revisiting an original study conducted 15 years previously (Morley et al., 2005). A purposive sample of 31 secondary school teachers in the UK were interviewed to explore their per…
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SCHOOL INCLUSION PROGRAMMES (SIPS) Open
The purpose of this work was to understand the school inclusion programmes ( SIP s) for students with special educational needs ( SEN ). The methodology was conducted in the field of special education ( SE ) and focuses on three case studi…
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School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms Open
Given the importance of schools as socializing institutions, a key dimension of children’s subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of chi…
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Parental Involvement in Inclusive Education of Children with Special Educational Needs Open
We investigated the involvement in their children's education at home and at school of 170 parents (148 mothers, 22 fathers) of Lithuanian children with special educational needs. The children, aged 12–16 years, were receiving their school…
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Teacher attitudes in Italy after 40 years of inclusion Open
In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected fro…
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Teachers’ Attitudes towards Inclusive Education in Kazakhstan Open
Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to i…
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Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: The Prospects and Challenges of Using the International Classification of Functioning Framework Open
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.
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Education For Children With Special Needs Open
Children have the right to experience an educational system. Education is a fundamental right for children, whether the child is healthy or has a health problem. When the medical problem of the child impairs him to learn in a normal school…
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Children with Special Needs' Opinions and Problems about Inclusive Practices Open
Identification of the needs of children with special needs and the organization of proper educational settings in light of their needs is the only way to ensure that they will become independent and productive individuals within the societ…