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Pegram, Jane; Watkins, Richard C.; Hoerger, Marguerite; Hughes, John Carl – Review of Education, 2022
The last decade has seen an increased focus through policy and research for schools to move towards an evidence-informed practice. Although some practitioners now access the external research evidence when deciding which interventions to adopt in their school, research suggests many still do not. Instead, approaches to teaching and learning are…
Descriptors: Evidence Based Practice, Intervention, Foreign Countries, Elementary Schools
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Evans, Ceridwen; Toogood, Sandy; Owen-Leeds, Stephanie; Dwyfor, Leusa; Jorammanawar, Shabreen; Issa, Nour; Hughes, J. Carl – British Journal of Special Education, 2021
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing…
Descriptors: Job Training, Special Schools, Learner Engagement, Faculty Development
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O'Connor, Una; Hasson, Felicity; McKeever, Christine; Finlay, Jayne – Journal of Research in Special Educational Needs, 2021
The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu's theory of social fields, in particular, his system of relations, as a means to consider…
Descriptors: Foreign Countries, Special Schools, Teaching Assistants, Supply and Demand
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Kondellas, Bill; Fredericks, Marcel; Fredericks, Janet – American Educational History Journal, 2020
Early childhood instruction is a significant milestone in the development of a child. Educators, psychologists, and other school experts have developed materials and methods to make instructional practices more inclusive. During the process of educational reform, specialists in the field of education were confronted with epistemological concerns.…
Descriptors: Kindergarten, Special Schools, Blindness, Early Childhood Education
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Lane, Danielle; Semon, Sarah; Catania, Nicholas; Jones, Phyllis – British Journal of Special Education, 2022
In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to…
Descriptors: Inclusion, Special Schools, Equal Education, Access to Education
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Mohammadi, Mohadeseh; Borujeni, Mehdi Rafei; Movahedi, Ahmadreza; Salehi, Hamid – Journal of Intellectual Disabilities, 2022
The purpose of the present study was to examine the effects of easy goals versus difficult goals on acquisition and retention of basketball free throws in children with intellectual disability. Twenty-one children with intellectual disability were randomly assigned to an easy goals or difficult goals group. The participants were required to…
Descriptors: Goal Orientation, Difficulty Level, Skill Development, Athletics
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Winter, Sophie; Bunn, Helena – British Journal of Special Education, 2019
This article explores the perspectives of educational psychologists across England with regard to their professional involvement, role and contribution to special schools for children and young people with profound and multiple learning difficulties (PMLD). An online survey was distributed to all educational psychology services in England and to…
Descriptors: Foreign Countries, Educational Psychology, Psychologists, Role
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Bruck, Susan; Webster, Amanda A.; Clark, Trevor – Journal of Research in Special Educational Needs, 2022
Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non-matched Australia-wide sample of…
Descriptors: Transitional Programs, Students with Disabilities, Autism, Pervasive Developmental Disorders
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Tounsi, Olfa; Masmoudi, Liwa; Trabelsi, Khaled; Koubaa, Abdessalem; Clark, Cain; Anouda, Chourouk; Bahloul, Mourad – International Journal of Disability, Development and Education, 2022
In general, behavioural intervention is a more effective form of treatment. By the way, several behavioural interventions were studied in the education field to support and prevent students' behaviour among them choice making. An ABAB withdrawal design was used to examine the effects of class-wide choice making on the engagement and disruptive…
Descriptors: Participative Decision Making, Student Behavior, Mild Intellectual Disability, Students with Disabilities
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Hornby, Garry – Education Sciences, 2021
The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with…
Descriptors: Inclusion, Special Education, Learning Problems, Behavior Problems
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Jacob, Udeme Samuel; Pillay, Jace – Cypriot Journal of Educational Sciences, 2021
Objective: Reading is an indispensable skill. The study investigated the effects of music therapy on the reading skills of pupils with intellectual disability. Methods: An experimental research design was used. The sample was purposively selected from two special schools for pupils with intellectual disability in Ibadan, Nigeria. Seventeen pupils…
Descriptors: Music Therapy, Teaching Methods, Intellectual Disability, Reading Skills
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Noghondar, Narges Vali; Sohrabi, Mehdi; Taheri, Hamid Reza; Kobravi, Hamid Reza; Khodashenas, Ezzat – International Journal of Developmental Disabilities, 2021
Objective: People with Down syndrome (DS) have higher variability in their motor skills compared to other counterparts without intellectual disability. Given that the effect of physical training on the variability and accuracy is unclear, the purpose of this study was to examine the effect of nine sessions of overhand throwing training on the…
Descriptors: Down Syndrome, Psychomotor Skills, Training, Program Effectiveness
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Farias, Stephen – Odyssey: New Directions in Deaf Education, 2020
When Roberta J. Cordano became president of Gallaudet University and began her term in January 2016, it was with an air of positive transformation. Kendall Demonstration Elementary School (KDES) and the Model Secondary School for the Deaf (MSSD)--the two demonstration schools under the umbrella of Gallaudet's Laurent Clerc National Deaf Education…
Descriptors: Demonstration Programs, Elementary Schools, Secondary Schools, Inclusion
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Alduais, Ahmed; Deng, Meng – Journal of Research in Special Educational Needs, 2022
A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
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Glumbic, Nenad; Brojcin, Branislav; Ðordevic, Mirjana; Žunic-Pavlovic, Vesna – British Journal of Learning Disabilities, 2021
Background: Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild…
Descriptors: Handheld Devices, Telecommunications, Adolescents, Mild Intellectual Disability
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