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Bedoin, D. – European Journal of Special Needs Education, 2011
This paper deals with English teachers who work with deaf and hard-of-hearing (D/HH) students. In France deaf students are required to attend foreign language classes--mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are…
Descriptors: Educational Needs, Deafness, Foreign Countries, English Teachers
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Soulis, Spiridon-Georgios – European Journal of Special Needs Education, 2009
The aim of the present study was to evaluate six characteristics of effective special pre-school teachers, similar to those used in the relevant literature. The study participants were all special teachers (n = 226), serving in Greek state and community pre-primary educational institutions (i.e. kindergartens and day nurseries) for children with…
Descriptors: Teacher Characteristics, Schools, Foreign Countries, Special Education Teachers
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Emam, Mahmoud M.; Farrell, Peter – European Journal of Special Needs Education, 2009
The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children…
Descriptors: Educational Needs, Autism, Systems Approach, Teacher Aides
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Nutbrown, Cathy; Clough, Peter – European Journal of Special Needs Education, 2004
This paper reports a study to investigate the views of early childhood educators working in a range of early childhood settings in four European countries, Denmark, Greece, Italy and the UK. Recent research into European perspectives on early education, special educational needs and inclusion is reviewed highlighting: a multinational call for…
Descriptors: Foreign Countries, Preschool Teachers, Inclusive Schools, Teacher Attitudes
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Burford, Bronwen – European Journal of Special Needs Education, 1988
Rhythmic groups of cyclical movements--action cycles--were identified during interactions between adults and subjects (12 children, aged 8-18, and 6 young adults with profound mental handicap). Subjects performed similar actions for apparently similar reasons at similar rates to their caregivers, giving strong indication of a biologically robust…
Descriptors: Children, Experiential Learning, Interaction, Interpersonal Communication