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Salmerón, Ladislao; Fajardo, Inmaculada; Gómez-Puerta, Marcos – European Journal of Special Needs Education, 2019
Internet offers people with intellectual disabilities (ID) unique opportunities to access information and to participate in society. But concerns have been raised about the potential risks they face when accessing the Internet (e.g. giving credit to false information, being exposed to manipulative content). As part of the current debate between…
Descriptors: Intellectual Disability, Adults, Internet, Information Literacy
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Jones, Leah; Gold, Eluned; Totsika, Vasiliki; Hastings, Richard P.; Jones, Mariel; Griffiths, Annee; Silverton, Sarah – European Journal of Special Needs Education, 2018
Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance…
Descriptors: Metacognition, Parent Education, Special Schools, Autism
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Preece, David; Symeou, Loizos; Stošic, Jasmina; Troshanska, Jasmina; Mavrou, Katerina; Theodorou, Eleni; Frey Škrinjar, Jasmina – European Journal of Special Needs Education, 2017
Parent training has been shown to be an important means of supporting families living with autism--but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three south-eastern European countries. To ensure that the training was…
Descriptors: Parent Attitudes, Altruism, Parent Education, Parent Surveys
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Denne, Louise D.; Hastings, Richard P.; Hughes, J. Carl – European Journal of Special Needs Education, 2017
Research into factors underlying the dissemination of evidence-based practice is limited within the field of Applied Behaviour Analysis (ABA). This is pertinent, particularly in the UK where national policies and guidelines do not reflect the emerging ABA evidence base, or policies and practices elsewhere. Theories of evidence-based practice in…
Descriptors: Parent Attitudes, Beliefs, Autism, Functional Behavioral Assessment
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Bacakova, Marketa; Closs, Alison – European Journal of Special Needs Education, 2013
The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese)…
Descriptors: Teacher Collaboration, Agency Cooperation, Immigrants, Asians
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Pallisera, Maria – European Journal of Special Needs Education, 2011
This paper examines transition scenarios to adult and active life in Spain from an inclusive viewpoint. For people with learning disabilities, the transition to adult life is a particularly complex process worldwide, and this is especially true in Spain. The multitude of services and professionals involved, the diversity of views regarding what…
Descriptors: Mental Retardation, Learning Disabilities, Foreign Countries, Accessibility (for Disabled)
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Zeedyk, M. Suzanne; Caldwell, Phoebe; Davies, Clifford E. – European Journal of Special Needs Education, 2009
The intervention of Intensive Interaction is gaining attention for its demonstrated effectiveness in promoting social engagement in individuals with severe communicative impairments. The present study sought to extend the evidence base for this intervention by investigating the rapidity with which an increase in engagement becomes apparent.…
Descriptors: Intervention, Learning Disabilities, Interaction, Interaction Process Analysis
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Myklebust, Jon Olav; Batevik, Finn Ove – European Journal of Special Needs Education, 2009
This article discusses the extent to which former special needs students--now in their late 20s--achieve economic independence. The emphasis is on class placement--that is, whether being educated in special or regular classes in upper secondary school contributes to favourable occupational outcomes. The empirical evidence is based on interviews of…
Descriptors: Student Placement, Special Classes, Young Adults, Special Needs Students
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Karlsson, M.; Bjorck-AKesson, E.; Granlund, M. – European Journal of Special Needs Education, 2008
Professional development in family-centred services was given to professionals supporting children with disabilities and their families with the purpose to influence ways to perform working tasks. Is it possible to change ways of working through in-service training? In order to find answers to that question perceptions of in-service training at…
Descriptors: Professional Development, Longitudinal Studies, Interviews, Questionnaires
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Asin, Antonio Sanchez; Peinado, Jose Luis Boix – European Journal of Special Needs Education, 2008
This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the…
Descriptors: Educational Needs, Educational Legislation, Compulsory Education, Young Adults
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Dulin, David – European Journal of Special Needs Education, 2007
In their specialized schooling, blind children are now frequently presented with raised line figures and maps. However, there is still much to do in evaluating the cognitive effects of training using these displays. The purpose of this research is to determine if the level of expertise in the haptic exploration, and the perception of the raised…
Descriptors: Blindness, Spatial Ability, Tactile Adaptation, Tactual Perception