NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Assessments and Surveys
Piers Harris Childrens Self…1
What Works Clearinghouse Rating
Showing 1 to 15 of 74 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Magnússon, Gunnlaugur – European Journal of Special Needs Education, 2020
While school choice and marketisation have been studied extensively, some areas remain under-researched, for instance, the consequences of choice for the development of inclusive education. The aim of this article is to illustrate the consequences of school choice for inclusive education, as it relates to special education, using Sweden as a case…
Descriptors: Foreign Countries, Inclusion, School Choice, Immigrants
Peer reviewed Peer reviewed
Direct linkDirect link
Moberg, Sakari; Muta, Etsuko; Korenaga, Kanako; Kuorelahti, Matti; Savolainen, Hannu – European Journal of Special Needs Education, 2020
The aim of this study was to analyse and compare teachers' attitudes towards inclusive education in two culturally different countries: Finland and Japan. A sample of 362 Finnish and 1518 Japanese teachers participated in this survey. The teachers' attitudes varied and were rather critical. The Finnish teachers were more worried about teachers'…
Descriptors: Teacher Attitudes, Inclusion, Cultural Differences, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
McCoy, Selina; Shevlin, Michael; Rose, Richard – European Journal of Special Needs Education, 2020
The transition from primary to secondary school represents one of the key junctions in the educational career of young people. Research has shown that much of the challenge in this transition stems from changing social structures and encountering different learning environments. However, the transition experiences of students with special…
Descriptors: Foreign Countries, Student Adjustment, Students with Disabilities, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Symeonidou, Simoni – European Journal of Special Needs Education, 2019
This paper reports on the findings of a study that sought to examine firstly, the themes expressed in the art of disabled people in Greece and Cyprus and in interviews with these artists, and secondly, the ways that such art can serve the school curriculum. To this end, an electronic archive of the life stories and art of interest was analysed.…
Descriptors: Disabilities, Art Education, Foreign Countries, Artists
Peer reviewed Peer reviewed
Direct linkDirect link
Sundqvist, C.; Björk-Åman, C.; Ström, K. – European Journal of Special Needs Education, 2019
In 2010, new amendments regarding special education were made to the Finnish Basic Education Act (642/2010), and they were officially adopted in 2011. The three-tiered support system that was introduced can be considered the Finnish approach to moving education toward a more inclusive system since it emphasises all teachers' responsibility to…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Role, Inclusion
Peer reviewed Peer reviewed
Direct linkDirect link
Finnvold, Jon Erik – European Journal of Special Needs Education, 2018
This study explores the conditions that limit social participation for children with physical disabilities, and in particular, how school segregation practices affect participation in formal and informal after-school activities. In a sample of 491 children, to varying degrees, a majority of the children were taken out of ordinary classroom…
Descriptors: Physical Disabilities, School Segregation, Case Studies, After School Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Lempinen, Sonia; Niemi, Anna-Maija – European Journal of Special Needs Education, 2018
Although freedom of parental school choice has expanded to the Finnish education system, the government has maintained the principle of neighbourhood school allocation. Moreover, the Finnish education system has recently undergone a reform of its special needs education; all pupils are entitled to receive support in three categories of general,…
Descriptors: Foreign Countries, School Choice, Neighborhood Schools, Social Class
Peer reviewed Peer reviewed
Direct linkDirect link
Lillvist, Anne; Wilder, Jenny – European Journal of Special Needs Education, 2017
Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers' view of their transition practises. Thus, this study set out to examine the…
Descriptors: Learning Disabilities, Young Children, Transitional Programs, Compulsory Education
Peer reviewed Peer reviewed
Direct linkDirect link
Ianes, D.; Cappello, S.; Demo, H. – European Journal of Special Needs Education, 2017
Student voice has become increasingly important in educational research at an international level. Research in Italy on school integration of students with disabilities has almost entirely left behind student voice. The very few researches based on student voice suggest that there is a mismatch between student and teacher voices when faced with…
Descriptors: Foreign Countries, Teacher Attitudes, Student Attitudes, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Hebron, Judith; Bond, Caroline – European Journal of Special Needs Education, 2017
The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this…
Descriptors: Pervasive Developmental Disorders, Autism, Mainstreaming, Parent Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Bond, Caroline; Hebron, Judith – European Journal of Special Needs Education, 2016
The majority of children and young people with autism spectrum disorder are educated in mainstream schools. The diverse needs of this group of pupils has led to a continuum of provision being promoted in the UK and other countries, and developed at a local level. This continuum includes mainstream schools with resource provision which can offer…
Descriptors: Pervasive Developmental Disorders, Mainstreaming, Participant Satisfaction, Followup Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Paniagua, Alejandro – European Journal of Special Needs Education, 2015
The context of Special Education is a privileged space to study participation. Most professionals and teachers have long assumed the participation and collaboration with families as a central tenet of their interventions. On the other hand, parents with children with Special Educational Needs (SEN) have also been described as being permanently…
Descriptors: Immigrants, Family Involvement, Special Education, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Day, Thérèse; Prunty, Anita – European Journal of Special Needs Education, 2015
While much progress has been made in relation to including students in mainstream education in Ireland, significant challenges remain. Despite positive attitudes, the implementation of effective inclusive practice at school level persists as one of the most pervasive challenges. This study investigated how six Irish schools, three primary and…
Descriptors: Foreign Countries, Inclusion, Elementary Schools, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
Norwich, Brahm; Ylonen, Annamari – European Journal of Special Needs Education, 2015
This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three…
Descriptors: Classroom Techniques, Alternative Assessment, Educational Principles, Program Descriptions
Peer reviewed Peer reviewed
Direct linkDirect link
Lesar, Irena; Smrtnik Vitulic, Helena – European Journal of Special Needs Education, 2014
The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec 1994). For the entire group of D/HH students, the results of…
Descriptors: Self Esteem, Deafness, Special Schools, Comparative Analysis
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5