NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
What Works Clearinghouse Rating
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Fayette, Rainart; Bond, Caroline – European Journal of Special Needs Education, 2018
Recent systematic reviews have found that the participation of adolescents and young people with Autism Spectrum Disorder (ASD) within research is limited despite an increasing international recognition of the importance of incorporating the views of all children and young people on matters that affect their lives. The purpose of this current…
Descriptors: Qualitative Research, Research Methodology, Pervasive Developmental Disorders, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Petrina, Neysa; Carter, Mark; Stephenson, Jennifer – European Journal of Special Needs Education, 2015
Parental perceptions of the importance of friendship development in comparison to other outcome priorities are examined in this research. Parents of children with high functioning autism between the age of 5-10?years (N?=?74) were asked to rate and rank the importance of the following six outcome priorities: friendship, social skills, physical and…
Descriptors: Parent Attitudes, Friendship, Autism, Pervasive Developmental Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Lewin, David – European Journal of Special Needs Education, 2014
This article examines the relevance of modern moral philosophy to education, with particular reference to special educational needs. Where moral philosophers explore the tension between utilitarian and deontological reasoning, they often consider the balance between the rights of the individual and the benefits or costs for the majority. I argue…
Descriptors: Special Education, Ethics, Student Needs, Moral Development
Peer reviewed Peer reviewed
Direct linkDirect link
Kemp, Steven; Petriwskyj, Anne; Shakespeare-Finch, Jane; Thorpe, Karen – European Journal of Special Needs Education, 2013
Evaluation of the Get REAL programme in an inclusive primary school setting has indicated its effectiveness in promoting pro-social behaviour for children with high functioning Autism. However, two children with co-morbid diagnoses and complex personal circumstances showed less consistent improvements. In order to explain their unique…
Descriptors: Foreign Countries, Inclusion, Prosocial Behavior, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Arthur-Kelly, Michael; Sutherland, Dean; Lyons, Gordon; Macfarlane, Sonja; Foreman, Phil – European Journal of Special Needs Education, 2013
Positive changes to pre-service teacher education programmes (PSTEPs), driven in part by changing worldwide policy frameworks around inclusion, are occurring, albeit slowly. After briefly reviewing international trends and key policy and legislation platforms in New Zealand and Australia, this paper explores some of the challenges in enhancing…
Descriptors: Foreign Countries, Preservice Teacher Education, Student Attitudes, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin; Harper, Amanda – European Journal of Special Needs Education, 2013
This project aimed to create a descriptive map of international research which explores the notion of the continuum of educational provision for children with special educational needs. It also aimed to determine and examine the nature of how the continuum of provision is conceptualised, operationalised and enacted in a sample of selected…
Descriptors: Special Education, Foreign Countries, Educational Theories, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Barber, Mark – European Journal of Special Needs Education, 2008
Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills-based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom…
Descriptors: Severe Mental Retardation, Autism, Interaction, Foreign Countries
Peer reviewed Peer reviewed
Gow, Lyn – European Journal of Special Needs Education, 1988
The findings of a national review of integration policies and practices in Australia's schools, commissioned by the Commonwealth Schools Commission, are summarized. Barriers to effective integration in Australia are outlined and some of the factors vital to effective integration are discussed. (JDD)
Descriptors: Disabilities, Educational Policy, Educational Practices, Elementary Secondary Education
Peer reviewed Peer reviewed
Thomson, G. O. B.; And Others – European Journal of Special Needs Education, 1988
The paper compares current practices of identifying students with special educational needs in Australia and Scotland. Noted are problems generated by the abandonment of a category-based approach to such children. Australian and Scottish practice are also compared to United States' experience in light of Public Law 94-142. (Author/DB)
Descriptors: Comparative Education, Delivery Systems, Disabilities, Educational Needs