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Alesi, Marianna; Pecoraro, Donatella; Pepi, Annamaria – European Journal of Special Needs Education, 2019
Executive functioning (EF) is a key cognitive process for development. Little is known about EF in Kindergarten children at risk for developmental coordination disorder (DCD), despite this age being one of the most critical and intensive period of motor and cognitive development. In our investigation we compared EF in kindergarten children at risk…
Descriptors: Executive Function, Kindergarten, Young Children, At Risk Students
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Salomone, Erica; Bulgarelli, Daniela; Thommen, Evelyne; Rossini, Emanuelle; Molina, Paola – European Journal of Special Needs Education, 2019
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Emotional Response
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Zanobini, Mirella; Viterbori, Paola; Garello, Valentina; Camba, Roberta – European Journal of Special Needs Education, 2018
The principal aim of the present study is to examine the level of parental satisfaction with inclusive education for their children with disability attending Italian schools of any grade level. The survey involved 285 parents of pupils randomly selected from the population of students with disability certificates. On average, parents expressed a…
Descriptors: Parents, Satisfaction, Disabilities, Inclusion
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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
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Anastasiou, Dimitris; Kauffman, James M.; Di Nuovo, Santo – European Journal of Special Needs Education, 2015
Inclusion of students with disabilities when appropriate is an important goal of special education for students with special needs. Full inclusion, meaning no education for any child in a separate setting, is held to be desirable by some, and Italy is likely the nation with an education system most closely approximating full inclusion on the…
Descriptors: Inclusion, Disabilities, Regular and Special Education Relationship, Student Needs
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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
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Devecchi, Cristina; Dettori, Filippo; Doveston, Mary; Sedgwick, Paul; Jament, Johnston – European Journal of Special Needs Education, 2012
Various models of providing for the inclusion of children with disabilities and special needs exist in different European countries. Central to all these models is the notion that support for children and teachers is pivotal in ensuring effective inclusion. This article draws from three qualitative studies on the role, employment and deployment of…
Descriptors: Qualifications, Foreign Countries, Teaching Assistants, Inclusion
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Monari Martinez, Elisabetta; Benedetti, Nives – European Journal of Special Needs Education, 2011
The key questions are: is it true that persons with Down's syndrome can study mathematics only at a very elementary level? Might it be possible that their difficulties are mainly restricted to some fields, such as numeracy and mental computation, but do not encompass the entire domain of mathematics? Is the use of a calculator recommended? Is…
Descriptors: Familiarity, Numeracy, Mental Computation, Calculators
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Martinez, Elisabetta Monari; Pellegrini, Katia – European Journal of Special Needs Education, 2010
There is a common opinion that mathematics is difficult for persons with Down syndrome, because of a weakness in numeracy and in abstract thinking. Since 1996, some single case studies have suggested that new opportunities in mathematics are possible for these students: some of them learned algebra and also learned to use equations in…
Descriptors: Down Syndrome, Problem Solving, Equations (Mathematics), Algebra
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Pepi, Annamaria; Alesi, Marianna – European Journal of Special Needs Education, 2005
Educational research places emphasis on the fact that individuals who have experienced repeated failures may develop an attribution profile characterized by a bias towards primarily external causes. The aim of this study is to compare the attribution style of adolescents with Down's syndrome with that of normal children and adolescents matched for…
Descriptors: Personality Traits, Comparative Analysis, Adolescents, Educational Research
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Gaylord-Ross, Robert – European Journal of Special Needs Education, 1987
The status of the integration of students with mental retardation into regular schools in four European countries (Italy, West Germany, Switzerland, and England) is described, and possible variables influencing the change of systems are identified. (MSE)
Descriptors: Curriculum Design, Educational Trends, Elementary Secondary Education, Foreign Countries