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Young, Andria; Andrews, Cheryl; Hayes, Cher; Valdez, Cynthia – International Journal of Special Education, 2018
Functional behavior assessment is a technique supported by research, to assess behavior to determine causes of behavior and develop effective behavior interventions. In this article we discuss how special and general education teachers are prepared to assess students when they struggle academically, but are not typically prepared to assess…
Descriptors: Teacher Attitudes, Teacher Competencies, Regular and Special Education Relationship, Functional Behavioral Assessment
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Foote, Chandra J.; Collins, Bill – International Journal of Special Education, 2011
Over the past few decades Special Olympics has been criticized within the academic community for failing to provide inclusive recreational services, reinforcing negative stereotypes, misusing volunteers, and lacking research demonstrating positive impacts for individuals with intellectual disabilities and the larger community (Hourcadde, 1989;…
Descriptors: Athletics, Mental Retardation, International Organizations, Criticism
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Palumbo, Anthony; Loiacono, Vito – International Journal of Special Education, 2009
Special education teachers working in intermediate grades and in middle school grades face many challenges as they teach both developmental reading skills and subject matter material. Not only must they deal with the increased vocabulary and domain demands of teaching informational text, they must also handle the needs of students who have not yet…
Descriptors: Educational Strategies, Special Education Teachers, Intermediate Grades, Middle School Teachers
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Angelides, Panayiotis – International Journal of Special Education, 2005
Although many studies have been published about inclusive education there is still a prevalent displeasure around the world with the inclusive capabilities of many schools and teachers. Despite the fact that teachers generally follow the rules suggested by the literature that lead to inclusion it seems that something is still missing. In my…
Descriptors: Inclusive Schools, Student Participation, Educational Quality, Equal Education
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Fakier, Mursheed; Waghid, Yusef – International Journal of Special Education, 2004
This article questions the potential of Outcomes-based education (OBE) in South Africa to be rational and imaginative, that is, creative. Our contention is that the notions of outcomes seems to be trapped in a technicist orientation of deciding in advance what is good and worthwhile for learners to do in education. We argue that OBE is not a…
Descriptors: Creativity, Outcome Based Education, Foreign Countries, Educational Policy
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O'Toole, Brian – International Journal of Special Education, 1988
This paper examines the magnitude of the problem of disability facing developing countries; the traditional response to this challenge and its ineffectiveness; the emergence of community-based rehabilitation (CBR); its underlying assumptions and effectiveness in terms of staff training, interagency partnerships, and parental and community…
Descriptors: Community Programs, Developing Nations, Disabilities, International Studies
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Serpell, Robert – International Journal of Special Education, 1986
Community based rehabilitation for disabled persons in developing nations is contrasted with institutionally based rehabilitation. A strategy is proposed which combines the two approaches and includes greater economic realism, design of advanced training programs, provision of reliable transportation, and more outreach and follow-up activities by…
Descriptors: Community Services, Developing Nations, Disabilities, Institutional Role
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Sumarah, John – International Journal of Special Education, 1987
L'Arche is an international movement to create communities in which disabled persons are included. Through a series of personal interviews, an autobiographical account is presented illustrating some of the salient features of living in a L'Arche community from a handicapped person's perspective. (Author/DB)
Descriptors: Community Programs, Disabilities, Group Homes, Interviews
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Miles, M. – International Journal of Special Education, 1989
The paper reviews a decade's efforts to influence Pakistan's disability policies towards greater involvement of existing community resources, rather than heavy government investment in institutional development. Differences between progressive Western views and pragmatic Third World planners are described. An information systems approach is…
Descriptors: Community Role, Developing Nations, Disabilities, Educational Philosophy
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Henderson, Robert A. – International Journal of Special Education, 1989
The paper analyzes the legal, fiscal, and organizational differences and similarities in special educational services in the United States, Australia, and New Zealand. Noted are the decreased role of the courts in Australia and New Zealand and provision of all education funding by the state in Australia and New Zealand. (DB)
Descriptors: Comparative Education, Delivery Systems, Disabilities, Educational Finance
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Feniak, Catherine A. – International Journal of Special Education, 1988
Examined are the political, historic, and economic influences in England and Wales affecting the categorization and labeling of pupils with special educational needs. The paper concludes that adoption of a non-categorical classification system has been unsuccessful in abolishing labeling, but has obfuscated statistical information reported by the…
Descriptors: Classification, Data Analysis, Disabilities, Educational Policy
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Tuunainen, Kari – International Journal of Special Education, 1988
The development of special education in Scandinavia is outlined, with special emphasis on Finland. Factors influencing the future of special education include emphasis on independent living, decreasing numbers of workers needed, increased mobility, disabled populations in third world countries, influence of information technology, etc. (Author/JDD)
Descriptors: Disabilities, Educational Change, Educational Planning, Educational Research
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Konig, Andreas – International Journal of Special Education, 1988
Mentally retarded individuals are often stigmatized and segregated, though constitutional guarantees in many countries promise them equality. Use of the U.S. court system to secure these guarantees, resulting in deinstitutionalization, individualization of services, and increased employment opportunities, is analyzed and contrasted with the…
Descriptors: Civil Rights, Comparative Analysis, Constitutional Law, Court Litigation
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Ahearn, Eileen M.; Patterson, Jacqueline – International Journal of Special Education, 1986
Historical and contemporary special education in Japan and the United States are compared. Differences in societal acceptance of the handicapped, integration into regular education, educational finance, parental roles, governmental control, and staff training are highlighted. The authors' personal experiences demonstrating the influence of culture…
Descriptors: Comparative Analysis, Cultural Differences, Cultural Influences, Disabilities
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Tee Tee, Chua – International Journal of Special Education, 1986
Special education in Malaysia now involves 4,220 handicapped children in four categories: visually handicapped, hearing impaired, mentally retarded, and physically handicapped. Needs such as more special education teachers, early diagnosis, modified curricula, special equipment, and parent counseling are discussed. (Author/DB)
Descriptors: Developing Nations, Disabilities, Educational Needs, Educational Trends