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Sümer Dodur, H. Miray; Altindag Kumas, Özlem – European Journal of Special Needs Education, 2021
Dyslexia is a specific learning disability that is neurobiological in origin, is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities and is encountered in one in every five children. Teachers' pedagogical knowledge plays an important role in the education of students with dyslexia.…
Descriptors: Dyslexia, Students with Disabilities, Elementary School Teachers, Knowledge Level
Takala, Marjatta; Sume, Helena – European Journal of Special Needs Education, 2018
Today, in Finland, the majority of hearing-impaired pupils attend regular schools. This is in line with inclusive policy. This study aims to investigate do these pupils receive support from teachers, what kind of support is given and how is inclusion functioning. A questionnaire was used with 109 Finnish teachers, with both closed- and open-ended…
Descriptors: Foreign Countries, Hearing Impairments, Inclusion, Elementary Education
Björnsdóttir, Kristín – European Journal of Special Needs Education, 2017
The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The…
Descriptors: Foreign Countries, Undergraduate Students, Inclusion, Intellectual Disability
Naik, Nitin – European Journal of Special Needs Education, 2017
In higher education, supporting students with special educational needs (SEN) necessitates an understanding of these needs, additional teaching aids and innovative ideas. The teacher must be an integral part of this support process, and this is difficult for the majority of teachers, due to their lack of core understanding of SEN. However,…
Descriptors: Visual Aids, Teaching Methods, Special Needs Students, Notetaking
Sandberg, Gunilla; Hellblom-Thibblin, Tina; Garpelin, Anders – European Journal of Special Needs Education, 2015
The aim of the study is to deepen the understanding of teacher's perspective on how to promote all children's learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1.…
Descriptors: Teacher Attitudes, Reading Improvement, Writing Improvement, Semi Structured Interviews
Marschark, Marc; Spencer, Patricia Elizabeth; Adams, Jennifer; Sapere, Patricia – European Journal of Special Needs Education, 2011
This paper examines research findings concerning the loci of the pervasive academic underachievement among deaf and hard-of-hearing (DHH) children and issues associated with interventions and instructional methods that could help to reduce or eliminate it. Investigators have hypothesised that at least 50% of the variability in DHH students'…
Descriptors: Academic Achievement, Underachievement, Deafness, Teaching Methods
Marschark, Marc; Spencer, Patricia Elizabeth; Adams, Jennifer; Sapere, Patricia – European Journal of Special Needs Education, 2011
Deaf and hard-of-hearing (DHH) children typically lag behind hearing age-mates in academic achievement. This paper describes recent findings indicating language and cognitive differences between DHH and hearing students that appear to explain some of their classroom challenges. There is currently only limited evidence with regard to the…
Descriptors: Academic Achievement, Underachievement, Deafness, Teaching Methods
Webb, Rosemary; Greco, Veronica; Sloper, Patricia; Beecham, Jennifer – European Journal of Special Needs Education, 2008
Across the world countries are advocating the education of children and young people with disabilities in mainstream schools. There is also increasing interest in developing effective coordination of the specialist services pupils with disabilities receive from different agencies. This is accompanied by growing recognition that such care…
Descriptors: Disabilities, Foreign Countries, Teaching Methods, Student Needs
Rees, Sian A.; Skidmore, David – European Journal of Special Needs Education, 2008
This paper extends and develops the metaphor of scaffolding to take account of the specific needs of pupils with an Acquired Brain Injury (ABI), drawing on observational evidence gathered for an empirical enquiry into the learning of pupils with ABI in mainstream classroom conditions. This is an area in which there are few published studies to…
Descriptors: Learning Disabilities, Injuries, Memory, Brain
Lewis, Ann; Parsons, Sarah – European Journal of Special Needs Education, 2008
There is a striking dearth of studies focusing sensitively and in depth on the mainstream educational experiences of children with epilepsy, as viewed by those children themselves. The one-year project (2006-7) reported here addresses that gap. Children's perceptions about mainstream teachers' understanding of epilepsy and school-based needs are…
Descriptors: Epilepsy, Seizures, Young Adults, Methods
Perez, Luz F.; Beltran, Jesus A. – European Journal of Special Needs Education, 2008
The purpose of the study was to determine whether the application of a school intervention programme based on the theory of multiple intelligences improves the academic achievement of students with low intellectual capacity, and whether the intervention programme also improves their level of general intelligence. The assessment design is…
Descriptors: Control Groups, Multiple Intelligences, Intervention, Academic Achievement