How neuroscience contributes to our understanding of learning and development in typically developing and special-needs students.

2012 ◽  
pp. 561-595 ◽  
Author(s):  
James P. Byrnes
Keyword(s):  
Special Needs ◽  
Typically Developing ◽  
Learning And Development ◽  
Special Needs Students

Gambling Related Cognitive Distortions in Adolescence: Relationships with Gambling Problems in Typically Developing and Special Needs Students

2014 ◽  
Vol 31 (4) ◽  
pp. 1417-1429 ◽  
Author(s):  
Robyn N. Taylor ◽  
James D. A. Parker ◽  
Kateryna V. Keefer ◽  
Patricia H. Kloosterman ◽  
Laura J. Summerfeldt
Keyword(s):  
Special Needs ◽  
Cognitive Distortions ◽  
Gambling Problems ◽  
Typically Developing ◽  
Special Needs Students

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

Implementing of Kinematic Synergy Strategies to Develop basic Language Skills for A Sample of Special Needs Students

2020 ◽  
Vol 24 (04) ◽  
pp. 3533-3543
Author(s):  
Dr. Ayman Ramadan Soliman Zhran ◽  
Dr. Turki Fahed Almasaeid ◽  
Dr. Mostafa Mohamed Abo Elnour
Keyword(s):  
Special Needs ◽  
Language Skills ◽  
Special Needs Students ◽  
Basic Language

Accommodations for Special Needs Students

2002 ◽  
Vol 15 (3) ◽  
pp. 20-22 ◽  
Author(s):  
Victoria S. Hagedorn
Keyword(s):  
Special Needs ◽  
Special Needs Students

scholarly journals Cultivation of Special Needs Students’ Citizenship as the Basis in the aspiration of Ukraine to European Integration

2014 ◽  
Vol 4 (2) ◽  
pp. 69-75 ◽  
Author(s):  
Yevhenia Fedorova
Keyword(s):  
Special Needs ◽  
Citizenship Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
Equal Rights ◽  
Special Needs Students ◽  
Social Unit ◽  
Integrated Environment ◽  
The Disabled ◽  
Higher Educational

Abstract The prospects for the cultivation of special needs students’ citizenship as a prerequisite for the entry of Ukraine into the European Community have been described. The priority of compliance of European democratic sociocultural standards and humanistic values, among which the most important are the changes of attitude towards the disabled people, providing the establishment of equal rights for all Ukrainian citizens, has been specified. It has been confirmed that equal rights for all citizens are a guarantee of the disabled person’s civil self-affirmation and preservation of his honor and dignity. An analysis of domestic and foreign scholars’ works on the issue of citizenship education of young people with special needs has been represented. The pecularities of the special needs students’ citizenship education in the integrated environment of higher educational institutions have been characterised. On the basis of the analyzed literature it has been determined that a special needs’ student has got an opportunity to gain greater understanding of himself and his role in the society, improve his adaptive skills, expand the range of interests and social circle, ensure his own potentialities as a social unit and assert himself in his own value to the society under the conditions of higher educational institution of integrated type. The factors underlying the formation of special needs students’ citizenship in the integrated environment of higher educational institution and characterizing the individual’s citizenship in the democratic society have been thoroughly described.

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