Emergence of morphographical markers in written French: what children following a special education programme say about plurals

2000 ◽  
Vol 15 (2) ◽  
pp. 107-122 ◽  
Author(s):  
George F. Hoefflin
Keyword(s):  
Special Education ◽  
Education Programme

scholarly journals Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

2020 ◽  
Vol 6 (1) ◽  
pp. 119-129
Author(s):  
Olateju Oluwayemisi Ruth ◽  
Okanlawon Ayoade Ejiwale ◽  
Fakokunde Jubril Busuyi
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Sampling Technique ◽  
Education Programme ◽  
Disadvantaged Students ◽  
Tertiary Institution ◽  
Struggling Learners

Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education.       Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education

scholarly journals SPECIAL EDUCATION PROVISION AND TEACHER PREPARATION IN UNIVERSITIES: A CASE OF KWAME NKRUMAH UNIVERSITY

2018 ◽  
Vol 6 (10) ◽  
pp. 6-13
Author(s):  
Annie Penda ◽  
Vincent Penda
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Teaching And Learning ◽  
Education Programme ◽  
Interview Schedule ◽  
Left Behind ◽  
Kwame Nkrumah ◽  
Trained Teachers ◽  
The University ◽  
Masters Students

This manuscript is a study on special education provision and teacher preparation in universities. The study aimed at establishing the special education provisions in universities, establishing how special teachers are prepared in universities and determine the requirement for learners with disabilities in order not to be left behind. The tools for data collection were the document study, interview schedule and the questionnaire. Data was analyzed using excel sheet and manually. The sample comprised of 30 masters students for special education programme at Kwame Nkrumah University. The findings were that special education provisions incorporated the special child’s needs, national needs, international needs, the university needs, teachers’ needs and technological needs. The study also found that, teachers were prepared by being equipped with knowledge and skills of special education. In order for learners with special needs not to be left behind it was discovered that they needed trained teachers in special education, infrastructure and curriculum modifications, teaching and learning materials and methods tailored to their needs, they needed schools, community, national, international and all stakeholders involvement in their education.

Assessing a rural special education programme

1989 ◽  
Vol 31 (2) ◽  
pp. 125-133
Author(s):  
Robert Paulet
Keyword(s):  
Special Education ◽  
Education Programme

Special Education Centres of Interest: Pallister Young People’s Unit and Special School

1978 ◽  
Vol 2 (2) ◽  
pp. 24-27
Author(s):  
Allan Huggins
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
New South ◽  
Education Programme ◽  
Professional Staff ◽  
Special School ◽  
Adolescent Treatment ◽  
South Wales ◽  
Special Service ◽  
Family Home

Pallister Young People’s Unit is an adolescent treatment and special education unit attached to Greenwich Hospital, Greenwich, New South Wales.The Unit, originally a girl’s home, changed its terms of reference in early 1977 to incorporate and develop a professionally orientated treatment and education programme so that it could more effectively meet the needs of many adolescents, both boys and girls, experiencing socio-emotional disturbance.The Unit is housed in a rather beautiful building built in 1892 and overlooks the upper reaches of the harbour. Although not purpose built, Pallister retains the atmosphere of a family home. This aspect of the Unit the professional staff are eager to maintain because, although they see the Unit as a special service delivery, it is also a therapeutic community where young people can experience emotional growth, through community living.

scholarly journals THE MEDIUM OF COMMUNICATION ISLAMIC EDUCATION TEACHERS IN AL-QURAN RECITATION OF INTEGRATED SPECIAL EDUCATION PROGRAMME (HEARING DISABILITY)

2021 ◽  
Vol 6 (38) ◽  
pp. 110-125
Author(s):  
Bahariah Ab Rahman ◽  
Azmil Hashim ◽  
Hamdi Ishak
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Education Programme ◽  
School Students ◽  
Islamic Studies ◽  
Hearing Disability ◽  
Education School ◽  
Special Education Program ◽  
Special Education School ◽  
Hearing Problems

The purpose of this study is to identify effective communication medium for Islamic Studies teachers in teaching and simplifying the Quranic recitation field to Primary Integrated Special Education School students (hearing problems). There are two teachers teaching Islamic Studies subject from two different primary schools who conducted the Integrated Special Education program (hearing problems), has been chosen as participants in this study. In order to collect data, researchers use qualitative research, specifically by using three different methods: interviews, observation, and document analysis. Due to the inability of the students to speak, participants of this research use different styles of communication via various mediums of communication when conducting Quranic recitation lessons (PdPc). Some of them are BMKT, sign language, spoken language, fingerspelling, body movements, and writing on the board. Overall, teachers show deep passion and integrity in educating the students who have hearing problems in Quranic recitation lessons. It is hoped that this research will help Islamic Studies teachers especially, facilitating them in communicating with the students who have a hearing disability in the Quranic recitation field. In addition, researchers also anticipate that this research will become a guide to any party who is directly involved in teaching Quranic studies to the hearing disabled group, whether the students are children, teenagers, or adults, so that the teaching will be more systematic and effective.

scholarly journals Lecturers and librarians in collaboration The common pursuit of scholarly thinking in the Special Education Programme

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Barbro Bruce ◽  
Helen Rasmussen ◽  
Jessica Zaar ◽  
Lotta Andersson
Keyword(s):  
Special Education ◽  
Philosophy Of Science ◽  
Research Methodology ◽  
Round Table ◽  
Education Programme ◽  
Special Education Teacher ◽  
Round Table Discussion ◽  
Education Teacher ◽  
Table Discussion ◽  
Science And Research

During 2012 the Special Education Teacher Training Programme at Malmö University ran the education development project "From experience-based practice to scholarly thinking". The background of the project was the fact that the students' practical teaching experience had not been sufficiently utilized and scientifically processed, while at the same time the courses in Philosophy of Science and Research Methodology were perceived to be distancing and difficult to absorb. The aim of the project was to allow theory and practice to mutually enrich one another in a clear manner in the progression towards scholarly thinking. All lecturers of all the courses within the Special Education Programme, met together with two librarians to discuss perceptions of what scholarship is and why a research based approach is important in Special education and in the profession Special education teacher. Together we brainstormed ideas and suggestions of learning activities which together could form a progression to develop a research based approach among students. One idea that has already been launched is Spanarverkstad (a version of Journal Clubs) where articles chosen by students ranged from practical education journals to scholarly journals, are discussed. Another form has been Idea Seminars where representatives from the special education field offer to come up with thesis ideas. Another activity is when lecturers from the Philosophy of Science and Research Methodology courses talks about the research methods that they have personal experience of and perspectives on scholarly thinking. They meet the students in a panel debate where the students have the chance to put forward questions. One developing idea is to encourage students to record their experiences and thoughts in writing. Namely a genre-based pedagogy which could be called something along the lines of "From blog to academic article and vice versa". The aim with the round table discussion is to have the opportunity to exchange experiences, thoughts and ideas of how the collaboration between lecturers and librarians can become a strategic partnership in the pursuit of developing students' scholarly thinking. The round table discussion begins with a presentation of the project "From experience-based practice to scholarly thinking". Afterwards we would like to give the participants the chance to pose questions and discuss how librarians and lecturers can jointly contribute to achieve this goal. How can librarians and lecturers work together to prepare students for a profession where a research-based approach is an important factor in school development? Another point we want to bring into the discussion is what librarians can contribute to a teaching team when it is focusing on planning tutorials for students in higher education? What do lecturers see the librarians' roles as within the team? These are a few examples of questions which could be asked or could be worth developing.

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