scholarly journals المجلس العربی لتعلیم ذوی الاحتیاجات الخاصة Arab Council for Education of Students with Special Needs

2016 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
ناصر بن علی الموسى
Keyword(s):  
Special Needs ◽  
Students With Special Needs ◽  
Education Of Students

scholarly journals KOMUNIKASI SISWA BERKEBUTUHAN KHUSUS DI RUANG KELAS

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Enang Yusuf Nurjaman
Keyword(s):  
Special Needs ◽  
Participant Observation ◽  
Inclusive Classrooms ◽  
Ethnography Of Communication ◽  
Students With Special Needs ◽  
Communicative Acts ◽  
Communication Events ◽  
Inclusive Schools ◽  
Education Of Students ◽  
Depth Interviews

This study uses a qualitative approach to ethnography of communication, the purpose of this research was to (1). Explain the communicative situation or context of the communication of students with special needs in inclusive classrooms (2). explain communication events that occur in school classrooms inclusive, (3). explain the communicative acts contained in the behavior of children with special needs in inclusive classrooms. Informants were selected by purposive sampling. Data was obtained through depth interviews, participant observation, and document analysis. Supporting data were obtained from analysis of documents and interviews with relevant parties to the issue of inclusive schools and the education of students with special needs.

The Current Structure of Special Education in Our Schools

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Special Needs ◽  
Civil Rights Movement ◽  
Opportunity To Learn ◽  
Washington Dc ◽  
Students With Special Needs ◽  
The Public ◽  
Education Of Students

Legal wrangling, court decisions, and the timeline of a bill as it becomes law are not always met with public scrutiny or interest. However, there are many seminal moments that have shaped policies, legislation, and litigation in the areas of civil rights and the education of students with special needs. The keystone legislation examined in this chapter has continued to define us as a country and shape our public policy. Influenced by the civil rights movement, parents and advocates of students with special needs learned that true progress for their causes is steeped in the court houses and lawmaking bodies of our states, districts, and in Washington, DC. It is through legislation and litigation that change becomes reality. It was through this paradigm shift that the lives of students with special needs and their families improved. In addition, advocates learned that it is also possible to improve the quality of life for all students. It is through inclusion and an increasingly widened lens when viewing differences and diversity that all students (those with and without special needs) in our schools have the opportunity to learn and grow with those who are different. The path for all, then, is expanded and enriched for the experiences shared through an inclusive and diverse environment. While Linda Brown, and all other students who are African-American are now eligible to attend their neighborhood schools, students with special needs are often bused far from their neighborhoods to be educated with other students because the school system has decided to segregate them according to ability and disability. If Linda had autism today, she might have to ride a bus for an hour and a half (each way) to school every day when her local elementary school is no farther from her home than the Sumner School was in 1951. We clearly still have a long way to go in delineating the rights of all citizens to equal access under the law. The Brown v. Board of Education (1954) case was very important to the cause of those seeking to have students with special needs included in the public schools.

Parent Views on the Placement of Students with Special Needs in Regular Classrooms at an Australian Primary School

1998 ◽  
Vol 22 (1) ◽  
pp. 30-37
Author(s):  
Susan Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Companion Paper ◽  
Regular Classroom ◽  
Students With Special Needs ◽  
Extra Time ◽  
Regular Classrooms ◽  
Teachers And Students ◽  
Education Of Students

The present study surveyed the views of parents about the education of students with special needs in regular classrooms. The survey involved 81 parents of students without disabilities and 29 parents of students with special needs. The children attended an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms. Both groups of parents provided a range of supportive comments, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom, the potential disruption and disadvantage to other students, and the lack of support and resources, which may decrease the amount of learning. These views are consistent with those expressed by teachers and students without special needs as reported in the companion paper (Wright & Sigafoos, 1997) to the present study.

The Australian Association of Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond

2006 ◽  
Vol 30 (1) ◽  
pp. 4-20
Author(s):  
Christina E. van Kraayenoord
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Professional Organization ◽  
Memorial Lecture ◽  
Opportunities To Learn ◽  
Students With Special Needs ◽  
Evidence Based Practices ◽  
National Conference ◽  
Australian Association ◽  
Education Of Students

It is an honour to be invited to present the Des English Memorial Lecture at the 30th Annual National Conference of the Australian Association of Special Education (AASE) in 2005. Des English was the first President of this Association. Much of what he stood for was embedded in a respect for the abilities of students with special needs and his desire to ensure that these students had the best opportunities to learn. He was deeply committed to the belief that a professional organization such as the Australian Association of Special Education was needed to develop teachers and administrators who were knowledgeable and skilled, and he worked tirelessly to establish this Association, continuing to work with energy towards the goal of enhancing the education of students with special needs through the professional development of their teachers until his death in 1977.

scholarly journals Educating Students with Special Educational Needs in the Context of Modern Neurosciences

2021 ◽  
Vol 12 (3) ◽  
pp. 270-286
Author(s):  
Natalia Pshenychna ◽  
Tetiana Mishenina ◽  
Tetiana Poplavska ◽  
Oksana Dzhus ◽  
Valentyna Serheieva ◽  
...  
Keyword(s):  
Special Needs ◽  
Social Protection ◽  
Educational Process ◽  
Special Educational Needs ◽  
Students With Special Needs ◽  
Developmental Needs ◽  
Developmental Problems ◽  
Hyperactive Children ◽  
Education Of Students ◽  
Favorable Conditions

The relevance of this topic resides in the fact that children with special developmental needs should have equal opportunities with other children in getting training and this means not only creation of technical conditions for unimpeded access of children with disabilities to secondary schools, but also specifics of the educational process to be built taking into account psychophysical abilities of physically disabled children. The article presents research results of domestic and foreign scientists, teachers and psychologists on education of students with special needs in the context of modern neuropsychology. It is the neuropsychology of children that allows us to get acquainted closer with peculiarities of children’s development and, accordingly, to correctly determine methods and principles of working with students. We considered disorders in the process of ontogenesis, which most often occur in children: speech delay, autism, hyperactivity, intellectual disabilities. All of them complicate social connections, which often leads to low self-esteem, especially with hyperactive children and students with speech impairments. Therefore, in the process of educating students with special needs, domestic scientists call for the use of neuropsychological correction, which is the basis of social protection of children with developmental problems and creates the most favorable conditions for their education and socialization. Methods of correctional work are aimed not only at overcoming some of the disorders, but at development of a harmonious personality.

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