Predicting Special Needs from Information Available at Birth

1981 ◽  
Vol 48 (2) ◽  
pp. 371-375 ◽  
Author(s):  
Mollie M. Wallick ◽  
Bruce Thompson
Keyword(s):  
Special Education ◽  
Discriminant Analysis ◽  
Special Needs ◽  
Grade Retention ◽  
Maternal Education ◽  
Neonatal Care ◽  
Contact Condition ◽  
Regular Classroom ◽  
Mother’S Age

This study investigated relationships between maternal-neonatal contact condition, mother's age and education, and child's sex with child's placement in special education or retention in grade in the regular classroom. Subjects were 76 children born a decade ago at two hospitals with contrasting procedures for maternal-neonatal care. Discriminant analysis indicated that sex of child and maternal-neonatal contact condition best predicted special placement. Maternal education and age were most predictive—and contact condition somewhat less predictive—of grade retention status.

Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school

1997 ◽  
Vol 21 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Susan L. Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Students With Disabilities ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Students With Special Needs ◽  
Regular Classrooms ◽  
Teachers And Students

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at 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 alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, 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 setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

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.

Inclusion and Interdependence: Students with Special Needs in the Regular Classroom

2006 ◽  
Vol 10 (1) ◽  
pp. 43-59 ◽  
Author(s):  
David W. Anderson
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Social Justice ◽  
Christian Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Regular Classroom ◽  
Students With Special Needs ◽  
Insight Into

MOVING BEYOND ARGUMENTS from social justice or human rights as a basis for inclusive classrooms, this paper advances a ‘theology of interdependence’ as a rationale for creating the classroom ethos desired in Christian education. A theology of interdependence provides insight into the culture of inclusive classrooms and forms the mainstay for an inclusive education and an inclusive worldview that stress community. Rather than discussing the how-to of inclusion, emphasis is on how-to-be inclusive. True collaboration between general and special education can best be accomplished through a theology of interdependence which communicates that disabled and able-bodied persons can learn from one another.

Using the Church to maximize the potential of learners with special needs

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Festus E. Obiakor ◽  
Kevin Jones
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Health Professionals ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Educational Activities ◽  
The Church

Abstract Learners with special needs experience myriad problems in general and special education. These problems range from minor academic, social, emotional, and behavioral problems to major disenfranchisements, disadvantages, and disillusionments. In addition, these problems can be very intense. As a result, they call for innovative and creative techniques that include using the Church as a spiritual tool in educational activities. As educators and health professionals who are also Christians, we believe using the Church can assist in remediating the plights of these learners with special needs and in maximizing their fullest potential in school and in life. This is the focus of this article.

Are Special Education Programs Unjust to Nondisabled Children?: Justice, Equality, and the Distribution of Education

1998 ◽  
Vol 180 (2) ◽  
pp. 17-40 ◽  
Author(s):  
Stephen Nathanson
Keyword(s):  
Special Education ◽  
Distributive Justice ◽  
Special Needs ◽  
Children With Disabilities ◽  
Difference Principle ◽  
Education Programs ◽  
Social Consensus ◽  
Principle Of Justice ◽  
Philosophical Standpoint ◽  
The Difference

This article deals in depth with perhaps the most troubling education issue of the day—funding and proper distribution of educational resources. How is the money raised and how is its allocation decided? Can the ideals of both justice and equality be served? Is “extra” spending on behalf of children with special needs justified? Stephen Nathanson raises the central questions and, approaching them from a moral-philosophical standpoint, presents and evaluates the arguments of those who defend extra spending for children with disabilities and those who believe that “unequal” spending violates the principle of justice. Nathanson treats various theories of distributive justice—entitlement, utilitarianism, the “difference principle,” and the “decent level” idea. In focusing on the latter, he contends that social consensus developed around “decent level” may be the touchstone, more helpful than any rationale (or rhetoric) in satisfying the claims of justice and equality.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI IBU DALAM PEMBERIAN ASI EKSKLUSIF DI DESA PUCANGANOM KECAMATAN GIRIWOYO KABUPATEN WONOGIRI

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Sri Aminingsih ◽  
Lucia Desi Puti
Keyword(s):  
Breast Feeding ◽  
Spiritual Development ◽  
Maternal Education ◽  
Family Income ◽  
Work And Family ◽  
Cross Sectional ◽  
Exclusive Breast Feeding ◽  
Second Child ◽  
Number Of Children ◽  
Mother’S Age

Background Breastfeeding will ensure babies stay healthy and start life in the most healthy. Breastfeeding is actually not only allows the baby to grow up to be healthy physically, but also more intelligent, stable had a emotional, spiritual development, and positivesocial development. Riskesdas 2010 coverage of exclusive breastfeeding in Indonesia is still far from the world average and still very far from the target of Healthy Indonesia 2010. In rural districts Pucanganom Giriwoyo of the initial interview 3 of 5 mothers to breastfeed exclusively, while 2 others are not breastfed exclusively with reasons having to work, lack of time and because of no discharge of breast milk.The purpose to find out the factors that affect the mother in exclusive breast feeding in the village of Pucanganom sub-district of Giriwoyo Regency Wonogiri.Method of this research is descriptive research. While the plan is cross sectional used to find out the factors that affect the mother in exclusive breast feeding. Then there searchers took data from respondents regarding the factors that affect breast feeding.The Result Factors that affect the exclusive breast feeding is the age of the mother, the mother's education, number of children,  mother's work and family income. The most exclusive breast feeding on mother's  age 26-45 years (83,33%), maternal education high school-undergraduate (70%), given on the first and second child(73,34%), employment of the mother as a homemaker (73,34%), and family income 1-3 million (76.67%).Conclusion the mother who does not work it's possible giving exclusive breast milk due to the considerable amount of time which can be used by the mother to nurture her baby even 24 hours time the mother could be given to her baby, therefore breast feeding can be done during the first 6 months of the birth ofthe baby.Keywords: Exclusive breast feeding

scholarly journals Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects

2014 ◽  
Vol 34 (4) ◽  
Author(s):  
M.J. Chomba ◽  
S.G. Mukuria ◽  
P.W. Kariuki ◽  
S. Tumuti ◽  
B.A. Bunyasi
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Higher Learning ◽  
African Countries ◽  
Institutions Of Higher Learning ◽  
The Status ◽  
The Government ◽  
Individuals With Intellectual Disabilities ◽  
Legal Mandate

<p><span>Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.</span></p>

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

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