scholarly journals School Inclusion: Analyzing the Establishment and Organization of a Special Needs Education Service in a Brazilian Municipality

2014 ◽  
Vol 05 (07) ◽  
pp. 484-490
Author(s):  
Maria Júlia Canazza Dall’Acqua ◽  
Relma Urel Carbone Carneiro ◽  
Leandro Osni Zaniolo
Keyword(s):  
Special Needs ◽  
Special Needs Education ◽  
Education Service

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.

scholarly journals A Contemporary View on Online and Web Tools for Students with Sensory & Learning Disabilities

2019 ◽  
Vol 15 (12) ◽  
pp. 97
Author(s):  
Vasiliki Bravou ◽  
Athanasios S. Drigas
Keyword(s):  
Special Needs ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Disabled People ◽  
Students With Special Needs ◽  
Daily Lives ◽  
Web Tools ◽  
Special Needs Education ◽  
Sensory Learning ◽  
Information And Communication

<p class="0abstract">In the last 30 years, the use of information and communication technologies, the evolution of hardware and software for special needs people, as well as the spreading of the World Wide Web, is assisting people with disabilities in overcoming obstacles, accessing information, learning and participating in activities, which otherwise were not able to carry out. Special needs education is the process adjusting the education of learners with disabilities according to their unique requirements. Evolvement of technology has made computers and mobile devices capable of complementing usual teaching processes for students with special needs. In this report we present a summary of some representative online applications for assisting disabled people in the learning process and their daily lives.</p>

EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)

2000 ◽  
Vol 5 (3) ◽  
pp. 139-141
Author(s):  
Sally Beveridge ◽  
Sue Pearson
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Special Needs ◽  
Social Dimension ◽  
Common Theme ◽  
Special Educational Needs ◽  
Physical Proximity ◽  
Special Needs Education ◽  
The Social ◽  
Positive Social Interaction

The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

Implementing vision research in special needs education

2015 ◽  
Vol 30 (2) ◽  
pp. 134-149 ◽  
Author(s):  
Gunvor Birkeland Wilhelmsen ◽  
Monica L. Aanstad ◽  
Eva Iren B. Leirvik
Keyword(s):  
Special Needs ◽  
Vision Research ◽  
Special Needs Education

scholarly journals Gerontologia (geragogika) specjalna – obszar koniecznych badań i refleksji pedagogiki specjalnej. Wybrane zagadnienia

2018 ◽  
pp. 117-141
Author(s):  
Iwona Chrzanowska
Keyword(s):  
General Population ◽  
Special Needs ◽  
People With Disabilities ◽  
European Countries ◽  
Life Situation ◽  
Scientific Merit ◽  
The People ◽  
Special Needs Education ◽  
The World ◽  
The Relationship

In the text, an attempt was made to analyse selected issues related to gerontology in the relationship to people with disabilities. The context of analyses is the tendency of social ageing tendencies, observed in Poland and in the world, especially in European countries. Selected areas of reflection are combined with the conviction that there is a need for research which would fill in the gap in the field of research carried out so far, focused on the issue of the broadly defined life situation of the people with disabilities in the senior years, which is in the scientific merit of Polish special needs education (pedagogics). There is a justified fear that these individuals are more likely to experience marginalisation and exclusion in many areas of life than people of similar age in the general population.

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