NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing 1 to 15 of 22 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Wienen, Albert W.; Batstra, Laura; Thoutenhoofd, Ernst; Bos, Elisabeth H.; de Jonge, Peter – European Journal of Special Needs Education, 2019
The widely supported wish for more inclusive education places ever greater expectations on teachers' abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in…
Descriptors: Inclusion, Student Behavior, Behavior Problems, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Wienen, Albert W.; Sluiter, Maruschka N.; Thoutenhoofd, Ernst; de Jonge, Peter; Batstra, Laura – European Journal of Special Needs Education, 2019
In Western countries, the number of ADHD diagnoses and medical treatments of children has risen spectacularly over the last decennia, as has the amount of criticism about this trend. Various studies have shown that children receiving an ADHD classification often follow from initial signals that were raised in a school context. Hence, it becomes…
Descriptors: Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Classification, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
de Leeuw, R. R.; de Boer, A. A.; Minnaert, A. E. M. G. – European Journal of Special Needs Education, 2018
Advocates of inclusive education argue that the social inclusion of students with secial educational needs (SEN) increases when they are educated with tyically develoing eers. However, research indicates that this is not aarent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially…
Descriptors: Social Integration, Elementary School Students, Student Attitudes, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
de Leeuw, R. R.; de Boer, A. A.; Bijstra, J.; Minnaert, A. E. M. G. – European Journal of Special Needs Education, 2018
It is known that schoolteachers have difficulties supporting students with Social, Emotional and Behavioural Difficulties (SEBD) in inclusive classroom settings. Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and…
Descriptors: Behavior Disorders, Emotional Disturbances, Inclusion, Student Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Van der Worp-van der Kamp, L.; Bijstra, J. O.; Pijl, S. J.; Post, W. J.; Minnaert, A. E. M. G. – European Journal of Special Needs Education, 2018
The on-going academic delay of students with emotional and behavioural disorders (EBD) in special education (SE) is concerning. While students with EBD are capable of acquiring fair academic skills, these outcomes are still not being realised on a larger scale. A plausible explanation for these meagre results might lie in a shortage of instruction…
Descriptors: Foreign Countries, Special Education Teachers, Emotional Disturbances, Behavior Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Van der Bij, T.; Geijsel, F. P.; Garst, G. J. A.; Ten Dam, G. T. M. – European Journal of Special Needs Education, 2016
Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to inclusive special needs education. On the…
Descriptors: Foreign Countries, Special Needs Students, Special Education, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Burger-Veltmeijer, Agnes E. J.; Minnaert, Alexander E. M. G.; Van den Bosch, Els J. – European Journal of Special Needs Education, 2016
The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and intervention indications. The current study is…
Descriptors: Foreign Countries, Academically Gifted, Pervasive Developmental Disorders, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Smeets, Ed; Roeleveld, Jaap – European Journal of Special Needs Education, 2016
This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils' problems, and their school careers were studied. Around 25% of the pupils…
Descriptors: Special Education, Special Education Teachers, Special Needs Students, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A.J.; Vlaskamp, Carla – European Journal of Special Needs Education, 2015
Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Attention, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Manti, Eirini; Scholte, Evert M.; Van Berckelaer-Onnes, Ina A. – European Journal of Special Needs Education, 2013
The cognitive growth of children with developmental disorders, like autism, can be seriously impaired due to the disorder. If so, in the Netherlands, these children can attend special schools where they are treated to ameliorate disorder symptoms and to stimulate cognitive growth. The aim of this paper was to identify teaching strategies that…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Cognitive Development
Peer reviewed Peer reviewed
Direct linkDirect link
Bosma, Tirza; Resing, Wilma C. M. – European Journal of Special Needs Education, 2012
The aim of this study was to examine the contribution of dynamic testing in the measuring of children's need for instruction and to explore responses of special education teachers to dynamic testing results. Thirty-six 10-12-year-old children with a moderate to mild intellectual disability and their teachers participated. Children in the…
Descriptors: Control Groups, Educational Needs, Mental Retardation, Testing
Peer reviewed Peer reviewed
Direct linkDirect link
Peltenburg, Marjolijn; van den Heuvel-Panhuizen, Marja – European Journal of Special Needs Education, 2012
Research has shown that high expectations of teachers about their students' academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students' learning results it is essential to know how teachers think about their students' abilities. The present study was meant to investigate what…
Descriptors: Student Attitudes, Low Achievement, Foreign Countries, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Manti, Eirini; Scholte, Evert M.; Van Berckelaer-Onnes, Ina A. – European Journal of Special Needs Education, 2011
The purpose of the study was to investigate the development of symptomatology and academic growth of children with autism spectrum disorders (ASD) attending a special needs education school in the Netherlands as well as to explore the relationship between academic achievement and symptom reduction of those children. To this end a three-year follow…
Descriptors: Autism, Foreign Countries, Followup Studies, Pervasive Developmental Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
Visser, Marieke; Singer, Elly; van Geert, Paul L. C.; Kunnen, Saskia E. – European Journal of Special Needs Education, 2009
The ambiguous results of existing intervention programmes show the need for new ways in research on aggression among children. The present study focuses on the children's own perspective on their aggressive behaviour. Based on a constructivist approach, the inner logic of narratives about peer conflicts of 64 children in Dutch special education…
Descriptors: Constructivism (Learning), Aggression, Logical Thinking, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Manti, Eirini; Scholte, Evert M.; Van Berckelaer-Onnes, Ina A. – European Journal of Special Needs Education, 2009
The scope of the present study was first to evaluate the cross-cultural reliability and validity of the Social Emotional Questionnaire (SEQ) and second to estimate and compare the prevalence rates of childhood developmental and psychiatric disorders in the general population of young children in the Netherlands and Greece. To this end, the…
Descriptors: Cross Cultural Studies, Incidence, Mental Disorders, Caregivers
Previous Page | Next Page ยป
Pages: 1  |  2