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Jones, Phyllis; Lawson, Hazel – European Journal of Special Needs Education, 2015
This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA-England research project, involving classroom observations and interviews…
Descriptors: Severe Mental Retardation, Special Education Teachers, Faculty Development, Teaching Methods
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Strogilos, Vasilis; Nikolaraizi, Magda; Tragoulia, Eleni – European Journal of Special Needs Education, 2012
In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the…
Descriptors: Educational Needs, General Education, School Culture, Disabilities
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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
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Avissar, Gilada – European Journal of Special Needs Education, 2012
The objective of this exploratory study was to examine the curricular practices of teachers in Israel as a result of the mandate to include children with special educational needs. It is based on the understanding that curriculum is at the core of education. As inclusive education has become more prevalent, the curriculum perspective has gained…
Descriptors: Inclusion, Mainstreaming, Teaching Methods, Curriculum
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Dolva, Anne-Stine; Gustavsson, Anders; Borell, Lena; Hemmingsson, Helena – European Journal of Special Needs Education, 2011
This study addresses the support provided by class staff in order to facilitate social participation of pupils with Down syndrome and peers in regular classes, and how they experience the interaction between the pupils. Data were collected through field observations of six pupils with Down syndrome in their class in mainstream schools, their six…
Descriptors: Down Syndrome, Interaction, Peer Relationship, Mainstreaming
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Emam, Mahmoud M.; Farrell, Peter – European Journal of Special Needs Education, 2009
The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children…
Descriptors: Educational Needs, Autism, Systems Approach, Teacher Aides
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Abbott, Lesley – European Journal of Special Needs Education, 2007
A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post-primary schools in Northern…
Descriptors: Foreign Countries, Inclusive Schools, Mainstreaming, Interviews