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Kozleski, Elizabeth B.; Gonzalez, Taucia; Atkinson, Laura; Mruczek, Cynthia; Lacy, Lisa – European Journal of Special Needs Education, 2013
This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound…
Descriptors: Teacher Education, Educational Practices, Educational Theories, Context Effect
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Bacakova, Marketa; Closs, Alison – European Journal of Special Needs Education, 2013
The article supports the view that teachers are key to quality inclusive education and that continuing professional development (CPD) plays an essential role in promoting pro-inclusion changes in education systems. It reports and uses the findings from a research study focused on the educational experiences of two groups of Myanmar (Burmese)…
Descriptors: Teacher Collaboration, Agency Cooperation, Immigrants, Asians
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Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, Mónica – European Journal of Special Needs Education, 2013
The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that…
Descriptors: Individualized Education Programs, Foreign Countries, Special Education, Student Needs
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Liasidou, Anastasia; Antoniou, Androniki – European Journal of Special Needs Education, 2013
Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an "exclusionary inclusion" that draws a…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Role, Inclusion
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Levi, Uzi; Einav, Michal; Raskind, Ilana; Ziv, Orit; Margalit, Malka – European Journal of Special Needs Education, 2013
Teachers play a critical role in facilitating the academic achievements of students with learning disabilities (LD). The personal resources of teachers, such as sense of coherence (SOC) and hopeful thinking, may predict self-perception of the competency and efficacy they possess to help students with LD acquire needed learning skills. Several…
Descriptors: Foreign Countries, Questionnaires, Teacher Attitudes, Psychological Patterns
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Webster, Rob; Blatchford, Peter – European Journal of Special Needs Education, 2013
Findings from the Deployment and Impact of Support Staff project showed that day-to-day support for pupils with special education needs (SEN) in mainstream UK schools is often provided by teaching assistants (TAs), instead of teachers. This arrangement is the main explanation for other results from the project, which found TA support had a more…
Descriptors: Foreign Countries, Mainstreaming, Disabilities, Special Education
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Andreasson, Ingela; Asp-Onsjö, Lisa; Isaksson, Joakim – European Journal of Special Needs Education, 2013
Since 1995, all Swedish compulsory schools have had a legal obligation to establish individual educational plans (IEPs) for pupils with special educational needs. However, previous research shows that there are a number of issues associated with how these plans are used in schools' overall work and identifies a discrepancy between educational…
Descriptors: Educational Research, Individualized Education Programs, Special Education, Foreign Countries
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Mamas, Christoforos – European Journal of Special Needs Education, 2013
This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully…
Descriptors: Foreign Countries, Inclusion, Disabilities, Regular and Special Education Relationship
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Linton, Ann-Charlotte; Germundsson, Per; Heimann, Mikael; Danermark, Berth – European Journal of Special Needs Education, 2013
While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers' perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid…
Descriptors: Asperger Syndrome, Teacher Attitudes, Attitudes toward Disabilities, Social Attitudes
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Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin; Harper, Amanda – European Journal of Special Needs Education, 2013
This project aimed to create a descriptive map of international research which explores the notion of the continuum of educational provision for children with special educational needs. It also aimed to determine and examine the nature of how the continuum of provision is conceptualised, operationalised and enacted in a sample of selected…
Descriptors: Special Education, Foreign Countries, Educational Theories, Literature Reviews
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Ramberg, Joacim – European Journal of Special Needs Education, 2013
This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the…
Descriptors: Special Education, Educational Resources, Foreign Countries, Surveys
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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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Ylonen, Annamari; Norwich, Brahm – European Journal of Special Needs Education, 2012
This paper reports the findings from a project focused on teaching secondary aged pupils with moderate learning difficulties (MLD) using Lesson Study methodology--a collaborative approach for teachers to assess, evaluate and plan a sequence of lessons that focuses on the learning of one to two focus pupils identified as having MLD. The research…
Descriptors: Learning Problems, Teaching Methods, Secondary School Students, Teacher Collaboration
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Bottcher, Louise; Dammeyer, Jesper – European Journal of Special Needs Education, 2012
The legacy of defectology, Vygotsky's theoretical work on children with disabilities, still offers a useful approach in disability research. Vygotsky understood disability as an incongruence between the individual's psychological structure and the structure of cultural forms. The incongruence describes a dialectical relation between the person…
Descriptors: Visual Impairments, Video Technology, Psychology, Cerebral Palsy
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Barlow, Alexandra; Humphrey, Neil – European Journal of Special Needs Education, 2012
Parents' involvement in their children's education is known to be an important predictor of a range of adaptive outcomes. For learners with special educational needs and disabilities (SEND), lack of parental engagement and confidence has been highlighted as a problematic issue. Given this, the objectives of the current study were to: (i) determine…
Descriptors: Academic Achievement, Ethnicity, Foreign Countries, Educational Needs
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