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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Language and integration : an investigation of students with severe learning difficulties in integrated and segregated environments

Bayliss, P. D. January 1992 (has links)
No description available.
12

Investigating aspects of using 'standard' information technology to help children with learning difficulties/specific learning difficulties in primary schools in Cyprus

Hadjikakou, Eleni C. January 1997 (has links)
No description available.
13

A critical analysis of disability through processes of open learning

Ivani-Chalian, Christine January 1997 (has links)
No description available.
14

The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum

Hughes, Valencia Z.H. January 2014 (has links)
Thesis advisor: David Scanlon / Students' with moderate special needs learning difficulties often manifest as reading struggles. These students commonly struggle with decoding words because of weak phonics skills, limited automatic recognition of high frequency words and/or limited vocabulary. A further challenge for the struggling readers is to focus on comprehension while decoding. Given that these students reading comprehension and fluency generally do not improve commensurate with reading demands as they move through school, exploring other possibilities such as the use of theatre arts techniques to teach English/Language Arts may identify an alternative intervention that builds comprehension and fluency in academic reading. Through my experience as a teacher I have used theatre in the classroom as a teaching and motivational tool. This study was conducted using a multiple case study design accompanied by the teacher researcher's perspective on the impact of the theatre infused curriculum. This dissertation focuses on the effect of a reading comprehension and fluency curriculum infused with theatre techniques on students' with moderate special needs literacy engagement, fluency, and comprehension. Informing this study is empirical research on teaching reading comprehension and fluency to students with moderate disabilities, as well as empirical research on the use of theatre techniques in curriculum. Data included reading performances and outcomes, observations of students, a teacher reflection journal, and student interviews. Thematic analysis was used to develop codes to inform the study's major themes. The study has four main findings: study participants who put in the most effort increased their comprehension score, all study participants, regardless of their reading levels or reading rates on the pre-test, made improvements on both by the end of the nine week study, writing assignments in the character analysis and skit writing activities require longer periods of exposure for the study participants to master them, and performing builds confidence over time, in a supportive environment. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.
15

高校の特別なニーズ教育に関する諸外国の実態と日本の課題 : コーディネーターの役割を中心に

ISHIKAWA, Michiko, 石川, 美智子 30 December 2010 (has links)
No description available.
16

Vyresniųjų klasių mokinių nuostatos į specialiųjų poreikių ugdytinių integraciją mokykloje / The attitude of senior schoolchildren towards the integration schoolchildren with special needs to general education school

Mikalauskaitė, Rasa 15 May 2006 (has links)
At the dawn of the 19th century, Lithuania initiated education for persons of special needs and obtained considerable positive results in this field. Soon after restitution of the Independence the legal basis was laid for solving problems of disabled children, their socialization and integration into society what resulted in purposeful and rapid changes. Relevant documents were prepared and confirmed. The main problem remained that so far no traditions were formed in Lithuania for learning of healthy and disabled children together as in other countries. Only before a decade the voice was lifted up publicly about existence of disabled people in Lithuania, therefore, we should start from the very beginning. Everyone agrees that the disabled people must be integrated. However, as a matter of fact, in favor of integrated learning more often speak pedagogues than parents of schoolchildren. Theoretically parents are for integration, but in practice they are still not ready to accept it. Their phobia is obvious. They are afraid that their offspring will copy bad manners and negative habits from the disabled children. And what is of importance that the parents willy-nilly inculcate such a negative view into their children. As the disabled people are growing in number, it is necessary to look back and evaluate what is done and achieved in their education in order to find new ideas and to correct imperfections. Purpose of study: To identify what attitude the pupils from general... [to full text]
17

The life experiences of people with a learning disability who live at home with their parents and those who live in residential accommodation : a comparative population study; a portfolio of study, practice and research

McCartney, Helen M. January 1995 (has links)
No description available.
18

The effects of the integration of mathematics within children's literature on early numeracy skills of young children with disabilities

Green, Katherine B 10 January 2014 (has links)
Math skills are critical for future success in school (Eccles, 1997), as school-entry math knowledge is the strongest predictor of later academic achievement (Claessens, Duncan, & Engel, 2009). Researchers have found that teachers of young children spend less time teaching mathematics than other subject areas (Phillips & Meloy, 2012), and there is a lack of formal early mathematics instruction for young children’s understanding of early numeracy (Chard et al., 2008). However, preschoolers are developmentally ready for mathematics and are more able to learn math concepts than previously believed (Balfanz, Ginsburg, & Greenes, 2003). While there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities in the field of mathematics, particularly utilizing evidence based interventions. The current study investigates one intervention integrating mathematics within children’s literature for preschoolers with disabilities. This study was a quasi-experimental group design, with one treatment group and one comparison group (N = 50 participants). Targeted early numeracy skills included: (1) one-to-one correspondence, (2) quantity comparison, and (3) numeral identification. The 20-minute intervention was conducted three days per week for six weeks; the comparison group received a typical small group storybook reading of the same literature book with no elaborations. The Test of Early Mathematics Ability, Third Edition (TEMA-3; Ginsburg & Baroody, 2003) was used as a pre and post standardized assessment, and analyzed using one-way ANCOVAs controlling for pretest scores. The Preschool Numeracy Indicators (PNI; Floyd, Hojnoski, & Key, 2006) was used as a weekly curriculum based measurement and analyzed by one-way ANCOVAS and by individual and group means for descriptive data. After the intervention, the children in the treatment group scored significantly higher in the areas of total math ability, quantity comparison, and one-to-one counting fluency than the comparison group. Implications include possibilities for further integrating mathematics within literature for preschoolers with disabilities, the benefits of intentional storybook selection for this type of intervention, and the recognition of the importance of introducing mathematical topics to preschoolers with disabilities in order of developmental cognitive readiness.
19

Från individbedömning till verksamhetsbedömning : Hur kan förskolan utveckla sin verksamhet så att den kan möta alla barn oavsett förutsättningar?

Isander, Anna January 2014 (has links)
One of the Swedish preschools many tasks is to identify the needs of a child and to shape an activity suited to their needs. This identification means a lot of times that a child is weighed and valued despite that the curriculum clearly states that no assessment is to be done in the Swedish preschool. To develop a preschool able to face all children regardless of their individual needs it’s necessary to change focus from child assessment to instead look at the work and environment in the whole preschool. A development of the activity might be seen as a work in progress whose primary goal is to improve the quality of work in preschool. This study is a case study with the purpose of going into the depth and finding the unique of preschool assessment. This study is based on interviews with preschool teachers with the purpose of creating knowledge about the background to individual children’s prerequisites being valued, how to counter this, and instead evolve the work in preschool to be able to face all children no matter their needs. The result indicates there being a norm in preschool for what a child should be able to do and know, towards that, many children are assessed and valued. When a child’s behavior and/or development is perceived to fall outside this norm the child is described as a child in special needs. Respondents point out that by working with attitudes, ability to supervision by special educator, and small groups of children, would together contribute to individual assessment turned towards activities assessment. The resultsin this study puts focus on the head of preschool as a key person by creating possibilities for teachers to progress their work.
20

Hearing-impaired children, initial literacy and computer assisted learning

Gray, David E. January 1995 (has links)
No description available.

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