Remedial and Special Education

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Inclusive Education for Students with Severe Disabilities
Remedial and Special Education - Tập 18 Số 3 - Trang 133-142 - 1997
June E. Downing, Joanne Eichinger, Lllly J Williams
Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments... hiện toàn bộ
The Quantitative Synthesis of Single-Subject Research
Remedial and Special Education - Tập 8 Số 2 - Trang 24-33 - 1987
Thomas E. Scruggs, Margo A. Mastropieri, Glendon Casto
This article describes procedures recently employed for the quantitative synthesis of single-subject research literature in special education. First, the need for objective, systematic review procedures is discussed. Second, previous approaches for quantitative evaluation of outcomes of single-case research designs are reviewed. Third, procedures employed by the present authors are outlined using ... hiện toàn bộ
Inclusive Teachers’ Concern and Rejection Toward Their Students
Remedial and Special Education - Tập 31 Số 2 - Trang 67-76 - 2010
Bryan G. Cook, David Lansing Cameron
This article reports two related studies. In the first study, concern and rejection ratings of 14 inclusive teachers toward 26 students with disabilities were correlated with teacher—student interactions. Partial correlations, controlling for severity of disability, indicated that instructional-academic interactions corresponded significantly with teachers’ concern ratings and noninstructional-beh... hiện toàn bộ
Prediction of Dropout Among Students With Mild Disabilities
Remedial and Special Education - Tập 27 Số 5 - Trang 276-292 - 2006
Amy L. Reschly, Sandra L. Christenson
This study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion. Participants were parent-identified students with learning disabilities (LD) and emotional or behavioral disorders (EBD) and comparison groups of average-achieving peers and students without disabilities who dropped out or stayed in school. C... hiện toàn bộ
The Importance of Self-Determination to Perceived Quality of Life for Youth and Young Adults With Chronic Conditions and Disabilities
Remedial and Special Education - Tập 31 Số 4 - Trang 252-260 - 2010
Janette McDougall, Jan Evans, Patricia Baldwin
This study examined the relationship between self-determination and perceived quality of life for youth and young adults with chronic conditions and disabilities over time. A total of 34 individuals completed the Life Satisfaction Index—Adolescents and the Arc’s Self-Determination Scale at study baseline and again 1 year later. Controlling for perceived quality of life at baseline and other releva... hiện toàn bộ
Self-Determination During Adolescence A Developmental Perspective
Remedial and Special Education - Tập 18 Số 5 - Trang 285-293 - 1997
Sharon Field, Alan Hoffman, Margaret Posch
Adolescence, the tumultuous period from dependent childhood to independent or interdependent adulthood, is a critical time for the development and expression of self-determination. An instructional emphasis and support system for self-determination is particularly important for youth with disabilities. Adolescent development, embracing identity exploration and learned independence in youth, leads ... hiện toàn bộ
Thành tựu học tập và xã hội của trẻ em chậm phát triển trí tuệ trong môi trường giáo dục chủ yếu và giáo dục đặc biệt Dịch bởi AI
Remedial and Special Education - Tập 21 Số 1 - Trang 3-26 - 2000
Stephanny Freeman, Marvin C. Alkin
Các bậc phụ huynh, chuyên gia và nhà nghiên cứu đã bày tỏ lo ngại về việc sắp xếp phù hợp nhất cho trẻ em chậm phát triển trí tuệ. Để làm rõ hiệu quả của việc hòa nhập, 36 nghiên cứu đã được xem xét liên quan đến thành tựu học tập và xã hội của trẻ em trong độ tuổi đến trường bị chậm phát triển trí tuệ. Kết quả cho thấy, trẻ em trong các lớp học giáo dục chính quy không đạt được mức độ chấp nhận x... hiện toàn bộ
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