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Corina van Doodewaard; Annelies Knoppers – International Journal of Inclusive Education, 2024
This paper aims to uncover assumptions about inclusion held by preservice teachers in physical education. The focus is on how they construct ideas about inclusion and how these constructions inform their attempts to reduce inequities and enhance inclusion in their teaching practices. A critical approach to the reflections of 41 Dutch preservice…
Descriptors: Preservice Teachers, Physical Education Teachers, Student Attitudes, Inclusion
Schoenmaker, Jorine; Houdijk, Han; Steenbergen, Bert; Reinders-Messelink, Heleen A.; Schoemaker, Marina M. – Journal of Motor Learning and Development, 2023
Effectiveness of motor interventions depends not only on learning content but also on the used teaching strategies. However, little is known regarding the application of teaching strategies in clinical practice. This study aimed to develop and assess psychometric properties of a new Dutch observational instrument to document teaching strategies:…
Descriptors: Physical Therapy, Teaching Methods, Observation, Psychometrics
Akmese, Pelin Pistav; Kayhan, Nilay – Cypriot Journal of Educational Sciences, 2016
The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher…
Descriptors: Special Education, Special Education Teachers, Teacher Education Programs, Educational Policy
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
van den Bosch, Roxette M.; Espin, Christine A.; Pat-El, Ron J.; Saab, Nadira – Journal of Learning Disabilities, 2019
The authors examined three instructional approaches for improving teachers' curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of…
Descriptors: Teacher Improvement, Comprehension, Curriculum Based Assessment, Progress Monitoring
Blik, H.; Harskamp, E.G.; van Leeuwen, S.; Hoekstra, R. – Journal of Computer Assisted Learning, 2017
Intellectually disabled (ID) students in secondary education are often taught in an individual setting where video instruction is used. Especially, when the instruction is about complex assignments, many students may forget parts of it. In this study, we tried to find out if prompting ID students to explain video instruction would help them to…
Descriptors: Video Technology, Intellectual Disability, Assignments, Task Analysis
van Drenth, Annemieke – Paedagogica Historica: International Journal of the History of Education, 2015
Following Foucault's analysis of expanding psychiatric power, this article addresses the shift from psychiatry into pedagogy in interventions concerning children with mental problems in the nineteenth century. The aims of this article are twofold. First, to answer the question of how the notion of "idiocy" developed in the context of an…
Descriptors: Sensory Experience, Child Development, Educational History, Psychiatry
Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry – Physics Education, 2017
When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously,…
Descriptors: Science Instruction, Physics, Visual Impairments, High School Students
Blik, H.; Harskamp, E. G.; Naayer, H. M. – Journal of Classroom Interaction, 2016
In the Netherlands, students with intellectual disabilities (ID) attend practical education (PE). Teachers generally use demonstration as a form of direct instruction (DI) and students have difficulty working independently. Strategy instruction (SI) is a question-answer-based method that stimulates students' autonomy by getting them to verbalize…
Descriptors: Foreign Countries, Intellectual Disability, Direct Instruction, Teaching Methods
Van der Stege, Heleen A.; Hilberink, Sander R.; Visser, Adriaan P.; Van Staa, AnneLoes – Sex Education: Sexuality, Society and Learning, 2014
The objective of this study was to identify determinants of professionals' intention to use the new board game SeCZ TaLK to facilitate sexual health discussions with young people with chronic health conditions and disabilities, and to gauge whether intention led to actual use. A cross-sectional web-based survey of 336 professionals before they…
Descriptors: Sex Education, Chronic Illness, Disabilities, Intention
Curcic, Svjetlana – International Journal of Inclusive Education, 2009
With an aim to investigate inclusion across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns…
Descriptors: Inclusive Schools, Foreign Countries, Mainstreaming, Cross Cultural Studies
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
Sperandio, Jill; Klerks, Judith – International Journal of Special Education, 2007
This article presents a case study of a state-funded international school in the Netherlands undertaking program reform. During the school year examined by the case study, the school was in the process of promoting the inclusion of children with special needs into its mixed ability classes, and diversifying and improving teaching and learning…
Descriptors: Educational Change, Foreign Countries, Special Needs Students, Teaching Methods
Mooij, Ton; Smeets, Ed – International Journal of Inclusive Education, 2009
Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be…
Descriptors: Socialization, Intervention, Behavior Disorders, Identification
Bosman, Anna M. T.; van Hell, Janet G.; Verhoeven, Ludo – Journal of Educational Psychology, 2006
In two experiments, the authors tested the effect of two types of reading on the spelling memory of strange or sound-spelling inconsistent words in Dutch students with and without learning disabilities: standard reading and regularized reading. Standard reading refers to reading the word the way it has to be read. Regularized reading refers to…
Descriptors: Spelling, Memory, Indo European Languages, Foreign Countries
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