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Download full textSazak Pinar, Elif – Educational Sciences: Theory and Practice, 2015
This study examines the effectiveness of fixed-time (FT) and variable-time (VT) schedules and attention on the problem behaviors and on-task behaviors of students with and without intellectual disabilities in inclusive classrooms in Turkey. Three second-grade students with intellectual disabilities, three students without intellectual…
Descriptors: Foreign Countries, Scheduling, Inclusion, Attention Span
Direct linkRivard, Mélina; Morin, Diane; Dionne, Carmen; Mello, Catherine; Gagnon, Marc-André – Exceptionality Education International, 2015
This study documented the perceived needs of therapists, specialists, and managers who work with children with intellectual disabilities (ID) and/or autism spectrum disorders (ASD) and concurrent problem behaviours (PBs). Seventy-five respondents from specialized PB and early childhood programs within eight public rehabilitation centres were…
Descriptors: Training, Allied Health Personnel, Children, Intellectual Disability
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve – Journal of Learning Disabilities, 2016
We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays…
Descriptors: Learning Problems, Learning Disabilities, At Risk Students, Mathematics Instruction
