NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)2
Since 2006 (last 20 years)6
What Works Clearinghouse Rating
Showing 1 to 15 of 52 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Tones, Megan; Pillay, Hitendra; Carrington, Suzanne; Chandra, Subhas; Duke, Jennifer; Joseph, Rukh Mani – International Journal of Disability, Development and Education, 2017
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the…
Descriptors: Special Schools, Inclusion, Foreign Countries, Mainstreaming
Peer reviewed Peer reviewed
Direct linkDirect link
Corrigan, Emma – British Journal of Special Education, 2014
This study, by Emma Corrigan of the Plymouth Excellence Cluster and Community Psychology Service, explores the use of person centred planning (PCP) in supporting young people who have experienced school exclusion, in their transition and re-integration to mainstream settings. Young people of different ages participated in the PCP process and…
Descriptors: Foreign Countries, Special Education, Educational Change, Transitional Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Prior, Susan – Australasian Journal of Special Education, 2013
"Twice exceptional" is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities, there is…
Descriptors: Gifted Disabled, Transitional Programs, Literature Reviews, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Mandy, William; Murin, Marianna; Baykaner, Ozlem; Staunton, Sara; Cobb, Robert; Hellriegel, Josselyn; Anderson, Seonaid; Skuse, David – Autism: The International Journal of Research and Practice, 2016
In mainstream education, the transition from primary to secondary school ("school transition") is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school…
Descriptors: Secondary Education, Children, Pervasive Developmental Disorders, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Bakken, Jeffrey P., Ed.; Obiakor, Festus E., Ed.; Rotatori, Anthony F., Ed. – Advances in Special Education (MS), 2012
Volumes 22 and 23 of the "Advances in Special Education" address the current top perspectives and issues in the field of emotional and behavioral disorders (EBD) by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and…
Descriptors: Special Education, Behavior Disorders, Response to Intervention, Best Practices
Stolz, Stefanie, Ed.; Gonon, Philipp, Ed. – Peter Lang Bern, 2012
In this collected edition, globalization and its consequences on vocational education systems are described and, at the same time, combined with the question of whether new phenomena of inclusion but also of exclusion are produced. Inclusion and exclusion are differentiations that predominate in all kinds of (vocational education) systems,…
Descriptors: Foreign Countries, Vocational Education, Learner Engagement, Higher Education
Peer reviewed Peer reviewed
Bailey, J. S. – Educational Review, 1982
A study was made of six special units for children with special needs in secondary schools with emphasis on the relationship of the units to the main school and the organizational and curricular issues which arise in promoting integration. Staff and pupils benefit from the units, and students with varied disabilities are better integrated as a…
Descriptors: Disabilities, Mainstreaming, Secondary Education, Special Classes
Peer reviewed Peer reviewed
Bradley, Judy; Hegarty, Seamus – Educational Research, 1983
Postsecondary education and related provisions for special needs students in Britain are evolving. There is an ever-increasing range of opportunities, but these provisions have developed haphazardly and are far from the coherent national and regional plan advocated in the Warnock report. (SK)
Descriptors: Disabilities, Education Work Relationship, Mainstreaming, Postsecondary Education
Blaska, Joan K. – 1989
Transition practices that are used when students move from early childhood special education classes into kindergarten were studied. The study was designed to identify important practices that should be incorporated into the transition process and barriers that interfere with implementation of transition. Early childhood special education…
Descriptors: Educational Planning, Educational Practices, Kindergarten, Mainstreaming
Peer reviewed Peer reviewed
Wood, Judy W.; Beale, Andrew V. – Elementary School Guidance and Counseling, 1991
Examines concerns of elementary special needs students who must make transition to and from regular classroom and special education classes. Sees counselors in strategic position to act as consultants to regular and special educators involved in mainstreaming special needs students. Identifies two significant areas in which counselors and…
Descriptors: Counselor Role, Elementary Education, Elementary School Students, Individual Needs
Peer reviewed Peer reviewed
Yannone, Denise Stamp – PTA Today, 1983
A teacher of handicapped children discusses how praise and patience have helped her students overcome learning and behavior problems and voices the conviction that disabled children should be mainstreamed as soon as they show evidence of readiness. (PP)
Descriptors: Disabilities, Educational Equity (Finance), Educational Responsibility, Elementary Education
Peer reviewed Peer reviewed
Shinn, Mark R.; And Others – Exceptionality: A Research Journal, 1993
This paper notes the need for an empirically based model for helping students with disabilities make transitions toward less restrictive settings and exit special education. Emphasis is on defining the least restrictive environment, identifying students with mild disabilities who are potential candidates for reintegration, assessing the…
Descriptors: Delivery Systems, Disabilities, Evaluation Methods, Mainstreaming
Blaska, Joan K. – 1990
This article presents a comprehensive transition model for mainstreaming children from early childhood special education into kindergarten. The SRA Model of Transition outlines transition practices to be implemented by the sending, receiving, and administrative staff. Suggestions for including parents throughout the process are offered. Transition…
Descriptors: Administrator Role, Early Childhood Education, Educational Practices, Kindergarten
Peer reviewed Peer reviewed
Nevin, Ann; Thousand, Jacqueline – Planning and Changing, 1986
Based on an extensive literature search, this paper identifies key actions school administrators may take regarding systems that limit or avoid student referrals for special education services. Findings indicate that referrals may be limited by early intervention strategies and overall improvement of the mainstream educational system. Includes 93…
Descriptors: Disabilities, Elementary Secondary Education, Intervention, Learning Disabilities
Montana Office of Public Instruction, 2005
The Annual Performance Report (APR) for Grant Year July 1, 2002, through June 30, 2003, was submitted to the U.S. Department of Education in accordance with the requirements of the U.S. Department of Education, Office of Special Education Programs (OSEP). The OSEP designed the APR to serve as a state?s self-assessment and improvement planning…
Descriptors: Special Education, Disabilities, Educational Finance, Financial Support
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4