Attitudes Of Greek Physical Education Teachers Towards Inclusion Of Students With Disabilities In Physical Education Classes



Download 1.83 Mb.
Page1/40
Date conversion05.06.2018
Size1.83 Mb.
  1   2   3   4   5   6   7   8   9   ...   40

ISSN 0827 3383


International Journal

of

Special Education




VOLUME 26 2011 NUMBER 1





  • Attitudes Of Greek Physical Education Teachers Towards Inclusion Of Students With Disabilities In Physical Education Classes


  • The Invisibles’…Disability In China In The 21st Century

  • Special Education Provision In Nigeria: Analyzing Contexts, Problems, And Prospects

  • The Chain Of Actions In Special Education – The Relationship Between National Guidelines And Municipal Follow-Up:An Evaluation Based On A Case Study From One Norwegian Municipality

  • Response To Intervention: How Is It Practiced And Perceived?

  • Burnout Syndrome Levels Of Teachers In Special Education Schools In Turkey

  • Traumatic Brain Injury In K-12 Students II: Response To Instruction--When Will They Ever Learn?

  • University Teachers’ Perception Of Inclusion Of Visually Impaired In Ghanaian Universities

  • Play Therapy-Reaching The Child With Autism

  • Computer Assisted Instruction To Promote Comprehension In Students With Learning Disabilities

  • The Quality Of Mediational Teaching Practiced By Teachers In Special Education. An Observational Study In Norwegian Primary Schools
  • Employment Of People With Disabilities In Malaysia: Drivers And Inhibitors


  • Perceptions Of Vocational Training With Elementary Special Education Students: A Case Study

  • Attitudes Towards Inclusion: Gaps Between Belief And Practice

  • Teachers’ Views Of Self-Determination For Students With Emotional/Behavioral Disorders: The Limitations Of An Individualistic Perspective

  • Students With Disabilities In Teacher Education: Changes In Faculty Attitudes Toward Accommodations Over Ten Years

  • Demographic Report On Special Education Students In Postsecondary Education: Implications For School Counselors And Educators.

  • I Only Wish I’d Known: Voices Of Novice Alternatively Certified Special Education Teachers

  • Increasing The Teaching Efficacy Of A Beginning Special Education Teacher Using Differentiated Instruction: A Case Study

  • Multi-Sensory Intervention Observational Research


International Journal of Special Education




EDITORIAL POLICY


The International Journal of Special Education publishes original articles concerning special education. Experimental as well as theoretical articles are sought. Potential contributors are encouraged to submit reviews of research, historical, and philosophical studies, case studies and content analyses in addition to experimental correlation studies, surveys and reports of the effectiveness of innovative programs.


Send your article to marcsapo@interchange.ubc.ca or irisdoug@cox.net as attachment by e-mail, in MSWORD for IBM format ONLY.

Articles should be double spaced (including references). Submit one original only. Any tables must be in MS-WORD for IBM Format and in the correct placement within the article. Please include a clear return e-mail address for the electronic return of any material. Published articles remain the property of the Journal.


E-mailed contributions are reviewed by the Editorial Board. Articles are then chosen for publication. Accepted articles may be revised for clarity, organisation and length.
Style: The content, organisation and style of articles should follow the Publication Manual of the American Psychological Association, Sixth Edition. An article written in an obviously deviating style will be returned to the author for revision.

Abstracts: All articles will be preceded by an abstract of 100-200 words. Contributors are referred to the Publication Manual of the American Psychological Association, Sixth Edition for assistance in preparing the abstract.

Responsibility of Authors: Authors are solely responsible for the factual accuracy of their contributions. The author is responsible for obtaining permission to quote lengthy excerpts from previously published material. All figures submitted must be submitted within the document.
JOURNAL LISTINGS

Annotated and Indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly print index Current Index to Journals of Special Education (CIJE) and the quarterly index, Exceptional Child Education Resources (ECER).

IJSE is also indexed at Education Index (EDI).
The journal appears at the website: www.internationaljournalofspecialeducation.com
The editor can be reached at marcsapo@interchange.ubc.ca

The co-editor can be reached at irisdoug@cox.net




V
I N D E X

OLUME 26 2011 NUMBER 1

Attitudes Of Greek Physical Education Teachers Towards Inclusion

of Students With Disabilities In Physical Education Classes …………………………………………...1


Doulkeridou A,,Evaggelinou C.,Mouratidou K,. Koidou E., Panagiotou A.& Kudlacek M.
‘The Invisibles’…Disability In China In The 21st Century……………………………………..….…..12

Anne Campbell & Marie Uren
Special Education Provision In Nigeria: Analyzing Contexts, Problems, And Prospects...................... 25

Festus E. Obiakor, Fr. MaxMary Tabugbo Offor
The Chain Of Actions In Special Education – The Relationship Between

National Guidelines And Municipal Follow-Up:An Evaluation Based On

A Case Study From One Norwegian Municipality …………………………………………………….33

Sven Nilsen
Response To Intervention: How Is It Practiced And Perceived?………………………………….……44

Rachel Martinez, Andria Young
Burnout Syndrome Levels Of Teachers In Special Education Schools In Turkey……………………..53

Rüyam Küçüksüleymanoğlu
Traumatic Brain Injury In K-12 Students II:

Response To Instruction--When Will They Ever Learn?………………..…………………………………64



Larry E. Schutz, Elizabeth A. McNamara
University Teachers’ Perception Of Inclusion Of Visually Impaired In Ghanaian Universities ………70

Vincent Mamah, Prosper Deku, Sharon M. Darling, Selete K. Avoke




  1   2   3   4   5   6   7   8   9   ...   40


The database is protected by copyright ©hestories.info 2017
send message

    Main page