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What is Students with Disabilities

Chapter 2
New Considerations and Best Practices for Training Special Education Teachers
Every student with a disability has various troubles in learning. In a programming education lesson, however, a concrete object like a robot helps them to acquire their CT and code a program.
Published in Chapter:
Facilitating Learning Activities for Students With Disabilities Using Educational Robotics
Kumiko Nakanishi (Fuchu Keyakinomori Gakuen Tokyo Metropolitan School for the Physically Disabled and the Intellectually Disabled, Japan), Hidetaka Yukawa (Jonan Schools for Special Needs, Japan), Hiroki Matsushima (Fuchu Keyakinomori Gakuen Tokyo Metropolitan School for the Physically Disabled and the Intellectually Disabled, Japan), Satsuki Yamashita (Fuchu Keyakinomori Gakuen Tokyo Metropolitan School for the Physically Disabled and the Intellectually Disabled, Japan), and Shigeru Ikuta (Otsuma Women's University, Japan)
Copyright: © 2022 |Pages: 23
DOI: 10.4018/978-1-7998-9494-0.ch002
Abstract
The teaching of programming and its basic concepts, even to students with disabilities, has a crucial influence on the development of their cognitive functions and blends class lessons with real life. This chapter describes two activities with educational robotics, performed at a school for special needs. In the activities, the students with physical disabilities could nicely operate a wheelchair without bumping into the classmates and dance with moving hands powerfully while expressing the images of the songs; those with intellectual disabilities could learn words describing directions like right, left, go, and back and clarify how many steps the robot could take to reach the destination. These two classes with education robotics provided them with joyful and skillful activities that were quite different to the daily lessons in the existing subjects, and they would benefit from the opportunity to learn additional life skills that are highly applicable to living within society.
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Chapter 13
Inclusive Education in Science Education: Are Science Teachers Using Inclusive Technologies in Science Classrooms?
Students with disabilities are students identified with some form of physical or mental impairment that limits them to perform in one or more major life activities. SWD learn what they can't do with provisions to help them achieve as well as typically learning students.
Published in Chapter: Inclusive Education in Science Education: Are Science Teachers Using Inclusive Technologies in Science Classrooms?; From: Handbook of Research on Innovative Digital Practices to Engage Learners
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Chapter 7
Integrating Universal Design of Learning Principles to Teach Students With Autism Spectrum Disorders in Inclusive Classrooms
Students with disabilities refer to those students who receive special education services and have an individualized education plan ( Wu et al., 2021 ).
Published in Chapter: Integrating Universal Design of Learning Principles to Teach Students With Autism Spectrum Disorders in Inclusive Classrooms; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 14
Actual Aspects of Inclusive Model: Methods and Algorithm of Formation of Research Competence in a Student's Individual Educational Trajectory
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Chapter 1
Setting a Framework of Inclusive Support for Students With Disabilities
A student with a disability is defined as a student with an emotional, intellectual, or physical disabling condition, which requires assistance to access the educational environment.
Published in Chapter: Setting a Framework of Inclusive Support for Students With Disabilities; From: Cultivating Inclusive Practices in Contemporary K-12 Education
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Chapter 16
Family Events and Connections That Work: Finding Ways to Engage Families in Person and Virtually
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Chapter 48
The Use of Mobile Phones in K-12 Education
Students with disabilities are students who have been identified, assessed, and determined to be eligible for special education services under the Individuals with Disabilities Education Act.
Published in Chapter: The Use of Mobile Phones in K-12 Education; From: Encyclopedia of Mobile Phone Behavior
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Chapter 12
Psycho-Aspects and Self-Determination on a Uniform Commonwealth Pedagogical Platform as a Scientific Category of Research Competence
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Chapter 555
Mobile Learning in and out of the K-12 Classroom
Students with disabilities are students who have been identified, assessed, and determined to be eligible for special education services under the Individuals with Disabilities Education Act.
Published in Chapter: Mobile Learning in and out of the K-12 Classroom; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 7
Culturally Competent Practices and Implications for Special Education Leaders
Students with exceptionalities within the context of an educational setting.
Published in Chapter: Culturally Competent Practices and Implications for Special Education Leaders; From: Cultivating Inclusive Practices in Contemporary K-12 Education
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Chapter 11
Assessment of Students With Disabilities in the UAE Toward Thriving in Inclusive Classrooms: Reality and Vision
Students who have special needs. Examples include learning disabilities, autism, ADHD, and emotional and behavioral disorders.
Published in Chapter: Assessment of Students With Disabilities in the UAE Toward Thriving in Inclusive Classrooms: Reality and Vision; From: Rethinking Inclusion and Transformation in Special Education
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Chapter 5
Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training
In the Stellenbosch University context, students with disabilities refer to any student that has disclosed a disability and can provide collateral documents about this, when accepted to the university or when seeking support for a diagnosed disability.
Published in Chapter: Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 4
Exploring the Influence of Self-Efficacy Perception in Transfer Students With Disabilities
As operationalized for this study, SWDs are those who have completed PCU’s interactive disability-related accommodation registration process to receive academic adjustments.
Published in Chapter: Exploring the Influence of Self-Efficacy Perception in Transfer Students With Disabilities; From: Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations
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Chapter 11
Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University
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