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Special Education Provision in Greek Mainstream Classrooms: Teachers' Characteristics and Recruitment Procedures in Parallel Support
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Athanasios Koutsoklenis; Vassilios Papadimitriou – International Journal of Inclusive Education, 2024
Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018-2019 this paper presents findings on certain characteristics of primary and pre-primary…
Descriptors: Foreign Countries, Special Education, Inclusion, Mainstreaming
The Effectiveness of Online Courses in Building Nemeth Code within UEB Contexts Skills and Increasing Knowledge of Strategies to Support Prekindergarten through Eighth-Grade Students in Their Mathematics Learning
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Tina S. Herzberg; L. Penny Rosenblum; C. Rett McBride – Journal of Visual Impairment & Blindness, 2024
Introduction: Professional development can assist individuals in learning a variety of new skills and refining their teaching practice. The purpose of this study was to explore the effectiveness of asynchronous online courses designed to assist individuals in building their Nemeth Code within Unified English Braille (UEB) Contexts skills and…
Descriptors: Online Courses, Braille, Skill Development, Mathematics Instruction
Size and Modality Effects in Braille Learning: Implications for the Blind Child from Pre-Reading Sighted Children
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Barlow-Brown, Fiona; Barker, Christopher; Harris, Margaret – British Journal of Educational Psychology, 2019
Background: Beginning readers are typically introduced to enlarged print, and the size of this print decreases as readers become more fluent. In comparison, beginning blind readers are expected to learn standard-sized Braille from the outset because past research suggests letter knowledge cannot be transferred across different sizes of Braille.…
Descriptors: Braille, Blindness, Beginning Reading, Preschool Children
Learning to Write in Braille: An Analysis of Writing Samples from Participants in the Alphabetic Braille and Contracted (ABC) Braille Study
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Erin, Jane N.; Wright, Tessa S. – Journal of Visual Impairment & Blindness, 2011
This article reports the results of data from 114 writing samples of 39 children who read braille and who were included in the Alphabetic Braille and Contracted Braille (ABC) Study between 2002 and 2005. Writing characteristics, miscues, and composition characteristics are analyzed, and two case studies are included. (Contains 1 box and 2 tables.)
Descriptors: Braille, Writing Skills, Preschool Children, Elementary School Students
Phoneme, Grapheme, Onset-Rime and Word Analysis in Braille with Young Children
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Crawford, Shauna; Elliott, Robert T.; Hoekman, Katherine – British Journal of Visual Impairment, 2006
Two groups of sighted pre-school children were taught to name six braille letters: one group received phoneme instruction and the other grapheme instruction. Ten boys and ten girls (average age 4:5 years) participated. There was a statistically significant advantage for the phoneme group (Experiment 1). In a repeated measures design, 16 sighted…
Descriptors: Braille, Phonemes, Graphemes, Rhyme