Comparative Analysis on the History of Special Education Research Trends in Korea and Japan: Focusing on Journal Articles since 2000

2019 ◽  
Vol 58 (4) ◽  
pp. 223-257
Author(s):  
Jeong-Suk Hong ◽  
Kyoung-Ran Park
Keyword(s):  
Special Education ◽  
Education Research ◽  
Comparative Analysis ◽  
Research Trends ◽  
Journal Articles ◽  
History Of Special Education ◽  
History Of

Replication of Special Education Research

2016 ◽  
Vol 37 (4) ◽  
pp. 205-212 ◽  
Author(s):  
Matthew C. Makel ◽  
Jonathan A. Plucker ◽  
Jennifer Freeman ◽  
Allison Lombardi ◽  
Brandi Simonsen ◽  
...  
Keyword(s):  
Special Education ◽  
Education Research ◽  
Success Rate ◽  
Research Design ◽  
Experimental Research ◽  
Journal Citation Report ◽  
Research Process ◽  
Publication History ◽  
Central Tenet ◽  
History Of

Increased calls for rigor in special education have often revolved around the use of experimental research design. However, the replicability of research results is also a central tenet to the scientific research process. To assess the prevalence, success rate, and authorship history of replications in special education, we investigated the complete publication history of every replication published in the 36 journals categorized by ISI Web of Knowledge Journal Citation Report as special education. We found that 0.5% of all articles reported seeking to replicate a previously published finding. More than 80% of these replications reported successfully replicating previous findings. However, replications where there was at least one author overlapping with the original article (which happens about two thirds of the time) were statistically significantly more likely to find successful results.

Curriculum Development and Planning for Special Education

1980 ◽  
Vol 4 (2) ◽  
pp. 18-21
Author(s):  
Malcolm Skilbeck
Keyword(s):  
Special Education ◽  
Curriculum Development ◽  
Curriculum Design ◽  
Institutional Constraints ◽  
Development Centre ◽  
Curriculum Design And Development ◽  
History Of Special Education ◽  
History Of ◽  
Broad Framework ◽  
Definition Of

The opportunity to participate in this conference is a welcome one. It is an honour to be invited to give a lecture which commemorates the work of an outstanding educator, Des English. To have the needs of special education brought directly to the attention of the Curriculum Development Centre in this way is timely and may well give a focus and an impetus to our thus far modest efforts in this direction. It is noteworthy that the conference has provided for a number of curriculum workshops in which particular dimensions of needs can be addressed. It is important that in those workshops specific needs are related systematically to overall curriculum design and development questions. There is added reason for this in the criticism within special education of the historic tendency to define and categorise qualities and conditions of need according to narrow or highly particularised criteria instead of setting curriculum tasks within a broad framework of aims and a wide and open definition of learning situations. This is perfectly understandable in view of the history of special education and the fact that we are concerned with a particular dimension and aspects of learning. There are institutional constraints, too, which are acknowledged in the Warnock Committee’s statement:

History of Special Education in South Africa and the Challenges of Inclusive Education

2019 ◽  
Author(s):  
Sigamoney Manicka Naicker
Keyword(s):  
South Africa ◽  
Special Education ◽  
Inclusive Education ◽  
Theory And Practice ◽  
Structural Level ◽  
Single System ◽  
Depth Analysis ◽  
History Of Special Education ◽  
Inclusive System ◽  
History Of

Altering a dual system of education (special and ordinary) in South Africa to an inclusive system requires substantial change in terms of thinking and practice. After almost 20 years of implementing Education White Paper 6 (published by South Africa’s Department of Education in 2001), it is very important that theories, assumptions, practices, models, and tools are put under intense scrutiny for such an inclusive policy to work. Such a single system of education should develop the capacity to address barriers to learning if it wants to include all learners into the system. What are the main barriers that deprive learners from access to a single system of education and what changes should take place so that a truly inclusive system can be created? South Africa introduced seven white papers in education but all of them were implemented in ways that were not entirely influenced by the theory and practice of inclusive education. Inclusive education requires the system to change at a structural level so that mainstream education takes ownership of the ideology and practice of inclusive education. This change should bring about consistency in relation to other white papers; for example, curriculum development, early childhood education, and adult education. In implementing inclusive education, South Africa did not take seriously the various barriers to inclusion, such as curriculum, in providing access to learners who experience difficulties. Thus, an in-depth analysis of the history of special education is provided, with a view toward specifying recommendations for attempts to create the right conditions for a truly inclusive system of education in South Africa.

The History of Special Education: From Isolation to Integration

1994 ◽  
Vol 34 (4) ◽  
pp. 489
Author(s):  
Joseph L. Tropea ◽  
Margaret A. Winzer
Keyword(s):  
Special Education ◽  
History Of Special Education ◽  
History Of

Outside the Mainstream: A History of Special Education.

1989 ◽  
Vol 42 (1) ◽  
pp. 133
Author(s):  
Michael Sanderson ◽  
J. S. Hurt
Keyword(s):  
Special Education ◽  
History Of Special Education ◽  
History Of
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