| Issue | Title | |
| Vol 6, No 2 (2020) | STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN GREEK HIGHER EDUCATION: ICTS AS A VITAL TOOL FOR INCLUSION | Abstract PDF |
| Asimina Riga, Vasiliki Ioannidi, Nikolaos Papayiannis | ||
| Vol 11, No 4 (2025) | STUDY OF ADHD THROUGH MOTOR RHYTHM, LANGUAGE AND SOCIO-EMOTIONAL STUDIES IN CHILDREN WITH AND WITHOUT TYPICAL DEVELOPMENT | Abstract PDF |
| Dimitrios Sarris, Georgia Lagkadinou, Panagoula Papadimitropoulou, Zaragas Harilaos | ||
| Vol 2, No 1 (2017) | STUDY OF REPRODUCTION HEALTH EDUCATION PROGRAM FOR CHILDREN WITH MENTAL RETARDATION IN SLB-C SURAKARTA, INDONESIA | Abstract PDF Academia.edu Read the Full Article on Calameo |
| Tri Sayekti, S. Sunardi, Nunuk Suryani | ||
| Vol 3, No 4 (2018) | SUPPORT STRATEGIES TEACHERS’ USE TO ASSIST LEARNERS WITH LEARNING DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYA | Abstract PDF |
| Grace W. Garbutt, Esther Nyabuto, Jacob Lolelea Natade | ||
| Vol 9, No 2 (2023) | SUPPORTING TEACHER DEVELOPMENT ABOUT EARLY LITERACY IN CHILDREN WITH HEARING LOSS: AN ACTION RESEARCH IN TURKEY | Abstract PDF |
| Hilal Atlar, Yıldız Uzuner | ||
| Vol 7, No 3 (2021) | SUPPORTING THE SPECIAL EDUCATION UNIT SYSTEM IN PROMOTING INCLUSIVE EDUCATION | Abstract PDF |
| K. Ketheeswaran | ||
| Vol 4, No 4 (2019) | SUPPORTIVE THERAPY USING PERSUASIVE METHOD TO INCREASE SELF-SOCIALIZATION IN PATIENTS WITH PARANOID SCHIZOPHRENIA | Abstract PDF |
| Lita Gading, Tri Ratna Murti, Rilla Sovitriana | ||
| Vol 4, No 3 (2019) | TAKING THE MIDDLE GROUND IN INTERACTIONIST RELATIONSHIPS IN QUEENSLAND TECHNICAL AND FURTHER EDUCATION (TAFE), AUSTRALIA | Abstract PDF |
| Jacqueline Caskey | ||
| Vol 2, No 6 (2017) | TEACH US THE WAY WE WANT: TEACHING APPROACH FOR SPECIAL NEEDS STUDENTS | Abstract PDF ACADEMIA.EDU READ THE FULL ARTICLE ON CALAMEO |
| Ariel E. San Jose, Rida Bahket, Hanaa Hassan Ali Alsalhi | ||
| Vol 6, No 1 (2020) | TEACHER SUPPORT FOR PUPILS WITH LOW VISION IN SELECTED REGULAR SCHOOLS IN THE ASHANTI REGION, GHANA | Abstract PDF |
| Fofie Douglas, Gifty Nana Yaa Rockson, Jacquline Edem Akosua Dorleku | ||
| Vol 11, No 3 (2025) | TEACHERS' INTERVENTION STRATEGIES AND SOCIAL INTERACTION AMONG LEARNERS WITH EMOTIONAL AND BEHAVIOURAL DISORDERS IN SELECTED PRIMARY SCHOOLS, NAIROBI CITY COUNTY, KENYA | Abstract PDF |
| Faith Moraa Nyabwengi, Mathew Karia | ||
| Vol 11, No 2 (2025) | TEACHERS' INTERVENTION STRATEGIES AND SOCIAL INTERACTION AMONG LEARNERS WITH EMOTIONAL AND BEHAVIOURAL DISORDERS IN SELECTED PRIMARY SCHOOLS, NAIROBI CITY COUNTY, KENYA | Abstract PDF |
| Eunice Njuhi Ngugi, Beatrice Bunyasi Awori, George Mathenge Wairungu | ||
| Vol 11, No 2 (2025) | TEACHERS' PERCEPTIONS OF STRATEGIES AS A DETERMINANT OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG PRIMARY SCHOOL LEARNERS WITH HEARING LOSS IN MERU AND THARAKA-NITHI COUNTIES, KENYA | Abstract PDF |
| Eunice Kagwiria Murungi, Beatrice Bunyasi Awori, Francisca Irangi Wamocho | ||
| Vol 4, No 2 (2019) | TEACHERS’ AND STUDENTS’ PERCEPTION AND ATTITUDE ON SEX EDUCATION IN SPECIAL SCHOOL IN SURAKARTA, INDONESIA | Abstract PDF |
| Meiriawan Sulistyo Indriastanto | ||
| Vol 8, No 3 (2022) | TEACHERS’ ATTITUDE AND ITS EFFECT ON PERFORMANCE IN ENGLISH AMONG LEARNERS WITH MILD INTELLECTUAL DISABILITY IN SELECTED PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA | Abstract PDF |
| Mary Wanjiku Gachie, George Mathenge, Stephen Nzoka | ||
| Vol 6, No 4 (2020) | TEACHERS’ CONTRIBUTION IN DEAFBLIND STUDENTS’ BRAILLE LITERACY | Abstract PDF |
| Konstantina Spyropoulou | ||
| Vol 3, No 3 (2018) | TEACHERS’ INSTRUCTIONAL BEHAVIOURS TOWARDS INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN THE TEACHING LEARNING PROCESS | Abstract PDF |
| B. G. H. Anuruddhika | ||
| Vol 9, No 2 (2023) | TEACHERS’ PERCEPTION ON INFLUENCE OF TUSOME INTERVENTION STRATEGIES ON READING IN PUBLIC PRIMARY GRADE TWO PUPILS, KILIFI COUNTY, KENYA | Abstract PDF |
| Adagi Betty Savaco, Gladwell Wambiri | ||
| Vol 7, No 3 (2021) | TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES | Abstract PDF |
| Rosallin Kananu Ruteere, Beatrice Bunyasi Awori, Francis Kirimi | ||
| Vol 10, No 8 (2024) | TEACHERS’ PERCEPTIONS OF SOCIAL JUSTICE IN EDUCATION AND SELF-EFFICACY ON IMPLEMENTATION OF INCLUSIVE PRACTICES | Abstract PDF |
| Martha Koutsovasili, Konstantina Katsora, Stylianos Kaprinis | ||
| Vol 10, No 3 (2024) | TEACHERS’ SENTIMENTS, ATTITUDES AND CONCERNS ABOUT INCLUSIVE EDUCATION AND SELF-EFFICACY FOR INCLUSIVE PRACTICES | Abstract PDF |
| Stella Gkouvousi, Stylianos Kaprinis, Gdonteli Krinanthi | ||
| Vol 9, No 1 (2023) | TEACHERS’ UNDERSTANDING OF CURRICULUM ADAPTATION FOR LEARNERS WITH MODERATE INTELLECTUAL DISABILITY IN ZAMBIA | Abstract PDF |
| Humphrey Chinyemba Kandimba, Joseph Mandyata, Magdalene Simalalo | ||
| Vol 7, No 2 (2021) | TEACHING A CHILD WITH AUTISM SPECTRUM DISORDERS TO TOLERATE DELAYED REINFORCEMENT | Abstract PDF |
| Anja Gajić, Bojana Arsić, Dragana Maćešić-Petrović, Aleksandra Bašić, Ružica Zdravković Parezanović | ||
| Vol 5, No 2 (2019) | TEACHING CONVERSATIONAL SKILLS TO A GROUP OF SEVEN INDIVIDUALS WITH A SEVERE OR MODERATE INTELLECTUAL DISABILITY OR AUTISM SPECTRUM DISORDER: AN INTERVENTION PROGRAM | Abstract PDF |
| Christina Lappa, Constantinos Mantzikos | ||
| Vol 10, No 8 (2024) | TEACHING IN AN EXTRA MILE: “TINGUHA” - A LOOK AT THE EXPERIENCES OF SPECIAL EDUCATION TEACHERS IN THE NEW NORMAL | Abstract PDF |
| Arlene L. Mier, Rodeth Jane C. Quezada | ||
| 376 - 400 of 505 Items | << < 11 12 13 14 15 16 17 18 19 20 > >> | |
Copyright © 2015 - 2026. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
