Special Issue on Recent Advances in Special Education and Language Proficiency

Submission Deadline: Apr. 12, 2020

Please click the link to know more about Manuscript Preparation: http://www.humanitss.org/submission

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Special Issue Flyer (PDF)
  • Lead Guest Editor
    • Mourad Ali Eissa
      Psycho- Educational Sciences,KIE University, Kafr El Sheilh, Egypt
  • Guest Editor
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to complete the Guest Editor application.
    • Beata Borowska-Beszta
      College of education, Special Education,Nicolaus Copernicus University, Nicolaus Copernicus, Poland
    • Mahmoud A. Mansy
      Faculty of Education,Alexandria University, Alexandria, Egypt
    • Adel El Saied El Banna
      Education College,Damanhour University, Damanhour, Egypt
    • Ayman Abdelgalil M. Elkady
      Faculty of Arts,Tanta University, Tanta, Egypt
  • Introduction

    In the Education for Persons with Special Educational Needs Act (2004), “special educational needs” s defined as a restriction in the capacity of the person to participate in and benefit from education on account of an enduring physical, sensory, mental health or learning disability or any other condition which results in a person learning differently from a person without that condition... (Government of Ireland, 2004b, section 1). the broad aims of education for students with special educational needs reflect those that are relevant to all students and include(a)enabling the student to live a full life and to realize his or her full potential as a unique individual through access to an appropriate broad and balanced curriculum;(b)enabling the student to function as independently as possible in society through the provision of such educational supports as are necessary to realize that potential;(c) enabling the student to continue learning in adult life.(National Council for Curriculum and Assessment, 2002, p. 2). For students with special educational needs, placement in mainstream education provides increased opportunities to improve communication skills and to interact with their peers. This can lead to the development of new friendships in their local communities. Students with special educational needs can also benefit socially from inclusion through a reduced sense of isolation and be subjected to less negative labelling. There is a highly favorable tendency for students with special educational needs to be more motivated and to work harder in the inclusive classroom. An inclusive setting can expand a student’s personal interests and knowledge of the world, and prepare him/her for better post-school experiences and adulthood. The needs of special education needs students can be met through different methods such as The individual education plan (IEP). The IEP process involves gathering relevant information in order to identify the student’s learning needs and strengths and the setting of targets for learning. The success of a school in providing inclusive education for students with special educational needs depends to a significant extent on the whole-school organizational arrangements in place and on the effectiveness of the various strategies for teaching and learning that teachers implement in their classrooms. An appropriate classroom environment for these students is characterized by structure and organization, has suitable furniture arrangements, suitable learning materials, and curriculum-related displays, and allows easy access to students’ work.

    Aims and Scope:

    1. Comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability
    2. Theoretical assumptions of caring for disabled people
    3. Reasons for caring for disabled
    4. Teaching disabled persons in inclusive classrooms
    5. Collaborative Learning in inclusive classrooms
    6. Training programmes for special needs students in inclusive classrooms

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.humanitss.org/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepg.net/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.