@article {1090,
	title = {ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {508-524},
	abstract = {The aim of this research is to analyze teachers{\textquoteright} and paraprofessionals{\textquoteright} work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals{\textquoteright} work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students{\textquoteright} abilities in different subject. The data in this study are based on teams{\textquoteright} written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children{\textquoteright}s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective.  Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.},
	keywords = {assessment for learning, intellectual disability, paraprofessional, special school, teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.508},
	url = {http://oaji.net/articles/2017/457-1513710227.pdf},
	author = {Lotta Anderson and Daniel {\"O}stlund}
}
@article {1042,
	title = {THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-33},
	abstract = {The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of  this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research  was to analyze  the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support.},
	keywords = {intellectual disability, narrative research, personal study plan, study path, vocational special education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.19},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232391},
	author = {Anneli Hermanoff and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {785,
	title = {SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {45-51},
	abstract = {In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering {\textquotedblleft}special solutions{\textquotedblright} to these children. 
 This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups.
 On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres.},
	keywords = {after-school activities, intellectual disability, school-age care system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.45},
	url = {http://oaji.net/articles/2014/457-1415392294.pdf},
	author = {Peter  Karlsudd}
}
@article {362,
	title = {SCIENCE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITY: TEACHING APPROACHES AND IMPLICATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {103-112},
	abstract = {This literature review aims at discussing current educational perspectives in the specific field of science teaching to students with mild to moderate intellectual disability. The present critical approach focuses on the availability and appropriateness of teaching methods and learning strategies that might effectively support science education of students with intellectual disability, given the cognitive characteristics, the learning difficulties and competencies of these students, the particular academic and learning skills associated with the acquisition of science concepts, and finally the perspective of promoting the access of students with intellectual disability in the general educational programs. Discussion of the evidences reveals a complex picture, which suggests further empirical verification of the research findings specifically in regard to the inquiry learning method and its implementation on science teaching to students with intellectual disability. Given the implementation of the appropriate instruction methods and learning strategies, science education and even more inclusive science education with an emphasis on hands-on activities and real life experiences could yield benefits, at least for students with mild to moderate intellectual disability, related to their everyday functioning in the context of functional academic skills acquisition. },
	keywords = {intellectual disability, science education, teaching methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917637.pdf},
	author = {Panayiota  Stavroussi and Panagiotis  F. Papalexopoulos and Dionisios  Vavougios}
}
