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  1.  15
    Social Skills of Slovenian Primary School Students with Learning Disabilities.Majda Schmidt, Alenka Prah & Branka Čagran - 2014 - Educational Studies 40 (4):407-422.
  2.  8
    Learning Habits of Students with Special Needs in Short‐Term Vocational Education Programmes.Majda Schmidt & Helena Čreslovnik - 2010 - Educational Studies 36 (4):415-430.
    This research examined some characteristics of the learning habits of students with special needs and those without them in programmes of short?term vocational education in five areas: motivation, learning and learning techniques, emotional, social and the area of self?evaluation. The research sample consisted of 140 students from different secondary schools. The Questionnaire on the Learning Habits of Adolescents was used for the purpose of the study. The differences between the means from individual learning habit scales, between the students with special (...)
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  3.  26
    Attitudes of Slovene Teachers Towards the Inclusion of Pupils with Different Types of Special Needs in Primary School.Branka Čagran & Majda Schmidt - 2011 - Educational Studies 37 (2):171-195.
    Numerous studies show that a successful implementation of inclusion of children with special needs largely depends on the teachers’ positive attitude towards it. The empirical research that is presented in the main part of the article analyses attitudes of a representative sample of Slovene teachers regarding four domains of impact . In this, we controlled the role of the following two relevant characteristics of the sample: the category of SN and the category of professional expertise of teachers in working with (...)
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  4.  17
    Classroom Climate in Regular Primary School Settings with Children with Special Needs.Majda Schmidt & Branka Čagran - 2006 - Educational Studies 32 (4):361-372.
    This study investigates the classroom climate in two settings of the 6th?grade class (a setting of children with special needs and a setting without children with special needs), focusing on aspects of satisfaction and cohesiveness on one side and friction, competitiveness and difficulties on the other. The study results indicate the existence of both positive and negative consequences of the integration of hearing?impaired pupils. Heterogeneity achieved by the presence of children with special needs included positive benefits for all pupils in (...)
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