| Issue | Title | |
| Vol 6, No 2 (2020) | ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES REGARDING THE PREREFERRAL PROCESS | Abstract PDF |
| Mine Kizir, Candan Hasret Şahin | ||
| Vol 7, No 1 (2021) | ELEVATING INSTITUTION PERFORMANCE OF SPECIAL SCHOOLS THROUGH STRATEGIC PLANNING | Abstract PDF |
| Virgana Virgana, Merry Lapasau, Soeparlan Kasyadi | ||
| Vol 6, No 4 (2020) | E-MODERATION IN COMMUNITIES OF PRACTICE: A PROPOSAL BASED ON A PORTUGUESE ONLINE COMMUNITY DIRECTED TO SPECIAL NEEDS / E-MODERAÇÃO EM COMUNIDADES DE PRÁTICA: UMA PROPOSTA BASEADA NUMA COMUNIDADE ONLINE PORTUGUESA DIRECIONADA PARA NECESSIDADES ESPECIAIS | Abstract PDF |
| Oksana Tymoshchuk, Teresa Sousa, Ana Margarida Almeida, Paula Santos | ||
| Vol 10, No 7 (2024) | EMOTIONAL AND COGNITIVE INDICATORS IN DRAWINGS OF CHILDREN WITH SPECIAL NEEDS: A PICTURE ANALYSIS STUDY | Abstract PDF |
| Murat Balcı | ||
| Vol 3, No 1 (2018) | EMOTIONAL CONTAGION AND JOB SATISFACTION AMONG TEACHERS OF CHILDREN WITH LEARNING DISABILITIES IN PAKISTAN | Abstract PDF |
| Akhtar Bibi, Muhamad Adnan Khalid, Amina Hussain, Hina Saleem | ||
| Vol 6, No 3 (2020) | EMOTIONAL INTELLIGENCE DIFFERENCES BETWEEN HOUSEWIVES AND CAREER WOMEN | Abstract PDF |
| Aditya Yasmine Prieska | ||
| Vol 11, No 4 (2025) | EMPLOYABILITY OF INDIVIDUALS WITH SPECIAL NEEDS: TEACHERS' VIEWS | Abstract PDF |
| Oğuz Özdamar | ||
| Vol 11, No 6 (2025) | EMPOWERING LITERACY THROUGH TOUCH: TEACHERS’ ROLES IN ADVANCING BRAILLE LITERACY IN GHANA | Abstract PDF |
| Justina Biri, Eric Twum Ampofo | ||
| Vol 11, No 2 (2025) | EMPOWERMENT THROUGH SELF-ADVOCACY: FOSTERING INCLUSIVE EDUCATION FOR YOUNG ADOLESCENTS WITH MILD TO MODERATE SUPPORT NEEDS | Abstract PDF |
| Yeunjoo Lee, Danyel Diane Dahlen, Sarana Eyire Roberts | ||
| Vol 10, No 7 (2024) | EMPOWERMENT THROUGH UNDERSTANDING: A DEEP DIVE INTO LEARNING DIFFICULTIES | Abstract PDF |
| Murat Balcı | ||
| Vol 8, No 4 (2022) | ENHANCING ACCESS TO BRAILLE MATERIALS FOR OPTIMAL LEARNING AT KIBOS PRIMARY SCHOOL FOR THE BLIND, KISUMU COUNTY, KENYA | Abstract PDF |
| Jeremiah Lumakanda Mmasi, Jessina Jessica Muthee, Margaret Murugami | ||
| Vol 9, No 2 (2023) | ENSINO DE MICROBIOLOGIA NOS ANOS INICIAIS: O USO DE JOGOS NA PROMOÇÃO DA APRENDIZAGEM SIGNIFICATIVA | Abstract PDF |
| Aline da Silva Pimenta, Juliana Meissner Moraes, Rocío Marlene Chávez Andrade Rocha, Maria Auxiliadora Motta Barreto, Estaner Claro Romão | ||
| Vol 8, No 1 (2022) | ENVIRONNEMENT PSYCHOSOCIAL ET ABANDON SCOLAIRE DES ÉLÈVES HANDICAPÉS DES ÉTABLISSEMENTS D’ENSEIGNEMENT SECONDAIRE DE LA VILLE DE NGAOUNDÉRÉ, CAMEROUN / PSYCHOSOCIAL ENVIRONMENT AND SCHOOL DRO-POUT OF PUPILS WITH DISABILITIES IN SECONDARY SCHOOLS OF NGAOUNDERE TOWN, CAMEROON | Abstract PDF |
| Charles Tchouata Foudjio, Jobeline Nzeugang | ||
| Vol 10, No 3 (2024) | ESCAPE ROOM: ESCAPE GAMES AS A SCIENCE LEARNING TOOL | Abstract PDF |
| Rubiane Duarte Masulc, Josias de Paula Oliveira, Maria de Lourdes Siqueira Confort, Estaner Claro Romão | ||
| Vol 8, No 3 (2022) | ESTABLISHING HOW HEAD-TEACHERS’ CLASSROOM VISITATION PRACTICE INFLUENCES STUDENTS’ PERFORMANCE IN PUBLIC JUNIOR SCHOOLS IN KEREN SUB-ZONE, ERITREA | Abstract PDF |
| Yodit Tesfagabr Yosief, Kinikonda Okemasisi, Paulos, W. Mesmer | ||
| Vol 11, No 3 (2025) | ESTRATEGIAS DE INCLUSIÓN EDUCATIVA PARA ESTUDIANTES CON TDAH EN LA UNIVERSIDAD DEL VALLE DE MÉXICO / EDUCATIONAL INCLUSION STRATEGIES FOR STUDENTS WITH ADHD AT THE UNIVERSIDAD DEL VALLE DE MÉXICO | Abstract PDF |
| María Fernanda Muciño Pulido, Karen Jiménez Arriaga | ||
| Vol 8, No 3 (2022) | EVIDENCE-BASED AND PROACTIVE CLASSROOM MANAGEMENT OF INCLUSIVE CLASSROOMS TEACHERS | Abstract PDF |
| Ayfer Aslan, Bülbin Sucuoğlu | ||
| Vol 7, No 1 (2021) | EXAMINATION OF ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS CHILD NEGLECT AND ABUSE REPORTING IN TERMS OF DIFFERENT VARIABLES | Abstract PDF |
| Fatima Şenda Değirmenci, Cahit Nuri, Cemaliye Direktör | ||
| Vol 6, No 1 (2020) | EXAMINATION OF POSTGRADUATE THESES ON SEXUAL EDUCATION IN TURKEY (1990-2018) | Abstract PDF |
| Fevziye Ertekin, Başak Bağlama | ||
| Vol 4, No 1 (2019) | EXAMINATION OF TEACHER CANDIDATES’ ATTITUDES, EMOTIONS, AND ANXIETIES REGARDING INCLUSIVE EDUCATION BY DIFFERENT VARIABLES | Abstract PDF |
| Yahya Çikili, M. Abdulbaki Karaca | ||
| Vol 3, No 4 (2018) | EXAMINING HOW EFFECTIVE TEACHING METHODS AND TECHNIQUES, AND MATERIALS ARE USED IN MATH TEACHING FOR HEARING IMPAIRED STUDENTS: FROM TURKISH TEACHERS' PERSPECTIVES | Abstract PDF |
| Hakan Sarı, Tuğba Pürsün | ||
| Vol 5, No 2 (2019) | EXAMINING THE RELATIONSHIPS BETWEEN PERCEPTUAL LOAD PATTERNS, SELECTIVE ATTENTION AND VISUOSPATIAL WORKING MEMORY OF TWICE EXCEPTIONAL PUPILS WITH DYSCALCULIA OF PRIMARY STAGE | Abstract PDF |
| Dina Samir Sayed Ali, Nadia Abdo Abo Donia, Khaled Abd El Hamid Osman | ||
| Vol 7, No 1 (2021) | EXCLUSION IN INCLUSION: EXPERIENCES OF LEARNERS WITH ALBINISM IN SELECTED MAINSTREAM AND SPECIAL SCHOOLS IN ZAMBIA | Abstract PDF |
| Thomas Mtonga, Esther Lungu, Kalisto Kalimaposo, Joseph Mandyata | ||
| Vol 4, No 1 (2019) | EXHUMING THE LATENT ABILITIES IN THE COGNITIVE IMPAIRED IN GHANA USING PSYCHODRAMA OR DRAMA THERAPY | Abstract PDF |
| Tabitha Harriet Deh | ||
| Vol 4, No 4 (2019) | EXISTENCE OF DYSLEXIA CONSIDERING THE STRUCTURE OF DIFFERENT LANGUAGES | Abstract PDF |
| Oguzhan Hazir | ||
| 151 - 175 of 505 Items | << < 2 3 4 5 6 7 8 9 10 11 > >> | |
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).
