Ingrid E. Sladeczek, Laura Fontil, N. Miodrag, Anastasia Karagiannakis, Daniel Amar, J. Amos
This study compares two service delivery models (community-based and centre-based), examining them in light of children’s adaptive and maladaptive behaviours, and parental perceptions of stress and of care. More specifically, parents of 96 children with developmental delays assessed their children’s adaptive and maladaptive behaviours and rated their own perceived levels of stress as well as their perceptions of care from service providers. Findings indicated that children from the community-based sites were perceived as having less severe social skill deficits than those from centre-based sites. Regarding parental stress, mothers from community-based settings reported more challenges with their child’s father than did the mothers from centre-based settings; and fathers from the community-based settings reported more challenges related to their health than did the fathers from the centre-based settings. Regarding care, parents from the centre-based settings had more positive perceptions of care than did parents from the community-based settings. Therefore, in general, parents receiving services within community-based settings reported fewer positive perceptions of care and more challenges than those from centre-based settings. Overall, the results of this investigation can inform future programming for communityand centre-based service delivery systems. More specifically, the findings highlight the important role that family-centred care can play in supporting the needs of children with developmental delays and their families; particularly for families using community-based services.
{"title":"Comparing Service Delivery Models for Children with Developmental Delays in Canada: Adaptive and Maladaptive Behaviours, Parental Perceptions of Stress and of Care","authors":"Ingrid E. Sladeczek, Laura Fontil, N. Miodrag, Anastasia Karagiannakis, Daniel Amar, J. Amos","doi":"10.5206/eei.v27i1.7745","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7745","url":null,"abstract":"This study compares two service delivery models (community-based and centre-based), examining them in light of children’s adaptive and maladaptive behaviours, and parental perceptions of stress and of care. More specifically, parents of 96 children with developmental delays assessed their children’s adaptive and maladaptive behaviours and rated their own perceived levels of stress as well as their perceptions of care from service providers. Findings indicated that children from the community-based sites were perceived as having less severe social skill deficits than those from centre-based sites. Regarding parental stress, mothers from community-based settings reported more challenges with their child’s father than did the mothers from centre-based settings; and fathers from the community-based settings reported more challenges related to their health than did the fathers from the centre-based settings. Regarding care, parents from the centre-based settings had more positive perceptions of care than did parents from the community-based settings. Therefore, in general, parents receiving services within community-based settings reported fewer positive perceptions of care and more challenges than those from centre-based settings. Overall, the results of this investigation can inform future programming for communityand centre-based service delivery systems. More specifically, the findings highlight the important role that family-centred care can play in supporting the needs of children with developmental delays and their families; particularly for families using community-based services.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"38-61"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This comparative study investigated the experiences of starting childcare of three immigrant children in three different learning environments in New Zealand. The notion of learning environment was explored as a way of thinking about how different people, places, and approaches to learning have interacted to create a particular site for the children’s beginning experiences in early childhood settings. The study sheds light on multiple perceptions and experiences with regard to immigrant children and their learning. Child observations, child interviews, and teacher and parent interviews were conducted in each child’s setting. Findings suggest that early childhood environments played a critical role in supporting immigrant children’s transition from homes to early childhood centres if they were informed by the principles of familiarity, care, and collaboration. Immigrant children’s motivation to drive their own learning also provoked reflection on education both in New Zealand and other immigrantreceiving countries such as Canada, the United States, and Australia. ISSN 1918-5227 Pages 7293 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Early Childhood
{"title":"A Comparative Study of Immigrant Children Starting Childcare","authors":"K. Guo","doi":"10.5206/EEI.V27I2.7753","DOIUrl":"https://doi.org/10.5206/EEI.V27I2.7753","url":null,"abstract":"This comparative study investigated the experiences of starting childcare of three immigrant children in three different learning environments in New Zealand. The notion of learning environment was explored as a way of thinking about how different people, places, and approaches to learning have interacted to create a particular site for the children’s beginning experiences in early childhood settings. The study sheds light on multiple perceptions and experiences with regard to immigrant children and their learning. Child observations, child interviews, and teacher and parent interviews were conducted in each child’s setting. Findings suggest that early childhood environments played a critical role in supporting immigrant children’s transition from homes to early childhood centres if they were informed by the principles of familiarity, care, and collaboration. Immigrant children’s motivation to drive their own learning also provoked reflection on education both in New Zealand and other immigrantreceiving countries such as Canada, the United States, and Australia. ISSN 1918-5227 Pages 7293 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Early Childhood","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"72-93"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Program designers develop a wide range of intervention programs to address the social challenges faced by children and youth with autism spectrum disorder (ASD) but it is not clear how those programs are perceived by families of youth with ASD and the extent to which those programs are accessed. To explore the perceptions of families of youth with ASD, 12 youths with ASD and 15 of their parents participated in 45–60 minute interviews about social intervention programs and completed the Social Responsiveness Scale, Second Edition. According to the families, the social programs created to help youth with ASD to socialize have not addressed their needs. The adolescents sought programs that provided activities that matched their interests and that were appropriate for their developmental stage. The parents reported that they were frustrated by barriers to service and weaknesses of design, which were obstacles to accessing programs that supported their children’s development. ISSN 1918-5227 Pages 116146 Follow this and additional works at: http://ir.lib.uwo.ca/eei This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation MacCormack, J. W. (2017) What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs. Exceptionality Education International, 27, 116-146. Retrieved from http://ir.lib.uwo.ca/eei/vol27/iss1/7 Exceptionality Education International 2017, Vol. 27, No. 1, pp. 116–146 ISSN 1918-5227 116 What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs Jeffrey W. H. MacCormack University of Lethbridge
项目设计者开发了广泛的干预项目，以解决患有自闭症谱系障碍(ASD)的儿童和青少年面临的社会挑战，但目前尚不清楚这些项目是如何被患有自闭症谱系障碍的青少年家庭所接受的，以及这些项目在多大程度上被接受。为了探讨自闭症青少年家庭对自闭症青少年的认知，12名自闭症青少年及其15名家长参与了45-60分钟的社会干预项目访谈，并完成了第二版社会反应能力量表。根据这些家庭的说法，旨在帮助自闭症青少年社交的社会项目并没有满足他们的需求。青少年寻求提供符合他们兴趣和适合他们发展阶段的活动的项目。家长们报告说，他们对服务的障碍和设计的弱点感到沮丧，这些障碍阻碍了他们进入支持孩子发展的项目。关注这篇文章和其他作品，请访问:http://ir.lib.uwo.ca/eei这篇文章在1年后通过Scholarship@Western开放获取。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。mcaccormack, J. W.(2017)自闭症谱系障碍青少年及其父母希望从社会能力项目中获得什么。国际教育，27,116-146。摘自http://ir.lib.uwo.ca/eei/vol27/iss1/7《例外教育国际》2017年第27卷第1期，第116 - 146页。社会能力项目对自闭症谱系障碍青少年及其父母的影响
{"title":"What youths with autism spectrum disorder and their parents want from social competence programs","authors":"Jeffrey MacCormack","doi":"10.5206/eei.v27i1.7749","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7749","url":null,"abstract":"Program designers develop a wide range of intervention programs to address the social challenges faced by children and youth with autism spectrum disorder (ASD) but it is not clear how those programs are perceived by families of youth with ASD and the extent to which those programs are accessed. To explore the perceptions of families of youth with ASD, 12 youths with ASD and 15 of their parents participated in 45–60 minute interviews about social intervention programs and completed the Social Responsiveness Scale, Second Edition. According to the families, the social programs created to help youth with ASD to socialize have not addressed their needs. The adolescents sought programs that provided activities that matched their interests and that were appropriate for their developmental stage. The parents reported that they were frustrated by barriers to service and weaknesses of design, which were obstacles to accessing programs that supported their children’s development. ISSN 1918-5227 Pages 116146 Follow this and additional works at: http://ir.lib.uwo.ca/eei This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation MacCormack, J. W. (2017) What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs. Exceptionality Education International, 27, 116-146. Retrieved from http://ir.lib.uwo.ca/eei/vol27/iss1/7 Exceptionality Education International 2017, Vol. 27, No. 1, pp. 116–146 ISSN 1918-5227 116 What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs Jeffrey W. H. MacCormack University of Lethbridge","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"116-146"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Elhoweris, Negmeldin Omer Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, M. Alzyoudi
Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling firstgrade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities. ISSN 1918-5227 Pages 110124 Acknowledgments This research was supported by a grant from the College of Education, United Arab Emirates University Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Elementary Education Commons, and the Language and Literacy Education Commons Recommended Citation Elhoweris, D., Alsheikh, N., Al Mekhlafi, A., Alhosani, N., & Alzyoudi, M. (2018) Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities. Exceptionality Education International, 27, 110-124. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Cover Page Footnote Acknowledgments This research was supported by a grant from the College of Education, United Arab Emirates University This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/6 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 110–124 ISSN 1918-5227 110 Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, and Mohammed Alzyoudi United Arab Emirates University
在阿拉伯联合酋长国(UAE)的小学和其他学校，阿拉伯语阅读是学业成功和进步的重要技能。然而，有大量证据表明，相当数量的阿联酋小学低年级儿童在阅读学校相关材料方面存在困难。阅读研究已经清楚地证明，缺乏语音意识技能是导致阅读困难的主要原因。本研究的目的是(a)确定阿联酋挣扎的一年级读者的语音意识缺陷，(b)通过直接训练在语音意识缺陷领域提供干预，(c)确定语音意识直接训练是否显着提高语音意识能力，以及(d)确定性别对阅读干预的影响。本研究结果表明，阿联酋的直接训练干预计划对苦苦挣扎的一年级读者的语音意识能力产生了积极的影响。致谢本研究得到了阿拉伯联合酋长国大学教育学院的资助。https://ir.lib.uwo.ca/eei部分基础教育共享，以及语言和读写教育共享推荐引用Elhoweris, D.， Alsheikh, N.， Al Mekhlafi, A.， Alhosani, N.， & Alzyoudi, M.(2018)阿拉伯语语音意识直接教学计划对语音意识能力的影响。国际卓越教育，27,110-124。检索自https://ir.lib.uwo.ca/eei/vol27/iss2/6这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。阿拉伯语语音意识直接教学计划对语音意识能力的影响封面脚注致谢本研究得到了阿拉伯联合酋长国大学教育学院的资助，这篇文章在1年后开放获取，可在Exceptionality Education International上找到:https://ir.lib.uwo.ca/eei/ Vol 27/iss2/6 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 110 - 124 ISSN 18-5227 110阿拉伯语语音意识直接教学计划对语音意识能力的影响Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani和Mohammed Alzyoudi阿拉伯联合酋长国大学
{"title":"Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities.","authors":"H. Elhoweris, Negmeldin Omer Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, M. Alzyoudi","doi":"10.5206/eei.v27i2.7755","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7755","url":null,"abstract":"Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling firstgrade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities. ISSN 1918-5227 Pages 110124 Acknowledgments This research was supported by a grant from the College of Education, United Arab Emirates University Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Elementary Education Commons, and the Language and Literacy Education Commons Recommended Citation Elhoweris, D., Alsheikh, N., Al Mekhlafi, A., Alhosani, N., & Alzyoudi, M. (2018) Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities. Exceptionality Education International, 27, 110-124. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Cover Page Footnote Acknowledgments This research was supported by a grant from the College of Education, United Arab Emirates University This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/6 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 110–124 ISSN 1918-5227 110 Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, and Mohammed Alzyoudi United Arab Emirates University","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"110-124"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lori C. Kirkpatrick, H. M. Brown, Michelle Searle, Adrienne E. Sauder, Eric Smiley
This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways. ISSN 1918-5227 Pages 2653 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Accessibility Commons, Educational Psychology Commons, and the Special Education and
{"title":"The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion","authors":"Lori C. Kirkpatrick, H. M. Brown, Michelle Searle, Adrienne E. Sauder, Eric Smiley","doi":"10.5206/eei.v27i2.7751","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7751","url":null,"abstract":"This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways. ISSN 1918-5227 Pages 2653 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Accessibility Commons, Educational Psychology Commons, and the Special Education and","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"26-53"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kathryn D. Hansen, Debra Dawson, Jacqueline Specht
Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education. ISSN 1918-5227 Pages 99115 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Disability and Equity in Education Commons, and the Higher Education Commons Recommended Citation Hansen, K. D., Dawson, D. L., & Specht, J. A. (2017) Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions. Exceptionality Education International, 27, 99-115. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 99–115 ISSN 1918-5227 99 Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions Kathryn D. Hansen, Debra L. Dawson, Jacqueline A. Specht University of Western Ontario Abstract Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easyto-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their
{"title":"Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions.","authors":"Kathryn D. Hansen, Debra Dawson, Jacqueline Specht","doi":"10.5206/eei.v27i1.7748","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7748","url":null,"abstract":"Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education. ISSN 1918-5227 Pages 99115 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Disability and Equity in Education Commons, and the Higher Education Commons Recommended Citation Hansen, K. D., Dawson, D. L., & Specht, J. A. (2017) Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions. Exceptionality Education International, 27, 99-115. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 99–115 ISSN 1918-5227 99 Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions Kathryn D. Hansen, Debra L. Dawson, Jacqueline A. Specht University of Western Ontario Abstract Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easyto-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"99-115"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Glang, M. McCart, Christabelle L. Moore, S. Davies
Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI. ISSN 1918-5227 Pages 94109 This work was supported in part by grant #H133B090010 made by the National Institute on Disability and Rehabilitation Research to the Cincinnati Children’s Hospital Medical Center and the University of Oregon. The authors thank Elizabeth Backus, Laura Beck, and Jeff Gau for their assistance in the preparation of this manuscript. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Other Teacher Education and Professional Development Commons Recommended Citation Glang, A. E., McCart, M., Moore, C. L., & Davies, S. (2018) School Psychologists’ Knowledge and SelfEfficacy in Working with Students with TBI. Exceptionality Education International, 27, 94-109. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI Cover Page Footnote This work was supported in part by grant #H133B090010 made by the National Institute on Disability and Rehabilitation Research to the Cincinnati Children’s Hospital Medical Center and the University of Oregon. The authors thank Elizabeth Backus, Laura Beck, and Jeff Gau for their assistance in the preparation of this manuscript. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/5 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 94–109 ISSN 1918-5227 94 School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI Ann E. Glang, Melissa McCart, & Christabelle L. Moore University of Oregon Susan Davies University of Dayton Abstract Approximately 145,000 U.S. children experience lasting effects of traumatic b
大约145,000名美国儿童经历了创伤性脑损伤(TBI)的持久影响，表现在学校环境中的社会，行为，身体和认知挑战。学校心理学家在确定需要支持的学生和根据《残疾人教育法》确定资格方面发挥着重要作用。本研究的目的是评估目前在公立学校工作的学校心理学家样本中与脑损伤相关的能力的知识和感知。我们调查了学校心理学家，发现与这些学生合作的知识水平和感知准备水平一直很低。与创伤性脑损伤学生打交道经验丰富的学校心理学家在履行学校心理学家几乎所有关键职责的感知能力方面，对自己的评价明显更高。为了满足创伤性脑损伤学生的学业和行为需求，所有学校心理学家都需要在治疗和评估创伤性脑损伤学生方面进行有效的培训。这项工作得到了国家残疾与康复研究所对辛辛那提儿童医院医学中心和俄勒冈大学的部分资助#H133B090010。作者感谢Elizabeth Backus, Laura Beck和Jeff Gau在编写本文中的帮助。Glang, A. E.， McCart, M.， Moore, C. L.， & Davies, S.(2018)学校心理学家在与TBI学生合作中的知识和自我效能。国际教育，27,94-109。检索自https://ir.lib.uwo.ca/eei/vol27/iss2/5这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。本研究得到了国家残疾与康复研究所向辛辛那提儿童医院医学中心和俄勒冈大学提供的#H133B090010基金的部分支持。作者感谢Elizabeth Backus, Laura Beck和Jeff Gau在编写本文中的帮助。这篇文章在1年后开放获取，可在卓越教育国际上找到:Ann E. Glang, Melissa McCart， & Christabelle L. Moore俄勒冈大学Susan Davies代顿大学摘要大约145,000名美国儿童经历了创伤性脑损伤(TBI)的持久影响，表现在社会，行为，身体，以及学校环境中的认知挑战。学校心理学家在确定需要支持的学生和根据《残疾人教育法》确定资格方面发挥着重要作用。本研究的目的是评估目前在公立学校工作的学校心理学家样本中与脑损伤相关的能力的知识和感知。我们调查了学校心理学家，发现与这些学生合作的知识水平和感知准备水平一直很低。与创伤性脑损伤学生打交道经验丰富的学校心理学家在履行学校心理学家几乎所有关键职责的感知能力方面，对自己的评价明显更高。为了满足创伤性脑损伤学生的学业和行为需求，所有学校心理学家都需要在治疗和评估创伤性脑损伤学生方面进行有效的培训。大约145,000名美国儿童经历了创伤性脑损伤(TBI)的持久影响，表现在学校环境中的社会，行为，身体和认知挑战。学校心理学家在确定需要支持的学生和根据《残疾人教育法》确定资格方面发挥着重要作用。本研究的目的是评估目前在公立学校工作的学校心理学家样本中与脑损伤相关的能力的知识和感知。我们调查了学校心理学家，发现与这些学生合作的知识水平和感知准备水平一直很低。与创伤性脑损伤学生打交道经验丰富的学校心理学家在履行学校心理学家几乎所有关键职责的感知能力方面，对自己的评价明显更高。为了满足创伤性脑损伤学生的学业和行为需求，所有学校心理学家都需要在治疗和评估创伤性脑损伤学生方面进行有效的培训。 创伤性脑损伤(tbi)是全球儿童死亡和残疾的主要原因(Faul, Xu, Wald， & Coronado, 2010)。美国疾病控制与预防中心估计，美国每年有6万名儿童因创伤性脑损伤住院;另有70万美国儿童因创伤性脑损伤相关症状而前往急诊室(Faul et al, 2010)。根据受伤时的初始症状，脑损伤通常分为轻度、中度或重度。大多数(70-90%)与脑外伤相关的急诊被认为是轻微的(Cassidy等人，2004;Faul et al.， 2010)。儿童Glang, McCart, Moore， & Davies 95 Exceptionality Education International, 2017, Vol. 27, No. 2严重受伤更有可能住院治疗，并经历更严重的残疾。中度和重度损伤的儿童可能有认知、行为和社交困难，影响他们的长期生活质量(Rivara, Vavilala等，2012);据估计，超过60%的中重度创伤性脑损伤儿童和14%的轻度创伤性脑损伤儿童患有残疾(Rivara, Koepsell等，2012)。总体而言，大约145,000名儿童经历了脑损伤的持久影响，表现在学校环境中的社交、行为、身体和认知挑战(Zaloshnja, Miller, Langlois， & Selassie, 2008)。脑损伤后，儿童面临影响学习成绩的多重挑战(Anderson, Catroppa, Morse, Haritou， & Rosenfeld, 2005;Gabbe et al.， 2014;Hawley, 2004)。执行功能、记忆力、注意力、集中力和处理速度方面的挑战都会影响学校表现(gerard - morris et al.， 2010;Ward, Magnay， & Mychalkiw, 2004;Moser, Schatz， & Jordan, 2005)。行为或心理症状、冲动、社会和情感问题在创伤性脑损伤后也很常见(Barlow et al.， 2010;Li & Liu, 2013;Limond, Dorris， & McMillan, 2009;Ryan et al.， 2016)，会对学校表现产生负面影响。这一系列挑战可能会持续很长时间，导致长期学习成绩不佳(Babikian, Merkley, Savage, Giza， & Levin, 2015;Davies, Fox, Glang, Ettel， & Thomas, 2013;McKinlay, dalrymle - alford, Horwood， & Fergusson, 2002)。在7岁之前受伤的儿童比在童年后期受伤的儿童更容易出现显著的技能缺陷(Anderson & Moore, 1995)。此外，他们往往有较差的长期结果，而教育工作者并不将其归因于他们的伤害(Anderson, Catroppa, Morse, Haritou， & Rosenfeld, 2009;Schwartz et al.， 2003)。Prasad, Swank， & Ewing-Cobbs(2016)在一项关于创伤性脑损伤儿童长期学业成绩的研究中发现，与创伤后2年相比，创伤后6年患有复杂轻度和中度损伤的儿童需要更多的支持。这一发现强调了学校团队跟踪和监测TBI学生的进步的必要性，这样他们就可以在出现困难时迅速做出反应，并提供适当的住宿或特殊教育服务(Prasad et al.， 2016)。很大一部分TBI儿童需要普通教育课堂之外的干预或支持(De
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Lora Lee Smith Canter, Laura King, Jennifer Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts
How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms. ISSN 1918-5227 Pages 116 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, and the Special Education and Teaching Commons Recommended Citation Smith Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K. (2017) Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools. Exceptionality Education International, 27, 1-16. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 1–16 ISSN 1918-5227 1 Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools Lora Lee Smith Canter, Laura H. King, Jennifer B. Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts East Carolina University
教育如何变革才能满足有效教育日益多样化的学生群体的需求，向他们传授技能、知识和能力，使他们成为21世纪富有成效和成功的公民?一个可能的解决方案是创建教室、教师和学校，采用通用学习设计(UDL)所倡导的进步和包容性实践。为了迎接21世纪教育的挑战，教室的设计除了要植根于UDL教学法之外，还需要充分整合和利用先进的技术。迄今为止，UDL文学的先锋可以被描述为修辞性的倡导。也就是说，UDL文献在介绍和推广UDL教学法方面处于早期阶段，但迄今为止还没有足够强大的研究基础来将UDL确立为一种经过科学验证的干预措施(Edyburn, 2010)。UDL可能听起来像一个好主意，但是直到研究基地从倡导到评估和度量UDL的结果转变过来，这种方法的承诺才会实现。本文描述了一项研究，该研究探索了一个专业发展项目对K-12公立学校包容性课堂中UDL原则的认知和实践的影响和结果，这可能是弥合从一个好主意到一个固化的最佳实践之间差距的一步。具体而言，本研究调查了专业发展计划对教师在课堂上对UDL原则和实践的感知、概念化和实施的影响。《教育评估、评估和研究公地》、《教育方法公地》、《其他教育公地》以及《特殊教育和教学公地》的部分内容请访问:https://ir.lib.uwo.ca/eei。推荐引用Smith center, L.， King, L. H.， Williams, J. B.， Metcalf, D.， & Rhys Myrick Potts, K.(2017)评估公立学校学习通用设计的教学法和实践。国际卓越教育，27,1-16。检索自https://ir.lib.uwo.ca/eei/vol27/iss1/1这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。《公立学校学习通用设计的教学方法与实践评估:劳拉·李·史密斯中心、劳拉·h·金、詹妮弗·b·威廉姆斯、黛比·梅特卡夫、凯瑟琳·里斯·迈里克·波茨东卡罗莱纳大学》，2017年第27卷，第1期，第1页，第1 - 16页
{"title":"Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools","authors":"Lora Lee Smith Canter, Laura King, Jennifer Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts","doi":"10.5206/eei.v27i1.7743","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7743","url":null,"abstract":"How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms. ISSN 1918-5227 Pages 116 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, and the Special Education and Teaching Commons Recommended Citation Smith Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K. (2017) Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools. Exceptionality Education International, 27, 1-16. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 1–16 ISSN 1918-5227 1 Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools Lora Lee Smith Canter, Laura H. King, Jennifer B. Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts East Carolina University","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semistructured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities. ISSN 1918-5227 Pages 6284 Funding This study was supported by Social Sciences and Humanities Research Council of Canada, Community-University Research Alliance under Grant number 833–08–1012, and the Saskatchewan Ministry of Social Services. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Disability and Equity in Education Commons Recommended Citation Thompson, S., & Timmons, V. (2017) Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.". Exceptionality Education International, 27, 62-84. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/4 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere." Cover Page Footnote Funding This study was supported by Social Sciences and Humanities Research Council of Canada, Community-University Research Alliance under Grant number 833–08–1012, and the Saskatchewan Ministry of Social Services. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss1/4 Exceptionality Education International 2017, Vol. 27, No. 1, pp. 62–84 ISSN 1918-5227 62 Authentic Inclusion in Two Secondary Schools: “It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere” S. Anthony Thompson, Vianne Timmons University of R
{"title":"Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\"","authors":"S. Thompson, V. Timmons","doi":"10.5206/eei.v27i1.7746","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7746","url":null,"abstract":"Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semistructured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities. ISSN 1918-5227 Pages 6284 Funding This study was supported by Social Sciences and Humanities Research Council of Canada, Community-University Research Alliance under Grant number 833–08–1012, and the Saskatchewan Ministry of Social Services. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Disability and Equity in Education Commons Recommended Citation Thompson, S., & Timmons, V. (2017) Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\". Exceptionality Education International, 27, 62-84. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/4 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\" Cover Page Footnote Funding This study was supported by Social Sciences and Humanities Research Council of Canada, Community-University Research Alliance under Grant number 833–08–1012, and the Saskatchewan Ministry of Social Services. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss1/4 Exceptionality Education International 2017, Vol. 27, No. 1, pp. 62–84 ISSN 1918-5227 62 Authentic Inclusion in Two Secondary Schools: “It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere” S. Anthony Thompson, Vianne Timmons University of R","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"27 1","pages":"62-84"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Deirdre Curle, Janet R. Jamieson, B. Poon, M. Buchanan, N. Norman, A. Zaidman-Zait
The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child’s first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, preand post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child’s transition to school. ISSN 1918-5227 Pages 5471 This study was supported in part through funding from the Vancouver Coastal Health Authority—Child and Youth Mental Health Services to Janet Jamieson. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Accessibility Commons, Early Childhood Education Commons, Elementary Education Commons, and the Special Education and Teaching Commons Recommended Citation Curle, D., Jamieson, J., Poon, B. T., Buchanan, M., Norman, N., & Zaidman-Zait, A. (2017) Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing. Exceptionality Education International, 27, 54-71. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/3 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing Cover Page Footnote This study was supported in part through funding from the Vancouver Coastal Health Authority—Child and Youth Mental Health Services to Janet Jamieson. Authors Deirdre Curle, Janet Jamieson, Brenda T. Poon, Marla Buchanan, Nancy Norman, and Anat Zaidman-Zait This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/3 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 54–71 ISSN 1918-5227 54 Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing Deirdre Curle Washington State Center for Childhood Deafness & Hearing Loss Janet Jamieson, Brenda T. Poon, & Marla Buchanan The University of
对于特殊儿童的家庭来说，过渡到学校可能是一个复杂的过程(Janus, Lefort, Cameron， & Kopechanski, 2007)。人们对聋哑或重听儿童的转学过程所知甚少。本研究的目的是调查早期干预(EI)提供者、家长和老师在孩子上幼儿园之前和期间的沟通情况。本研究采用主题分析法，对六组聋人家长访谈、转换前后访谈、三组情商提供者访谈和三组聋人教师访谈进行分析。每组的参与者都描述了促进或阻碍D/HH儿童向学校过渡的因素。研究结果通过生态系统理论的框架来解释，这表明高强度的过渡支持和流畅的沟通促进了过渡，并培养了参与儿童过渡到学校的人之间的积极关系。本研究得到了温哥华沿海卫生局儿童和青少年心理健康服务部门Janet Jamieson的部分资助。Curle, D, Jamieson, J.， Poon, B. T.， Buchanan, M.， Norman, N.， & Zaidman-Zait, A.(2017)共同努力:聋儿或听力障碍儿童从早期干预到学校过渡期间利益相关者之间的沟通。国际卓越教育，27,54-71。检索自https://ir.lib.uwo.ca/eei/vol27/iss2/3这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。共同努力:聋哑或重听儿童从早期干预过渡到学校期间利益相关者之间的沟通(封面页脚注)本研究部分由温哥华沿海卫生局儿童和青少年心理健康服务部门向Janet Jamieson提供资金支持。作者Deirdre Curle, Janet Jamieson, Brenda T. Poon, Marla Buchanan, Nancy Norman和Anat Zaidman-Zait这篇文章在1年后开放获取，可在Exceptionality International: https://ir.lib.uwo.ca/eei/ Vol. 27/iss2/3 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 54 - 71 ISSN 1917 -5227 54一起工作:Deirdre Curle华盛顿州儿童耳聋和听力损失中心Janet Jamieson, Brenda T. Poon和Marla Buchanan英裔哥伦比亚大学Nancy Norman菲莎河谷大学和昆特伦理工大学Anat Zaidman-Zait特拉维夫大学
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