Social acceptance of students with Down syndrome and students without disability

We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.     

Participation of deaf and hard-of-hearing students in classes with hearing students

This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation.     

Data modelling with first-grade students

This paper argues for a renewed focus on statistical reasoning in the beginning school years, with opportunities for children to engage in data modelling. Results are reported from the first year of a 3-year longitudinal study in which three classes of first-grade children (6-year-olds) and their teachers engaged in data modelling activities. The theme of Looking after our Environment, part of the children’s science curriculum, provided the task context. The goals for the two activities addressed here included engaging children in core components of data modelling, namely, selecting attributes, structuring and representing data, identifying variation in data, and making predictions from given data. Results include the various ways in which children represented and re-represented collected data, including attribute selection, and the metarepresentational competence they displayed in doing so. The “data lenses” through which the children dealt with informal inference (variation and prediction) are also reported.     

The KAIT with developmental students,honor students,and freshmen

The KAIT (Kaufman Adolescent and Adult Intelligence Test) is a relatively new test of intelligence. This paper explores its use in a southwestern university with three different student groups. The results are reported and implications noted.     

Spelling rule usage among students with learning disabilities and normally achieving students

Spelling performance of students with learning disabilities (LD) was compared with that of same-age normally achieving subjects and younger normally achieving subjects. Subjects with learning disabilities were divided into two groups: poor readers/poor spellers and good readers/poor spellers. A spelling battery was administered that included one task of phoneme-grapheme correspondence rule usage and four tasks of suffix rule usage. The groups with learning disabilities performed significantly below the same-age normally achieving group on all tasks. No significant differences among the two groups with learning disabilities and their achievement-level peers emerged in primary analyses. However, secondary analyses revealed differences in mastery of the past tense spelling rule ed, and in some subskills related to the spelling of words with suffixes. The cognitive-linguistic significance of these results is discussed.     

浅谈如何与学生进行有效的沟通

现代的大学生具有很强的独立性和自主性,他们有自己的观点,有自己的主张,自尊心较强。而高校辅导员作为学生思想上的引导者、专业上的指导者,生活上的关心者,对学生的学习、为人处事、今后的工作,起着至关重要的作用。但是现在的学生对辅导员缺乏信任,戒备心较强,这很不利于辅导员工作的开展。只有我们能够与学生进行有效的沟通以后,学生愿意接受我们的时候,我们才能有的放矢的开展好辅导员工作,使得我们能够圆满的完成辅导员的神圣职责的同时,也能使我们的学生有更好的发展。     

Wearable technologies for students with disabilities

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.     

搭起学生情感共鸣的桥

这节课教授的是讲读课文<枣核>,主要教学目的是引导学生抓住关键词句,领会文中美籍华人深厚的爱国之情.以往讲完课下来,感到学生虽然对课文的思想感情表示接受和理解,却有些漠然,我意识到这是缺少一个感情共鸣点.于是,我决定在"煽情"上下点功夫.     

高职学生科学就业与高素质技能人才培养

基于对高职学生就业状况和存在问题的分析,高职院校只有转变观念,调整措施,进一步优化"订单式"人才培养计划,培养高素质技能人才,才能提高高职院校办学效益和人才培养质量,确保学生科学就业.     

用爱心诚待学生,以专业引导学生

刚刚走出校门的我担任了现代技术服务学院科技成果转让班的班主任 ,又是该专业的专业秘书。工作要求我不仅做好专业建设工作 ,更重要的是我必须面对 2 8位同学 ,了解他们的学习、思想、生活状况 ,管理整个班集体。入校时的班主任培训 ,让我意识到班主任工作是最基层、最具体、最重要的 ,班主任是一班学生的指导者、组织者、教育者 ,又是维系学校、家长、社会诸方面教育力量与学生之间关系的纽带和桥梁 ;老教师的言传身教 ,让我明白教师对学生的爱之深、严之切。经过大半年的努力 ,以爱心诚待学生、管理学生 ,以专业引导学生 ,整个班成为一个…     

Communicating with students with learning difficulties in further education

The article describes the endeavours of three further education tutors to improve their ability to work effectively with students who have mild to moderate learning difficulties. The tutors sought the assistance of researchers at Oxford Brookes University who were developing a Communication Styles Questionnaire (CSQ) as a means of helping teachers to direct their own professional development. The CSQ gives tutors valid and reliable feedback about how they tend routinely to interact with learners. This may be used in a process of reflection, preferably with colleagues, leading to action to improve teaching and learning.     

Grade retention among students with learning disabilities

This study explored the rates of grade retention among children with undiagnosed learning disabilities. During the 1990–91 school year, data were collected on 344 Michigan students who were referred for special-education evaluation due to learning problems. Of the 201 students determined to possess a learning disability (LD), 71.6% had been retained at least once before they were referred for special-education evaluation. Minority and urban LD students were more apt to be retained before being referred for evaluation. Retained LD students were usually one year older than nonretained LD students at the time of special-education referral. Although retention among LD students did not appear to be related to gender or grade placement, retained LD students generally exhibited lower levels of intelligence and weaker skills in reading comprehension, writing, and math at the time of their referral. © 1996 John Wiley & Sons, Inc.     

The needs of students with intersex variations

To date, people with intersex variations have been mainly studied via small-scale clinical research, with only a small amount of reflective commentary contributed by sociocultural scholars. This paper reports on findings from a 2015 online Australian survey of 272 people with intersex variations, which aimed to redress the gap in research on this groups’ experiences and perspectives concerning education. Participants ranged in age from 16 to 87 years, and represented all Australian states and territories. Most had experienced two medical treatment interventions related to their intersex variation: commonly reported interventions included hormonal treatment and genital surgery delivered to participants when they were aged under 18 years of age. Participants reported various physical and psychological impacts from these treatments. Well-being risks were high; most of the group had engaged in suicidal ideation, particularly when individuals first found out about their variation. This impacted on their schooling – almost one-fifth of survey respondents had received no high school certification due to their early dropout and the overwhelming majority did not attend schools with inclusive puberty/sex education provision or counselling. Most survey participants had not disclosed their intersex variation to staff, although more than half had done so to their classmates. Many had experienced bullying. Only one-quarter of participants rated their overall education experiences positively. Participants suggested improvements to schools’ information provision and support features.