An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD)

This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings.     

ICT,education and older people in Australia: A socio-technical analysis

People over 65 (or older people) are a growing proportion of the population in many developed countries including Australia. In the last 10 to 12 years interest from this group in the use of Information and Communication Technologies (ICT) and the Internet has also grown considerably. ICT has much to offer older people as a means of keeping in touch with family, perhaps in other parts of the world, to obtain information about health and financial matters, for entertainment and to further their education. It also offers possibilities for intergenerational cooperation with, for example, children coaching their grandparents. This paper concentrates on older people’s use of ICT for education, some of this being formal but mostly informal, and adopts a socio-technical framework based on actor-network theory (ANT) to investigate this.     

Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

European Journal of Psychology of Education - In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing...     

Every student can learn—if…

After forty‐nine years of watching and working in higher education, Arthur Chickering has determined that three R's truly are fundamental to helping students learn. In stark contrast to the traditional set, Chickering's three R's challenge educators to recognize, respect, and respond to wide‐ranging individual differences among diverse learners     

Resolving conflicts with parents of handicapped children

Urban educators often find themselves in conflict with parents of educationally handicapped students over program, placement, services, and day-to-day difficulties. These conflicts often escalate into acrimonious debates, hostile feelings, and formal due process hearings. Fortunately, easily understood strategies exist for constructively and ethically preventing differences between school personnel and parents from becoming embittered and adversarial. This article discusses the dynamics of parental anger, considers parent perceptions and needs, and provides school personnel with both a framework and practical strategies for constructively resolving differences and improving relationships.