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91.
Mainstreaming decisions, including identification of handicapped students for regular class placement and support service recommendations (e.g., reduced class size, inservice training, consultation services), are frequently made by nonclassroom personnel such as school psychologists, occupational/physical therapists, and speech/language pathologists. Factors considered by these professionals in making mainstreaming decisions are poorly understood, however. This study sought to identify mainstreaming modifications judged to be important by ancillary professionals in recommending mainstreaming of students with mild exceptionalities. Data revealed that no significant differences were noted in number of selected modifications as a function of diagnostic category. Ancillary staff members indicated, however, that substantial modifications were needed to facilitate successful mainstreaming. Results are discussed relative to current educational trends. 相似文献
92.
In spite of claims that facilitated communication is a unique and effective communication option for individuals with autism, validity of this method has not been established. The present study focused on evaluating the effectiveness of facilitated communication with elementary-age children with autism. Ten public school children and their teachers, who served as facilitators, were involved in this 15-week facilitated communication validation study. Several subjects revealed ability to complete simple responses to requests and questions to which the facilitators knew the answers. However, little success was shown by subjects in answering questions to which the facilitators lacked answers, or in communicating via an augmentative communication device. Results of the study are discussed, along with implications for future use of facilitated communication with children with autism. 相似文献
93.
Brenda Sugrue 《Educational Measurement》1995,14(3):29-35
Is problem solving a global construct? What components can be assessed? What multiple assessment strategies can be used? 相似文献
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Inheritance of dyslexia 总被引:2,自引:2,他引:0
Brenda K. Sladen B.Sc. 《Annals of dyslexia》1970,20(1):30-40
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Adena B. Meyers Renée M. Tobin Brenda J. Huber Dawn E. Conway Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. 相似文献
98.
Within the UK, part-time study is now seen as important in meeting wider government objectives for higher education (HE) and for sustainable economic growth through skills development. Yet, measures to capture the impact of HE may not be wholly appropriate to part-time study. In particular, the continuing focus on tangible, economic measures may be down-playing, or even completely overlooking, other gains. Data from a longitudinal study of part-time students show that irrespective of whether graduates had changed job or employer, or had stayed in the same job, individuals reported substantial work-related gains from their HE studies. We suggest that current research questions that focus on job moves and progression within the labour market, may well be the wrong questions to ask to gauge measures of benefits/returns to HE. Further research is needed to develop measures to fully capture the social returns of skills acquisition through part-time study. 相似文献
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