Individuals with disabilities encounter practical and social problems beyond those experienced by nondisabled individuals. This extra burden may in turn increase the risk of developing mental health problems. The objective of this article is to disclose the mental health situation among deaf individuals compared to a control sample of hearing individuals. The analyses are based on two separate Norwegian postal surveys, one among the general population (1995-1997) and one among the deaf population (2001). A shortened version of the Hopkins Symptom Checklist was used to disclose the degree of mental distress among the respondents. Three questions common to the studies were analyzed to determine differences between the two groups. Analyses revealed that the deaf respondents showed significantly more symptoms of mental health problems than the hearing respondents. The results point to the need for focussing more attention on the mental health of deaf children and adults. Society must be made aware of the special risks that deaf children and adults encounter with respect to mental health. 相似文献
The ability of individuals with autistic spectrum disorders (ASD) to infer mental states from dynamic and static facial stimuli was investigated. In Experiment 1, individuals with ASD (10- to 14-year olds; N=18) performed above chance but not as well as controls. Accuracy scores for mental states did not differ between dynamic and static faces. Furthermore, participants with ASD gained higher scores when the eyes conveyed information than when this region remained static and neutral. Experiment 2 revealed that those with ASD (11- to 15-year olds; N=18) were as successful as controls in recognizing mental states when the eyes were presented in isolation or in the context of the whole face. Findings challenge claims that individuals with ASD are impaired at inferring mental states from the eyes. 相似文献
This qualitative study used Interpretative Phenomenological Analysis to consult with 16 autistic UK higher education (HE) students about their experiences of success. An in-depth participatory approach encouraged participants to become co-analysts of their data.
Participants offered counter-narratives to deficit-based interpretations of autism, giving accounts of making themselves ‘extra-visible’ as autistic in order to assert their rights. The autism diagnosis was perceived both as an aid to self-understanding and a cause of additional barriers. In raising awareness of their own needs, participants contributed to broader understandings of autism within their academic communities, inadvertently becoming educators and role models. The research highlights the extra effort required by autistic students to thrive within higher education and the barriers imposed by current requirements to both pursue formal diagnosis, and to disclose it in order to receive adjustments. The research was novel in its approach and in its focus on success, revealing original findings in relation to the challenges and barriers faced by high-achieving autistic students, and the implications for a more inclusive higher education curriculum and environment are considered. 相似文献
ABSTRACTThe curriculum, Hot Wheels Speedometry (Mattel, El Segundo, CA, USA), was designed to align with the Next Generation Science Standards for science and the Common Core State Standards for mathematics. Our objective was to develop, implement, and evaluate the impact of this integrated science, technology, engineering, and mathematics (STEM) curriculum on students' knowledge, interest, and engagement. The authors conducted the study in a district where students were predominantly from communities under-represented in STEM fields. The findings indicate that student individual interest developed. Furthermore, students demonstrated affective, behavioral, and cognitive engagement along their progression of interest development. The study shows promise for the development of interest and engagement in under-represented groups through the use of an integrated STEM curriculum. 相似文献
The Open Learning Initiative (OLI) which resulted in the Australian Federal Government setting up a brokering company now known as Open Learning Australia (OLA), first opened its doors in March 1993. Since that time, educators, administrators, politicians and student groups have followed its development with considerable interest. The need to monitor and evaluate this new initiative was given high priority, hence the studies conducted by the Senate Standing Committee on Employment, Education and Training and the University of Melbourne's Centre for the Study of Higher Education. OLA is now into its third year of operation and its final year of Government financial support. By now it is perhaps becoming more apparent just what are its achievements and what are the areas of concern being raised by critics, observers and stakeholders in relation to its impact on Australian higher education. 相似文献
With a growing movement to re-connect children to nature, an understanding of the ability of environmental education (EE) programs to foster connectedness to nature is needed. The purpose of this exploratory quantitative study is to determine the effect of seven EE programs on participants' connectedness to nature. Results from the 385 children who participated in this study suggest two of the programs may be associated with a significant increase in connectedness to nature; however, due to the limitations of the study and a potential ‘ceiling effect’ of high initial levels of connectedness, further research is needed. 相似文献
This study examined the impact of a working memory (WM) training programme on measures of WM, IQ, behavioural inhibition, self-report test and trait anxiety and teacher reported emotional and behavioural difficulties and attentional control before and after WM training and at a 3 month follow-up. The WM training group (N = 7) showed significantly better post-training on measures of IQ, inhibition, test anxiety and teacher-reported behaviour, attention and emotional symptoms, compared with a non-intervention passive control group (N = 8). Group differences in WM were also evident at follow-up. The results indicated that WM training has some potential to be used to reduce the development of school related difficulties and associated mental health problems in young people. Further research using larger sample sizes and monitoring over a longer time period is needed to replicate and extend these results. 相似文献