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21.
What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy 总被引:1,自引:0,他引:1
Penny Lacey Lyn Layton Carol Miller Juliet Goldbart Hazel Lawson 《Journal of Research in Special Educational Needs》2007,7(3):149-160
This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed. 相似文献
22.
While there is evidence that the dual language model has the potential to raise the academic achievement of English language learners (ELLs), the policies mandated through the No Child Left Behind Act do not support maintenance of the student's heritage language which is an integral part of the model. Using symbolic interactionism as a framework, this study explored the experiences of dual language elementary teachers as they operate under the authority of current educational policy. The findings, presented as a concept model, reveal the didactic behaviors exhibited by teachers and suggest a dynamic process of negotiation is at work which informs their professional identities. 相似文献
23.
The Ministry of Education and Culture in Zimbabwe has introduced an intervention into the school curricula to complement the
already existing mechanisms in the fight against HIV/AIDS. The literature in this programme is said to be designed to develop
children’s knowledge of HIV/AIDS and to maximise both individual and community commitment to the safest protective behaviour
possible. This paper argues that despite the Ministry’s efforts there is a dearth of such literature which would depict human
relations and experiences in the context of HIV/AIDS in the corpus of Zimbabwean children’s literature in schools. It proposes
that more fiction about HIV/AIDS could effectively complement the current non-fictional texts used in most Zimbabwean schools.
This paper seeks therefore, to clarify the need for fictional narratives in which the disease plays a part since they will
provide the main context in which young children learn to cope with the realities associated with HIV/AIDS through education.
It posits that Zimbabwean children’s literature should also depict the conceptual framework within which health, human interaction
and sexuality are understood in relation to the epidemic.
Hazel Tafadzwa Ngoshi is with the department of English and Communication, Midlands State University, Zimbabwe. She teaches
Renaissance and 20th century English literature and autobiography. A holder of a Master of Arts degree in English from the
University of Zimbabwe, her research interests include children’s literature and autobiography. Currently, she is writing
a book on Zimbabwean female (auto) biographies.
Juliet Sylvia Pasi holds a Master of Arts degree in English from the University of Zimbabwe. She teaches Communication and
African literature in the department of English and Communication at the Midlands State University, Zimbabwe. Currently, she
is researching on aspects of orality in Zimbabwean children’s literature and the mediation of gender identities in African
literature. 相似文献
24.
Laurel J. Kiser Carla Smith Stover Carryl P. Navalta Joyce Dorado Juliet M. Vogel Jaleel K. Abdul-Adil Soeun Kim Robert C. Lee Rebecca Vivrette Ernestine C. Briggs 《Child abuse & neglect》2014
The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice. 相似文献
25.
Elizabeth M. Perse Douglas M. McLeod Nancy Signorielli Juliet Dee 《Communication Research Reports》2013,30(1):97-105
Based on agenda‐setting research, this study focused on the links between media coverage, real‐world indicators, and public opinion about abortion. We conducted a content analysis of coverage of the abortion issue in two prestige newspapers, The New York Times and the Washington Post, between two key Supreme Court rulings. We hypothesized that amount of coverage would (a) increase during election years, (b) be related to number of abortions performed, and (c) be related to public opinion about abortion rights. We found mixed support for our hypotheses. Abortion coverage did peak during election years but was not related to the number of abortions performed, and was related negatively to public acceptance of abortion rights. 相似文献
26.
27.
Juliet Baxter John Woodward Jill Voorhies Jennifer Wong 《Learning disabilities research & practice》2002,17(3):173-185
This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction. 相似文献
28.
This paper reviews current knowledge on CHARGE Association. CHARGE is a relatively recently identified, heterogeneous, condition about which there is a good deal of medical information concerning the developmental anomalies involved. These include coloboma, heart defects, atrestia, retardation of development or growth, genital hypoplasia and ear problems including deafness. There is far less published material concerning the psychological and educational implications. The severity, impact and interaction between the six developmental anomalies characterising the condition can vary greatly. The paper considers aspects related to social behaviour and factors to be considered when planning educational interventions with this low incidence group of children who have more significant additional needs. Given the relatively low incidence of children with dual sensory impairment in the population and the wide range of demands made on educational psychologists' time, it is perhaps not surprising that most have little knowledge or experience of CHARGE Association. The purpose of this short paper, therefore, is to describe the main features of the condition, to note the incidence, to look at its impact upon learning and behaviour, and to consider the implications for intervention. 相似文献
29.
30.
Martha L. Stocking Ida Lawrence Miriam Feigenbaum Thomas Jirele Charles Lewis Thomas Van Essen 《Journal of Educational Measurement》2002,39(3):235-252
This investigation constructed four different kinds of test sections using three methods of test assembly that incorporate the goals of simultaneous moderation of three kinds of impact-gender impact, African-American impact, and Hispanic- American impact. The test sections were administered undetectably to random samples from the appropriate population. The results were evaluated by comparison of the characteristics of moderated sections with those of parallel operational sections. Almost all methods of test assembly produced either moderation of impact in the appropriate direction or no change in impact. Taking impact into account in test assembly tended to lower reliability slightly, raise concurrent validity slightly, and maintain the construct measured by the parallel operational section. It also reduced the relative efficiency for test takers in the middle score range while increasing efficiency for those with more extreme scores. 相似文献