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Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?
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Tina L. Stanton‐Chapman Eric L. Schmidt 《Journal of Research in Special Educational Needs》2017,17(4):237-246
The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities. 相似文献
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Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
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Malcolm Maguire 《International Journal for Educational and Vocational Guidance》2004,4(2-3):179-192
This paper considers the importance of contextual factors which impinge on career guidance activities and their outcomes. It then seeks to identify and clarify definitional and measurement issues, and considers the types of outcomes which are considered desirable and can be identified. Following a discussion of the types of outcomes which are commonly addressed, and the criteria attached to those outcomes, it assesses the various methods of measuring outcomes which are, or might be, employed. It next reviews the existing evidence on the outcomes from career guidance. Finally, the implications of the discussion for both policy and future research agendas are addressed. 相似文献
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Harry E Stanton 《高等教育研究与发展》1995,14(1):121-127
Twenty‐two university academics lacking confidence in their lecturing ability had two treatment sessions embracing age progression in the form of a success scenario and ego‐enhancement in the form of positive suggestions. A hypnotic induction involving the academics going ‘inside’ their bodies, finding the area of greatest comfort, relating into that comfort, and watching the flow of their breath as they allowed each out breath to take away tension was used to enhance a pleasant fantasy in which they recalled their best teaching performance. This was revived in their imaginations and embellished to become a total success experience to be carried forward to their next lecture. A Confidence Thermometer, designed to measure the academics self‐estimate of their confidence level, was administered before treatment, one week after completion of the second training session and as a follow‐up six months later. In addition, on the two latter occasions, the academics completed anecdotal reports recording their impressions of the treatment. Both Confidence Thermometer scores and the anecdotal reports indicated that confidence level was significantly higher both immediately after treatment and at the six month follow‐up. 相似文献