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In Transition: Experiences of Parents of Children with Special Needs at School Entry 总被引:1,自引:0,他引:1
Magdalena Janus Lauren Kopechanski Ruth Cameron Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485
Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and
educational support. In this study, parents of 40 children with special needs reported on the transition to school experience
of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment
of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children
(pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability
impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based
support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion,
this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory
transition to school still exist, and are largely due to low effectiveness of existing policies. 相似文献
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The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents
Chelsea Cameron Peggy Van Meter Valerie A. Long 《Journal of Experimental Education》2017,85(2):334-351
The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic. 相似文献
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In higher education, many high-enrollment introductory courses have evolved into “gatekeeper” courses due to their high failure
rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks.
At the authors’ home institution, general chemistry has become a gatekeeper course in which approximately 25% of students
do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and
mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly
accurate predictive system that identifies students at the beginning of the semester who are “at-risk” for earning a grade
of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network
to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified,
they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials,
“just-in-time” instructional aides, study skills, motivational interviewing, and/or peer mentoring. 相似文献
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David Lansing Cameron 《Journal of Research in Special Educational Needs》2014,14(4):264-273
Teacher–student interactions in 17 inclusive classrooms were examined using a mixed‐methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow‐up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms. 相似文献