Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.     

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.     

Getting in,getting on,going further: Exploring the role of employers in the degree apprentice to graduate transition

Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage.     

社会转型期农民政治认同研究的特点及路径创新

社会转型时期农民政治认同问题颇受学界关注。农民政治认同不仅是农村社会政治稳定的保证,也是中国共产党执政合法性的重要基础。关于农民政治认同的研究越来越成为研究农民问题的重要论域。梳理和总结转型时期农民政治认同研究的特点,进一步拓展农民政治认同研究的新路径,具有重要的学术价值和现实意义。     

基于ATML标准的测试流程表示方法研究

测试信息标准化描述是实现不同ATS平台之间数据交换的关键。针对地面测控设备种类多样及自动测试系统测试任务复杂的情况,对ATML标准进行了深入研究。分析了ATML标准族的背景、目的、模型结构及组件标准,说明了仪器和测试结果组件在实际应用中的信息描述方法,并结合有限自动机的状态转换图理论,提出了测试流程状态转换图模型。实验中设计了一种测试流程信息标准化描述方法,解决了自动测试系统中的数据交换及信息共享问题。实验结果表明ATML在自动测试领域具有良好的发展前景。     

东欧转型国家的福利制度建设

东欧国家在20世纪80年代末、90年代初走上了“回归欧洲”的西方化道路,在政治上建立起西方宪政民主体制的同时,经济上也开始从中央计划经济体制向市场经济体制转轨。其中,波兰、匈牙利和捷克是东欧转型国家的典型代表。随着产权的全面私有化和整体经济的市场化,由国家大包大揽的传统福利制度失去了生存的土壤,建立与市场经济相适应的、更加有效的新型福利体系成为体制转型的重要内容之一。     

论体工队男子篮球运动员攻防转换意识的培养

篮球作为一项集体性的比赛项目,不仅对篮球运动员的身体素质和操作水平有要求,还需要运动员有一定的针对比赛形势采取及时的行动和对策的能力还需要团结协作赢得比赛。随着现代篮球运动的发展,篮球这项运动的规则不断完善,对于攻防转换速度和团队合作有着更高的要求,这无疑是在要求运动员的素质在不断的提高。文章针对体工队男子篮球运动的基本情况,对其如何在各项训练中提高攻防转换意识,增强运动机能进行研究探讨。     

20世纪20至40年代陇南水旱灾害及其政府应对

20世纪20至40年代是陇南水旱灾害的频发时期,水旱灾害的强度之大和发生频率之高在此时段内表现得尤为突出,灾害造成的损失也极为惨重。面对严重的水旱灾害,上级部门和地方政府采取了一系列应对措施,政府在一定程度上发挥了救灾主体的作用,救灾在总体上收到了一定的效果。但必须看到,封建性和现代性的交织构成了当时政府应对水旱灾害措施的基本特征,再加上受特定历史条件和政治环境的制约,政府的救灾效果很有限,体现出社会转型时期政府的某些特点。     

构建语文课职业化转型教学模式初探

中等职业学校要将个性迥异的“90后”的学生培养成社会各行业中知识丰富、能力超群的技能型人才并非易事,笔者认为,应立足中职学校语文教学实际,在活动课课型中运用CBE教学模式,结合专业拟定教学组织方向,精心策划设计活动方案,有的放矢授以活动技能,通过有效组织教学,使语文课与专业课教学相辅相成,形成其综合职业能力,达到职业化转型目的。     

PBL教学法在过渡金属元素实验教学中的应用

PBL教学是以问题为基础的模式,在实验教学中对培养学生自主创新能力方面具有优势。本文以过渡金属元素化学实验教学为例,举例说明设计和开展PBL教学的过程,并就实施结果对学生进行调研,结果显示,在过渡金属元素化学实验教学中实施PBL教学模式有助于激发学生对实验的兴趣,有助于培养学生自主创新能力。