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911.
Laura Clarry Annie Wood Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198
Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication. 相似文献
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913.
Higher education institutions (HEIs) strive to meet international students' needs and expectations regarding their learning environments. Current literature covers a wide range of needs, expectations, and HEIs' responses. However, there doesn't seem to be a consensus about the needs and expectations to be addressed. A coherent theoretical framework may help HEIs identify areas of need and provide additional resources and comprehensive services. We performed a systematic review to obtain an overview of international students' needs, expectations, and experiences regarding their learning environments as described in the literature. We categorized students' perspectives into dimensions. Subsequently, we investigated whether these dimensions related to the three key domains outlined in the theoretical framework and the coverage of these key domains by HEIs. Sixty-three studies were eligible for inclusion. We identified 18 dimensions of international students' needs, expectations, and experiences that could be mapped onto the framework. Based on these results, the content of the three domains could be summarized as goal direction, relationships, and supporting services. Thirteen studies covered one domain, 14 covered two domains, and 36 covered three domains. To provide optimal support, HEIs should cover all three domains. Our study may help to better understand and optimize learning environments for international students. 相似文献