首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Learning to read is a complex process with many people being influential in supporting the success of students. As young adolescents often tend to show a lower motivation to read and also as at this critical time in their schooling, more curriculum areas require students to be competent readers, this article focuses on how parents can play a complementary role alongside the students’ teachers. Nine parents of 11- to 13-year-old students in New Zealand were interviewed using a semi-structured interview schedule. The research found that even though the parents had a range of formal educational qualifications or lack of them, they all wanted their children to be successful readers. Their interest, personal experiences and perceived ability in reading were seen to be influential in encouraging children to read.  相似文献   

2.
‘Pathological demand avoidance’ (PDA) describes a pattern of difficulties increasingly recognised as forming part of the autistic spectrum. Although clinical reports suggest that children with PDA are likely to experience considerable difficulties in education, their educational experiences have not yet been explored in any systematic way. In the current study, 42 parents of children with PDA completed a questionnaire about their child's educational experiences. Parents' responses indicated that this group of children displays high levels of problem behaviours in school, and receives corresponding high levels of special educational need support and professional involvement. Despite this support, the group had experienced high rates of exclusion and placement breakdown, with only 48% now in mainstream education. Parents reported relatively high satisfaction in their children's educational placements, with success defined by parents in terms of child outcomes, school characteristics and PDA‐specific factors. Findings are discussed with reference to what is known about the educational experiences of children with more typical autism spectrum conditions and in terms of the implications for the inclusion of this group of children with complex needs.  相似文献   

3.
The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice.  相似文献   

4.
In recent years Icelandic schools have seen an increase in students with immigrant background. These changes require schools and teachers to respond to the educational needs these students may have. The aim of this article is to examine these changes by looking at the experience of teachers and parents of immigrant students regarding their education. As part of this qualitative research, 38 teachers were interviewed in focus groups with a view to the challenges and experiences of teaching immigrant students. Ten parents were also interviewed individually about their experiences of Icelandic schools and their children’s education. The findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents’ understanding of school as a traditional place for learning. It is suggested that addressing the lack of collaboration and discussion between both parties on students’ needs and parents’ expectations could improve the education of immigrant students.  相似文献   

5.
The Geschwind-Behan-Galaburda hypothesis of cerebral lateralization postulates an association between immune disorders and learning disabilities. So far, the empirical evidence for such a relationship has been ambiguous. The present study is an attempt to investigate the hypothesis in a population where all the individuals were affected by immune disorders. Thus, 29 students in a special school for asthmatic children (total number of students in the school: 32) were investigated. A number of reading tests with special focus on word decoding were administered. The parents filled in a detailed questionnaire on the prevalence of reading difficulties and immune disorders among the other family members. The proportion of students with reading problems — especially phonological problems — was much higher than would be expected in a normal population. Among the family members we also found an elevated incidence of both reading problems and immune disorders. A cautious interpreptation of these findings leads to tentative and partial support of the Geschwind-Behan-Galaburda hypothesis.  相似文献   

6.
The aim of this study was to acquire in‐depth understanding of parental experiences and encounters with the school system relative to having a child with dyslexia or experiencing difficulties with reading and writing (dyslectic difficulties). Mothers of seven children who attended lower or upper secondary school were interviewed. The interviews were analyzed using qualitative methods. According to the participants, schools often failed to identify their child’s difficulties that led to lack of appropriate support. The mothers were active in allocating support and developing strategies to alleviate lowered self‐esteem. individual education programmes (IEPs) were not used regularly. Highlighted is the need for a more explicit national policy regarding parental and children’s rights in regard to dyslectic difficulties.  相似文献   

7.
Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development.  相似文献   

8.
Parents play a significant role in the education of children with special needs. Recent national policies have aimed to improve support for students with specific learning difficulties and their families in Hong Kong. Literature on the experiences of children with specific learning difficulties in Hong Kong is scarce. This study, by Kim Fong Poon‐McBrayer of the Hong Kong Institute of Education and Philip Allen McBrayer of the University of Guam, attempts to capture a glimpse of the support for students with specific learning difficulties through their parents' account of experiences with school practices. Findings indicated parents' frustration over the use of grade retention as a remedial method, the use of expulsion as a disciplinary strategy, limited instructional support, and a lack of school‐initiated communication to inform, engage or support parents in the special education process which in turn resulted in a poor home–school relationship. Recommendations centred on policy enforcement, reducing class size and teacher workload, and improving home–school relationships.  相似文献   

9.
Previous research on home–school relationships and blame has concentrated on the experiences of parents with children with behavioural, emotional and social difficulties (BESD). This has led to the voices of educational practitioners, as well as parents of children with other special educational needs, being neglected. This article, by Karen Broomhead of Lancaster University, details part of a larger study examining socio‐emotional aspects of home–school relationships between parents of children with special educational needs and educational practitioners. The study reported in this article explored perceptions of blame via semi‐structured interviews with 15 educational professionals and 22 parents of children with various special educational needs. The findings reveal that parental experiences of blame and guilt were influenced by the nature of their children's special educational needs, which consequently influenced parental focus on obtaining ‘labels’ of special educational needs for their children. The implications of these findings for educational practitioners are discussed.  相似文献   

10.
Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. The present study explores the heterogeneity and prevalence of latent reading profiles among 769 Finnish- and German-reading students during their first and second school years in three countries (Finland, Germany, and Italy) using latent profile analysis. The results identified three latent profiles among Finnish readers, one of which (sentence-level reading) was identified as developing slowly. Among German-reading students, four latent profiles were discovered, two of which were identified as developing slowly. The results of ordinal logistic regression modeling show that rapid automatic naming (RAN) was significantly related to poorer reading profiles among Finnish- and German-reading students, and that the poorer results in letter-sound connection testing among the German-reading group was also significantly related to poorer reading profiles. Although the educational systems have some differences between Germany and German-speaking areas of Italy, no significant country effect was detected. In addition, a child’s age and spoken language did not significantly affect the student’s reading profile.  相似文献   

11.
The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.  相似文献   

12.
In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right.  相似文献   

13.
The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The aims of this study were (i) to explore the efficacy of a phonics-based reading intervention programme, Toe By Toe, among secondary age students with severe reading difficulties and (ii) to examine perceived barriers to implementing this intervention programme. Results showed the intervention brought about a statistically significant improvement in the students’ decoding and word reading skills. Interviews with staff and students indicated a wide range of positive responses to the intervention and some key barriers to implementation. This study adds to the evidence base for the use of reading interventions in secondary schools to support students with severe reading difficulties.  相似文献   

14.
Students identified as experiencing a specific literacy difficulty or dyslexia may receive considerable additional support through a Statement of Special Educational Needs, but little is known about the reading outcome for the students receiving this support. This study investigated the reading decoding progress of 67 students who had been given a Statement of Special Educational Needs for specific literacy difficulties (SpLD). Also, the relationship between the rate of reading progress and intellectual ability (IQ) was investigated. The results showed that students receiving additional support made just over 6 months of reading progress per year of support. Approximately 13% of students made progress towards 'catching up' to their peers. No significant difference was found between three ability groups in terms of reading decoding progress, and the correlation between IQ and rate of reading decoding progress was near zero. The implications for special education programming were discussed.  相似文献   

15.
According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability.  相似文献   

16.
Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. Parents of students with rare disorders such as SCAs possess a unique understanding of their child’s educational experiences and play a crucial role in the development of successful school support plans. This international survey study aimed to inductively capture parent perspectives on educational needs and supports for students with SCAs. Parents of youth with SCAs ages 5-21 years (n = 305) provided free-text responses to open-ended questions about their child’s education. Qualitative content analysis using a bioecological systems framework resulted in three overarching themes. Overall, parents identified multiple factors related to the SCA diagnosis that act as barriers to learning, a strong need for school-based social and emotional supports, and elusive or incomplete educational support plans. Based on these findings, we recommend developing robust family-school partnerships, increased collaboration between the school and the child’s medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are explored, such as providing school-based behavioral health supports and explicit teaching of executive function strategies.  相似文献   

17.
Recent work aimed at involving parents more in the teaching of reading by encouraging parents to hear their children read school reading books at home has created a great deal of interest. But to what extent does it depart from normal school practice?

Little is known about schools’ attitudes to parental involvement in home‐based, as opposed to school‐based, educational activities. Therefore a study was made of a sample of 16 infant and first schools. Interviews were carried out with head teachers, all teachers of seven‐year‐olds, and some of their pupils. It was found that whilst there was general support for the idea of parental involvement in the teaching of reading this stopped short of helping parents hear their own children read at home. An examination of the schools’ practice suggested that at present comparatively few children regularly take school reading books to read at home.  相似文献   

18.
Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.  相似文献   

19.
At the end of Grade 4, 481 children on the Danish island of Bornholm were screened using group tests for sentence reading. For 205 of these children, language and speech data from the speech therapist's screening at age 3 were available, as well as language comprehension and linguistic awareness data from the kindergarten year (age 6) and word decoding measures in Grades 2 and 3. A path analysis revealed significant paths from early language abilities at age 3 through expressive and receptive language in kindergarten via language awareness in kindergarten and word decoding in Grade 2 to sentence reading in Grades 3 and 4. The subgroup of children with parents who had reported a history of reading problems at school entry scored significantly below average on sentence reading in Grade 4. The subgroup of children that were reported to show a very low interest in books and story reading before age 5 also scored low on sentence reading in Grade 4. Statistically significant but weak relationships were also found between parents' educational background, parents' library visits, and number of books at home and the child's reading ability in Grade 4.  相似文献   

20.
This paper is based on action research carried out in a primary school in Scotland where few bilingual learners shared their home language with classmates or staff. It investigated the educational experiences of bilingual children in the early stages of primary school, in which there were often practical difficulties supporting isolated learners in using their home language in school. It tracked a cohort of isolated bilingual learners over a period of two years and considered how theories of support for bilingual learners can be applied to isolated learners. It identified two themes: support for new arrivals who are at the early stage of acquisition of English and how monolingual schools can show that they value home languages and promote bilingual skills. The research reveals techniques for tackling the very real social issue of bilingual learners in monolingual classrooms, a topic of currency in today’s climate. It engages with concepts of pupil difference, practices of social justice and inclusion, as well as consideration of a quality curriculum for all students. The study reflects on practical arrangements for new arrivals, working with parents unfamiliar with the education system and creating opportunities for pupils to use and share their home language within school.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号