‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

From the cheap seats: one consideration of school-based PE's position in contemporary American schools     

Bryan A. McCullick 《Physical Education & Sport Pedagogy》2014,19(5):533-544

Background: As the USA enters the second decade of the twenty-first century, it does so in a polarized political, social, and educational climate heretofore unseen in its relatively short history. Such a climate has implications for what role schools play in American society and especially how school-based physical education (SBPE) may need to reinvent how and what it contributes to the schooling of American children and, ultimately, the common good. Currently, SBPE receives verbal endorsement from the public and politicians yet little in the way of policy and financial support from legislators at national, state, and local levels.

Aims: The purpose of this essay is to present a US-centered perspective on the current ‘position’ of SBPE and offer some modest (and hardly earth-shattering) suggestions for the immediate future from the perspective of a mid-career physical education teacher educator. Recommendations are made that may enable SBPE to make valuable contributions (perhaps even more that it currently does) and, hopefully, remove SBPE from the divided debate on what public schooling should include and how it should be provided.

Conclusions: SBPE is in a precarious position where it can be severely wounded or even wiped out by those issues plaguing it or it can emerge from this time as a subject matter of great import. More importantly, it can emerge as this important piece of education on its own terms.  相似文献   

Special section introduction     

Bryan Byers 《Journal of Criminal Justice Education》2013,24(2)

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Some Typologies Relevant To The Philosophic Study of Sport     

Tom Cook 《体育哲学杂志》2013,40(1):63-70

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The Global Sourcing and Logistics Exercise: A Group Exercise to Demonstrate Basic Global Supply Chain Principles     

Bryan Ashenbaum 《Decision Sciences Journal of Innovative Education》2008,6(2):355-364

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Interactive Influences of Perceived Social Contexts on the Reading Achievement of Urban Middle Schoolers with Learning Disabilities     

Jane E. Fleming  Thomas D. Cook  C. Addison Stone 《Learning disabilities research & practice》2002,17(1):47-64

This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions.  相似文献   

‘“Navvy” import alions [sic]’: the schooling of navvy children in the Midlands in the 1890s     

Bryan John Ayres 《History of education》2017,46(4):419-435

The children of navvies were subject to the vagaries of an itinerant lifestyle, and during the latter years of the nineteenth century this invariably affected their relationship with an educational system that mandated compulsory attendance. Based primarily on school records, this article explores the contrasting ways in which teachers perceived navvy children who were admitted to a number of schools during the construction of one particular railway in the mid-1890s. Perceptions concerning the children’s behaviour, attendance, abilities and educational progress, together with evidence of the treatment they received, are considered in the context of contemporary attitudes towards the navvy community and aspects of the navvy lifestyle. The admission of navvy children also had logistical implications for schools, and these are assessed in terms of the pressures placed upon financial resources and teaching staff. This illustrates the disparity that could exist between small rural schools and larger schools in urban areas.  相似文献   

Agricultural and science education: a socio-analysis of their intersection and positions within the educational field     

Bryan J. Hains  Gary L. Hansen  Ronald J. Hustedde 《Cultural Studies of Science Education》2017,12(1):199-210

It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.  相似文献   

四个范式:欧洲档案学的观念和战略的变化——1840年以来西方档案观念与战略的变化   总被引：1，自引：1，他引：0  

特里·库克  李音 《档案学研究》2011,(3):81-87

本报告首先梳理了西方档案理论与档案史,探讨了那些激发档案专业思想、战略及方法的概念,其次又着重阐述了档案鉴定这个由档案工作者从人类文献记录中挑选出很小比例作为档案长久保存的过程。19世纪至今的档案工作者对其工作、职能、活动及社会作用的认识经历了(或者说显示了)四个大的思想框架(或范式),探讨和了解这个背景可以让我们更好地认识和应对我们现在所处的这个数字时代的挑战。  相似文献   

Glenohumeral joint rotation range of motion in competitive swimmers     

Riemann BL  Witt J  Davies GJ 《Journal of sports sciences》2011,29(11):1191-1199

Much research has examined shoulder range of motion adaptations in overhead-unilateral athletes. Based on the void examining overhead-bilateral athletes, especially competitive swimmers, we examined shoulder external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion of competitive swimmers. The range of motion of registered competitive swimmers (n = 144, age = 12-61 years) was compared by limb (dominant, non-dominant), sex, and age group (youth, high school, college, masters). Significantly (P < 0.05) greater dominant external rotation was observed for both men and women high school and college swimmers, youth women swimmers, and men masters swimmers compared with the non-dominant limb. The isolated internal rotation (glenohumeral rotation), composite internal rotation (glenohumeral rotation plus scapulothoracic protraction), and total arc of motion (external rotation plus composite internal rotation) of the non-dominant limb was significantly greater than that of the dominant limb by sex and age group. Youth and high school swimmers demonstrated significantly greater composite internal rotation than college and masters swimmers. Youth swimmers displayed significantly greater total arc of motion than all other age groups. These data will aid in the interpretation of shoulder range of motion values in competitive swimmers during preseason screenings, injury evaluations and post-rehabilitation programmes, with the results suggesting that differences exist in bilateral external rotation, isolated internal rotation, composite internal rotation, and total arc of motion range of motion.  相似文献