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Elaine Keane Fiona Jane Aldridge Trevor Clark 《International Journal of Inclusive Education》2013,17(10):1001-1017
Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previous research has indicated that this is not always the case. Indeed, it seems that students with ASDs are often not equipped to cope with the social and communication demands of a mainstream classroom. Autism Spectrum Australia's (Aspect) satellite class programme aims to address this gap by blending specialised intervention with strategies to prepare students and receiving schools for transition to more inclusive educational placements. A long-term follow-up study comprising a parent survey of satellite class graduates and four detailed case studies was undertaken to determine whether these classes led to successful placement of students with ASD in more inclusive educational settings. Results indicated that a majority of graduates remained placed in more inclusive educational settings. Overall, parents were satisfied with the programme. Attendance at a satellite class was just one of a number of factors associated with positive outcomes in late adolescence. These findings are discussed in terms of their implications for teachers and school staff planning for and supporting students with ASDs in their transition to inclusive educational settings. 相似文献
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Elaine El‐Khawas 《Tertiary Education and Management》2013,19(1):37-46
Abstract This paper examines the factors that cause universities to undertake academic change, specifically, changes to achieve more effective teaching and learning. Based on an analysis of 30 reform‐oriented US colleges and universities, it suggests that universities respond to diverse environmental pressures, not solely to external mandates. There is evidence, too, that internal forces within universities can be an impetus for change. 相似文献
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Elaine S. Freedman 《School Leadership & Management》2013,33(1):79-83
During the interview ‘Mary’ – who had last year been a school pupil and this year is a first‐year undergraduate on the new degree in Education (with Teaching Certificate) – talked at some length, and with considerable feeling, about how her main frustration as a female pupil had been what she saw as her systematic disenfranchisement from influence over the content and process of the schools' curricula which she had pursued over the previous thirteen years. Although she felt that all pupils suffered this lack of influence she was convinced that girls suffered disproportionately. [Some time later in the interview], when talking about the ‘teaching practice’ she had recently completed, ‘Mary’ described how her ‘music and movement’ work had met with ‘loud and disruptive’ reaction from some of the boys in the mixed class of 7–8 year‐olds, even though the majority of the children had clearly enjoyed and been engaged by the scheme she had designed. Faced with this rejection, and experiencing some anxiety about how the teachers and her tutor would assess her potential as a future teacher if she was not seen to be exercising what they would count as ‘good control’ of the class, ‘Mary’ resolved her ‘problem’ by designing an alternative scheme which the few boys would not (and did not) reject. Although the girls had ‘subsequently shown less interest’, their quiet acquiescence to what she offered them reduced her anxiety about her assessment as a teacher. When she related her pupil experience to her teaching practice experience ‘Mary’ was dismayed to realise that she had ‘reproduced for others precisely that frustration which [she herself] had experienced as a pupil’. Extract from author's notes when evaluating a new pre‐service degree course, June 1983. 相似文献
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R. W. M. Kan K. P. Au W. K. Chan L. W. M. Cheung C. Y. Y. Lam H. H. W. Liu 《Sex education》2013,13(1):65-80
Homosexuality is now accepted as a normal variant of human sexuality, but homophobia among healthcare professionals is well documented. Establishment of trustful doctor–patient relationships is impossible in the presence of homophobia. We were interested to examine the extent of homophobia among medical students, the future doctors. This article aims to study attitudes of medical students of the University of Hong Kong towards homosexuality and to identify significant factors affecting their attitudes. A cross‐sectional study was performed on students of the University of Hong Kong. Attitudes towards homosexuality were compared between medical and non‐medical students. More than 25% of the medical students agreed with the statement ‘homosexuality is a psychological disorder that requires therapy’. More than 15% would avoid any physical contact with homosexuals to minimise the chance of contracting diseases, especially AIDS. Comparison between the medical students and non‐medical students showed that the attitudes of the medical students were significantly more homophobic. Factors explaining the difference included the importance of religion in the formation of moral values, gender, experience of working closely with homosexual friends, sexual orientation, experience of the heterosexual sexual act, acquaintance of homosexual friends, and experience of homosexual love relationships. In conclusion, there appeared to be a certain level of homophobia among the medical students. This could possibly be explained by their lack of experience of working closely with homosexual friends. Relevant curriculum modification and development are urgently needed, to provide ongoing opportunities for students to realise their own values that could unconsciously affect their clinical judgements. 相似文献
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