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ABSTRACTThis paper reports on results of a questionnaire distributed to North American public libraries to determine what types of services they are providing to populations experiencing barriers to using bricks-and-mortar branches. The results indicate that many are offering homebound delivery and that bookmobiles remain popular, particularly in libraries serving large geographic areas. Some libraries are exploring kiosk, or vending machine style services. Lastly, new trends are emerging, notably pop-up libraries, vans, and book bikes. 相似文献
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Architects and designers have a responsibility to provide an inclusive built environment. However, for those with a diagnosis of autism spectrum disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD‐friendly environment, the ASD pupil stands a greater chance of doing better. However, a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, in order to provide an ASD‐friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects. This article, written by Keith McAllister and Barry Maguire, both from Queen's University Belfast, sets out the challenges and difficulties inherent in the design process when designing for those with ASD. It then sets out an alternative strategy to the usual method of drawing‐centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by architecture students at Queen's University Belfast. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. This article outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit. It is hoped, firstly, that this article will highlight the need for better dialogue between expert and architect when considering ASD and the built environment and, secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other special educational needs and disabilities. 相似文献
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There is growing interest in promoting autism‐friendly environments, especially in a school setting. Findings to date have generally advocated an accepted reductionist or generalist approach when providing an autism‐friendly built environment. However, previous studies, while very well intentioned, have rarely involved those with autism spectrum condition (ASC) to comment on and then instruct designers on what, for them, constitutes an autism‐friendly learning environment. If going to be truly inclusive, the authors contend that those who are most knowledgeable about ASC, those with ASC, should, whenever possible, be given the opportunity to comment on the design of our shared built environment. Hence this article first introduces some of the challenges faced by those with ASC in trying to cope with their surroundings, before proceeding to outline the development of a simple school design ‘jigsaw’ kit that helped pupils with ASC to communicate ideas for their perfect school. Used in four design workshops, secondary school aged pupils (aged 13 to 18) with ASC imparted their likes, dislikes and what was most important to them within the school environment. This facilitated comparison with current autism‐friendly guidelines and provides a valuable insight into the mind of the secondary pupil with ASC. It is hoped that by increasing awareness and then including those with ASC in describing what might constitute an autism‐friendly learning environment, it will help facilitate greater inclusion of the child with ASC into mainstream education and society at large. 相似文献
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Patricia H. McAllister 《Educational Measurement》1991,10(4):19-22
What has been the pattern of state legislatures to regulate testing? Why is testing a legislative issue? What should be the relationship between state legislatures and testing companies? 相似文献
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Frustrated by textbooks that push technical communication students prematurely into workplace scenarios, as well as theories that condemn techne in order to advance a particular agenda, we offer a perspective on techne that respects the formative-not professional-situation of technical writing students and emphasizes the importance for technical writers to attend to history, artistry, and well-developed social relations in their work. We offer historically grounded, creative meditations on techne that emphasize its manifold nature: it is conversational, ingenious, cunning, full of trickery, and unpredictably artistic. Such meditations can replace overly complex workplace scenarios in technical communication classrooms, particularly when an instructor wishes to emphasize knowledge making rather than the mechanics and politics of document production. 相似文献
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An investigation of the relationship between National Institutes of Health (NIH) funding and the quantity and nature of biomedical publications is reported for 120 U.S. medical school complexes. A correlation of 0.95 was found between the amount of NIH funds received and the number of biomedical publications from the medical schools. Medical school ranks based on bibliometric measures were found to correlate at the 0.80-0.90 level with ranks based on peer assessments of the schools. The characteristics of the medical school papers varied with the type of school. The average citation influence per paper increased with the publication size of the schools. This was true even when factors such as public versus private control, geographic region, average research level (from basic to clinical), and subject emphasis were controlled. The positive relationship between number of papers from a school and its citation influence holds within individual research levels and within subfields. 相似文献
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Linda J. Harrison Sharynne McLeod Lindy McAllister Jane McCormack 《Australian Journal of Learning Difficulties》2017,22(1):35-48
AbstractThis study sought to assess the level of correspondence between parent and teacher report of concern about young children’s speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4–5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed independently by: (1) clinical diagnosis by a speech-language pathologist using the Diagnostic Evaluation of Articulation and Phonology; (2) parent-reported concern using the Parent Evaluation of Developmental Status (PEDS); (3) teacher-reported concern using the PEDS. Agreement between parent identification of SSD and clinical assessment was high (86–90%). Agreement between teacher identification and clinical assessment was lower, and varied by state (Victoria 80%; NSW 63%). Differences in the accuracy of early childhood teachers’ identification of SSD are considered in relation to early childhood policies regarding the provision of speech-language pathology services in preschool settings. 相似文献
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