Using an Assistive Technology Toolkit to Promote Inclusion   总被引：1，自引：0，他引：1  

Sharon Judge  Kim Floyd  Tara Jeffs 《Early Childhood Education Journal》2008,36(2):121-126

Although the use of assistive technology for young children is increasing, the lack of awareness and the lack of training continue to act as major barriers to providers using assistive technology. This article describes an assistive technology toolkit designed for use with young children with disabilities that can be easily assembled and implemented by early childhood professionals. Specifically, we will describe assistive technology tools that support young children’s participation in their daily activities that involve movement and sensory needs, communication, and interaction with materials and offer strategies on how to implement these devices. An assembled toolkit that allows young children with disabilities immediate access to experiences that lead to acquisition of skills they need to learn and grow is discussed.  相似文献   

Document base management: a concept for document control and use. Part 2.     

E N Johnson 《Information management (PTN Publishing Corporation)》1983,17(6):23-25

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The effect of cooperative and individualistic learning experiences on positive and negative cross-handicap relationships     

Stuart Yager  Roger T. Johnson  David W. Johnson  Bill Snider 《Contemporary educational psychology》1985,10(2):127-138

The effects of cooperative and individualistic learning contingencies on interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped fourth-grade students were tracked and compared. Sixty-nine students were assigned to conditions on a stratified random basis controlling for handicap, sex, and age. They participated in the study for 45 min a day for 54 instructional days during science class. Nonhandicapped peer ratings of the social acceptability of each handicapped student and several attitude measures were obtained four separate times at 18-day intervals. The results indicate that continued use of cooperative learning contingencies promote positive growth in interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped students. The results also indicate that when cooperative learning contingencies are replaced with individualized learning contingencies, decay in the above-mentioned variables occurs.  相似文献   

Reflective Thought and Practical Action: The Origins of the John Dewey Society*     

Henry C. Johnson 《Educational theory》1977,27(1):65-75

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In search of applications of nursing theories: the Nursing Citation Index     

E D Johnson 《Bulletin of the Medical Library Association》1989,77(2):176-184

Cited author searches were conducted in Nursing Citation Index to determine its utility in locating clinical studies that apply the conceptual frameworks of Dorothea Orem, Callista Roy, Martha Rogers, Betty Neuman, and Dorothy Johnson. Fully 75 percent of the relevant papers would have been missed by a conventional subject/textword search in the MEDLINE or CINAHL databases. Had Nursing Citation Index not been available, only 22 percent of relevant papers could have been retrieved by cited author searches of Social Science Citation Index. In summary, Nursing Citation Index provides an important indexing link between nursing theory and nursing research.  相似文献   

Guidance and Counseling: A Serious Error in Nomenclature     

B. G. Johnson 《Counselor Education & Supervision》1966,5(4):198-204

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Productivity Trends in British University Education     

Harry G. Johnson  Richard Stone 《Minerva》1965,4(1):95-105

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Spatial information literacy for digital humanities: The case study of leveraging geospatial information for African American history education     

Ningning Nicole Kong  Cornelius Bynum  Chrystal Johnson  Jennifer Sdunzik  Xiaoyue Qin 《College & Undergraduate Libraries》2017,24(2-4):376-392

ABSTRACT

The rise of “digital humanities” and the “spatial turn” in the humanities has generated many new insights in the study of culture, history, literature, and arts. Within this research trend, the library's geospatial service can play an active role by introducing spatial information literacy and technology. In this article, we use the information literacy framework to explore the library's role in supporting digital humanities by introducing a successful collaboration involving a librarian and history and education researchers in hosting a National Endowment for the Humanities (NEH)-funded summer institute for school teachers. Our results suggest that the framework has opened a new way to facilitate collaborations between librarians and multidisciplinary researchers.  相似文献   

The One-Shot Library Instruction Survival Guide. 2nd Ed. Buchanan,Heidi E., and McDonough,Beth A     

Paula C Johnson 《Public Services Quarterly》2017,13(4):268-269

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Library Instruction for First Year Students Using a CMS Meta-Course: Scalable and Customizable!     

Megan Johnson 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):262-268

ABSTRACT

This case study reports on the process for creating a self-paced non-credit information literacy (IL) course delivered via a university's course management system. The four online modules are designed to contextualize information literacy competencies within the curriculum taught in First Year Seminar (FYS) courses. The meta-course approach changes the model of delivery of instruction for IL from a traditional face-to-face “one-shot” session to a hybrid model, with the responsibility for content delivery shifting from the librarian to the instructor of the FYS course.  相似文献