‘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   

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19     

Laura D. Bauler  Kate M. Lesciotto  Wendy Lackey-Cornelison 《Anatomical sciences education》2022,15(2):221-232

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.  相似文献   

Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well-Being across Disciplines,Communities and Cultures     

Megan Adams  Geraldine Burke  Nikki Browne  Karan Kent  Kylie Colemane  Laura Alfrey  Aislinn Lalor  Keith Hill 《The International Journal of Art & Design Education》2023,42(2):216-229

Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross-disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well-being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper; first, to better understand current studies that report on integrating art–moving–well-being practices, and the effect this has on health and well-being of intergenerational participants (under 10-year-olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long-term aim is to propose a flexible art–moving–well-being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well-being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities.  相似文献   

Teaching anti-racist counseling theories: Black liberation narrative therapy     

Natoya Hill Haskins  Janee’ Advent Harris  Janise Parker  Aishwarya Nambiar  Philippa Chin 《Counselor Education & Supervision》2023,62(4):355-367

Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations.  相似文献   

信念     

拿破仑·希尔 《Reading and Writing(高中版)》2010,(6)

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Prospectus for a New Type College     

James W. Hill 《College Teaching》2013,61(4):314-316

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Effect of time of day on perceived exertion at work rates above and below the ventilatory threshold     

D W Hill  K J Cureton  M A Collins 《Research quarterly for exercise and sport》1989,60(2):127-133

The effect of time of day on ratings of perceived exertion (RPE) at various intensities of cycling exercise, both below and above the ventilatory threshold, was studied in 32 subjects, 18 to 35 years of age. The ventilatory threshold occurred at the same (p greater than .05) mean (+/- SD) work rate in the morning (110.6 +/- 27.0 watts) and in the afternoon (111.9 +/- 23.9 watts) and was perceived as equally strenuous (p greater than .05) in the morning (RPE = 13.8 +/- 2.4) and in the afternoon (RPE = 13.6 +/- 2.8). At intensities below the ventilatory threshold, RPE was the same (p greater than .05) in the morning and in the afternoon; above the ventilatory threshold, RPE was lower (p less than .05) in the morning. We conclude that, during incremental submaximal cycling exercise above the ventilatory threshold, a particular work rate is perceived as less strenuous in the morning than in the afternoon. About 20% of this difference in RPE is explained by lower ventilatory demands in the morning.  相似文献   

School principals in America: a review of three biographical studies     

Kate Rousmaniere 《Journal of educational administration and history》2008,40(1):75-80

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Developing a Socialist‐Feminist Vision on Education: conference report of the Women for Socialism,Women and Education Dayschool,held on 7 October 1989     

Kate Reynolds 《Gender and education》1991,3(1):81-85

Education has been the subject of much debate during the late 1980s. The Education Reform Act 1988 marks a major shift to the right in central government approaches to state education. However, despite these changes there has been little attempt to develop an alternative vision of education not founded in the ideology of ‘the market’. In 1989, Women for Socialism held a conference which brought together socialist‐feminists to begin the process of building a vision of an education system which would challenge the oppressions of class, gender and race.  相似文献   

Searching for the public: school funding and shifting meanings of ‘the public’ in Australian education     

Jessica Gerrard  Glenn C. Savage  Kate O’Connor 《教育政策杂志》2017,32(4):503-519

School funding is a principal site of policy reform and contestation in the context of broad global shifts towards private- and market-based funding models. These shifts are transforming not only how schools are funded but also the meanings and practices of public education: that is, shifts in what is ‘public’ about schooling. In this paper, we examine the ways in which different articulations of ‘the public’ are brought to bear in contemporary debates surrounding school funding. Taking the Australian Review of Funding for Schooling (the Gonski Report) as our case, we analyse the policy report and its subsequent media coverage to consider what meanings are made concerning the ‘publicness’ of schooling. Our analysis reveals three broad themes of debate in the report and related media coverage: (1) the primacy of ‘procedural politics’ (i.e. the political imperatives and processes associated with public policy negotiations in the Australian federation); (2) changing relations between what is considered public and private; and (3) a connection of government schooling to concerns surrounding equity and a ‘public in need’. We suggest these three themes contour the debates and understandings that surround the ‘publicness’ of education generally, and school funding more specifically.  相似文献