Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research     

Emily J. Roberts-Tyler  John Carl Hughes  Richard P. Hastings 《Journal of Research in Special Educational Needs》2020,20(1):14-26

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.  相似文献   

Validity of self-reported reading disability by parents of reading-disabled and control children     

Sadie N. Decker  George P. Vogler  J. C. Defries 《Reading and writing》1989,1(4):327-331

Composite reading scores obtained from parents of 125 reading-disabled children and 125 matched control children who participated in the Colorado Family Reading Study were used to test the validity of self-reported reading problems. Parents who reported that they encountered serious difficulty learning to read had significantly lower reading scores than did those who reported no positive history of reading problems. Moreover, this difference was larger for parents of reading-disabled children than for those of controls. Thus, parental self-reports provide a valid index of reading problems.  相似文献   

美国学习不良概念的发展、问题及对策   总被引：1，自引：0，他引：1  

刘迎杰  张小将 《外国教育研究》2011,(11):52-56

学习不良概念自提出后一直存在争议。学习不良的正式定义和操作定义都存在一些问题。正式定义处于规定定义的发展水平,缺乏科学定义的两个关键元素——理解性和解释性。操作定义缺乏与正式定义的逻辑联系,变异性太大,在实际使用中也存在一些问题。针对学习不良的定义问题,研究者提出了不同的解决方法。  相似文献   

江西省孤独症儿童社会支持体系构建的研究     

郭德华 《宜春学院学报》2011,33(7):66-70

孤独症是一种广泛发展障碍性疾病,其主要特点是社会功能障碍、人际交流障碍、行为和兴趣刻板,是严重危害儿童身心健康,并影响家庭、社会功能的一种新型疾病。国内外经验提示,对抗孤独症,仅仅靠孤独症患者及其家庭努力远远不够,必须要有政府和社会各方面的参与和重视,并尽快构建有效的社会支持体系。在广泛调查分析基础上,结合江西省实际情况,提出了孤独症儿童社会支持体系构建的策略和方法,首次提出"孤独症儿童三级立体式社会支持体系模型",这一开创性研究成果对孤独症康复事业的发展有积极的理论、实践和政策参考意义。  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

Educating sick children: an Irish hospital school in context, 1900–1980     

Barry Kennerk 《History of education》2019,48(3):356-373

The teaching of sick children in hospital is an often overlooked aspect of Ireland’s national education system. Prior to the 1970s, there was hardly any formal structure in place for this type of schooling in the country, despite the fact that many children could be inpatients for weeks or months at a time. In 1980, a report, published by the Association for the Welfare of Children in Ireland, revealed that although there had been an improvement in the intervening decade, only 6% of hospitals had a dedicated schoolroom. Drawing on previously unresearched papers belonging to Temple Street Children’s Hospital, this article will take a closer look at the socio-political forces that held back the development of the hospital classroom in Ireland for so many decades; it will also explore some of the factors that promoted its development after 1970, thus helping to explain why the education of sick children is so firmly established today.  相似文献   

Getting good at small talk: student-directed learning of social conversation skills     

Veerle Garrels 《欧洲特需教育杂志》2019,34(3):393-402

For students with autism spectrum disorders (ASD), learning social skills is an intricate but essential task to facilitate social inclusion and participation. Limited research is available on social skills interventions for adolescents with ASD and intellectual disabilities (ID). This article presents a case study that illustrates how the Self-Determined Learning Model of Instruction was used to improve self-chosen social conversation skills in a Norwegian 14-year old student with ASD and mild ID. This case study illustrates that, also for students with ASD and ID, giving them the opportunity to set personally relevant goals may improve their autonomous motivation, thereby increasing the likelihood of goal attainment.  相似文献   

The influence of teacher practice placement on one's beliefs about intellectual disability: a student's reflection     

OWEN DOODY  MORGAN O CONNOR 《Support for Learning》2012,27(3):113-118

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Self‐determination of young children with intellectual disability: understanding parents' perspectives     

Araceli Arellano  Feli Peralta 《British Journal of Special Education》2013,40(4):175-181

Self‐determination is considered to be a basic human right which, to develop, demands contextual opportunities as well as individual competencies. For people with intellectual and developmental disabilities, the family is the natural support environment in the task of increasing control over their own lives. There is little, however, that has been published in Spain on the needs and strengths of families in this regard. This article presents a study carried out in Spain on the knowledge, attitudes and strategies that a sample group of parents (N = 201) have regarding self‐determination. An analysis of the data gathered highlights the need for intervention proposals to prepare parents to further their children's self‐determination, through collaborative partnerships and through cognitive restructuring.  相似文献   

冰雪运动员伤残与医疗保险研究   总被引：1，自引：0，他引：1  

刘巍 《冰雪运动》2007,29(6):91-95

运用保险学、管理学等基本理论,采用理论分析和调研等方法,借鉴发达国家体育保险的经验,分析了我国体育保险现状,认为冰雪运动员伤残、医疗保险存在缺乏应有的保险理念,缺乏法律、制度、机制上的有力支持,缺乏筹资渠道和专门人才,缺乏市场培育等主要问题;提出了树立尽快建立与完善冰雪运动员伤残、医疗保险体系的保障理念,建立健全相关的政策法规体系,积极培育保险市场、转变体育保险运作模式,积极培养专门的冰雪运动保险人才等对策,为健全我国冰雪运动的伤残、医疗保险体系提供理论参考。  相似文献