The RIX Wiki: the use of multimedia advocacy to support person-centred planning in a special needs secondary school – implications for current policy and practice     

Gosia Kwiatkowska  Andy Minnion  Jo Finch 《Support for Learning》2021,36(4):512-531

The article documents findings from a pilot study undertaken in 2012–2013 in a special needs secondary school in the England, that trialled the use of a multimedia advocacy tool, “The RIX Wiki”. The trial was part of the pathfinder programme, which aimed to reform existing Special Education Needs provision, from the system of statementing to one of developing education health care plans. The reforms became enshrined in the Children and Families Act (2014). The findings were overall positive and helped with person-centred planning processes. The discussion is framed within current and future policy directives. We argue that multimedia advocacy approaches and software tools, like the “RIX Wiki” will have a continued role to play in ensuring the needs, aspirations and choices of children and young people with learning disabilities remain central.  相似文献   

Discussing adapted physical education during IEP meetings: First-hand parent experiences and a supporting tool     

Scott W.T. McNamara  Lauren Lieberman  Brad Weiner  Brock McMullen 《Journal of Research in Special Educational Needs》2021,21(4):302-311

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Educators’ experiences in special education institutions during the COVID-19 outbreak     

Ayse Dilsad Yakut 《Journal of Research in Special Educational Needs》2021,21(4):345-354

The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID-19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID-19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.  相似文献   

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils     

Ceridwen Evans  Sandy Toogood  Stephanie Owen-Leeds  Leusa Dwyfor  Shabreen Jorammanawar  Nour Issa  J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

School exclusion,substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children     

Sarah Martin-Denham 《Support for Learning》2021,36(4):532-554

The study presents data drawn from semi-structured interviews with five young people permanently excluded from schools in North East England. The research aimed to investigate the risk factors that lead to the children using illegal drugs, to determine the drivers and implications for drug misuse and the carrying of knives into school. The research also hoped to elicit from the young people, the solutions that could have prevented their exclusion from school. The interviews were analysed using interpretative phenomenological analysis to understand how a homogenous sample made sense of their lived experiences. The findings highlight the importance of prompt identification and support for children with learning and subsequent mental health needs as the evidence suggests they lead to perceived negative behaviours by teachers. The research provides further evidence that behaviour sanctions in mainstream schools such as detention and isolation booths do not improve behaviour but make it worse. Original to this research is the finding that children are consuming drugs before school to cope with their inability to access the learning, to aid their concentration and to medicate themselves to reduce the likelihood of being sanctioned by teachers.  相似文献   

高校医学学报重点号组稿模式的建立与思考——以《山东大学学报(医学版)》为例     

顾黎  陈斌  周英智 《中国科技期刊研究》2018,29(7):739-744

【目的】 总结笔者所在期刊组织专题/专刊(以下简称“重点号”)的工作模式，为高校医学学报实现规模化组稿提供参考。【方法】 比较《山东大学学报(医学版)》2016—2017年刊发的7个重点号中的约稿及同卷期自由来稿的下载频次和被引频次，分析重点号的刊出效果。回顾重点号的组织过程，总结组稿模式，归纳要点，反思不足。【结果】 重点号约稿的篇均下载频次和被引频次分别是同卷期自由来稿的2.74倍和6.00倍，基本实现预期的约稿效果。《山东大学学报(医学版)》通过两年多的实践，建立了适合自身发展的重点号组稿模式，主编和编委的办刊热情得到了有效激发，组稿达到较大规模，办刊进入良性循环。【结论】 建立的重点号组稿模式可以明显提升期刊的学术影响力，具有较强的可操作性和可复制性；高校医学学报可以通过主动建立适合自身发展的组稿模式，突破办刊困境。  相似文献   

Interdisciplinary collaboration as a prerequisite for inclusive education     

Lotte Hedegaard-Soerensen  Charlotte Riis Jensen  Ditte Maria Børglum Tofteng 《欧洲特需教育杂志》2018,33(3):382-395

This article reports on findings from a research project on interdisciplinary collaboration between mainstream school teachers and special school teachers. The aim of the research project has been to examine the knowledge of special school teachers and how this knowledge can contribute to the development of an inclusive learning environment in mainstream schools. Not as a simple task of transferring knowledge, but as a process of transforming knowledge through interdisciplinary collaboration and co-teaching. The design of the study is inspired by the notion of participation within action research as a research approach. Thus the thick data generated from reflective activities in the study design are analysed within a narrative and practice directed strategy of analysis.  相似文献   

Validity of students’ evaluations of teaching: Biasing effects of likability and prior subject interest     

《Studies in Educational Evaluation》2018

This study examined the validity of students’ evaluations of teaching as an instrument for measuring teaching quality by examining the effects of likability and prior subject interest as potential biasing effects, measured at the beginning of the course and at the time of evaluation. University students (N = 260) evaluated psychology courses in one semester at a German university with a standardized questionnaire, yielding 517 data points. Cross-classified multilevel analyses revealed fixed effects of likability at both times of measurement and fixed effects of prior subject interest measured at the beginning of the course. Likability seems to exert a substantial bias on student evaluations of teaching, albeit one that is overestimated when measured at the time of evaluation. In contrast, prior subject interest seems to introduce a weak bias. Considering that likability bears no conceptual relationship to teaching quality, these findings point to a compromised validity of students’ evaluations of teaching.  相似文献   

Student application for special consideration for examination performance following a natural disaster     

David Collings  Ashley Garrill 《Assessment & Evaluation in Higher Education》2018,43(2):260-271

Universities have a long-established tradition of granting students special consideration when circumstances beyond their control negatively affect performance in assessments. Typically, such situations affect only one student (e.g. medical emergencies) but we consider the impact of a natural disaster that led to all students being eligible for special consideration on a single assessment. Students did not have to get applications for special consideration endorsed by a qualified professional but were able to rate their own level of impairment. Our findings indicated that students were impaired in their performance and accordingly application for special consideration was warranted. Those few students who did not submit an application were disadvantaged relative to their peers. There was little relationship between the students’ self-reported levels of impairment and their performance, but those who considered themselves seriously impaired were disproportionately unlikely to complete the assessment. Those with poorer grades leading into the final assessment were no more likely to request special consideration. Although our observations were with an unusual example, our overall findings support the need for a special consideration policy, and indicate that students can treat such a policy appropriately and not exploit the opportunity to obtain unmerited advantage.  相似文献   

SSCI收录期刊不同学科Article和Review参考文献量的差异性分析     

盛丽娜  顾欢 《中国科技期刊研究》2018,29(11):1153-1159

【目的】 以SSCI的学科分类为单位，分析不同学科期刊的Article和Review参考文献量的差异，以利于相关人员了解及借鉴，同时为进一步从文后参考文献的角度更深入了解现行期刊评价指标的优缺点提供数据支持。【方法】 分学科下载2015年SSCI收录期刊的主要文献计量学指标，同时记录各刊在学科内的分区及各刊Article和Review的平均参考文献量，Spearman等级秩相关性分析用于分析各学科Article和Review的参考文献量与学科各评价指标的相关性。【结果】 2015年SSCI共收录了57个学科的4468种期刊，Article和Review的参考文献量与学科规模的大小均不相关(均为P>0.05)；学科内Article和Review的参考文献量由多到少排序，依次为Q1区(60.27条、86.85条)、Q2区(52.21条、83.80条)、Q3区(48.16条、74.61条)、Q4区(45.70条、62.90条)，且差异均有统计学意义(均为P<0.05)。相关性分析结果表明，Article参考文献量仅与学科中位被引半衰期和学科中位引用半衰期存在相关性；Review参考文献量除与学科中位被引半衰期不存在相关性外，与其他主要期刊评价指标均有相关性(均为P<0.05)。【结论】 按SSCI学科分组，Article和Review参考文献量与学科影响力的关系并不一致，二者与学科规模均不相关；同一学科影响力较大期刊的Article和Review参考文献量相对较多。  相似文献