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1.
Leda Kamenopoulou 《British Journal of Special Education》2012,39(3):137-145
This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under‐explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi‐structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice. 相似文献
2.
Patterns of Early‐Life Social and Environmental Exposures and Child Cognitive Development,Rhea Birth Cohort,Crete, Greece 
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下载免费PDF全文 Mariza Kampouri Andriani Kyriklaki Theano Roumeliotaki Katerina Koutra Despoina Anousaki Katerina Sarri Maria Vassilaki Manolis Kogevinas Leda Chatzi 《Child development》2018,89(4):1063-1073
Early‐life exposures are critical for later child cognitive development. McCarthy Scales of Children's Abilities (MSCA) were used to assess cognitive development of 700 preschoolers (Mage = 4.2 years), derived from the “Rhea” birth cohort, in Greece. Principal component analysis (PCA) was applied on prospectively collected exposure data. Six components were extracted; five of them were associated with child cognition. Higher parental social status, preschool attendance and less TV watching, nonsmoking during pregnancy and breastfeeding, and parental involvement in child life were protective factors of child cognition at 4 years. Increased child birth order was negatively associated with child cognition. Offspring's size at birth was not associated with any cognitive outcome. These findings reveal the importance of early‐life exposures to child cognitive development. 相似文献
3.
Efrossini C. Kalkani Leda G. Boussiakou 《European Journal of Engineering Education》2003,28(3):317-329
This paper considers an introductory engineering course that surveys engineering success, engineering design and ethics, EXCEL and MATLAB. Concerns and comments of students who took the course are addressed by employing existing successful theories of learning applied in similar situations and observing the students' characteristics and performance. The course improvements include early lectures by the instructor on engineering design and design tools and stressing the need for EXCEL and MATLAB. The improvements also include the assignment of problems in calculus and physics to be solved with EXCEL and MATLAB, the focus on issues according to the interests of students in the different engineering disciplines, and the emphasis on oral and writing presentation skills. Further, the improvements include the motivation of students in understanding the ABET engineering criteria and in developing enthusiasm towards their engineering studies. 相似文献
4.
Fordham and Ogbu (1986) have described fear of acting white as a significant factor that influenced the attitudes and often undermined the achievement of African-American students at Capital High in Washington, D.C. The present qualitative study investigated 38 relatively high-achieving African-American and Mexican-American students in various high schools, public and private, in a midwestern city. The respondents did not report avoiding academic achievement in order to avoid accusations of acting white. Most of the students we interviewed reported no loss of ethnic identity. The students felt strong resentment toward their peers' accusations of acting white and did not seem to be intimidated by the accusations, though they were bothered by the accusations. It would be useful if future research addressed the conditions under which avoidance of acting white is most likely to occur. 相似文献
5.
Efrossini C. Kalkani Iris K. Boussiakou Leda G. Boussiakou 《European Journal of Engineering Education》2005,30(3):393-402
The present research refers to the assigning of a hands-on group project to freshman engineering students, evaluating their performance, and deriving conclusions on student benefits and educational advances. The research procedure included action plans for the instructor and the students, instructions to the students on performing the work, organizational instructions to the teams and reporting guidelines, and evaluation of the success of the project. The main outcomes refer to the team co-operation, the performance of tasks, the quality of results and the reporting effectiveness. The ‘paper beam’ project benefited the student’s learning and proved the need of complementary learning styles in teams, of the appreciation of quality performance and results, as well as of the accuracy in project details. 相似文献
6.
Leda Maria da Costa 《Soccer & Society》2014,15(1):81-92
This essay offers a brief historical background to the evolution of women’s soccer in Brazil. It focuses on the main obstacles women faced to pursue the game, which was forbidden to women in Brazil in 1941. By analysing how the newspapers treat women’s teams, the essay will try to highlight significant changes in the stereotypes that long guided perceptions of people about women soccer players. 相似文献
7.
This article argues for postsocialism as an added consideration to postcolonial theory in analyzing and enacting intercultural and international relations of/for social justice. We theorize the need for feminist and communication studies of rape and sexual assault that consider how rape occurs in relation to institutions, bodies, and times that offer varying positions and possibilities to different identities, cultures, and groups. Our study of an international rape trial asks how survivors of rape can have their experiences validated in androcentric international judicial systems. Theorizing Yugoslavia through the prism of rape, we center our analysis on women as property. Utilizing concepts of relationality and performativity, we imagine how the temporal, cultural, and geographic positionalities of women’s experiences of rape can critique patriarchy and global capitalism. 相似文献
8.
The Sustainable Development Goals call on countries to ensure that all children, especially the most vulnerable, are included in education. The small kingdom of Bhutan has made attempts to embrace inclusion in education at the policy level. However, research on inclusion and disability in this context is limited, and there are few studies focusing on the perspectives of Bhutanese teachers. The study presented here was led by the question ‘how are Inclusion and Disability understood by teachers in Bhutan?’ The research aims were to (a) explore the above concepts from the perspective of participants and (b) construct these concepts in a way that is contextually relevant to Bhutan. Data collection comprised qualitative interviews with 15 Bhutanese teachers. Findings revealed that participants saw disability predominantly from a ‘medical model’ perspective, but at the same time held conflicting views as to what inclusion means. They moreover mentioned lack of teacher training as an obstacle to the implementation of inclusion in Bhutan, and some believed that the country is not yet ready for inclusion. We argue that our findings call for Bhutan to strengthen the preparation of its teachers for inclusive education in order to narrow the current gap between policy and practice. 相似文献
9.
Leda Kamenopoulou Jorun Buli-Holmberg Jan Siska 《International Journal of Inclusive Education》2016,20(7):743-755
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed. 相似文献
10.
Leda Kamenopoulou Aaliya Ali Adam Ockelford 《Journal of Research in Special Educational Needs》2021,21(2):98-110
In England, the term ‘multi-sensory impairment’ (MSI) has come to overlap with other labels, which is problematic for both research and practice. We undertook a scoping review of empirical studies conducted in England over the past 20 years on MSI and overlapping labels. We designed and used a review protocol and combined multiple searching methods, including repeated database searches, manual searching of journals and expert recommendations. We identified 29 studies that met the criteria for inclusion in the review, and we analysed these according to three themes: (1) terminology used, (2) topic explored, and (3) methodology adopted. We found that terminology was varied and poorly defined, with a lot of overlap between key terms that were used sometimes interchangeably. Moreover, studies varied in the level of transparency provided when methodology was reported. Finally, there was a dearth of research into inclusion in mainstream schools and research gathering learners’ voices. Implications for future research include the need for: (1) identification of factors that have led to overlapping terminology, (2) greater transparency in how the methodologies used in the field are reported, and (3) more evidence, especially from research on strategies in settings that promote inclusion, and research that includes learners’ voices. 相似文献