Thematische Bibliographien / Pupil with ADD

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Auswahl der wissenschaftlichen Literatur zum Thema „Pupil with ADD“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 4. Februar 2022

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Zeitschriftenartikel zum Thema "Pupil with ADD"

LoBue, Stephen A., Fukutaro Mano, Erin Schaefer und Thomas D. LoBue. „Unilateral Multifocal Intraocular Lens Implantation in a Patient with Adie’s Pupil“. Case Reports in Ophthalmology 9, Nr. 2 (09.08.2018): 369–74. http://dx.doi.org/10.1159/000492106.

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Purpose: To report a case of a patient with unilateral Adie’s pupil who underwent bilateral cataract extraction with multifocal and monofocal posterior chamber intraocular lens (IOL) implantation. Methods: A 74-year-old woman presented to our institution complaining of worsening near vision. Gross examination revealed a 6-mm fixed pupil on the right eye (OD) and a 5-mm pupil reacting to 3 mm with light on the left eye (OS). Slit lamp examination revealed a tonic pupil with an exaggerated pupillary constriction to dilute pilocarpine OD. Dilated exam revealed 2–3+ nuclear and cortical lens changes bilaterally. The patient’s active lifestyle, personality, and biometry measurements made her a good candidate for multifocal IOL (MfIOL) implantation OS. Femtosecond laser-assisted cataract extraction with a ReSTOR +3 ADD (SN60D1) implantation was performed OS. Monofocal lens implantation (SN60WF) was performed OD 6 months later. Results: One year postoperatively, our patient had an uncorrected visual acuity (VAsc) of 20/15 for distance and J10 for near OD. Her VAsc was 20/25 +1 for distance and J1 for near OS. Visual acuity when using both eyes was 20/15 for distance and J1 for near. Conclusion: Optimizing success for MfIOL implantation is a multifactorial process. Large pupils preoperatively are of particular concern, as this may lead to increased dysphotopsia with pupil-dependent MfIOLs. Thus, patients with unilateral mydriasis, such as Aide’s pupil, may have a beneficial outcome combining multifocal-monofocal implantation after bilateral cataract extraction, especially if they are not a candidate for monovision but desire spectacle independence.

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Barber, Mark. „Using Intensive Interaction to add to the palette of interactive possibilities in teacher–pupil communication“. European Journal of Special Needs Education 23, Nr. 4 (November 2008): 393–402. http://dx.doi.org/10.1080/08856250802387380.

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Veal, Mary Lou. „Pupil Assessment Perceptions and Practices of Secondary Teachers“. Journal of Teaching in Physical Education 7, Nr. 4 (Juli 1988): 327–42. http://dx.doi.org/10.1123/jtpe.7.4.327.

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Noting that current research has revealed a substantial gap between pupil assessment theory and the practices of secondary teachers, this study examined not only what teachers are doing, but also why they select and use certain practices. Assessment was observed in at least three classes for each of 13 selected secondary teachers, and descriptions of specific assessment practices were obtained through formal and informal interviews. School documents and teacher-developed assessment instruments were also examined in order to add depth to descriptions. The bulk of the data consisted of field notes from interviews and observations, which were analyzed qualitatively. Frequency indices were also prepared to allow easier viewing of patterns in the data. Ninety specific assessment practices were identified. Of the 90 total instances, 16% were preassessment, 30% were formative assessment, and 54% were summative assessment. Analysis of emergent themes indicated that teachers’ assessment practices were influenced by the effort and improvement of their students, and that teachers individualized their assessments. Teachers also identified conditions under which they used assessment including the determination of the purpose or utility of each technique as well as efficiency of administration.

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Steinhauer, Stuart R., Ruth Condray und Misha L. Pless. „Pharmacological Isolation of Cognitive Components Influencing the Pupillary Light Reflex“. Journal of Ophthalmology 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/179542.

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Cognitive operations can be detected by reduction of the pupillary light response. Neurophysiological pathways mediating this reduction have not been distinguished. We utilized selective blockade of pupillary sphincter or dilator muscles to isolate parasympathetic or sympathetic activity during cognition, without modifying central processes. Pupil diameter was measured during the light reaction in 29 normal adults under three processing levels: No Task, during an easy task (Add 1), or a difficult task (Subtract 7). At three separate sessions, the pupil was treated with placebo, tropicamide (blocking the muscarinic sphincter receptor), or dapiprazole (blocking the adrenergic dilator receptor). With placebo, pupil diameter increased with increasing task difficulty. The light reaction was reduced only in the Subtract 7 condition. Dapiprazole (which decreased overall diameter) showed similar task-related changes in diameter and light reflex as for placebo. Following tropicamide (which increased overall diameter), there was a further increase in diameter only in the difficult task. Findings suggest two separate inhibitory components at the parasympathetic oculomotor center. Changes in baseline diameter are likely related to reticular activation. Inhibition of the light reaction in the difficult task is likely associated with cortical afferents. Sustained sympathetic activity also was present during the difficult task.

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McDaniel, William W. „Serotonin Syndrome: Early Management with Cyproheptadine“. Annals of Pharmacotherapy 35, Nr. 7-8 (Juli 2001): 870–73. http://dx.doi.org/10.1345/aph.10203.

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OBJECTIVE: T o report a psychiatric patient who developed serotonin syndrome after a medication overdose and whose marked mydriasis was quickly reversed by administration of cyproheptadine. This phenomenon was confirmed when other cases of serotonin syndrome were studied. METHOD: In the index patient as well as in three subsequent cases of serotonin syndrome, pupil diameter, muscle tone, mental status, and vital signs were monitored before and after a test dose of cyproheptadine as medications were discontinued and antiserotonergic therapy begun. RESULTS: In each patient, cyproheptadine produced rapid reversal of mydriasis within one hour of the initial dose. Other signs of serotonin syndrome remitted more slowly. As the signs and symptoms of serotonin syndrome remitted and pupils returned to normal size and reactiveness, cyproheptadine therapy seemed to produce mydriasis after each dose. Cessation of therapy after this point did not result in recurrence of symptoms. One patient developed serotonin syndrome twice. Two patients developed serotonin syndrome during treatment with medications that are partial serotonin antagonists (mirtazapine and nefazodone). CONCLUSIONS: Rapid reversal of mydriasis in serotonin syndrome by cyproheptadine may serve as a specific suppressive test for the condition, and possibly may add to our understanding of the syndrome. Treatment with cyproheptadine is not thought to abbreviate the illness, but provides symptomatic relief while symptoms persist.

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Puranen, Karoliina, und Matti Roitto. „Gradual Changes to Discipline: A Case Study of Punishment Records and Corporal Punishment in Three Schools in Finland After the 1872 School Order Act“. Nordic Journal of Educational History 5, Nr. 2 (17.12.2018): 67–92. http://dx.doi.org/10.36368/njedh.v5i2.118.

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Punishment and violence in the history of education have been covered in numerous scholarly works, but most of them have relied heavily on what might be considered normative sources such as regulations, legislation, other studies in the history of education, various instructions, manuals, and guidebooks. The history of education in Finland, as elsewhere, would have us believe that punishment practices in general changed drastically, and that corporal punishment in particular had been dropped by the late nineteenth and early twentieth centuries, as proscribed in secondary schools by the School Order Act of 1872. We argue, however, that this was not always the case, especially when certain empirical sources that have often been overlooked—such as school punishment records—are taken into account. We use these sources to explore whether punishments in general, and corporal in particular, continued to be administered all the same after 1872. Our hypothesis is that the “cultural shift” regarding this issue was more gradual and complex than previously assumed. The administering of punishments, corporal or otherwise, clearly continued after the legislation had changed, regardless of whether contemporary educationalists were recommending other means of managing pupil behaviour. For instance, it remained culturally acceptable, at least for secondary schools, to “chastise” pupils (to send them home for corporal punishment). Our findings add to the existing knowledge on punishment practices and provide valid grounds for re-evaluating research on the matter.

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Güell, José L., und Omar A. Barrada. „Intracorneal Inlays – Special Focus on the Raindrop“. European Ophthalmic Review 08, Nr. 01 (2014): 23. http://dx.doi.org/10.17925/eor.2014.08.01.23.

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Presbyopia remains the last frontier for refractive surgeons. With increased demand for spectacle independence at all ages, ophthalmologists are exploring different approaches for presbyopia correction. The idea of adding synthetic material to the cornea for the management of presbyopia has come a long way since its inception. The Raindrop® (ReVision Optics®), KAMRA Inlays (AcuFocus) and the Flexivue Microlens (Presbia) are three very different inlays that attempt to reverse presbyopia through different mechanisms. The Raindrop changes the curvature of the anterior cornea in the plane of the pupil, the Kamra uses the principle of the pinhole to increase depth of focus, while the Flexivue is a refractive annular add lenticule that creates a paracentral zone for near vision. The decreased incidence of complications, ease of insertion, reversibility and potential applicability to patients with various refractive statuses make inlays a powerful addition to the armamentarium in the management of presbyopia.

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I Gde Suranaya, Pandit. „Application of different Fresh Fish Handling Technique on the Quality of Raw Ingredients of Pindang Production“. Jurnal Perikanan Universitas Gadjah Mada 19, Nr. 2 (13.05.2017): 89. http://dx.doi.org/10.22146/jfs.27819.

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Histamine toxicity can be occurred after consumsing decomposing fish (pindang). The community (fishermen) perform different handling techniques on raw materials of pindang to slow down the decomposition process. This research is aimed to know the influence of various techniques of handling fish on the quality of raw materials of pindang. This research used completely randomized design with single factor. This study compared various methods of fish handling commonly used by community (fisherman in Kusamba village) to maintain the quality of raw materials of pindang, such as: kept on room temperature (technique A), add 1 kilogram crushed ice for 4 kilogram fishes (technique B), add 10% salt (technique C), and combination of technique B and C (ice and fish combination 1:8 plus 5% salt as technique D). Diversity analysis show a significant influence of different techniques of fish handling on the quality of raw material of pindang (p value <0.05). Addition of crushed ice show the best quality result among fish handling technique with histamine levels 11.30 mgN%, moisture content 74.53%, TVB 20.19 mgN%, salt 0.32%, bacteria 13 x 101 colonies / g, and negative coliform. Organoleptic assessment for B techniques also show the best result with visibility score 8.0 (bright, strong, and thin scale), eye 7.7 (convex, slightly foggy cornea, slightly faint pupil), odor 7.8 (soft odor), and texture 7.8 (elastic).

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Güell, José L., und Omar A. Barrada. „Intracorneal Inlays—Special Focus on the Raindrop“. US Ophthalmic Review 07, Nr. 02 (2014): 123. http://dx.doi.org/10.17925/usor.2014.07.02.123.

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Presbyopia remains the last frontier for refractive surgeons. With increased demand for spectacle independence at all ages, ophthalmologists are exploring different approaches for presbyopia correction. The idea of adding synthetic material to the cornea for the management of presbyopia has come a long way since its inception. The Raindrop® (ReVision Optics®), KAMRA™ Inlays (AcuFocus™), and the Flexivue Microlens™ (Presbia™) are three very different inlays that attempt to reverse presbyopia through different mechanisms. The Raindrop changes the curvature of the anterior cornea in the plane of the pupil, the KAMRA uses the principle of the pinhole to increase depth of focus, while the Flexivue is a refractive annular add lenticule that creates a paracentral zone for near vision. The decreased incidence of complications, ease of insertion, reversibility, and potential applicability to patients with various refractive statuses make inlays a powerful addition to the armamentarium in the management of presbyopia.

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Tsaliki, Evanthia. „Teachers’ views on implementing intercultural education in Greece: the case of 13 primary schools“. International Journal of Comparative Education and Development 19, Nr. 2/3 (08.05.2017): 50–64. http://dx.doi.org/10.1108/ijced-07-2017-0013.

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Purpose The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece. Design/methodology/approach The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers. Findings The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools. Research limitations/implications The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education. Originality/value The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.

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Dissertationen zum Thema "Pupil with ADD"

Wingbro-Carlsson, Gunilla, und Lena Matsson. „Skolsköterskors hälsofrämjande arbete för barn med ADHD“. Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12458.

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Attention Deficit / Hyperactivity Disorder (ADHD) är en uppmärksamhetsstörning med hyperaktivitet som drabbar cirka 3-5 procent av barn i skolåldern. Skolan har inflytande på barns liv och det finns ett samband mellan elevers psykiska hälsa och skolresultat. Skolsköterskor har en viktig roll som hälsofrämjare, särskilt då barn med ADHD har ökad risk för ohälsa och riskbeteende. Syfte: Syftet med studien var att beskriva skolsköterskors erfarenheter av att arbeta med åtgärder för barn med ADHD. Metod: Studien har genomförts med kvalitativ metod. Studien är baserad på åtta telefonintervjuer med skolsköterskor, vilka har analyserats med hjälp av kvalitativ innehållsanalys. Resultat: Fem kategorier framkom ur analysen, vilka beskriver skolsköterskors erfarenheter av att arbeta med åtgärder för barn med ADHD; Att samverka genom dialog, Att anpassa skolmiljö, Att vägleda och ge råd till föräldrar och barn, Att observera och genomföra kontroller samt Att arbeta specifikt hälsofrämjande. Slutsats: Skolsköterskor har erfarenheter av olika typer av åtgärder för barn med ADHD. De betonar särskilt betydelsen av att uppmärksamma barn med ADHD tidigt samt hälsosamtalet.
Attention Deficit / Hyperactivity Disorder (ADHD) is an attention deficit hyperactivity disorder that affects approximately 3-5 percent of school-age children. The school has an important influence on children's lives and there is a correlation between students' mental health and school performance. School nurses have an important role as health promoters, especially when children with ADHD are at increased risk of ill health and risky behavior. Aim: The aim of this study was to describe the school nurses´ experiences of working with measures for children with ADHD. Method: The study was conducted using a qualitative method. The study is based on telephone interviews with eight school nurses, which have been analyzed using qualitative content analysis. Results: Five categories emerged from the analysis, which describes the school nurses´ experiences of working with various measures for children with ADHD; Working together through dialogue, to adapt the school environment, provide guidance and advice to parents and children, to observe and implement controls and to work specifically with health promotion. Conclusion: School nurses have experience of different types of measures for children with ADHD. They stressed in particular the importance of paying attention to children with ADHD and regular health discussions.

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Feldt, Zanna, und Erik Mekkelholt. „Different Methods and Strategies to Aid Reading for Pupils Affected by ADHD“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34281.

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This study investigates the effectiveness of different methods and strategies to aid reading for pupils affected by ADHD. According to recent studies, 1-2 pupils are affected by ADHD in the classrooms (Lenard, Lorch, Milich & Hagans, 2008). Furthermore, these pupils are at a higher risk of falling behind their peers (Zentall,1993). Different factors contribute to these results, but one factor may be that the methods and strategies used for ADHD pupils are not sufficient. Furthermore, they might not even be used correctly or used at all. Additionally, there are precise results that some methods show a positive outcome, while others are lacking in the result area. We will, therefore, explore what methods are more considerable and which ones are worse and how the notable the results are. We also investigate the viability of these methods correlation to our age group and how viable in the classroom.

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Myers, Ian, und n/a. „The relationship between pupil control ideology and subject faculties in ACT government high schools“. University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.

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The purpose of the study was to establish that a relationship existed between teacher Pupil Control Ideology (PCI) and membership of a practical subject faculty or of a humanities subject faculty in ACT government high schools. It was hypothesized that teachers in practical subject faculties and teachers of practical subjects would be custodial in their PCI. Teachers in humanities subject faculties and teachers of humanities subjects would be humanistic in their PCI. A subsidiary purpose was to replicate earlier research findings of a relationship between PCI and years of teaching, sex, position in the school administration, and type of school. The PCI Form was administered to a population sample of 116 teachers from five high schools in the Belconnen area of Canberra. The results were subjected to t-test and one-way analysis of variance. Statistically significant relationships were observed between PCI and teacher variables of subject faculty, subject taught, and sex of teacher. Earlier findings for other variables were not replicated. The direction of findings was surprising. Teachers in practical subject faculties and of practical subjects were more humanistic than humanities faculty and subject teachers. Female teachers were more custodial than male teachers. An analysis of variance showed no interaction effect between variables sex and faculty, and sex and subject taught. More research on possible causes of the relationships, such as student attitude to subject, and teacher sense of achievement, is needed before the findings can have practical application.

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Lindh, Maria. „Vilka stöd finns det för elever med ADHD i skolan? : What forms of support are available at school for pupils with ADHD?“ Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24319.

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Syftet med denna studie har varit att undersöka vilka stöd det finns för barn med ADHD i skolan. Studien bygger på intervjuer med två klasslärare, en speciallärare, två rektorer samt en observation av en elev med diagnosen ADHD. Skolorna i undersökningen har varit en kommunal f-5 skola samt en f-9 friskola. För att belysa detta ämne ur en ny synvinkel har jag valt att undersöka lärarnas erfarenheter av sambanden mellan språkutveckling och ADHD. Intervjuerna visar att lärarna underströk att barn är olika och att man därför måste arbeta utifrån den enskilde individen. Lärarna menar att de inte har sett något samband mellan ADHD och försvagning av den språkliga utvecklingen. Vidare menar även lärarna att elever med ADHD är i behov av struktur och rutiner. Klasslärarna menade dock att detta inte var unikt för elever med ADHD utan att alla elever är i behov av det. Båda rektorerna anser att det är svårt att få ekonomiskt stöd för elever med enbart en ADHD diagnos. Den ena rektorn menade till och med att det är omöjligt. Undersökningen visar att det finns viss avsaknad av kunskap hos verksamma lärare om ADHD samt om kopplingen, som enligt forskare finns, mellan språkförsvagning och diagnosen. Därmed brister även kunskapen om hur man på bästa sätt kan stödja elever som har denna diagnos. Behovet av vidareutbildning är stor framförallt eftersom det ständigt kommer ny forskning inom området.

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Falk, Louise Josefine. „Elever med diagnosen ADHD i skolan : kvalitativ studie om 4 lärares erfarenheter och förhållningsätt till diagnosen i årskurs 1-7“. Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9463.

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How teachers teach children with attention difficulties. This is a qualitative interview based on the experiences of four teachers. I want this study to examine teachers' experience and views about ADHD diagnosis. I would also like to find out what teachers do and think about the practice which surrounds students with ADHD. How to formulate and think of four active teachers about ADHD? What are the implications of the diagnosis perceive the four teachers interviewed that the diagnosis must for students? Among the measures that consider the four teachers interviewed are most effective for students with ADHD because they provide an equal education? Those questions are addressed to specifically learn about how they proceed in their activities. The interview responses, I have compiled and compared with literature highlighting subject. Results the study shows that there are many similarities in the teachers' treatment of children with ADHD. A similarity which consists of teachers have a common approach, a clear structure with clear limits and procedures and that they clear up activities for children with ADHD. The teachers mentioned that it is important to adapt the environment to facilitate and help children with concentration problems. All four teachers interviewed believe they have a good training for dealing with concentration difficulties, but that they need continuous training. Data used in this study is qualitative. The selection of teachers has been through recommendations and personal knowledge

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Osborne, Sally, und n/a. „Preferences of pupils and teachers for service delivery of learning assistance in ACT High Schools“. University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.100411.

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Students who have learning difficulties generate a resource to assist them with their schoolwork. This resource has been delivered in a number of different ways. In the last decade the introduction of inclassroom assistance has been adopted in several states in Australia including the Australian Capital Territory. This method of service delivery of the resource has been considered to be helpful as it allows the student to remain in the classroom while still receiving the necessary assistance. The proponents of this delivery method believe that the students prefer remain in the classroom. Critics of this delivery method consider that it is not easy to address basic skill deficits in the classroom and that students find being helped in the classsroom embarrassing. This study examines the preference for service delivery model of three groups of population, students, classroom teachers and teachers of students with learning difficulties. A survey was used to ascertain the preference of these three groups, why they preferred a model, which model they regarded as most efficacious and why. Other specific questions were asked of each group. Interviews were also conducted with ten percent of each group and also with the principal and the counsellor from each school. Some illumination of school climate and other variables which may affect data was sought from the interviews. Teachers were found to prefer a mixed model of service. Students' results showed a preference for two models over a third, small classes, which was not favoured. Students also saw these two models as most efficacious. Interviews revealed a satisfaction with the service amongst students but some concerns about the delivery of the service and the decision making processes amongst teachers.

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Foggett, Albert Colin Sydney, und n/a. „How children view schooling: a study of the views of schooling held by year 6 pupils in selected government schools in New South Wales“. University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20050711.160431.

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The purpose of this study was twofold. First, it aimed to present an argument for the inclusion of primary-age children's views in the decision-making process in primary schools. Second, it aimed to explore the potential of primary-age children to contribute to better decisions about their own schooling. The hypothesis is that primary-age children have worthwhile views of schooling that should be introduced into both classroom and school decision-making processes. Authoritarianism, moral development, childrenqs rights and active learning were explored in relation to child participation in decision-making. This study attempted to explore children's views of schooling from the viewpoints of the children themselves. Children kept diaries of school for one week and from these diaries an interview schedule was constructed to allow the exploration of their views. The study shows that primary-age children have views that can contribute legitimately and valuably to decision-making at both the classroom and school levels.

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Davies, Robert. „Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?“ Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/6600/.

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A short attention span, impulsivity, distractibility, and hyperactivity are characteristics that are commonly found in young children and sometimes in adults. These difficulties also meet the American Psychiatric Association diagnostic criteria for attention deficit hyperactivity disorder (ADHD). The British Psychological Society has adopted the term ‘bio-psycho-social’ to reflect the complex and multi-dimensional nature of ADHD. In young people, these symptoms interfere with learning, interpersonal relationships and self-esteem and can lead to social and educational exclusion. The use of drugs in the treatment of ADHD remains controversial and according to the 2005 prescription cost analysis (Cohen, 2006), Ritalin use has risen by 7600 per cent. Unfortunately, since the move away from the medical model following the 1978 Warnock Report on supporting children with special needs, a mindset has been created amongst teachers regarding the identification and assessment of children with certain types of complex needs as being outside of their expertise and this has resulted in teachers placing an over-reliance on external support services and specialists. This thesis proposes an enhancement to the existing over-complicated and bureaucratic system of identification and support for behavioural, social and emotional difficulties (BESD)/ADHD that develops the expertise and the role of the SENCO and thus streamlines identification of individual need and enhances educational support for ADHD sufferers. This research thesis used a case study approach with an interpretive dimension to enable the researcher to enter the working world of doctors and other medical professionals, teachers and classroom support assistants, and children as the ultimate subjects of this enquiry. The purpose of the study was to extend my knowledge of a complex childhood phenomenon and to examine the systems put in place in schools and support services that identify certain SEN and disorders that affect learning. An analysis of the role of teachers and school special needs coordinators was explored along with government policy on inclusion practices. The role of professionals from medicine and education in LEA support services was also examined and reported. A total of eighteen questionnaires were used to target key personnel in LEA support services. This was followed up with interviews at support services and in schools. A total of six medical professionals and a further nine educational professionals were interviewed. Three classroom observations were also conducted at a London comprehensive school. Analysis of the resulting data led to the identification of a series of Figures and a flowchart depicting the ‘story’ of this difficult process, with a proposed enhancement for earlier BSED/ADHD identification and support, and a range of recommendations. Although this was a small-scale research study, the literature and the comments from professionals cited from the national expert SENCO Forum indicate that my findings reflect a much wider picture locally and nationally.

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Kny, Lenka. „Problematika vzdělávání žáků s poruchami pozornosti očima jejich pedagogů“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446297.

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Problems of education of pupils with Attention Deficit Disorder from the view of their teachers Lenka Kny Primary school education is influenced by many factors, such as the composition of the team at school, the inclusion of pupils with special educational needs, the presence of a teaching assistent The diploma thesis focuses on the education of students with Attention Deficit Disorder. Diagnoses of ADHD (Hyperactivity) and ADD are presented mainly in terms of manifestations that affect the course of lessons. The issue of education pupils with Attention Deficit Disorder is approached from the point of view of teachers who have expressed how they perceive work with ADHD and ADD. The factors that influence the teaching of these pupils were also summarized and the teachers named support that could, according to them, make the whole teaching proces more efficient. Four case studies presented specific examples of the education of two pupils with ADHD and two with ADD and associated problems who are often educated with the support of a teaching assistant.Teachers, using the example of these pupils, summarized their findings, which can be applied in a wider range of education of pupils with Attention Deficit Disorder. The presence of selected pupils in teaching has slowed down the pace of education, it...

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Dvořáková, Michaela. „Možnosti a meze práce s motivací u žáků se syndromem ADHD a ADD na prvním stupni ZŠ“. Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340166.

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The thesis titled Possibilities and limits of work with motivation of pupils with ADHD and ADD syndrome at first degree of primary school specializes in finding effective motivation of these pupils. In the theoretical part of the thesis will be defined notions of motivation, ADHD and ADD, teaching methods, organizational forms, evaluating the relationship between teacher and pupil. It will also be a sub-analysis of individual concepts and relationships between them. Processed theoretical background will be taken into account in the practical part. The practical part will pick out the most effective way of motivating pupils with ADD and ADHD syndrome integrated in the regular classroom at primary school. The research methods will be used direct and participant observation, case study, analysis of pupils' projects. Key words: motivation, ADHD, ADD, teaching methods, organizational forms, assessment, teacher-pupil relationship

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Bücher zum Thema "Pupil with ADD"

Kewley, Geoff D. 100 ideas for supporting pupils with ADHD. New York, NY: Continuum International Pub., 2008.

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Benton, Peter. Pupil, teacher, poem. London: Hodder and Stoughton, 1986.

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Pupil, teacher, poem. London: Hodder and Stoughton, 1986.

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The tenth pupil. Vancouver, B.C: Ronsdale Press, 2001.

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Study Group Meeting (1985 Penang, Malaysia). Pupil evaluation in science. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.

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D, Mawdsley Ralph, und National Organization on Legal Problems of Education., Hrsg. Pupil transportation and the law. Topeka, Kan: National Organization on Legal Problems of Education, 1992.

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Emmert, David J. Pupil due process and discipline. Indianapolis, IN (One N. Capitol, Suite 1215, Indianapolis 46204): Indiana School Boards Association, 1987.

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Pusil kamsapŏp. Sŏul Tʻŭkpyŏlsi: Pŏmmunsa, 2004.

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Mary, Robinson. Walsingham: Or, The pupil of nature. London: Routledge/Thoemmes, 1992.

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L, O'Dell Frank, und Soden Glenn W, Hrsg. Legal sourcebook for pupil personnel specialists. Springfield, Ill, U.S.A: Thomas, 1985.

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Buchteile zum Thema "Pupil with ADD"

Weik, Martin H. „pupil“. In Computer Science and Communications Dictionary, 1379. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15155.

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Weik, Martin H. „entrance pupil“. In Computer Science and Communications Dictionary, 527. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_6295.

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Weik, Martin H. „exit pupil“. In Computer Science and Communications Dictionary, 550. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_6555.

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Weik, Martin H. „artificial pupil“. In Computer Science and Communications Dictionary, 65. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_861.

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Gregg, Stephen E. „Master and pupil“. In Swami Vivekananda and Non-Hindu Traditions, 86–112. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315611631-3.

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Swain, Monica. „Pupil self-assessment“. In Reducing Teachers’ Marking Workload and Developing Pupils’ Learning, 53–60. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429243288-6.

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Skalicky, Simon E. „The Iris and Pupil“. In Ocular and Visual Physiology, 85–96. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-846-5_6.

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Coleman, Gemma. „Developing pupil self-assessment“. In Reducing Teachers’ Marking Workload and Developing Pupils’ Learning, 61–74. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429243288-7.

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Gregor, Anne, Michael Wilmes und Christian Kiock. „Pupils’ Data“. In IFIP Advances in Information and Communication Technology, 171–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38411-0_16.

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Bailey, Roy, und Margaret Clarke. „Pupil and student nurse stress“. In Stress and Coping in Nursing, 73–94. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-2941-9_3.

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Konferenzberichte zum Thema "Pupil with ADD"

Stark, Chris, Kevin Fogarty, Johan Mazoyer, Kathryn St. Laurent, Rémi Soummer, Mamadou N'Diaye und Laurent Pueyo. „Optimal deformable mirror and pupil apodization combinations for apodized pupil Lyot coronagraphs with obstructed pupils“. In Space Telescopes and Instrumentation 2018: Optical, Infrared, and Millimeter Wave, herausgegeben von Howard A. MacEwen, Makenzie Lystrup, Giovanni G. Fazio, Natalie Batalha, Edward C. Tong und Nicholas Siegler. SPIE, 2018. http://dx.doi.org/10.1117/12.2314394.

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Matušů, Renáta. „INTERACTION BETWEEN TEACHER AND PUPIL AND ITS INFLUENCE ON THE PERCEIVED CLOSENESS OF PUPILS“. In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end082.

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Wakhungu, C. N. „The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya“. In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills

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Hollingsworth, Karen P., Kevin W. Bowyer und Patrick J. Flynn. „The Importance of Small Pupils: A Study of How Pupil Dilation Affects Iris Biometrics“. In 2008 IEEE Second International Conference on Biometrics: Theory, Applications and Systems. IEEE, 2008. http://dx.doi.org/10.1109/btas.2008.4699341.

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Ahmed, Zaheer, Diako Mardanbegi und Dan Witzner Hansen. „Pupil center as a function of pupil diameter“. In ETRA '16: 2016 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2857491.2857536.

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Dewi, Desak Ayu Sista, Sunu Wibirama und Igi Ardiyanto. „Robust Pupil Localization Algorithm under Off-axial Pupil Occlusion“. In 2019 2nd International Conference on Bioinformatics, Biotechnology and Biomedical Engineering (BioMIC) - Bioinformatics and Biomedical Engineering. IEEE, 2019. http://dx.doi.org/10.1109/biomic48413.2019.9034855.

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Tao, Huirong, und Quan Zhang. „Implementation of pupil location system based on bright pupil effect“. In Fifth Conference on Frontiers in Optical Imaging Technology and Applications, herausgegeben von Wenqing Liu, Huilin Jiang und Junhao Chu. SPIE, 2018. http://dx.doi.org/10.1117/12.2506730.

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Kuhn, Jeff R. „Distributed pupil telescope designs“. In Astronomical Telescopes and Instrumentation, herausgegeben von J. Roger P. Angel und Roberto Gilmozzi. SPIE, 2003. http://dx.doi.org/10.1117/12.459073.

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GONZALEZ, PEDRO, und Luis M. Fernandez. „Embedded Pupil Tracking System“. In Latin America Optics and Photonics Conference. Washington, D.C.: OSA, 2016. http://dx.doi.org/10.1364/laop.2016.ltu4a.22.

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de Gómez Pérez, David Gil, Matti Suokas und Roman Bednarik. „Crowdsourcing pupil annotation datasets“. In ETRA '18: 2018 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3208031.3208036.

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Berichte der Organisationen zum Thema "Pupil with ADD"

Datta, Sandip, und Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.

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Angrist, Joshua, und Victor Lavy. New Evidence on Classroom Computers and Pupil Learning. Cambridge, MA: National Bureau of Economic Research, November 1999. http://dx.doi.org/10.3386/w7424.

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Fryer, Roland. The 'Pupil' Factory: Specialization and the Production of Human Capital in Schools. Cambridge, MA: National Bureau of Economic Research, April 2016. http://dx.doi.org/10.3386/w22205.

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Duflo, Esther, Pascaline Dupas und Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. Cambridge, MA: National Bureau of Economic Research, März 2012. http://dx.doi.org/10.3386/w17939.

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Klee, Daniel. Pupil Mobility and Its Effect on Basic Skills Achievement Growth Rates and the Educational Program. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1147.

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Matson, Kathy L., Charles L. Crouse, Dennis Miller, Ronald A. Evans, Jeffrey M. McGuire, Jill Jarvis, Bernard J. Benton, Douglas R. Sommerville, Jacqueline Scotto und David C. Burnett. Low-Level Effects of VX Vapor Exposure on Pupil Size and Cholinesterase Levels in Rats. Fort Belvoir, VA: Defense Technical Information Center, März 2005. http://dx.doi.org/10.21236/ada432945.

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Rosenberg, Michael L. Can Degradation of Performance by Fatigue be Predicted by Mechanical Tasks Involving Pupil, Somatic, and Extra-Ocular Muscle Function. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada440264.

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Jere, Catherine M. Developing, implementing and evaluating the SOFIE model: Supporting increased educational access for vulnerable pupils in Malawi. Institute of Education, University of Malawi, 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii080.

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Leaver, Clare, Owen Ozier, Pieter Serneels und Andrew Zeitlin. Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/048.

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This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay-for-performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a pay-for-percentile or fixed-wage contract. Once recruits were placed, an unexpected, incentive-compatible, school-level re-randomization was performed, so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the total effect rising to 0.20 standard deviations after allowing for selection.

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Komba, Aneth, und Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), März 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.

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