Journal articles on the topic 'Special education Parent participation Australia'
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Katsiyannis, Antonis, and Thomas J. Ward. "Parent Participation in Special Education." Remedial and Special Education 13, no. 5 (September 1992): 50–55. http://dx.doi.org/10.1177/074193259201300508.
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Rossetti, Zach, Meghan M. Burke, Oscar Hughes, Kristen Schraml-Block, Javier I. Rivera, Kristina Rios, Janeth Aleman Tovar, and James D. Lee. "Parent Perceptions of the Advocacy Expectation in Special Education." Exceptional Children 87, no. 4 (February 22, 2021): 438–57. http://dx.doi.org/10.1177/0014402921994095.
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Although the Individuals With Disabilities Education Improvement Act (IDEA) mandates parent participation in their children’s education programs, the implementation of IDEA results in parent effort beyond participation, specifically, an expectation of advocacy. To date, research on the advocacy expectation is mixed, with some parents perceiving advocacy as an obligation to ensure appropriate services for their children, whereas others argue it is unreasonable and has cultural dissonance, disadvantaging some parents. We examined parent perspectives of the advocacy expectation in special education through 19 focus groups with 127 parents of children with disabilities across four states. Findings included a nuanced understanding of the advocacy expectation, with participants reporting the importance of advocacy and some describing that advocacy was part of their social role. However, under adversarial circumstances with school personnel, participants described feeling overwhelmed because the advocacy expectation felt more difficult than it needed to be. We discuss implications for policy and practice.
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Acar, Serra, and Yusuf Akamoğlu. "Practices for Parent Participation in Early Intervention/ Early Childhood Special Education." International Journal of Early Childhood Special Education 6, no. 1 (June 15, 2014): 80. http://dx.doi.org/10.20489/intjecse.93010.
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Trussell, Robert P., Helen Hammond, and Lawrence Ingalls. "Ethical Practices and Parental Participation in Rural Special Education." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 19–23. http://dx.doi.org/10.1177/8756870508027001-204.
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The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.
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Kane, Jean, Sheila Riddell, Pauline Banks, Anne Baynes, Alan Dyson, Alan Millward, and Alastair Wilson. "Special Educational Needs and Individualised Education Programmes: Issues of Parent and Pupil Participation." Scottish Educational Review 35, no. 1 (March 27, 2003): 38–47. http://dx.doi.org/10.1163/27730840-03501005.
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Recent statute in Scotland (Children (Scotland) Act, 1996; Standards in Scotland’s Schools, etc. Act (Scotland), 2000; Disability Discrimination Act, 1995, as amended) has lent force to attempts to increase the participation of pupils and parents in educational processes, particularly in decision-making. These attempts are apparent in policy recommendations (SOED,1994; SOEID, 1998) and are further evidenced in the field of special educational needs (SEN) in the response to recent proposals for consultation (SEED, 2002) and in the drafting of new legislation with regard to additional support needs. While there is a consensus that such participation is desirable, education professionals are not in agreement about what constitutes participation, nor have schools found easy the development of more participative ways of working with pupils and their parents. This article discusses these issues in relation to the findings of a recent Scottish Executive funded research project Raising the Attainment of Pupils with Special Educational Needs (Banks, et al., 2001)
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Harry, Beth. "Restructuring the Participation of African-American Parents in Special Education." Exceptional Children 59, no. 2 (October 1992): 123–31. http://dx.doi.org/10.1177/001440299205900205.
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Two traditions have combined to contribute to a form of discourse that is detrimental to the participation of African-American parents in special education procedures: first, a deficit view of African-American families and, second, the deficit view of children's learning difficulties on which P.L. 94–142 is based. These deficit views, together with the focus by many professional educators on legal compliance rather than collaboration, have cast parents in the role of consent-giver in a grossly asymmetrical form of discourse, with power residing mostly with professionals. Four specific parental roles—including parents in assessment, placement, policymaking, and advocacy—would restore the balance of power in parent-professional discourse. Future research should focus on the documentation of egalitarian participation structures for African-American parents and on action-oriented ethnographic studies.
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Yanok, James, and Diane Derubertis. "Comparative Study of Parental Participation in Regular and Special Education Programs." Exceptional Children 56, no. 3 (November 1989): 195–99. http://dx.doi.org/10.1177/001440298905600304.
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The purpose of this study was to determine if significantly different opinions existed between parents of regular education students and parents of special education students concerning (a) school involvement, (b) quality of instruction, and (c) equality of educational opportunity. Data were gathered from a telephone survey of 1,702 randomly selected parents. Results showed a comparable pattern of responses between parents of handicapped and nonhandicapped students. Apparently, whether a child was enrolled in regular or special education had only a negligible effect on either parent involvement or satisfaction with the schools.
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İlik, Ş. Şenay, and Rukiye Konuk Er. "Evaluating Parent Participation in Individualized Education Programs by Opinions of Parents and Teachers." Journal of Education and Training Studies 7, no. 2 (January 3, 2019): 76. http://dx.doi.org/10.11114/jets.v7i2.3936.
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All individuals who are responsible for the education of learners with special needs must actively participate in Individualized Education Programs (IEP). Moreover, IEP is a common ground encouraging educators and parents to work together on an education plan. This study aims to evaluate the opinions of both parents and teachers regarding parent participation in IEP. The qualitative approach was used in this study. To profoundly examine the opinions of parents and special education teachers and to make them explain it in their own words, descriptive survey model, one of the qualitative research methods, was used. Descriptive survey model enables to organize data according to the themes put forward by the research questions and to present it by considering questions and dimensions. The purposive sampling method was used in this study to obtain more detailed information regarding the opinions of special education teachers and parents with children with special needs about the preparation and implementation process of IEP. 22 teachers and 25 parents participated in the study. Data were analyzed through content analysis. It was found that most of the parents do not know anything about IEP. It was also found that parents are not involved in the IEP process and they are not invited by the school/institution. As for the opinions of teachers, it was found that they have some problems about getting the parents to involve in the IEP process. It was seen that teachers are lack of knowledge regarding how to include parents in the IEP process.
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Lynch, Eleanor W., and Robert C. Stein. "Parent Participation by Ethnicity: A Comparison of Hispanic, Black, and Anglo Families." Exceptional Children 54, no. 2 (October 1987): 105–11. http://dx.doi.org/10.1177/001440298705400202.
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This article describes the results of a study of Hispanic parents' satisfaction with and participation in their child's special education program and compares their responses to those of Black and Anglo families from earlier investigations. Sixty-three parents of children receiving special education services were interviewed in Spanish in their homes by trained interviewers who were also parents of handicapped students. Results of the study indicated that Hispanic parents were generally very satisfied with their child's special education program but often unaware of the services that were being provided. They were aware of the assessment and Individualized Education Plan (IEP) processes but tended not to be active participants in either, though nearly half had visited their child's classroom to observe instruction. Work schedules, “nothing,” lack of bilingual communication, and general communication problems were identified as the major barriers which caused them to be less active. To examine whether differences existed on five key variables, between Hispanic, Black, and Anglo families, data from two earlier studies were pooled, collapsed, and analyzed using chi squares. Significant differences were found on all key variables across ethnic groups.
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Anand, Pranit, Jacinta McNamara, and Liz Thomas. "2020 Special Issue: Enabling Excellence Through Equity." Student Success 11, no. 1 (March 5, 2020): i—iii. http://dx.doi.org/10.5204/ssj.v11i1.1508.
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The Enabling Excellence through Equity Conference 2019 was held at the University of Wollongong, Australia from 24th to 27th November 2019. This was a combined biennial conference for the National Association of Enabling Educators of Australia (NAEEA) and the Equity Practitioners in Higher Education in Australasia (EPHEA). The Conference attracted higher education educators, practitioners and researchers from around the world involved in enabling education, widening participation and pathways to higher education, and equity initiatives that promote access to higher education. This special issue contains a selection of the papers as selected by the guest editors Dr Pranit Anand, Jacinta McNamara and Professor Liz Thomas.
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Datta, Poulomee, and Carolyn Palmer. "Insights Into the Support Services for Students With Vision Impairment." Australasian Journal of Special Education 39, no. 2 (June 15, 2015): 143–58. http://dx.doi.org/10.1017/jse.2015.8.
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There is a general need for research in Australia on whether the support services provided in schools prove useful for students with disabilities (Datta, 2015; O’Rourke & Houghton, 2006), especially students with vision impairment. This qualitative study aimed to provide insights into the influence of the support services delivered in South Australian schools for students with vision impairments’ problem-solving skills, and their family, social, and academic lives. Semistructured, open-ended interviews were conducted with 14 students with vision impairment (8 adolescents and 6 adults), 5 parents, and 4 teachers. Participating students’ age ranged between 15 and 18 years for the adolescent students and between 19 and 25 years for the adult students. Adolescent students were enrolled in mainstream and specialist secondary schools, and adult students were enrolled in vocational courses at TAFE Institutes. The data reflected a range of viewpoints from which to examine the problem under investigation. The interview responses from the 3 groups of participants revealed that the support services positively influenced students’ problem-solving skills, their social behaviour, and their academic learning. Although most students with vision impairment felt that the support services had no influence on their family relationships, their parents and teachers considered it had helped in the students’ family lives. The interviews were particularly useful in evaluating the support services that students with vision impairment received. These findings have implications for teachers, special educators, policymakers, and a range of professionals in the education and special education sector in highlighting modifications and improvements in the support services for these students. This study has provided a limited basis for generalising to any wider population beyond the participants themselves due to the study's small sample size and diversity of educational settings.
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Rodd, Jillian, and Annette Holland. "Diversity and Choice: The Strengths of Parent Education in Victoria." Children Australia 14, no. 4 (1989): 10–11. http://dx.doi.org/10.1017/s0312897000002447.
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Participation in parent education appears to be becoming more acceptable and legitimate for many Victorian parents over the past decade. The experience of parenting or ‘being a parent’ has been recognised as potentially confusing and difficult for many adults (Allen and Schultz, 1987: 14). In response to parents' perceived difficulties and expression of need for assistance with the parenting role, professionals who work with children and families have devised a diverse range of approaches to working with parents from informal, often unstructured, individualised, needs based reading and/or discussion type programs to the more formal and structured approaches which employ the often imported pre packaged programs with groups of parents in a variety of settings. Although little systematic information is available concerning the basis and nature of the burgeoning parent education programs currently operating in Victoria, Allen and Schultz (1987) described the current status of parent education in Australia as diverse in theoretical orientations, emphases, topics and settings. However, it appears that many programs currently operating cannot be described as systematic and theoretically based. Fine (1980: 5) defined parent education as “instruction on how to parent” and argued that this definition properly applies to organised, structured programs rather than to more informal discussions.
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Trainor, Audrey A. "Reexamining the Promise of Parent Participation in Special Education: An Analysis of Cultural and Social Capital." Anthropology & Education Quarterly 41, no. 3 (September 15, 2010): 245–63. http://dx.doi.org/10.1111/j.1548-1492.2010.01086.x.
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Zirkel, Perry A., and Allyse Hetrick. "Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?" Exceptional Children 83, no. 2 (July 28, 2016): 219–35. http://dx.doi.org/10.1177/0014402916651849.
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To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities Education Act. Research questions focused on the frequency and outcomes of alleged procedural violations in the following categories: (a) IEP components, (b) IEP team, (c) parent participation, and (d) IEP development. Procedural violations in the parent participation category were the most frequently adjudicated; the outcomes ratio in court averaged approximately 3:1 in favor of school districts for cases across all four categories. Implications for practice include reconsideration of current policies and practices to whatever extent that they were based on case law rather than proactive priorities, per the lack of differentiation in prevailing publications and presentations in special education.
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Salisbury, Christine, and Ian M. Evans. "Comparison of Parental Involvement in Regular and Special Education." Journal of the Association for Persons with Severe Handicaps 13, no. 4 (December 1988): 268–72. http://dx.doi.org/10.1177/154079698801300405.
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The importance of parental participation in the educational process has been recognized in both regular and special education. However, most of what is known about parent involvement in special education has been garnered through studies at the elementary age level and with families of students with mild disabilities. In this study, mothers of students with severe disabilities were compared with mothers of nondisabled students and students with mild to moderate disabilities regarding their perceptions of school involvement. A total of 117 mothers were interviewed. The results indicated that in comparison to the parents of students in regular education, parents of students with disabilities were offered more opportunities to be involved, were more satisfied with their involvement, and felt more able to influence their children's education. This was true over the school age span. No significant differences were related to the severity of the children's disability. Types of activities in which the mothers were involved suggest that some of the parental involvement mechanisms developed in special education might profitably be extended to regular education.
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KAYAHAN YÜKSEL, Didem, and Esma EMMİOGLU. "Özel Öğrenme Güçlüğü Yaşayan Öğrencilerin İlk Okuma-Yazma Öğrenme Sürecine Ebeveyn Katılımına İlişkin Bir İnceleme." Cumhuriyet International Journal of Education 11, no. 2 (June 30, 2022): 276–87. http://dx.doi.org/10.30703/cije.950273.
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The purpose of this research is to examine parental participation in the literacy learning process of students with special learning disability, based on the views of parents and teachers. This study is designed as phenomenological research. During the data collection process of the research, teacher and parent interviews were conducted. Descriptive analysis was performed using the MAXQDA qualitative data analysis program. As a result of the study, parents state that children with special learning disability have negative experiences due to the difficulties and unwillingness of the child in learning academic skills during the literacy education process. On the other hand, teachers stated that they could not get the support they expected from the family due to the insufficient teacher-parent communication and cooperation in the literacy education process of the child, and the inadequate and incorrect information that the families have. In addition, teachers stated that they need to cooperate with families and have the family help their children doing homework and repeat the studies with their children at home. Parents, on the other hand, stated that to be able to participate in their children's education, they need to acquire knowledge and skills about special learning disability, sound-based sentence methods and teaching principles. Although all of the teachers emphasized the need for family participation in the literacy education process and for families to receive education on this issue, they stated that they have not provided any training to the parents before.
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Brigandi, Carla B., Del Siegle, Jennie M. Weiner, E. Jean Gubbins, and Catherine A. Little. "Gifted Secondary School Students." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 263–87. http://dx.doi.org/10.1177/0162353216671837.
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Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.
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Brigandi, Carla B., Jennie M. Weiner, Del Siegle, E. Jean Gubbins, and Catherine A. Little. "Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice." Gifted Child Quarterly 62, no. 3 (February 23, 2018): 289–305. http://dx.doi.org/10.1177/0016986218758441.
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Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.
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Dempsey, Ian, and Robert Conway. "Test Accommodations and Alternative Assessment for Students with a Disability in Australia." Australasian Journal of Special Education 28, no. 2 (January 2004): 5–16. http://dx.doi.org/10.1017/s1030011200025136.
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An important contemporary issue in special education is the extent to which students with a disability are included in all mainstream educational activities, including educational accountability. In line with other Western countries, the extent of national testing conducted by Australian schools will increase in the near future. At the moment, the participation of students with a disability in national testing is low and it is unlikely to significantly increase without the development of clear guidelines about allowable accommodations in testing, and the development of alternative assessment protocols for students with high support needs. This paper reviews the recent literature on both accommodations and alternative testing for students with a disability and makes a number of recommendations about the inclusion of students with a disability in national and in school‐based testing.
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Edwards, Peter. "Science and Aboriginal Education." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 33–41. http://dx.doi.org/10.1017/s0310582200005940.
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In our society success in science is important for students as a means to full participation, empowerment, and access to career/further study options. Science in schools is an area of concern for Aboriginal education because of the low number of Aboriginal students who experience this success. Goal 3 of the Common And Agreed National Goals For Schooling In Australia (May, 1989) speaks of “equality of educational opportunities” and providing for “groups with special learning requirements”. For Aboriginal students, academic success and cultural identity are twin priorities: achievement and success need to go hand in hand with a strengthening and deepening of cultural identity. Students' Aboriginality must not be denied by learning programs which define science purely in terms of the dominant Western culture.
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Nakata, Martin, and Elizabeth Mackinlay. "Editorial." Australian Journal of Indigenous Education 44, no. 2 (October 7, 2015): iii. http://dx.doi.org/10.1017/jie.2015.28.
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This special issue of The Australian Journal of Indigenous Education presents a second volume of papers which specifically address the issue of remote education for Indigenous Australians. ‘Red Dirt Revisited’, edited by John Guenther, presents findings from his team working on the Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP). Focusing on a number of remote Aboriginal and Torres Strait Islander educational sites in the Northern Territory, Western Australia and South Australia, the RES project is now in its final stages and the main intention behind this special issue is to share significant findings from this important research. Much of the work presented here is by postgraduate students and AJIE is very pleased to be able to provide a voice and forum to support and ‘grow’ early career researchers in our field.
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Roux, Anne M., Jessica E. Rast, Tamara Garfield, Kristy A. Anderson, and Paul T. Shattuck. "Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum." Intellectual and Developmental Disabilities 58, no. 4 (August 1, 2020): 273–87. http://dx.doi.org/10.1352/1934-9556-58.4.273.
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Abstract This study used nationally representative data to describe the prevalence and correlates of work experiences among high school students with autism who received special education. Four in tenstudents with autism experienced any type of work (community-based, school-sponsored, paid or unpaid) within a given year—significantly fewer than peers with and without disabilities. Rates of paid work among students with autism were comparable to students with intellectual disability (ID)but half the rate of non-special education peers. Among youth with autism, significant correlates of having work experiences included being white, parent participation in transition planning, and functional skills including navigation. Fostering a variety of early work experiences should be a key goal of disability employment policy at federal and state levels.
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Padilla, Raul, and Michael H. Parsons. "Attention Deficit Hyperactivity Disorder Outcomes Following Remotely Administered Self-Help Training for Parents." Journal of the American Psychiatric Nurses Association 25, no. 5 (January 28, 2019): 350–59. http://dx.doi.org/10.1177/1078390318814616.
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BACKGROUND: Attention deficit hyperactivity disorders (ADHD) is a neurodevelopmental disorder that affects up to 7% of children, with consequences lasting into adulthood for an indeterminate number of people. Children with ADHD need special interventions that start with effective parenting. Yet parent-education programs are often inappropriate for low-income or single-parent families who lack transportation, availability, or resources to attend. AIMS: We evaluated a remotely administered, 6-week, Six-step Parenting Program (SsPP) at two community health centers in Trenton, New Jersey. METHODS: Eight low-income, single-parent families were selected for participation. The parent/teacher rating scale of ADHD symptoms (SNAP-IV [Swanson, Nolan, and Pelham–IV questionnaire]) was administered pre- and post-application. RESULTS: Six out of 8 (75%) participating parents/guardians perceived improvements in children’s symptoms. Completion of SsPP resulted in reduced SNAP-IV values by an average of 12.4% ( n = 8), with improvements in 16 of 18 variables. CONCLUSIONS: The remotely administered SsPP may hold promise for parents unable to attend training and deserves further consideration and evaluation.
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Liao, Ya-Tzu, Ai-Wen Hwang, Hua-Fang Liao, Mats Granlund, and Lin-Ju Kang. "Understanding the Participation in Home, School, and Community Activities Reported by Children with Disabilities and Their Parents: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 24, 2019): 2217. http://dx.doi.org/10.3390/ijerph16122217.
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Participation has significant impact on children’s health and well-being. Knowledge is limited on how children with disabilities perceive their participation and whether their perceptions differ from their parents. This pilot study aimed to explore whether self-reported frequency of participation and prioritized activities differ between children with disabilities and their parents. Thirty children with disabilities eligible for special education in elementary school and their parents were included. Each of them were interviewed with the Chinese version of Picture My Participation (PMP), separately, to identify the child’s participation frequency in 21 activities at home, school, and community, desire-to-change activities, and the level of involvement in these activities. The results indicated that children’s ratings of participation frequency were significantly lower than parents’ ratings in home activities but not in school and community activities, as analyzed by the Wilcoxon Signed Ranked test. Nineteen (63%) child–parent pairs had selected entirely different items as their desire-to-change activities. Children selected the activities that they were somewhat to very involved in; while parents selected the activities they thought their children were less involved in. Our findings suggest that children with disabilities had unique views on life and this should be supported in their health care and individualized education plans.
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Филимонов, С. В. "Parent Involvement Committees and their Efforts Aimed at the Promotion of Gymnasium Education in the Ryazan Province in the Early 20th Century." Вестник Рязанского государственного университета имени С.А. Есенина, no. 2(75) (August 4, 2022): 16–29. http://dx.doi.org/10.37724/rsu.2022.75.2.002.
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В данной статье рассматривается деятельность родительских комитетов по развитию гимназий Рязанской губернии в 1905–1918 годах. Прослеживаются этапы создания, функционирования родительских объединений и основные направления их работы. Особое внимание уделено роли родительских комитетов по стабилизации ситуации в гимназиях во время первой русской революции, созданию условий для успешного ведения учебно-воспитательного процесса. Описывается опыт работы родительских комитетов рязанских гимназий: по содействию в усовершенствовании учебно-воспи-тательного процесса, отстаиванию прав учащихся, налаживанию взаимодействия между преподавателями и учениками в кризисных ситуациях, решению хозяйственных проблем учебных заведений, организации социальной помощи гимназистам, анализируется роль председателей родительских объединений в деятельности классических гимназий. Автор приходит к выводу, что неформальное участие родительских комитетов в деятельности учебных заведений сыграло положительную роль в развитии гимназического образования в Рязанской губернии. The article treats the efforts undertaken by Parent Involvement Committees and aimed at the promotion of gymnasium education in the Ryazan Province in 1905-1918. The article focuses on various stages, functions and directions of their work. Special attention is given to the role of Parent Involvement Committees in the stabilization of the situation in gymnasiums during the revolution. The article describes the role of the Parent Involvement Committees in the promotion of students’ rights, on ensuring effective teacher-student communication, on solving critical issues, on providing assistance to students in need. The author concludes that informal participation of Parent Involvement Committees played an important role in the development of humanitarian education in the Ryazan Province.
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Aspelin, Jonas, and Daniel Östlund. "Relationskompetens i specialpedagogiska utbildningar." Educare - vetenskapliga skrifter, no. 2 (September 1, 2020): 117–42. http://dx.doi.org/10.24834/educare.2020.2.6.
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Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigastes how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-a-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, which also has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
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Ng, Shun Wing, and Tai Hoi Theodore Lee. "How parents were involved in a special school in Hong Kong." International Journal of Educational Management 29, no. 4 (May 11, 2015): 420–30. http://dx.doi.org/10.1108/ijem-07-2014-0095.
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Purpose – The purpose of this paper is to report on a case study of 93 parents’ attitude toward their involvement at various levels of school education in a special school. It also examines the relations between parents’ education backgrounds and different levels of parental involvement. Design/methodology/approach – This study adopted quantitative research approach. A questionnaire composed of 30 items under six scales was developed with reference to Ng’s (1999) six-level Model of Home-School Cooperation which was adopted to frame the study. Findings – The study indicates that parents’ inclined to be involved more outside the school including “two-way communication,” “supervision of children at home” and “participation in parent organizations and activities” than that inside the school such as “volunteering,” “providing advice on school policies” and “participating in decision making.” Research limitations/implications – In spite of its small scale in a case-study special school, the paper does not aim at generalization but illuminates how parental involvement was carried out. Practical implications – The study carries implications for school management and policy makers when promoting and implementing parental involvement in special schools. Originality/value – For the school personnel, a total and positive relationship could help enhance efficient and effective management of education. Second, more resources should be provided by the Education Bureau for special schools to educate parents and subsidize their involvement. Third, more training opportunities regarding knowledge and skills of parental involvement should be provided for frontline teachers.
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Morgan, Esi M., Meredith P. Riebschleger, Jennifer Horonjeff, Alessandro Consolaro, Jane E. Munro, Susan Thornhill, Timothy Beukelman, et al. "Evidence for Updating the Core Domain Set of Outcome Measures for Juvenile Idiopathic Arthritis: Report from a Special Interest Group at OMERACT 2016." Journal of Rheumatology 44, no. 12 (August 15, 2017): 1884–88. http://dx.doi.org/10.3899/jrheum.161389.
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Objective.The current Juvenile Idiopathic Arthritis (JIA) Core Set was developed in 1997 to identify the outcome measures to be used in JIA clinical trials using statistical and consensus-based techniques, but without patient involvement. The importance of patient/parent input into the research process has increasingly been recognized over the years. An Outcome Measures in Rheumatology (OMERACT) JIA Core Set Working Group was formed to determine whether the outcome domains of the current core set are relevant to those involved or whether the core set domains should be revised.Methods.Twenty-four people from the United States, Canada, Australia, and Europe, including patient partners, formed the working group. Guided by the OMERACT Filter 2.0 process, we performed (1) a systematic literature review of outcome domains, (2) a Web-based survey (142 patients, 343 parents), (3) an idea-generation study (120 parents), (4) 4 online discussion boards (24 patients, 20 parents), and (5) a Special Interest Group (SIG) activity at the OMERACT 13 (2016) meeting.Results.A MEDLINE search of outcome domains used in studies of JIA yielded 5956 citations, of which 729 citations underwent full-text review, and identified additional domains to those included in the current JIA Core Set. Qualitative studies on the effect of JIA identified multiple additional domains, including pain and participation. Twenty-one participants in the SIG achieved consensus on the need to revise the entire JIA Core Set.Conclusion.The results of qualitative studies and literature review support the need to expand the JIA Core Set, considering, among other things, additional patient/parent-centered outcomes, clinical data, and imaging data.
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Cooper, David. "“A SPECIAL KIND OF MAGIC”: CHANGES IN FAMILY DYNAMICS ARISING FROM PARENT PARTICIPATION IN A CONDUCTIVE EDUCATION PROGRAM FOR CHILDREN WITH CEREBRAL PALSY." Community Health Studies 10, no. 3 (February 12, 2010): 294–306. http://dx.doi.org/10.1111/j.1753-6405.1986.tb00112.x.
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Wedikandage, L. N. P., and Kumudu Gunawardana. "PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STORY OF AN INTERNATIONAL SCHOOL IN SRI LANKA." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 463–71. http://dx.doi.org/10.21474/ijar01/12605.
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This research found out the relationship between parental involvement and academic achievement with a special focus on the secondary level students in an international school in Colombo, Sri Lanka. The main objective of the current research was to find out the significant difference in student achievement among international school students in respect to parent participation in teacher-parent meetings and their help for their childs homework. The selection of the research method was based on the quantitative research approach and the type of methods available within this broad approach. The sample of the study comprised of 542 students, 542 parents, and 35 teachers in an international school in Colombo, Sri Lanka. Data was collected through questionnaires. The findings concluded that (1) there was no significant difference in student achievement among international students with respect to parent education. (2) there was a significant difference in student achievement among students with respect to their parents participation in the teacher-parent meetings but (3) there was no significant difference between student achievements among students with respect to parental help on students homework. (4) Teachers in the International school are strongly agreed: their school offers workshops and provide resourceful information to help families to understand how children learn, their school has a clear understanding of the defined policies for teachers that encourage communication with the parents discussing the curriculum, student achievement, and ways a parent can be involved, their school provides productive professional developers that train them on the value of parents and ways to encourage partnerships between the school and home, their school encourages the use of our Learning Management System that provides classroom resources and items parents can access. their school assists families in guiding students to set academic goals, and monitor and discuss schoolwork at home, their school provides information to families on how to assist students with the skills they need to improve. However, (5) teachers in the school disagreed that their school trains parents on developing home routines, conditions, and environments that support their childs learning respectively.
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Suhonos, O. "Parent-child relations in families that bring up down syndrome children." Journal of Education, Health and Sport 11, no. 11 (November 19, 2021): 91–99. http://dx.doi.org/10.12775/jehs.2021.11.11.008.
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Down syndrome children need special attention. As long as the illness is often accompanied by mental disorders, there should be an individual approach to child in upbringing and education. This compels parents to adjust their rhythm of life in accordance with child's needs. Difficulties in raising a child with special needs can lead to a deterioration in the attitude of parents towards the child. This comes out in the behavior of parents and leaves an imprint on the psychological state of the child, his character and subsequent life. Materials and methods: 97 Down syndrome children were examined. All patients met the inclusion criteria. The patients' parents gave informed consent to the participation in the study. Down syndrome in children has been genetically verified. Patients were divided into two groups according to the criterion of ability to verbal communication: group 1 (G1) included 77 children capable of verbal communication, group 2 (G2) – 20 children who did not speak. Individualization in the most of both groups respondents was at an average level, which indicated sufficient parents’ acceptance of the individual characteristics of the child, sufficient attention to his interests, satisfaction with the time spent together. Cooperation did not show statistically significant differences in G1 and G2. The average score on this indicator did not differ in both groups (6.87±1.13 for G1, 6.75±1.10 for G2). Statistically significant difference between G1 and G2 was found in symbiosis (4.25±1.43 points against 5.10±1.55 points, respectively). Authoritarianism in G1 was 3.27±1.26 points, in G2 – 4.05±1.60 points, which corresponds to the average level of severity and means achieving a balance between giving the child freedom of action and the establishment of restrictions. Disability in G1 and G2 was 2.43±1.40 and 2.90±1.77, respectively, which corresponds to a low level of its severity: parents of Down syndrome children are generally not inclined to increase the defects of their children, regardless of their language skills.
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Weir, Louise, and Dominique A. Cadilhac. "Managing a Stroke Unit: An Example from Australia with an Emphasis on Nursing Roles." International Journal of Stroke 2, no. 3 (August 2007): 201–7. http://dx.doi.org/10.1111/j.1747-4949.2007.00141.x.
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Stroke care units (SCUs), which are co-ordinated by dedicated multidisciplinary teams and geographically located in one area, are currently the most generaliseable form of effective treatment for stroke. Although the evidence for SCUs is compelling, to date there has been limited evidence regarding the contribution of the different clinical team members who assist in producing the better patient outcomes observed in SCUs. In particular, there has been limited exploration of the different nursing roles. The purpose of this special report is to describe how an SCU operates and highlight the contribution of the various nursing roles as part of the multidisciplinary stroke team. The article is based on one of the longest established stroke services in Melbourne, Australia. The characteristics and composition of the Royal Melbourne Hospital stroke service in providing clinical care and management will be highlighted as an example. Further, the nursing roles related to avoiding complications, education for patients and families and other staff in the unit, as well as participation in research and future career development opportunities are discussed.
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Pevnaya, Mariya. "THE ATTITUDE OF THE PARENT COMMUNITY OF THE RUSSIAN METROPOLIS TOWARDS THE CONDITIONS OF TEACHING CHILDREN AT SCHOOL." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 30, 2019): 268–74. http://dx.doi.org/10.18768/ijaedu.593874.
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Introduction Active reformation of school education is a tendency of recent decades in Russia. However, carried out by administrative-bureaucratic methods, it sometimes does not reduce the number of problems, but increases them. In many respects, therefore, the parent community of large Russian cities is beginning to show more activity and interest towards the situation in school education. According to recent studies, parents become more organized and focused on solving real problems of the school where their children study. In this regard, in the framework of our study, the task was to identify the attitude of parents to the educational conditions of their children, as well as their ideas about the most pressing problems that require special attention from the educational authorities. Materials and methods The article is based on the materials of the research project of the scientific team of the Ural Federal University called "Parents and the School: Interaction in the City's Education System" (2019), implemented with the support of the Department of Education of Yekaterinburg. Using an online questionnaire, parents of children studying in Yekaterinburg were interviewed. The sample size is 7281 people, quota sampling, quotas are set by city districts and types of schools. The quantitative data obtained over a large sample made it possible to use statistical methods such as cluster and correlation analysis to solve the scientific problem, which allowed us to identify the typology of the parent community and describe its basic characteristics. Results of the research Using a two-stage cluster analysis based on a wide range of indicators, an empirical typology of parents was formed according to the criterion of satisfaction with the conditions of the educational activity of their children. Two clusters of parents were identified: those who rated the conditions for teaching children at school higher (61.9%) and less highly (38.1%). The use of correlation analysis made it possible to see that there are no fundamental differences in the socio-demographic characteristics of these groups of parents, however, significant differences between the clusters of parents exist in assessing the most pressing problems of the Russian school. The group of “dissatisfied” parents is characterized by increased requirements for the level of organization of the educational process, the professionalism of teachers and the level of training of students in general. They consider it necessary to reduce the level of bureaucratization and corruption in the school system; creating conditions for dialogue between teachers, students and parents. Conclusion The results of the study provide an opportunity not only to see the differences in the needs, goals and interests of different segments of the parent community, but also to draw a conclusion about the formation of a social order for the public participation of parents in solving problems of school education, as well as about determining ways of its development. Keywords: Educational reforms, parent community, social participation, elementary education
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Sullivan, Victoria, Laetitia Coles, Yuwei Xu, Francisco Perales, and Karen Thorpe. "Beliefs and attributions: Insider accounts of men’s place in early childhood education and care." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 126–37. http://dx.doi.org/10.1177/1463949120929462.
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Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.
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Gross, Judith M. S., Jeong Hoon Choi, and Grace L. Francis. "Perceptions of Family Engagement and Support in SWIFT Schools." Inclusion 6, no. 1 (March 1, 2018): 60–74. http://dx.doi.org/10.1352/2326-6988-6.1.60.
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Abstract Recent research and federal legislation highlight the importance of family engagement and support. However, meaningful and effective family engagement does not always come to fruition in public schools. Developing and maintaining relationships with families can be especially challenging in an inclusive school setting, given the difficulty of blending general and special education requirements, policies, and practices. The purpose of this research was to investigate (a) the relationship between families' perceived support in 32 schools implementing the Schoolwide Integrated Framework for Transformation (SWIFT) framework, a product of a federally funded technical assistance center; and (b) the degree to which the SWIFT framework was implemented with fidelity in these schools. Results of multilevel modeling indicated that, with the exception of the Inclusive Policy Structure and Practice domain, SWIFT implementation significantly and positively predicted families' perceptions of parent support. This finding suggests that effective implementation of the SWIFT framework can predict parents' participation in and shared information about child progress or school activities.
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Kulešė, Živilė, and Irena Kaffemanienė. "PARENT OPINIONS ON THE INDIVIDUALISATION OF EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS AT SCHOOLS / TĖVŲ NUOMONĖS APIE VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMŲ, UGDYMO INDIVIDUALIZAVIMĄ MOKYKLOSE." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 41 (November 4, 2020): 53. http://dx.doi.org/10.21277/se.v1i41.532.
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<p>The article examines the opinions of parents raising children with ASD about the individualisation of their children's education at schools. A theoretical analysis of the relevance of the partnership of parents raising children with ASD with teachers and possibilities of their participation in the process of institutional education of their children has been carried out; special educational strategies for children with ASD and opportunities for individualisation of education in general education schools were reviewed. The empirical study was performed by the method of questionnaire survey of the parents (N = 104) raising children with ASD; the methods of descriptive statistics were used to analyse quantitative data. The answers to the open-ended questions were examined using qualitative and quantitative content analysis.</p><p><em> </em></p><p>Straipsnyje nagrinėjamos tėvų, auginančių vaikus, turinčius ASS, nuomonės apie jų vaikų ugdymosi individualizavimą mokyklose. Atlikta teorinė tėvų, auginančių ASS turinčius vaikus, partnerystės su mokytojais aktualumo, jų dalyvavimo jų vaikų institucinio ugdymo procese galimybių analizė; apžvelgtos vaikų, turinčių ASS, specialiosios ugdymo strategijos ir ugdymo individualizavimo bendrosiose mokyklose galimybės. Empirinis tyrimas atliktas tėvų (N=104), auginančių ASS turinčius vaikus, anketinės apklausos metodu, kiekybinių duomenų analizei taikomi aprašomosios statistikos metodai. Atsakymai į atvirus klausimus išnagrinėti taikant kokybinę ir kiekybinę turinio analizę.</p><p><em> </em></p>
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Given, Holly, Amanda Neitzel, Ahmed Shakarchi, and Megan Collins. "School-level Factors and Consent Form Return Rate in a School-based Vision Program." Health Behavior and Policy Review 8, no. 2 (April 2021): 148–58. http://dx.doi.org/10.14485/hbpr.8.2.5.
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Objective: School-based vision programs provide care directly in schools. Parental consent is typically required for student participation. In this paper, we examine school-level factors associated with consent form return. Methods: We included 123 schools served by a vision program in Baltimore, Maryland between the 2016-17 and 2018-19 school years. Multiple linear regression modeling was used to examine the associations between consent return rate and school type (elementary, elementary/middle or middle school), school size, student attendance, student mobility, percent of students in special education, poverty (percent eligible for free and reduced-price lunch), teacher qualifications, parent response rate to annual school climate survey, vision screening failure rate, and year of vision program participation (cohort). Results: The final model explained 26.2% of variability in consent return rate. Overall consent return rate was 57.8% (range 9.4%-100%). School size (β = -2.419, p < .01) and cohort (βCohort2 = 11.988, p < .01) were significantly associated with consent rate. Whereas poverty (β = 0.225, p < .10) and mobility (β = -0.647, p < .10) were relevant, they did not reach statistical significance. Conclusions: School-level factors are significantly associated with consent form return rates. School-based vision programs should consider additional measures to increase consent form return, especially in larger schools and schools with high rates of student mobility.
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Kravchenko, Oksana. "SOCIO-EDUCATIONAL WORK WITH YOUTH STUDENTS IN CONDITIONS OF DISTANCE EDUCATION DUE TO MARTIAL LAW." Psychological and Pedagogical Problems of Modern School, no. 2(8) (October 27, 2022): 99–108. http://dx.doi.org/10.31499/2706-6258.2(8).2022.268060.
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The article analyzes the experience of socio-educational work with student youth in the conditions of distance learning caused by martial law. Areas of extracurricular activities of student youth are singled out: measures to provide psychological first aid to all participants of the educational process, as well as providing psychological support to overcome the traumatic effects of the war; creation of conditions for the acquisition of “soft skills” by the acquirers of social skills; the existence of a system of recognition of learning results obtained in non-formal education; project activity, as a teaching method, educational technology, and a form of extracurricular work with student youth; measures for the integration and participation of young people in public life with the use of digital tools; volunteer activity; national and patriotic education; research activity; conducting competitions with a patriotic theme. Students from vulnerable categories of the population need special attention: orphan students, students with disabilities, students from low-income families, single-parent families, etc. Separate categories of students who need additional attention are those who, because of military operations, were forced to move abroad with their families. This category makes up more than 10% of the total contingent. Among the prospects is the need for distance support for students due to displacement, as well as the development of programs for their adaptation after returning home. It is advisable to introduce educational components on media literacy and conflict management into educational programs.
Keywords: distance learning; student youth; soft skills; non-formal education; project activity; volunteer activity; national and patriotic education.
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Ismail, Ismail, Indri Astuti, and Aloysius Mering. "Evaluation of Learning Outcome Assessment System in Health and Sports Physical Education Subject in Junior High School." JETL (Journal Of Education, Teaching and Learning) 3, no. 2 (September 1, 2018): 296. http://dx.doi.org/10.26737/jetl.v3i2.767.
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<p>Research aims to find out: (1) context of learning outcome assessment system, (2) input evaluation of the results assessment system, (3) component of the assessment system implementation process, (4) product learning outcomes assessment system. This study includes evaluation research with the CIPP M\model (context, input, process, product) with a qualitative and quantitative approach and using qualitative descriptive analysis methods. Data collection techniques used are (1) questionnaires, (2) observation, (3) interviews and (4) documentation. Data analysis techniques for quantitative data are (1) editing, (2) coding, and (3) tabulating. For qualitative data are: (1) data reduction, (2) presentation of data, and (3) draw conclusions. Results of the study: (1) the target of assessing learning outcome in PJOK subjects in Ketapang Junior High School is still lacking, such as in the assessment instrument between friends, journal, projects. (2) preparation of the semester program is not prepared a special time for daily tests. In the preparation of the RPP which small teachers were still not included in the problem text, key answers, and assessment guidelines. (3) the assessment process is not in accordance with the time specified, the teacher has not optimally discussed midterm exam questions. (4) reports on the assessment of student learning outcomes include affective, cognitive and psychomotor aspects, as well as the report, contains descriptive notes that are useful for parent and a follow up in efforts to improve the learning process in general. The assessment system of learning outcomes in PJOK subjects in Ketapang Junior High School is in accordance with the 2013 curriculum assessment guidelines. In the implementation of the assessment, it is expected that the participation of principals, supervisors and relevant agencies, in order to provide technical guidance to teachers in the assessment process so that the assessment process is carried out maximum in accordance with the 2013 curriculum.</p>
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Gilmore, Rose, Leanne Sakzewski, Jenny Ziviani, Sarah Mcintyre, Hayley Smithers Sheedy, Nicola Hilton, Tracey Williams, et al. "Multicentre, randomised waitlist control trial investigating a parent-assisted social skills group programme for adolescents with brain injuries: protocol for the friends project." BMJ Open 9, no. 8 (August 2019): e029587. http://dx.doi.org/10.1136/bmjopen-2019-029587.
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IntroductionAdolescents with brain injury frequently have difficulties with social competence, which persist into adulthood affecting their participation in daily life. To date, there has been limited research into the efficacy of social competence interventions in this population. Research from the Program for the Education and Enrichment of Relational Skills (PEERS) has demonstrated significant improvements in social competence skills, maintained at 1-year to 5-year follow-up, for adolescents with autism spectrum disorder. PEERS has not yet been tested among adolescents with brain injury. This protocol describes a pragmatic, parallel two-group pre-test post-test randomised waitlist control trial across two sites in Australia, which aims to evaluate the feasibility, acceptability and efficacy of PEERS in adolescents with brain injury compared with usual care.Methods and analysisForty adolescents with an acquired brain injury or cerebral palsy will be randomly assigned to either the 14-week PEERS group or waitlist care as usual group. The waitlist group will then receive PEERS following the 26-week retention time point. Outcomes will be assessed at baseline, 14 weeks (immediately postintervention) and 26 weeks follow-up (retention). The primary outcomes are self-report and parent report on the Social Skills Improvement System Rating Scales immediately post PEERS at 14 weeks. Secondary outcomes include increased frequency of get-togethers with peers with reduced conflict and increased adolescent self-reported knowledge of social skills. Acceptability and feasibility will be examined through qualitative analysis of focus group data collected after the completion of each group.Ethics and disseminationEthics approval has been granted by the Medical Research Ethics Committee Children’s Health Queensland Hospital and Health Service Human Research Ethics Committee (HREC/17/QRCH/87), The University of Queensland (2017000864) and the Cerebral Palsy Alliance Ethics Committee (20170802/HREC:EC00402). The findings will be disseminated in peer-reviewed journals, by conference presentation and newsletters to consumers.Trial registration numberACTRN12617000723381.
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Ranasinghe, Padmini D., and Becca R. Levy. "Prevalence of and Sex Disparities in Posttraumatic Stress Disorder in an Internally Displaced Sri Lankan Population 6 Months After the 2004 Tsunami." Disaster Medicine and Public Health Preparedness 1, no. 1 (July 2007): 34–41. http://dx.doi.org/10.1097/dmp.0b013e318068fbb7.
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ABSTRACTBackground: When the 2004 Indian Ocean tsunami suddenly hit unsuspecting coastal populations in Sri Lanka, it inflicted unprecedented devastation including 35,000 deaths and 500,000 people displaced. Evaluating the psychological impact of this natural disaster provides valuable insights into planning interventions and disaster preparedness.Methods: A cross-sectional survey was conducted among 264 adult males and females ≥16 years old living in temporary shelters housing tsunami survivors at 6 months. Interviewer-administered structured interviews were conducted to measure posttraumatic stress disorder (PTSD) and its risk factors.Results: The participation rate was 97%. Of the subjects, 56% met criteria for symptoms of PTSD, with females at 64% and males at 42%. Females had at least twice the risk of experiencing PTSD (odds ratio [OR] 2.27, 95% confidence interval [CI] 1.37–3.76). This sex difference persisted after adjusting for age, marital status, being a parent, loss of family members, amount of social support, education level, and level of depression (OR 2.14, 95% CI 1.21–3.80). Depression was significantly associated with PTSD (OR 7.19, 95% CI 3.83–13.52).Conclusions: In this directly affected population, a majority met criteria for PTSD, indicating a significant long-term public health burden. The findings also confirm that females are at much higher risk for PTSD than males, suggesting that special mental health efforts should be targeted at women exposed to trauma. (Disaster Med Public Health Preparedness. 2007;1:34–43)
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Usatenko, Galyna, and Tamara Usatenko. "UKRAINIAN-AUSTRALIAN LITERARY HORIZON: CHALLENGES OF ESTABLISHMENT." Almanac of Ukrainian Studies, no. 29 (2021): 181–87. http://dx.doi.org/10.17721/2520-2626/2021.29.25.
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The article considers the role of Ukrainian literature in the preservation of native culture in Australia of immigrants from Ukraine in the first wave of settlement and the decline of interest in literature in the country of emigrants in the next waves of arrival. The increased attention of the first Ukrainian immigrants to fiction as a unique factor in preserving the mentality in the multicultural society, the formation of public identity, the development of worldview and cognitive, socio-humanitarian, sociopolitical beliefs of the community, each individual. Stages, forms, methods, approaches in the organization of mass literary education of Ukrainian settlers, the activity of literary, non-literary (cultural, sports, professional), commercial and noncommercial structures of the community in the organization of literary process is revealed: selection for reading of classical literature, financial support of writers, participation in printing literary texts, distributing, filling libraries with literature, etc. The contribution of book lovers' circles to the unity of the community, improvement of communication, personal relations, raising interest in reading Ukrainian literature, comprehension of the content of what is read is proved. The role of writers, writers' associations, organizations, literary studios, scientists, public activists in the development of cultural, artistic, literary, educational processes has been studied. The special role of Ukrainian studies centers of universities in Australia in the development of scientific foundations of education, literary studies simultaneously with the solution of economic and economic development, integration into the civil society of the state of Australia. The isolation of the factors of Ukrainian studies from the basis of Ukrainian studies is substantiated. Attention is paid to modern literary studies of the young gener ation of Ukrainian scientists born in Australia (field theory, network, art aesthetics, etc.) through the prism of postmodernist ideas of Western European culture. It is noted about the integration of the Ukrainian literary network into the Australian socio-cultural space. The connections and cooperation of Ukrainian studies centers in Australia with literary institutions of Ukraine, international scientific literary studies, Ukrainian studies centers are highlighted. The emergence of conflicts, conflicts of interest, desires, understanding of opposing views that appear in the process of communication between Ukrainian immigrants of the first wave of settlement and the representatives of the next stages, the preconditions of which are based on objective and subjective conditions. It is noted that the joint solution of inconsistencies based on cooperation and the development of constructive decisions is far from a positive clarification. Challenges, inconsistencies of the emigrant community of the first and subsequent waves of settlement, difficulties of preservation of identity, language, traditions, culture in the multicultural environment are found out.
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Nowak, Anna. "The rights of children with disabilities in Poland." Problemy Opiekuńczo-Wychowawcze 588, no. 3 (March 31, 2020): 3–15. http://dx.doi.org/10.5604/01.3001.0013.9121.
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The article draws attention to the legal situation (regarding legal capacity as well as determining the disability status of a child up to 16 years of age, and the degree of disability in children aged 16–18) as well as the social situation of children with disabilities. The most important international legal acts, from the perspective of the rights of children with disabilities, were overviewed. These acts recognize children with disabilities as a special risk group, persons who encounter many barriers in their functioning, who are marginalized and threatened with exclusion. The most important goal set out in the human rights and children's rights acts, regarding children with disabilities, is to involve them in social life/participation, and to care for their best interests and wellbeing in accordance with the principles of individualization, non-discrimination and equal opportunities. Children with disabilities should be treated as subjects of upbringing, care and educational activities, their rights should be recognized, their dignity and individuality should be respected, and they should have a possibility of using a responsible representative, who cares for their best interests, i.e. a parent or guardian. The Polish legislation on the rights of children with disabilities, including the right to education of these children, have been enumerated. Selected issues concerning the education of children with disabilities have been analysed. The article lists the actions that the Ombudsman for Children took in 2017 to protect the rights of children with disabilities, in particular their right to life and health protection, the right to being raised in a family, the right to decent social conditions, the right to education, and the right to protection against violence, cruelty, exploitation, demoralization, neglect and other ill-treatment. The tasks of the Government Plenipotentiary for Equal Treatment and the Ombudsman concerning the protection of the rights of children with disabilities have been presented.
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Hesti, Yulia, and Risna Intiza. "PRINSIP DAN KEBIJAKAN DALAM PENGEMBANGAN KOTA LAYAK ANAK BERDASARKAN PERATURAN MENTERI NEGARA PEMBERDAYAAN PEREMPUAN DAN PERLINDUNGAN ANAK NOMOR 11 TAHUN 2011 TENTANG KEBIJAKAN PENGEMBANGAN KABUPATEN/KOTA LAYAK ANAK." PRANATA HUKUM 15, no. 2 (July 31, 2020): 172–82. http://dx.doi.org/10.36448/pranatahukum.v15i2.228.
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Family is the smallest government, where there are problems or conflicts that occur in both parenting, protection, supervision, education and giving freedom in choosing skills, favorites that can be developed and applied in society and for the future. Seeing more and more cases of bullying, violence in schools and in the community is growing, worrying parents. Based on that background, the formulation of the problem is whether the Principles and Policies in The Development of ChildrenWorthy Cities based on the Regulation of the Minister of State for Women Empowerment and Child Protection on Child Development Policy No. 11 of 2011. Based on Article 5, it affirms that the government in creating programs and policies that put children's rights first, both to grow and develop children because the current growth of the child will have an impact on their lives in the future. Give breadth so that the child can give his opinion according to his point of view, because we do not know that there is a great potential that exists on each side of the child. Children are the next generation of the nation, the pride of every parent and family, who must be looked after and protected as best they can. Under Article 6, its policy governs a. civil rights and freedoms; b. family environment and alternative parenting; c. basic health and well-being; d. education, leisure use, and cultural activities; and e. special protection. The principles in government management must be transparency, accountability, participation, information disclosure, and legal supremacy, and not discrimination or discriminating between tribes, races, cultures and others. The policy on children's rights is a civil right in which the right to identity is the child hasa birth certificate.
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Smith, Sarah L., Semra A. Aytur, and Betsy P. Humphreys. "Effects of Telehealth Parent Coaching in Supporting Family Participation, Cohesion, and Adaptability." OTJR: Occupation, Participation and Health, May 15, 2022, 153944922210836. http://dx.doi.org/10.1177/15394492221083664.
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Families provide foundational contexts in which most children develop and grow. For families of children with special health care needs (CSHCN), interdisciplinary supports can build family participation capacities, beyond individualistic child supports. This single-group pretest–posttest quasi-experimental study sought to determine the preliminary effects of the Healthy Families Flourish Program (HFFP), a telehealth occupation-based parent coaching intervention to promote participation, cohesion, adaptability, and communication for families of CSHCN. Eleven families, including 17 parents and 27 children, completed the 10-session intervention consisting of parent education and individualized coaching. Participants completed the Canadian Occupational Performance Measure, Goal Attainment Scaling, and the Family Adaptability and Cohesion Evaluation Scales pre-/post-intervention. Within-group comparisons showed improvements in family participation, cohesion, adaptability, and communication with Cohen’s d effect sizes ranging from 0.55-3.32. Researchers found positive relationships between family participation and cohesion as well as participation and adaptability. Findings provide considerations for supporting families within socioecological contexts.
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Sanderson, Kelli A., and Samantha E. Goldman. "Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings." Journal of Special Education, April 15, 2021, 002246692110082. http://dx.doi.org/10.1177/00224669211008259.
Full textAbstract:
Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings, and the predictors of these outcomes. Respondents included 1,183 parents of students with disabilities across all grade levels. Results indicated that only a third of students attended their most recent IEP meeting. Most students who did attend their meeting were not actively participating. Results from a factor analysis of participatory behaviors challenge previous conceptualizations of student participation. Predictors of student involvement included strength of the parent–teacher partnership, as well as certain student characteristics related to grade and disability type. Implications are discussed.
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Chang, Ya-Chih, Mariela Avila, and Hannah Rodriguez. "Beyond the Dotted Line: Empowering Parents From Culturally and Linguistically Diverse Families to Participate." TEACHING Exceptional Children, July 11, 2022, 004005992210998. http://dx.doi.org/10.1177/00400599221099868.
Full textAbstract:
Parent participation in the Individualized Education Program (IEP) process is a critical factor in improving the effectiveness of children’s special education programs and services. However, many families, particularly those from culturally and linguistically diverse (CLD) backgrounds, are unfamiliar with the IEP process and their rights under Individuals with Disabilities Education Act (IDEA). For families with young children with special needs in preschool, this process may be even more daunting when they may have just transitioned from early intervention services to the school system. The article will focus on the critical need for early childhood special education (ECSE) teachers to support and empower families to become active participants in their child’s IEP. The article will 1) examine the importance of cultural self-awareness in developing collaborative relationships with families, 2) discuss supports for CLD families, and 3) provide an easy-to-follow checklist for ECSE teachers as they support and empower CLD families to become active participants in their children’s IEP.
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Hampshire, Patricia Korzekwa, Michael Crawford, and Mali Sawyer. "Maximizing Writing Interventions for Individuals Receiving Special Education Services Through Technological Applications in the Elementary Classroom." Journal of Special Education Technology, June 15, 2022, 016264342211088. http://dx.doi.org/10.1177/01626434221108885.
Full textAbstract:
Since its inception, special education has historically been an underfunded federal mandate leaving states and school districts unable to offer more than a basic level of support for individuals with disabilities. The amount and frequency of time allotted for special services including Speech Therapy, Occupational Therapy, and Physical Therapy is not sufficient for making significant and lasting progress, and many parents have expressed dissatisfaction with the current service delivery model. In this paper, we explore the issue of accessibility and how technology may play a role in leveling the playing field for students who, prior to this COVID-19 pandemic, were receiving inadequate levels of intervention to make progress on goals outlined within their Individualized Education Program. We explore one teacher’s experience implementing a new application in her classroom aimed at increasing writing accuracy, while addressing the need for platforms that are engaging and promote parent participation.
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Whitley, Jessica, Ian Matheson, Jacqueline Specht, and Jeffrey MacCormack. "Perspectives of Parents of Children with Special Educational Needs: Self-Efficacy and School Supports During COVID-19." Exceptionality Education International 31, no. 1 (January 12, 2022). http://dx.doi.org/10.5206/eei.v31i1.14097.
Full textAbstract:
The role of parents in supporting at-home learning increased dramatically in the spring of 2020. Schools in most Canadian provinces closed physically due to COVID-19, and remote-learning options were quickly developed to ensure continued education for students. Many students with special educational needs, who typically benefit from a range of supports from school, became reliant on parents to provide means of access to and participation in remote learning. Using an online survey, we explored the perceptions of 263 Canadian parents of children with special education needs with regard to their self‑efficacy and supports from schools. We conducted multiple linear regression analyses for each of three dependent variables (academic supports, parent self‑efficacy, and social-emotional supports); independent variables included student grade level, education placement, and total school-provided supports prior to the pandemic. Findings indicated that most parents engaged in remote learning and lacked confidence in their ability to support the learning of their child. Parent self-efficacy was related to social-emotional supports from schools and not to academic supports. Parents of children in elementary grades, and of those who had received more supports from school prior to COVID‑19, reported feeling better supported in social-emotional areas by the school. Schools should explore ways of building strong collaborative relationships between educators and parents, as well as continuing to find ways of supporting families and students in both in- and out-of-school places. The pandemic, and school-building closures, have reminded us how partnerships between parents and schools are crucial for the well-being of all involved.
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"Responsiveness to Intervention and Learning Disabilities." Learning Disability Quarterly 28, no. 4 (November 2005): 249–60. http://dx.doi.org/10.2307/4126964.
Full textAbstract:
The National Joint Committee on Learning Disabilities (NJCLD) is a national committee representing 11 organizations concerned about individuals with learning disabilities. The NJCLD considers and discusses contemporary issues in learning disabilities and develops and disseminates reports and statements related to these issues to influence policy and practice. Debi Gartland, Ph.D., Professor of Special Education at Towson University, Maryland, and Roberta Strosnider, Ed.D., Professor of Special Education at Towson Univeristy, represent the Council for Learning Disabilities on the NJCLD. They co-authored this paper with other NJCLD members. For more information about the paper or the NJCLD, contact Debi Gartland at gartland@towson.edu . The purpose of this NJCLD report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). After brief overview of the approach, issues related to RTI implementation, including use as an eligibility mechanism, parent participation, structure and components, professional roles and competencies, and needed research, are addressed. The report is neither a position paper nor a “how-to guide” for implementing an RTI approach.