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Статті в журналах з теми "Autistic children Education Australia Case studies"
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Schaerlaekens, Annemarie. "Crib speech in autistic and psychotic children: case studies of form, content and function." First Language 17, no. 51 (April 1997): 303–19. http://dx.doi.org/10.1177/014272379701705114.
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Lahav, Orly, Vadim Talis, Ravit Shelkovitz, and Rona Horen. "High-functioning autistic children programming robotic behaviour." Journal of Enabling Technologies 13, no. 2 (June 17, 2019): 82–91. http://dx.doi.org/10.1108/jet-12-2018-0069.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to examine the ability of high-functioning autistic (HFA) children to programme robotic behaviour and sought to elucidate how they describe and construct a robot’s behaviour using iconic programming software. Design/methodology/approach The robotic learning environment is based on the iPad, an iconic programming app (KinderBot), and EV3. Two case studies, of A. and N., both HFA children of average age 10.5, are the focus of this research. Findings The research revealed how the participants succeeded in programming the behaviour of an “other” at different programming complexity levels (from simple action to combinations of states of two binary sensors and rule with subroutine). A transformation from procedural to declarative description was also found. Practical implications This research on the ability of HFA children to programme robotic behaviour yielded results that can be implemented in K-12 education. Furthermore, learning to programme robots and understand how robotic technologies work may help HFA children to better understand other technology in their environment. Originality/value In this research, the authors present an innovative approach that for the first time enables HFA children to “design” the behaviour of smart artefacts to use their sensors to adapt in accordance with the environment. For most HFA children, this would be the first opportunity to “design” the behaviour of the other, as opposed to oneself, since in most of their experience they have been largely controlled by another person.
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Tao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
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This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.
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Limbu, Amrita. "Hearts in Australia, Souls in Nepal." Culture Unbound 13, no. 2 (January 28, 2022): 199–220. http://dx.doi.org/10.3384/cu.3289.
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This article focuses on the intergenerational nature of migrants’ aspirations and the emotions that attach to them. Drawing on Ahmed’s (2014) notion of “affective economies” that emphasises that emotions circulate and accumulate affective value, I show how aspirations attached to migration or the “mobile aspirations” (Robertson, Cheng, & Yeoh 2018) are affectively experienced by their family. While studies have explored aspirations for permanent residency (PR) in the West, as well as the pathways to PR, less is documented of how parents experience their children’s migration aspirations, including for PR abroad. This article addresses this particular gap. Taking the case of Nepali education migrants in Australia and their transnational families, I explore the parents’ emotions when their children aspire for PR overseas. I argue that migration aspirations create a different kind of intergenerational affective economy between parents and children. This article is based on a multi-sited ethnography among Nepali education migrants in Sydney, Australia and their families in Nepal.
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Rahmawati, Reni, Anis Husni Firdaus, and Selamet Selamet. "Implementasi Pembelajaran Pendidikan Agama Islam pada Anak Autis di Sekolah Luar Biasa Negeri Ciamis." Bestari | Jurnal Studi Pendidikan Islam 17, no. 1 (October 9, 2020): 19. http://dx.doi.org/10.36667/bestari.v17i1.469.
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This study aims to describe the learning outcomes of Islamic Religious Education for children with autism at the Ciamis Special School, namely as follows: 1) to determine the planning of Islamic Religious Education learning for children with autism in Ciamis State Special School; 2) to determine the implementation of Islamic Religious Education learning for children with autism in Ciamis State Special School; 3) to find out the evaluation of Islamic Religious Education learning for children with autism in Ciamis State Special School. This research uses a qualitative approach with a qualitative descriptive method. Collecting data using observation, interview, and documentation techniques. This research was conducted from March to May. The data sources were students with autistic special needs at the Ciamis Special School, while for complementary data the researchers conducted interviews and documentation studies. Then after the data is collected, it is followed by data reduction, presenting data, verifying data, and drawing conclusions. The results showed that: (1) Learning planning includes all aspects that support the implementation of the learning process. The learning process of PAI for children with autism in the Ciamis Special School School follows the 2013 curriculum with teacher modifications. The material presented is emphasized on practical material using various methods according to the needs of students. The learning process is guided by the educational components, namely: goals, educators, students, curriculum, materials, methods and evaluation, because all these components serve as benchmarks for adjusting the child's abilities, so that the desired learning objectives can be achieved. At the learning planning stage the teacher also prepares learning tools, namely the syllabus and lesson plans; (2) The implementation of Islamic Education learning for children with autism emphasizes character / moral education, various learning methods are used, tailored to the needs of students. The implementation of Islamic Education learning includes preliminary or apperception activities, core activities, and closing activities. The time allocation for the implementation is 2 hours of lessons (2x35 minutes) and is held every Thursday from 07.30 to 08.40 WIB; (3) The evaluation carried out at Ciamis State Special School is carried out in three activities namely case evaluation, semester program evaluation and follow-up. The PAI learning results show that autistic children experience development / progress in carrying out religious rituals, as well as in living behavior as demands of their religion. This is shown like ablution, prayer, daily prayers and so on. Assessment standards and minimum completeness criteria (KKM) scores are set by the school
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Arrighi, Gillian, and Victor Emeljanow. "Entertaining Children: an Exploration of the Business and Politics of Childhood." New Theatre Quarterly 28, no. 1 (January 31, 2012): 41–55. http://dx.doi.org/10.1017/s0266464x12000048.
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This article explores the conflict between the constructions of childhood and their political/legal implications in the context of the entertainment business, as related to the demands imposed upon children by parents and theatre managers in the late nineteenth and early twentieth centuries. Once children could move freely both within and between countries, these conflicts and concerns assumed a global dimension. Through a number of case studies, the authors offer some fresh observations about how legal and social imperatives affected the transmission of values about children employed as entertainers between Britain and Australasia during the period from 1870 to the start of the First World War – from the Education Acts of the 1870s to the legislation of 1910–1913 restricting the export of child entertainers. Gillian Arrighi is a Lecturer in Drama at the University of Newcastle, Australia. She has recently published articles in Theatre Journal (Dec 2008), Australasian Drama Studies (April 2009 and Oct 2010), and in Impact of the Modern: Vernacular Modernities in Australia 1870s–1960s (Sydney, 2008). She is associate editor of the e-journal Popular Entertainment Studies. Victor Emeljanow is Emeritus Professor of Drama at the University of Newcastle, Australia, and General Editor of the e-journal Popular Entertainment Studies. He has published widely on subjects ranging from the reception of Chekhov in Britain and the career of Theodore Kommisarjevsky, to Victorian popular dramatists. He co-wrote with Jim Davis the award-winning Reflecting the Audience: London Theatregoing 1840–1880 in 2001, and his chapter on staging the pirate in the nineteenth century was included in Swashbucklers and Swindlers: Pirates and Mutineers in Nineteenth-Century Literature and Culture, edited by Grace Moore (2011).
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McMaster, Heather J., Christine Preston, Hailan Wang, and Mersini Perivolarellis. "The case for a sub-element ‘measuring matter’ within the Australian national numeracy learning progression." Australian Journal of Education 65, no. 3 (November 2021): 280–98. http://dx.doi.org/10.1177/00049441211041855.
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Australia has a National Numeracy Learning Progression (NNLP) that is strongly aligned with the Australian Curriculum: Mathematics. This article examines how a sub-element within this progression could be impacting students’ learning of Science. This sub-element is firmly based on Mathematics education research as to how students build their understanding of geometric measurement (the structure of length, area and volume). Mathematics educators subsequently researched children’s measurement of mass and included it within the same sub-element of the NNLP. The contexts in which mass and volume are measured in Mathematics are different to those used in teaching Science. This article presents two studies that used variation theory and task-based interviews of children in Years 5 and 6, to explore their thinking about mass and volume in a Science context. The findings suggest that mathematical constructs in geometric measurement could be constraining the development of scientific ideas about matter. This research has implications for furthering the development of the NNLP to encompass scientific aspects of measuring matter.
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Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
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Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.
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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
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Shah, Smita, Brett G. Toelle, Susan M. Sawyer, Jessica K. Roydhouse, Peter Edwards, Tim Usherwood, and Christine R. Jenkins. "Feasibility study of a communication and education asthma intervention for general practitioners in Australia." Australian Journal of Primary Health 16, no. 1 (2010): 75. http://dx.doi.org/10.1071/py09056.
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The Physician Asthma Care Education (PACE) program significantly improved asthma prescribing and communication behaviours of primary care paediatricians in the USA. We tested the feasibility and acceptability of a modified PACE program with Australian general practitioners (GP) and measured its impact on self-reported consulting behaviours in a pilot study. Recruitment took place through a local GP division. Twenty-five GP completed two PACE Australia workshops, which incorporated paediatric asthma management consistent with Australian asthma guidelines and focussed on effective communication strategies. Program feasibility, usefulness and perceived benefit were measured by questionnaires before the workshop and 1 month later, and an evaluation questionnaire after each workshop. GP were universally enthusiastic and supportive of the workshops. The most useful elements they reported were communication skills, case studies, device demonstrations and the toolkit provided. GP self reports of the perceived helpfulness of the key communication strategies and their confidence in their application and reported frequency of use increased significantly after the workshops. The PACE program shows promise in improving the way in which Australian GP manage asthma consultations, particularly with regard to doctor–patient communication. The impact of the modified PACE Australia program on the processes and outcomes of GP care of children with asthma is now being measured in a randomised controlled trial.
Дисертації з теми "Autistic children Education Australia Case studies"
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Chen, Elaine, and 陳思敏. "Mildly mentally handicapped peers as tutors in a social skills programfor autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626019.
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Jayatilaka, Jennifer A. "An investigation of family literacy practices of eight families with preprimary children and a family literacy program conducted in a low socio-economic area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/991.
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Study of the research literature showed that literacy skills are socialised in young children along with their learning of oral language. This socialisation process occurs within a child's home environment long before they enter formal schooling. Family literacy has been shown to have the potential to impact powerfully on children's perceptions about literacy use through role models and support provided by various family and community members. Literacy activity is often deeply embedded in daily family practices. For some children, differences between home and school literacy practices can occur. Where this mismatch occurs for children in low socio economic homes the problems associated can be compounded. In the present study a formative experimental design was used to investigate and describe some of the literacy practices of eight families living in a low socio-economic environment as identified by the parents of children attending a preprimary centre. Some family literacy programs designed to reduce the effect of the literacy mismatch between home and school have been found, in research literature, to be unsuitable for certain communities because of their inability to address the needs of individual families. The present study reports on the results of a family literacy program jointly planned by the teacher/researcher and parents of eight families from a low socio-economic community. It describes the nature of the family literacy program and the perceptions of the program held by the eight participants. Issues arising from this family literacy program design are highlighted and some implications for educational practice and further research are presented.
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Mutlu, Bihter. "A trial application of the TEACCH program with Turkish children with autism." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1517.
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Moore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.
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This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.
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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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Medland, Andrew T. "A case study of two year six classes involved in a health-related fitness intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1135.
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Children are not as active as they may appear and they do not voluntarily engage in moderate to high intensity activity as commonly perceived by the general public. With coronary heart disease risk factors now found to have origins in childhood there is a real need for children to adopt lifestyles that will produce healthier adults. In Perth the Western Australian Schools Physical Activity and Nutrition project (WASPAN) has been implemented, as a Year 6 intervention, addressing the problems of poor nutritional habits and low activity levels. The focus of this case-study was to describe the physical activity component of the WASPAN project and to monitor the process of its implementation. The physical activity programme is founded on the concept of systematically increasing children's activity and fitness levels at school in a secure and enjoyable environment, then planning for this and associated activity to generalise into the children's own settings. Two schools were chosen for the study. One Year 6 class of children at each school was intensively monitored for levels of fitness and physical activity. Their attitudes towards fitness, sports and activity were recorded. At both schools the class teachers and their implementation of the fitness programme became an important area of the study. In addition the influence of the school principal and the children's parents in the promotion of physical activity and their contribution to the behaviour modification of the children's lifestyles was described. Multiple data methods were utilised, centering on participant observation and combining field notes, document analysis, interviewing, questionnaires, fitness testing, heart-rate monitoring, interval recording and surveys. Within both classes low and high fitness children were targeted for additional indepth investigation. The study was directed by the data, which revealed that the two teachers implemented the physical education programme in two vastly different ways. This difference in the implementation process impacted on the influence the programme had on the children at the different schools. Results showed the children were enthusiastic towards the programme and fitness and activity levels increased. Closer analysis revealed that the low fitness/low activity children did not make significant activity increases. These children tended to get little support from home compared with high fitness children. Analysis of the parent interviews indicated that the parents of the low fitness children also tended to live in lower socioeconomic areas than the high fitness children's families. A second 'at risk' group also emerged in the course of the study. These were the 'average' children whose level of fitness caused the teachers little concern. At the end of the study several of these children were antagonistic towards the fitness programme. They had received little praise or encouragement from their teachers and as a result their motivation and attitude towards the programme had declined. Some had been overtaken by several of the low fitness children in the fitness levels measured. The attitude of the principal towards physical fitness proved to have a significant effect on the teacher and the children. The two school principals studied also provided a good contrast in levels of enthusiasm and support for the implementation.
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Ngara, Chipo. "Autism in inclusive education : the employment of TEACCH in a secondary school in Auckland, New Zealand : a case study." Diss., 2014. http://hdl.handle.net/10500/14334.
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Many educators are experiencing challenges in educating autistic learners, with the media reporting incidents of autistic learners being denied access to their local schools. This case study investigated how effective the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) model is, in helping autistic learners to learn in an inclusive environment. The data collection instrumentsused included a literature review, questionnaires, interviews and artefacts. The collected data were analysed statistically, and descriptively. It seems as if there is perception that autism is increasing. Teachers need to be taught about full support mechanisms to deal with the challenges of teaching autistic learners. The research revealed that teachers were struggling to implement the TEACCH program owing to a lack of support programs for teachers, as well as a lack of continued use by other teachers. It was revealed that the teachers felt that for intervention programs to be successful, autistic learners should learn separately.Inclusive Education
M. Ed. (Inclusive Education)
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Enock, Rebecca Joe. "Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education." Diss., 2011. http://hdl.handle.net/10500/7722.
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Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners.Inclusive Education
M. Ed. (Inclusive Education)
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Scott, Margaret (Margaret Mary). "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott." 2000. http://hdl.handle.net/2440/19740.
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Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
Книги з теми "Autistic children Education Australia Case studies"
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S, Handleman Jan, and Harris Sandra L, eds. Preschool education programs for children with autism. 2nd ed. Austin, Tex: Pro-Ed, 2001.
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L, Harris Sandra, and Handleman Jan S, eds. Preschool education programs for children with autism. Austin, Tex: PRO-ED, 1994.
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S, Handleman Jan, and Harris Sandra L, eds. School-age education programs for children with autism. Austin, Tex: PRO-ED, 2006.
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Drifte, Collette. Meeting special needs: A practical guide to support children with autistic spectrum disorders (autism). London: Step Forward Pub., 2007.
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The human encounter: Teachers and children living together in preschool. London: Falmer Press, 1991.
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My child wasn't born perfect: Learning disabilities and autism : the quest and success of a child. Wyoming, MI: Principia Media, 2012.
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Separating, losing, and excluding children: Narratives of difference. New York: Routledge, 2000.
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Ennio, Cipani, ed. Triumphs in early autism treatment: The stories of seven "best outcome" cases. New York: Springer Pub., 2008.
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Rethinking gender in early childhood education. London: Paul Chapman Pub., 2000.
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Seth, Chwast, ed. An unexpected life: Speaking through art. New York, NY: Sterling Pub. Co., 2011.
Знайти повний текст джерелаЧастини книг з теми "Autistic children Education Australia Case studies"
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Snow, Pamela. "Foreword." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, xv—xvi. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1353.
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In the third decade of the 21st century, it is difficult to think of an aspect of children’s education in industrialised, first-world nations that is more important, yet sadly, more contested, than reading instruction. Ironically, reading and how to teach it, is also one of the most widely researched aspects of child development. A number of branches of psychology, such as cognitive, experimental, educational, and developmental neuropsychology have devoted hundreds of thousands of hours to outputs in academic journals and research theses, conference presentations, blogs, social media posts, and private and public debates. The publication of three national inquiries (the US in 2000, Australia in 2005, and England in 2006) heralded something of a false dawn in putting the major debates to rest, unanimously highlighting the importance of an early focus on explicitly and systematically teaching children (as readers and writers) how the English writing system works, alongside supporting their development in phonemic awareness, vocabulary, fluency, and comprehension.