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Статті в журналах з теми "Special education Parent participation Australia"
1
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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2
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.
Повний текст джерелаАнотація:
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.
3
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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4
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.
Повний текст джерелаАнотація:
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.
5
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.
Повний текст джерелаАнотація:
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)
6
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.
Повний текст джерелаАнотація:
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.
7
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.
Повний текст джерелаАнотація:
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.
8
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.
Повний текст джерелаАнотація:
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.
9
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.
Повний текст джерелаАнотація:
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.
10
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.
Повний текст джерелаАнотація:
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.
Дисертації з теми "Special education Parent participation Australia"
1
Robinson, Jill M. "Special education teachers' perceptions of parent participation at the IEP conference within inclusive education." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40209.
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2
Paniagua, Rodríguez Alejandro. "Parent participation in schools: limits, logics and possibilities third sector organizations, immigrant families and special education." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/297702.
Повний текст джерелаАнотація:
La
importancia
de
la
participación
de
las
familias
en
la
escuela
ha
sido
históricamente
un
argumento
clave
a
la
hora
de
analizar
los
problemas
educativos
y
proponer
reformas
e
iniciativas.
Durante
los
últimos
años,
esta
noción
ha
cobrado
nueva
fuerza
como
consecuencia
de
la
crisis
económica,
el
incremento
de
la
diversidad
de
los
estudiantes
en
las
aulas
y
la
creciente
presión
que
reciben
las
escuelas
para
mejorar
sus
resultados.
Esta
investigación
discute
el
alcance
y
la
forma
de
esta
ideología
de
la
participación
en
varios
contextos
donde
se
busca
o
se
espera
que
las
familias
inmigradas
participen
más
y
mejor.
En
primer
lugar,
analizando
el
contexto
de
las
AMPAs
en
Catalunya,a
través
de
un
proyecto
de
investigación-‐acción
impulsado
por
FaPaC.
En
segundo
lugar,
evaluando
la
mejora
de
las
relaciones
entre
familias
y
profesores
en
Londres,
a
partir
de
dos
iniciativas
lideradas
por
Day-‐Mer,
una
organización
comunitaria
Kurda.
Y
en
tercer
lugar,
reconstruyendo
las
experiencias
de
familias
inmigradas
con
hijos
e
hijas
identificados
con
necesidades
educativas
especiales.
De
manera
paralela,
la
investigación
también
discute
de
manera
general
sobre
el
rol
de
las
Organizaciones
del
Tercer
Sector
a
la
hora
de
ofrecer
apoyo
educativo
y
sobre
la
intersección
entre
el
sistema
de
Educación
Especial
y
la
diversidad
sociocultural
de
los
alumnos.
Los
resultados
de
la
investigación
ponen
el
acento
en
el
poco
espacio
existente
en
las
escuelas
para
una
verdadera
participación
de
las
familias,
incluso
cuando
dicha
participación
está
apoyada
por
organizaciones
externas
o
por
los
mismos
profesionales.
La
existencia
de
fuertes
barreras
institucionales
y
burocráticas
en
las
escuelas,
la
persistencia
de
prejuicios
hacia
las
familias
inmigradas
y
la
falta
de
coherencia
entre
los
discursos
públicos,
las
iniciativas
socioeducativas
concretas
y
las
dinámicas
de
los
centros
dibujan
más
bien
una
“retórica”
de
la
participación
que
traspasa
la
culpa
de
los
fallos
de
la
escuela
a
las
mismas
familias,
marginando
el
análisis
del
poder,
la
desigualdad
de
clase
y
la
raza.
Finalmente,
la
investigación
también
pone
el
acento
en
las
posibilidades
de
ir
más
allá
de
esta
retórica
y
usar
la
idea
de
la
participación
para
mejorar
las
escuelas.
En
particular,
la
participación
colectiva
de
las
familias,
apoyadas
por
las
organizaciones
del
tercer
sector,
aparece
como
prometedora
manera
para
promover
la
creación
de
intereses
comunes
entre
familias
y
profesionales,
dirigidas
a
mejorar
la
práctica
y
política
educativa.The importance of the participation of families in schools has long been a key idea to discuss educational problems and to advance new reforms and initiatives. During the last years, this notion has received a renewed attention due to the financial crisis, the increase of diversity in classrooms and the growing pressure directed towards schools to improve their effectiveness. This research discusses the scope and logics of the ideology of participation in diverse contexts where immigrant families are requested or expected to participate more and better. First, analyzing the role of PAs in Catalonia, through the action-‐research project launched by FaPaC. Second, evaluating the improvement of family-‐school relationships in London, through two initiatives leaded by Day-‐Mer, a Kurdish community organization. And third, exploring the experiences of immigrant families with children labeled has having special education needs. At the same time, the research discusses more broadly the role of Third Sector Organizations in supporting education and the intersection of special education and cultural diversity. The findings highlight the scarcity of opportunities available for parents to truly participate in schools, even when this participation is supported by external organizations or teachers. The existence of strong institutional and bureaucratic barriers, the persistence of prejudices towards immigrant families and the lack of coherence between public concerns, specific initiatives and school dynamics, render a ‘rhetoric’ of participation that transfers the blame for school failure to families and marginalizes the analysis of power, class inequality and race. Finally, the research also stresses the possibilities to go beyond this rhetoric and use the idea of participation to improve schools. In particular, the collective participation of parents, supported by third sector organizations, emerges as a promising way to raise common interests between families and teachers, seeking to improve educational practice and policy.
3
Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
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4
Swire, Margo C. "Are we playing the same tune? : a comparison of parent-teacher values and priorities for the development of a child with disabilities." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/94.
Повний текст джерелаАнотація:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Education
5
Dodge, Tanya A. "Parental Involvement in Individual Education Plan Development for Students with Significant Intellectual Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6010.
Повний текст джерелаАнотація:
Research indicates a connection between successful outcomes for students with significant intellectual disabilities and the individual education program (IEP) team's efforts in the IEP development process. However, little research has been conducted on the perceptions of parents and teachers of students with significant disabilities about parent participation in the IEP development process. Therefore, the purpose of this phenomenological study was to explore parent and teacher perceptions of parent participation in the IEP development process. The conceptual framework of this study was ecological design theory, based on Bronfenbrenner's theory of human development and Neal and Neal's theory of networked systems. Participants consisted of 4 parents and 5 teachers of students with significant intellectual disabilities who have participated in the IEP development process. The interviews conducted with participants were analyzed for patterns and themes. Findings showed that teacher descriptions centered on actions connected with fulfillment of state guidelines, which create the setting in which the IEP development takes place. Parent participants acknowledged compliance to state guidelines based on teacher actions, but parent commentary was centered on elements of the parent-teacher relationship. Responses indicated that actions to strengthen the school-parent partnership may improve parent and teacher experiences of IEP development. This study contributes to positive social change by providing administrators and teachers information to better support the IEP development process toward improved outcomes for students with significant intellectual disabilities.
6
Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
7
Patton, Angela Havard. "Parental Understanding and Satisfaction with Special Education Services in the State of Texas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4946/.
Повний текст джерелаАнотація:
Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.
8
Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.
Повний текст джерелаАнотація:
The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.Department of Special Education
9
Harris, Apollos R. "Parental and professional participation in the IEP process: A comparison of discourses." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273002727.
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10
Irvine, Susan. "Parent conceptions of their role in early childhood education and care : a phenomenographic study from Queensland, Australia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16165/1/Susan_Irvine_Thesis.pdf.
Повний текст джерелаАнотація:
Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing
discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of
parent as participant promotes a partnership approach, and, increasingly, parental
involvement in decision making at both service and public policy levels. Each of
these roles has been constructed for parents by governments and policymakers, with
little reference to the views and experiences of parents using ECEC.
Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic
research approach (Bowden & Walsh, 2000; Marton & Booth, 1997).
Twenty-six parents participated in the study. Data were gathered through semistructured
interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five
categories of description, denoting five distinctly different ways of seeing and
experiencing this role. The role of parents was seen as: (1) selecting and using the
best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in
decision making (the member of a service community conception). Taking a broader
perspective, the study again revealed variation in how parents constituted their role in
shaping ECEC policy, leading to the construction of four categories of description.
The role of parents was seen as: (1) no role in shaping ECEC public policy (the no
role conception); (2) being informed about policy that affects their child and family,
raising any concerns and/or seeking a change to current or proposed policy (the
raising concerns conception); (3) having some say in policy matters that affect their
child and family (the having some say conception); and (4) participating in policy
decision making, particularly where this is likely to affect their child and family (the
participating in policy decision making conception).
The study highlights variation in how these roles are constituted by parents, inclusive
of the basic concepts of parent as consumer and parent as participant. In addition, the
study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental
phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived
by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and
experiences, and, thereby, signifying more possible options for action.
Книги з теми "Special education Parent participation Australia"
1
Dardig, Jill C. Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin Press, 2008.
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2
Pellegrino, Louis. The common sense guide to your child's special needs: When to worry, when to wait, what to do. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.
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3
Parents and professionals in special education. Boston: Allyn and Bacon, 1987.
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4
Klor, Gerry. What every parent needs to know about special education. Horsham, Pa: LRP Publications, 2005.
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5
Klor, Gerry. What every parent needs to know about special education. Horsham, Pa: LRP Publications, 2003.
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6
Dardig, Jill C. Involving parents of students with special needs: 25 ready-to-use strategies. Thousand Oaks, CA: Corwin Press, 2008.
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7
Kooperation mit Eltern im Sonderpädagogischen Förderzentrum: Ein Handlungsmodell und seine Überprüfung. Frankfurt am Main: P. Lang, 1998.
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8
Jones, Paulette. Why not special education--beyond grade school! Brushton, N.Y: Aspect Books, 1996.
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9
Kalyanpur, Maya. Cultural reciprocity in special education: Building family-professional relationships. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.
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10
Choosing a school for a child with special needs. Philadelphia: Jessica Kingsley Publishers, 2009.
Знайти повний текст джерелаЧастини книг з теми "Special education Parent participation Australia"
1
"Parent Participation: Setting Up a Special Unit in a Private School." In The Nature of Special Education, 98–111. Routledge, 2003. http://dx.doi.org/10.4324/9780203169179-27.
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King, Svetlana M., and Laurence Owens. "The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia." In Early Childhood Development, 1479–505. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch074.
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African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.
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A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.