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Добірка наукової літератури з теми "Students with disabilities Education Victoria"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Students with disabilities Education Victoria"

1

Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (January 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.

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Анотація:
Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.
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2

Tracy, Jane M. "People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?" Australian Health Review 33, no. 3 (2009): 478. http://dx.doi.org/10.1071/ah090478.

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TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC
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3

Scruggs, Thomas E., Margo A. Mastropieri, Frederick J. Brigham, and G. Sharon Sullivan. "Effects of Mnemonic Reconstructions on the Spatial Learning of Adolescents with Learning Disabilities." Learning Disability Quarterly 15, no. 3 (August 1992): 154–62. http://dx.doi.org/10.2307/1510240.

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Анотація:
Thirty-nine seventh- and eighth-grade students with learning disabilities received verbal and spatial information about eighteenth-century North American battles under two conditions. In the control condition, learners were provided a map depicting locations of battles, accompanied by descriptive/decorative pictures. Mnemonic condition learners received the same map with the exception that pictures accompanying place names represented reconstructed keywords of those names. In both conditions, pictures were colored red if they represented British victories, blue if they represented American victories. After a training session and a 90-second filler activity, students were asked to locate each battle on an unlabeled map and indicate which side had won the battle. Analysis of results indicated that mnemonic condition students significantly outperformed controls on measures of spatial relocation and correct matching of place name with victor. Effects were especially pronounced on the measure of spatial relocation, in which an effect size of over two standard deviations was obtained. Implications for research and practice are discussed.
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4

Temple, Viviene A., and Jeff W. Walkley. "Academic Learning Time—Physical Education (ALT-PE) of Students with Mild Intellectual Disabilities in Regular Victorian Schools." Adapted Physical Activity Quarterly 16, no. 1 (January 1999): 64–74. http://dx.doi.org/10.1123/apaq.16.1.64.

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The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.
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5

Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.

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Анотація:
In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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6

Iacono, Teresa, Carol McKinstry, Elena Wilson, Kerryn Bagley, and Amanda Kenny. "Designing and Rating Options for Special School Expertise to Support Mainstream Educational Inclusion." Australasian Journal of Special and Inclusive Education 44, no. 1 (December 16, 2019): 15–27. http://dx.doi.org/10.1017/jsi.2019.16.

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AbstractThe Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become ‘centres of expertise’ to support inclusion in mainstream schools. Informed by evidence reviews of inclusive education practices and interviews of special and mainstream staff and parents, stakeholders were engaged in a forum to develop a range of options. A larger sample of stakeholders then completed a survey to evaluate them. Forum attendees were parents, education staff, and allied health professionals from special and mainstream schools. They worked in small groups to develop options, which were later grouped into 5 categories. These options were entered into an online survey for distribution to a wider group of stakeholders. Survey respondents were 142 stakeholders from special (71%) and mainstream primary and secondary schools (parents, education staff, and allied health professionals). They rated each option, such that 8 with high ratings for feasibility and acceptability were recommended to support inclusive mainstream education through utilisation of special school expertise. The final list of options focused on collaboration, development, and coordination of networks of special and mainstream schools, and building capacity and leadership to support mainstream schools to meet diverse student need.
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7

Williams Shealey, Monika, and Wanda J. Blanchett. "Students With Disabilities." Urban Education 44, no. 4 (July 2009): 367–69. http://dx.doi.org/10.1177/0042085909337599.

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8

Hill, H. Hamner. "Teaching Students With Disabilities." Teaching Philosophy 18, no. 3 (1995): 211–17. http://dx.doi.org/10.5840/teachphil199518334.

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9

Lyons, Darcie. "Restraint and Seclusion of Students with Disabilities." International Journal of Children’s Rights 23, no. 1 (March 28, 2015): 189–239. http://dx.doi.org/10.1163/15718182-02301009.

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Анотація:
Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.
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10

Rosalen, Patrícia Critina, and Laura Noemi Chaluh. "O trabalho em parceria na educação inclusiva: experiências na Educação Infantil (Working in partnership in inclusive education: experiences in Early Childhood Education)." Revista Eletrônica de Educação 14 (March 3, 2020): 3579065. http://dx.doi.org/10.14244/198271993579.

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Анотація:
The present article is a research clipping whose general objective was to understand how the organizational structure of a public school made possible the work with students with disabilities for the realization of the truly inclusive education proposal. In this work we discuss the collaboration/partnership in a perspective that articulates the different segments of professionals of the school in the interlocution with the family, perspective that seeks to potentiate the learning of a student’s with disabilities. We present an experience developed with a student of Early Childhood education, in the context of a municipal school in the interior of the state of São Paulo, where the vice-director/researcher presents collaborative processes developed between teacher regent, a teacher of Specialized Educational Assistance (AEE) and an educational agent, subjects who were responsible for preparing and developing projects, activities and teaching materials for the referred student. The data produced for this work are: Teacher's Diary, student’s Individual Development Plan (PDI), evaluation record of the student’s mother, daily register of the vice-director and the reflective register of the teachers and educational agent about their experiences with the student with disabilities. The production of the data was analyzed from the indexing paradigm. Collaboration/partnership was made possible through the constitution of a group of individuals who support each other, experienced joint actions and had feelings of productive belonging, around the common goal of guaranteeing student’s learning. The participation of the family was paramount to the achievement of the objectives proposed with the student with disabilities.ResumoO presente artigo é um recorte de pesquisa que teve como objetivo geral compreender de que forma a estrutura organizativa de uma escola pública possibilitou o trabalho com os alunos público-alvo da educação especial (PAEE) para a efetivação da proposta de educação verdadeiramente inclusiva. Neste trabalho discutimos a colaboração/parceria numa perspectiva que articula os diferentes segmentos de profissionais da escola na interlocução com a família, perspectiva que almeja potencializar a aprendizagem do aluno PAEE. Apresentamos experiência desenvolvida com aluno da Educação Infantil, no contexto de uma escola municipal do interior do estado de São Paulo, em que a vice-diretora/pesquisadora apresenta processos colaborativos desenvolvidos entre professora regente, professora do Atendimento Educacional Especializado (AEE) e agente educacional, sujeitos que se responsabilizaram por elaborar e desenvolver projetos, atividades e materiais pedagógicos para o referido aluno. Os dados produzidos para este trabalho contemplam: Diário de Bordo das professoras, Plano de Desenvolvimento Individual (PDI) do aluno, registro avaliativo da mãe do aluno, caderno de registro cotidiano da vice-diretora e registro reflexivo das professoras e agente educacional sobre suas experiências junto ao aluno PAEE. A produção dos dados foi analisada a partir do paradigma indiciário. A colaboração/parceria foi possibilitada através da constituição de um grupo onde os sujeitos se apoiaram mutuamente, experimentaram ações conjuntas e tinham sentimentos de pertença produtiva, em torno do objetivo comum de garantir a aprendizagem do aluno PAEE. A participação da família foi primordial para o alcance dos objetivos propostos com o aluno PAEE.ResumenEl presente artículo es un recorte de una investigación que tuvo como objetivo general comprender de qué forma la estructura organizativa de una escuela pública posibilitó el trabajo con los alumnos con discapacidad para la realización de la propuesta educativa verdaderamente inclusiva. En este trabajo discutimos la colaboración/asociación en una perspectiva que articula los diferentes segmentos de profesionales de la escuela en la interlocución con la familia, perspectiva que pretende potencializar el aprendizaje del aluno con discapacidad. Presentamos la experiencia desarrollada con un alumno de la Educación Infantil, en el contexto de una escuela municipal del interior del estado de São Paulo, donde la vice-directora/investigadora presenta los procesos colaborativos desarrollados entre la profesora de la sala, la profesora del Atendimiento Educacional Especializados (AEE) e la agente educacional, sujetos que se responsabilizaron por elaborar y desarrollar proyectos, actividades e materiales pedagógicos para el alumno referido. Los datos producidos para este trabajo contemplan: Diario de Bordo de las profesoras, Plano de Desenvolvimiento Individual (PDI) del alumno, registro evaluativo de la madre del alumno, cuaderno de registro cotidiano de la vice-directora e registro reflexivo de las profesoras e agente educacional sobre sus experiencias con el alumno con discapacidad. La producción de los datos fue analizada a partir del paradigma indiciario. La colaboración/asociación fue posible a través de la constitución de un grupo en el cual los sujetos se apoyan mutuamente, experimentan acciones conjuntas y tuvieron sentimientos de pertenencia productiva, en torno al objetivo común de garantizar el aprendizaje del alumno con discapacidad. La participación de la familia fundamental para el logro de los objetivos propuestos con el alumno con discapacidad.Palavras-chave: Educação inclusiva, Aluno PAEE, Práticas colaborativas.Keywords: Inclusive education, Student with disabilities, Collaborative practices.Palavras clave: Educación inclusiva, Alumno com discapacidade, Prácticas inclusivas.ReferencesBETEGHELLI, Tagiane Giorgetti dos Santos. A professora coordenadora na educação infantil: na composição da organização do trabalho pedagógico e da formação dos educadores. 2018, 203p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2018.BRASIL. Marcos Políticos-Legais da Educação Especial na Perspectiva da Educação Inclusiva. Ministério da Educação. Secretaria de Educação Especial. Brasília: Secretaria de Educação Especial, 2010.CAPELLINI, Vera Lúcia Messias Fialho (org.); ZANATA, Eliana Marques; PEREIRA, Verônica Aparecida. Práticas educativas: ensino colaborativo. Práticas em Educação Especial e Inclusiva na área da deficiência mental. Bauru/SP: MEC/FC/SEE, 2008.CAPELLINI, Vera Lúcia Messias Fialho. Formação Continuada por meio da Consultoria Colaborativa: compromisso com o ensino-aprendizagem de todos os alunos. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A Pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.CHALUH, Laura Noemi. Do trabalho coletivo na escola: encontros na diferença. Pro-Posições. Campinas, vol. 21, nº 2 (62), maio/ago., 2010, pp. 207-223.FERNANDES, Carla Helena. Relatório Final de Estágio Pós-Doutoral. 2017, 300p. Universidade Estadual Paulista “Júlio de Mesquita Filho”. Rio Claro/SP: Unesp, 2017.GINZBURG, Carlo. Mitos, emblemas, sinais: morfologia e história. São Paulo: Companhia das Letras, 1989.JESUS, Denise Meirelles de; GONÇALVES, Agda Felipe Silva; VIEIRA, Alexandro Braga; EFFGEN, Ariadna Pereira Siqueira. As políticas públicas em ação no estado do Espírito Santo: o que dizem as superintendências e as secretarias municipais de educação. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.LIMA, M. E. C. C.; GERALDI, C. M. G.; GERALDI, J.W. O trabalho com narrativas na investigação em educação. Educação em Revista. Belo Horizonte, vol.31, nº.01, jan-mar., 2015, pp. 17-44.MAZZOTTA, Marcos José da Silveira. Educação Especial no Brasil: História e Políticas Públicas. 3ª ed. São Paulo: Cortez, 2001.MENDES, Enicéia Gonçalves; VILARONGA, Carla Ariela Rios; ZERBATO, Ana Paula. Ensino colaborativo como apoio à inclusão escolar: unindo esforços entre educação comum e especial. São Carlos: EdUFSCar, 2014.ORSATI, Fernanda T. Acomodações, modificações e práticas efetivas para a sala de aula inclusiva. Temas sobre Desenvolvimento, 19 (107). São Paulo: pp. 213-222, 2013.PRIMO, Dorian Regina B. S.; MOTTA JÚNIOR, Ademar Simões da. A influência da ludicidade na aquisição da aprendizagem de crianças com necessidades educativas especiais nas séries iniciais. In: CARVALHO, Edemir de; CARVALHO, Carmem Silvia B. F. (orgs.). Práticas Pedagógicas: entre as teorias e metodologias, as necessidades educativas especiais. Marília: Oficina Universitária. São Paulo: Cultura Acadêmica, 2012.RIO CLARO. Projeto Político Pedagógico da Escola Municipal Professor Victorino Machado. Rio Claro: Secretaria Municipal da Educação, 2015.RIO CLARO. Reorientação Curricular da Rede Municipal de Educação de RioClaro. Rio Claro, SP: Secretaria Municipal da Educação, 2008.RIZZI, E.; GONZALEZ, M.; XIMENES, S. Direito humano à educação. Coleção Manual de Direitos Humanos. 2ª ed. Organização: Plataforma Dhesca Brasil e Ação Educativa. Brasília: vol. 7, novembro de 2011.ROSALEN, Patrícia C. Práticas colaborativas no trabalho com alunos Público-alvo da Educação Especial (PAEE): o cotidiano de uma escola polo. 2019, 242p. Dissertação (Mestrado em Educação). Universidade Estadual Paulista. Instituto de Biociências. Rio Claro/SP: Unesp, 2019.SÁNCHEZ, Pilar Arnaiz. A educação inclusiva na Espanha. In: FÁVERO, Osmar; FERREIRA, Windys; IRELAND, Timothy; BARREIROS, Débora (orgs.). Tornar a educação inclusiva. Brasília: UNESCO, 2009.SASSAKI, Romeu Kasumi. Inclusão: o paradigma do século 21. Inclusão – Revista da Educação Especial. Brasília, vol. 1, nº 1, out. 2005, pp. 19-23.SIGOLO, Sílvia Regina R. L. Envolvimento Familiar e Educação Inclusiva: uma mútua contribuição. In: MENDES, Enicéia Gonçalves; ALMEIDA, Maria Amélia (orgs.). A pesquisa sobre inclusão escolar em suas múltiplas dimensões: teoria, política e formação. Marília: ABPEE, 2012.VELTRONE, Aline Aparecida; MENDES, Enicéia Gonçalves. Percepções dos alunos com deficiência intelectual sobre sua matrícula na classe especial e classe comum. Revista Eletrônica de Educação, vol. 5, nº. 2. São Carlos/SP: UFSCar, Programa de Pós-Graduação em Educação, novembro de 2011, pp. 59-81.ZERBATO, Ana Paula; MENDES, Enicéia Gonçalves. Desenho universal para a aprendizagem como estratégia de inclusão escolar. Educação Unisinos, vol. 22, nº 2, abril-junho 2018, pp.147-155.e3579065
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Більше джерел

Дисертації з теми "Students with disabilities Education Victoria"

1

Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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2

Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.

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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

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Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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5

Nemitz, Christopher E. "Attitudes and perceptions of general education students toward students who receive additional education services." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nemitzc.pdf.

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Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Анотація:
Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.
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Rowe, Dawn A. "Career Technical Education & Secondary Students with Disabilities." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5935.

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Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education (CTE). The content presented will support practitioners in aligning services and supports in the Individualized Education Program (IEP) to increase the likelihood of postschool success after high school.
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Bunch, Clarissa L. "Promoting Equitable Outcomes for Students with Disabilities." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734.

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Marks, Lori J., and V. Morin. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3529.

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Donlan, Michael J. "Voiceless in Medical School: Students with Physical Disabilities." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449833.

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Students with physical disabilities are underrepresented in medical school. Individuals with physical disabilities have largely been left out the diversity movement, which has increased access to medical education for women and minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with physical disabilities who are admitted, not much is known about their experiences, thus the focus of this study was to explore the medical school experiences of individuals with physical disabilities. as the theoretical framework, the social model of disability as developed by Oliver (2009) allowed for an examination of how medical students with physical disabilities experienced the medical school environment. For this study, I utilized a qualitative approach as a guide. Seven former medical students, six males and one female, with physical disabilities were interviewed about their experiences through medical education, from their efforts to gain admission to medical school, through their didactic and clinical education and training, and ultimately to their practice as a physician. The stories of the participants created a narrative account of the subjective meaning they created. This research found that although deficit models of disability persist in society, each participant overcame their physical impairment, and societal barriers, physical and social, to complete medical school and residency programs. Each participant found success through a combination of alternative methods of acquiring knowledge and performing medical procedures, internal motivation and determination, and the support of allies. The findings demonstrate that the structural and social construction of the medical school environment is inhospitable to individuals with physical disabilities.
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Книги з теми "Students with disabilities Education Victoria"

1

Auditor-General, Victoria Office of the. Programs for students with special learning needs. Melbourne, Vic: Victorian Government Printer, 2012.

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2

Estella, Almanza, Council for Exceptional Children, and ERIC Clearinghouse on Handicapped and Gifted Children., eds. Language minority students with disabilities. Reston, Va: Council for Exceptional Children, 1991.

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3

H, Kennedy Craig, and Horn Eva M, eds. Including students with severe disabilities. Boston: Pearson/Allyn and Bacon, 2004.

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Mercer, Cecil D. Teaching students with learning disabilities. 7th ed. Upper Saddle River, N.J: Pearson Merrill, 2008.

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Teaching students with mild disabilities. Boston: Allyn and Bacon, 1996.

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6

K, Johnsen Susan, and Kendrick James 1974-, eds. Teaching gifted students with disabilities. Waco, Tex: Prufrock Press, 2005.

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E, Snell Martha, and Brown Fredda, eds. Instruction of students with severe disabilities. 5th ed. Upper Saddle River, N.J: Merrill, 2000.

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Snell, Martha E. Instruction of students with severe disabilities. 7th ed. Upper Saddle River, N.J: Pearson, 2011.

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E, Snell Martha, and Brown Fredda, eds. Instruction of students with severe disabilities. 6th ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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Lise, Fox, ed. Teaching students with severe disabilities. Englewood Cliffs, N.J: Merrill, 1995.

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Частини книг з теми "Students with disabilities Education Victoria"

1

Cook, Sara Cothren, Kimberly A. Mcduffie-Landrum, Linda Oshita, and Bryan G. Cook. "Co-Teaching for Students with Disabilities." In Handbook of Special Education, 233–48. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-20.

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Spooner, Fred, and Fredda Brown. "Educating Students with Significant Cognitive Disabilities." In Handbook of Special Education, 617–31. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-48.

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Carrero, Kelly M., Kimberly J. Vannest, and Courtney Lavadia. "Discipline and Students With Disabilities." In Current Trends and Legal Issues in Special Education, 92–109. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n7.

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Datta, Poulomee. "Self-Concepts of Students with Intellectual Disabilities." In SpringerBriefs in Education, 1–13. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9_1.

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Quenemoen, Rachel F., and Martha L. Thurlow. "Standards-Based Reform and Students with Disabilities." In Handbook of Special Education, 203–17. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-18.

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Afacan, Kemal, and Kimber L. Wilkerson. "Alternative Education Placements for Students with Disabilities." In Multicultural Special Education for Inclusive Classrooms, 39–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003127833-3.

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Adam, Tas. "Assisting Students with Learning Disabilities Through Technology." In Encyclopedia of Education and Information Technologies, 164–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_148.

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Adam, Tas. "Assisting Students with Learning Disabilities Through Technology." In Encyclopedia of Education and Information Technologies, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_148-1.

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Dispenza, Franco, Merideth Ray, and Jamian S. Coleman. "Supporting LGBTQ+ college students living with disabilities." In Affirming LGBTQ+ students in higher education., 123–40. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000281-008.

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Troia, Gary A., Steve Graham, and Karen R. Harris. "Writing and Students with Language and Learning Disabilities." In Handbook of Special Education, 537–57. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-42.

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Тези доповідей конференцій з теми "Students with disabilities Education Victoria"

1

Zecchi, Sandra. "Students with Learning Disabilities at University." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9210.

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Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses.
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2

Wang, Ye Diana, and Gabrielle Webster. "Assisting students with disabilities in distance education." In the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380576.

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3

Strelkova, Olga, Alina Kadyrova, Anfisa Ibragimova, and Faida Rakhimullina. "DISTANCE HIGHER EDUCATION FOR STUDENTS WITH DISABILITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2611.

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Anyinam, Charles, Sue Coffey, Rick Vanderlee, Celina Da Silva, Frank Smith, Hilde Zitzelsberger, Jason Thompson, and Francine Odette. "INNOVATION SUPPORTING POST-SECONDARY STUDENTS WITH DISABILITIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1178.

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Ladner, Richard E., Caitlyn Seim, Ather Sharif, Naba Rizvi, and Abraham Glasser. "Experiences of Computing Students with Disabilities." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432574.

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Marjanović, Iva, and Jasna Kudek Mirošević. "SUPPORT APPROACHES IN TEACHING STUDENTS WITH DISABILITIES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0773.

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Anyinam, Charles, Sue Coffey, Hilde Zitzelsberger, Rick Vanderlee, Celina Da Silva, Frank Smith, Chelsea Mohler, Francine Odette, and Nicole Deziel. "EXPLORING WHAT VIRTUAL SUPPORTS STUDENTS WITH DISABILITIES WANT." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2019.

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Ladner, Richard E., Andreas Stefik, Amy J. Ko, and Brianna Blaser. "Access to Computing Education for Students with Disabilities." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372514.

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Ladner, Richard E., Brianna Blaser, and Daniela Marghitu. "Access to Computing Education for Students with Disabilities." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162166.

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Ladner, Richard E., Andreas Stefik, Andrew J. Ko, and Brianna Blaser. "Access to Computing Education for Students with Disabilities." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293723.

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Звіти організацій з теми "Students with disabilities Education Victoria"

1

Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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3

Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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4

Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, March 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, Albertsons Library, July 2021. http://dx.doi.org/10.18122/sped.138.boisestate.

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Анотація:
The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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8

Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Providing Appropriate Education for Students With Learning Disabilities in Regular Education Classrooms. Rockville, MD: American Speech-Language-Hearing Association, 1991. http://dx.doi.org/10.1044/policy.ps1991-00101.

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