首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Architects and designers have a responsibility to provide an inclusive built environment. However, for those with a diagnosis of autism spectrum disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD‐friendly environment, the ASD pupil stands a greater chance of doing better. However, a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, in order to provide an ASD‐friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects. This article, written by Keith McAllister and Barry Maguire, both from Queen's University Belfast, sets out the challenges and difficulties inherent in the design process when designing for those with ASD. It then sets out an alternative strategy to the usual method of drawing‐centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by architecture students at Queen's University Belfast. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. This article outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit. It is hoped, firstly, that this article will highlight the need for better dialogue between expert and architect when considering ASD and the built environment and, secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other special educational needs and disabilities.  相似文献   

2.
There is a growing consensus that an appropriate classroom environment will aid the performance of the pupil with autism spectrum disorder (ASD). There are, however, very few design guidelines available when considering ASD and the school environment. Such guidelines that do exist tend only to be in general terms. Therefore, this article seeks to highlight design considerations specifically for the ASD‐friendly Key Stage 1 (age five to eight) classroom. It will first highlight some of the challenges for those with autism spectrum disorder in a school environment and the triad of challenges faced by architects and designers when considering ASD‐friendly classroom design. It will then go on to describe the findings and results of a two‐year study carried out in conjunction with the ASD teaching staff of Northern Ireland's Southern Education and Library Board. These consist of 16 specific design considerations for the Key Stage 1 ASD‐friendly classroom applicable to all classrooms for pupils between five and eight years of age.  相似文献   

3.
This article investigates the impact of transitions upon pupils aged 11–14 with speech, language and communication needs, including specific language impairment and autism. The aim is to identify stress factors, examine whether these affect any subgroups in particular and suggest practical strategies to support pupils through transitions. Stress factors discussed include homework, bullying, independent learning and social situations. The compared subgroups include pupils with diagnosis of SLI and autism, those receiving free school meals and those not, and pupils achieving at different National Curriculum levels. The sample is too small to be representative or generalisable but some recommendations for practice are given.  相似文献   

4.
There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by the Department for Education and Skills. It defines ‘truancy’, explores some issues from existing literature on pupil non‐attendance, and presents evidence to show the impact that absence from school has on truants, other pupils and teachers. Finally, it suggests that although the greatest impact is on the academic and socio‐psychological development of persistent absentees, the attitudes and learning of other pupils and the workload and morale of teachers are also affected.  相似文献   

5.
This article considers the attitudes of pupils aged 9–11 years in Scotland towards their learning of a foreign language in primary school. It also considers their perception of difficulty, what they tell us causes them difficulty, their language preferences and the reasons for these. The article identifies any significant differences between boys and girls in these areas.  相似文献   

6.
The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry‐based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school?  相似文献   

7.
In this article Susan Gebbels and Stewart M. Evans from Newcastle University and Lynne A. Murphy who is a practising school teacher in north‐east England discuss how they worked collaboratively on a programme of science education with a group of 16 Key Stage 3 pupils with moderate learning difficulties. The project lasted for one academic year and was part of Creative Partnerships, the Government's flagship creative learning programme. The authors describe some of the challenges faced by teachers to cater for the needs of all pupils within an inclusive school setting. The programme of science education focused on local marine and coastal environments with a special emphasis on fieldwork, enquiry‐based learning and cross‐curricular approaches to learning. The project was evaluated through the use of questionnaires, pupil interviews and informal discussions with teaching staff. Evaluations of the programme were positive. Pupils were more motivated to learn about science, had a sense of pride in their achievements and claimed that participation in the project helped them in forming friendships. The class published and distributed an information booklet on the coast to other schools and the general public.  相似文献   

8.
In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of inclusive placements are consistently more positive where there is an ASD resource base in the school. This study was designed to investigate characteristics of the provision available to pupils with ASD in mainstream schools with and without a specialist ASD resource base. Information was gathered from semi‐structured interviews with staff in 26 schools about levels of inclusion and support, about the strategies used to support pupils with ASD, both at an individual and whole school level, and about changes considered desirable. Interviewees were also asked to describe how they would respond to scenarios depicting situations that are commonly experienced in working with pupils who have ASD. Findings confirmed that the features of mainstream placements identified as important by parents of children with ASD were more likely to be found in schools with ASD resource bases. However, it was found that comparable provision could be made across settings given appropriate staff training. Scope for further development across settings was also identified, particularly in the use of evidence‐based peer‐mediated strategies.  相似文献   

9.
In 2002, Neil Humphrey and Patricia Mullins published their research into personal constructs and attribution for academic success and failure in dyslexia in BJSE's 'Research Section'. Their work suggested that pupils with dyslexia, in a range of settings, experience real challenges to their self-esteem and that dyslexia leads to 'negative consequences for their self-development'. This article by Robert Burden, Professor of Applied Educational Psychology at the University of Exeter, and Julia Burdett, an experienced teacher and part-time research assistant, challenges those findings.
Robert Burden and Julia Burdett interviewed 50 boys, aged between 11 and 16, attending an independent special school for pupils with dyslexia. The research tools explored the pupils' attitudes to learning and their sense of personal identity. The general levels of depression and 'learned helplessness' revealed were low in sharp contrast to the positive feelings of self-efficacy, locus of control and commitment to effort as an essential learning strategy reported by the pupils. Burden and Burdett explore the consequences of such cognitive self-appraisal for successful learning outcomes in pupils with dyslexia and speculate about the influence of specialist provision upon the positive self-image of the pupils in their study. They state their intention to take their research further with pupils in mainstream settings.  相似文献   

10.
If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.  相似文献   

11.
There have been many research projects studying the use of peer intervention strategies to develop the social, communication and interaction skills of children with autism, yet few of these studies focus in detail on the impact of such strategies on the mainstream peers. In this article, Val Jones, an advisory teacher for autism spectrum conditions, explores the impact of peer tutoring children with autism on the peer tutors themselves. This enquiry focuses on ten to eleven-year-old mainstream pupils who were paired with twelve children with autism and associated learning difficulties for weekly peer tutoring sessions at a primary school with a specialist autism unit. At the end of a series of tutoring sessions, the perspectives of the peer tutors were gathered through questionnaires. All of the peer tutors reported that they had enjoyed the experience and most felt that the peer tutoring had brought them direct benefits by building confidence, teaching responsibility, encouraging caring attitudes and helping them to acknowledge diversity. Val Jones also gathered the views of parents and school staff who again reported largely positive outcomes from the peer tutoring process. While this small-scale study focuses on findings from one school, there are wider implications here for the development of inclusive policies and practices and this article will be of interest to professionals working across the range of specialist and mainstream settings.  相似文献   

12.
The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children themselves, their parents and the school community as a whole. In this study we explore some of the tensions that teachers in mainstream schools may experience, many of which reflect the unique problems that the inclusion of pupils with ASD can present. In addition, we explore how these tensions may shape their views of support arrangements for those pupils. We observed 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of eight mainstream schools on a full‐time basis, and carried out interviews with their teachers, teaching assistants (TAs) and special educational needs coordinator. Findings suggest that tensions reported by school staff are inherently shaped by the ASD‐related manifestations, particularly those pertaining to their difficulties in social and emotional understanding. These tensions determine the quality of the transactions and interactions between the teachers and the pupils with ASD. Based on these tensions, teachers form their views of the type of support that is needed for those pupils. Evidence from the data suggests that, in order for these tensions to be kept at manageable proportions, teachers rely heavily on the TA, whose role in working closely with the pupil is perceived as being indispensable. Building on the study’s findings, we suggest a generic conceptualization for the successful inclusion of pupils with ASD, which is grounded in the systems theory perspective of the relationship between the teachers and these children.  相似文献   

13.
Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies.  相似文献   

14.
The aim of this research was to study the impact of cooperative learning on changes in cooperative behaviours and acceptance amongst pupils with learning disabilities related to risk‐taking. One hundred and sixty‐eight French first year middle school pupils participated in this study. Thirty‐six pupils with learning disabilities were mainstreamed in six ordinary classes during seven two‐hour gymnastic lessons. Three classes practised under low risk conditions and three classes performed under high risk conditions. The helping behaviours of the SEGPA pupils were observed and the acceptance of pupils was measured thanks to a sociometric questionnaire during the first and last lessons. The results showed that risk‐taking affected the helping behaviours and the acceptance of pupils with learning disabilities. These results lead us to think about the factors that could have an impact on the influence of cooperative learning structures when mainstreaming pupils with learning disabilities in physical education.  相似文献   

15.
The aims of this study were to investigate the dimensionality of internalizing problems among secondary high school pupils and to find out about their preferences for the social organization of learning formats. We wanted to see if preferences varied for pupils reporting different kinds of internalizing problems. Five hundred and one pupils in Grades 8, 9 and 10 (aged 13–16 years) from two secondary schools in a city in the south of Norway participated in the study. The results indicate that internalizing problems can be sub‐divided into symptoms of depression, symptoms of anxiety and social passive behaviour. We found a high association between symptoms of depression and symptoms of anxiety. However, scores for social passivity showed relatively low associations with symptoms of anxiety and depression. Our results indicated that all pupils with internalizing difficulties had lower than average negative preferences for most of the learning formats. Our results also suggest that depressed pupils have a particularly low preference for individual work, whereas socially passive pupils are most negative about whole class interactions.  相似文献   

16.
Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge‐transfer’ model of evidence‐based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence‐based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC‐funded ‘SHAPE’ project, which adopted a different model of evidence‐based practice, focusing on knowledge co‐construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co‐construction with school practitioners, parents and pupils. Such co‐construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence‐based practice as an alternative to the currently dominant and narrow model of knowledge transfer.  相似文献   

17.
Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.  相似文献   

18.
This research aimed to explore whether pupils’ perceptions of studying for the General Certificate of Secondary Education (GCSE) altered during the two‐year period of study of this qualification. Six hundred and forty four pupils from eight schools in outer London completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11, which elicited their responses to statements about studying. Overall, throughout the course pupils remained anxious about coursework, examinations and homework and the time required for them. There was little evidence that pupils developed an increased level of understanding about the demands of the GCSE or a wider range of study strategies to support effective learning. That the students in this research remained as uncertain about the demands of coursework and the quality of their work in Year 11 as Year 10 warrants attention from those who plan and deliver the GCSE.  相似文献   

19.
We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.  相似文献   

20.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号