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1.
《Early childhood research quarterly》1998,13(1):169-184
This study examined the underlying factor structure of a rating scale designed to assess perceived barriers and supports associated with early childhood inclusion. Participants were 201 administrators and direct service providers from the early intervention, early childhood, and special education fields and 287 parents (primarily mothers) of young children with disabilities (birth through 5 years) who received early intervention services. A four-factor solution for barriers that accounted for 41% of the total variance emerged from an exploratory factor analysis. Because one of the factors was found to have low internal consistency, a three-factor solution was used in subsequent analyses. The three factors consisted of barriers associated with early childhood program quality, community resources, and coordinating and integrating services for children with disabilities and their families. Items reflecting supports for early childhood inclusion produced a single supports factor. A confirmatory factor analysis revealed a barriers factor structure for parents that was consistent with that obtained for professionals. Background variables contributed to explaining ratings of barriers and supports among parents who differed with respect to race, education, employment status, and experience with inclusion, lending further support for the validity of the factor structure. 相似文献
2.
《Exceptionality》2013,21(4):183-189
Mild mental retardation, or mild intellectual disability, has been identified as a disability of high incidence since the early 20th century. The field has historically received significant attention in the literature as professionals have sought to understand the concept and the disability and to recommend appropriate supports and services within and beyond the field of education. The purpose of this special issue of Exceptionality is to address current issues in the field and explore promising directions. This introductory article focuses on an overview of considerations of concepts of mild mental retardation, educational supports and services, and the issue of advocacy. This article is intended to serve as a foundation for the succeeding articles within this special issue that address key concerns within the field. 相似文献
3.
Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed. 相似文献
4.
IP网络的QoS技术是当前研究的热点问题,为使IP网络能够提供高质量的服务以满足音频、视频、图像等多种业务要求,应采用合理的分配网络资源的QoS技术。基于IP网络,既能提供保证电信级QoS的业务,同时支持普通互联网业务的网络体系结构,具有良好的网络与业务扩展性。 相似文献
5.
高等教育应具备三项基本职能:培养专门人才、科学研究和服务社会。顶岗实习支教是培养专门人才不可或缺的实践环节,它的实施将高等教育和基础教育紧密链接在一起,不仅是对农村基础教育的有力支持,还对高等教育的人才培养、教育体制改革、教育科学研究、理论联系实际和服务社会等方面起着促进作用,也能对高等教育起到反馈与反拨作用,顶岗实习支教是一条价值多元的正确道路。 相似文献
6.
Summer Sides Riney 《Emotional and Behavioural Difficulties》2013,18(2):195-211
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavior supports (i.e. social skills training, functional behavioral assessment, and team collaboration). The results indicate that early intervention services that teach social skills and use functional behavioral assessments to deal with problem behaviors are beneficial to children displaying behavioral challenges. 相似文献
7.
Although increasing numbers of students with disabilities are accessing higher education, there is relatively little information about the needs of students with Asperger syndrome (AS). Crucially, students themselves have rarely been included in research examining their needs or the supports they might find helpful. Three focus groups, one with students with AS and two with staff were conducted to explore the challenges, barriers and supports to students' successful progress through one university in the UK. Thematic analysis revealed some key differences between staff and student perspectives, particularly with regard to impact of sensory sensitivities and daily life difficulties on academic progress. Students and staff also held differing views about what is helpful, relating to disclosure of diagnosis and the value of formal social supports. The study highlights the importance of developing services beyond traditional academic supports that students with AS themselves feel are valuable. 相似文献
8.
Pujitha Silva Karen Woodman Acram Taji James Travelyan Shamim Samani Hema Sharda 《European Journal of Engineering Education》2016,41(5):469-481
A survey was conducted across three Australian universities to identify the types and format of support services available for higher degree research (HDR, or MA and Ph.D.) students. The services were classified with regards to availability, location and accessibility. A comparative tool was developed to help institutions categorise their services in terms of academic, administrative, social and settlement, language and miscellaneous (other) supports. All three universities showed similarities in the type of academic support services offered, while differing in social and settlement and language support services in terms of the location and the level of accessibility of these services. The study also examined the specific support services available for culturally and linguistically diverse (CALD) students. The three universities differed in their emphases in catering to CALD needs, with their allocation of resources reflecting these differences. The organisation of these services within the universities was further assessed to determine possible factors that may influence the effective delivery of these services, by considering HDR and CALD student specific issues. The findings and tools developed by this study may be useful to HDR supervisors and university administrators in identifying key support services to better improve outcomes for the HDR students and universities. 相似文献
9.
Erica Melis Giorgi Goguadze Martin Homik Paul Libbrecht Carsten Ullrich Stefan Winterstein 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):405-423
ActiveMath is a complex web‐based adaptive learning environment with a number of components and interactive learning tools. The basis for handling semantics of learning content is provided by its semantic (mathematics) content markup, which is additionally annotated with educational metadata. Several components, tools and external services can make use of that content markup, eg, a course generator, a semantic search engine and user input evaluation services. The components and services have to communicate, pass content and state changes, actions, etc including mathematical semantics and educational markup. The novel event infrastructure supports this communication. This paper focuses on the usage of the content's semantics by selected novel components and sketches the communication. 相似文献
10.
Differential Impact Theory (DIT) can help explain which services and supports work best for which young people at which levels of risk exposure. As a complement to a growing understanding of how a child’s genetic and phenotypic traits influence treatment outcomes, DIT focuses attention on the relative impact of a child’s environment on psychosocial development. In this article, three principles of DIT will be discussed: (1) demands of higher level systems compel individuals to adapt; (2) the factors that influence individual change the most depend on the individual’s degree of risk exposure; and (3) the more complex the challenges an individual faces, the more complex the systems required to improve functioning. Two detailed case studies based on interviews and multiple file reviews will be used to illustrate these principles of DIT. Both case studies were drawn from a study of young people (average age 16.1 years) who were clients of multiple social services. While support for DIT requires further study, findings presented in this paper demonstrate the potential of the theory to explain the differential impact of services and supports on young people’s developmental trajectories where there has been exposure to high levels of risk. The application of DIT to service design is also discussed. 相似文献
11.
WU Shao-fei 《重庆大学学报(英文版)》2008,7(1):69-72
Using the services provided by virtual enterprises, we presented a solution to implement flexible inter-enterprise workflow management. Services were the responses of events that can be accessed programmatically on the Internet by HTTP protocol. Services were obtained according to some standardized service templates. The workflow engine＇s flexible control to a request was bound to appropriate services and their providers by using a constraint-based, dynamic binding mechanism. Hence, a flexible and collaborative business was achieved. The workflow management system supports virtual enterprise, and the styles of virtual enterprises can be adjusted readily to adapt various situations. 相似文献
12.
This article draws on stories of success in higher education by mature-age students of diverse backgrounds to highlight some key implications for institutional support. We begin by reviewing the post-World War II background of mature-age study in Australian higher education to provide a context for presenting some major findings from a small, in-depth research project. We examine these findings to focus on the role of institutional support in the success of mature-age students, particularly given recent sectoral factors affecting their access and support. The study findings show students’ primary supports were families and friends. Participants all belonged to equity categories as designated by the Australian government, but many did not use institutional supports. Some lacked the confidence to approach staff; others were unaware support services existed or lacked the time to access them. The participants’ stories demonstrate the complex disadvantages experienced by mature-age students. They highlight universities’ need to ensure support services are ‘student-centred’ in order to ensure improved educational and equity outcomes for their mature-age student populations. 相似文献
13.
加拿大职业教育的管理机制及与政府间关系 总被引：1，自引：0，他引：1
加拿大职业教育经过近百年的发展,现已形成了体制健全、结构合理、特色鲜明的职教体系。加拿大职业教育主要归属各省教育主管部门管理,联邦政府以及全国性的非官方或准官方组织也对职业教育提供间接支持与导向和多样化的服务。 相似文献
14.
This article presents the results of a study of the impacts of accessible neighborhood and school service delivery formats for front-line child protection services within a flexible response model of child welfare in southwest Ontario, Canada. More specifically, this article looks at the contributions that these accessible service delivery models made to: (a) clients willingness to ask for help, (b) establishing constructive helping relationships, (c) accessing services and supports, (d) bridging the gap between mandated and supportive services, and (e) community engagement. The article also shows how the existing child protection service template constrained the accomplishments possible through these service delivery innovations. Accessible and central service delivery sites differed in notable ways in each of these areas. 相似文献
15.
Foster parents need access to supports and resources in order to be satisfied with their caregiving role and continue providing foster care services. However, they often experience multiple demands in their role as a substitute caregiver that could lead to stress. Child behaviors especially may be a significant factor when considering sources of strain and may be a potential risk factor for negative outcomes such as dissatisfaction or the decision to discontinue providing foster care. The purpose of this study was to examine whether child disruptive behaviors moderated or influenced the nature or strength of the relationship between foster parent supports and satisfaction as a caregiver as well as intent to continue fostering. The sample consisted of 155 licensed foster caregivers from across the United States. Child behaviors served as a significant moderator between some types of supports and satisfaction. Implications for future research, practice, and policy are discussed. 相似文献
16.
Timothy B. Smith Li-Chen Chin Arpana G. Inman Jennifer Hudson Findling 《Journal of College Counseling》1999,2(2):188-190
International students often face challenges in adjusting to their new environment without the use of local supports such as counseling. This article suggests how universities can form an outreach support group that encourages the participation of international students by minimizing the stigma associated with using mental health services and by addressing relevant practical and emotional issues that international students face. 相似文献
17.
Emilia C. Lopez 《Journal of educational and psychological consultation》2013,23(4):263-265
We support role changes for educational and psychological consultants who work with children and youth with disabilities as they make important transitions. Principles derived from critical pedagogy and disability studies could provide the theoretical framework for the proposed shift in roles that change the basis on which consulting services are provided. Rather than needs-based services that focus on helping individuals with disabilities cope with deficits, this article supports an empowering person-centered, strength-based orientation tied to perceptions of the individual as competent and complex. We offer recommendations for transition consultants, researchers, and practitioners that could result in more widespread implementation of the principles of critical pedagogy and disability studies. 相似文献
18.
《Journal of educational and psychological consultation》2013,23(3):281-283
Comprehensive services for children and families bring together an array of formal services and informal supports and make them available and accessible at the community level with a goal of improving the well-being of children and families. Since the early 1970s, federal policy has moved between periods of support for integrating services and support for separate and discrete programs. Three streams of change in the federal role in comprehensive services are traced over the past 10 years: (a) a change from supporting the process of integrating services to providing incentives for achieving results for children and families, (b) a change from focusing on service providers to focusing on customers, and (c) a change from supporting projects to changing the systems that serve children and families. Despite these changes and the devolution of responsibility for many social programs to the states, there is still a need for a federal role in supporting system change to serve children and families. The federal government can be most effective when a high-level agency takes on a leadership and coordinating role in support of comprehensive community efforts. 相似文献
19.
柳州职业技术学院市场营销专业以特色专业建设为龙头,以核心课程建设为载体,通过与区域内有代表性的企业合作,在人才培养模式改革、课程建设、实践教学条件建设、师资队伍建设、社会服务建设等方面打造专业特色,对高职市场营销专业建设作出了积极探索。 相似文献
20.
J.F. Phelan 《The Journal of Agricultural Education and Extension》2013,19(3):7-14
Abstract Rural areas are changing and extension if it is to remain relevant must meet the current needs of rural people. Over 50% of farm households in Ireland will have difficulty in maintaining viability and many farm households have an increasing dependence on off-farm earned income and on social transfers. The Irish advisory service Teagasc strongly supports the development of a competitive agriculture and although charging for some of its services is still heavily subsidised by state funding. The number of people employed by Teagsac is falling and it is suffering from an embargo on the recruitment of new staff. Other broader based rural development type extension services are emerging. The role that traditional extension services should play is now a critical issue and its response may determine whether it lives or dies. 相似文献