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1.
《Support for Learning》2003,18(2):93-96
Books reviewed in this article: Rita Cheminais, Developing Inclusive School Practice Chris Abbott (ed.), Special Educational Needs and the Internet: Issues for the Inclusive Classroom The Royal National Institute for Deaf People, Guidelines for mainstream teachers with deaf pupils in their class Education Guidelines Project Nita Jackson, Standing Down Falling Up — Asperger's Syndrome from the Inside Out Jim Docking, revised and updated by Michelle MacGrath (3rd edition), Managing Behaviour in the Primary School Sheila M. Oglethorpe (2nd edition), Instrumental music for dyslexics: A Teaching Handbook Diana Seach, Michele Lloyd and Miranda Preston, Supporting Children with Autism in Mainstream Schools 相似文献
2.
《Support for Learning》2005,20(4):204-207
Book reviewed in this article: Overcoming Dyslexia: Resource Book 1 Hilary Broomfield Whurr Practical Pre‐School: Exploring Emotions Ros Bayley Inclusion at the Crossroads: Special Education – Concepts and Values Michael Farrell Inclusive Education – A practical guide to supporting diversity in the classroom Tim Loreman, Joanne Deppler and David Harvey Crossing the Minefield: Establishing safe passage through the sensory chaos of autistic spectrum disorder Phoebe Caldwell Understanding Children's Learning: a text for teaching assistants Claire Alfrey (ed) Understanding and using Spoken Language: Games for 7 to year olds Cathering Delamain and Jill Spring 相似文献
3.
Melanie Killen Amanda R. Burkholder Alexander P. D'Esterre Riley N. Sims Jacquelyn Glidden Kathryn M. Yee Katherine V. Luken Raz Laura Elenbaas Michael T. Rizzo Bonnie Woodward Arvid Samuelson Tracy M. Sweet Laura M. Stapleton 《Child development》2022,93(3):732-750
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science. 相似文献
4.
《Support for Learning》2006,21(4):217-220
Books reviewed in this article: Language and Communication Difficulties Dimitra Hartas Managing Behaviour in the Early Years Janet Kay Step by Step Hannah Mortimer Inclusion in the Early Years: Critical Analyses and Enabling Narratives Cathy Nutbrown and Peter Clough Why Do You Do That? A Book about Tourette Syndrome for Children and Young People Uttom Chowdhury and Mary Robertson Learning Styles and Inclusion Gavin Reid First Choices Margaret Collins 相似文献
5.
Research Findings: Prior research indicates that shared book reading is an effective method for teaching biological concepts to young children. Adult questioning during reading enhances children’s comprehension. We investigated whether adult prompting during the reading of an electronic book enhanced children’s understanding of a biological concept. Ninety-one 4-year-olds read about camouflage in 3 conditions. We varied how prompts were provided: (a) read by the book, (b) read by a researcher, or (c) given face to face by the researcher. There was an interaction between children’s initial vocabulary level and condition. Children with low vocabulary scores gave fewer camouflage responses than their high-vocabulary peers, and this effect was particularly pronounced in the book-read condition. Children’s executive function was also measured and discussed. Practice or Policy: Our findings indicate that under some circumstances electronic prompts built into touchscreen books can be as effective at supporting conceptual development as the same prompts provided by a coreading adult. However, children with low vocabulary skills may be particularly supported by adult-led prompting. We suggest that adult prompting be used to motivate children to test and revise their own biological theories. Once children have learned strategies for updating their concepts, electronic prompting may be useful for scaffolding children’s transition to using the strategies when reading alone. 相似文献
6.
《Teaching Statistics》1989,11(3):91-93
Books Reviewed in this Article: Statistics Template Practical Statistics By Mary Rouncefield and Peter Holmes. Practical Statistics By S. S. Cohen. Statistics for G.C.S.E. By Helen Wright. Pass Packs PROLOG, Children and Students By J. Nichol, J. Briggs and J. Dean (eds.). 相似文献
7.
Allison P. Mugno Lindsay C. Malloy Daniel A. Waschbusch William E. Pelham Jr. Victoria Talwar 《Child development》2019,90(3):774-789
Children's lie-telling is surprisingly understudied among children with significant behavioral problems. In the present study, experimental paradigms were used to examine antisocial lie-telling among ethnically diverse 5- to 10-year-old children with disruptive behavior disorders (DBD; n = 71) and a typically developing (TD) comparison sample (n = 50) recruited from a southeastern state from 2013 to 2014. Children completed two games that measured the prevalence and skill of their lies: (a) for personal gain and (b) to conceal wrongdoing. Children with DBD were more likely to lie for personal gain than TD children. With age, children were more likely to lie to conceal wrongdoing, but the reverse was true regarding lies for personal gain. Results advance knowledge concerning individual differences in children's lie-telling. 相似文献
8.
Research Findings: Children’s ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children’s narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980–2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children’s storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children. 相似文献
9.
《British Journal of Special Education》2005,32(3):168-172
Book reviewed in this articles:
School Inclusion in Iceland: the cloak of invisibility Dora S. Bjarnason
Researching Learning Difficulties: a guide for practitioners Jill Porter and Penny Lacey
Siblings – coming unstuck and putting back the pieces: stories of everyday life with children who are different Kate Strohm
Inclusive Education – readings and reflections Gary Thomas and Mark Vaughan (eds)
The Adolescent with Developmental Co-ordination Disorder (DCD) Amanda Kirby
ADHD: How to Deal with Very Difficult Children Alan Train
Psychology for Teaching Assistants Christopher Arnold and Jane Yeomans 相似文献
School Inclusion in Iceland: the cloak of invisibility Dora S. Bjarnason
Researching Learning Difficulties: a guide for practitioners Jill Porter and Penny Lacey
Siblings – coming unstuck and putting back the pieces: stories of everyday life with children who are different Kate Strohm
Inclusive Education – readings and reflections Gary Thomas and Mark Vaughan (eds)
The Adolescent with Developmental Co-ordination Disorder (DCD) Amanda Kirby
ADHD: How to Deal with Very Difficult Children Alan Train
Psychology for Teaching Assistants Christopher Arnold and Jane Yeomans 相似文献
10.
Karyn Hartz Amanda P. Williford Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions. 相似文献
11.
Sarah P. McGeown Rhona S. Johnston Jo Walker Kathryn Howatson Ann Stockburn Paul Dufton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):389-402
Background: While there is a considerable body of research exploring the relationship between older primary school children’s reading attitudes, confidence and attainment, there is a noticeable lack of research with younger children. Furthermore, there is relatively little research exploring the extent to which children’s reading attitudes, confidence and attainment are related to their enjoyment of learning to read.Purpose: To understand the relationship between young children’s reading attitudes, reading confidence, enjoyment of learning to read and reading attainment.Sample: Two hundred and three children (103 boys) with an average age of 6 years and 9 months (.32 years standard deviation) participated in this study. Children were from 11 primary schools in England, located within a wide range of socio-economic neighbourhoods.Design and methods: All children completed questionnaires examining their attitudes to reading, reading confidence (using Progress in International Reading Literacy Study items) and enjoyment of learning to read. Children also completed an assessment of word reading. All assessments were administered individually.Results: Children’s attitudes to reading, reading confidence and enjoyment of learning to read correlated with their word reading skill; however, only reading attitudes and reading confidence predicted variance in reading success. With regard to gender differences, girls reported more positive reading attitudes than boys, even after controlling for differences in reading skill.Conclusions: Results highlight that the relationship between children’s reading skills and the affective aspects of learning to read develops from a young age. Therefore, methods of reading instruction need to foster affective aspects of reading, in addition to developing cognitive skills to best support young children’s reading development. 相似文献
12.
《British Journal of Special Education》2003,30(3):167-171
Books reviewed in this article:
Kate Wall, Special Needs and the Early Years
Tessa Knott (ed.), An Introduction to Special Educational Needs in Early Years
Linda Watson, Spotlight on Special Educational Needs: Hearing impairment
John Thacker, Dave Strudwick and Elly Babbedge, Educating children with emotional and behavioural difficulties: Inclusive practice in mainstream schools
David Allen (ed.), Ethical Approaches to Physical Interventions: Responding to challenging behaviour in people with intellectual disabilities
Rebecca A. Moyes, Addressing the Challenging Behaviour of Children with High-functioning Autism/Asperger Syndrome in the Classroom: A guide for teachers and parents
Lisa Pyles, Hitchhiking through Asperger Syndrome 相似文献
Kate Wall, Special Needs and the Early Years
Tessa Knott (ed.), An Introduction to Special Educational Needs in Early Years
Linda Watson, Spotlight on Special Educational Needs: Hearing impairment
John Thacker, Dave Strudwick and Elly Babbedge, Educating children with emotional and behavioural difficulties: Inclusive practice in mainstream schools
David Allen (ed.), Ethical Approaches to Physical Interventions: Responding to challenging behaviour in people with intellectual disabilities
Rebecca A. Moyes, Addressing the Challenging Behaviour of Children with High-functioning Autism/Asperger Syndrome in the Classroom: A guide for teachers and parents
Lisa Pyles, Hitchhiking through Asperger Syndrome 相似文献
13.
《International Journal of Research & Method in Education》2013,36(2):206-222
Assumptions about a child's competence to voice an opinion often inhibit efforts to find effective methods for participation. Answers to questions are sought from the significant adults who surround a child [Morris, J. 2003. “Including All Children: Finding Out about the Experiences of Children with Communication and/or Cognitive Impairments.” Children and Society 17: 337–348.]. Indeed, methods that ask adults rather than children about children's lives have often been justified as the only way in which a ‘truth’ [Westcott, H. L., and K. S. Littleton. 2005. “Exploring Meaning in Interviews with Children.” In Researching Children's Experience: Approaches and Methods. London: Sage] may be established as to how it feels to be that child, whatever their age. This stance has been increasingly challenged [Clark, A., and P. Moss 2001. Listening to Young Children the Mosaic Approach. Norwich: National Children's Bureau] with the argument that only by ‘giving them a direct and unfettered voice’ [Winter, K. 2006. “Widening Our Knowledge Concerning Young Looked After Children: The Case for Research Using Sociological Models of Childhood.” Child and Family Social Work 11: 55–64; Winter, K. 2010. “Ascertaining the Perspectives of Young Children in Care: Case Studies using Reality Boxes.” Children and Society: The International Journal of Childhood and Children's Services 61] can children's views be properly sought and represented. Research looking at the experiences of children when they were taken into the care of the local authority meant that some difficult, complex, sometimes painful questions may be asked. In this paper, I explore the development and use of creative, interactive methods with children aged 4–13 that facilitated their participation and avoided causing undue distress. I also debate the importance of engaging with children where their circumstances and past experiences are distressful arguing that a relationship where listening carefully is paramount enables the child's voice to be heard. 相似文献
14.
Jeannette Mancilla-Martinez Jennifer Wallace Jacoby 《Early education and development》2018,29(4):563-580
Research Findings: This longitudinal study investigated the Spanish vocabulary development of dual-language-learning (DLL) children (N = 150) from Spanish-speaking, low-income, predominantly immigrant homes who were enrolled in a state-funded preschool program that provided instruction in Spanish. Children’s Spanish vocabulary trajectories were examined, as were patterns of co-occurring risk. In addition, the relation of individual and cumulative risk factors at preschool entry on Spanish vocabulary development was explored. Findings reveal that, on average, children’s receptive Spanish vocabulary skills, which started below age-level norms at the beginning of the preschool year, grew to surpass age-level norms by the end of the year. These gains were made despite children facing, on average, eight risk factors. The investigation of patterns of co-occurring risk and the effect of individual risk factors on Spanish vocabulary outcomes reveal that some social risk factors, such as having an unemployed parent, might function as a protective factor in this population. Practice or Policy: This study paves the way for future work in determining the role of native-language instruction for supporting language growth among DLL children. In addition, it expands the research literature on the nature and influence of social and economic risks in this population of children. 相似文献
15.
Lesley Powell Mollie Gilchrist Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199
This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day. 相似文献
16.
《British Journal of Special Education》1999,26(4):227-231
Books reviewed:
M. E. Thomson and E. J. Watkins, Dyslexia: a Teaching Handbook
P. Howlin, S. Baron-Cohen and J. Hadwin, Teaching Children with Autism to Mind-Read: a Practical Guide
Steve Rayner and Peter Ribbins, Headteachers and Leadership in Special Education
M. Aarons and M. Gittins, Autism: a Social Skills Approach for Children and Adolescents
C. Anthony, My Son, My Son – A Father's Desperate Struggle
Bernie Stringer and Madan Mal, A Solution Focused Approach to Anger Management with Children (A Group Work Manual for Practitioners)
Diana Rogers Atkinson and Penny Griffith (eds), Communication Disorders and Children with Psychiatric and Behavioural Disorders
Keith Ballard (ed.), Inclusive Education: International Voices on Disability and Justice 相似文献
M. E. Thomson and E. J. Watkins, Dyslexia: a Teaching Handbook
P. Howlin, S. Baron-Cohen and J. Hadwin, Teaching Children with Autism to Mind-Read: a Practical Guide
Steve Rayner and Peter Ribbins, Headteachers and Leadership in Special Education
M. Aarons and M. Gittins, Autism: a Social Skills Approach for Children and Adolescents
C. Anthony, My Son, My Son – A Father's Desperate Struggle
Bernie Stringer and Madan Mal, A Solution Focused Approach to Anger Management with Children (A Group Work Manual for Practitioners)
Diana Rogers Atkinson and Penny Griffith (eds), Communication Disorders and Children with Psychiatric and Behavioural Disorders
Keith Ballard (ed.), Inclusive Education: International Voices on Disability and Justice 相似文献
17.
18.
Komi Mawouli GBEBE 《European Journal of Education》2023,58(2):289-298
In the concept of inclusive education, the adjective inclusive stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's Education For All agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation Humanity & Inclusion. A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of inclusive education as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed. 相似文献
19.
《Literacy》1985,19(2):117-123
Books for minority groups of children Ajitsaria Aruna: The Tiger and the Woodpecker. A Book for Younger Children Felicia Law: Darwin and the Voyage of the Beagle , with illustrations by Judy Brook. Books for Older Children Janni Howker: The Nature of the Beast . Books for Teachers Margaret L. Peters: Spelling: Caught or Taught? A New Look. E. Lunzer and K. Gardner-. Learning from the Written Word. Jane Miller (Ed.): Eccentric Propositions. Essays on Literature and the Curriculum. 相似文献
20.
《Assessment Update》2011,23(4):1-16
ARTICLES A Snapshot of Chemistry Faculty Members' Awareness of Departmental Assessment Efforts Mary Elizabeth Emenike, Jacob D. Schroeder, Kristen L. Murphy, Thomas Holme Engaging Colleagues' Final Examinations: Learning From a Hong Kong Model to Promote Mindful Practice Bradley A. Gangnon, Constance C. Milbourne Any Questions? Mary Lou D'Allegro Connecting Assessment to Resource Allocation: A Demonstration Project at Queens University of Charlotte Jamie B. Slater, Timothy E. Burson, John A. McArthur COLUMN Assessment Measures Gary R. Pike 相似文献