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1.
Aim: To explore teacher’s perceptions of barriers and facilitators to physical activity (PA), including enabling, reinforcing and predisposing factors amongst children and young people (CYP) with intellectual disabilities (ID). Method and procedures: The Youth Physical Activity Promotion (YPAP) Model was used to inform semi-structured focus groups to explore PA of CYP with ID. Participants were 23 (9 male) teachers and teaching assistants, from three special educational needs (SEN) schools (1?=?Primary, 2?=?Secondary) within North West England. Three focus groups were held with between six and eight participants, audio and video recorded and data transcribed. Data were inductively and deductively analysed using Nvivo and represented through pen profiles. Results: Three pen profiles were developed and structured around YPAP Model to display themes within the data. Enabling factors (facilities (n?=?23) and activity type (n?=?39)); reinforcing factors (influences of peers (n?=?23), family (n?=?10) and teachers (n?=?19) to PA engagement); and predisposing factors (healthy lifestyle (n?=?15), enjoyment of PA (n?=?14), adaptations for PA (n?=?10), structured play (n?=?10), effects of disability on PA (n?=?8) and the CYPs attitudes towards PA (n?=?8)). Conclusion: CYP with ID enjoy engaging in PA, particularly activities that are of a fun and unstructured nature which allow for progression of skills and promote independence. Participants recognised that they, as teachers, had an influence on the CYP’s PA engagement, however suggested that parents have the most influential role. Similar to previous research, participants noted that CYP with ID had a lack of understanding as regards the importance of PA engagement and its benefits to health. It is suggested a strong home–school link for CYP within SEN schools could prove to be a key facilitator for active and healthy lifestyles education and choices.  相似文献   

2.
Background: Across Europe and the Nordic countries, it is widely agreed that the high proportion of 15–30-year olds not in employment, education or training is a challenge, which needs to be tackled by focusing on education. The political and institutional focus is on individual training readiness, individual qualification processes, individual building of confidence in oneself and so forth, culminating in an overall individual perspective.

Purpose: The study argues for a shift in focus away from an individual perspective on young people on the margins of education and towards a relational perspective that takes the social environment and the education system into account.

Sample: Respondents were 20 young people aged 17–24 who were participating in a specific project in a provincial town in Denmark, the aim of which was to encourage the youths to re-enter education.

Design and methods: Qualitative data were collected through: (1) 40 semi-structured qualitative interviews with 11 young people on the margins of the education system, and (2) observations of 11 respondents’ participation in educational activity. The analysis was based on relational and social constructionist theories.

Findings: The analysis of data from this small-scale study provides evidence to suggest that a shift in the current focus on the individual young person on the margins of education is needed. The concept of ‘educational trust’ is introduced as a supplement to the individual concept of self-confidence in order to capture the socially constructed aspects of the young adult’s participation in education.

Conclusions: We identify three overall components of educational trust: (1) social security and recognition, (2) flexibility in structures and (3) progression in skills. The concept of educational trust, it is suggested, creates a shift in focus from the individual young person to the role and function of the education system in aiming to reach the target of more young people completing education.  相似文献   

3.
Deciding on a secondary school for children with autism is notoriously difficult for parents. While current UK legislation emphasises the choice that parents of children with special educational needs should have in educational decision-making, there is a dearth of research in this area, which means that little is known about how parents come to make decisions about secondary school placements and the types of support, if any, they receive from professionals. The present study aimed to determine the factors that immediately influence secondary school choice for young people with autism in one London local authority from the perspectives of multiple informants. Semi-structured interviews were conducted with parents of children with autism (n?=?7), young people themselves prior to secondary school entry (n?=?6), parent advisors (n?=?5) and secondary school professionals (n?=?5). Parents emphasised the anxiety and burden of the decision-making process. There was, however, substantial agreement among adult groups on the factors necessary for a successful secondary school placement: a nurturing, flexible and inclusive environment that emphasised both academic and life skills. Few adults, however, mentioned the importance of children's social relationships – a factor that featured prominently in the reports of young people. These findings highlight both the different perceptions of those involved in making decisions about the educational placements of children with autism and the challenges associated with weighing up these potentially conflicting perspectives. More work is needed to ensure both that information is transparent and accessible to all parents and that young people are actively involved in decisions that ultimately affect their lives.  相似文献   

4.
ABSTRACT

The focus of research to date has been on barriers rather than facilitating factors to participation for wheelchair users at higher education institutions (HEIs). This article reports on a single case study that explored the facilitating factors which contributed to a young male student with a spinal cord injury’s participation at a South African university. Semi-structured interviews were conducted with the student and two peers whom he identified as key informants. The interviews focused on exploring his lived experience to identify factors which the participants perceived as facilitators to participation at university. The four most prominent facilitating factors that emerged during the data analysis were his drive, attitude, disposition and relationships. As the young man fully engaged in a variety of occupations at university, his sense of independence and self-worth were enhanced, which in turn led to him having a meaningful and productive university life, being able to manage any of the barriers he encountered on campus.  相似文献   

5.
ABSTRACT

In England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they offer young people in care; what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes; how schools support young people in care; and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified informed by the literature on the education of children in care. The paper draws out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care.  相似文献   

6.
BackgroundHomeless, runaway, and youth exiting foster care are vulnerable to sexual exploitation, but little research has parsed the societal, community, and individual factors that contribute to their risk.Objectives(1) To estimate child welfare characteristics in a sample of homeless young people who engaged in commercial sex (CS); and (2) To compare young people who were sex trafficked (ST) to those who engaged in some other form of CS.Participants and settingThis study includes 98 homeless young people in Philadelphia, PA, Phoenix, AZ, and Washington, DC, who were interviewed for a larger study of ST and endorsed engagement in CS.MethodsWe used a non-probability, purposive, maximum variation sampling procedure. Interviews were recorded and responses were simultaneously noted on a standardized interview form. Data were analyzed through means, frequencies, and bivariate tests of association.ResultsAverage age of the full sample of 98 homeless young people was 20.9 years; 48% were female and 50% were Black/African American. Forty-six percent of the full sample was sex trafficked. The full sample and the victims of ST differed significantly in three child welfare characteristics, with the ST group more likely to have been maltreated as children, more likely to have had family involvement with the child welfare system (CWS), and more likely to report higher rates of living someplace other than with their biological parents as children.ConclusionsST victims differ from those who engaged in other forms of CS in histories of maltreatment, involvement with the CWS, and exposure to residential instability while growing up.  相似文献   

7.
Background: Increasing numbers of children are facing health problems as a result of physical inactivity. Besides the home, school is a natural place to promote children’s daily physical activity (PA). Knowledge about factors promoting or preventing children’s PA at school, from the perspective of children, is limited.

Purpose: The purpose of this study is to learn the factors that eight- and nine-year-old schoolchildren identify from their school environment related to physical activity during their school day. This study was established as a sub-project within a larger, sixteen-country collaboration project by HEPCOM (Promoting Healthy Eating and Physical Activity in Local Communities) and reports on a piloting phase.

Sample: Finnish second-graders (age 8–9 years, n = 22) from one primary school participated in the study.

Method: A photo-elicitation methodology was used, including photographs taken by children and interviews in groups based on the photographs. The data were analysed qualitatively by inductive content analysis.

Results: The children described factors appearing in the physical environment, such as the playground, and those in the nonmaterial, abstract environment, such as the weather. According to the findings, three categories emerged: (1) personal and economic, related to children’s individual preferences and opportunities; (2) sociocultural, related to friends and belonging in a group; and (3) environmental, related to physical and political outdoor and indoor solutions at the school, as well as to policies and rules in the school community. Children emphasised the importance of friends and games, but play areas were also experienced as significant. Based on children’s experiences, rules and laws direct all activities at school, which was not always perceived as a positive thing.

Conclusions: Although the findings of this small-scale study cannot be generalised, the children’s perceptions suggest some crucial areas for future research. Playing and exercising during the school day are important in fulfilling the recommendations for daily PA for children, as well as in promoting their mental and social health. To enable equal possibilities for an active lifestyle for all children at school, positive and encouraging adults, as well as age-appropriate and safe infrastructure, are needed. The children’s day should be viewed as a whole, not as single situations, where physical activities are offered.  相似文献   

8.
Harmful sexual behavior carried out by children and young people accounts for about half of all child sexual abuse perpetration. The aim of this study was to draw on the insights of young people who had been sexually abusive to enhance the current prevention agenda. The study involved semi-structured interviews with 14 young people and six treatment-providing workers. Sampling was purposive and the young people had previously completed a treatment program for harmful sexual behaviour in Victoria, Australia. The young people were approached as experts based on their previous experience of engaging in harmful sexual behavior. At the same time, their past abusive behavior was not condoned or minimised. Constructivist Grounded Theory was used to analyse the qualitative data. Opportunities for preventing harmful sexual behavior were the focus of the interviews with young people and workers. The research identified three opportunities for prevention, which involved acting on behalf of children and young people to: reform their sexuality education; redress their victimization experiences; and help their management of pornography. These opportunities could inform the design of initiatives to enhance the prevention agenda.  相似文献   

9.
The performance of children and young adults with Down syndrome (DS) on reading subskills and nonword reading was investigated. The performance of the participants with DS (N = 42) was compared to that of typically developing (N = 36) peers matched on fluid intelligence abilities. The study accounted for the different depths in orthography presented by the two languages. The independent samples t-test, Mann–Whitney U-test, ANCOVA and correlation analysis were used to analyse the data. This study identified that the participants with DS had several strengths, such as nonword reading, visual discrimination (VD) and phonological awareness. Verbal short-term memory, visual perceptual processing skills other than VD and rhyming skills were identified as weaker in DS compared with the control group. Results call for educators to expose readers with DS to a phonological approach to reading while accommodating difficulties in VSTM.  相似文献   

10.
Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling.

Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science.

Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations.

Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science.

Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science.

Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences.  相似文献   

11.
Background: The concept of NEET (young people not in employment, education or training) was introduced to capture the varieties of youth labour market disengagement and has become a standard statistical indicator for labour market performance. However, it is criticised for simplifying the heterogeneity of young people in problematic youth transitions and for emphasising their deficiencies in terms of affiliation to key institutions in youth transitions.

Purpose: The article contributes to the research on youth transitions by offering a narrative perspective on the status of NEET. Its purpose is to investigate how NEET periods are embedded and reflected within biographical action and self-perceptions.

Sample: The article is based on the analysis of 21 cases from a qualitative longitudinal study about coping strategies of secondary school-leavers in school-to-work transitions in a city in the west of Germany (altogether, 180 interviews were conducted). During the first wave of interviewing in 2012, the young men and women were 16–20 years old.

Design and methods: In order to reconstruct the young people’s biographical experiences of the transition as well as their interpretations of these experiences qualitative problem-centred interviews were carried out over three waves of data collection. The qualitative analysis combined case reconstructions with cross-case analysis of typical narratives, which focused on the identification of key themes organising the biographical orientation of the young people.

Results: In biographical accounts, analysis revealed that NEET periods are embedded in analytically distinguishable rival narratives that establish different selective perspectives on events, choices and experiences. We identify seven main narratives related to the topics of vocational status, self-actualisation, meaningful activity, convenience, money, leisure and life problems. Young people are well aware of the problematic nature of NEET status. On the level of action, they try to avoid or exit them by accepting precarious and de-qualifying activities; on the level of biographical reflection, they use rival narratives to re-embed the NEET experience, to bypass it or avoid mentioning it altogether. We suggest calling this phenomenon ‘NEET in disguise’ (NID) referring to acts of system justification.

Conclusions: This article shows how young people struggle to avoid and conceal the problematic status of NEET and thus, contribute to the institutionally suggested normalisation of biographical discontinuities.  相似文献   

12.
《Support for Learning》2005,20(4):181-189
In this article Alison Partridge considers two examples of developing the participation and inclusion of children and young people in public decision‐making in Oxfordshire. The projects are compared with research findings focusing on the impact of participation on children, young people, adults and organisations. The author highlights the value and the challenges of such activity and outlines the learning in relation to developing a culture of participation within organisations. She concludes positively in relation to the depth of the contribution and the creativity that children and young people bring to decision‐making, while emphasising that the commitment, skills and resources required to effectively embed such approaches are considerable. At root involving young people in public decision‐making demands a willingness to challenge deeply held assumptions about children's rights and the existing power relationships between adults, professionals, organisations and children and young people.  相似文献   

13.
The present study examined the factors influencing childcare workers’ promotion of physical activity (PA) among children aged 0–4?years, a particularly interesting context because of the increasing number of children attending childcare. Twenty Dutch childcare workers were interviewed. The interviews revealed some important barriers to the promotion of children’s PA: lack of facilities and time; rules and policies regarding safety and daily duties; non-cooperative colleagues; a large range of ages of children; poor weather; unsuitable clothing and lack of communication with parents. The respondents identified the parents rather than themselves as persons responsible for promoting children’s PA. Parents and childcare workers could improve their communication regarding children’s PA. Childcare centres could review their internal policies and provide workshops teaching childcare workers how to promote children’s PA.  相似文献   

14.
Several arguments have been put forward about the benefits of young people carrying out their own social science research in terms of empowering their voices and their participation. Much less attention has been paid to investigating the understandings young people develop about the research process itself. Seven twelve-year olds carried out self-directed social science research into a topic of their choice. Towards the end of their six months experience, we used a questionnaire and follow-up semi-structured interviews to investigate, from a sociocultural perspective, what the young people thought about being a researcher. Thematic analysis of the interviews identified three themes and eight subthemes suggesting that they were aware of: the need to demonstrate researcher/research integrity (be thorough, truthful, orderly, and have a good understanding of research process); the need for good interpersonal skills and standards, and good self-management skills (be resilient, agentic, committed and good at time management). We discuss how first-hand social science research experience might: be relevant to several areas of schooling; give young people experience of the personal characteristics important for success; help young people to realise that they can be social science researchers, and offer advanced and novel learning experiences outside the constraints of the school curriculum.  相似文献   

15.
Abstract

This paper examines how young people account for choosing mathematical subjects, and how these processes sustain, or not, their continued participation. It draws on a 2-year qualitative study of 24 young people’s accounts of following advanced mathematical pathways within a widening participation programme. Working within a post-structural framework, I combine two arguments: firstly, that local discourses of time, age and maturity position contemporary adolescence as a time of ‘becoming’ that aligns personal aspirations with mathematical progress, and secondly that students’ accounts of choice and aspiration require multiple imaginings of present and future selves. I identify distinct discourses –moving/improving and getting ahead - that structure the intelligibility of participation in mathematics and further mathematics respectively. I argue that tracing the alignments between students’ accounts of themselves and/ in mathematics offers potential to understand emergent practices in mathematics participation but also how exclusions are re-inscribed along classed and gendered lines.  相似文献   

16.
ABSTRACT

In this article we consider the rights of children and young people with special educational needs and disabilities in England, introduced under the Children and Families Act 2014, within the context of the wider reforms made by the Act. Drawing primarily on key informant interviews conducted as part of an ESRC project on Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), and making reference to the international framework of children’s and disabled persons’ rights, we present an analysis of the (mostly professional) viewpoints gathered and what they tell us about the progress towards the realisation of children and young people’s autonomy and agency in this field.  相似文献   

17.
The astronomy concepts of 345 young people were studied over a 10‐year period using a multi‐media, multi‐modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on conceptual coherence versus knowledge‐in‐pieces, distinguishing between coherence as revealed in the representational systems at any particular stage in a young person’s development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high correlation of concept representations between the media used to assess subjects’ understanding within a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects’ representations of basic static concepts (e.g. the shape of the Earth); and (5) improved understanding of basic dynamic concepts (e.g. the motion of the Earth) and complex dynamic concepts (e.g. seasons and eclipses), through “knowledge‐skill compounding”. The research findings supported conceptual coherence and rejected the counter argument of knowledge‐in‐pieces (at an alpha level of .05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people.  相似文献   

18.
We aimed to assess the impact of Project Spraoi: a school-based physical activity (PA) and nutrition intervention that reached 473 primary school children and 43 school staff in Cork (Ireland). Four primary schools (2 intervention, 2 control) with similar characteristics participated and for 2 school years, intervention schools were assigned an ‘Energizer’, who promoted PA and healthy eating. A subsample of children from the intervention schools (n?=?106) and matching controls (n?=?125) had measures of body mass, waist circumference, blood pressure, fitness, nutritional knowledge/attitudes and PA recorded at baseline and after 2 school years. Process evaluation techniques assessed the impact of the intervention on teachers, parents and children. Analysis of covariance revealed the intervention was associated with smaller waist circumference relative to gender and age (p?<?0.0005), slower resting heart rate (p?=?0.003) and favourable nutritional attitudes among 10 year olds. No significant change across other variables or among 6 year olds was found. Teachers, parents and children reported positive outcomes for PA behaviour and nutritional knowledge/attitudes. Project Spraoi has shown to improve heart rate and prevent further gains in fat mass amongst older aged children. The positive impact of the intervention supports the need for its continued delivery, particularly as children age.  相似文献   

19.
Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context.  相似文献   

20.
Eliciting the views, wishes and feelings of children and young people with special educational needs and disabilities (SEND) has been a primary element of the Children and Families Act 2014. Despite professional rhetoric that aims to ensure the voice of children and young people remains at the centre of assessments, SEND professionals often experience difficulties in ensuring meaningful participation during assessments for Education, Health and Care Plans (EHCPs) and subsequent Annual Reviews. In this study, 36 SEND professionals from local authorities and 16 SEND professionals from specialist schools within England were asked their views on eliciting pupil voice through an online-based questionnaire, with a particular focus on the barriers they experience. This was then followed up with six in-depth semi-structured interviews. The findings identify two distinct categories of barriers; the barriers relating to children and young people that inhibit their ability to express their views meaningfully, and the barriers relating to professionals that impede on their ability to elicit views meaningfully within their role. The implications of the analysis for a person-centred approach during EHCP assessments and Annual Reviews are discussed.  相似文献   

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