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The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood. 相似文献
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This study seeks to analyze fear control responses to the 2012 Tips from Former Smokers campaign using the Extended Parallel Process Model (EPPM). The goal is to examine the occurrence of ancillary fear control responses, like humor. In order to explore individuals’ responses in an organic setting, we use Twitter data—tweets—collected via the Firehose. Content analysis of relevant fear control tweets (N = 14,281) validated the existence of boomerang responses within the EPPM: denial, defensive avoidance, and reactance. More importantly, results showed that humor tweets were not only a significant occurrence but constituted the majority of fear control responses. 相似文献
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ABSTRACT This study examined high school students’ evaluations of a country image, institution image and self-image with regards to their intention to attend a foreign university. Using data gathered from students in Hanoi (n?=?403), this study found that the students have more positive perceptions of the host country, the host institution and their desired self-image if they choose to study abroad as compared to those of their home country (Vietnam). In addition, the perceived image of the host country and host institution can generate a significant impact on the formation of the students’ desired self-image. However, the most important antecedent of the students’ intention is the discrepancy between the perceived image of the host country and the perceived image of the home country. Based on these findings, implications for foreign institutions and home institutions in recruiting and retaining students are discussed. 相似文献
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Macarena Lamas Sònia Sànchez-Busqués José Luis Lalueza 《Educational Action Research》2020,28(1):22-37
ABSTRACTThis study was carried out within the framework of a long-term action-research project in schools in Barcelona, Spain, in which a large concentration of pupils come from diverse ethnic backgrounds and are at risk of social exclusion. Specifically, the introduction of the Fifth Dimension (5D) model into these schools is analysed here. 5D is an action-research programme partnership between universities and schools that has been developed by an international network of researchers and is based on a collaborative learning model, supported by information and communication technologies and by the university students themselves. This study focuses on the changes produced in school practices and in the role of teachers. Over a 4-year period, qualitative data were elicited from four primary school using linguistic methods, field notes, interviews and focus group with educators involved in the process. Cultural Historical Activity Theory was used as a framework for analysis of the coded data. The findings highlight the key elements for the change: consistency in the mediating devices (proposed tools and activities), reorientation of classroom interactions into forms of collaboration, the changing roles of the teachers to include design, observation and help, and the development of inter-institutional partnerships based on permanent negotiation. 相似文献
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Although some research results indicate that joint reflection can improve student-teachers’ reflection, it is not clear how the interaction between student-teachers during a joint reflection process helps this to happen. The aim of this paper is to explore how the organisation of joint activity in processes of joint reflection assists students’ reflection, by identifying patterns of joint reflection (considering all the participants rather than only tutor–student dyads) and by discussing the functional role of these patterns within the students’ processes of reflection and internalisation. Two cases of joint reflection processes between a group of student teachers (15 and 13) and their tutors were examined. In each case, five seminars lasting around one-and-a-half hours each were videotaped and analysed, and individual written reflections after each seminar were gathered and scored. Results showed that joint reflection developed in each case according to different interaction patterns, and that individual written students’ reflections improved from seminar 1 to seminar 5 in one of the cases, but not in the others. These results suggest a relationship between interaction patterns of joint reflection and progress in students’ individual reflection. 相似文献
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The aim of this paper is to understand how certain educational supports promote preservice teachers’ learning to reflect in collaborative settings. To address this issue, we present a case study on collaborative reflection among 14 preservice teachers and one teacher educator over the course of five weekly consecutive sessions. The results suggest that collaborative reflection can be supported by organizing the process according to a twofold dynamic: from analysis to synthesis, and from open facilitation to directive facilitation. Six different types of assistance related to this dynamic, and provided by the teacher educator, are identified and qualitatively described: framing, oppositional voice, counterpoising alternatives, asking for the dilemma, problematizing, and modelling. 相似文献
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Environmental education programmes can only deal with some of the environmental issues that people face through their life. People will need, therefore, to transfer learning to new situations. In this article factors that could foster transfer are identified, and collected in a model. This model suggests that work in environmental education should be relevant, started by exploring the previous knowledge of those who learn in order to carry out a new learning process valid for resolving authentic environmental problems, and practising the application of what has been learnt to different cases. It also suggests that related content fields should be consciously used: culture, valuation, performance, reasoning, and communication. In each field resources of different cognitive scope, belonging to specific domains, general domains, and meta‐domain, have been identified. The model appears to be interesting for the theoretical development of environmental education, and could also facilitate the design of tools to analyse, improve and create proposals in this area. 相似文献
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Vicente Lizondo Jordi Caplliure-Llopis Dolores Escrivá Jose Enrique De La Rubia 《European Journal of Sport Science》2019,19(6):850-859
The objective of this study was to analyse bone quality parameters of football players with intellectual disability (ID) participating in adapted competitive football. Sixty-seven male football players with ID were studied: 22 with Down syndrome (DS) and 45 without DS. The average age was 26 years (range: 16 ? 50 years). A group of 25 age-matched sedentary individuals with ID (11 DS and 14 non-DS) and another group of 20 healthy participants of the same age group not involved in competitive football were comparatively analysed. There were no differences in the bone quality parameters when the healthy sedentary individuals were compared with both the sedentary and the football players with ID. However, the speed of sound (SOS), T-score, and estimated bone mineral density (BMD) were of higher values in the football players with ID than in the sedentary ID group (p?p?T-scores (p?p?T-scores less than ?1.5. Two of the 14 sedentary non-DS participants (14.3%) had T-scores indicating osteoporosis. In summary, the ID population actively involved in football showed higher values of bone mass parameters than their sedentary ID and healthy peers. The participants with non-DS ID showed a higher prevalence of osteoporosis than the football players with DS. Participation in sports seems to prevent bone loss in individuals with ID. 相似文献
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Giovanni Crisonà 《Educational Research for Policy and Practice》2017,16(1):95-107
Europe hosts a significant number of global organizations in the transport market, the largest industrial R&D investor in the EU. The market contains a significant number of jobs, and thus, there is a need for learning solutions in its domain. One of the pillars for its expansion is advanced manufacturing technology. The EU Commission considers the implementation and development of this as one of its trans-sectoral ‘key enabling technologies’. This article presents a non-government ‘Sector Skills Alliance’—Skillman—that addresses advanced manufacturing technology skill needs for the automotive, aerospace and train industries. Funded by the EU, Skillman connects companies and organizations in terms of scope of action, size, field of expertise and legal framework including, in particular, industry leaders, research centres, accreditation bodies and TVET providers. Jaguar Land Rover, FIAT-FCA and SAS, Scandinavian Airlines Systems are just some of the organizations that worked together to find solutions to skills mismatches and challenges the sector faces finding the right skills. This article analyses challenges associated with skills mismatch and solutions proposed by Skillman to help transitions to work after training. The article clarifies the processes behind the Alliance creation (starting from the EU Copenhagen Declaration), the aims and nature of the Alliance, the strategic tools implemented by Skillman, as well as its challenges and first results. The article also argues that the Skillman Alliance has the right characteristics to meet skills requirements and can be used as a model approach for easing the transition from training to work. 相似文献