Implementation of Educational Provision for Children with Severe to Profound Intellectual Disability in the Western Cape: From Rights to Reality     

Judith A. McKenzie  Savondarie G. Pillay  Chris-Marie Duvenhage  Erika Du Plessis  Jennifer M. Jelsma 《International Journal of Disability, Development & Education》2017,64(6):596-611

Children with severe to profound intellectual disability have been excluded from education on the basis that their impairment makes them ‘ineducable’. The Western Cape Forum for Intellectual Disability challenged this notion through litigation against the South African Government. The ensuing judgement asserts the right to education of these children and outlines action steps for government to this end. We describe the actions taken by the Western Cape Education Department in responding to the requirements of the court by means of a document review. We then reflect on the implementation process, highlighting key learning points of relevance for others engaged in implementation. We note critical factors to be considered for the child, their families, special care centres, and the broader educational and legal systems. We conclude by outlining important considerations for the inclusion of these children within the education system in South Africa.  相似文献   

Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors     

Marie C. Desaulniers Miller  Lisa M. Montplaisir  Erika G. Offerdahl  Fu-Chih Cheng  Gerald L. Ketterling 《CBE life sciences education》2010,9(1):45-54

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students'' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.  相似文献   

Trauma symptoms among infants exposed to intimate partner violence   总被引：5，自引：0，他引：5  

Bogat GA  DeJonghe E  Levendosky AA  Davidson WS  von Eye A 《Child abuse & neglect》2006,30(2):109-125

OBJECTIVE: To determine whether infants have a traumatic response to intimate partner violence (male violence toward their female partner; IPV) experienced by their mothers, two questions were explored: (1) Is the number of infant trauma symptoms related to the infant's temperament and the mother's mental health? (2) Does severity of violence moderate those relationships? METHODOLOGY: Forty-eight mothers reported whether their 1-year-old infants experienced trauma symptoms as a result of witnessing episodes of IPV during their first year of life. Mothers also reported on their own trauma symptoms that resulted from experiences of IPV. RESULTS: For those infants experiencing severe IPV and whose mothers exhibit trauma symptoms, we were able to predict whether infants exhibited trauma symptoms (b = .53, p < .01). This was not true for children who witnessed less severe IPV (b= -.14, ns). Maternal depressive symptoms and difficult infant temperament did not predict infant trauma symptoms for either group of infants. CONCLUSION: Mothers report that infants as young as 1-year-old can experience trauma symptoms as a result of hearing or witnessing IPV. The significant relationship between infant and maternal trauma symptoms, especially among those infants experiencing severe IPV, are consistent with the theory of relational PTSD. Findings suggest that interventions for mothers and families need to consider the influence of the severity of IPV on very young children.  相似文献   

Processing of derived forms in high-functioning dyslexics   总被引：1，自引：0，他引：1  

Deacon SH  Parrila R  Kirby JR 《Annals of dyslexia》2006,56(1):103-128

We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants’ response times varied systematically as a function of morphological complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular aspect of morphology; that of derived forms.  相似文献   

Is science me? High school students' identities,participation and aspirations in science,engineering, and medicine     

Pamela R. Aschbacher  Erika Li  Ellen J. Roth 《科学教学研究杂志》2010,47(5):564-582

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010  相似文献   

Benefits of omega‐3 supplementation for schoolchildren: Review of the current evidence     

Amanda Kirby  Amelia Woodward  Sarah Jackson 《British Educational Research Journal》2010,36(5):699-732

Despite the potential impact nutrition may have on learning, there have been surprisingly few papers published directed towards the educational research community. In contrast, omega‐3 supplementation studies are being frequently cited in the media, leading to parents asking for advice and guidance. The purpose of this article is to review the evidence to date for any effect of using omega‐3 supplementation in school‐aged children. This article focuses on the research that has been undertaken, particularly in relation to behaviour, education and cognitive development, in both typically developing populations as well as in children with specific learning difficulties and developmental disorders. Recommendations for future studies in this area have been highlighted in view of current knowledge. In conclusion, it was found that there is a shortage of properly controlled omega‐3 supplementation trials, particularly with typically developing children, to advocate the supplementation of all children with omega‐3 fatty acids, but due to the known importance of omega‐3 fatty acids in the brain and early development, further research is required.  相似文献   

75 e‐learning activities: Making online learning interactive by Ryan Watkins     

Erika R. Gilmore 《Performance Improvement》2006,45(1):49-50

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TEACHER DISTRESS AND THE ROLE OF EXPERIENTIAL AVOIDANCE     

Erika Hinds  Laura Backen Jones  Jeffrey M. Gau  Kathleen K. Forrester  Anthony Biglan 《Psychology in the schools》2015,52(3):284-297

Teachers’ psychological well‐being is important for teachers and students, but teaching is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the well‐being of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences, even when doing so causes long‐range consequences. Using a teacher‐specific measure, we investigated EA's relationship to stress associated with student misbehavior and limited social support. We also assessed EA's relationship to burnout and depression, finding EA significantly and moderately correlated with depression and all scales of Maslach's Burnout Inventory. Mediation analyses showed EA mediated the relationship between stress associated with student behavior and measures of well‐being. We found 26.8% of teachers to be mildly, 8.9% moderately, and 2.8% moderately severely or severely depressed. This evidence concurs with studies showing the value of mindfulness‐based interventions and points to the utility of implementing interventions aimed at decreasing EA in teachers.  相似文献   

Classification of Double Deficit Groups Across Time: An Analysis of Group Stability From Kindergarten to Second Grade     

Laura M. Steacy  John R. Kirby  Rauno Parrila  Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed.  相似文献   

Sex and sensibility: The role of social selection     

Erika L. Milam  Roberta L. Millstein  Angela Potochnik  Joan E. Roughgarden 《Metascience》2011,20(2):253-277

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