Schooling of Children with Rare Diseases and Disability in Europe     

Renata Linertová  Javier González-Guadarrama  Pedro Serrano-Aguilar  Manuel Posada-De-la-Paz  Márta Péntek  Georgi Iskrov 《International Journal of Disability, Development & Education》2019,66(4):362-373

ABSTRACT

Inclusive education of disabled students has been promoted in European disability policies. However, the transition process from more segregated system is slow. The purpose of this study was to provide an insight about different types of schooling of disabled children affected by a rare disease across Europe and to evaluate their and caregivers’ well-being. We analysed data from a cross-sectional study (BURQOL-RD) of persons with rare diseases that cause intellectual and/or physical disability: Prader-Willi syndrome, fragile X syndrome, three types of mucopolysaccharidosis and Duchenne muscular dystrophy. The sample consisted of 359 children aged 6–17 and 269 caregivers from eight European countries. Results showed differences between countries in proportion of students placed in special schools, which are still valid option in countries such as Germany, France or UK. Within the inclusive education modalities, lack of special support for disabled students was observed especially in low-income countries. No association between the type of schooling and quality of life was observed, but the subjective caregivers’ burden seems to be higher in special schools. The study shows existent differences in implementation of inclusive education in Europe. More research is needed in the field of rare disease disability and educational needs.  相似文献   

Access to post‐compulsory education and training: economic,sociological and political determinants and remaining research gaps     

Manuel Souto Otero 《比较教育学》2007,43(4):571-586

This paper presents a review and assessment of existing theoretical accounts to explain differentials in access to education and training in advanced economies. These theories tend to focus on the analysis of the influence of a set of economic, sociological and political variables on access to education. Existing theories are criticized on two grounds. Firstly, they seldom take into consideration the crucial role of political‐institutional factors, and in particular, welfare states’ actions through direct investment and regulation in shaping access levels. Secondly, they focus narrowly on the analysis of different stages of education and training, and this does not reflect the current policy emphasis on lifelong learning. The paper concludes with an outline of a future research agenda to address these gaps, and also calls for a more rigorous analysis of the weight of the different factors affecting access.  相似文献   

Science–technology flows in Spanish regions: An analysis of scientific citations in patents     

Manuel Acosta  Daniel Coronado 《Research Policy》2003,32(10):1783-1803

Many regions of the European Union with a high degree of autonomy have elected very clearly to stimulate scientific research and technological development (R&D) as a specific means of promoting economic growth and the welfare of their citizens. In Spain, several autonomous regions have organised their efforts in science and technology by means of the adoption of regional R&D plans. In some cases, particular concern is taken to link the scope of scientific research with that of technology, but even in these few cases, it is acknowledged that little is known of the mechanisms by which the results of scientific research are translated into technological development, and how this latter in turn influences the objectives of scientific research. Our aim in this article is to study in greater depth the relationship between science and technological development in the various regions of Spain. The methodology that we apply to investigate the links between science and technology is based on an analysis of scientific citations in patent documents (non-patent citation (NPC)). The results obtained from this study provide some relevant data on the interconnection between the scientific and technological systems from a regional perspective.  相似文献   

Portuguese science teachers' education,attitudes, and practice relative to the issue of alternative conceptions     

Manuel Sequeira  Laurinda Leite  Maria da Conceio Duarte 《科学教学研究杂志》1993,30(8):845-856

Many studies have shown that students of all school levels hold alternative conceptions that differ from the scientific conceptions transmitted by the school. These results raise some questions about the efficacy of traditional teaching and stress the need for using teaching strategies that explicitly take into account the alternative conceptions that students bring to the science classes. This issue has recently been raised and widely discussed throughout Portugal and the proposals for the new science syllabuses advise teachers to take it into account. However, the number of studies investigating both the teachers' attitudes towards this issue and the use of teaching strategies based on students' alternative conceptions is very limited. This article aims to present the results obtained from science teachers about their attitudes towards students' alternative conceptions and the use of teaching strategies based on these conceptions. The results may contribute to the planning of in-service courses.  相似文献   

The Socio-Economic Background of Erasmus Students: A Trend Towards Wider Inclusion?     

Manuel Souto Otero 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(2):135-154

The article focuses on the financial issues and family background of Erasmus students. It examines the costs of Erasmus study periods in the academic year 2004/05 and the socio-economic background of Erasmus students that year, based on over 15000 survey responses. Results are compared with those of a similar survey undertaken in 1998 to track changes over the last decade. The main question that the article addresses is whether international mobility of higher education students within the Erasmus programme has been expanded to more students from lower socio-economic backgrounds during this period. We find that, in spite of still important socio-economic barriers to the take-up of the programme, access has been moderately widened.  相似文献   

A Complex Systems Network Approach to Quantifying Peer Effects: Evidence From Ghanaian Preprimary Classrooms     

Sharon Wolf  Manuel S. Gonzalez Canche  Kristen Coe 《Child development》2021,92(6):e1242-e1259

Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based on a data set of Ghanaian preprimary classrooms in the Greater Accra Region collected in the 2015–2016 school year, we use complex system networks with multilevel modeling to study the presence and magnitude of peer effects. Results corroborated small statistically significant effects on academic and nonacademic skills (d = .06–.10). Peer effects on literacy were larger for children in public schools, who are relatively more disadvantaged than their private school counterparts. Teacher-directivity intensity did not moderate peer effects.  相似文献   

Images of Science Linked to Labwork: A Survey of Secondary School and University Students     

Séré  Marie-Geneviève  Fernandez-Gonzalez  Manuel  Gallegos  Jose A.  Gonzalez-Garcia  Francisco  De Manuel  Esteban  Perales  F. Javier  Leach  John 《Research in Science Education》2001,31(4):499-523

This paper presents findings about the images of science drawn upon in laboratory work, by upper secondary and university students, in academic streams with a science focus. Data were collected through four written questions, administered to a total of 368 students. The questions all required students to comment on laboratory investigations carried out by research scientists or by science students. We show that students' reasoning has an epistemological and an ontological dimension, and that it often differs significantly from accepted perspectives on the nature of science. The issue for teaching appears to be showing students what counts (and what does not count) as appropriate reasoning in actual situations. In other words, explicit teaching about the various relationships that can exist between theory and data would transform labwork towards a more critical process that involves making and justifying decisions.  相似文献   

Effectiveness of a school-based multicomponent program for the treatment of children with ADHD     

Miranda A  Presentación MJ  Soriano M 《Journal of learning disabilities》2002,35(6):546-562

The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group. Parents' and teachers'ratings detected improvements in primary symptoms (inattention-disorganization, hyperactivity-impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers' knowledge about the strategies directed toward responding to the children's educational needs.  相似文献   

Dimensions rurales-urbaines de la gestion scolaire en contexte de décroissance des clientèles et des compression budgétaires     

Manuel Crespo  Jean B. Haché  Claude Desranleau 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):59-83

Résumé En utilisant des données recueillies lors d'un sondage provincial et des données provenant du ministère de l'Éducation du Québec, cet article analyse l'impact de la variable urbain-rural sur différents aspects de la gestion de commissions scolaires en période de décroissance. La réduction des effectifs scolaires ainsi que celle du personnel sont plus importantes en milieu urbain qu'en milieu rural. Lorsqu'on analyse les conséquences des stratégies de gestion, la décroissance des effectifs et la variable urbain-rural ont des effets constants à travers toutes les estimations. Bien que certains de ces effets soient directs, ils sont, dans la plupart des cas, indirects via la réduction du personnel. En général, les conséquences de la gestion sont moins positives en milieu urbain qu'en milieu, rural. Enfin, selon les répondants, la qualité des services liés à l'enseignement se serait détériorée en milieu urbain comparativement au milieu rural.

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Using data collected in a provincial poll and provided by the Ministry of Education of Quebec, this article analyzes the impact of the urban-rural variable on different aspects of the management of school commissions at a time of economic recession and population decrease. The reduction in school enrollees as much as that of the educational personnel is more considerable in the urban environment than the rural one. When analyzing the consequences of management strategies in all assessments the decrease in enrolments and the urban-rural variable show constant results. Although some of these effects are direct, in most cases, however, they tend to be indirect because of the decrease in the number of staff members. In general, the consequences of management are less positive in the urban environment than in the rural one. Finally, according to the respondents the quality of the service linked to teaching has deteriorated more so in the urban environment than compared to the rural one.

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Zusammenfassung Gestützt auf die bei einer Umfrage in einer kanadischen Provinz gesammelten und vom Erziehungsministerium von Quebec zur Verfügung gestellten Daten, wird in diesem Artikel die Auswirkung der Unterschiede zwischen städtischen und ländlichen Gebieten auf Aspekte der Schulverwaltung bei sinkenden Einschulungsraten analysiert. Sinkende Einschulungsraten und Personalkürzungen werden in Stadtbereichen für schwerwiegender gehalten als in den Landgebieten. Andererseits sind die Verwaltungsmaßnahmen bezüglich der untersuchten Variablen unabhängig von Stadt-Land Unterschieden konstant. Obwohl einige dieser Folgen direkt sind, sind die meisten mittelbar durch Personalkürzungen bedingt. Im allgemeinen sind jedoch die Folgen der Verwaltungsmaßnahmen im städtischen Bereich weniger positiv als im ländlichen. Schließlich hat sich gemäß den Befragungsergebnissen die Qualität der unterrichtsbezogenen Dienstleistungen in den städtischen Gebieten stärker verschlechtert als in den ländlichen.

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Going virtual and going wide: comparing Team-Based Learning in-class versus online and across disciplines     

Silva  Elsa Costa e  Lino-Neto  Teresa  Ribeiro  Eug&#;nia  Rocha  Miguel  Costa  Manuel Jo&#;o 《Education and Information Technologies》2022,27(2):2311-2329

Education and Information Technologies - Team-based learning (TBL) is an active learning pedagogy developed for in-class sessions and based on the collaborative work of small groups of students....  相似文献