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Students with intellectual disabilities often experience school‐related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild intellectual disabilities were interviewed about their feelings and thoughts regarding possible stressful situations in school. Qualitative analysis of the interviews' data was conducted. As a result, five main sources of school‐related stress were mentioned: school achievement and classroom participation; peer interactions; student behaviour and risk of injury; parents' expectations; and teacher acceptance. The findings suggest that children with intellectual disabilities experience school‐related stress mainly to a normal degree. Concerning the stress factors that emerged as crucial, a basic conclusion can be drawn: mainstream schools should be changed into inclusive communities where student differences are fully respected, and wherein all children, with and without disabilities, are supported according to their individual abilities, potentials and needs. 相似文献
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A basic need for a child is to belong to a group ( Maslow, 1970 ). Groups help children: to develop relationships and to foster individual mental health ( Johnson and Johnson, 1989 ); and disabled and non‐disabled children, when given assistance, can develop relationships with each other ( Sideris, 1998 ). But there are very few opportunities in Cyprus for children with multiple disabilities and visual impairment to learn alongside mainstream school children. A ten‐week pilot programme was developed and implemented in a Cypriot mainstream and specialist school to examine whether interaction between children with multiple disabilities and visual impairment and mainstream school children can be achieved through the co‐education of the two groups. Three primary school children with multiple disabilities and visual impairment from a specialist school and 15 children with no disabilities who attended a neighbouring mainstream primary school took part in this programme. Central to the programme was the principle that every child has the right to participate in common learning and playing ( Feuser, 1982 ). This paper reports those key findings from the evaluation of the programme from the perspective of the children that took part in it. We show that, even over a short period of time, co‐education can be achieved and be of benefit to both groups. 相似文献
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SPYROS TZAFESTAS 《European Journal of Engineering Education》1989,14(3):273-289
An overview of the status of robotics education over the world, with some more information for European institutions, is presented. Some thoughts concerning the structure of a separate robotics University curriculum are included. Although the data contained in the article are nonexhaustive, they are representative and lead to the conclusion that robotics education is presently in a good way of expansion and spread. 相似文献
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