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Donna Couzens Shiralee Poed Mika Kataoka Alicia Brandon Judy Hartley Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41
More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed. 相似文献
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Higher Education - This paper reports on a faculty-wide investigation into the experiences of students requiring academic accommodations due to disability. Underpinned by the social model of... 相似文献
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Interchange - Positive behaviour for learning (PBL) was introduced to the state education sector in Queensland in the early 2000s in an effort to move schools away from use of punitive disciplinary... 相似文献
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Deb Keen Donna Pennell Sandy Muspratt Shiralee Poed 《The Australian Educational Researcher》2011,38(3):293-310
Effective engagement of young children in the classroom is a critical step toward achieving positive learning outcomes. The
Learning and Engagement Questionnaire (LEQ) was developed by the first two authors to identify ways in which teachers strive
to engage learners in the classroom. In this study, the factor structure of the LEQ is examined. Participants were 274 teachers
of children in their first 3 years of formal schooling. An exploratory factor analysis was conducted and supported a five
factor solution: Goal Directed Learning; Task Selection; Teacher Responsiveness; Intensive Teaching; and Planning the Learning
Environment. 相似文献
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