Peer Teachers With Autism Teaching 3D Modeling     

Cheryl Wright  Marissa Diener  Scott Wright  Deborah Rafferty  Carly Taylor 《International Journal of Disability, Development & Education》2019,66(4):438-453

ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.  相似文献   

Framing Sustainable Rural Learning Ecologies: A Case for Strength-based Approaches     

Phumlani E. Myende  Dipane Hlalele 《Africa Education Review》2018,15(3):21-37

In this paper, we suggest strength-based approaches for the creation of sustainable rural learning ecologies. We have framed the creation of rural learning ecologies with appreciative inquiry (AI) as a framework and argue that it begins from understanding rurality from positive psychology. The premise within AI has been seen to be the shift from deficient understanding of rural spaces to consideration of them as areas with untapped potential. Arguments for strength-based approaches are based on the fact that they promote improvement from within. This is placing rural communities at the forefront and removing them from the receiving end. We argue that such approaches are giving acknowledgement to rural dwellers that they are better placed to address their solutions drawing from different forms of capital. This paper argues that rural education improvement strategies are possible when educational leaders draw from the capacities that exist in rural spaces.  相似文献   

Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context     

Nick Bozic  Rebecca Lawthom  Janice Murray  Jeremy Oldfield 《Journal of Research in Special Educational Needs》2021,21(3):280-289

Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.  相似文献   

The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives     

Lucy Wilding  Simon Griffey 《Educational Psychology in Practice》2015,31(1):43-55

The positive psychological research underpinning the strength-based approach makes two important claims of relevance to the practice of educational psychologists (EPs): (1) there are key, ubiquitous strengths, some of which are more worthy of development and amplification than others; and (2) this approach could resolve some of the issues associated with the traditional deficit model, by moving practice away from problem-focused language, negative labelling and within-person hypotheses. This paper aims to explore these two claims from social constructionist and systemic perspectives, respectively. It is argued that it is imperative for EPs to critically reflect on the research underpinning this approach and to consider how the principles of social constructionism and systemic thinking may facilitate its application in practice. It is concluded that, in order to move the approach forward, it will be essential for personalised strength-based approaches, which consider an individual’s strengths contextually, to be developed and utilised.  相似文献