scholarly journals School Roles: A Way to Investigate Participation

2011 ◽  
Vol 21 (1) ◽  
Author(s):  
Jacqueline A Specht ◽  
Gillian A King ◽  
Michelle Servais ◽  
Marilyn Kertoy ◽  
Terry Spencer
Keyword(s):  
Academic Achievement ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Role Identity ◽  
Depression And Anxiety ◽  
Southern Ontario ◽  
School Participation ◽  
Independent Learner ◽  
School Roles ◽  
Risk For Depression

Students who are more engaged in school have higher academic achievement, lower dropout rates, and increased involvement in activities during early adult-hood. Unfortunately, children with disabilities participate less than children without disabilities, thus increasing their risk for depression and anxiety. This study investigated the lack of school participation from a roles perspective. Roles refer to clusters of meaningful activities that are expected of, and assumed by, in-dividuals in various contexts of their lives. Fifteen teachers from Southern Ontario, Canada, were interviewed about the roles in which children participate in school and 24 students in grades 4 through 7 were observed in order to deter-mine the roles in which they engaged. Overall, students with disabilities engaged in less positive roles (Challenged Learner; Victim; Bully), while students without disabilities engaged in more positive roles (Independent Learner; Nurturer; Friend). Ideas for improving participation through role identity and engagement are discussed.

scholarly journals 0371 Educational Disparities in U.S. Elementary School Children are Related to Sleep Duration and Bedtimes

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A142-A142
Author(s):  
A D Woods ◽  
P L Morgan ◽  
J L Jiao ◽  
O M Buxton
Keyword(s):  
Academic Achievement ◽  
Reading Achievement ◽  
Students With Disabilities ◽  
Sleep Duration ◽  
Structural Equation ◽  
Children With Disabilities ◽  
Poor Sleep ◽  
Sleep Health ◽  
Educational Disparities ◽  
5Th Grade

Abstract Introduction Sleep is vital for healthy development in children. Suboptimal sleep health may play an under-appreciated role in educational achievement gaps among vulnerable student populations. Students of color, students from economically disadvantaged homes, and students with disabilities are especially likely to experience poor sleep. Sleep deficiency could interfere with school functioning, including academic achievement. Methods Longitudinal data from the nationally-representative Early Childhood Longitudinal Study (ECLS-K: 2011) included ~12,000 students. We tested the hypothesis that parent-reported child sleep duration (typical hours per night) was associated with academic achievement trajectories (3rd-5th grade). We further tested the extent to which this relation is linked to parent-reported bedtimes in kindergarten. Preregistered analyses (osf.io) used structural equation path modeling, stratified by racial/ethnic group (White, Black, Hispanic, Asian), disability status, and socioeconomic status (SES) tertiles. Students were assessed using psychometrically-validated standardized academic achievement tests. Results Children with later kindergarten bedtimes had shorter sleep duration across 3rd-5th grade. Children with shorter sleep duration also had poorer achievement in 3rd grade. The path by which sleep associates with achievement differed by vulnerable subgroups. Among children from average- or high-SES families, earlier bedtimes were related to higher reading achievement growth across 3rd-5th grade, but not among children from low-SES families. For children with disabilities, longer sleep duration was significantly and positively associated with growth in reading achievement across 3rd-5th grade, but this relation among children with disabilities was not evident within racial or ethnic groups or SES strata. Conclusion Sleep duration, a modifiable behavioral factor, may be a promising target of intervention in families for promoting healthy childhood sleep health behaviors. Results provide evidence that age-appropriate bedtimes and adequate sleep duration could be promoted among vulnerable populations including students with disabilities. For instance, although most screening instruments do not currently evaluate sleep or sleep disorders, assessing and treating disability or behavioral difficulties could include such evaluations for clinical and parent consideration. Support Penn State Center for Educational Disparities Research

Technology at Home: Implications for Children with Disabilities

2007 ◽  
Vol 22 (3) ◽  
pp. 43-56 ◽  
Author(s):  
Emily C. Bouck ◽  
Cynthia M. Okolo ◽  
Carrie Anna Courtad
Keyword(s):  
Students With Disabilities ◽  
Computer Use ◽  
Children With Disabilities ◽  
Home Environments ◽  
Future Directions ◽  
Communication Devices ◽  
And Function ◽  
At Home

Given the prominence technology holds in today's schools and society, it seems crucial to explore its use and function in home environments for students with disabilities, particularly when considering everyday technology such as “smart” toys, computers, and communication devices. Unfortunately, little research or literature has been devoted to this issue. This paper reviews the literature on smart toys for children in general, and extrapolates what we have learned from smart toys and computer use in the home to children with disabilities. It suggests future directions for research, and proposes that the field of technology in the home for children with disabilities is wide open and clearly in need of study.

Restraint and Seclusion of Students with Disabilities

2015 ◽  
Vol 23 (1) ◽  
pp. 189-239 ◽  
Author(s):  
Darcie Lyons
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Duty Of Care ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Cultural Shift ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Harm Prevention

Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.

scholarly journals A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai

2021 ◽  
Vol 4 (2) ◽  
pp. 54-63
Author(s):  
Arun A Banik ◽  
Aninda Duti Banik
Keyword(s):  
Mental Retardation ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
School Principal ◽  
Significant Difference ◽  
The Disabled ◽  
The Status ◽  
Free Environment ◽  
Visually Handicapped ◽  
Descriptive Survey

The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

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