Students with Intellectual Disabilities

Author: Poulomee Datta
Publisher: Springer Science & Business Media
ISBN: 9812870172
Format: PDF, Kindle
Download Now
This book investigates the self-concept of the students with intellectual disabilities who were placed in specialist and mainstream educational settings in South Australia. It gains insights into what students with intellectual disabilities felt about themselves and their achievements across the different dimensions of self-concept. It is divided into two stages of execution. In Stage 1, the Tennessee Self-Concept questionnaire was administered to students with intellectual disabilities. In Stage 2, interviews were conducted with students with intellectual disabilities, their parents and teachers. These data reflected a range of viewpoints from which to examine the research questions. These findings have implications for teachers, special educators, policy makers and a range of professionals in the education and special education sector in enabling greater understanding of the problems experienced by these students and pointing to modifications and improvements in the services for these students.

ADHD in Lebanese Schools

Author: Hala Mohammed Berri
Publisher: Springer
ISBN: 3319287001
Format: PDF
Download Now
This Brief addresses the causes, assessment, and treatment of ADHD in Lebanese schoolchildren. It details how the disorder is currently defined in Lebanese elementary schools and examines schoolteachers’ understanding of and conceptions about ADHD across three domains: general knowledge; symptoms and diagnosis; and treatment. This concise volume presents the authors’ research into Lebanese schoolteachers’ knowledge of ADHD and their ability and readiness to address the psychological and academic needs of their students who have been diagnosed with the disorder. In addition, the Brief explores the teachers’ ability to identify ADHD subtypes in relation to a student’s gender within the Lebanese context, emphasizing the differing sociocultural expectations in the behaviors of boys and girls. Topics featured in this Brief include:divulliCurrent procedures for identifying ADHD in Lebanon. br/liliLebanese teachers’ knowledge about ADHD, their misconceptions, and factors that influence their opinions. br/liliBiases toward and confusion about disorders on the basis of perceived gender differences. br/liliADHD assessment and implementation strategies for Lebanese special education professionals.br/liliResearch questions, design, and methods as well as data collection and analysis procedures used in the study. br/li/ul/divdivbr/divdiviADHD in Lebanese Schools

Instructional Strategies for Students With Mild Moderate and Severe Intellectual Disability

Author: Richard M. Gargiulo
Publisher: SAGE Publications
ISBN: 1506306659
Format: PDF, ePub, Mobi
Download Now
Strategies for Students with Mild, Moderate, and Severe Intellectual Disabilities is a textbook for undergraduate and graduate students enrolled in special and general education teacher preparation programs (as well as practicing professionals) offering a solid, research based text on instructional methodologies for teaching students with intellectual disability across the spectrum of intellectual abilities. The book addresses both academic and functional curricula in addition to behavioral interventions. Additionally, Instructional Strategies for Students Mild, Moderate, and Severe Intellectual Disability adopts developmental or life span approach covering preschool through adolescence and young adulthood.

Intergovernmental Fiscal Relations

Author: Linda Veiga
Publisher: Springer
ISBN: 3319062964
Format: PDF
Download Now
This book examines and analyzes issues related to public finance in subnational governments, along with a discussion of case studies on decentralization. Most of the analysis applies to all public goods and services provided by subnational governments, with some placed on the role of subnational governments in the management of environmental resources, notably water and waste Coverage includes optimal arrangements for sharing fiscal responsibilities among different levels of government, the potential impact of decentralization on the quality of public goods delivery, local governments’ expenditure and revenue choices, and the effect of decentralization on accountability, governance and policy outcomes. The scope of discussion extends to both public finance theory and applied policy debates. The first chapter, on trends in financing of public services, opens with an explanation of the how and why of government intervention in the economy, the nature and purposes of transfers between and among governments and trends in decentralization. Case studies examine the impact of decentralization in such areas as service delivery, water and sanitation, education and health, and on poverty and income inequality. Chapter 2 examines public budgets: governance structures, norms and organizational practices, building up understanding of budgets, budget cycles, fiscal revenues from fees and taxes, expenses, debt and political economy issues, rules mandating balanced budgets in government and more. Chapter 3 discusses issues of accountability and policy outcomes, offering important lessons from recent international experience, including ways to strengthen political, administrative and financial accountability. The concluding chapter recounts lessons from recent international experience and surveys implications for the nexus approach to management of environmental resources. The information, analysis and expert advice presented here is particularly relevant for developing and emerging countries, where well designed decentralization reforms have a higher potential to improve efficiency in the provision of public services, and to enhance the development of integrated and sustainable strategies for the use of water, soil and waste resources and applications that advance the nexus approach.

Young Children s Play and Environmental Education in Early Childhood Education

Author: Amy Cutter-Mackenzie
Publisher: Springer Science & Business Media
ISBN: 3319037404
Format: PDF
Download Now
In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada

Re activation of Vacant Retail Spaces

Author: Luca Tamini
Publisher: Springer
ISBN: 3319708724
Format: PDF
Download Now
This book presents an original methodology for analyzing urban retail systems, addressing the strong retail meltdown (increase in closed corner-shops and dead malls) that is severely affecting cities and suburban areas in Europe and the USA. Taking into account both spatial and regulative aspects, it offers a new approach to retailing and retail spaces developed within the urban planning field. The book describes international case studies together with solutions to the problem of vacant retail spaces, and provides a comprehensive toolbox of guidelines useful to local and regional governments facing the problem of retail meltdown. As such, it is of interest to architects, engineers, urban planners, decision-makers and government representatives. It also provides a valuable methodological reference resource for researchers engaged in this particular field of study.

Transdisciplinary Higher Education

Author: Paul Gibbs
Publisher: Springer
ISBN: 3319561855
Format: PDF, Mobi
Download Now
This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of reality and its manifestation in the world in which we exist. The volume develops a widely based transdisciplinary understanding of the issues faced by higher education institutions and those who work within and with these institutions to educate professionals. It incorporates international contributions from organisational theory, anthropologists, historians, psychologists, social sciences, philosophers and practitioners to create a volume that makes an important and distinct contribution to the literature on higher education and professional practice. “Transdisciplinarity provides one of our greatest challenges in higher education, both to the way it is organized and to the nature of the curriculum. This book is an important contribution to the debate about its implications.” “Higher education is being challenged by the nature of knowledge and how it is organized—the world is transdisciplinary but out institutions are constrained by the disciplines. This book contributes to the important debates about the challenges transdisciplinarity provides to our institutions.” Professor David Boud Emeritus Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney

Impacts of Cyberbullying Building Social and Emotional Resilience in Schools

Author: Sharlene Chadwick
Publisher: Springer Science & Business Media
ISBN: 3319040316
Format: PDF
Download Now
This volume explores cyberbullying and its impact on young people in schools in detail. It investigates social and emotional resilience and wellbeing in relation to developing protective factors against the impacts of cyberbullying and contains a range of perspectives to deal positively with cyberbullying as well as a summary of international research. Cyberbullying occurs when any means of technology is used to repeatedly and deliberately engage in bullying behaviours with the intent to cause harm to others. Although anyone can be affected, young people who are also being bullied offline are more likely to be the target of cyberbullying. Forms of cyberbullying include: • abusive texts and emails • posting messages or images • imitating and excluding others online • inappropriate image tagging. Cyberbullying differs from face-to-face bullying. • a sense of anonymity for those who bully • can occur 24/7 and is invasive • can have a large audience • difficult to delete comments and images.

Early Career Teachers

Author: Bruce Johnson
Publisher: Springer
ISBN: 981287173X
Format: PDF
Download Now
This book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers’ work, and relationships – provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources – stories, discussion, comments, reflective questions and insights from the literature – to promote conversations among stakeholders rather than providing yet another ‘how to do’ list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required– cultural, structural, pedagogical and relational – to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.