International Journal of Technology and Inclusive Education最新文献_第3页

Status of Using Assistive Technology by Students with Disabilities at Sultan Qaboos University 苏丹卡布斯大学残疾学生使用辅助技术的现状

International Journal of Technology and Inclusive Education Pub Date : 2020-12-30 DOI: 10.20533/IJTIE.2047.0533.2020.0197

W. Al-Ani, Ali Sharaf Al Musawi, W. Al-Hashmi, Balqees Al-Saddi

引用次数: 2

Role Stress in Adolescents of Employed and Unemployed Mothers 职业母亲与失业母亲在青少年中的角色压力

International Journal of Technology and Inclusive Education Pub Date : 2020-12-30 DOI: 10.20533/IJTIE.2047.0533.2020.0199

A. Kaur

引用次数: 0

Helping a Student with Learning Disabilities Memorize Multiplication Facts 帮助有学习障碍的学生记忆乘法知识

International Journal of Technology and Inclusive Education Pub Date : 2019-07-31 DOI: 10.31686/IJIER.VOL7.ISS7.1590

E. D. L. Santos

{"title":"Helping a Student with Learning Disabilities Memorize Multiplication Facts","authors":"E. D. L. Santos","doi":"10.31686/IJIER.VOL7.ISS7.1590","DOIUrl":"https://doi.org/10.31686/IJIER.VOL7.ISS7.1590","url":null,"abstract":"Abstract \u0000A sixth grade student’s ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student’s understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student’s previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student’s ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts. \u0000 \u0000 ","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Development and Conservation of Basic Educational Skills in Individuals with Down Syndrome: A Longitudinal Research Study 唐氏综合症患者基本教育技能的发展和保存:一项纵向研究

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/IJTIE.2047.0533.2019.0168

A. Sangalli, Angelo Lascioli, A. Lascioli

{"title":"Development and Conservation of Basic Educational Skills in Individuals with Down Syndrome: A Longitudinal Research Study","authors":"A. Sangalli, Angelo Lascioli, A. Lascioli","doi":"10.20533/IJTIE.2047.0533.2019.0168","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2019.0168","url":null,"abstract":"We report the first results of a longitudinal research carried out on a sample of 100 people with Down syndrome, with the aim of verifying the skills achieved, maintained and preserved in reading and writing, over a period of time. The aim of this research is to rebuild the rehabilitation path of each subject through a structured interview questionnaire. At present, we have gathered a series of data relating to the capacity for reading, comprehension and writing, giving a series of tests to a sample of 26 subjects with the Down syndrome, some still integrated in the context of school, while others are no longer at school having already completed the planned study cycle. It is also our intention, at the conclusion of the research, to succeed in understanding which educational and/or didactic methods and which rehabilitative approaches have led to the best results in terms of development and conservation of basic educational skills. Although the sample on which we have gathered data is limited, we are already able to present some significant results pertaining to our research.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132966207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging the Mental Health RTI Theory to Practice Gap: Preliminary Investigation into Current Practices, Facilitators and Barriers 弥合心理健康RTI理论与实践的差距:对当前实践、促进因素和障碍的初步调查

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/ijtie.2047.0533.2019.0163

D. Foley

{"title":"Bridging the Mental Health RTI Theory to Practice Gap: Preliminary Investigation into Current Practices, Facilitators and Barriers","authors":"D. Foley","doi":"10.20533/ijtie.2047.0533.2019.0163","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0163","url":null,"abstract":"Twenty-plus percent (8 to 12 million) of US school-age youth have moderate to severe emotional, behavioral and mental health problems. Eighty percent receive no mental health services. For the few who do receive it, the vast majority of mental health services are school-based. Nationaland state-level initiatives and the literature regarding mental health RTI practices provide conceptual frameworks but lack research-based guidelines for schools to implement and evaluate interventions or monitor progress. This study sought to begin bridging the theory to practice gap for best practice guidelines and procedures for providing tiered systems of school-based mental health supports for children and adolescents by identifying baseline current practices, facilitators and barriers. Preliminary results of a state-wide survey of 174 psychologists found that only 16% of schools engaged in universal mental health screening. Generally, data regarding risk or documented mental health concerns was not systematically gathered or maintained for students not services or accommodations for mental health concerns via IEPs or 504 plans. Facilitators and barriers to mental health RTI centered on available resources to support students, communication, expertise and leadership. Next step recommendations for data collection, analysis and monitoring, and regulation-compliant communication processes are offered.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133700146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Causes of Academic Procrastination Among High School Pupils with Learning Disabilities in Ilorin, Kwara State, Nigeria 尼日利亚夸拉州伊洛林高中学习障碍学生学习拖延的原因

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/ijtie.2047.0533.2019.0171

O. Bojuwoye

{"title":"Causes of Academic Procrastination Among High School Pupils with Learning Disabilities in Ilorin, Kwara State, Nigeria","authors":"O. Bojuwoye","doi":"10.20533/ijtie.2047.0533.2019.0171","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0171","url":null,"abstract":"With time pressure and increased use of technology people nowadays tend to put off things or delay intended courses of action. The behaviour tendency to voluntarily postpone, delay or put off a task or decision is described as procrastination which has serious negative outcomes. The purpose of the study was to ascertain the causes of academic procrastination by pupils with learning disabilities in the secondary schools of Ilorin metropolis, Kwara State, Nigeria. Structured questionnaire consisting of statements about different factors responsible for procrastination was used to gather relevant information from respondents. Results of data analysis revealed that indecision, time management, lack of motivation, fear of failure, poor organizational skills, high stress, poor coping strategies and peer influence, in that descending order of importance or priority, were considered by participants as causes for their academic procrastination. Results also revealed gender differences in the causes of academic procrastination considered by the respondents. The results have implications for the creation of knowledge and awareness of factors responsible for academic procrastination among secondary school pupils in order to intervene in the negative consequences to the well-being of the pupils.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129229295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Analysis of Pedagogical Situations to Promote Inclusive Education 促进全纳教育的教学情境分析

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/ijtie.2047.0533.2019.0170

Marie-eve Gadbois

引用次数: 0

School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia 塞贝塔镇公立小学校长和教师对全纳教育的看法，塞贝塔，埃塞俄比亚

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/ijtie.2047.0533.2019.0166

Alemayehu Dugassa Geleta

{"title":"School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia","authors":"Alemayehu Dugassa Geleta","doi":"10.20533/ijtie.2047.0533.2019.0166","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0166","url":null,"abstract":"The main purpose of this study was to explore the perceptions of school principals and teachers of Sebeta town primary government schools (grade 1-8) on inclusive education. To achieve this purpose a descriptive survey research designs was implemented. The data were collected from 16 school principals and 78 teachers of eight different schools using questionnaire, structured interview and observational check list. Quantitative data were analyzed using SPSS version 20.The finding of the study revealed that, school principals and teachers have positive perceptions towards inclusive education. However, due to the lack of inclusive educational materials and unsuitable school physical structures, the level of implementation of inclusive education in general schools were very poor (mean score < 9). There was no significant difference (p > 0.05) between teachers of different schools, gender, teaching experience, education level, and subject of graduation of teachers’ on perceptions of inclusive education. Support given to schools from various educational stakeholders to implement inclusive education is unsatisfactory. Thus, collaborative efforts between schools and various educational stakeholders to implement inclusive education in general schools are recommended.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122717120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Impacts of the Response-to-Intervention Approach on German Elementary Students 反应干预教学法对德国小学生的影响

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/ijtie.2047.0533.2019.0164

Stefan Voß, Yvonne Blumenthal

{"title":"Impacts of the Response-to-Intervention Approach on German Elementary Students","authors":"Stefan Voß, Yvonne Blumenthal","doi":"10.20533/ijtie.2047.0533.2019.0164","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0164","url":null,"abstract":"Since the ratification of the Convention on the Rights of Persons with Disabilities Germany has been forced to restructure the school system towards an inclusive education. This is a challenge for Germany as there is a high rate of students with special educational needs and a highly selective school system. In the following report, the Rügen Inclusion Model (RIM) will be described as an alternative inclusive schooling concept. RIM is conceptually based on the US Response-toIntervention (RTI) approach. Being the first largescale implementation of RTI structures in Germany, the study will focus on how RTI can be successfully implemented and if it is viable for successful prevention of special educational needs and an appropriate inclusive schooling model. Starting from a brief introduction to RTI, the RIM concept is outlined by taking into account individual core elements. Subsequently, we give an overview of the results of the comprehensive evaluation study. Within a control group study (treatment group N = 441, control group N = 385) the effectiveness of RIM was compared with traditional schooling structures. Systemic variables and students-related data were evaluated at the end of elementary school. All in all, the RTI approach seems to be a promising framework model for an inclusive school system in Germany.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123317314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives 理解东南亚高等教育评估:四个视角

International Journal of Technology and Inclusive Education Pub Date : 2019-06-30 DOI: 10.20533/ijtie.2047.0533.2019.0165

J. Chung

引用次数: 0