Exceptionality Education International最新文献_第3页

Students with Disabilities Transitioning from High School to University in Canada: Identifying Changing Accommodations 加拿大残疾学生从高中到大学的过渡：识别不断变化的适应环境

Exceptionality Education International Pub Date : 2020-12-15 DOI: 10.5206/eei.v30i3.13427

J. Parsons, M. McColl, Andrea K. Martin, D. Rynard

{"title":"Students with Disabilities Transitioning from High School to University in Canada: Identifying Changing Accommodations","authors":"J. Parsons, M. McColl, Andrea K. Martin, D. Rynard","doi":"10.5206/eei.v30i3.13427","DOIUrl":"https://doi.org/10.5206/eei.v30i3.13427","url":null,"abstract":"More students with disabilities are attending university in Canada, bringing increasing expectations for academic accommodations. This study compared accommodations offered in high school and university for 71 first-year undergraduates with disabilities at Queen’s University in Ontario, Canada. More than a third (34%) of the participants presented with a disability label at university different from what they had in high school. Eighty-six percent (86%) of participants received fewer accommodations in university (6.34 fewer on average). The most frequently lost accommodations were individualized instructional supports and extra time on exams. High school students who received human-assisted accommodations, and those who identified as exceptional, lost the highest number of accommodations. Accommodations increased for students who attended private high schools. These findings have practice implications for both high schools and universities. Instead of using disability labels, high school students with disabilities should be taught how to describe their disability-related functional limitations (FLs) within academic activities. High schools should align Grade 12 academic accommodations specifically to disability-related FLs for university-bound students with disabilities. Universities should communicate clear information about its accommodation process. This includes the conditions in which specific accommodations, such as memory aids, are granted. Universities should identify and support students whose accommodations change significantly upon their arrival from high school. Finally, universities ought to adopt Universal Design for Learning principles in teaching wherever possible. This will help create a welcoming learning environment for all students, including high school students experiencing significant changes to their accommodations as they transition to university.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42511280","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

Parents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership 家长对从早期强化行为干预过渡到学校的看法:障碍、促进因素和伙伴关系的经验

Exceptionality Education International Pub Date : 2020-12-05 DOI: 10.5206/eei.v30i3.13380

M. Rivard, Charlotte Magnan, C. Chatenoud, Marie Millau, Catalina Mejia-Cardenas, Mélina Boulé

{"title":"Parents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership","authors":"M. Rivard, Charlotte Magnan, C. Chatenoud, Marie Millau, Catalina Mejia-Cardenas, Mélina Boulé","doi":"10.5206/eei.v30i3.13380","DOIUrl":"https://doi.org/10.5206/eei.v30i3.13380","url":null,"abstract":"For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46463936","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

Newcomer Families’ Participation in Early Childhood Education Programs 新移民家庭参与早期儿童教育计划

Exceptionality Education International Pub Date : 2020-12-05 DOI: 10.5206/eei.v30i3.13379

Christine Massing, Daniel Kikulwe, Needal Ghadi

{"title":"Newcomer Families’ Participation in Early Childhood Education Programs","authors":"Christine Massing, Daniel Kikulwe, Needal Ghadi","doi":"10.5206/eei.v30i3.13379","DOIUrl":"https://doi.org/10.5206/eei.v30i3.13379","url":null,"abstract":"Early childhood education and care (ECEC) programs are often the first point of contact that newcomers have with formal institutions in their new country, and function as sites wherein children can gain access to the language, rules, and customs of the dominant society. However, newcomer families may experience specific barriers to accessing programs due to the lack of recognition of their existing social and cultural capital within the host country. Reporting on part of a larger mixed-methods study focused on the post-migration barriers to integration experienced by newcomers, this article explores newcomer families’ perspectives on the issues affecting their participation in ECEC programs. Qualitative data were collected from 96 newcomers to Canada during 13 focus groups. The findings suggest newcomer families grapple with reconciling three main points of disjuncture or conflict associated with these child care decisions: social networks, necessity and opportunity, and socialization goals. While participation in ECEC programs facilitated the development of forms of capital valued in the new context, these families also felt compelled to shed some of their own aspirations for their children’s socialization and learning.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174499","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

Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice 合作促进包容:教师、教师教育和学校领导在将研究转化为实践中的交叉角色

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11080

Donna McGhie-Richmond, Fizza Haider

引用次数: 0

Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices 案例探究作为关键实践：支持包容性领导实践中的交叉性

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11083

Jhonel Morvan, D. Smith

{"title":"Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices","authors":"Jhonel Morvan, D. Smith","doi":"10.5206/eei.v30i2.11083","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11083","url":null,"abstract":"This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258661","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

Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu 交叉性、独特性和全纳教育:重新想象交叉性、独特性和全纳教育:重新想象一切如常

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11078

Kevin Lamoureux, Jennifer Katz

引用次数: 0

Rethinking the Familiar: It Is Not About Changing Our Actions, It Is About Changing Our Thinking 重新思考熟悉的事物：这不是改变我们的行为，而是改变我们的思维

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11079

Sheila Bennett

引用次数: 0

Setting the Context for a Conference to Explore Intersectionalities for School Leadership and Inclusion 为探索学校领导力和包容性的交叉性会议设置背景

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11077

Steve Sider, P. Ling

引用次数: 0

Intersectionalities in Leadership Conference: An Introduction to the Special Issue 领导力会议中的交叉性:特刊导论

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11076

Jacqueline Specht

引用次数: 0

Making the Unknown or Invisible Accessible: The Collaborative Development of Inclusion-Focused Open-Access Case Studies for Principals and Other School Leaders 让未知或无形的事物变得可及：校长和其他学校领导以包容为重点的开放获取案例研究的合作发展

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11082

Kimberly Maich, Steve Sider, Jhonel Morvan, D. Smith

引用次数: 0