Education and New Developments 2022 – Volume 2最新文献

{"title":"RELATIONSHIP BETWEEN SCHOOL CLIMATE AND SOUTH AFRICAN GRADE 9 LEARNER ACHIEVEMENT IN MATHEMATICS AND SCIENCE","authors":"M. Graham","doi":"10.36315/2022v2end042","DOIUrl":"https://doi.org/10.36315/2022v2end042","url":null,"abstract":"\"School climate has become a staple of organisational-educational research and is considered here in relation to learner academic achievement. In South Africa, poor learner achievement in mathematics and science has occupied the centre stage with the release of the Trends in International Mathematics and Science Studies (TIMSS) 2019 results. At Grade 9 level, 39 countries participated, and South Africa was very last and second from the last in science and mathematics achievement, respectively. We used a quantitative design with a positivist philosophical stance. Maslow’s hierarchy of needs was used as theoretical framework, as learners attending a school with a negative climate cannot devote their full attention to learning. We analysed cross-sectional TIMSS 2019 South African data by considering two models: one with the dependent variable being mathematics achievement and the other with it being science achievement. For both models, gender and socio-economic status were included as control variables, the sense of belonging scale was included as a predictor at learner-level, and nine predictors relating to school climate were considered at school-level. The multi-level analysis using HLM software showed that learners with a high sense of belonging, schools with sufficient instructional materials, and technologically competent staff are significant predictors of both mathematics and science achievement. We recommend that South African schools with insufficient instructional materials be prioritised for receiving the necessary material and that all South African teachers be trained in the use of technologies, as these are significant predictors of learner achievement. This will, in turn, enhance learners’ sense of belonging, which is also a significant predictor. Another recommendation is that stakeholders invest in school climate surveys and other interventions supporting a healthy school environment, as many researchers, including this study, have shown that a healthy school climate is a significant predictor of learner achievement. Additional research is encouraged to establish the nature of the impact that a healthy school climate has on learner achievement through longitudinal studies where causation can be proven.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122038312","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}

{"title":"SCHOOL LEADERSHIP DURING COVID-19: EMOTIONALLY INTELLIGENT CRISIS MANAGEMENT","authors":"Stella Jackman-Ryan, L. Bass, Mario Jackson, Kirsten Hoeflaken, J. Picart","doi":"10.36315/2022v2end101","DOIUrl":"https://doi.org/10.36315/2022v2end101","url":null,"abstract":"\"The COVID-19 pandemic presented rapid, unpredictable shifts in education, which had rippling effects on school leaders’ responsibilities. In the early stages of the pandemic, school leaders throughout the United States, and the rest of the world made the strategic decision to transition to remote learning in adherence to CDC guidelines. This decision presented critical and immediate challenges for school leaders to manage their institutions. Emotional intelligence (EI) is well documented in the literature as a contributor to leadership effectiveness. We considered the novelty of the pandemic and the myriad of changes that accompanied it. To this end, we conducted a qualitative study to learn how emotionally intelligent school administrators leveraged EI in their daily leadership during the Covid-19 pandemic. A sample of eight emotionally intelligent K-12 principals from a larger study on school leadership across North Carolina was selected for analysis. We utilized Goleman’s emotional intelligence model to frame our analysis of principals’ emotionally intelligent leadership. Four coders analyzed semi-structured interviews through a series of open coding followed by axial coding techniques. The findings revealed that emotionally intelligent school principals across North Carolina generally displayed key emotional competencies that supported self-awareness, self-management, social awareness, and relationship management. In their crisis leadership during the pandemic, the principals attended most to relationship management. Given that EI is known to positively impact school leadership, these findings can help us understand how it works in practice to lead schools during difficult times. This work adds a US perspective to current education conversations that aim to unpack the COVID-19 experience, by providing practical knowledge from principals rated high in EI. Our work has implications for professional development and principal preparation programs as they forge forward to prepare principals for these unpredictable experiences.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127079153","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}

{"title":"THE LEGAL BACKGROUND AND ACCEPTANCE OF LEARNING COMMUNITIES BASED ON INTERNATIONAL COMPARISON","authors":"Judit Langer-Buchwald, Zsolt Langer","doi":"10.36315/2022v2end019","DOIUrl":"https://doi.org/10.36315/2022v2end019","url":null,"abstract":"\"Current trends indicate that more schooling will take place online, including project-based learning (PBL). This shift opens new possibilities for interactions and collaborations among students, allowing for glocalization of learning and connectivism across international classrooms. The last two years have shown that many well-established techniques/tools for facilitating PBL in physical classrooms are not simply transferable to the online space. Thus, techniques/tools for online facilitation need to be explored, adapted, and newly developed, whilst considering existing pedagogical principles. We conducted three case studies lasting approximately 3 months each, in which primary school students (Grade 5-7) from Namibia, Malaysia, and Finland collaborated in online sessions. Throughout these studies we focused extensively on the facilitation process, exploring different techniques/tools with a trial-and-error approach. We were guided by our own experiences in facilitating and teaching within physical classrooms, and continuously reflected on the adaptation to online settings, whilst consulting theoretically-proposed and empirically-supported suggestions from various fields. For each case study, we video recorded the planning of the sessions, the sessions themselves, and the reflection afterwards. In addition to analyzing these videos, we also drew upon focus group interviews that were conducted with students at the end of the studies. Based on this data, we present facilitation techniques/tools, including the structuring of sessions (e.g., the importance of icebreakers, variety in activities, and navigation of digital tools), as well as aspects relevant to the climate (e.g., student-student interactions, \"After 2011 a new alternative educational form appeared on the palette of Hungarian public education: learning communities that provide alternative education for schoolchildren who take part in alternative or mainstream education as private pupils. The learning communities are not schools in the traditional way, but we can simplify it as home-schooling in a more organized way. The conditions of learning communities and regulations in connection with the fulfilment of compulsory education vary in different countries and there is a difference in private pupils’ legal relationship in regard to how permissive or restrictive the status of being a private pupil is. The learning community as an alternative way of education has appeared in more European countries and even beyond Europe, this research discusses three European countries – Austria, Hungary and Romania – the way they regulate the fulfilment of compulsory education and their regulations in how they permit being a private pupil, as well as the attitude of educational governance towards this new form of alternative education.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128117001","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}

{"title":"PERSONAL EXPERIENCES AND SUGGESTIONS FOR CREATING HIGHLY ATTRACTIVE MOOCS ABOUT ARTIFICIAL INTELLIGENCE","authors":"Xing Zhou, Xin Xu, Qiang Fang, Haibin Xie, Xinglong Zhang, Yujun Zeng","doi":"10.36315/2022v2end084","DOIUrl":"https://doi.org/10.36315/2022v2end084","url":null,"abstract":"\"MOOCs have brought many possibilities for both learners and teachers. For learners, they can study from distances and search for courses that fit their professions. For teachers, a MOOC can fully demonstrate his/her research basis, personal charisma and versatile abilities. MOOCs also bring teachers new challenges that may be overlooked in traditional education processes, especially when they are creating highly attractive, high-quality courses. In this paper, we first introduce the information about our courses that each has been attracting more than 10,000 learners at a rapid speed. Then, we recall our personal experiences of creating them. Personal experiences include surveying and implementing: we survey the related attraction/quality research in the MOOC education literature to stand us high in the beginning. The implementing experience is in chronological order, consisting of the planning-and-preparation, presentation, uploading and post-course interaction stages. And then, we summarize our suggestions for successful MOOCs, concretely: the comprehensive preparation, including content selection and learner estimation, is important; the teamwork is crucial to make decisions more reasonable and to progress faster; the third is the presentation of the courses and then the first-eye attraction tricks; the post-course interactions and course updates are also important, which are factors of a persistent course attraction; the last but not least is the MOOC and education research--- A good pedagogy understanding enables a teacher to outstand wherever in MOOC or traditional classroom.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132332365","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}

{"title":"SUSTAINABLE COMPUTER ARCHITECTURES: USE OF GRID, VIRTUALIZED, AND CLOUD COMPUTING IN ADDRESSING COVID-19 PANDEMIC","authors":"L. Sztandera","doi":"10.36315/2022v2end031","DOIUrl":"https://doi.org/10.36315/2022v2end031","url":null,"abstract":"\"Combating electronic waste, energy consumption, as well as carbon emissions requires an enterprise to focus on creating sustainable computer architectures. A sustainable computer architecture identifies ways for an organization to stay competitive while becoming less dependent on computing resources and energy consumption. Sustainable computer architecture is a critical part of Corporate Social Responsibility. This paper highlights the components of a sustainable computer architecture: Grid, Cloud, and Virtualized Computing, and addresses their current applications in tackling COVID-19 pandemic. The COVID-19 pandemic sent virtually all office employees as well as school and University students home worldwide. Working and studying from home has been the only option for them, with in person settings implemented during Fall 21 semester. Under these unprecedented circumstances, sustainable computer architecture providers have become the cornerstone of virtual collaboration and learning platforms on a scale never experienced before. While the Internet has been part of our lives for quite some time now, without scalable Grid, Cloud, and Virtualized Computing platforms addressing the COVID-19 pandemic would have been disastrous. Under the pandemic crisis, sustainable computer architectures have become indispensable for Universities, schools, enterprises, governments, and all virtual students and business professionals.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133155219","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}

{"title":"INITIAL TRAINING OF TEACHERS OF SOCIOCULTURAL SERVICES AND THE COMMUNITY: STREET ART AND SUSTAINABLE DEVELOPMENT GOALS (ODS)","authors":"M. P. Martínez-Agut, Anna Monzó-Martínez","doi":"10.36315/2022v2end060","DOIUrl":"https://doi.org/10.36315/2022v2end060","url":null,"abstract":"\"Urban Art emerges in the public context as a cultural manifestation of social problems. It can be used as an example of communication and claim. Through it, the recipients are able to see beyond the artistic representation and even the message that the author wants to convey and relate it to day-to-day situations, with images and current problems. The technological and information oversaturation can be favorable, since, being aware of the current social, political, economic and climatic reality, it facilitates the development of the activity and the creation of interesting and innovative discussion groups. This educational proposal establishes the relationship of the use of Urban Art as learning measure based on a cultural journey through different murals, artists and countries with the aim of working also from the point of view of the Sustainable Development Goals (SDG), the importance of knowing our social, political, cultural and environmental reality. It seeks that the future teacher reflects on the meaning and value of current Art, expanding the usual space of great museums, beauty and perfection to enter the streets of cities full of singularity, criticism and irony and, where the people who experience it become the main character of the work, integrating and forming part of it. It is used as a resource in the training of teachers of Secondary Education of Vocational Training, of Sociocultural Services and the Community, through the knowledge of outstanding murals throughout the world and in our own city, with the realization of an itinerary formative.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130358252","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}

{"title":"ACADEMIC AND SOCIAL CHALLENGES ENCOUNTERED BY IRANIAN STUDENTS IN FINLAND: A PHENOMENOGRAPHIC STUDY","authors":"Z. Hosseini","doi":"10.36315/2022v2end064","DOIUrl":"https://doi.org/10.36315/2022v2end064","url":null,"abstract":"\"This study aims to examine the experience of international students studying in Finland based on a phenomenographical approach. Due to the nationality of the researcher Iranian students were selected as the research sample and 25 tertiary-level students from various Finnish universities were interviewed through semi-structured interviews. The collected data were assessed and interpreted based on the theory of Anxiety-Uncertainty Management (AUM). The results showed that the Finnish academic system, such as teaching/ learning strategies, assessment methods, and university facilities, reduces participants’ anxiety/uncertainty. The participants noted fundamental differences between characteristics and teaching style of Finnish and Iranian teachers in universities. However, this unexpected situation not only did not make them anxious, but also made them feel more comfortable than when they were studying in Iranian universities. In contrast, Finnish culture, and communication issue associated with language barriers and lack of job opportunities increase participants' anxiety/uncertainty. Many participants did not consider themselves members of Finnish society, and some felt they were strangers. The findings highlighted the important role of communication as an AUM thematic principle and propose a set of axioms to AUM theory that focuses more on the different dimensions of communication in an intercultural context. Given the importance of context in the study of communication issues, further studies are recommended to understand the intercultural issues of students of other nationalities in different contexts.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129500853","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}

{"title":"UTILISING ICT TO ADDRESS LANGUAGE CHALLENGES IN LIFE SCIENCES CLASSROOMS","authors":"Melody Nomthandazo Tshabalala, Lydia Mavuru","doi":"10.36315/2022v2end071","DOIUrl":"https://doi.org/10.36315/2022v2end071","url":null,"abstract":"\"Language is not everything in the teaching and learning process, but without language education becomes worthless. A normal classroom in South Africa consists of learners of different cultures thus having different home languages. Previous studies showed that teaching has become a complex task for Life Sciences teachers who are responsible for meaningfully teaching linguistically diverse learners in public schools using English, a second or third language for learners. With the advent of the Fourth industrial revolution (4IR) and the technology use in science education, the current study sought to determine how teachers utilise ICT tools to address language challenges in Life Sciences classrooms. The use of ICT provides multiple representations which are pertinent in the teaching and learning of Life Sciences - a subject with many languages (e.g. Greek, Latin and English). In an explanatory mixed method research design, 42 Life Sciences teachers were purposefully selected from public schools in Johannesburg to take part in the study. Data was collected first through administration of questionnaires to the 42 teachers to establish their beliefs about the role of technology in mitigating language challenges and also their ICT competencies. Secondly, three teachers who had shown to be more digitally literate based on the analysis of questionnaire data, were selected for lesson observations. Nine lesson observations were made in total to investigate how teachers use ICT tools to mitigate language challenges. The observed teachers were interviewed once to provide them with an opportunity to explain and elaborate on some of the episodes observed in their lessons. Data analysis involved computation of descriptive statistics from quantitative data and thematic analysis of qualitative data. Findings of the study indicated that 97.62% of the teachers believed that technology can be useful in solving language problems in the Life Sciences classrooms and 95.24% indicated that they were confident in using technology when teaching Life Sciences. Teachers used PowerPoint presentations, YouTube videos and tutorials amongst others when teaching. However, in the interviews two of the teachers failed to explain how these tools helped in mitigating the language challenges learners encounter during the teaching and learning process. Another important aspect that came out is that the lack of access to appropriate technological devices thwarted teachers’ efforts to use ICT tools. These findings have implications on resource distribution in schools to ensure quality teaching and learning occurs within the disadvantaged communities where the language of teaching and learning is problematic and also development of teachers’ technological pedagogical content knowledge.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116258803","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}

{"title":"ERASMUS PROJECT VIRSTEM INTERACTIVE TOOLS FOR EDUCATION","authors":"Edgaras Timinskas, D. Makutėnienė, Olga Ovtšarenko","doi":"10.36315/2022v2end001","DOIUrl":"https://doi.org/10.36315/2022v2end001","url":null,"abstract":"\"In a modern education, the use of modern technologies is dictated by the time requirement to provide all spheres of life with competent specialists. This article provides an overview of the first year of the project work of an international team consisting of teachers and researchers, software developers and modelers - specialists in BIM environment from different countries of the Baltic region, which was devoted to finding opportunities to improve the efficiency of teaching technical disciplines, integrating modern technological disciplines and virtual and augmented reality solutions with using the best traditional teaching methods, developing new approaches in educational and methodological work. To create a modern learning environment and support the independent work of students of construction specialties in an open online course \"\"Basic Engineering Graphics\"\", interactive teaching material with visualization and integration of BIM is used: simulators of digital objects, interactive exercises, and tests. The free online course is designed for undergraduate students of construction specialties, both full-time and part-time studies, as well as for the professional development of specialists. Involving the student in an active educational process to gain new knowledge is a priority to ensure the effectiveness of independent distance learning. The statistical data presented in the article provide interesting material for analyzing the effectiveness of teaching methods, demonstrate the need to change the approach to using traditional teaching methods, and integrate virtual technologies with the best traditional methods of technical teaching. The use of interactive objects, feedback with recommendations for further progress cannot fully replace the teacher and mentor but helps the student to plan their learning and is a very effective preparation for the next stage of learning.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129748445","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}

{"title":"THE SENSORY PROCESSING AND INTEGRATION IN ASD: IMPACT ON EDUCATIONAL OUTCOMES","authors":"R. Trifu, C. Hațegan, D. Talaș, Tania Tușe","doi":"10.36315/2022v2end078","DOIUrl":"https://doi.org/10.36315/2022v2end078","url":null,"abstract":"\"Autism spectrum disorders (ASDs) depict a large class of conditions that manifest in a variety of displays and particularities. The number and type of symptoms can differ drastically from one person to another and array from mild to severe. Symptoms fall into a range of categories; dysfunctions in perceptual and sensory processing are present with impact in communication, in neurological functioning outcomes and in various functional behavior limitations (Pfeiffer et al., 2005). In school settings and in everyday life the sensory processing and integration of the stimuli may impact the acquisition of new information and sometime, in particular situation the educational process itself. Sensory information and atypical behavioral responses are common to people with this diagnostic, with over 96% of children with ASD having hyper or hyposensitivity in several areas. Particular processing of sensory stimuli can cause aggressive and self-harming behavior, especially for those who are non-verbal and cannot communicate their difficulties in an adequate and functional manner. Among the most affected senses are the proximal senses, such as taste, smell, and touch, but new studies report that disruption of auditory and visual processing pathways is becoming more common (Marco, E J et al, 2011). Due to these particular hypersensitivities daily activities are disturbed. This is a factor that limits the participation of these individuals in certain events and activities, and in school itself. Most preschoolers had difficulty with sensory processing, which was associated with behavioral changes such as irritability, lethargy, or hyperactivity. In thisresearch we evaluated the sensory processing difficultieslayered by age and interaction plans: tactile, vestibular, proprioception, auditory, olfactive, taste and visual. The participants (N= 43) report data for themself (N=9), for babies(N=5), for kindergarten age (N=15) and for school age (N=14). Preliminary data indicate for tactile sensory processing the M= 1.9, for auditory sensory processing the M= 2.49, for vestibular sensory processing the M= 2.1, for proprioception sensory processing the M= 1.72, for visual sensory processing the M= 2.07, for taste sensory processing the M= 1.74, for olfactive sensory processing the M= 1.97. The most reported disturbance on sensory processing was on the auditory, vestibular and visual part. The affected sensory processing area interferes with the educational process that is based mainly on auditory, visual and vestibular. These preliminary results are in concordance with others reports from literature and could explain the hypersensitivity for auditory and visual stimulus and the odd behaviors displayed by ASD persons, like tiptoes walking. Further research and analysis will be developed in order to tailor these aspects of sensory processing in ADS, with impact on education and everyday living.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128876513","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}