bluuebunny/crossref_metadata_2025 huggingface dataset:
Thickness-utilizing deployable hard stops for origami-based design applications
Authors: Andrews David W. , Magleby Spencer P. , Howell Larry L.
Published: October 2020

Abstract. This work develops and presents design concepts and models of thickness-utilizing deployable hard stops (ThUDS) which can be incorporated into origami-based design applications to provide stability in specific fold states. A ThUDS, like a lamina-emergent mechanism, emerges from a flat state and can reside within a sheet. A variety of planar and spherical ThUDS configurations are developed and presented, using diagrams, equations, and prototypes. Examples of ThUDS applications are given and attributes are discussed. Considerations for the design of a ThUDS are discussed. This work outlines how a ThUDS can maintain foldability while improving stability and utilizing thickness. Parameter values for prototypes are also given for reader reproduction.
The Writing Strategies of Post-SecondaryStudents with Writing Difficulties
Authors: Harrison Gina L , Beres Deborah
Published: October 2020

Writing samples were examined from 42 post-secondary students with or without writing difficulties. Guided by the Simple View of Writing (Berninger et al., 2002), the samples were examined for evidence of difficulties with lower-order transcription processes and higher-order composition skills. Retrospective reports on writing strategies were also obtained. The students with writing difficulties achieved significantly lower scores across both dimensions of writing than the students without difficulties. For those with writing difficulties, strategy reports indicated an awareness of difficulties with lower-order (e.g., spelling) writing skills and an over-emphasis on these skills during the writing process, compared to the students without writing difficulties. Results are discussed in relation to the cognitive and linguistic aspects involved in skilled writing in adulthood, and the implications for accommodations and interventions for students struggling with writing at the post-secondary level.
The Characteristics and Experiences of CanadianStudents Receiving Special Education Services fora Learning Disability
Authors: Whitley Jessica , Lupart Judy L , Beran Tanya
Published: October 2020

This article provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for a learning disability (LD) and a comparison group without disabilities (NLD). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth (NLSCY), which contains information provided by teachers, parents, and students. Results indicate that the demographic characteristics of the LD group are similar to the NLD group. As well, no signifi cant differences were found between the self-reports of children in the LD and NLD groups regarding school and social experiences. However, differences exist in teachers’ perceptions of students’ educational potential, social skills, and motivation. The findings inform school efforts focused on reducing the drop-out rate of students with LD. Other implications for practice as wellas for future research are discussed.
Academic Achievement of Students withEmotional and Behavioural Disorders:A Review of the Research
Authors: De Lugt Jenn
Published: October 2020

Although students with emotional and behavioural disorders often have academic defi cits, the interventions provided for these students usually focus on their behaviour. The result may be that the academic needs of this population are neglected and possibly increase due to neglect. While the research is inconclusive, it suggests that there may be a reciprocal relationship between poor academic achievement and problem behaviour. Without early and effective intervention, students with emotional and behaviour disabilities (EBD) are likely to be at risk for poor academic as well as psychosocial outcomes. The purpose of this review is threefold: (a) to review the recent research on the academic achievement, particularly reading achievement, of students with EBD; (b) to describe the current classroom instruction provided to students with EBD; and (c) to review the research on what constitutes effective instructional practice for this population. The paper closes with recommendations for future research.
Compensating for Reading Difficulties:A Qualitative Investigation of University Students’ Experiencesof Influential Personal Characteristics
Authors: Corkett Julie K , Hein Serge F , Parrila Rauno
Published: October 2020

This study involved a qualitative examination of the personal characteristics that university students saw as important in helping them to compensate for their reading difficulties at various stages of their education. The sample consisted of 10 undergraduate students or recent graduates who reported a significant history of reading difficulties. Data were collected using in-depth, open-ended interviews with each participant. These data were then analyzed using a form of whole text analysis and resulted in four major themes: seeking assistance from others, de-veloping positive relationships with others, being highly motivated to achieve, and maintaining a belief in one’s abilities. The findings highlight the broad range of factors that can influence motivation and self-concept and the wide variety of people who can be involved in providing assistance to individuals with reading difficulties. The implications of the findings for educational practice and for fur-ther research are discussed.
Family Literacy Environment and Early Literacy Development
Authors: Kirby John R , Hogan Brenda
Published: October 2020

A battery of reading-related and reading measures was used to select samples of good (N = 30) and poor readers (N = 19) in Grade 1. Parents of these children completed a questionnaire about current and preschool home literacy practices and socio-economic status (SES). The 2 groups were compared with t tests and in a discriminant analysis. The t tests indicated that the homes of the good and poor readers differed in many characteristics, including several aspects of home literacy, numbers of books in the home, and mothers’ education. The 2 best unique discriminators of the groups were parents’ teaching of letters and mothers’ education. The limitations of the study and the implications are discussed.
Inclusive Education: Identifying Teachers’ Perceived Stressors in Inclusive Classrooms
Authors: Brackenreed Darlene
Published: October 2020

This research replicates the study conducted by Forlin (2001) in Churchlands, Western Australia. Forlin’s Inclusive Education Teacher Stress and Coping Ques-tionnaire was adapted from the original questionnaire to more accurately reflect the language and practice of inclusion in Ontario (Frost & Brackenreed, 2004). The purpose of this study was to determine teachers’ perceptions of their levels of stress with respect to teaching students with an identified exceptionality in their inclusive classrooms, as well as to compare the perceptions of stress in the two populations. A final outcome of the study was to inform practice for teachers of Ontario and perhaps other regions of Canada. The population for this study was drawn from teachers in northeastern Ontario, Canada. Implications for teachers and recommendations for further research are presented.
Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-consuming?
Authors: Thompson S Anthony , Baumgartner Lynsey
Published: October 2020

In the inclusive/special education literature, practitioners often claim that using portfolios is excessively time-intensive, while other researchers lay claim to posi-tive possibilities for students with disabilities/exceptionalities, such as increased self-esteem, internal locus of control, choice-making, and active participation in learning. To explore both the time-consuming charge and the positive possibilities associated with portfolio use, we conducted a case study with students with dis-abilities/exceptionalities and some labelled at-risk in the second author’s elementary classroom. Data sources included a research journal, general class-room observations, and structured student interviews. We found that the teacher identified more examples of positive outcomes than did her students and that im-plementing portfolios can indeed be a protracted process. We theorize about these findings and offer some concluding suggestions to mitigate labour intensity to bet-ter support students with disabilities/exceptionalities.
An Update on the Use of Peer Tutoring and Students with Emotional and Behavioural Disorders
Authors: Spencer Vicky G , Simpson Cynthia G , Oatis Tonia L
Published: October 2020

This article presents an update of the research on the use of peer tutoring and students with emotional and behavioural disorders (EBD). Nine studies from 2001 to 2007 were identified in which students with EBD served as tutors and/or tutees to teach their peers academic and social behaviours. Five of these studies included elementary students, two included middle school students, and two in-cluded high school students. Only one study (i.e., Tournaki & Criscitiello, 2003) was implemented in the general education classroom. Peer tutoring continues to be implemented across levels of schooling with the majority of research being conducted at the elementary level in reading with continued secondary interests on the effects of behavioural issues and social skills. Clearly, there is still a need for this intervention to be validated in the middle and secondary classrooms, but specifically, with students with EBD in the general education setting.
A Preliminary Evaluation of a School Support Program for Children with Autism Spectrum Disorders: Educator and School Level Outcomes and Program Processes
Authors: McDougall Janette , Servais Michelle , Meyer Katherine , Case Sheila , Dannenhold Kara , Johnson Sue , Riggin Colleen
Published: October 2020

This is a preliminary evaluation of a program aimed at providing training, con-sultation, and resource materials to educators in public schools in order to build the capacity of those educators and schools to meet the needs of students with aut-ism spectrum disorders. Educator and school level outcomes were evaluated and information about program processes was gathered. One hundred and ninety-two educators completed study measures in the fall and spring of one school year. Educators receiving no services were compared on outcomes to educators who received services. Significant main effects of program condition in favour of bene-ficial effects of the program were found for two school level outcomes. On average, educators were satisfied with the program and found the various com-ponents of the service useful. Recommendations for future service delivery and research are discussed.
Reconsidering the Education of Gifted Young Children
Authors: Lai Yuan
Published: October 2020

While conceptualizations of giftedness have been broadened to include many forms of giftedness, a reconceptualization of gifted programs has not followed. The paper argues that the Reggio Emilia approach to early childhood education, combining important features of the fields of early childhood education and gifted education, is a good fit for gifted young children. This approach is proposed for gifted young children because of its view of children as competent and full of po-tential, its emphasis on the development of symbolic languages early in life, and its conduciveness to higher-level thinking. The paper suggests that the Reggio ap-proach not only enhances intellectual development, but also nurtures multiple forms of knowledge representation in early childhood, thus laying foundations for diverse talent development.
Past Buoy Lines: Exploring Metaphors, Boundaries, and Poetic Possibilities in Giftedness Research
Authors: Richardson Pamela
Published: October 2020

This piece is a poetic and narrative inquiry (Leggo, 2004) into the conceptual, physical, and emotional underpinnings of research methodology in the field of gifted education. First, the author explores the metaphorical possibility of swim-ming rather than standing in the field of inquiry and how relationships to self, environment, and other would shift in ways potentially commensurate with the task of researching giftedness. Then, responses to a questionnaire asking re-searchers about their understandings, hopes, and fears in the use of “non-traditional” methodologies in the field of gifted education are explored through the creation of poetic aphorisms.
Conflict Interpretation: A Comparison of Canadian and Italian Aggressive and Non-Aggressive Youth
Authors: Smorti Andrea , Ciucci Enrica , McKeough Anne McKeough , Malcolm Jennifer , Bremner Dawn
Published: October 2020

The impact of persistent aggression on youths’ social and psychological well being is well documented. What is less well understood is the shaping effect of cultural differences on how such conflict is experienced and responded to. In this study, we asked youth to write a story about a conflict they experienced and describe their associated feelings. Participants included Canadian and Italian girls and boys from grades 4 and 7 who were rated by their teachers as either aggressive or non-aggressive. Results indicated that although there were no significant main effects for behavioural group or country in the description of the conflict, significant differences appeared in participants’ descriptions of associated feelings. Specifically, non-aggressive participants were significantly better at generating psychological interpretions of actors’ intentions and experienced significantly more congruent associated feelings. Additionally, Canadian participants were significantly better than Italian participants in generating psychological interpretation of conflicts.
Fostering Community and Civic Engagement in Low Income Multicultural Schools through Transformative Leadership
Authors: Bader Barbara , Horman Judith , Lapointe Claire
Published: October 2020

In this study, we examine how transformative leadership enables students from a low-income and multicultural neighbourhood to learn about democracy, re-sponsible citizenship, and community engagement at school. As part of a graduate seminar on critical pedagogy and cultural studies in education, in-depth group interviews were conducted with students in three different schools. The objective of the study was to give voice to these students and to better un-derstand how and why they had decided to become involved in a democracy-oriented school project. The paper focuses on the results obtained in one of the schools, located in a low-income multicultural neighbourhood, where the students’ authentic process of community and civic engagement was facili-tated by the transformative leadership of the principal, the assistant principals, and the teacher leaders.
Summer Literacy for Young Vulnerable Learners: A Study of Caregiver Involvement and Program Stability
Authors: Graham Ashley , McNamara John , VanLankveld Jackie
Published: October 2020

Emergent literacy programs for young children are significantly more effective when caregivers are integral components of program delivery. This is particular-ly important when designing programs for vulnerable children such as those with lower academic achievement due to learning and language disabilities, lower so-cioeconomic environments, or learning in a language other than their native language. Including caregivers in program delivery will impact not only the effec-tiveness of the program but also its stability. This exploratory study investigated the efficacy and stability of a summer family literacy program on the reading achievement of 14 four-year-old children completing their pre-kindergarten year. Children were assessed prior to, immediately proceeding, and 6 months following the summer program. The results of the study indicated that children demonstrat-ed significant gains in all aspects of emergent literacy and furthermore, sustained these gains 6 months after the program.
Social-emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings
Authors: Dalton CJ
Published: October 2020

Mild or moderate hearing loss (MMHL) is a communication disability that im-pacts speech and language development and academic performance. Students with MMHL also have threats to their social-emotional well-being and self-identity formation, and are at risk for psychosocial deficits related to cognitive fa-tigue, isolation, and bullying. While the body of research on deaf and culturally Deaf students is considerable, educational literature on students with MMHL is much less extensive, especially when considering their prevalence in regular classrooms (Niskar et al., 2001). This paper investigates the social-emotional challenges of hard of hearing students using self-determination theory (Deci & Ryan, 1985) as an organizing framework and highlights how classroom teachers can support relatedness, competence, and autonomy for students with MMHL.
Effects of the Learning Opportunities Task Force (LOTF) Programs on Postsecondary Students with Learning Disabilities
Authors: Harrison Allyson G , Areepattamannil Shaljan , Freeman John
Published: October 2020

This study examined the effects of participation in the Learning Opportunities Task Force (LOTF) programs on postsecondary students with learning disabili-ties (LDs). Data regarding 969 students from 6 colleges and 4 universities in Ontario were evaluated to investigate rates of academic success and increased self-awareness. Participants had a significantly lower rate of failure or drop out compared with the national average. Comparison of pre- and post-participation data from 450 of these students demonstrated improved understanding of their own LD, ability to explain their disability to others, and ability to self-advocate following participation in the LOTF programs. Overall, the majority of partici-pants reported that participation in the LOTF program contributed significantly to their academic success and would participate again in such a program. Inten-sive learning supports during the first year of postsecondary studies like those provided by LOTF may increase retention rates and improve key skills for those with LD.
Linking the Nature of Secondary School Students who are Highly Artistic with Curriculum Needs and Instructional Practice
Authors: Visconti Victoria
Published: October 2020

This exploratory qualitative investigation examined the nature of 7 secondary school students who are highly artistic to link visual arts programs that best ac-commodate their learning needs. Instrumentation for data collection included 1 questionnaire, 3 in-depth semistructured one-on-one interviews, artwork docu-ments, observations, and field notes. Findings related to creativity, motivation, social and emotional perspectives, and cognitive processes supported the signifi-cance and benefits of visual arts in student growth. Results identified the development of critical thinking, problem-solving skills, risk-taking, meeting chal-lenges, transferability of skills, extending local and world connections, and environmental and societal concerns. Through artwork production and insight into their needs, students conveyed valuable suggestions for programming en-hancements and visual arts classroom settings. These findings are meaningful for educators and curriculum developers as they distinguish the importance of diver-sified and differentiated learning opportunities in engaging students who are highly artistic to meet their optimal potential, and suggest implications for educa-tional practice.
Accommodations in Teacher Education: Perspectives of Teacher Candidates with Learning Disabilities and their Faculty Advisors
Authors: Csoli Karen , Gallagher Tiffany L
Published: October 2020

This study of teacher candidates with learning disabilities profiles their experi-ence in a teacher education program. Two teacher candidates and their faculty advisors offer perspectives at various points during the teacher education pro-gram. Findings indicate that the teacher candidates were able to complete their required courses when their professors facilitated appropriate accommodations for them. In their elementary classroom practica, the participants thrived when teaching in their trained discipline or content area, but often needed scaffolding from teacher associates when teaching mathematics and reading. Prior to dis-closing their disability to their teacher associates, the teacher candidates attempted to gauge their mentors’ tolerance of learning disabilities. Based on their lived experiences, the participants held distinct beliefs about integration and reducing the stigma of learning disabilities. Discussion on the implications for teacher education and support of teacher candidates with learning disabilities is offered.
Training, Inclusion, and Behaviour: Effect on Student–Teacher and Student–SEA Relationships for Students with Autism Spectrum Disorders
Authors: Brown Jacqueline A , McIntosh Kent
Published: October 2020

Little is known about factors that affect teacher and special educational assistants’ (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating scales assessing problem behaviour and the quality of student–teacher and student–SEA relationships. Results showed that the level of problem behaviour and percent of time receiving the general education curriculum (i.e., not a modified curriculum) significantly predicted the student–teacher relationship, but not the student–SEA relationship. Training in ASD did not significantly predict the student–teacher or student–SEA relationship.
Interventions for Challenging Behaviours of Students with Autism Spectrum Disorders and Developmental Disabilities: A Synthesis Paper
Authors: Montgomery Janine , Martin Toby , Shooshtari Shahin , Stoesz Brenda M , Heinrichs Dustin J , North Sebastian , Dodson Lindsay , Senkow Quinn , Douglas Joyce
Published: October 2020

This synthesis paper summarizes research literature addressing challenging be-haviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a stan-dard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were in-tegrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future re-search.
Mild Intellectual Disability at the Postsecondary Level: Results of a Survey of Disability Service Offices
Authors: Harrison Allyson G , Holmes Alana
Published: October 2020

Disability Service Staff at colleges and universities in Ontario, Canada were sur-veyed regarding the number of students arriving at their offices with the label of mild intellectual disability. Information was obtained regarding criteria used in association with this label, documentation required to support the classification, and accommodations provided, as well as the types of programs in which these students enroll and their success in those programs. Results demonstrate little consistency across institutions regarding the criteria employed when making this identification, and the accommodations and supports provided. Even with sup-ports and accommodations, respondents estimated that fewer than 25% of such students are able to succeed at the postsecondary level, although a larger per-centage appear to benefit from specialized college programs. Best practice guidelines are needed with respect to assessment and diagnosis of this condition, and specialized programs may be required to address success and retention at the postsecondary level.
Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010
Authors: Cobb Cam
Published: October 2020

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article.
Attitudes of Secondary Regular School Teachers Toward Inclusive Education in New Delhi, India: A Qualitative Study
Authors: Bhatnagar Nisha , Das Ajay
Published: October 2020

This study aimed to identify the attitudes of regular school teachers in Delhi, India, toward the inclusion of students with disabilities. It also explored their views regarding facilitators of inclusive education. Respondents were secondary school teachers working in schools in Delhi that implement inclusive education for students with disabilities. Two focus group interviews with ten participants in each group and 20 individual semi-structured interviews were conducted. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. The major finding of the study was that the teachers held positive attitudes toward the inclusion of students with disabilities. The teachers also suggested a number of facilitators of inclusion in their schools such as improved infrastructure, policy changes, and provisions for institutional resources.
Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders
Authors: Knorr Lyndsay , McIntyre Laureen J
Published: October 2020

This study explored the school and life experiences of four adults diagnosed with a fetal alcohol spectrum disorder (FASD) from an urban area in western Canada. Semi-structured interviews provided insight into the lives of these adults, including their experiences with this disorder as it related to their social interactions and peer relationships in elementary school, high school, and the community. Their educational and life experiences were examined with the goal of understanding how success is achieved among these individuals. Three major themes emerged from participant interviews: (a) “I don’t fit in”: negative school experiences leading to anger and frustration toward diagnosis; (b) intergenerational alcoholism, child abuse, and drug addiction; and (c) healing the wounds: sources of strength, success, and helping others. Despite the hardships these participants faced, they each found sources of strength and success that have allowed them to be resilient in the face of adversity.
Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue
Authors: Whitley Jessica , Gooderham Suzanne
Published: October 2020

Guest editor introduction to the special issue
Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth
Authors: Stewart Shannon L. , Klassen Janell , Hamza Chloe
Published: October 2020

Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4–18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child’s mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed.
Exploring Mental Health Literacy Among Pre-Service Teachers
Authors: Whitley Jessica , Gooderham Suzanne
Published: October 2020

Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 pre-service teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided.
Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere."
Authors: Thompson S. Anthony , Timmons Vianne
Published: October 2020

Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi- structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities.
Pre-service Special and General Educators’ Perceptions of Bullying
Authors: Rose Chad A , Monda-Amaya Lisa E , Preast June L
Published: October 2020

Successful approaches for decreasing bullying among youth hinge on the competence of teachers, yet teachers’ perceptions of bullying often differ from those of students. This study used the Bullying Perceptions Scale—Revised to investigate perceptions of 221 pre-service teachers at a large university in the midwestern United States. Results suggested that pre-service teachers believe all topographies of bullying warrant intervention. Additionally, when asked to recall an episode of bullying, pre-service teachers typically recalled a scenario that involved verbal bullying (84.0%), occurred in the classroom (43.6%), in elementary (44.0%) or middle school (39.6%), when teachers were present (50.2%). The findings imply a need for increased focus on bully identification and prevention in the teacher preparation curriculum.
Preface: Anne Jordan—Robbie Case Memorial Award Winner
Authors: Hutchinson Nancy L.
Published: October 2020

Anne Jordan: Robbie Case Memorial Award Winner
Using the ICF-CY to Support Inclusive Education in Ghana
Authors: Okyere Christiana , Donnelly Catherine , Aldersey Heather Michelle
Published: October 2020

The international classification of functioning, disability, and health for children and youth (ICF-CY) developed by the World Health Organization (WHO) is a framework for understanding concepts of disability specific to children and youth. This framework has been used in countries around the world to support the education of children with disabilities. In this article, we argue that the ICF-CY has the potential to inform and support Ghana’s education system and to improve the implementation of education for children with disabilities, particularly inclusive education, in Ghana. Specifically, we use children with intellectual and developmental disabilities (IDD) as an exemplar to examine how the ICF-CY can support inclusive education for children with disabilities within its main components: Body Functions and Structures, Activities and Participation, Environmental Factors, and Personal Factors. Examining the ICF-CY in these areas is significant, as many similar low- and middle-income contexts have yet to adopt the framework and may draw insights and lessons for its significance in educational contexts.
Exploring Diversity and Nurturing Generativity Through in situ Teacher Education
Authors: Schnellert Leyton , Kozak Donna
Published: October 2020

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).
Response to Intervention (RTI) and Changes in Special Education Categorization
Authors: Raben Kasandra , Brogan Justin , Dunham Mardis , Bloomdahl Susana
Published: October 2020

Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative spanning 21 rural school districts in southern Illinois that represented 15,128 students. Each of the school districts maintained its own policies and procedures governing RTI implementation, special education referral, and special education eligibility. The study revealed that while the number of students with LD dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion. This changing trend may be the result of several factors including changes in school district policy, parent advocates pressing for quicker paths to treatment, treatment providers shifting categories for a wide variety of reasons, or some yet unknown factor. These possible explanations suggest that family issues, time, finances, and procedural dynamics may play a role in the changing categorizations and should be better understood. Future studies should focus on the inclusion of more culturally and economically diverse students, within and outside the Unites States. Last, school district policies and RTI implementation procedures should be investigated to better uncover any potential relationship to this shifting data trend.
Assess, Sort, Classify: “Othering” of Indigenous Students in Manitoba’s Schools
Authors: Bartlett Nadine , Freeze Trevi
Published: October 2020

In the province of Manitoba, Canada, there is a gap between the rhetoric of inclusive education and its practical implementation. In the absence of inclusive educational policies and guidelines, deficit-based approaches such as categorical labels for students who are deemed to have a severe emotional and behavioural disorder, segregated classrooms, and self-contained programs are prevalent and change is needed. This paper provides a critical perspective on how the paradigm of special education contributes to the social construction of disability; how, for Indigenous students, it too often positions behavioural difference as disability; and further, why this practice is systemically discriminatory. In our examination, we seek to expose the exclusion (Slee & Allen, 2001) that exists in nominally inclusive schools as a way to promote social change and redirect education toward truly inclusive practices. To that end, we suggest the following strategies that may reduce educational inequity for Indigenous students: (a) developing clearly articulated inclusive educational policies along with indicators of inclusivity; (b) reporting the number of Indigenous students who are identified as emotionally and behaviourally disordered, and segregated in self-contained settings; (c) establishing needs-based models of support at all levels (e.g., province, division, and school); (d) creating new narratives of assessment and pedagogy; and (e) reconceptualizing teachers’ training. We hope that by critically examining the structures and processes of special education that, in fact, disable Indigenous students from educational success, inclusion might encompass more than a provincial philosophy and include transformative educational change.
Exploring the Impact of Quality Early Child Education on Special Education
Authors: Young Gabrielle , Philpott David , Butler Emily , Maich Kimberly , Penney Sharon
Published: October 2020

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.
Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu
Authors: Lamoureux Kevin , Katz Jennifer
Published: October 2020

In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.
The place of The General Theory in the economics canon
Authors: Repapis Constantinos
Published: October 2020

This paper presents in non-technical language an interpretation of the argument of The General Theory, which is the importance of effective demand and its relation to human agency. It argues that The General Theory is not only a treatise on economic theory, but also, and more importantly, a treatise on methodology, i.e. how economists should reason when dealing with the complexity of the real world. Implicit in this analysis is a distinct position on the remit of the economist and the nature of economic advice and policy. This interpretation suggests that this understanding forms a new paradigm of thinking about the economy at large, centred around the concept of uncertainty. This insight developed into a new analytical tradition in economics, the Post Keynesian School of economic thought that sees uncertainty and effective demand as the key analytical long term concepts for understanding how the economy evolves through time.
Economics, Entrepreneurship and Utopia: The Economics of Jeremy Bentham and Robert Owen by Estrella Trincado and Manuel Santos-Redondo. Routledge. 2018. 198 páginas. ISBN: 978-03-67876-42-5.
Authors: Menudo José Manuel
Published: October 2020

Reseña del libro de Estrella Trincado y Manuel Santos-Redondo, Economics, Entrepreneurship and Utopia: The Economics of Jeremy Bentham and Robert Owen. Routledge. 2018. 198 páginas. ISBN: 978-03-67876-42-5.
La tecnocracia y su introducción en España, de Jesús M. Zaratiegui. Ediciones Universidad de Valladolid, 2019, 156 pp. ISBN: 978-84-1320-056-9
Authors: Nogueira Centenera Antonio
Published: October 2020

Reseña del libro La tecnocracia y su introducción en España, de Jesús M. Zaratiegui. Ediciones Universidad de Valladolid, 2019, 156  pp.  ISBN: 978-84-1320-056-9
Automated measurement of attitudes towards social distancing using social media: A COVID-19 case study
Authors: Kayes A.S.M. , Islam Md. Saiful , Watters Paul A. , Ng Alex , Kayesh Humayun
Published: October 2020

The COVID-19 outbreak has focused attention on the use of social distancing as the primary defence against community infection. Forcing social animals to maintain physical distance has presented significant challenges for health authorities and law enforcement. Anecdotal media reports suggest widespread dissatisfaction with social distancing as a policy, yet there is little prior work aimed at measuring community acceptance of social distancing. In this paper, we propose a new approach to measuring attitudes towards social distancing by using social media and sentiment analysis. Over a four-month period, we found that 82.5 percent of tweets were in favour of social distancing. The results indicate a widespread acceptance of social distancing in a selected community. We examine options for estimating the optimal (minimal) social distance required at scale, and the implications for securing widespread community support and for appropriate crisis management during emergency health events.
Social discourse and reopening after COVID-19
Authors: Stella Massimo
Published: October 2020

Although the COVID-19 pandemic has not been quenched yet, many countries lifted nationwide lockdowns to restart their economies, with citizens discussing the facets of reopening over social media. Investigating these online messages can open a window into people’s minds, unveiling their overall perceptions, their fears and hopes about the reopening. This window is opened and explored here for Italy, the first European country to adopt and release lockdown, by extracting key ideas and emotions over time from 400k Italian tweets about #fase2 — the reopening. Cognitive networks highlighted dynamical patterns of positive emotional contagion and inequality denounce invisible to sentiment analysis, in addition to a behavioural tendency for users to retweet either joyous or fearful content. While trust, sadness and anger fluctuated around quarantine-related concepts over time, Italians perceived politics and the government with a polarised emotional perception, strongly dominated by trust but occasionally featuring also anger and fear.
Characterizing social media manipulation in the 2020 U.S. presidential election
Authors: Ferrara Emilio , Chang Herbert , Chen Emily , Muric Goran , Patel Jaimin
Published: October 2020

Democracies are postulated upon the ability to carry out fair elections, free from any form of interference or manipulation. Social media have been reportedly used to distort public opinion nearing election events in the United States and beyond. With over 240 million election-related tweets recorded between 20 June and 9 September 2020, in this study we chart the landscape of social media manipulation in the context of the upcoming 3 November 2020 U.S. presidential election. We focus on characterizing two salient dimensions of social media manipulation, namely (i) automation (e.g., the prevalence of bots), and (ii) distortion (e.g., manipulation of narratives, injection of conspiracies or rumors). Despite being outnumbered by several orders of magnitude, just a few thousands of bots generated spikes of conversations around real-world political events in all comparable with the volume of activity of humans. We discover that bots also exacerbate the consumption of content produced by users with their same political views, worsening the issue of political echo chambers. Furthermore, coordinated efforts carried out by Russia, China and other countries are hereby characterized. Finally, we draw a clear connection between bots, hyper-partisan media outlets, and conspiracy groups, suggesting the presence of systematic efforts to distort political narratives and propagate disinformation. Our findings may have impactful implications, shedding light on different forms of social media manipulation that may, altogether, ultimately pose a risk to the integrity of the election.
ERRATA : CORRUZIONE E VIOLENZA SISTEMICHE: RIFLETTENDO SUL RAPPORTO TRA POLITICA E DIRITTO A PARTIRE DA “TANGENTOPOLI”
Authors: Martini Sandra Regina , Finco Matteo
Published: October 2020

O artigo adota a Teória dos Sistemas Sociais do sociólogo N. Luhmann e fornece um enquadra-mento dos conceitos de “corrupção sistêmica” e “violência sistêmica”, analisando como os fenômenos que

eles descrevem afetam os subsistemas do direito e da política. A análise dos eventos de “Tangentopoli”(Itália), conectados à investigação criminal “Mani Pulite”, tenta identificar concretamente as repercussõesno âmbito dos direitos humanos e dos conflitos entre mídia, opinião pública, poderes judiciário e político.Através de pesquisa bibliográfica e documental e do método hipotético-dedutivo, a corrupção é entendidanão somente como crime, mas como fenômeno social abrangente, que envolve a sociedade como um todobem como os cidadãos, entendidos como individuos que no dia dia são chamados para escolhas e açoes

responsáveis. Precisamente por esta referência aos níveis individual e interpessoal da vida social, as consi-derações feitas também podem se aplicar a contextos diferentes do aqui analisado (Itália).