ethanporcaro/eric-fulltext-meta huggingface dataset:
PBL and Mixed-Background Groups on Master&apos;s Programmes
Author: Engen, Mie
Date: 2018-00-00
Type: Journal Articles
Subjects: Masters Programs,Problem Based Learning,Foreign Countries,Educational Experience,Student Attitudes,Teaching Methods,Outcomes of Education,Graduate Students,Educational Background,Age Differences,Cooperative Learning,Skill Development,Group Dynamics,Social Work,Change

This article presents the main findings of an applied research project, which studied student experiences of the challenges and opportunities of Problem-Based Learning (PBL) in two master programmes (MPs) at Aalborg University (AAU) characterised by diverse student groups, who bring different educational backgrounds, skills and experiences to the table. Research shows that PBL holds a potential for integrating and promoting learning outcomes for diverse student population, but also that heterogeneity can have negative influence on group dynamics and collaboration central in PBL, but how students experience this is under-researched. The investigation shows that diversity in terms of age differences and varieties in educational backgrounds are experienced both as challenges in teaching situations, but also as an opportunity to increase student learning over time. The study concludes with recommendations for practical alterations of the introduction to and conditions for the PBL model.
Laptop Riser, a Useful PBL Project for Diploma Students in Engineering Design
Author: Sedaghat, Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Engineering,Design,Workshops,Foreign Countries,Laptop Computers,Active Learning,Student Projects,Computer Assisted Design,Drafting

A useful project is identified for the semester-four diploma students in their final workshop of mechanical engineering program in the school of engineering at Australian college of Kuwait (ACK). ACK is putting significant emphasis in project based learning (PBL) and is developing new courses for both diploma and degree programs according to PBL style. In the final workshop project, it is required that the students design and manufacture a foldable laptop riser during fourteen weeks of their works. This project uses welding, cutting, drilling, and bending processes. It is expected that the deliverable product of this workshop is to be used in offices of ACK faculties and staff to raise the laptop height to provide an ergonomic and healthy office use. Students gain experiences in developing their own ideas, acquainted with preliminary design calculations, make sketches and drawings, build their laptop risers, and report their learning outcomes. The students are allowed to work individually or in a team of two to three students. The students are asked to satisfy specific requirements and fulfill certain restrictions such as pre known available materials, sizes and dimensions, and quality of finished product. We found that students are satisfied with their learning and developed skills and also enjoyed to see their end products are utilized in the ACK offices.
The Behavior Problems Inventory--Short Form: Utility for Children and Adolescents with Visual Impairments
Author: Lang, Markus
Date: 2018-00-00
Type: Journal Articles
Subjects: Behavior Problems,Measures (Individuals),Children,Adolescents,Visual Impairments,Comparative Analysis,Mental Disorders,Mental Health,Intellectual Disability,Aggression,Self Destructive Behavior,Parents,Foreign Countries,Blindness

Several studies reported a higher prevalence of maladaptive behaviors in children and adolescents with visual impairments (that is, those who are blind or have low vision) compared with typically developing youths. Early studies reported that up to 57% of youths with visual impairments also have mental health problems. These include problems with attention, anxiety, decreased initiative and communication, aggression, and low self-esteem. Some of the children and adolescents with visual impairments develop serious manneristic or stereotypical behaviors (eye poking or rocking) or self injurious behaviors like head hitting or self biting. Specifically, the risk of persistent problem behaviors is elevated in youths who present a combination of visual impairment and intellectual disabilities. The BPI-S is a well-established, informant based behavior-rating instrument that was designed to assess maladaptive behaviors in individuals with intellectual disabilities. A short form (Behavior Problems Inventory-- Short Form, BPI-S; Rojahn et al., 2012a, 2012b) is available. As the BPI-S includes various items that describe behaviors exhibited by youths with visual impairments, it was used in the current study. The purpose of this project was to explore the utility of the BPI-S to describe various forms of maladaptive behaviors in children and adolescents with visual impairments, and to provide data to estimate if there are differences in specific forms of stereotypical, self-injurious, or aggressive or destructive behaviors in youths who are blind as compared to youths with low vision. As an implication for clinical practice, the authors recommend the use of the BPI-S as an instrument to identify youths with visual impairments who are in need of positive behavior support. Practitioners can use the BPI-S to describe the specific form of aggressive, stereotypical, or self-injurious behavior as a target for intervention, and to evaluate the effects of behavioral interventions. However, more research is needed to provide data on the reliability of BPI-S-ratings with children and adolescents with visual impairments and the correspondence with direct observational methods. A behavior rating form like the BPI-S can be seen as a first step for assessment that must be followed by a systematic functional analysis.
Reports from Parents about Medical and Low Vision Services for Their Children with Albinism: An Analysis
Author: Corn, Anne L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Genetic Disorders,Parents,Children,Visual Acuity,Assistive Technology,Knowledge Level,Symptoms (Individual Disorders),Comorbidity,Medical Services

Introduction: The purpose of this study was to gain information from parents in the United States about their children with albinism. The article focuses on information and services related to medical care and low vision care. Methods: An online questionnaire was used to collect data, and parents had opportunities to submit additional information. One hundred ninety-two families, representing 223 children with albinism from 40 U.S. states, completed surveys. Results: A snapshot of the data indicates that for 8.6 out of 10 families, there were no known relatives with the condition; 55.8% of the children had visual acuities that met the criteria for legal blindness in the United States; and 48% of the children using optical devices had received clinical low vision evaluations by optometrists or ophthalmologists who specialized in low vision. Implications for practitioners: The data gathered suggest recommendations for medical service providers, including clinical low vision specialists who perform evaluations for improving the functional use of vision.
Clinic for Rehabilitation and Disability Psychology: A PBL-Based Master Degree Programme for Psychologists
Author: Glintborg, Chalottte
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Masters Programs,Psychologists,Counselor Training,Program Development,Educational Principles,Program Descriptions,Rehabilitation,Intervention,Foreign Countries,Disabilities

Problem-based learning (PBL) is widely recognized as a pedagogical approach across disciplines. However, the relevance and application of PBL in psychology has received limited attention. Therefore, this article presents a PBL-based master degree programme for psychologists. The article is divided into three sections. First, we present the rationale and need for developing this programme. Second, the programme curriculum is described in detail and, third, the programme's practical and theoretical aspects and potentials are discussed in light of PBL principles.
Re-Focusing the Creative Process: Blending Problem-Based Studio Practice and Online Reflection
Author: Cunningham, Ben
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Creative Development,Design,Studio Art,Reflection,Inquiry,Problem Based Learning,Electronic Learning,Computer Uses in Education,Prompting,Assignments,Concept Formation,Brainstorming,Electronic Libraries,Information Storage,Transfer of Training,Student Evaluation,Evaluation Methods,Thinking Skills

To promote the development of greater creativity in my students' design work, I created an online tool--called Reflective Inquiry (RI)--that accompanies all of my open-ended assignments and that I require students to submit with each project. The RI is composed of a series of prompts that students must respond to, almost daily, to explain and illustrate their thinking processes and decisions. I ask students to think critically about questions such as &quot;what don't you understand about this assignment?&quot; &quot;what materials are you exploring?&quot; and &quot;why these materials?&quot; In addressing a series of questions about basic ideas, historical research, materials, production, and future application of concepts, students articulate their thinking, acknowledge their confusions, identify creative concepts, and observe their own artistic development. Being digital, RI can house student audio and video examples of their work in progress as well as serve as a dynamic platform for critiquing and classroom sharing.
Adventures with Sport Rivalry Man: Initial Testing of a Classroom Method Using Comics and Cartoons to Teach about Rivalry and Fan Behavior
Author: Harvard, Cody T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cartoons,Control Groups,Experimental Groups,Teaching Methods,Team Sports,Web Sites,Competition,Antisocial Behavior,Self Concept,Group Membership,Marketing,College Students,Instructional Effectiveness,Curriculum Development

The current study used a quasi-experimental design to initially test a method for teaching about rivalry and fan behavior. Results showed that people who were exposed to and learned about rivalry and fan behavior using comic strips and cartoons on www.SportRivalry.com (a) rated rival fan behavior more negatively, (b) experienced less satisfaction when their favorite team beat the rival team, and (c) were more likely to stop someone attempting to steal a rival fan's belongings than people in the control group. Implications include support for the development of a curriculum to teach about rivalry and fan behavior. Future directions for research are also presented.
Usability Evaluation of Tactile Map Symbols across Three Production Technologies
Author: Brittell, Megen E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Usability,Manipulative Materials,Maps,Map Skills,Computer Peripherals,Printed Materials,Tactile Adaptation,Visual Impairments,Blindness,Task Analysis,Preferences,Reaction Time,Accuracy,Design

Introduction: Technological advances have introduced three-dimensional (3-D) printing as an option for creating tactile maps for people with visual impairments (that is, those who are blind or have low vision), diversifying the types of map products that are available. At the same time, it presents a challenge to map makers to implement designs across multiple production methods. We evaluated map symbols to determine their discriminability across three different materials: microcapsule paper, 3-D printer plastic, and embossed paper. Methods: In a single session lasting less than 90 minutes, participants completed a matching task and provided informal feedback regarding their preferences. We measured speed and accuracy to establish discriminability of map symbols on each of the materials. Eighteen participants were recruited from a referred sample among attendees at the American Council of the Blind annual convention in 2013. Results: Response times were significantly different across the three materials (p &lt; 0.001). Without sacrificing accuracy, response times were faster for the 3-D printed graphics than for either the microcapsule paper (p &lt; 0.001) or the embossed paper (p &lt; 0.001). User preference was divided across the three materials. Some people disliked the &quot;sharp&quot; corners of the 3-D printed symbols, while others preferred their &quot;crisp&quot; edges. Discussion: Our results demonstrate faster discriminability of a set of tactile symbols produced on a 3-D printer compared to those same symbols printed on microcapsule paper, the material for which the symbols were originally designed. Participant feedback reflected preferences both in favor of and against reading symbols produced on the 3-D printer. Implications for practitioners: This article discusses the functional equivalence of tactile symbols produced across multiple production technologies. It addresses two considerations when using 3-D printing to make tactile maps: preparing digital files for printing and the printing work flow. Digital files ready for printing on each of the three materials are available for download (Brittell, Lobben, &amp; Lawrence 2016).
Physical Activity in Inclusive Postsecondary Education for Students with Intellectual Disability
Author: Roberts, Douglas Allen
Date: 2018-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Inclusion,Postsecondary Education,Physical Activities,College Students,Physical Fitness,Exercise,Obesity,Health Behavior,Student Characteristics,Barriers,Student Participation,Peer Influence,Student Needs

There has been a growing commitment to the inclusion of students with Intellectual Disability (ID) on college campuses which has resulted in approximately 271 college programs in the United States. Although there is great variability on program structure and supports of these programs, their overall purpose is to assist students to prepare for productive and satisfying adult lives. The purpose of this study was to examine the inclusion of fitness and exercise components in the context of inclusive postsecondary education (IPSE) programs within the United States. Obesity is a major health concern, and people with ID are more than twice as likely to be obese than people without. Non-random purposeful sampling was used to interview nine staff members from different IPSE programs. Data indicated that both IPSE program factors and individual student characteristics may impact the role of exercise and fitness in IPSE. These findings can help guide the development of effective exercise and fitness programs for young adults with ID within the context of postsecondary education.
Inclusive Community Service among College Students with and without Intellectual Disability: A Pilot Study
Author: Manikas, Alexandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Intellectual Disability,College Students,Community Services,Service Learning,Campuses,Postsecondary Education,Student Experience,Student Attitudes

Although community service is a widespread practice in most higher education institutions, few studies of inclusive community service experiences have appeared in the literature. In this pilot study, 10 college students with and without intellectual disability worked together to jointly plan a community service project, carry it out, and reflect upon their experiences. Qualitative interviews with and observations of participating students and staff revealed several important findings related to their perceptions of the experience, the nature of students' interactions, and suggestions for future inclusive service opportunities. We present ways for structured, inclusive service experiences to be incorporated more fully into the collegiate experience for students with intellectual disability.
&quot;Letting Go&quot;: Parent Perspectives on the Outcomes of an Inclusive Postsecondary Education Experience for Students with Developmental Disabilities
Author: Miller, Kimberly D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Outcomes of Education,Inclusion,Postsecondary Education,Developmental Disabilities,Educational Experience,Intellectual Disability,Parents,College Students,College Graduates,Young Adults

This qualitative study examined the desired and perceived outcomes of inclusive postsecondary education (IPSE) for individuals with intellectual and developmental disabilities (IDD) from the perspective of their parents. Currently, little is known about how individuals with IDD benefit from IPSE. Twenty-three parents of students or graduates of one, four-year certificate program of study, participated in phone interviews, where they were asked about their young adults' college experiences. Data were analyzed using constant comparative methods. Several themes were identified, including desired outcomes (e.g., development of independent living, career, social skills, and inclusion) and perceived outcomes (e.g., increased levels of social involvement, perceptions of self, and independent living skills). Parents witnessed their young adults gaining new capabilities that resulted from the transition to college, which helped them in the process of &quot;letting go.&quot; These findings enhance our understanding of the benefits that are afforded to individuals and families whose lives have been impacted by the &quot;life-changing&quot; experience of IPSE.
The Use of a Coaching Model to Support the Academic Success and Social Inclusion of Students with Intellectual Disabilities in Community and Technical College Settings
Author: Qian, Xueqin
Date: 2018-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Postsecondary Education,College Students,Coaching (Performance),Inclusion,Community Colleges,Technical Education,Mentors,Barriers,Autism,Pervasive Developmental Disorders,Academic Support Services,Career Guidance,Place of Residence,Interpersonal Relationship,Student Attitudes

The enrollment of students with intellectual disabilities in postsecondary education has increased steadily over the past three decades. This growth has been catalyzed by federal legislation (i.e., the Higher Education Opportunity Act of 2008), advocacy, public acknowledgment that individuals with intellectual disabilities have the capacity to successfully participate in postsecondary education programs, and changing parental expectations. Although many colleges and universities have mentoring programs, few studies have explored the influence of a formal mentoring approach utilizing paid professional staff as coaches. This paper presents findings from qualitative interviews with 39 students with intellectual disabilities who participated in a five-year demonstration project entitled Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). This project, rooted in the Check &amp; Connect mentoring model , was conducted in partnership with the Disability Services offices of two community and technical colleges in the Upper Midwest. Students considered the two most valuable components of the coaching program to be the development of a positive student-coach relationship and the &quot;open door&quot; policy in which students could drop in on their coaches without an appointment. This flexibility in scheduling fostered rapport building between students and their coaches and allowed students to receive individualized supports as needed. According to the students, the positive aspects of the program included their improved academic success and increased academic motivation and engagement. Several recommendations with implications for future coaching models and strategies are also provided.
Promoting Employee Handbook Comprehension for Postsecondary Students with Intellectual Disability and Autism Spectrum Disorders
Author: Devine, Stephanie M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Guides,Postsecondary Education,Intellectual Disability,Pervasive Developmental Disorders,Autism,Instructional Materials,Literacy

The ability to read is an essential part of an independent life in our society. Individuals with Intellectual Disability (ID) and Autism Spectrums Disorders (ASD) often struggle with learning to read; therefore, discovering strategies to build literacy skills is essential to their success in employment and independence. A multiple probe across participants design was used to investigate the effects of an adapted employee handbook paired with systematic prompting on text comprehension with postsecondary students with mild to moderate ID and ASD. This investigation involved three young adults with ID and ASD attending a postsecondary education program. The results demonstrated a significant increase in the ability of all three students to answer comprehension questions based on an adapted employee handbook compared to baseline, which did not include the systematic prompting or graphic organizer. After intervention, all three participants were able to maintain improved comprehension levels in the maintenance phase. The findings suggest this to be an effective practice for improving literacy skills and access to important functional texts such as employee handbooks for young adults with ID. The results of this study could be generalized to a number of disability service providers. Practical application and future research are also discussed.
A Financial Literacy Course for Postsecondary Students with Intellectual Disabilities (Practice Brief)
Author: Caniglia, Joanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Money Management,Self Determination,Problem Solving,Decision Making,Goal Orientation,Self Control,Self Efficacy,Self Concept,Self Advocacy,Postsecondary Education,Transitional Programs

Historically, individuals with intellectual disabilities (ID) were limited in the amount of assets that they could earn. However, the enactment of the Achieving a Better Life Experience (ABLE) Act in 2014 provided for significant increases in the amount of earnings and savings allowable. Many of these individuals are capable of saving money and building assets, yet often do not have financial skills. Furthermore, transition-age students with ID also lack the self-determination skills needed to direct their life decisions effectively. Specifically, they lack the nine components of self-determination that include: problem-solving, choice-making, decision-making, goal-setting, self-regulation, goal-attainment, self-efficacy, self-awareness, and self-advocacy. This practice brief describes a financial literacy course within a postsecondary transition program that incorporates financial literacy content taught through the lens of self-determination theory.