ethanporcaro/eric-fulltext-meta huggingface dataset:
A Preliminary Study of the Internal Consistency and Validity of the Traditional Chinese Adaptation of the Impact on Family Scale
Author: Tait, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Reliability,Test Validity,Autism,Pervasive Developmental Disorders,Factor Structure,Measures (Individuals),Parents,Children,Chinese,Translation,Factor Analysis,Semantics

The aim of this study was to examine the internal consistency and factor structure of the Traditional Chinese version of the Impact on Family Scale in order to make cross cultural comparisons. The Traditional Chinese version of the scale was administered to 137 Hong Kong Chinese parents of children with Autism Spectrum Disorders. Two short versions of the scale based on 15 and 11 items were examined to investigate whether the single factor of the short scale from the United States could be replicated. The shortened version of the Impact on Family Scale has the potential to be useful for cross-cultural comparisons between United States and Traditional Chinese samples.
High Support Need and Minimally Verbal Children with Autism Playing a Preference Based Computer Game: A Pilot Eye-Tracking Study of Four Individual&apos;s Attendance to Eyes
Author: Korhonen, Vesa
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Computer Games,Preferences,Eye Movements,Attention,Verbal Ability,Comparative Analysis,Visual Perception,Perspective Taking,Pervasive Developmental Disorders,Screening Tests,Questionnaires,Elementary School Students,Special Schools,Foreign Countries,Cues

Individuals with autism often exhibit atypical levels of attention to eyes. High support need and minimally verbal individuals with autism have typically received less attention in research. This study explored a preference based computer game to include the less-studied individuals with autism in their own school environment. Four high support need and minimally verbal children with autism played a familiar computer game where correct decisions were contingent on attending to the eyes of a virtual character. Case control analyses were used to compare individual's results to a control group. The analyses revealed that one child spent less time looking at the eyes than did the controls, and two children did not differ from the controls. There was no usable data for the fourth child. Our results suggest that high support need and minimally verbal children can be included in eye tracking research by using familiar positive environments.
The Use of Metacognitive Knowledge and Regulation Strategies of Students with and without Special Learning Difficulties
Author: Mastrothanais, Konstantinos
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Learning Problems,Gender Differences,Measures (Individuals),Guidelines,Grade 5,Grade 6,Elementary School Students,Foreign Countries,Reading Comprehension,Reading Difficulties,Statistical Analysis,Comparative Analysis,Questionnaires

In the current research, the use of students' metacognitive strategies with and without special learning difficulties was studied as well as any differentiation of this use because of class or gender. The tool which was used was Junior Metacognitive Awareness Inventory, Version B (Jr. MAI) of Sperling et al. (2002) and is based on Brown's theoretical framework and includes the two dimensions of metacognition: &quot;the knowledge of cognition&quot; and &quot;the regulation of cognition&quot;. It's the first time that the tool has been used in Greek student population of this age with and without special learning difficulties. Two hundred and forty students (245) participated in this research, 58 students with special learning difficulties and 187 students without special learning difficulties. The students of the two groups of the 5th and 6th grade presented several similarities regarding their preference in the use of the knowledge of cognition. The differentiation which appears in the rates is mainly quantitative and refers to the frequency of the use of strategies and not qualitative, which indicates that both teams are faced with difficulties because of the regulation of cognition as a cognitive process of superior level. Girls in relation to boys in the total of the sample use more often the strategies of regulation of cognition and not of the knowledge of cognition.
Examining the Relationship of Individual Resources and Burnout in Mothers of Children with Disabilities
Author: Kwiatkowski, Piotr
Date: 2017-00-00
Type: Journal Articles
Subjects: Mothers,Burnout,Resilience (Psychology),Parent Child Relationship,Disabilities,Rehabilitation,Helplessness,Measures (Individuals),Autism,Pervasive Developmental Disorders,Cerebral Palsy,Multiple Regression Analysis,Case Studies,Questionnaires,Participant Characteristics,Correlation,Statistical Analysis

The relationship between two key factors of parental burnout of mothers of children with disabilities was studied on a population of 69 women. Exhaustion and helplessness--two subscales of the new instrument: Parental Burnout Measure-12--showed a decreasing correlation with coherence and personal resiliency. Multiple regression analysis showed coherence as more predicative of exhaustion, while personal resiliency of helplessness. The research did not present any relation between sociodemographic factors or the type of disability (Autism Spectrum Disorder versus Cerebral Palsy) and the level of parental burnout. The results can be considered as significant in designing actions that would support the activities of mothers in the rehabilitation of their children.
A Survey on Parent-Conductor Relationship: Unveiling the Black Box
Author: Schenker, R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Teacher Cooperation,Questionnaires,Parent Participation,Teacher Role,Success,Foreign Countries,Statistical Analysis,Interpersonal Relationship,Individual Characteristics,Barriers,Physical Disabilities,Early Childhood Education,Child Care Centers

Teacher's perceptions and attitudes regarding working with parents are critical factors contributing to family-centered service. This survey provides an in-depth understanding of the components perceived by conductors (teachers in Conductive Education settings) as being cornerstone of successful parent-conductor relationships. The Conductors and Parents Questionnaire of children with disabilities was administrated to thirty-seven conductors (97% consent rate). Conductors identified working with parents, exploring parent goals, degree of parental investment and instilling a sense of confidence in parents as the most significant factors enabling a child's progress. Evidence of significant factors contributing to successful partnerships emphasize delivering services in a wider context, in which families and not just children are the focus for support
Considering the New Common Core State Standards for Teaching Spelling to Urban Students with Disabilities
Author: Simmons, Kate D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Spelling Instruction,Urban Schools,Disabilities,Direct Instruction,Instructional Effectiveness,Elementary School Students,Conventional Instruction,Multivariate Analysis

The importance of writing is recognized in the Common Core State Standards (CCSS). CCSS places emphasis on both foundational skills (e.g., spelling) and writing applications such as planning, editing, and revising a variety of texts (National Governors Association Center for Best Practices &amp; Council of Chief State School Officers, 2010). Ensuring all students become proficient in writing includes providing effective writing instruction for students with disabilities. The purpose of this paper is to describe the effects of explicit spelling instruction and basal spelling instruction for 41 students with disabilities and who attend school in an urban area. Findings show that students who received the explicit spelling instruction outperformed the students who received basal group teaching on regular, irregular and morphographic word types. Implications are discussed.
Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya--Focusing on Preparedness for Teaching Practice
Author: Amolloh, Odundo P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Feedback (Response),Critical Thinking,Thinking Skills,Problem Solving,Teaching Methods,Teacher Education,Teacher Educators,Knowledge Base for Teaching,Supervision,Learning Theories,Questionnaires,Preservice Teachers,Student Attitudes,Theory Practice Relationship,Foreign Countries

Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.
An Approach to the Economic Socialization of University Students: The Origin, Uses and Meaning of Money
Author: Moreno, Ciro Parra
Date: 2018-00-00
Type: Journal Articles
Subjects: Consumer Economics,Economic Factors,College Students,Socialization,Foreign Countries,Interpersonal Relationship,Socioeconomic Influences,Income,Money Management,Statistical Analysis,Student Attitudes,Gender Differences,Correlation

This article discusses the origin of university students' money, the way they use it as well as the meaning they grant it. The research that originated this discussion had a quantitative approach and descriptive scope; it was conducted among 714 Colombian university students who attended daytime classes, and it aimed at identifying the place they give to money as socializing factor. It was found that from the perspective of these young people, money is not a predominant factor in the social relations established at college and that, even when the main meaning that they attribute to money is romantic, its main use is for fun.
Self-Efficacy of General and Resource Teachers in Education of Children with Disabilities in India
Author: Lamture, Sadhana
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,General Education,Special Education Teachers,Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Foreign Countries,Likert Scales,Decision Making,Comparative Analysis,Teacher Surveys,Educational Resources,Parent Participation,Educational Environment

A prerequisite for espousal of inclusive beliefs, values and practices in schools is the involvement and coordination of both general and specialised resource teachers. Since buoyancy in tackling educational challenges stems from the knowledge and experience, self-efficacy of both the groups of teachers is imperative for inclusive education. With this as a rationale, a study was undertaken to compare the self-efficacy of general and resource teachers in education of children with disabilities in India. Bandura's 'Teacher Self-Efficacy Scale' (TSES, n. d.). was used for the survey-based descriptive study. Opinion of 60 general and 60 resource teachers from the mainstream schools in Mumbai was collated. The schools were under the Sarva Shiksha Abhiyan (SSA) meaning 'Education for all'--a flagship program of Govt of India. Results indicate a significantly greater self-efficacy of resource teachers as compared to general teachers in educating children with disabilities. This was specifically found in the tasks of influencing decision making, use of school resources and enlisting parental and community involvement for education of children with disabilities.
Teachers&apos; Attitudes towards Inclusive Education: The Role of Job Stressors and Demographic Parameters
Author: Galaterou, Joanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Stress Variables,Disabilities,Gender Differences,Age Differences,Elementary School Teachers,Secondary School Teachers,Urban Schools,Suburban Schools,Foreign Countries,Correlation,Comparative Analysis,Questionnaires,Statistical Analysis,Regression (Statistics)

The pedagogy of inclusion is the current trend for the education of persons with disabilities. This study investigated teachers' attitudes towards inclusive education in relation to demographics (gender and age) and their occupational stress levels. The research involved 208 primary and secondary school teachers, working in urban and suburban areas of five prefectures of Greece. Two scales were used for data collection: a) The Opinions Relative to the Integration of Students with Disabilities (ORI), which examines the attitudes of teachers towards the inclusion of students with disabilities in mainstream schools and b) a questionnaire with regard to Teachers' Occupational Stress, which detects specific sources of stress in the workplace. Teachers' gender, age and occupational stress served as independent variables. Teachers demonstrated marginally positive attitudes towards inclusion, which were correlated with their age. Specifically, younger teachers expressed more positive attitudes than their older colleagues. However, no differences were detected between men and women. Furthermore, relatively high levels of stress were observed, while the specific stressors were detected. Finally, teachers' attitudes were partly correlated to occupational stress, as less positive attitudes towards inclusive education were associated with increased levels of stress.
The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students&apos; Achievement and Level of Reaching Acquisitions
Author: Övez, Filiz Tuba Dikkartin
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Software,Worksheets,Pretests Posttests,Control Groups,Experimental Groups,Grade 10,High School Students,Statistical Analysis,Teaching Methods,Educational Technology,Technology Uses in Education,Algebra,Mathematics Instruction,Mathematics Skills,Foreign Countries,Mathematics Achievement,Achievement Tests

The objective of this study is to examine the impact of instructing quadratic functions with the use of GeoGebra software and guided discovery worksheets on students' achievement and level of reaching acquisitions. This study utilized a pretest-posttest control group experimental design. It was conducted in the 2017-2018 academic year with 62 tenth grade students of a high school in the center of Balikesir, Turkey. The study data was collected using quadratic functions achievement test. The quantitative data collected in the study were analyzed using independent samples t-test. The findings of the study indicated that the instruction exercised with the use of GeoGebra software and guided discovery worksheets was effective in increasing achievement and the level of the capability to reach acquisitions compared to the control group; the findings also indicated that the instruction created a significant difference. This study also found that the students in the control group students focused on algebraic operations and formulas, mainly memorized the formulas, and were unable to build the relation between graphics and the algebraic expression of functions. On the other hand, the students in the experimental group were better in building the relation between algebraic expressions and graphics, and more successful in interpreting graphics.
Evaluation of the Student Experience in the Co-Taught Classroom
Author: Kelley, Randa G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Team Teaching,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Scoring Rubrics,Observation,Statistical Analysis,Surveys,Secondary School Teachers,Secondary School Students,Comparative Analysis,Models,Classroom Techniques,Teaching Methods,Self Esteem,Student Behavior

Co-teaching is the fastest growing inclusion model in the United States. Yet, the effectiveness of this model from the student perspective is largely under researched. Over a six-week period of systematic implementation of co-teaching models, this study quantitatively compared student and teacher perceptions of the effectiveness of the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Quantitative analyses demonstrated statistical interactions between student and teacher perceptions. These findings differ from previous research in that they focus primarily on student perceptions in order to gain a better understanding of the impacts of co-teaching on students.
Using Webquests to Promote Reading Comprehension for Students with Learning Disabilities
Author: Stetter, Maria Earman
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Learning Disabilities,Pilot Projects,Grade 7,Grade 8,Middle School Students,Computer Assisted Instruction,Computers,Web Based Instruction,Story Reading,Story Grammar

This study examined students' ability to improve their reading comprehension through WebQuests that included instruction on story maps and online story reading. Seven students with learning disabilities at the middle school level participated in the study. During each session, on their own computer students independently read a story, reviewed story structure (plot, character, setting, and theme), filled in a story map, and answered a short comprehension quiz, as they navigated through the WebQuest. After five WebQuests, a survey gauged their perceptions of the experience. Students correctly identified the terms plot, character, setting and theme, but had difficulties applying the concepts of story structure to their readings. Overall, students found the WebQuests to be informative and helped them with their reading.
Zimbabwean Early Childhood Education Special Needs Education Teacher Preparation for Inclusion
Author: Majoko, Tawanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Inclusion,Teacher Competencies,Comparative Analysis,Student Needs,Severity (of Disability),Teacher Education Programs,Early Childhood Education,Preschool Teachers,Qualitative Research,Focus Groups,Questionnaires,Semi Structured Interviews

The current study examined special needs education teachers' preparation for inclusion in Early Childhood Education (ECE). The present descriptive study drew on a sample of twenty-eight ECE special needs education teachers purposively drawn from Mashonaland West educational province of Zimbabwe. A constant comparative analysis of data organisation with continual adjustment was utilised throughout data analysis to identify recurring themes and discover common patterns while maintaining individual contextual information. Despite participants' Afrocentric and Eurocentric conceptualisation and support for inclusion, they were selective regarding children to serve based on the nature and severity of the children's disabilities. Limited capacity in teacher education for inclusion in teacher education institutions hampered participants' preparation. Infusion of training on inclusion across ECE teacher education curricula, affording teacher candidates teaching practice in inclusive settings, collaboration of teacher education institutions with other stakeholders and in-service training of teacher educators could enhance teacher preparation for inclusion. The present study is a baseline for future studies on special needs education teacher preparation for inclusion in ECE.
Engaging Students and Improving Behavior through a Multidisciplinary Approach to Literacy Instruction
Author: Graham, Colby P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy Education,Music Therapy,Interdisciplinary Approach,Language Arts,Psychoeducational Methods,Units of Study,Student Motivation,Academic Persistence,Student Interests,Music,Learner Engagement,Teaching Methods,Comparative Analysis,Emotional Disturbances,Behavior Disorders,Residential Programs,Adolescents,Drug Therapy,Pretests Posttests,Severity (of Disability),Outcomes of Treatment,Behavior Change,Lesson Plans

This research explores the interdisciplinary collaboration between music therapy and language arts through the implementation of a psycho-educational unit of study. The effect on student motivation, engagement and academic motivation as reflected in approach, persistence, and level of interest were compared to baseline data collection. This study emphasizes the importance of developing units of study build on student interests and safe media, such as music and other pathways that foster motivation and engagement.
Disability Laws and Special Education Provisions in China, Kuwait, South Korea, Turkey, and the United States
Author: Ochoa, Theresa A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Disabilities,Laws,Civil Rights Legislation,Educational Legislation,Rehabilitation,Federal Legislation,Public Policy,Comparative Analysis,Elementary Secondary Education,Equal Education,Postsecondary Education

This article describes disability laws and special education provisions in China, Kuwait, South Korea, Turkey, and the United States making note of the important role they have in the lives of people with disabilities. Anti-discrimination, rehabilitation, and special education laws enhance the quality of the lives of individuals with disabilities through the lifespan but differences exist in the degree of protections and services for individuals with disabilities in each country. Countries with clear educational provisions in their special education laws may have more positive social and educational outcomes for individuals with disabilities.