Social Participation of High School Students with Special Needs-A Case of Promotion of Systemic Behavior and Social Responsibility

2014 ◽  
Vol 32 (2) ◽  
pp. 214-220
Author(s):  
Majda Schmidt ◽  
Edvard Protner ◽  
Branka Čagran
Keyword(s):  
High School ◽  
High School Students ◽  
Social Responsibility ◽  
Special Needs ◽  
Social Participation ◽  
School Students ◽  
Students With Special Needs

Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings

2006 ◽  
Vol 25 (2) ◽  
pp. 226-239 ◽  
Author(s):  
Jianmin Guan ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Physical Education ◽  
Social Responsibility ◽  
Social Relationship ◽  
Social Goal ◽  
School Students ◽  
School Settings ◽  
The Social

Two types of social goals associated with students’ academic performance have received attention from researchers. One is the social responsibility goal, and the other is the social relationship goal. While several scales have been validated for measuring social relationship and social responsibility goals in academic settings, few studies have applied these social goal scales to high school students in physical education settings. The purpose of this study was to assess the reliability, validity, and generalizability of the scores produced by the Social Goal Scale-Physical Education (SGS-PE) in high school settings. Participants were 544 students from two high schools in the southern United States. Reliability analyses, principal components factor analysis, confirmatory factor analysis, and multistep invariance analysis across two school samples revealed that the SGS-PE produced reliable and valid scores when used to assess students’ social goal levels in high school physical education settings.

scholarly journals Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2155-2163
Author(s):  
Leann Smith DaWalt ◽  
Julie Lounds Taylor ◽  
Somer Bishop ◽  
Laura J. Hall ◽  
Jessica Dykstra Steinbrenner ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
High School Students ◽  
Social Participation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

scholarly journals What forms of communication did a music therapy student use in her work with high school students who have special needs, and why?

2021 ◽  
Author(s):  
◽  
Sarah Curtain
Keyword(s):  
High School ◽  
High School Students ◽  
Music Therapy ◽  
Special Needs ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Self Regulation ◽  
Secondary Analysis ◽  
Clinical Work ◽  
School Students

<p>This research project is aimed at answering the question: What forms of communication did a music therapy student use in her work with high school students who have special needs, and why? As communication is one of the primary goals for children with Autistic Spectrum Disorder (ASD) and other learning difficulties, (Gadberry 2011) I, as the music therapy student and researcher explored different forms of communication used in my practice and the reasoning behind them using Secondary Analysis of Data and Thematic Analysis. Forms of communication discussed include musical communication, social communication, direct instruction, gestures, key signs from New Zealand Sign Language, verbal communication, visual communication, technology and Augmentative and Alternative Communication systems, and combinations of each. The wide variety of reasons for my use of these forms of communication include, but are not limited to: supporting engagement, encouraging communication, promoting self-regulation, encouraging choice-making and turn-taking, supporting socialization and interaction and reinforcing behavioural messages. The research was informed by my clinical work on placement at a learning support centre for children with special needs at a high school. The concepts of music as therapy and music in therapy are explored in relation to music therapy work involving different forms of communication. My conclusions support the use of various forms of communication in music therapy in special needs education settings when aligned with a focus on music, improvisation and the individual participant.</p>

Strategies for Teaching Math to Middle and High School Students With Special Needs

2019 ◽  
pp. 232-252
Author(s):  
Pam L. Epler
Keyword(s):  
High School Students ◽  
Special Needs ◽  
State Standards ◽  
Background Information ◽  
School Students ◽  
Students With Special Needs ◽  
Disabilities Education Act ◽  
Teaching Math ◽  
12Th Grade ◽  
Education Act

This chapter is designed to inform and educate 6th- through 12th-grade teachers on how to provide math activities for students with an identified learning disability as defined by the Individuals with Disabilities Education Act. The chapter provides an introduction to the topic, background information on teaching math at the secondary level, research-based instructional strategies that can be used for teaching math to students with identified special needs, and specific manipulatives that can be created and utilized to teach the Common Core State Standards in Mathematics to this population. Additional resources and readings are included as well.

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