Reflections on a New Study that Examines Discrimination and Bias Reported by Lawyers: Comment on Blanck, Hyseni, and Altunkol Wise’s National Study of the Legal Profession

2021 ◽  
Vol 47 (1) ◽  
pp. 91-99
Author(s):  
Kellye Testy ◽  
J.D. Bodamer Elizabeth
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Legal System ◽  
People With Disabilities ◽  
Legal Profession ◽  
Law School ◽  
National Study ◽  
First Year ◽  
Driver's License ◽  
Making Friends

Haley Moss was diagnosed with autism at age three. At the time, her parents were told that achievements such as obtaining a driver’s license, graduating from high school, or even making friends were unlikely. Even after she proved the experts wrong and gained acceptance to law school, Moss saw continued challenges for students with disabilities. “I remember in my first year of law school, there was a blind student in my section, but she did not return for the second semester—and I wondered why,” she told us.1 “Law school is not always as accessible as it could be for people with disabilities.”2 But those people are essential to the functioning of our legal system, she added: “We need all types of minds to get all kinds of jobs done.”3

scholarly journals PERSEPSI DAN STIGMA PENYANDANG DISABILITAS PADA SISWA-SISWI SEKOLAH MENENGAH ATAS

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Ahmad Guntur
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
People With Disabilities ◽  
Senior High School ◽  
Bivariate Analysis ◽  
Measuring Instruments ◽  
P Value ◽  
School Students ◽  
Cronbach Alpha

The People with disabilities can create problems in the school. Schools which have students with disabilities will affect the students around them. Perceptions and stigma are factors in the problems of students, especially schools that accept students with disabilities. The purpose of this study was to analyze the relationship between perceptions and stigma of people with disabilities in senior high school. This study used descriptive correlation design and cross sectional approach with the respondents of senor high school students in Sidoarjo City. The sampling technique used was simple random sampling with sample size of 305 respondents who fill up criteria. The measuring instruments used are self perception with cronbach alpha value of 0.883 and a mental illness scale with cronbach alpha value of 0.783. Bivariate analysis using the chi square test and the result is p value (0.001). So it can be concluded that there is a relationship between perceptions and the stigma of people with disabilities in senior high school.  

Teaching and Learning Biology With iPads for High School Students With Disabilities

2017 ◽  
Vol 56 (6) ◽  
pp. 911-939 ◽  
Author(s):  
Min Wook Ok ◽  
Joan E. Hughes ◽  
Audrey Boklage
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Content Knowledge ◽  
Professional Learning ◽  
Teaching And Learning ◽  
First Year ◽  
School Students ◽  
Descriptive Case Study

This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher’s deep pedagogical and content knowledge and positive attitude toward using iPads were significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this special education classroom, the discussion suggests for more content-focused iPad integration and deeper technological content knowledge among teachers.

scholarly journals Accommodations and academic performance: First-year university students with disabilities

2021 ◽  
pp. 41-56
Author(s):  
Jeanette Parsons ◽  
Mary Ann McColl ◽  
Andrea K. Martin ◽  
David W. Rynard
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Students With Disabilities ◽  
First Year ◽  
Program Of Study ◽  
Transition From High School ◽  
First Year University ◽  
The Relationship

Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

Enhancing the First Year Curriculum and Experience: Law School Boot Campp

2018 ◽  
Author(s):  
Adam Webster ◽  
Bernadette Richards ◽  
Melissa de Zwart ◽  
Alex Reilly ◽  
Suzanne M. Le Mire
Keyword(s):  
Law School ◽  
First Year

College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

Do primary school libraries affect teenagers’ attitudes towards leisure reading?

IFLA Journal ◽  
2021 ◽  
pp. 034003522098335
Author(s):  
Pamela McKirdy
Keyword(s):  
High School ◽  
Primary School ◽  
Family Background ◽  
School Libraries ◽  
First Year ◽  
Noisy Environments ◽  
Primary School Students ◽  
School Students ◽  
Leisure Reading ◽  
Reading For Pleasure

This study explores how New Zealand primary school students’ experiences of school libraries affected their attitudes towards reading for pleasure once they entered secondary school. Two hundred and seventy-six students in their first year at high school completed a survey asking about their primary school libraries. The students were asked to self-identify as keen readers, occasional readers or non-readers. The results were analysed in a spreadsheet, considering variables such as attitude to reading, former school and family background. The students were mainly positive about their libraries, but were bothered by cramped and noisy environments and books they perceived as babyish. Students from schools with a librarian were more positive about reading for fun than those from schools where the library was not prioritised. Students from a family background where reading was encouraged were more likely to maintain a positive attitude to reading by the time they reached high school.

Sign in / Sign up

Export Citation Format

Share Document