scholarly journals The Education of Australian School Students With the Most Severe Intellectual Disabilities: Where Have We Been and Where Could We Go? A Discussion Primer

2012 ◽  
Vol 36 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Gordon Lyons ◽  
Michele Cassebohm
Keyword(s):  
Intellectual Disabilities ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
The Past ◽  
Phases Of Development ◽  
Severe Intellectual Disabilities

The education of Australian students with the most severe intellectual disabilities continues to present substantial challenges to policymakers, practitioners and families. These are complex and involve philosophy and ethics generally, and curriculum assessment and pedagogy specifically. In light of the various phases of development for an Australian Curriculum, the authors advocate for broad-based debate about the nature of education for these students. To prime discussion, this paper looks at the past, present and possible futures with respect to the education of Australian students with the most severe intellectual disabilities.

Behavioral Impacts Associated With Students With Disabilities in Australian Schools

2022 ◽  
pp. 1268-1294
Author(s):  
Anthony Charles Tencati
Keyword(s):  
Students With Disabilities ◽  
Management Strategies ◽  
Effective Management ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Large Numbers ◽  
A Priority ◽  
The Impact

This chapter explores the link between students with disabilities, the behaviours they exhibit, the impact this has on their schooling, and the impact upon others. The author's school has a population of about 1,000 students, of whom over 10 percent have verified disabilities. According to Education Council (2016), data regarding the number of students with disabilities is inconsistent between schools in Australia's states and territories, however, there are schools throughout Australia that have large numbers of students with verified disabilities. This is reinforced by the Australian Curriculum Assessment and Reporting Authority (2018) where in 2017 there were about 18.8 percent of Australian school students with a verified disability. It is not surprising, therefore, that these statistics are concerning and research continues to be a priority. Identifying appropriate pedagogies and more effective management strategies for these students will benefit them, their families, and the community, and contribute to solving pressing issues in these students' lives.

Behavioral Impacts Associated With Students With Disabilities in Australian Schools

2020 ◽  
pp. 54-80
Author(s):  
Anthony Charles Tencati
Keyword(s):  
Students With Disabilities ◽  
Management Strategies ◽  
Effective Management ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Large Numbers ◽  
A Priority ◽  
The Impact

This chapter explores the link between students with disabilities, the behaviours they exhibit, the impact this has on their schooling, and the impact upon others. The author's school has a population of about 1,000 students, of whom over 10 percent have verified disabilities. According to Education Council (2016), data regarding the number of students with disabilities is inconsistent between schools in Australia's states and territories, however, there are schools throughout Australia that have large numbers of students with verified disabilities. This is reinforced by the Australian Curriculum Assessment and Reporting Authority (2018) where in 2017 there were about 18.8 percent of Australian school students with a verified disability. It is not surprising, therefore, that these statistics are concerning and research continues to be a priority. Identifying appropriate pedagogies and more effective management strategies for these students will benefit them, their families, and the community, and contribute to solving pressing issues in these students' lives.

scholarly journals Determinants of waterpipe smoking among high school students in Jakarta, Indonesia

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ridhwan Fauzi ◽  
Chitlada Areesantichai
Keyword(s):  
High School ◽  
High School Students ◽  
Smoking Status ◽  
Waterpipe Smoking ◽  
School Students ◽  
Factors Associated ◽  
The Past ◽  
Logistic Regressions ◽  
Peer Use ◽  
Waterpipe Use

AbstractObjectivesThe study aimed to examine factors associated with past 30 days waterpipe use among high school students in Jakarta, Indonesia.MethodsWe surveyed a multistage cluster random sample of 1,318 students of grade 10th and 11th from 14 schools in Jakarta. Multiple logistic regressions were employed to examine the association between past 30 days waterpipe use with sociodemographic characteristics, cigarettes smoking status, parental and peer use, availability and affordability.ResultsOf 1,318 participants, 3.3% of female and 8.4% of male currently smoked waterpipe. Multivariate analysis revealed that current waterpipe use was significantly associated with family use (AOR: 4.844, 95% CI: 1.225–19.151), friend use (AOR: 2.554, 95% CI: 1.424–4.582), and availability (AOR: 2.143, 95% CI: 1.127–4.076). Being current smokers were six times more likely (AOR: 6.055, 95% CI: 3.123–11.739) to use waterpipe in the past 30 days.ConclusionsThe finding suggests that smoking by a family member, friends, use of conventional cigarettes, and availability are significantly associated with increased probability of current waterpipe used among adolescents.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

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