A culture undiscovered: The impact of learning disabilities on racially and ethnically diverse students

1999 ◽  
Keyword(s):  
Learning Disabilities ◽  
Ethnically Diverse ◽  
Diverse Students ◽  
The Impact

scholarly journals Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education

2018 ◽  
Vol 25 (3) ◽  
pp. 320-340 ◽  
Author(s):  
Nicole L. Asquith ◽  
Tania Ferfolia ◽  
Brooke Brady ◽  
Benjamin Hanckel
Keyword(s):  
Higher Education ◽  
Gender Diversity ◽  
Diverse Students ◽  
University Campus ◽  
Gender Diverse ◽  
Sexuality And Gender ◽  
Research Findings ◽  
And Gender ◽  
The University ◽  
The Impact

Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.

scholarly journals The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Mohammad Mousa AL-Salahat ◽  
Suhib Saleem Saleem
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Professional Competence ◽  
Professional Competencies ◽  
Students With Learning Disabilities ◽  
Service Training ◽  
Resource Rooms ◽  
Faculty Of Education ◽  
The University ◽  
The Impact

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

scholarly journals The role of social support in the association between childhood trauma and depression among HIV-infected and HIV-uninfected individuals

2018 ◽  
Vol 30 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Violeta J Rodriguez ◽  
Stefani A Butts ◽  
Lissa N Mandell ◽  
Stephen M Weiss ◽  
Mahendra Kumar ◽  
...  
Keyword(s):  
Social Support ◽  
Hiv Infection ◽  
Childhood Trauma ◽  
Ethnically Diverse ◽  
Sociodemographic Characteristics ◽  
Physical Neglect ◽  
Trauma Ct ◽  
Living With Hiv ◽  
The Impact

Childhood trauma (CT) – emotional, physical or sexual abuse, or emotional or physical neglect – has been associated with HIV infection and can lead to poor health outcomes and depression in adulthood. Though the impact of CT on depression may be decreased by social support, this may not be true of individuals living with HIV, due to the additive traumatic effects of both CT and acquisition of HIV. This study examined social support, depression, and CT among HIV-infected (n = 134) and HIV-uninfected (n = 306) men and women. Participants (N = 440) were assessed regarding sociodemographic characteristics, CT, depression, and social support. Participants were racially and ethnically diverse, 36 ± 9 years of age on average, and 44% had an income of less than USD$500 a month. Among HIV-uninfected individuals, social support explained the association between depression in persons with CT ( b = 0.082, bCI [0.044, 0.130]). Among HIV-infected individuals, after accounting for sociodemographic characteristics, social support did not explain the association between depression and CT due to lower levels of social support among HIV-infected individuals [95% CI: −0.006, 0.265]. The quality of social support may differ among HIV-infected persons due to decreased social support and smaller social networks among those living with HIV. Depressive symptoms among those living with HIV appear to be less influenced by social support, likely due to the additive effects of HIV infection combined with CT.

Preparation for the Future: The Impact of OT Programming on Adolescents With Developmental and Learning Disabilities

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520397p1-7512520397p1
Author(s):  
Jennifer A. Merz ◽  
Bonnie Nakasuji ◽  
Kimberly Mollo
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High Schools ◽  
Life Transition ◽  
Functional Transition ◽  
The Future ◽  
The Impact ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. OTs, residency, and fieldwork students implemented targeted group programming at area high schools to address functional transition needs for individuals with developmental and learning disabilities to prepare them for life after high school. The needs unique to these students at this critical life transition, the challenges experienced when providing services to these populations, and the current methods used to assess and document outcomes will be discussed. Primary Author and Speaker: Jennifer A. Merz Additional Authors and Speakers: Bonnie Nakasuji Contributing Authors: Kimberly Mollo

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Sign in / Sign up

Export Citation Format

Share Document