Carmen Montana, the General Education Diploma, and her Social Network

2001 ◽  
Vol 33 (1) ◽  
pp. 71-98 ◽  
Author(s):  
J. Kilgour Dowdy
Keyword(s):  
Social Network ◽  
General Education ◽  
General Education Diploma

scholarly journals Future Career anxiety & Its Relation with Self- Efficacy among the General Education Diploma Students in South Al Batinah Governorate in the Sultanate of Oman: قلق الـمستقبل المهني وعلاقته بفاعلية الذات المهنية لدى طلبة دبلوم التعليم العام بمحافظة جنوب الباطنة في سلطنة عُمان

2020 ◽  
Vol 4 (37) ◽  
Author(s):  
Ali Humaid Saif Almuqbali, Abdel Fattah Mohammed Saeed Al- K
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Female Students ◽  
Sultanate Of Oman ◽  
Professional Career ◽  
Future Career ◽  
Descriptive Research ◽  
Career Anxiety ◽  
General Education Diploma ◽  
The Relationship

The study aims to identify the relationship between future career anxiety & self- efficacy among students of the General Education Diploma in South al Batinah Governorate in Oman. A descriptive research design used; In order to achieve the objectives of the study, two scales were applied: the future career Anxiety Scale & Self- Efficacy Scale on a sample of 488 male & female students. The results of the study showed that the level of professional career anxiety & level of self- efficacy among students are in general moderate. And there is a negative statistically correlation between future career anxiety & self- efficacy. The study recommends conducting counseling programs to reduce the level of future career anxiety among diploma students ([1])  هذا البحث مستل من رسالة ماجستير إرشاد وتوجيه، جامعة نزوى، للطالب علي المقبالي، وإشراف د.عبد الفتاح الخواجه، 2019م.

Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders

2019 ◽  
Vol 34 (2) ◽  
pp. 91-96 ◽  
Author(s):  
Lupita Santillan ◽  
Lindsay Frederick ◽  
Sean Gilmore ◽  
Jill Locke
Keyword(s):  
Social Network ◽  
General Education ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Linear Regression Models ◽  
Public Elementary Schools ◽  
Peer Engagement ◽  
Spectrum Disorders ◽  
General Education Classrooms

Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools.

scholarly journals Coronavirus (Covid- 19) Anxiety level among General Education Diploma students in Asharqia South Governorate in Oman: مستوى قلق فيروس كورونا (كوفيد- 19) لدى عينة من طلبة دبلوم التعليم العام بمحافظة جنوب الشرقية في سلطنة عمان

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Abdelfattah M.S Alkhawaja, Issa Saleh Hamed Alhasani, Faisal
Keyword(s):  
General Education ◽  
Anxiety Level ◽  
Male Students ◽  
Study Variable ◽  
Guidance Programs ◽  
Significant Difference ◽  
Personal Anxiety ◽  
General Education Diploma ◽  
Educational Path ◽  
Descriptive Method

The present study aimed to investigate Coronavirus (Covid- 19) anxiety level among General Education Diploma students in South Governorate in Oman, based on a sample of 848 students (250 male students, 598 female students) during the second semester 2020. Descriptive method was used. Findings show that there is an increase in anxiety level of among the sample, where it reached (4.24). Also, Findings show that there is a significant difference in anxiety level according to gender (male-female). The study also showed significant differences in Anxiety level according to the variable of the educational path (scientific (pure)- literary (applied)) in the dimension (personal anxiety) & (media anxiety) in favor of students of the literary path (applied), & in the dimension (personal anxiety) in favor of low academic students. The study recommends intensifying psychological counseling and vocational guidance programs with the available means to alleviate students' anxiety, and conducting studies that include the study variable on other groups of students.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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