Learning from Children: Experiences of Bullying in Regular Classrooms

2019 ◽  
pp. 79-92
Author(s):  
Yuchen Wang ◽  
Lani Florian
Keyword(s):  
Regular Classrooms

Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics

2006 ◽  
Vol 16 (2) ◽  
pp. 189-209 ◽  
Author(s):  
Mark Carter ◽  
Mark Clayton ◽  
Jennifer Stephenson
Keyword(s):  
Catholic Education ◽  
Physical Aggression ◽  
High Frequency ◽  
Primary Schools ◽  
Research Study ◽  
Specific Information ◽  
Challenging Behaviour ◽  
School Students ◽  
Students At Risk ◽  
Regular Classrooms

AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.

Technological Innovations and Intervention Practices for Children With Cochlear Implants

2002 ◽  
Vol 33 (3) ◽  
pp. 218-221 ◽  
Author(s):  
David J. Ertmer
Keyword(s):  
Cochlear Implants ◽  
Technical Information ◽  
School Personnel ◽  
Oral Communication ◽  
Parent Child Interactions ◽  
Making Choices ◽  
Regular Classrooms ◽  
Research Findings ◽  
Communication Modalities

This clinical forum has addressed many of the challenges associated with serving children who have cochlear implants. These include determining who may be a candidate for implantation; optimizing parent-child interactions for oral communication; developing comprehensive preschool programs; assessing and maximizing opportunities to communicate and learn in regular classrooms; making choices in communication modalities; providing effective intervention; and serving as a liaison for parents, school personnel, and medical professionals. In response to these challenges, the forum has provided the technical information needed to understand how a cochlear implant works, important research findings regarding choices in communication modalities, and ideas for assessing and serving children with implants. This information can provide speech, language, and hearing professionals with a base for developing their skills in the role of "local experts" for children who have cochlear implants. Filling this role also requires continuing education to keep up with innovations in technology and advancements in clinical practice. It is hoped that this forum has provided an impetus for further learning in a rapidly emerging and fascinating area of our profession.

A Descriptive Analysis of Maladjusted Behavior in Socially Rejected Children

1978 ◽  
Vol 4 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Sharon R. Morgan
Keyword(s):  
Descriptive Analysis ◽  
Impulsive Aggression ◽  
Regular Classrooms

Children in regular classrooms who are rejected by their peers were identified through sociometric assessment. The rejected children were observed and rated on several behavioral dimensions. These data were factor analyzed which yielded five categories of maladjusted behavior observed in the socially rejected. Results indicated there were significant differences between rejected and accepted children. The behavioral manifestations were grouped into five categories and described in illustrative cases which were representative of types of rejected children: Impulsive Aggression; Immaturity/Depression; Withdrawn/Distractible; Hostile/Aggressive; and Psychomotor Difficulties.

scholarly journals TEACHING SCIENCES AND BIOLOGY FOR DEAF INDIVIDUALS: INVESTIGATING THE CONTEXT OF TEACHING PRACTICE IN REGULAR CLASSROOMS OF A MUNICIPALITY IN THE STATE OF PARANÁ

2018 ◽  
Vol 11 (26) ◽  
pp. 201-218
Author(s):  
Lucken Bueno Lucas ◽  
Renan Guilherme Pimentel ◽  
Simone Luccas
Keyword(s):  
Sign Language ◽  
Teaching Practice ◽  
Deaf Students ◽  
Sign Language Interpreters ◽  
Public Network ◽  
The Public ◽  
Inclusion Process ◽  
Regular Classrooms ◽  
Brazilian Sign Language ◽  
The City

The process of school inclusion for people with disabilities is a recent development, especially for the deaf individuals, so the study of how this inclusion process occurs and the teaching of Sciences/Biology for these individuals is still incipient. The objective of this work was to investigate how science/biology teaching takes place for deaf students in the city of Cornélio Procópio-PR and what difficulties are encountered by the students, teachers, and sign language interpreters in the scenario of school inclusion. To reach this goal, we interviewed teachers and interpreters who work in elementary and middle schools of the public network that attend deaf students in Cornélio Procópio. The results of the interviews demonstrated that all those involved in this process face difficulties, the interpreters indicate language as an obstacle to the interpretation of Sciences and Biology classes, since Brazilian Sign Language presents a deficit of lexicons in relation to the Portuguese Language. On the other hand, the main difficulty for the teachers is the lack of preparation to work in classes which include deaf people, jeopardizing not only their interaction with the students, but also the teaching of Sciences and Biology. 

scholarly journals Corpus-Informed Pedagogy in a Language Course

2020 ◽  
pp. 305-334 ◽  
Author(s):  
Nina Vyatkina
Keyword(s):  
Teaching And Learning ◽  
Turn Of The Century ◽  
Data Driven ◽  
Research Approach ◽  
Methodological Framework ◽  
Practical Application ◽  
Design Based Research ◽  
Regular Classrooms ◽  
Language Courses ◽  
Pedagogical Frameworks

Data-Driven Learning (DDL), or a corpus-based method of language teaching and learning, has been developing rapidly since the turn of the century and has been shown to be effective and efficient. Nevertheless, DDL is still not widely used in regular classrooms for a number of reasons. One of them is that few workable pedagogical frameworks have been suggested for integrating DDL into language courses and curricula. This chapter describes an exemplar of a practical application of such a pedagogical framework to a high-intermediate university-level German as a foreign language course with a significant DDL component. The Design-Based Research approach is used as the main methodological framework. The chapter concludes with a discussion of wider pedagogical implications.

scholarly journals Inclusive Education at a South African University: Awakening the Sensitivities and Democratic Consciousness of Pre-Service Teachers

2020 ◽  
Vol 9 (5) ◽  
pp. 158
Author(s):  
Cina P. Mosito ◽  
Toyin Mary Adewumi ◽  
Charlene Nissen
Keyword(s):  
Learning Environment ◽  
South African ◽  
Inclusive Education ◽  
Barriers To Learning ◽  
Curriculum Differentiation ◽  
Regular Classrooms ◽  
Education Training ◽  
Higher Purpose

One of the chief goals of inclusive education is to provide pre-service teachers with a learning environment and prospects that enable them to become independent, responsible and critical educators. This study sought to determine how pre-service teachers at a South African university experienced inclusive education training. A purposeful sample of 6 pre-service teachers was selected. Data were collected using open-ended questionnaires which were exploratory in nature, and then analysed thematically. Findings showed inter alia that studying inclusive education proved to be an “eye opener”: students were enlightened to various aspects of being an educator: (i) curriculum differentiation, (ii) diversity, (iii) learners’ rights and (iv) the fact that learners experiencing various barriers to learning can be accommodated successfully in  regular classrooms. It was revealed that studying inclusive education allowed pre-service teachers to appreciate the scope, value and higher purpose of teaching. The study shows that awareness of inclusive education enriches the training of pre-service teachers in South African schools.

Learning to Teach Students With Attention Deficit Hyperactivity Disorder

2018 ◽  
pp. 319-338
Author(s):  
Daniela-Maria Cretu
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Secondary School Teachers ◽  
Disabled Persons ◽  
Training Experience ◽  
Instructional Unit ◽  
Face To Face ◽  
Hyperactivity Disorder ◽  
Regular Classrooms ◽  
Teaching Learning

The presence of special needs students in regular classrooms makes it difficult for teachers to manage the situation, especially since in Romania the initial teacher-training curriculum doesn't include a class addressing the issue. This chapter talks about the teaching, learning, and evaluation experiences offered by an instructional unit on the subject of ADHD for over 700 primary and secondary school teachers from all areas of expertise. The purpose of this unit was to increase the teachers' knowledge and understanding of students with attention deficit hyperactivity disorder (ADHD) in an educational frame. This chapter presents content elements, learning, and assessment activities that the participants proposed and implemented during the work sessions: both face to face and online. The authors mention that this training experience was part of a larger project called “e-Mentor: Developing ITC Skills and Educational Mentor-ship of Disabled Persons, for Teachers” implemented by “Lucian Blaga” University of Sibiu.

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