Psychometric characteristics of a sexuality education survey for teachers of secondary school students with learning disabilities in Malaysia

Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.

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Parental Attitude towards Sexuality Education for Secondary School Students in Kwara State, Nigeria

Anatolian Journal of Education ◽

10.29333/aje.2019.417a ◽

2019 ◽

Vol 4 (1) ◽

Author(s):

Aminat Adeola Odebode

Keyword(s):

Secondary School ◽

Sexuality Education ◽

Secondary School Students ◽

Parental Attitude ◽

School Students

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LEARNING DISABILITIES: AN IMPEDIMENT TO VOCATIONAL CHOICE OF SECONDARY SCHOOL STUDENTS IN NIGERIA:IMPLICATIONS FOR COUNSELLING

Sokoto Educational Review ◽

10.35386/ser.v13i2.206 ◽

2017 ◽

Vol 13 (2) ◽

pp. 265-274

Author(s):

Abubakar Sadiq Haruna

Keyword(s):

Learning Disabilities ◽

Secondary School ◽

Psychological Functioning ◽

Secondary School Students ◽

Learning Disabled ◽

Vocational Choice ◽

School Students ◽

Learning Abilities ◽

Brain Functions ◽

The Individual

This paper presents Learning disabilities (LD) as an impediment to vocational choice and development of secondary school students in Nigeria. Learning Disabilities is a lifelong developmental problem that affects the learner's ability to learn effectively and make a choice of the vocation of interest. The main thrust in the theories of learning disabilities is that LD is caused as a result of a subtle disturbance in the brain functions and structures. This problem is inherent in the individual thus inhibits learning abilities, social and psychological functioning of the learning disabled student. While the psychoanalytic view on vocational choice is positive for the normal student, it is however not the same for the learning disabled. Although factors as social, economic, psychological assets determine the vocational choice, the problem of choice of vocation is however complicated for the learning disabled. This is because the presence of emotional conflicts interferes with the ability of the learning disabled to make a choice. The major implication of these problems is that since the learning disabled students encounter emotional problems, occupation or the work environment should be adapted or altered so as to meet certain needs of the students. The recommendation offered suggests the establishment of model counselling and research centres in schools.

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The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.148 ◽

2015 ◽

Vol 5 (2) ◽

pp. 177-194

Author(s):

Teja Lorger ◽

Majda Schmidt ◽

Karin Bakračevič Vukman

Keyword(s):

Learning Disabilities ◽

Secondary School ◽

Special Needs ◽

Social Acceptance ◽

Students With Learning Disabilities ◽

School Students ◽

Students With Special Needs ◽

Positive Attitudes ◽

The Social ◽

Students With Ld

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community.

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Navigating Contradictory Narratives on Sexuality Between the School and the Mosque in Four Muslim Communities in the Netherlands

Sexuality & Culture ◽

10.1007/s12119-021-09911-z ◽

2021 ◽

Author(s):

Hulya Kosar Altinyelken ◽

Yusra Akhtar ◽

Nazek Selim

Keyword(s):

The Netherlands ◽

Secondary School ◽

Secondary Schools ◽

Sexuality Education ◽

Secondary School Students ◽

School Students ◽

Institutional Practices ◽

Muslim Youth ◽

Muslim Communities ◽

Depth Interviews

AbstractThis qualitative study seeks to examine the sexuality-related values and norms that Muslim youth are taught and socialised into at non-formal Islamic education settings, compares these with values and norms conveyed at secondary schools, and then identifies the ways in which Muslim youth navigate these distinct messages and competing pressures around this subject. The data are based on 62 semi-structured in-depth interviews with young adults and secondary school students from four Muslim communities in the Netherlands (Turkish, Moroccan, Pakistani and Egyptian). The study reveals that explicit messaging as well as institutional practices in mosques convey a specific narrative about proper conduct between the sexes that prohibits sexual conduct before marriage, and in some cases, even any form of touching or socialising. This collides with the institutional practices and educational content in mainstream secondary schools, which are co-educational and provide sexuality education. Three strands of attitudinal choices young Muslims make are identified: opting for chastity, re-negotiating the norm, and embracing romantic entanglements, all having different ramifications for the wellbeing and relationships of these young people.

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