Have You Heard? Newsworthy items from the field

2020 ◽  
Vol 101 (5) ◽  
pp. 68-68
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Students With Disabilities ◽  
School Of Education ◽  
University Of Virginia ◽  
Research Topics ◽  
The University

A survey by the Jefferson Education Exchange at the University of Virginia Curry School of Education details how educators access research and what research topics they are interested in. The National Center for Special Education in Charter Schools releases on how well charter schools are doing at educating students with disabilities.

Catherine Bradshaw: The Role of Prevention Science in School-Based Programming

2019 ◽  
Vol 55 (5) ◽  
pp. 325-330
Author(s):  
Melissa Stormont ◽  
Daniel R. Cohen ◽  
Ambra L. Green
Keyword(s):  
School Mental Health ◽  
Associate Editor ◽  
Bullying Prevention ◽  
Life Course Perspective ◽  
Prevention Science ◽  
School Of Education ◽  
University Of Virginia ◽  
School Based ◽  
Associate Dean ◽  
The University

Catherine Bradshaw, PhD, MEd, is a professor and the senior associate dean for research and faculty development at the Curry School of Education and Human Development at the University of Virginia. She was previously the associate editor for the Journal of Research on Adolescence and is currently the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (2014), is the editor of Handbook on Bullying Prevention: A Life Course Perspective (2017), and is currently working on two books.

The Jois Foundation Partnership with the Encinitas Union School District

2019 ◽  
pp. 86-112
Author(s):  
Candy Gunther Brown
Keyword(s):  
School District ◽  
Charter Schools ◽  
Education Policy ◽  
San Diego ◽  
Pilot Program ◽  
University Of Virginia ◽  
Ashtanga Yoga ◽  
The University ◽  
Funding Research ◽  
Roll Out

Chapter 5 explores the partnership between the Jois Foundation and the Encinitas Union School District (EUSD) from 2011 to 2016. The Foundation gave EUSD $4 million in grants to introduce Ashtanga yoga; in return, EUSD helped the Foundation develop and validate a curriculum to roll out nationally. The chapter explains how the Foundation got a foothold at EUSD; describes the 2011–12 pilot program (in EUSD and Florida charter schools), grant and expansion in 2012–13; and reveals the Foundation’s ongoing involvement in training, hiring, and supervising yoga teachers, co-authoring a curriculum, and funding research by the Center for Education Policy and Law (CEPAL) at the University of San Diego and the Contemplative Sciences Center (CSC) at the University of Virginia. The Foundation and EUSD deflected parent complaints and defended against litigation by modifying language, while preserving Ashtanga yoga practices—always opening with Sun Salutations and closing with Lotus and Rest. The chapter argues that the history and context of the Jois-Foundation-EUSD partnership shows that despite renaming “Ashtanga yoga” as “EUSD yoga” and disavowing Foundation control, EUSD still taught Ashtanga yoga, continued partnering with the Foundation, and promoted practices that critics and supporters perceived as religious.

Un profilo inclusivo per il docente di sostegno in formazione: l'efficacia del corso di specializzazione dell'Ateneo di Torino

2019 ◽  
pp. 135-156
Author(s):  
Rosa Bellacicco
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Positive Effects ◽  
The University

Developing competences for inclusive education in future support teachers is essential to ensure that they become not only experts in interventions on students with disabilities but are prepared to face the broad challenges of the school of differences. This study examined the effectiveness of the specialization program in Special Education organised by the University of Turin (2016/17) in enhancing teachers'competences and knowledge on inclusion. The teaching strategies used during the program, which were more associated with this purpose, and the application of acquired skills in classroom were also examined. 180 teachers participated in the survey, completing a questionnaire based on the Profile of inclusive teachers (EADSNE, 2012). The results indicate that the program had positive effects, moderate-to-large, in increasing teachers' competences and knowledge on inclusion. In addition, most of the trainees was also able to implement these in schools. Regarding the teaching practices, the opportunity of dialogue with other trainees, and the teaching experience in school placements were perceived by participants as the most incisive.

An Interview with Carolyn M. Callahan

1993 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Gifted Education ◽  
Gifted Children ◽  
School Of Education ◽  
University Of Virginia ◽  
Gifted Programs ◽  
The Board Of Directors ◽  
Enrichment Program ◽  
Gifted Females ◽  
The University

This is the conclusion of Robert Kirschenbaum's interview with Carolyn Callahan. Dr. Callahan is Professor of Educational Studies, Curry School of Education at the University of Virginia in Charlottesville. She is Director of the University of Virginia Enrichment Program. She has been the Editor of the Journal for the Education of the Gifted, President of the Association for the Gifted, and is currently on the Board of Directors for the National Association for Gifted Children. She is on the editorial board of several journals in the field of gifted education. Her publications have often focused on the education of gifted females and the evaluation of gifted programs. In addition, she was chosen as the Outstanding Faculty Member of the Commonwealth of Virginia in 1988. Dr. Callahan was interviewed by phone from her residence in Charlottesville in June, 1990.

A “can-do” Attitude for Students with Disabilities: Special Education in Rural Charter Schools

2019 ◽  
Vol 13 (4) ◽  
pp. 537-554 ◽  
Author(s):  
Lanya McKittrick ◽  
Sean Gill ◽  
Alice Opalka ◽  
Sivan Tuchman ◽  
Shaini Kothari
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Students With Disabilities

Injector for a 100-500 kV Linac Electron Microscopy Source

1967 ◽  
Vol 25 ◽  
pp. 274-275
Author(s):  
John W. Coleman
Keyword(s):  
Electron Microscopy ◽  
Linear Accelerator ◽  
Beam Current ◽  
Ion Trapping ◽  
University Of Virginia ◽  
Electron Injector ◽  
Illumination System ◽  
Radio Corporation Of America ◽  
The University ◽  
Optical Integration

The injector to be described is a component in the Electron Injector-Linear Accelerator—Condenser Module for illumination used on the variable 100-500kV electron microscope being built at the Radio Corporation of America for the University of Virginia.The injector is an independently powered, autonomous unit, operating at a constant 6kV positive with respect to accelerator potential, thereby making beam current independent of accelerator potential. The injector provides for on-axis ion trapping to prolong filament lifetime, and incorporates a derived Einzel lens for optical integration into the overall illumination system for microscopy. Electrostatic beam deflectors for alignment are an integral part of the apparatus. The entire injector unit is cantilevered off a door for side loading, and is topped with a 4-filament turret released electrically but driven by a self-contained Negator spring motor.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

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