Support required for primary and secondary students with communication disorders and/or other learning needs

2010 ◽  
Vol 26 (2) ◽  
pp. 123-143 ◽  
Author(s):  
Sharynne McLeod ◽  
David H. McKinnon
Keyword(s):  
Secondary Students ◽  
Communication Disorders ◽  
Learning Needs

Pedagogical Competency of Dance Instructors in The Training of Malay Court Dance Skills Among Upper Secondary Students at Johor National Art School

2022 ◽  
Vol 21 (2) ◽  
pp. 221-232
Author(s):  
Muhammad Fazli Taib Bin Saearani ◽  
Abdul Hamid Chan ◽  
Nur Nabila Micheal Lung Abdullah
Keyword(s):  
Secondary Students ◽  
Technological Development ◽  
Three Dimensions ◽  
Learning Needs ◽  
Dance Pedagogy ◽  
Curriculum Assessment ◽  
Court Dance ◽  
Upper Secondary ◽  
Art Schools ◽  
Competency Level

Dance pedagogy is a complex and dynamic field of competency that involves various skills and self-appearance. Therefore, dance instructors must widen the scope of their competency to strengthen and improve their level. This research aimed to identify the competency of dance instructors teaching the practical subject of Malay Court Dance based on factors including the components of pedagogy, curriculum, assessment, and professionalism. The data was collected from interviews with the instructors and was analyzed through thematic analysis. The findings indicated that the instructors’ competency level development could be mapped into three dimensions, namely orientation, agent, and competency content. It was concluded that art schools in Malaysia need to develop dance instructors’ competency in terms of (1) 21st-century learning needs, (2) vertical and horizontal knowledge sharing, (3) workshop, study tour, and competition, and (4) standardization of technological development relevant for curriculum, across knowledge, practical, and feeling domains.

Sinking or swimming?

2004 ◽  
Vol 27 (1) ◽  
pp. 58-71 ◽  
Author(s):  
Kristina Love ◽  
Sophie Arkoudis
Keyword(s):  
International Students ◽  
Language Learning ◽  
Secondary Students ◽  
Background Knowledge ◽  
School Level ◽  
Linguistic Knowledge ◽  
Learning Needs ◽  
High Stakes ◽  
Research Attention ◽  
Disciplinary Background

Abstract In this paper we examine the academic and language learning needs of Chinese international students preparing for high stakes examinations in an independent secondary school in Melbourne, Australia. We argue that the needs of these secondary students and their teachers are different from those of their tertiary counterparts, yet have received almost negligible research attention by comparison. We focus on Commerce/Economics subjects as those which many Chinese students seek to study at university, but which present particular challenges for them at school level. In particular, we analyse the linguistic and academic demands of one examination paper in this subject group in order to identify the linguistic knowledge, the disciplinary background knowledge and the cultural background knowledge students are presumed to have by the teacher. We match this analysis with the interview comments of the Commerce/Economics teacher, who, while concerned about the educational needs of these international students, struggles to learn how to meet these needs in his classroom. We conclude by arguing that more professional support needs to be made available to content area teachers of international students before the rhetoric of government policy regarding the quality of education for international students matches the reality.

scholarly journals Commodifying Teacher Learning to Recruit: A Needs Analysis of Utah's Teaching as a Profession Curriculum

2021 ◽  
Author(s):  
William Davis
Keyword(s):  
Teacher Learning ◽  
Secondary Students ◽  
Web Sites ◽  
Teaching Profession ◽  
The State ◽  
Teaching Skills ◽  
Learning Needs ◽  
Education Careers ◽  
Educational Credentials

Drawing from the State of Utah’s Teaching as a Profession strands and standards documents, along with documents, web sites, and videos from supporting organizations like Educators Rising and its parent entities, this intrinsic case study sought to surface the perceived and relative teacher learning needs Utah’s curriculum developers appear to hold for secondary students interested in teaching and education careers. Six central teacher learning needs were identified in the study: 1) learning about the teaching profession; 2) developing a standardized vocabulary for education and teaching; 3) understanding teaching as a cycle with measurable outcomes; 4) producing teaching materials; 5) cultivating teaching skills, and 6) identifying difference in/between students. The study includes a discussion of the above needs and how the state and its partners have commodified early teacher learning by encouraging narrow, technical view of such learning while also promoting participation in a marketplace for educational credentials.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

Computer-Managed Screening for Communication Disorders

1984 ◽  
Vol 15 (2) ◽  
pp. 66-69 ◽  
Author(s):  
James L. Fitch ◽  
Linda Allen Davis ◽  
W. Bryce Evans ◽  
Daniel E. Sellers
Keyword(s):  
Satisfactory Agreement ◽  
Screening Test ◽  
Communication Disorders ◽  
Pencil And Paper ◽  
Paper Format

Fifty children were administered a screening test for communication disorders under two conditions. Under one condition graduate clinicians administered the test in the traditional pencil and paper format. Under the second condition nonprofessionals administered a computer-managed version of the same test. It was found that the computer-managed screening test yielded satisfactory agreement for the language sections. The results of the articulation section of the screening test were ambiguous.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

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