Gender Discrepancies and Victimization of Students With Disabilities

2016 ◽  
Vol 37 (5) ◽  
pp. 296-307 ◽  
Author(s):  
Cynthia G. Simpson ◽  
Chad A. Rose ◽  
Stephanie K. Ellis
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Relational Aggression ◽  
Grade Level ◽  
School Level ◽  
Online Victimization ◽  
Disability Status ◽  
Perpetrators And Victims ◽  
And Gender ◽  
Gender Discrepancies

Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying, fighting, relational aggression perpetration, victimization, online victimization, and relational aggression victimizations. Results suggest that students with disabilities are more likely to be involved as victims and perpetrators. In addition, males are more likely to be perpetrators and victims, whereas females are more likely to experience online victimization and relational victimization. Furthermore, students in high school are more likely to report bullying, whereas students in middle school are more likely to report fighting. Interactions between school level, disability status, and gender were significant for victimization and perpetration.

The Success of Collaboration Resource Programs for Students with Disabilities in Grades 6 Through 8

1995 ◽  
Vol 16 (2) ◽  
pp. 79-89 ◽  
Author(s):  
BELINDA DUNNICK KARGE ◽  
MELINDA McCLURE ◽  
PATRICIA L. PATTON
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Junior High ◽  
School Level ◽  
School Site ◽  
High School Level ◽  
Collaboration Model ◽  
Pull Out

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.

What Are the Mathematical Needs of the High School Student?

1949 ◽  
Vol 42 (2) ◽  
pp. 75-78
Author(s):  
James H. Zant
Keyword(s):  
High School ◽  
High School Student ◽  
Grade Level ◽  
School Level ◽  
High School Level ◽  
Future Needs ◽  
The Future ◽  
The Subject

In deciding what mathematics should be taught at any grade level it is necessary to know the mathematical needs of the students. However, unless we subscribe to the doctrine that no one should learn more about anything than he will need to live at that particular age level, we must also consider the future needs of the students as well. I do not subscribe to this doctrine, hence in this discussion considerable weight will be given to the mathematical needs of adults in deciding what shall be taught to children. This seems especially necessary at the high school level, since, in the case of mathematics, the student is often taking his last course in the subject.

scholarly journals Children With Disabilities Express Less Concrete Gender-Based Biases:

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Jolie Haertter
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Gender Stereotypes ◽  
Children With Disabilities ◽  
Autism Spectrum ◽  
School Level ◽  
Upper Elementary ◽  
High School Level ◽  
Gender Perception ◽  
Significant Difference

Abnormalities with processing social concepts as children may display with Autism Spectrum Disorder (ASD) and Nonverbal learning disorder (NSLD). The purpose of the study was to observe how children with disabilities and nondisabled children viewed gender stereotypes. Images of gender-advertised toys and clothing items were utilized to determine gender-biases held by preschoolers (ages 3-6), upper-elementary level students (ages 10-12), and high school level students (ages 15-18). This project raises awareness of cultural stereotypes in society and their impact on childhood perception development. 177 students were shown images of gender-advertised clothing and entertainment items and asked to categorize each object as a boy, girl, or both. Students with disabilities had less gender bias compared to their nondisabled counterparts. The children in all groups had increased stereotyped responses to clothing items as opposed to toys. The preschoolers displayed the most stereotypical responses, the upper-elementary schoolers responded with the least biased responses as they had gained more exposure to toy and clothing options, and the highschoolers solidified their opinions with moderate stereotypes, notably in clothing items. Presenting increased non-stereotypical opinions, there was a significant difference in gender perception in students with disabilities. The difference in responses to gender perception between students with and without disabilities assimilated in all categories by high school age, meaning there was no significant difference in gender perception by this stage.

scholarly journals Investigating Junior High School Students´ Length Estimation Ability and Strategies

2019 ◽  
pp. 223-228
Author(s):  
Hsin-Mei E. Huang
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Grade Level ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Everyday Objects ◽  
Length Estimation ◽  
And Gender

This study investigated junior high school students’ length estimation ability with respect to everyday objects with lengths between 1 millimetre and 1 meter. Students’ strategies used for estimating the length of the longer side of a basketball court in school were analysed. A total of 240 Grade 7-9 students from cities in northern Taiwan completed a paper-and-pencil test assessing length estimation abilities. Results showed a significant gender effect on length estimation, but neither effects of grade level nor any interaction between grade level and gender on length estimation. About 40% of the students used effective strategies for estimating length measures, including visualizing, utilizing body parts, applying previous experiences, using a mental ruler, and making use of objects nearby. Still, about 60% of the students used ineffective strategies such as guessing. Implications for research and education practices are discussed.

Preparing Youth for the World of Work: Educator Perspectives on Pre-Employment Transition Services

2020 ◽  
pp. 216514342093866
Author(s):  
Erik W. Carter ◽  
Jessica M. Awsumb ◽  
Michele A. Schutz ◽  
Elise D. McMillan
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Transition Services ◽  
School Level ◽  
Community Type ◽  
Youth With Disabilities ◽  
Research And Practice ◽  
Employment Preparation ◽  
The World ◽  
Employment Transition

Effective collaboration among schools and agencies is critical to the success of pre-employment transition services (pre-ETS). We examined the views of 596 middle and high school educators regarding pre-ETS and the employment prospects of their students with disabilities. Educators overwhelmingly affirmed that youth with disabilities needed better preparation for employment, but they were more mixed in their familiarity with pre-ETS and its associated practices. Prevailing partnerships among schools and vocational rehabilitation agencies were described as uneven and fairly limited. Educators sometimes differed in their views based on school level (i.e., middle versus high school) and community type (i.e., rural versus non-rural). We offer suggestions for research and practice aimed at enhancing the employment preparation and outcomes of youth with disabilities.

Perceived Musculoskeletal Discomfort Among Elementary, Middle, and High School String Players

2014 ◽  
Vol 62 (3) ◽  
pp. 259-276 ◽  
Author(s):  
Joshua A. Russell ◽  
Rachel L. Benedetto
Keyword(s):  
High School ◽  
Physical Activities ◽  
The Body ◽  
School Level ◽  
Musculoskeletal Discomfort ◽  
Warm Up ◽  
Psychological Issues ◽  
Body Regions ◽  
Class Frequency ◽  
And Gender

The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary ( n = 101), middle school ( n = 97), and high school ( n = 159) students participated in the study by completing a questionnaire developed from previous research. Participants responded to items designed to collect data regarding the extent and location of discomfort, warm-up activities, physical activities, and psychological issues thought to impact perceived discomfort. Participants reported experiencing little musculoskeletal discomfort, and no relationship was found between discomfort and warm-up or physical activities. Participants’ school level, instrument, and gender were not related to musculoskeletal discomfort. On the basis of participants’ responses, we were able to identify five regions of the body where young string players experience varying levels of discomfort. We found significant relationships between string class frequency, stress about playing the instrument, and enjoyment of the instrument and reported musculoskeletal discomfort.

Variables Affecting Word Problem Difficulty in Secondary School Mathematics

1987 ◽  
Vol 18 (3) ◽  
pp. 187-196
Author(s):  
Janet H. Caldwell ◽  
Gerald A. Goldin
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Grade Level ◽  
Secondary School Students ◽  
Senior High School ◽  
School Level ◽  
Problem Difficulty ◽  
School Students

The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

Using Nondisabled Peers to Support the Inclusion of Students with Disabilities at the Junior High School Level

1996 ◽  
Vol 21 (4) ◽  
pp. 194-205 ◽  
Author(s):  
Debbie Staub ◽  
Megan Spaulding ◽  
Charles A. Peck ◽  
Chrysan Gallucci ◽  
Ilene S. Schwartz
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Junior High ◽  
Severe Disabilities ◽  
School Level ◽  
High School Level ◽  
Junior High School Level ◽  
General Education Classrooms

Qualitative research methods were used to conduct a study of an inclusion program at a junior high school in which typically developing students assisted and supported students with moderate and severe disabilities as they attended general education classrooms. There were two purposes for conducting this case study: first, to provide a description of how one school, with limited resources available, successfully included students with disabilities in general education classrooms; and second, to describe outcomes perceived to be associated with the student aide program for the students with disabilities and the student aides. Data were gathered over 2 years and included ethnographic field notes and interviews. The perceived outcomes that emerged from an analysis of these data are discussed in terms of their implications for future practice and research.

scholarly journals How Knowledge About Physical Activity Is Impacted By School Institution, Grade Level, and Gender Throughout High School Years in France?

2021 ◽  
pp. 1-9
Author(s):  
Joseph Gandrieau ◽  
Christophe Schnitzler ◽  
Thibaut Derigny ◽  
Clément Lléna ◽  
Alexandre Mouton ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Gender Differences ◽  
Grade Level ◽  
Assessment Tool ◽  
Vocational Schools ◽  
Traditional Schools ◽  
Different Dimensions ◽  
And Gender ◽  
Type Of School

Purpose: Despite its relevance for the training of a well-rounded physically literate individual, the development of knowledge about physical activity (KPA) is understudied. We examined how KPA is differentiated and evolves according to grade level, gender, and type of school attended by an adolescent. Method: A reliable KPA assessment tool was developed. A three-way analysis of variance was used to analyze z scores on the effects of gender, grade level, and type of school on five different dimensions of knowledge. Results: The reliability was validated. Statistically significant interactions were revealed between grade and school institution on KPA z scores. Main results showed that vocational schools displayed significantly lower levels, compared to traditional ones. The only increase in knowledge according to grade was noticeable only in traditional schools. Results revealed no significant gender differences. Discussion: The French physical education system does not seem to provide an adequate level of KPA, especially in vocational schools.

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