Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community

2021 ◽  
pp. 088307382110402
Author(s):  
Maria Valicenti-McDermott ◽  
Molly O’Neil ◽  
Amy Morales-Lara ◽  
Rosa Seijo ◽  
Tammy Fried ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Low Income ◽  
Learning Experience ◽  
The United States ◽  
Structured Interview ◽  
Learning System ◽  
Therapeutic Services ◽  
K 12 ◽  
Children With Developmental Disabilities ◽  
Remote Learning

Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 541-558
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Sex Segregated Schools to Challenge Gender and Racial Bias

2020 ◽  
Author(s):  
Kathryn Herr ◽  
Kathleen Grant ◽  
Jeremy Price
Keyword(s):  
Academic Success ◽  
Sex Education ◽  
Low Income ◽  
Racial Bias ◽  
The United States ◽  
Segregated Schools ◽  
Single Sex ◽  
Significant Difference ◽  
K 12 ◽  
Gendered Stereotypes

Sex segregated schooling in the United States is one of the fastest-growing movements in education in the 21st century. The current movement toward single-sex schooling is embedded in a national discourse of school choice and an adoption of market principles in education. This framing espouses that when schools compete for educational consumers, the needs of those currently underserved in U.S. schools will be better served and their academic performance will improve. Scholars argue that there are three main rationales typically put forward for sex segregated schools: they will eliminate distractions and harassment from the other sex; they can address the espoused different learning styles of boys and girls, and, finally, they can remedy inequities experienced by low-income students of color. Many of the single sex schools have large proportions of low-income youth of color. In general, while the sex segregated structure of these schools seems to offer opportunities to disrupt gendered stereotypes, there is little evidence that this occurs. Instead, as society’s conceptualizations of sexuality and gender evolve, single-sex education upholds a largely heteronormative and cisgendered understanding of gender and sexuality. Much of the research documents a reinforcement of gendered stereotypes and heterosexism. The literature on single-sex schools for boys also presents a puzzling mix of academic success for some boys, and no significant difference for others. There is little attention to the accomplishments and current experiences of girls in single-sex schools at the K–12 levels. Research shows that successful schools, whether they are single-sex or coeducational, tend to have factors in common like creating strong mentoring relationships and keeping smaller class sizes. In sum, research would indicate that the rationales noted earlier to justify the development of sex segregated schools are not much realized in the research.

Augmented Reality Underpinned Instructional Design (ARUIDs) for Cogno-Orchestrative Load

2019 ◽  
Vol 16 (10) ◽  
pp. 4379-4388
Author(s):  
Bhanu Sharma ◽  
Archana Mantri
Keyword(s):  
Augmented Reality ◽  
Early Stage ◽  
Learning Experience ◽  
Modern Technology ◽  
Learning System ◽  
Mental Load ◽  
Electric Circuits ◽  
Young Learners ◽  
Real Objects ◽  
K 12

In modern times the research and technology in the education sector have revolutionized the teaching-learning environment. Traditional methodologies are being supported by tech-savvy practices. These practices demand young learners to be more advanced, and modern teachers to be more efficient. Under k-12 education program, Science, Technology, Engineering and Mathematics (STEM) are the desired domains to be learned and pursued as future professions today. It is, therefore, apparent to prepare young learners in these domains at an early stage. This situation requires an increased mental load on learners as well as on teachers. Modern technology comes to resolve this situation to some extent where computers, Augmented Reality (AR), Virtual reality (VR) gadgets, etc. help both the learners and the teachers in decreasing their mental load. The orchestration load of the teachers and cognitive load of the learners can further be decreased using AR applications. AR can overlay virtual 3D images on real objects and enhance learning in a fun way. This paper introduces the development of Augmented Reality Learning System (ARLS) followed by an Electronics Kit to make young learners understand the basic fundamentals of science such as electricity, current, electric circuits, working of light switch, thermister, light-dependent register (LDR) and capacitor-based circuits. This ARLS makes use of the markers overlaid on Tangible User Interface (TUI) and shows virtual functioning of these electrical/electronic circuits. The combination of TUI and ARLS results the formation of Augmented Reality Underpinned Design Kit (ARUID Kit). Students work individually on this ARUID kit to gain new learning experience of science fundamentals.

School Hopscotch: A Comprehensive Review of K–12 Student Mobility in the United States

2016 ◽  
Vol 87 (3) ◽  
pp. 475-511 ◽  
Author(s):  
Richard O. Welsh
Keyword(s):  
United States ◽  
Low Income ◽  
Negative Impact ◽  
Student Mobility ◽  
The United States ◽  
Policy Implications ◽  
Cross Sectional ◽  
Transition Costs ◽  
K 12 ◽  
Changing Schools

This article provides an integrative review of the extant literature on K–12 student mobility in the United States. Student mobility is a widespread phenomenon with significant policy implications. Changing schools is most prevalent among minority and low-income students in urban school districts. There is an ongoing debate about whether student mobility is helpful or harmful. Earlier research compared movers with nonmovers using cross-sectional data and did not always include controls for the students’ prior achievement and demographic characteristics. Studies in the past decade compared movers with themselves over time using longitudinal data and provided more convincing estimates. Overall, switching schools is associated with a negative impact on students’ educational outcomes; however, transferring to higher quality schools may offset and outweigh the transition costs of moving. Strong causal claims are elusive due to considerable data and methodological challenges and the inability to account for the motivating reasons for changing schools.

Cross-Cultural Issues in Parent-Professional Interactions: A Qualitative Study of Perceptions of Asian American Mothers of Children with Developmental Disabilities

2009 ◽  
Vol 34 (3-4) ◽  
pp. 123-136 ◽  
Author(s):  
Brinda Jegatheesan
Keyword(s):  
Developmental Disabilities ◽  
Asian American ◽  
First Generation ◽  
Field Work ◽  
The United States ◽  
Cultural Barriers ◽  
Working Relationships ◽  
Cultural Issues ◽  
Structured Interviews ◽  
Children With Developmental Disabilities

This study investigated the perspectives of 23 first-generation Asian American mothers of children with developmental disabilities. The intent was to explore the working relationships between the mothers and professionals in health care and special education in the United States. The participants in this study were from China, Taiwan, Vietnam, Korea, Japan, and India. Data were drawn from semi-structured interviews conducted over 16 months of field-work. The study revealed that mothers endured significant hardships because of communication and cultural barriers. Levels of English proficiency and acculturation as well as a variety of cultural factors were found to be the primary determinants of their perceptions of interactions with the professionals. Implications for professional practice and support for Asian American mothers are discussed.

scholarly journals “Crying Doesn’t Work”: Emotion and Parental Involvement of Working Class Mothers Raising Children with Developmental Disabilities

2015 ◽  
Vol 35 (1) ◽  
Author(s):  
Amy Christine Sousa
Keyword(s):  
Developmental Disabilities ◽  
Child Development ◽  
Parental Involvement ◽  
Low Income ◽  
Parenting Practices ◽  
Critical Factor ◽  
Educational Systems ◽  
Raising Children ◽  
Low Income Mothers ◽  
Children With Developmental Disabilities

<span>This article presents three critical case studies that explore the relationship between income and parental involvement in the education of children with developmental disabilities. Interviewed as part of a larger study on mothering children with developmental disabilities, Joy, Jackie, and Maya&nbsp;</span><span>are low income mothers of children with severe developmental disabilities living in New Hampshire. These women describe carefully planned parenting practices designed to foster child development, which yield both engagement with and strategic disengagement from formal bureaucracies. This is a decided departure from previous theorization on low income mothers' approaches to child development. Grounded analysis of these interview cases suggests that emotion management may be a critical factor in both structuring parental involvement with educational systems as well as enacting class differences within the special education system.</span>

Sign in / Sign up

Export Citation Format

Share Document