Varied Meanings and Practice: Teachers' Perspectives regarding High School Inclusion

1997 ◽  
Vol 22 (4) ◽  
pp. 235-244 ◽  
Author(s):  
Robin M. Smith
Keyword(s):  
High School ◽  
Down Syndrome ◽  
High School Students ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Study Data ◽  
School Students ◽  
School Year ◽  
High School Inclusion ◽  
Teachers Perspectives

This study examines teachers perspectives in a ninth grade class that included students with disabilities in regular classes. Observations and interviews yielded data on how the teachers thought about inclusion of students with disabilities in their classes, and how they thought about a student with Down syndrome who was also in their class at the time of the study. Data collected over 7 months of a school year included variability in the interpretations and practice of inclusion and varied expectations for some students with disabilities. Teachers who supported inclusion of the student with Down syndrome differed in their expectations of him and the other students with and without disabilities. Variable standards for classroom attendance was a primary example. Findings suggest the importance of further research into the meanings and practices of inclusion as they relate to perceived purposes of schooling, the application of structures supporting inclusion in high schools, and the merging of social and academic goals for high school students with severe disabilities.

Peer Interactions and Sociometric Status of High School Students with Moderate or Severe Disabilities in General Education Classrooms

2000 ◽  
Vol 25 (3) ◽  
pp. 142-152 ◽  
Author(s):  
Keli Mu ◽  
Ellin B. Siegel ◽  
Rose M. Allinder
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Social Status ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Peer Acceptance ◽  
Severe Disabilities ◽  
School Students ◽  
The Social

We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an “average” group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as “popular” among their peers, the majority of the participating students with disabilities obtained “average” social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments.

Middle and High School Students' Perceptions on Being Friends with Peers with Severe Disabilities

1996 ◽  
Vol 63 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Jo M. Hendrickson ◽  
Mohsen Shokoohi-Yekta ◽  
Susan Hamre-Nietupski ◽  
Robert A. Gable
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Youth Organizations ◽  
School Students ◽  
Social Events ◽  
School Day ◽  
Teachers And Parents

A survey on friendships with peers with severe disabilities of 1,137 middle and high school students was conducted across three states. Students indicated that they should try to make friends with peers with severe disabilities and that friendships are most likely to develop when students with disabilities are educated in general education classes, for all or part of the school day. Students perceived themselves, special education teachers, and youth organizations as primarily responsible for facilitating these friendships, and that effective strategies involve learning situations in which students work together, teachers present information on disabilities, and teachers and parents arrange social events for all students.

Outcomes of Interactions with Peers with Moderate or Severe Disabilities: A Statewide Survey of High School Students

1994 ◽  
Vol 19 (4) ◽  
pp. 263-276 ◽  
Author(s):  
Edwin Helmstetter ◽  
Charles A. Peck ◽  
Michael F. Giangreco
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Personal Development ◽  
Personal Responsibility ◽  
Severe Disabilities ◽  
Positive Outcomes ◽  
School Students ◽  
Descriptive Research ◽  
Attention To Students

Research on the interactions between students with disabilities and their peers without disabilities has focused primarily on cognitive, academic, and social outcomes for students, with most of the attention on the students with disabilities. Only recently have researchers begun to direct more attention to students without disabilities, and to examine a broader range of outcomes, including those related to the effects of participating in social relationships with students with disabilities. In this study, high school students without disabilities responded to a survey in which they indicated their agreement or disagreement with a variety of positive and negative outcome statements that were drawn from descriptive research on relationships between students without disabilities and peers with disabilities. Factor analysis of the responses from the statewide sample of 166 students yielded seven categories of perceived positive outcomes of integration experiences: (a) increased responsiveness to the needs of other people, (b) valuing relationships with people with disabilities, (c) personal development, (d) increased tolerance of other people, (e) development of personal values, (f) increased appreciation of human diversity, and (g) positive changes in personal status with peers. Results also suggest that more positive outcomes are associated with more contact, receiving credit for the experience, and more substantive interaction (e.g., friendships). Students did not experience major difficulties in their relationships. Difficulties that were mentioned generally related to knowing how to interact with the person with a disability (e.g., how to communicate with a student). The results suggest that integration may afford opportunities for students without disabilities to develop a sense of personal responsibility and an ethic of caring and commitment to others.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

scholarly journals Knowledge of conjunctivitis among high school students in Pokhara valley of Western Nepal

2020 ◽  
Vol 13 (1) ◽  
pp. 19-22
Author(s):  
Sarita Tuladhar ◽  
Jamuna Gurung
Keyword(s):  
High School ◽  
High School Students ◽  
Health Education ◽  
Demographic Data ◽  
Cross Sectional Study ◽  
Study Data ◽  
School Students ◽  
Government Schools ◽  
Cross Sectional ◽  
Pokhara Valley

Introduction: Conjunctivitis is a common health problem in Nepal. It is inflammation of conjunctiva presenting as red eye. It is a communicable eye disease. Health education to the students and proper management can help spread of the disease. Knowledge of conjunctivitis among school students will help in prevention of the disease. So the study was carried out to assess the knowledge of conjunctivitis among high school students in Pokhara valley of Western Nepal. Materials/ Methods: A school based cross sectional study was performed among six government schools in western Nepal from May 2019 to June 2019. Students from grade eight, nine and ten were included in the study. Data was collected using structured questionnaire including demographic data, knowledge regarding sign symptoms of conjunctivitis, treatment, prevention, complication of conjunctivitis. Data was analysed using SPSS version 11.6. Result: A total of 523 students were included in the study. The mean age of the students was 14.7 ± 1.2 years with majority of females (53%). Nearly 2/3rd of the students (61.6%) had heard of conjunctivitis. Majority of the students (87.4%) of the students mentioned that it is communicable while 80.3% of the students correctly mentioned its etiology. Majority of the students (97.9%) mentioned that it is curable with treatment as first option (97.5%). Majority of the students (98.3%) correctly responded to the preventive measures but majority of the students (83.2%) wrongly mentioned mode of transmission. Conclusion: Secondary school students in Western Nepal have poor knowledge of conjunctivitis. Appropriate eye health education should be given to school students to prevent rapid spread of infective conjunctivitis.  

Attitudes of High School Students toward their Classmates with Severe Disabilities: a Pilot Study

2016 ◽  
Vol 28 (4) ◽  
pp. 523-538 ◽  
Author(s):  
Rebecca A. Shalev ◽  
Jennifer M. Asmus ◽  
Erik W. Carter ◽  
Colleen K. Moss
Keyword(s):  
High School ◽  
High School Students ◽  
Pilot Study ◽  
Severe Disabilities ◽  
School Students

scholarly journals The Relationship between Attitudes towards Physical Activity and Self-Esteem of High School Students

2019 ◽  
Vol 5 (1) ◽  
pp. 70-73
Author(s):  
H. Fatih KUCUKIBIS ◽  
Mehmet GUL
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Study Data ◽  
School Students ◽  
Positive Correlation ◽  
The Relationship

The purpose of this study was to examine the relationship between attitudes towards physical activity and self-esteem of high school students. Three different scales were used on 626 adolescents in total who lived in Sivas, found by random sampling method. The first scale is “the Personal Information Scale” consisting of 6 items to determine the demographical characteristics of the participants; the second scale is “the Cognitive Behavioral Physical Activity Questionnaire (CBPA)”, which was developed by Schembre et al. (2015) and was adapted to Turkish by Eskiler et al. (2016) to determine the participants’ attitudes towards physical activity; and the last scale is “the Self-Esteem Scale” by Rosenberg (1965) and adapted to Turkish by Çuhadaroğlu (1985) to determine the levels of self-esteem of the participants. The study data was analyzed by SPSS 25 package software. The obtained data were represented as values of frequency (f), percentage (%), average (x-), and standard deviation (±). Pearson Correlation analysis was applied in order to determine the effect of physical activity attitudes on self-esteem. The age average of the participants was determined to be 16,28 (±0,97). The gender distribution was 312 females and 314 males, and the number of those who were participating in licensed sports was 336, and that of those who were not was 290. It was determined that there was a positive correlation between the participants’ attitude towards physical activity and their self-esteem. In conclusion, a positive correlation was found between the attitude towards physical activity and self-esteem. In the study, it was suggested that the tendencies towards physical activity should be protected.

scholarly journals Wix Web-Based Dance Learning Media to Support Teaching in The Pandemic Era in High School

2021 ◽  
Vol 21 (1) ◽  
pp. 178-191
Author(s):  
Frahma Sekarningsih ◽  
Agus Budiman ◽  
Gaung Rizki Gustiaji
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Quantitative Methods ◽  
Study Data ◽  
Material Structure ◽  
Website Design ◽  
Design Development ◽  
School Students ◽  
Design Based Research

This study intends to develop and design a web for dance learning for high school students. This design-based research focuses on two problems, namely (1) the concept of a dance website design which is expected to be suitable for use as a medium for learning dance in the current pandemic era, and (2) the effectiveness of the dance website that is developed as a digital literacy source that can be used as a medium for learning dance in senior high schools. The research method used in this research is design-based research (DBR) with research stages that include design process, design development, evaluation, and design revision. Data collection techniques were carried out by interview and document study. Data analysis was carried out by combining qualitative and quantitative methods. The results show that the website design developed is relevant to the needs and online-based student learning methods needed during the current Covid-19 pandemic. After going through the validation and testing process, the website design developed can be applied properly. The website developed is easily accessible by students and teachers to support the implementation of dance learning that takes place online. Access mechanisms, material structure, content, and existing supporting features can be used as a means of technology literacy education for students.

Sign in / Sign up

Export Citation Format

Share Document