أنماط الشراكة في برامج التربية الخاصة في ضوء نموذج إبستين Epstein's Model : دراسة حالة متعددة = Types of Partnership in Special Education Programs in Light of Epstein's Model : Multiple Case Study

2019 ◽  
Vol 8 (28 Part 1) ◽  
pp. 117-151
Author(s):  
الصريصري ، نسيم بنت عطا الله ◽  
العوفي ، رايدة بنت عويض
Keyword(s):  
Special Education ◽  
Multiple Case Study ◽  
Education Programs ◽  
Multiple Case ◽  
Special Education Programs

scholarly journals Understanding autistic students’ relationships at school: a dialogical perspective on the development of the self

2021 ◽  
Vol 32 ◽  
Author(s):  
Raquel Pacheco ◽  
Sandra Ferraz de Castillo Dourado Freire
Keyword(s):  
Special Education ◽  
Public School ◽  
Multiple Case Study ◽  
The Self ◽  
Cultural Perspective ◽  
Autistic Children ◽  
Multiple Case

Abstract This study mainly aimed to investigate how the relationships established at school affect the constitution of the self of autistic subjects. We carried out a multiple case study with children aged from seven to 14 years old enrolled in a public school that featured diverse profiles, with a total of 11 participants, such as teachers, coordinator, special education assistant (all of them women), as well as five autistic children (three boys and two girls) and two non-autistic girls. During the 6-month period, we conducted interviews with the adults, natural observations of school situations, and collaborative dynamics with the participating children. In light of theories from a dialogical-cultural perspective, it was possible to analyze our findings based on an I-positions framework, self positions, for each participant subject. From the convergence of each of the possible positions of all the subjects, we arrived at three axes of relationship: Playing, Helping, and Caring.

scholarly journals Exploring the Enactment of Functional Curriculum in Self-Contained Cross-Categorical Programs: A Case Study

2015 ◽  
Author(s):  
Emily Bouck
Keyword(s):  
Special Education ◽  
General Education ◽  
Education Programs ◽  
Secondary Special Education ◽  
Curriculum Enactment ◽  
Functional Curriculum ◽  
Special Education Programs ◽  
The Moment

Little research has been devoted to studying functional curriculum in secondary special education programs, self-contained cross-categorical programs, or curriculum enactment in special education, which warrants study of the culmination of these issues. This article presents a case study that attempts to answer, “What is the nature of the enactment of functional curriculum in rural self-contained cross-categorical programs?” The study occurred in two rural secondary self-contained cross-categorical programs with two teachers, four paraprofessionals, and 15 students. The findings suggest that the curriculum was enacted in the moment, was relative, and created tensions between special education and general education. The findings also suggest that the enactment had to be very encompassing and that it developed a community within each programs.

scholarly journals Multiple-case study design in (special) education research

e-Pedagogium ◽  
2015 ◽  
Vol 15 (1) ◽  
pp. 7-20 ◽  
Author(s):  
Jan Chrastina ◽  
Jiří Kantor ◽  
Kristýna Krahulcová ◽  
Dita Finková
Keyword(s):  
Special Education ◽  
Education Research ◽  
Study Design ◽  
Multiple Case Study ◽  
Case Study Design ◽  
Multiple Case

scholarly journals Principal sensemaking and special education discipline : a multiple case study of secondary building-level administrators

2019 ◽  
Author(s):  
◽  
Laura Gavornik Browning
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Multiple Case Study ◽  
Preparation Programs ◽  
Worst Case ◽  
Sensemaking Theory ◽  
Document Collection ◽  
Multiple Case ◽  
Building Level

This multiple case study -- utilizing an application of educational sensemaking theory -- aimed to examine how building-level administrators made sense of disciplining students with disabilities. This study collected data from seven building-level administrators over four secondary schools within one school district. A three-part, in-depth interview protocol was undertaken with each administrator in addition to document collection and analysis. The findings suggested that the building-level administrators were constrained more heavily by certain aspects of sensemaking. Specifically, they (1) did not have the background knowledge/training in special education to draw from, (2) had previous experiences that reminded them of worst-case occurrences, (3) were given high amounts of autonomy in decision making with very few opportunities to increase knowledge outside of own initiative, and (4) relied on relationships with teachers to help shape their actions. These findings uncovered gaps in how administrators ultimately perceived their roles as leaders of special education and how that impacted their sensemaking when disciplining a student with disabilities. Finally, these findings suggest that districts create practices that identify and fill administrator knowledge gaps, that principal leadership preparation programs concentrate on more special education content, and that awareness be raised that building-level leaders are leaders of special education.

Die Problematik der Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege – Eine Multiple Case-Study

Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer
Keyword(s):  
Multiple Case Study ◽  
Multiple Case

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.

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