scholarly journals The Study of Disability Awareness among elementary and high school students for convergence education design

2015 ◽  
Vol 13 (11) ◽  
pp. 539-547
Author(s):  
Sung-Jin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Disability Awareness ◽  
Education Design

scholarly journals The High 5! disability awareness program and its impact on its participants

2019 ◽  
Vol 6 (4) ◽  
Author(s):  
Monica Dukic ◽  
Júlia Mecséri
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Attitude ◽  
Research Topic ◽  
School Students ◽  
Disability Awareness ◽  
Positive Tendency ◽  
Input And Output ◽  
Emotional Aspect ◽  
Long Time

The attitude towards people with disabilities has been a research topic for a long time. In Hungary a program called High 5! was developed in 2017 for primary and high school students with the aim to develop a positive attitude towards disability issues. Within the framework of the 2017 tender, a questionnaire survey was conducted with 26 candidate schools. Applicant students and mentors had to fill out an input and output questionnaire with the help of which we tried to draw conclusions about the success of the ‘High 5!’ program. The questionnaires were filled out by a total of 535 people, in a non-compliant ratio, so the results obtained were not valid. Nevertheless, we tried to draw statistical conclusions from the responses. Overall, it was found that the knowledge of the students participating in the program did not increase, but there was a positive tendency regarding the emotional aspect of their attitudes.

scholarly journals Development Blended Web Mobile Learning Model on COVID-19 Pandemic

TEM Journal ◽  
2021 ◽  
pp. 1879-1883
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Bambang Hariadi ◽  
Maria Josephine Dewiyani Sunarto ◽  
Tri Sagirani ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Learning ◽  
Design Research ◽  
Research Result ◽  
Learning Model ◽  
Senior High School ◽  
School Students ◽  
Education Design ◽  
Research Implication

Education Design Research (EDR) focuses on producing a Blended Web Mobile Learning (BWML) to increase the students’ HOTs of senior high school. The BWML model in each phase is supported by using the MoLearn application (web and mobile version). The results indicate that the BWML model is proven to be valid, practical and effective in improving HOTs of senior high school students. Research implication such as: (1) The BWML model can be used as an alternative to digital-based learning, (2) The BWML model can be a reference for developing a hybrid learning model in COVID-19 pandemic, (3) The research result can be used as empirical data that web and mobile integration in learning has proven successful.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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