Children's exposure to traffic-related pollution: assessment of CO exposure in a typical school day

2014 ◽  
Vol 55 (1/2/3/4) ◽  
pp. 104 ◽  
Author(s):  
Joana Valente ◽  
Jorge Humberto Amorim ◽  
Ricardo Teixeira ◽  
Cláudia Pimentel ◽  
I. Ribeiro ◽  
...  
Keyword(s):  
Pollution Assessment ◽  
School Day ◽  
Traffic Related Pollution ◽  
Children’S Exposure ◽  
Typical School

scholarly journals Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Samantha Drain ◽  
Paul E. Engelhardt
Keyword(s):  
Children With Autism ◽  
Picture Exchange Communication System ◽  
Intentional Communication ◽  
Communicative Acts ◽  
Form And Function ◽  
School Day ◽  
Nonverbal Children ◽  
And Function ◽  
Verbal Prompts ◽  
Typical School

We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

LD and Non-LD students' Opportunities to Learn

1983 ◽  
Vol 6 (2) ◽  
pp. 172-183 ◽  
Author(s):  
Martha Thurlow ◽  
Janet Graden ◽  
Jean Greener ◽  
James Ysseldyke
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Opportunities To Learn ◽  
Individual Instruction ◽  
School Day ◽  
Education Decision ◽  
Academic Responding ◽  
Typical School

Seventeen pairs of LD and non-LD students were observed for two school days. While the time allocated to various activities and tasks did not differ for the two groups, LD students received more individual instruction and more teacher approval than non-LD students. LD students also were engaged in five of seven active academic responses for longer periods of time than non-LD students, while non-LD students engaged longer in one academic response than LD students. However, the two groups' total academic responding times did not differ. Across students, only about 45 minutes of active academic responding occurred during a typical school day. Implications of the findings for instruction and special education decision making are discussed.

Reading Interventions Delivered Outside of School: Introduction to the Special Issue

2018 ◽  
Vol 42 (3) ◽  
pp. 132-134
Author(s):  
Deborah K. Reed
Keyword(s):  
Reading Interventions ◽  
Literacy Learning ◽  
School Age ◽  
Special Issue ◽  
High Quality ◽  
Home Based ◽  
School Day ◽  
Alternative Settings ◽  
Tutoring Programs ◽  
Typical School

Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer, and other tutoring programs. Nevertheless, alternative settings can pose greater difficulty with maintaining participation and ensuring high quality experiences. This introduction to a special issue on reading interventions delivered out-of-school explains the importance of exploring wraparound services and the reasons behind the challenges these forms of intervention face. It then summarizes the key purposes and findings of the three articles composing the special issue, which span early childhood as well as the school-age years.

Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study

2020 ◽  
Vol 45 (4) ◽  
pp. 223-240
Author(s):  
Kathleen Gee ◽  
Mara Gonzalez ◽  
Carrie Cooper
Keyword(s):  
General Education ◽  
Outcome Data ◽  
Individual Education Program ◽  
Comparison Study ◽  
Several Variables ◽  
School Day ◽  
Quasi Experimental ◽  
General Education Classrooms ◽  
Individual Education ◽  
Typical School

This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.

Videotaping a Legally Blind Child's Typical School Day

1982 ◽  
Vol 76 (6) ◽  
pp. 238-239
Author(s):  
Candace Catlin Hall ◽  
Paul Huwiler
Keyword(s):  
Educational Programs ◽  
Great Benefit ◽  
Shared Experience ◽  
Blind Child ◽  
Residual Vision ◽  
School Day ◽  
Typical School

An account of a shared experience in producing a videotaped minidocumentary on a day in the life of a legally blind child who uses residual vision. This type of project, in which the needs and abilities of visually limited children are illustrated, can be replicated at little cost and with great benefit in educational programs for awareness.

scholarly journals Air Pollution and Children’s Health

PEDIATRICS ◽  
2004 ◽  
Vol 113 (Supplement_3) ◽  
pp. 1037-1043
Author(s):  
Joel Schwartz
Keyword(s):  
Air Pollution ◽  
Immune System ◽  
Lung Function ◽  
Infant Mortality ◽  
Chronic Cough ◽  
Acute Bronchitis ◽  
Particulate Air Pollution ◽  
Traffic Related Pollution ◽  
Special Concern ◽  
Children’S Exposure

Children’s exposure to air pollution is a special concern because their immune system and lungs are not fully developed when exposure begins, raising the possibility of different responses than seen in adults. In addition, children spend more time outside, where the concentrations of pollution from traffic, powerplants, and other combustion sources are generally higher. Although air pollution has long been thought to exacerbate minor acute illnesses, recent studies have suggested that air pollution, particularly traffic-related pollution, is associated with infant mortality and the development of asthma and atopy. Other studies have associated particulate air pollution with acute bronchitis in children and demonstrated that rates of bronchitis and chronic cough declined in areas where particle concentrations have fallen. More mixed results have been reported for lung function. Overall, evidence for effects of air pollution on children have been growing, and effects are seen at concentrations that are common today. Although many of these associations seem likely to be causal, others require and warrant additional investigation.

What We Can Learn from the Typical School Day Experiences of the World's Children

2002 ◽  
Vol 78 (6) ◽  
pp. 324-325
Author(s):  
Susan A. Miller ◽  
Jillian Rodd
Keyword(s):  
School Day ◽  
Typical School
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