scholarly journals Disney And The Magical World Of Writing; How Combining Creativity With Learning Disabilities Can Promote Academic Success

2019 ◽  
Vol 12 (1) ◽  
pp. 19-26
Author(s):  
Michelle Janzen
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Planning Process ◽  
Phenomenological Approach ◽  
Post Secondary ◽  
Education Planning ◽  
Creative Strategy ◽  
Parental Advocacy ◽  
The Individual ◽  
Qualitative Phenomenological

Through a Disney perspective, this author discusses how students can use creative strategies to cope with learning disabilities in secondary, post-secondary and even graduate levels of academic achievement. In particular, the paper will be presenting how the author, who has an infinity for “everything Disney”, chose to use both Disney Characters and Disney Song titles from movies and television shows, as a creative strategy in the organization of her master’s research thesis. The research study entitled “Why is it so hard to go a good thing? The Paradox and Dilemma of Parental Advocacy within the Individual Education Planning Process” took a qualitative, phenomenological approach to investigate the experiences of parental advocacy and to seek out macro/micro factors that may have contributed to positive or negative outcomes within the IEP process. The author used Disney song titles as an adaptive tool not only to help in the organization of the findings of the research, but also to help illuminate the phenomenological existential themes that were revealed through the analysis. The paper hopes to demonstrate that through the use of creative strategies in otherwise conventional academic expectations, students experiencing disabilities may increase the potential of achieving academic success.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

2009 ◽  
Vol 34 (1) ◽  
pp. 75-81
Author(s):  
Susan Whitmer
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Physical Environment ◽  
The United States ◽  
Students With Learning Disabilities ◽  
University Campuses ◽  
Post Secondary ◽  
Space Design ◽  
Education Environment ◽  
Students With Ld

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

scholarly journals Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

2021 ◽  
Vol 18 (7) ◽  
pp. 3779
Author(s):  
Konrad T. Lisnyj ◽  
David L. Pearl ◽  
Jennifer E. McWhirter ◽  
Andrew Papadopoulos
Keyword(s):  
Health Promotion ◽  
Academic Success ◽  
Secondary Students ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Post Secondary ◽  
Post Secondary Students

Overview: There has been an increase in the frequency and severity of stress experienced by Canadian post-secondary students, which has adverse implications on their academic success. This work applied the socio-ecological model for health promotion to explore the contextual factors that influence this relationship at the individual, interpersonal, institutional, community, and public policy levels. Methods: Using a qualitative, phenomenological approach, we conducted 38 semi-structured interviews with undergraduate students and on-campus staff who provide services to this population at a post-secondary institution in Southwestern Ontario, Canada. Thematic analysis inductively identified overarching themes among participants’ perspectives. Results: Several positive and negative factors were identified at each socio-ecological model level, demonstrating the complex interplay of demographic, psychological, emotional, social, physical, and academic factors impacting students’ academic stress. Conclusions: A lack of communication and knowledge seems to underlie many factors, highlighting the need to strengthen communication strategies to promote awareness, accessibility, and availability of services and programs on campus. Results also pointed to focusing on proactive, resilience-focused, upstream mental health promotion efforts at post-secondary institutions to reduce stress and improve academic success. This knowledge can help Canadian campuses better address students’ needs.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Erfahrung ohne Erfahrenden

2009 ◽  
Vol 2009 (1) ◽  
pp. 61-78
Author(s):  
Petr Kouba
Keyword(s):  
Phenomenological Approach ◽  
Work Of Art ◽  
New Beginning ◽  
Individual Structure ◽  
The World ◽  
Il Y A ◽  
Individual Existence ◽  
The Moment ◽  
The Individual ◽  
Intentional Structure

This article examines the limits of Heidegger’s ontological description of emotionality from the period of Sein und Zeit and Die Grundbegriffe der Metaphysik along the lines outlined by Lévinas in his early work De l’existence à l’existant. On the basis of the Lévinassian concept of “il y a”, we attempt to map the sphere of the impersonal existence situated out of the structured context of the world. However the worldless facticity without individuality marks the limits of the phenomenological approach to human existence and its emotionality, it also opens a new view on the beginning and ending of the individual existence. The whole structure of the individual existence in its contingency and finitude appears here in a new light, which applies also to the temporal conditions of existence. Yet, this is not to say that Heidegger should be simply replaced by Lévinas. As shows an examination of the work of art, to which brings us our reading of Moravia’s literary exposition of boredom (the phenomenon closely examined in Die Grundbegriffe der Metaphysik), the view on the work of art that is entirely based on the anonymous and worldless facticity of il y a must be extended and complemented by the moment in which a new world and a new individual structure of experience are being born. To comprehend the dynamism of the work of art in its fullness, it is necessary to see it not only as an ending of the world and the correlative intentional structure of the individual existence, but also as their new beginning.

scholarly journals ‘Somebody stuck me in a bag of sand’: Lived experiences of the altered and uncomfortable body after stroke

2021 ◽  
pp. 026921552110007
Author(s):  
Hannah Stott ◽  
Mary Cramp ◽  
Stuart McClean ◽  
Ailie Turton
Keyword(s):  
Support Groups ◽  
Phenomenological Study ◽  
Community Support ◽  
Phenomenological Approach ◽  
The Body ◽  
Stroke Survivors ◽  
Post Stroke ◽  
Personal Perceptions ◽  
Psychological Sense ◽  
Qualitative Phenomenological

Objective: This study explored stroke survivors’ experiences of altered body perception, whether these perceptions cause discomfort, and the need for clinical interventions to improve comfort. Design: A qualitative phenomenological study. Setting: Participants’ homes. Participants: A purposive sample of 16 stroke survivors were recruited from community support groups. Participants (median: age 59; time post stroke >2 years), were at least six-months post-stroke, experiencing motor or sensory impairments and able to communicate verbally. Interventions: Semi-structured, face-to-face interviews were analysed using an interpretive phenomenological approach and presented thematically. Results: Four themes or experiences were identified: Participants described (1) a body that did not exist; (2) a body hindered by strange sensations and distorted perceptions; (3) an uncontrollable body; and (4) a body isolated from social and clinical support. Discomfort was apparent in a physical and psychological sense and body experiences were difficult to comprehend and communicate to healthcare staff. Participants wished for interventions to improve their comfort but were doubtful that such treatments existed. Conclusion: Indications are that altered body perceptions cause multifaceted physical and psychosocial discomfort for stroke survivors. Discussions with patients about their personal perceptions and experiences of the body may facilitate better understanding and management to improve comfort after stroke.

scholarly journals Individual Alpha Peak Frequency, an Important Biomarker for Live Z-Score Training Neurofeedback in Adolescents with Learning Disabilities

2021 ◽  
Vol 11 (2) ◽  
pp. 167
Author(s):  
Rubén Pérez-Elvira ◽  
Javier Oltra-Cucarella ◽  
José Antonio Carrobles ◽  
Minodora Teodoru ◽  
Ciprian Bacila ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Pediatric Population ◽  
Peak Frequency ◽  
Normative Values ◽  
Z Score ◽  
Absolute Power ◽  
The Individual ◽  
And Behavior ◽  
The Waves ◽  
Alpha Peak

Learning disabilities (LDs) have an estimated prevalence between 5% and 9% in the pediatric population and are associated with difficulties in reading, arithmetic, and writing. Previous electroencephalography (EEG) research has reported a lag in alpha-band development in specific LD phenotypes, which seems to offer a possible explanation for differences in EEG maturation. In this study, 40 adolescents aged 10–15 years with LDs underwent 10 sessions of Live Z-Score Training Neurofeedback (LZT-NF) Training to improve their cognition and behavior. Based on the individual alpha peak frequency (i-APF) values from the spectrogram, a group with normal i-APF (ni-APF) and a group with low i-APF (li-APF) were compared in a pre-and-post-LZT-NF intervention. There were no statistical differences in age, gender, or the distribution of LDs between the groups. The li-APF group showed a higher theta absolute power in P4 (p = 0.016) at baseline and higher Hi-Beta absolute power in F3 (p = 0.007) post-treatment compared with the ni-APF group. In both groups, extreme waves (absolute Z-score of ≥1.5) were more likely to move toward the normative values, with better results in the ni-APF group. Conversely, the waves within the normal range at baseline were more likely to move out of the range after treatment in the li-APF group. Our results provide evidence of a viable biomarker for identifying optimal responders for the LZT-NF technique based on the i-APF metric reflecting the patient’s neurophysiological individuality.

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

scholarly journals Use and Significance of Nursing Diagnosis in Hospital Emergencies: A Phenomenological Approach

2021 ◽  
Vol 18 (18) ◽  
pp. 9786
Author(s):  
Jose Miguel Cachón-Pérez ◽  
Purificación Gonzalez-Villanueva ◽  
Marta Rodriguez-Garcia ◽  
Oscar Oliva-Fernandez ◽  
Esther Garcia-Garcia ◽  
...  
Keyword(s):  
Emergency Departments ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Hospital Emergency ◽  
Emergency Nurses ◽  
Nursing Diagnosis ◽  
Nursing Organizations ◽  
Field Notes ◽  
Qualitative Phenomenological ◽  
Hospital Emergency Departments

Background: Professional nursing organizations recommend the use of nursing diagnosis to enhance and facilitate the standardization of care and the development of a common language used by nursing practitioners. In the clinical reality of hospital emergency departments, however, its use is controversial. The objectives of the research are (a) to explore the use of nursing diagnosis in hospital emergency departments, and (b) to describe the meaning of nursing diagnosis for hospital emergency nurses. Methods: A qualitative phenomenological study was conducted. A purposeful sampling and snowball technique were used. Data were collected using in-depth interviews, researchers’ field notes, and documental analysis. An inductive analysis based on Giorgi´s proposal was used to identify significant emerging themes from interviews and field notes. Seventeen participants with a mean age of 40 were recruited. Results: Three themes were identified. The results showed how the use of nursing diagnosis in hospital emergency departments depends on nurses to apply a working methodology in their practice, along with other dimensions such as the characteristics of emergency care, the type of health problems, and the complexity of care. Conclusions: The use of standardized language in emergency departments is complex due to the overcrowded nature of care in these settings.

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