scholarly journals School autonomy and educational inclusion of children with special needs: Evidence from England

2019 ◽  
Author(s):  
Yi Liu ◽  
Alexey Bessudnov ◽  
Alison Black ◽  
Brahm Norwich
Keyword(s):  
Charter Schools ◽  
Special Needs ◽  
Special Educational Needs ◽  
School Autonomy ◽  
The Past ◽  
Educational Trajectories ◽  
The Usa ◽  
Additional Support ◽  
Educational Inclusion ◽  
State Schools

In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies, in secondary education in England, on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion depend on schools’ previous performance and socio-economic composition. Poorly performing schools that obtained autonomy under the control of an external sponsor were more likely to decrease the proportion of pupils with special needs and remove additional support for them. We compare these results with the previous studies of charter schools in the USA.

scholarly journals School autonomy and educational inclusion of children with special needs: Evidence from England

2020 ◽  
Vol 46 (3) ◽  
pp. 532-552
Author(s):  
Yi Liu ◽  
Alexey Bessudnov ◽  
Alison Black ◽  
Brahm Norwich
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
School Autonomy ◽  
Educational Inclusion

scholarly journals Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers

Dela ◽  
2016 ◽  
pp. 89-122
Author(s):  
Tatjana Resnik Planinc ◽  
Karmen Kolnik
Keyword(s):  
Special Needs ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Teachers ◽  
Ability To Work ◽  
The Past ◽  
Teaching Standards ◽  
Rapid Changes ◽  
Inclusive School ◽  
Excessive Number

In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.

Pupils with special educational needs in a school common room – reports from research

2018 ◽  
Vol 589 (4) ◽  
pp. 45-55
Author(s):  
Beata Gumienny ◽  
Kamila Kasprzyk
Keyword(s):  
Special Needs ◽  
Systematic Approach ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Developmental Needs ◽  
Important Message ◽  
The Common ◽  
Diagnostic Research ◽  
Difficult Situations ◽  
State Schools

A common room at school should provide the classes considering the educational and developmental needs of pupils, as well as their psychophysical capabilities, in particular the classes developing pupils' interests, allowing proper physical development and doing their homework. The addressed issues relate to the conditions and activities undertaken in the common rooms of state schools, which create an inclusive space for the pupils with special educational needs. The method of a diagnostic survey and the survey questionnaire of its own design were used in this study. The research group consisted of the teachers – tutors from common rooms in Rzeszów who shared their opinions and experiences on successes and real inclusive difficulties. The specific problems were formulated in the questions: What special needs do the pupils using the common rooms demonstrate? What is the level of conditions in the school common room in the range of the activities for the pupils with special educational needs? And what successes and difficulties in implementing inclusion do the teachers of the common rooms indicate? In the course of diagnostic research, the group of children with special needs was identified, the situations favourable for inclusion and the difficult situations, requiring systematic approach and verification, were determined. The obtained results show the urgent need for changes, both by the bodies governing schools and by the headmasters, in the organization and the specific conditions of functioning of all pupils (including the pupils with special educational needs). In relation to the above, an important message for science is not only the aspect of diagnosis of the pupils' situation, but also the design, modelling and evaluation of the school's care and educational tasks.

scholarly journals From Exclusion to Inclusion: Deaf and Hard-of-Hearing Students in the Spanish University

2008 ◽  
Vol 16 ◽  
pp. 5
Author(s):  
Manuel López Torrijo
Keyword(s):  
Hard Of Hearing ◽  
Special Educational Needs ◽  
Disabled People ◽  
The Past ◽  
Educational Integration ◽  
University Level ◽  
University Services ◽  
Pedagogical Innovations ◽  
Educational Inclusion ◽  
The University

The educational inclusion of disabled people constitutes one of the most relevant educational and pedagogical innovations in the past decades. This article analyses such inclusion at the university level choosing students with deafness as a representative and extrapolative sample. After specifying the main limitations and needs for this group of students, the study revises the solutions put forward by the current legislation and it details in depth, by way of a comparative study, the services provided now by the newly created University Services for the Integration of students with special educational needs. The study points out conclusively some proposals for the future?principles, strategies, services, resources?which may enable to attain an equalitarian society through an educational integration in this higher stage of education.

Cross-culture outcomes of a brazilian professor Fulbright in the USA

2017 ◽  
Vol 26 (50) ◽  
pp. 115
Author(s):  
Marcelo Da Silva Leite ◽  
Celeste Gaia
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Cross Culture ◽  
College And University ◽  
Governmental Agencies ◽  
The Past ◽  
University Curriculum ◽  
Fulbright Scholar ◽  
The Usa ◽  
Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education.  Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective   of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

The Role Of Motion Games On The Development Of Children With Special Needs In The Primary Cycle

2019 ◽  
pp. 21-27
Author(s):  
Iuliana-Luminita Constantin ◽  
Marin Chirazi
Keyword(s):  
Special Needs ◽  
Special School ◽  
Children With Special Needs ◽  
Typical Development ◽  
Special Educational Needs ◽  
Number Of Children ◽  
Regular School ◽  
Primary Cycle ◽  
Rules Of The Game

The purpose of this research is to highlight the role of the games of movement on the development and social integration of children with special educational requirements from the primary cycle, studying the theme in the literature. According to statistics in the field over the last years, there has been an increase in the number of children with special needs in regular schools. Thus, children who a few years ago would have been included in a special school, today have facilities at a regular school, along with children with typical development and have a similar curriculum to follow [7]. This is why motion games are a method, an important opportunity to integrate children with special requirements in a collective, because through them children cooperate (working in groups or pairs) making new friends, no longer feeling rejected, communication becomes easier, collaborates to achieve the goal of the game, support each other, become more responsible by observing the rules of the game and accept each other as they are. The game develops the ability to adapt easily to new situations, increases effort capacity, teaches children to be careful and develops their confidence. Due to the fact that movement games are performed more in group, they provide socialization, but they must be adapted according to the child's deficiency. Conclusion: We have found that motion games are an effective way to integrate children with special educational needs into a collective, because through them children make new friends easier, they are accepted in collectivity, communication becomes easier, they support and understand each other and most importantly accepted as they are. Through the game children feel free to act.

scholarly journals Triangulating abuse liability assessment for flavoured cigar products using physiological, behavioural economic and subjective assessments: a within-subjects clinical laboratory protocol

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e023850
Author(s):  
Catherine S Wall ◽  
Rose S Bono ◽  
Rebecca C Lester ◽  
Cosima Hoetger ◽  
Thokozeni Lipato ◽  
...  
Keyword(s):  
Clinical Laboratory ◽  
Subjective Effects ◽  
Latin Square ◽  
Abuse Liability ◽  
Smoke Inhalation ◽  
Nicotine Concentration ◽  
The Past ◽  
The Usa ◽  
Behavioural Economic ◽  
Scientific Meetings

IntroductionIn the USA, Food and Drug Administration regulations prohibit the sale of flavoured cigarettes, with menthol being the exception. However, the manufacture, advertisement and sale of flavoured cigar products are permitted. Such flavourings influence positive perceptions of tobacco products and are linked to increased use. Flavourings may mask the taste of tobacco and enhance smoke inhalation, influencing toxicant exposure and abuse liability among novice tobacco users. Using clinical laboratory methods, this study investigates how flavour availability affects measures of abuse liability in young adult cigarette smokers. The specific aims are to evaluate the effect of cigar flavours on nicotine exposure, and behavioural and subjective measures of abuse liability.Methods and analysesParticipants (projected n=25) are healthy smokers of five or more cigarettes per day over the past 3 months, 18–25 years old, naive to cigar use (lifetime use of 50 or fewer cigar products and no more than 10 cigars smoked in the past 30 days) and without a desire to quit cigarette smoking in the next 30 days. Participants complete five laboratory sessions in a Latin square design with either their own brand cigarette or a session-specific Black & Mild cigar differing in flavour (apple, cream, original and wine). Participants are single-blinded to cigar flavours. Each session consists of two 10-puff smoking bouts (30 s interpuff interval) separated by 1 hour. Primary outcomes include saliva nicotine concentration, behavioural economic task performance and response to various questionnaire items assessing subjective effects predictive of abuse liability. Differences in outcomes across own brand cigarette and flavoured cigar conditions will be tested using linear mixed models.Ethics and disseminationThe Virginia Commonwealth University Institutional Review Board approved the study (VCU IRB: HM20007848). Dissemination channels for study findings include scientific journals, scientific meetings, and policy briefs.Trial registration numberNCT02937051.

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

scholarly journals Bioinsecticides based on plant essential oils: a short overview

2020 ◽  
Vol 75 (7-8) ◽  
pp. 179-182
Author(s):  
Murray B. Isman
Keyword(s):  
Essential Oils ◽  
Crop Protection ◽  
Large Body ◽  
Regulatory Agencies ◽  
The European Union ◽  
Plant Essential Oils ◽  
The Past ◽  
Wide Range ◽  
The Usa ◽  
Regulatory Challenges

AbstractInterest in the discovery and development of plant essential oils for use as bioinsecticides has grown enormously in the past 20 years. However, successful commercialization and utilization of crop protection products based on essential oils has thus far lagged far behind their promise based on this large body of research, most notably because with the exceptions of the USA and Australia, such products receive no special status from regulatory agencies that approve new pesticides for use. Essential oil-based insecticides have now been used in the USA for well over a decade, and more recently have seen use in the European Union (EU), Korea, and about a dozen other countries, with demonstrated efficacy against a wide range of pests and in numerous crop systems. For the most part these products are based on commodity essential oils developed as flavor and fragrance agents for the food and cosmetic industries, as there are formidable logistic, economic, and regulatory challenges to the use of many other essential oils that otherwise possess potentially useful bioactivity against pests. In spite of these limitations, the overall prospects for biopesticides, including those based on essential oils, are encouraging as the demand for sustainably-produced and/or organic food continues to increase worldwide.

scholarly journals Global publication trends and hotspots of molecular biomarkers in DILI from 1991 to 2020: A 30-year bibliometric analysis

2021 ◽  
Vol 104 (1) ◽  
pp. 003685042110005
Author(s):  
Mingnan Cao ◽  
Li Wang ◽  
Lin Zhang ◽  
Jingli Duan
Keyword(s):  
Bibliometric Analysis ◽  
Research Collaboration ◽  
Citation Networks ◽  
Publication Trends ◽  
Drug Induced ◽  
Topic Area ◽  
The Past ◽  
Black Box Warnings ◽  
The Usa ◽  
Post Marketing

Drug-induced liver injury (DILI) is one of the common adverse drug reactions and the leading cause of drug development attritions, black box warnings, and post-marketing withdrawals. Current biomarkers are suboptimal in detecting DILI and predicting its outcome. This study aimed to quantitatively and qualitatively investigate the research trends on DILI biomarkers using bibliometric analysis. All relevant publications were extracted from the Web of Science database. An online analysis platform of literature metrology, bibliographic item co-occurrence matrix builder, and CiteSpace software were used to analyze the publication trends. CitNetExplorer was used to construct direct citation networks and VOSviewer was used to analyze the keywords and research hotspots. We found a total of 485 publications related to DILI biomarkers published from 1991 to 2020. Toxicological Sciences had been the most popular journal in this field over the past 30 years. The USA maintained a top position worldwide and provided a pivotal influence, followed by China. Among all the institutions, the University of Liverpool was regarded as a leader for research collaboration. Moreover, Professors Paul B. Watkins and Tsuyoshi Yokoi made great achievements in topic area. We analyzed the citation networks and keywords, therefore identified five and six research hotspot clusters, respectively. We considered the publication information regarding different countries/regions, organizations, authors, journals, et al. by summarizing the literature on DILI biomarkers over the past 30 years. Notably, the subject of DILI biomarkers is an active area of research. In addition, the investigation and discovery of novel promising biomarkers such as microRNAs, keratin18, and bile acids will be future developing hotspots.

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