scholarly journals “I just want to stay out there all day”: A Case Study of Two Special Educators and Five Autistic Children Learning Outside at School

2021 ◽  
Vol 6 ◽  
Author(s):  
Samantha Friedman ◽  
Scott A. Morrison
Keyword(s):  
Special Educators ◽  
Prior Experience ◽  
Southeastern United States ◽  
Autistic Children ◽  
Ample Evidence ◽  
Positive Effects ◽  
Social Skills Group ◽  
Physical Wellbeing ◽  
Skills Group

School is often stressful for autistic students. Similarly, special educators are susceptible to burnout because of the unique demands of their jobs. There is ample evidence that spending time outside, particularly in nature, has many positive effects on mental, emotional, and physical wellbeing. In this case study of two special educators and five autistic students in a social skills group at an elementary school in the southeastern United States, we sought to identify the effects of moving the class outside several times per week. Findings indicated that while there were challenges, the autistic children experienced numerous affordances that supported development toward achieving Individualized Education Plan goals. Moreover, there were also notable positive effects for the special educators. We found that even with little prior experience, learning outside is possible and beneficial to everyone involved.

Individual Change in a Social Skills Group: A Case Study

1986 ◽  
Vol 14 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Annette Newton
Keyword(s):  
Social Skills ◽  
Skills Training ◽  
Self Report ◽  
Individual Change ◽  
Symptom Change ◽  
Observational Measures ◽  
Social Skills Group ◽  
Skills Group ◽  
Group A

This study looks at the use of individual scaling techniques, namely the Personal Questionnaire Rapid Scaling Technique (PQRST) to monitor symptom change during a social skills group. This augments the more familiar observational measures and self report questionnaires. The results suggest that these individual questionnaires may be useful to clarify social interaction difficulties and the process of change in social skills training.

scholarly journals The Wetland Contract as a Tool for Successful Wetland Governance: A Case Study of Ljubljansko Barje Nature Park, Slovenia

2021 ◽  
Vol 13 (1) ◽  
pp. 425
Author(s):  
Katarina Polajnar Horvat ◽  
Ales Smrekar
Keyword(s):  
Wetland Management ◽  
Stakeholder Participation ◽  
Shared Responsibility ◽  
Economic Activities ◽  
Wetland Ecosystems ◽  
Positive Effects ◽  
Management And Development ◽  
Nature Park ◽  
Ljubljansko Barje

Our research focuses on implementing multilevel governance of wetlands to achieve an effective participatory process and its overall positive effects on wetland ecosystems and their protection as well as on local sustainable development. The aim of the research is to develop a methodology for establishing the Wetland Contract, a voluntary agreement to foster sustainable management and development of wetlands, to ensure greater coordination and consensus building between various stakeholders involved in management and to limit conflicts between preservation issues and economic activities in wetlands. The Wetland Contract and the integration process for establishing it in Ljubljansko barje Nature Park proved itself able to overcome conflicts between institutional and legal jurisdiction and is showing itself to be a dynamic path capable of activating a desirable relationship between various interests and supporting new forms of multi-sectoral stakeholder participation in wetland management. It has also contributed to a dialogue and shared responsibility among stakeholders.

scholarly journals Effects of Production of Woody Pellets in the Southeastern United States on the Sustainable Development Goals

2021 ◽  
Vol 13 (2) ◽  
pp. 821
Author(s):  
Keith L. Kline ◽  
Virginia H. Dale ◽  
Erin Rose ◽  
Bruce Tonn
Keyword(s):  
United States ◽  
Supply Chain ◽  
Rural Areas ◽  
Southeastern United States ◽  
Clean Energy ◽  
Low Carbon ◽  
Decent Work ◽  
Positive Effects ◽  
Responsible Consumption ◽  
Development Goals

Wood-based pellets are produced in the southeastern United States (SE US) and shipped to Europe for the generation of heat and power. Effects of pellet production on selected Sustainability Development Goals (SDGs) are evaluated using industry information, available energy consumption data, and published research findings. Challenges associated with identifying relevant SDG goals and targets for this particular bioenergy supply chain and potential deleterious impacts are also discussed. We find that production of woody pellets in the SE US and shipments to displace coal for energy in Europe generate positive effects on affordable and clean energy (SDG 7), decent work and economic growth (SDG 8), industry innovation and infrastructure (SDG 9), responsible consumption and production (SDG 12), and life on land (SDG 15). Primary strengths of the pellet supply chain in the SE US are the provisioning of employment in depressed rural areas and the displacement of fossil fuels. Weaknesses are associated with potential impacts on air, water, and biodiversity that arise if the resource base and harvest activities are improperly managed. The SE US pellet supply chain provides an opportunity for transition to low-carbon industries and innovations while incentivizing better resource management.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

RELC Journal ◽  
2021 ◽  
pp. 003368822110127
Author(s):  
Masahiro Yoshimura ◽  
Tomohito Hiromori ◽  
Ryo Kirimura
Keyword(s):  
Cooperative Learning ◽  
Learning Activity ◽  
Successful Implementation ◽  
Dynamic Changes ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Five Elements ◽  
Weekly Journal

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

A Case Study on Theraplay of Autistic Children

2021 ◽  
Vol 21 (1) ◽  
pp. 121-140
Author(s):  
Seung-hyun Hong ◽  
◽  
Ji-yeon Kim ◽  
Tae-kyou Choi
Keyword(s):  
Autistic Children

scholarly journals Inclusive school practices supporting the primary to secondary transition for autistic children: pupil, teacher, and parental perspectives

2018 ◽  
Vol 4 (4) ◽  
pp. 184-196 ◽  
Author(s):  
Keri Hoy ◽  
Sarah Parsons ◽  
Hanna Kovshoff
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Transition ◽  
Effective Practices ◽  
Small Scale ◽  
Autistic Children ◽  
Content Type ◽  
Secondary School Transition ◽  
Practical Implications

Purpose The primary to secondary school transition can have a significant and long-lasting impact on young people. Autistic children are particularly vulnerable to negative transition experiences; however, there is a lack of research examining effective practices and provision for these pupils. This case study involves a mainstream secondary school in the South of England, which has a dedicated Learning Support base. The purpose of this paper is to collect qualitative data on experiences of the primary to secondary school transition from multiple stakeholders. Design/methodology/approach A photovoice activity followed by a semi-structured interview was conducted with five autistic pupils aged 12–16 years; semi-structured interviews were also carried out with six parents and four teachers. Findings Five key themes emerged from the data in relation to effective practices: inclusion, child-centred approach, familiarisation, visual supports and communication and consistency. Research limitations/implications As a small-scale case study, there are limitations regarding generalisation. However, this research illuminates transition practices that are experienced as effective by autistic children, their families and teachers. Practical implications Practical implications related to each of these themes are highlighted. These implications are important in the context of the mandatory responsibilities of schools in England to include the voices of children and young people with special educational needs in decisions about their education. Originality/value The findings challenge a rights-based approach to inclusion and illustrate the importance of a needs-based approach which appropriately recognises and understands what autism means for children, their families and the teachers who support them.

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