scholarly journals A Case Study of Object Relations Art Therapy for Middle School Student with Mild Intellectual Disability

2019 ◽  
Vol 9 (2) ◽  
pp. 23-53
Author(s):  
정재원 ◽  
김미애 ◽  
Ji-Hyang lim
Keyword(s):  
Middle School ◽  
Intellectual Disability ◽  
Object Relations ◽  
Art Therapy ◽  
Middle School Student ◽  
Mild Intellectual Disability

Educating Students with Chronic Illness

2020 ◽  
pp. 578-597
Author(s):  
Margaret Tseng ◽  
Rebecca Magee Pluta
Keyword(s):  
United States ◽  
Middle School ◽  
Chronic Illness ◽  
Civil Rights ◽  
The United States ◽  
Middle School Student ◽  
Physical Location ◽  
Available Technology ◽  
The Impact

Students with chronic illness have historically received an education via home and hospital instruction during their absences. This instruction is significantly inferior in both quality and quantity when compared with the educational experience of students able to attend school. This case study details the experiences of a middle school student in the mid-Atlantic Region of the United States whose chronic illness presented unique and multifaceted challenges that could not be met by her district's inflexible policies and disconnected resources. This case illuminates the need for schools to break away from the traditional administrative special education mold when responding to the challenges of educating frequently absent students with chronic illness. The educational Civil Rights of these students can be preserved, however, by utilizing affordable, available technology to minimize the impact of frequently missed classes, provide continuity of instruction and allow educational access regardless of a student's physical location during their absences from school.

scholarly journals SIBLING RIVALRY ANTARA ANAK DENGAN MILD INTELLECTUAL DISABILITY DAN SAUDARA KANDUNG

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Nago Tejena ◽  
Tience Debora Valentina
Keyword(s):  
Intellectual Disability ◽  
Sampling Technique ◽  
Sibling Rivalry ◽  
Data Organization ◽  
Mild Intellectual Disability ◽  
Case Study Approach ◽  
Study Approach ◽  
Field Note ◽  
Children With Intellectual Disability

Human grow and develop throughout their life. There are several factors that influence human development. When there is an interference on these factors, it will cause developmental delays in children, such as intellectual disability. Children with intellectual disability require extra attention from the family. This will trigger a fight for resources between children with intellectual disability and their siblings. This situation will create conflict between them, which leads to sibling rivalry. The aim of this study is to determine the dynamics of sibling rivalry between child with mild intellectual disability and her siblings. This qualitative research is designed with case study approach. Sampling technique used is purposive sampling. Subject of this study is an 11 years old child with mild intellectual disability, who has two siblings. Data collecting techniques used are observation, interview, field note and audio- visual recording. The data were analyzed using data organization technique for qualitative study with case study approach according to Cresswell (1998). Based on the results from data organization,  this study found 33 categories that can be grouped into 6 patterns. The patterns are 1) sibling rivalry factors; 2) fight’s trigger; 3) types of sibling rivalry; 4) problem solving method when there is a conflict; 5) situation after the fight finished; and 6) the differences of point of view between subject and her siblings.   Keywords : sibling rivalry, mild intellectual disability, child.

scholarly journals SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY

2015 ◽  
Vol 14 (6) ◽  
pp. 804-820
Author(s):  
Canan Sola Özgüç ◽  
Atilla Cavkaytar
Keyword(s):  
Special Education ◽  
Science Education ◽  
Intellectual Disability ◽  
Special Needs ◽  
Scientific Literacy ◽  
Mild Intellectual Disability ◽  
Structured Interviews ◽  
Students With Special Needs ◽  
Technology Course

Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education. Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science & technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher’s diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science & technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers’ attitudes towards the necessity of the science & technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science & technology activities in order for the science & technology course to be taught in a more inclusive manner. Key words: case study, science for all, students with special needs.

Playful Transition

2018 ◽  
pp. 369-396
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

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