A study on the school Life of Student with intellectual Disabilities in Multicultural Families from Multi-systematic Perspective

2020 ◽  
Vol 22 (2) ◽  
pp. 97-125
Author(s):  
In Joo Jeon ◽  
Young Sim Kang ◽  
Sung Hwa Son
Keyword(s):  
Intellectual Disabilities ◽  
School Life

scholarly journals Contradições no/do cotidiano escolar: professores e alunos com deficiência diante do ensino na diversidade

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Ana Paula de Freitas ◽  
Maria Inês Bacellar Monteiro ◽  
Evani Andreatta Amaral Camargo
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Human Development ◽  
Historical Perspective ◽  
Institutions Of Higher Education ◽  
School Life ◽  
Teachers And Students ◽  
Construction Of Disability

ResumoA partir do referencial teórico histórico-cultural do desenvolvimento humano e de conceitos bakhtinianos de interação dialógica e do ato responsável, temos como objetivos neste texto compreender como professores de alunos com deficiência intelectual têm se posicionado diante do ensino na diversidade, que concepções sobre deficiência orientam seu fazer docente e como avaliam seu trabalho com estes alunos. Para responder a tais questões, analisamos encontros entre professores do Ensino Fundamental II e pesquisadores vinculados a instituições de ensino superior, em um processo de reuniões colaborativas. Foram trazidos recortes dessas falas docentes, construídos em dois episódios. Como resultados, compreendemos que os educadores têm conhecimento do que lhes cabe ensinar, no entanto, revelam o conflito em que vivem, trazendo as marcas de uma construção social da deficiência. Avaliamos que os encontros na perspectiva colaborativa podem possibilitar reflexões que permitam aos professores pensar sobre suas ações pedagógicas no ensino da diversidade.Palavras-chave: Diversidade. Perspectiva Histórico-Cultural. Educação Especial. Deficiência Intelectual.Cotidiano Escolar.Contradictions in/from school life: teachers and students with disabilities in face of diversity teachingAbstractBased on the cultural historical theory of human development and on Bakhtinian concepts of dialogicinteraction and responsible act, it is our aim to understand how teachers of students with intellectual disabilities see education in diversity, what conceptions of disability guide their teaching and how they evaluate their work with these students. To answer these questions, we analyzed meetings between Secondary Schoolteachers and researchers linked to institutions of higher education in a process of collaborative meetings. We herein present clippings of the teachers’ speeches, built in two episodes. As a result, we understand that educators are aware of what they must teach, however, they reveal the conflict in which they live, bringing the marks of asocial construction of disability. We conclude that meetings in a collaborative perspective can produce reflections that allow teachers to think about their educational actions in the teaching of diversity.Keywords: Diversity. Cultural Historical Perspective. Special Education. Intellectual Disabilities. School life.

Aging in Adults With Intellectual Disabilities

2014 ◽  
Vol 19 (1) ◽  
pp. 36-43
Author(s):  
Tracy Lazenby-Paterson ◽  
Hannah Crawford
Keyword(s):  
Intellectual Disabilities ◽  
Swallowing Disorders ◽  
Speech And Language ◽  
Adults With Intellectual Disabilities

The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.

Family-, Media-, and School-Related Risk Factors of Video Game Addiction

2013 ◽  
Vol 25 (3) ◽  
pp. 118-128 ◽  
Author(s):  
Florian Rehbein ◽  
Dirk Baier
Keyword(s):  
Risk Factors ◽  
Video Game ◽  
Age Groups ◽  
Well Being ◽  
Epidemiological Studies ◽  
Prevention Measures ◽  
School Life ◽  
Video Game Addiction ◽  
Effective Prevention ◽  
Game Addiction

In recent years, a variety of epidemiological studies have provided empirical data on the prevalence of video game addiction (GA) in different age groups. However, few studies investigated the causes of GA and could explain why video game playing as a widespread phenomenon leads to a comparatively small percentage of addicted players. Additionally, the existing longitudinal studies mainly consider psychological trait variables and neglect the possible explanatory value of predictors in socialization regarding media availability, media use, and family and everyday school life. In this paper, the results of a two-wave longitudinal study comprising a sample of students from Grades 4 to 9 (N = 406) are presented. The data show that 15-year-old video game addicts had already exhibited a number of specific risk factors at the age of 10. Students from single-parent families seem to be particularly at risk, as are students with low experienced school well-being and with a weaker social integration in class. The data also indicate that problematic use of video games in childhood increases the risk of GA in adolescence. Male students are especially vulnerable for developing GA. The results of this study are an important contribution to understanding risk factors for GA in adolescents, thereby laying the groundwork for effective prevention measures.

The concept and measurement of the quality of school life.

1975 ◽  
Author(s):  
Joyce L. Epstein ◽  
James M. McPartland
Keyword(s):  
School Life ◽  
Quality Of School Life
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