Factors Influencing Academic Performance Of Children With Autism Included In The General Education Classroom: A Case Study

2021 ◽  
Author(s):  
Charizze Mae A. Andoy ◽  
◽  
Saturnina P. Aberin ◽  
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Instructional Strategies ◽  
Family Involvement ◽  
Children With Autism ◽  
Academic Programs ◽  
Step Method ◽  
Factors Influencing ◽  
General Education Classroom

ABSTRACT Students with autism face diverse challenges in general education classroom and this greatly affect their access and full participation in academic programs. The purpose this case study is to find out the factors influencing the academic performance of children with autism included in general education classroom. The study was guided in establishing the factors influencing the academic performance of children with autism; the instructional strategies; the family involvement; the attitude and their overall academic performance. The study adopted theories of Bandura Social Cognition and Weiner Attribution. The questionnaires were administered to parents, autism graduates and to their previous teachers in 4 levels. Data were analysed and summarized. Findings indicated that classroom factors, step-by-step method of instructional strategies, the positive feedback; family involvement, character of obedience and persistence of the students that range from average to excellent level influence the academic performance of autism students included in general education classroom. The study recommended that autism students should work hard despite of their condition. Parents should find ways on how to handle their children. Teachers must not only monitor the academic performance and behaviour of students. Community should embrace understanding and acceptance of autism students who have done right and wrong. KEYWORDS: Academic Performance, Autism, General Education Classroom

The Effects of Technology Integration in the Classroom for Students With ADHD

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Aleen Kojayan ◽  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Technology Integration ◽  
General Education ◽  
Qualitative Case Study ◽  
Positive Influence ◽  
Social Growth ◽  
Social And Emotional ◽  
General Education Classroom ◽  
Students With Adhd ◽  
Development Of Students

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

scholarly journals An Analysis of Factors Influencing Academic Performance of Undergraduate Students: A Case Study of Rabindra University, Bangladesh (RUB)

2021 ◽  
Vol 9 (3) ◽  
pp. 127-135
Author(s):  
Ariful Islam ◽  
Sanzida Tasnim
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Primary Data ◽  
Academic Excellence ◽  
Self Confidence ◽  
Factors Influencing ◽  
The University ◽  
Negative Factors

A proverb goes that education is the backbone of a nation. No nation can step up without educating the nation. Quality education is achieved by the better academic performance of the students. Indeed, the university is the tertiary education where the undergraduate students are enrolled to appropriate academic excellence that can be transformed to better the nation. There are a variety of positive and negative factors that affect the academic performance of undergraduate students. Here, this study endeavors to identify the success and failure factors influencing the academic performance of Rabindra University, Bangladesh. In doing so, this study is conducted based on primary data. Convenient and cluster random sampling method has been used. Two different questionnaires and opinionnaire are developed for both students and faculties as the instruments of data collection and the 4-point Likert scale of measurement is used to analyze the responses. The findings show that regular attendance, regular study, hard work, dedication & self-Confidence and Support by family members and others have a high impact on the academic performance of undergraduate students. On the other hand, insufficient effort in studying, lack of interest in the subject, the noisy and unfriendly environment in the institution influence inversely. This result will surely help the students, faculties and administration to design policies convenient for the education system of the university and the nation as a whole.

Music Therapy

2018 ◽  
pp. 222-244
Author(s):  
María Luisa Montánchez Torres ◽  
Verónica Juárez Ramos
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Music Therapy ◽  
Instructional Strategies ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Inclusive Classroom ◽  
General Education Classroom ◽  
Students With Autism ◽  
Educational Need

The use of music as a therapeutic discipline has become well established in schools over the course of many years. Music therapy has very positive, therapeutic results on children with any type of special educational need but in particular students with autism spectrum disorder (ASD) and intellectual disabilities (IDs). This chapter looks at inclusive education and research-based instructional strategies within the realm of music as a pedagogical alternative when working with students with ASD and IDs in the general education classroom. The chapter presents two case studies—one involving a student with ASD and another involving a student with an ID. Solutions and recommendations on further implementation and research of music therapy in inclusive classroom settings are provided.

scholarly journals School of Ants goes to college: integrating citizen science into the general education classroom increases engagement with science

2016 ◽  
Vol 15 (01) ◽  
pp. A03 ◽  
Author(s):  
Tyler Vitone ◽  
Kathryn Stofer ◽  
M. Sedonia Steininger ◽  
Jiri Hulcr ◽  
Robert Dunn ◽  
...  
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Citizen Science ◽  
Scientific Research ◽  
Qualitative Assessment ◽  
Educational Impact ◽  
General Education Classroom ◽  
Attitudes Towards Science ◽  
The Impact

Citizen science has proven useful in advancing scientific research, but participant learning outcomes are not often assessed. This case study describes the implementation and tailoring of an in-depth assessment of the educational impact of two citizen science projects in an undergraduate, general education course. Mixed-methods assessment of citizen science within a college classroom demonstrates that public participation in scientific research can positively alter attitudes towards science. The timing and type of assessments yielded significantly different results and qualitative assessment provided depth and context. However, disentangling the impact of the course from participation in the projects is the biggest challenge.

The Effects of Technology Integration in the Classroom for Students With ADHD

2022 ◽  
pp. 553-563
Author(s):  
Aleen Kojayan ◽  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Technology Integration ◽  
General Education ◽  
Positive Influence ◽  
Initiation Time ◽  
Social Growth ◽  
Social And Emotional ◽  
General Education Classroom ◽  
Students With Adhd ◽  
Development Of Students

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

Academic Performance, Social Competence, and Mainstream Accommodations: A Look at Mainstreamed and Nonmainstreamed Students with Serious Behavioral Disorders

1994 ◽  
Vol 19 (3) ◽  
pp. 170-180 ◽  
Author(s):  
Nancy B. Meadows ◽  
Richard S. Neel ◽  
Catherine M. Scott ◽  
Gerilyn Parker
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
General Education ◽  
Behavioral Disorders ◽  
Classroom Environment ◽  
Self Control ◽  
Grade Point ◽  
Work Habits ◽  
General Education Classroom ◽  
Mainstreamed Students

This study examined (a) the academic performance and social competence of mainstreamed and nonmainstreamed students with serious behavioral disorders, and (b) the accommodations made in general education classroom environments for mainstreamed students with behavioral disorders. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and a higher grade point average. Their teachers reported that they were more attentive, worked harder, and were better adjusted. Students who remained in self-contained classrooms demonstrated more extremes in social behavior. Nonmainstreamed students with serious behavioral disorders were more aggressive and unable to demonstrate self-control, or they were introverted and withdrawn. With regard to the general education classroom environment, the majority of teachers used the same curricula with all students and used the same criteria to evaluate all students. Teachers participating in this study made minimal modifications for students with serious behavioral disorders. Placement in general education settings represented a major reduction, if not complete cessation, of differential programing.

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