scholarly journals Transition to Higher Education for Students with Autism: Challenges and Support Needs

2020 ◽  
Vol 10 (1) ◽  
pp. 201
Author(s):  
Maximus M. Sefotho ◽  
Charity Neejide Onyishi
Keyword(s):  
Higher Education ◽  
Mental Health Problems ◽  
Higher Education Institutions ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Major Theme ◽  
Qualitative Research Design ◽  
Transition To Higher Education ◽  
Social Difficulties ◽  
The One

Increasing pieces evidence suggest that learners with autism spectrum disorder (ASD) and their families experience limiting challenges in their transition at different developmental and academic levels in life. It is not clear, however, what the specific challenges that limit their successful transition are, despite parents' and teachers' efforts to support them. The current study sought to investigate the factors challenging students with ASD in transitioning to higher education. The study adopted a phenomenological qualitative research design with a total of 10first-year students with ASD in higher education institutions in Nigeria. The one-on-one interview was conducted, guided by a semi-structured interview schedule. Data collected were analyzed using content analysis, through the inductive thematic procedure. The results revealed five main themes, which include: academic functioning difficulties, social difficulties, structural issues, mental health problems, and lack of resources and supports. Each major theme was discussed based on the emerging subthemes. The findings of the study suggest an increased need for academic, social, materials, and environmental supports for students with ASD who transition to higher education institutions. More supports should be put in place to help learners with autism develop personal resources that will encourage their success in higher education institutions.

Global Outreach: Communicating a New Vision

2017 ◽  
Author(s):  
Kenn Ross ◽  
Robin B. Goldberg
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Geographically Dispersed ◽  
New Vision ◽  
The One

Minerva’s outreach efforts must be different from those of other higher education institutions because we are not looking for just any student. Finding the one or two who might exist in any given school, or in any given city for that matter, is a bit like finding a needle in a haystack. Yet, Minerva’s outreach efforts have been successful at reaching candidates in over 160 countries, who then take the time to apply for admission. In this chapter, we summarize how Minerva has been able to reach such a selective, yet geographically dispersed audience.

scholarly journals An Ambiguity of Constitutional Law Major at the Faculty of Sharia of Islamic Higher Education Institutions in Indonesia

MAZAHIB ◽  
2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Zainuddin Zainuddin ◽  
Yustiloviani Yustiloviani ◽  
Afrian Raus ◽  
Mauliddin Mauliddin
Keyword(s):  
Higher Education ◽  
Constitutional Law ◽  
Higher Education Institutions ◽  
Legal Studies ◽  
Library Research ◽  
Basic Law ◽  
Law Faculty ◽  
Core Subjects ◽  
Materials Research ◽  
The One

This article examines the problem of majoring Constitutional Law at the Faculty of Sharia in Islamic Higher Education Institutions in Indonesia. There is an ambiguity of the essence of Constitutional Law at the Faculty of Sharia whose Siyasah (simply translated into Constitutional Law) as a major. The core subjects of constitutional law are legal studies on basic law aka constitution. Meanwhile, the essence of siyasah is politics. Does this ambiguity occur only in the nomenclature or also in its implementation as well that include the department’s vision, mission, curriculum, competency, and profile of graduates? This study was a library research which employs a qualitative data analysis towards the so-called siyasa department’s vision and mission documents, curriculum documents, textbooks assigned, teaching materials, research journals, and websites across Islamic Higher Education Institutions in Indonesia. It found that there has been an ambiguity in some Departments of Constitutional Law at the Faculty of Sharia both in the Department nomenclature and in its implementation, such as vision, curriculum, student final assignments, student competency, and profile of graduates. This ambiguity lies in which specialization aims at by the major: law in general, politics, or constitution? On the one hand, the objective of the department is to train the students with legal studies focusing on Islamic Constitutional Law (Qanun Dusturi al-Islamy). On the other hand, the courses on politics are prominent too while there is not enough subjects on the Islamic Constitutional Law. It thus suggests the siyasa Department management across the Faculty of Sharia in Indonesia reorient their vision and mission and match them with their curriculum and programs.Keywords: Ambiguity, constitutional law, Faculty of Sharia

scholarly journals EUROPEAN ACCREDITATION AGENCY’S VIEW ON KAZAKHSTAN’S ENGINEERING AND INFORMATION TECHNOLOGY HIGHER EDUCATION

2020 ◽  
Vol 1 ◽  
pp. 15
Author(s):  
Andreas Ahrens ◽  
Martin Foerster ◽  
Jelena Zascerinska ◽  
Iring Wasser
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Exploratory Study ◽  
Structured Interview ◽  
Highly Qualified ◽  
European Accreditation ◽  
Interpretive Paradigm ◽  
Fourth Component ◽  
The One ◽  
Future Work

In the era of digital economy, there is an urgent need in highly qualified engineering and Information Technology (IT) specialists in Kazakhstan. The aim of the research is to analyse the needs of higher education in the field of engineering and IT in Kazakhstan underpinning elaboration of implications for higher education in the field of engineering and IT in Kazakhstan. The empirical study was carried out in October 2019. Exploratory study was implemented. Interpretive paradigm was employed in the present work. Non-structured interview served as the basis for data collection. Content analysis was performed for data analysis. Findings of theoretical analysis allow extending three-component model on needs analysis, namely experts’ perspective, educators’ perspective, and students’ perspective by the fourth component, namely community perspective. Implications for higher education in Kazakhstan are formulated as following: universities delivering higher education in the field of engineering and IT in Kazakhstan need to balance academic and practical components in their study programmes; interaction between educators and students, on the one side, as well as enterprises, companies and industry, on the other side, should be enhanced in higher education in the field of engineering and IT in Kazakhstan. Directions of future work are proposed. 

scholarly journals Implementation of MBKM and the Relationship of Curriculum Policy based on a Case of EFL Education in Japan

2021 ◽  
Vol 4 (2) ◽  
pp. 39-50
Author(s):  
Ina Rohiyatussakinah
Keyword(s):  
Higher Education ◽  
Language Teaching ◽  
Higher Education Institutions ◽  
Current Trend ◽  
Communicative Language Teaching ◽  
Curriculum Policy ◽  
Qualitative Research Design ◽  
Higher Educational ◽  
The University ◽  
Relationship Of

The current trend of globalization and development in information technology had boosted the new curriculum of Merdeka Belajar, Kampus Merdeka (MBKM), which has become a universal issue in higher education at several universities in Indonesia. In this demanding and challenging information era in which we live, EFL instruction at higher education institutions needs to offer the students more than general proficiency in English. However, it is not an easy task to design a curriculum at the university level to address these issues. The aim of the research to design a communicative language teaching program developed for teaching English as a foreign language (EFL) at X University. It aims to illustrate the rationale and process of designing a flexible curriculum for university students. This study used a Qualitative research design to present the data. The result clearly showed about The curriculum presented in this paper is intended to be a model for teaching EFL or other foreign languages at higher education institutions based on the case of EFL education in Japan related to MBKM, still relevant to adopt Japan Education policy in our Higher educational program most of them need communicative language teaching for their proficiency in English at higher educational level.

ASSESSMENT AND ACCREDITATION STATUS OF HIGHER EDUCATION INSTITUTIONS IN THE STATE OF WEST BENGAL: AN ANALYSIS

Ensemble ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 89-95
Author(s):  
Dr. Niladri Pradhan ◽  
Keyword(s):  
Higher Education ◽  
Research Methodology ◽  
West Bengal ◽  
Higher Education Institutions ◽  
The State ◽  
State University ◽  
Quality Of Higher Education ◽  
The One ◽  
North Bengal

The primary goal of this research is to examine and compare the overall quality of higher education institutions' results. In terms of research methodology, it falls under the category of descriptive comparative status studies. In the state of West Bengal, 218 colleges affiliated with seven universities were purposefully chosen as samples. The data is analysed using qualitative statistical methods such as percentages and graphical representations. It was discovered that 43.26 percent of colleges received a B score. It's also worth noting that 1.08 percent and 3.57 percent of colleges affiliated with Calcutta University and Vidyasagar University, respectively, have earned A++ and A+ accreditation. On the one hand, colleges affiliated with four universities (Burdwan University, North Bengal University, West Bengal State University, and Kalyani University) have received A, B++, B+, B to C grades, while colleges affiliated with two universities (Calcutta University and Vidyasagar University) have received A++, A+, A, B++, B+, B to C grades. As a result of the results, it is possible to infer that many colleges' success levels in terms of quality are not up to par.

Teaching Spanish in the Digital Age

2016 ◽  
pp. 83-103 ◽  
Author(s):  
Clara Burgo
Keyword(s):  
Higher Education ◽  
Hybrid Model ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Digital Age ◽  
Online Platform ◽  
Advantages And Disadvantages ◽  
What Works ◽  
The Us ◽  
The One

Many hybrid programs have been created in higher education institutions in the US for the last 15 years, most of them consisting of the combination of classroom instruction and an online platform. However, the flipped classroom has become very popular recently as a result of this hybrid model of instruction. The purpose of this chapter is to respond to the following questions: What is a more recommended model for teaching Spanish in the digital age? What kind of activities should we focus on, as instructors, in the classroom? What works best for students to study and practice outside of the classroom? Both models will be described with their advantages and disadvantages so that instructors can choose the one that better fits their courses.

scholarly journals Sensory Processing Issues and Their Association with Social Difficulties in Children with Autism Spectrum Disorders

2019 ◽  
Vol 8 (10) ◽  
pp. 1508 ◽  
Author(s):  
Kojovic ◽  
Ben Hadid ◽  
Franchini ◽  
Schaer
Keyword(s):  
Autism Spectrum Disorders ◽  
Sensory Processing ◽  
Adaptive Functioning ◽  
Autism Spectrum ◽  
Visual Exploration ◽  
Children With Asd ◽  
Social Difficulties ◽  
Spectrum Disorders ◽  
The One ◽  
Social Scenes

Sensory processing issues have been frequently reported in individuals with Autism Spectrum Disorders (ASD), but their relationship with social and overall adaptive functioning has not been extensively characterized to date. Here, we investigate how sensory processing atypicalities relate with deficits in social skills, impaired social cognition, and general adaptive functioning in a group of preschoolers with ASD. Sixty-four children with ASD aged 3 to 6 were included in this study, along with 36 age-matched typically-developing (TD) peers. Parent-reported measures of sensory processing, social difficulties and overall adaptive functioning were collected for all children. We also obtained precise measures of social attention deployment using a custom-design eye-tracking task depicting naturalistic social scenes. Within the group of children with ASD, higher intensities of sensory issues were associated with more prominent social difficulties and lower adaptive functioning. We also found that children with ASD who had more sensory issues showed visual exploration patterns of social scenes that strongly deviated from the one seen in the TD group. The association of sensory processing atypicalities with “higher-order” functional domains such as social and adaptive functioning in children with ASD stresses the importance of further research on sensory symptoms in autism.

From impostership to mastersness: experiences of a postgraduate student’s transition to higher education reflected through poetry

2017 ◽  
Vol 22 (6-7) ◽  
pp. 522-532 ◽  
Author(s):  
Ruth E Aird
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Master's Level ◽  
Student Role ◽  
Senior Nurse ◽  
Mature Students ◽  
Learning Journey ◽  
New Learning ◽  
Transition To Higher Education ◽  
To Come

Mature students returning to education after a long absence often lack confidence, experiencing feelings of inferiority and of being unworthy of a student role in higher education institutions. The aim of this paper is to reflect upon my experience when making the transition from a mature, senior nurse to a student on a Master’s programme. My experience as a student describes this journey, using blogging and the language of poetry to articulate feelings of impostership, creating a canvas of words that draw pictures of a mind struggling to come to terms with new learning. During the learning journey I started to pen a poem, eventually called ‘Education at Sea’, which became the ensign of an academic voyage. Reflecting on this process through the use of Driscoll’s reflective model, I realised that I was experiencing what is called impostership. The conclusion asserts that higher education institutions must create cultures that enable students to openly communicate these experiences, and offer supportive scaffolded strategies to assist with transitions to and through Master’s-level learning. While this paper is directed specifically at Master’s-level learning, the recommendations may also apply to other levels of learning.

scholarly journals Inverted U-shape of Estonian Higher Education: Post-Socialist Liberalism and Postpostsocialist Consolidation

2018 ◽  
pp. 149-174 ◽  
Author(s):  
Ellu Saar ◽  
Triin Roosalu
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education Institutions ◽  
The Other ◽  
Soviet Period ◽  
Doctoral Level ◽  
Higher Education System ◽  
Legal Frameworks ◽  
The One ◽  
Basic Features

AbstractThis chapter provides a description of the basic features of the higher education system in Estonia in the historical perspective, paying special attention to the period during the Soviet time right before the USSR collapse and exploring the developments during the following period up to 2015. It is understood that both the social and political system during the period of socialism, as well as changes in the society during the postsocialist period right after the country became independent, have an impact on the current period. On the other hand, changes in the Estonian higher education system are greatly impacted by external factors, especially processes of Europeanisation and internationalisation of higher education. Tendencies towards standardisation of higher education provision, on the one hand, as well as maintaining differentiation between higher education institutions will be highlighted.The analysis distinguishes four periods of the postsocialist higher education system in Estonia, characterised by different traits. 1988–1992 can be considered a period of chaotic, individually and institutionally driven changes; 1993–1998 saw the major expansion of the higher education system in combination with the development of legal frameworks and quality assurance mechanisms; 1999–2005 indicated the wave of reforms, including following the principles of the Bologna process; from 2006 onwards, new measures are put in place to strengthen the (international) competitiveness and sustainability of the shrinking higher education sector. The main strand of differentiation between the higher education institutions largely follows their formal statuses that stem from the soviet period: the applied higher education institutions on the one hand and the academic universities providing bachelor, master’s and doctoral level education on the other. The further differentiation can be made based on the research intensity of the universities as well as based on their legal status, with some being declared national universities by their dedicated laws.

scholarly journals HANDLING MULTI-LEVEL CLASSES IN THE CITY OF BATUMI

2021 ◽  
Vol 2 ◽  
pp. 88-91
Author(s):  
Ivdit Diasamidze ◽  
Lali Tavadze ◽  
Natia Katamadze
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Middle Level ◽  
Class Division ◽  
The Common ◽  
Linguistic Level ◽  
Multi Level ◽  
The One ◽  
The City

If we take into account the common teacher-centered or the one-book-fits-all approach, where the teacher is forced to focus on the middle level, many students at the top or bottom end of the language scale are left dissatisfied or demotivated. Once students are placed into a certain class they are regarded as being at much the same linguistic level in their foreign language, and a one-book-fits-all approach is often adopted in the classroom, where all students are required to work at the same pace and complete the tasks of the same difficulty. There are various scholarly approaches to the problem. This study aims to determine whether teachers are aware of possible techniques like differentiated work, dividing a class, letting students choose the task, other techniques, and what the frequency of their use is. The survey was carried out among the teachers working at both higher education institutions and secondary schools to find out how often teachers refer to different techniques. The results suggest that differentiated work requires much and thorough preparation on the part of a teacher, which becomes quite time-consuming at times. Therefore, teachers try to deal with mixed-level classes using mostly class division into groups or pairs. Moreover, teachers sometimes or almost rarely let their students choose what to do. A few teachers apply other techniques in their mixed-level classes. This discussion results in the following outcome – there is still the need to raise teachers’ awareness of the techniques to deal with students of different needs in class. 

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