Depression in Dyslexic Children Attending Specialized Schools: A Case of Switzerland

Gathering perspectives of musical talent from the psychological, musical, and educational fields, Kindling the Spark is the only single sourcebook that defines musical talent and provides practical strategies for identifying and nurturing it. Joanne Haroutounian uses her experience as teacher, researcher, and parent to clarify central issues concerning talent recognition and development in a way that will easily appeal to a wide audience. The book describes the different stages of development in musical training, including guidelines for finding a suitable teacher at different levels, social and psychological aspects that impact musical training, and research on talent development by ages and stages from infancy and preschool years through the teen years. An important feature of the book are "sparkler exercises" designed to provoke observable talent behavior in home, school, and studio settings. The book also includes an Appendix of Resources which lists books, media, organizations, and specialized schools that offer additional information on musical talent, identification, and development. For music educators in both public school and private studio settings--as well as for parents and their musically inclined children--Kindling the Spark provides an invaluable summary of the research on talent and a wealth of resources for developing it.

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Specialized Schools for High-Ability Learners

10.4324/9781003238164 ◽

2021 ◽

Author(s):

Bronwyn MacFarlane

Keyword(s):

High Ability ◽

Specialized Schools

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ASSESSMENT OF THE INTENSITY OF EDUCATIONAL WORK AND ADAPTATION POTENTIAL OF CHILDREN IN SCHOOLS OF TRADITIONAL AND PROFILE TYPES

Hygiene and Sanitation ◽

10.18821/0016-9900-2019-98-10-1129-1134 ◽

2019 ◽

Vol 98 (10) ◽

pp. 1129-1134 ◽

Cited By ~ 1

Author(s):

E. A. Tkachuk ◽

N. V. Efimova ◽

Inna V. Myl’nikova

Keyword(s):

Negative Impact ◽

Statistical Significance ◽

Educational Process ◽

Traditional Schools ◽

Adaptive Potential ◽

Educational Work ◽

Specialized Schools ◽

Adaptive Capabilities ◽

The Relationship ◽

Functional Stress

Introduction. Changes in the education system have an impact on the health of schoolchildren. Purpose. To study the dependence of the adaptive capacity of schoolchildren studying in schools of various types on the intensity of educational work. Material and methods. The adaptive abilities of the organism of children (aged 7-17 years) were studied in conditions of different intensity of the educational process. There were surveyed 472 cases from traditional schools, 482 people - from specialized schools. We evaluated the statistical significance of the differences in quantitative (Student t-test) and qualitative traits (χ2). The relationship was studied using the Spearman correlation coefficient. Results. The intensity of educational work accounted for 3.6-3.8 points in 52 ± 2.4% of students in specialized type; 1.6-3.5 - in traditional schools. Intellectual loading is the most sensitive index when training in programs with a specialized study of subjects. The adaptive potential of students of specialized schools in a state of functional stress in the lower grades is found by 1.8 times (p < 0.002), on average - 2.2 times (p < 0.001), more often than in traditional schools. However, the proportion of children with functional stress in the upper grades does not differ (22-27%). A high direct correlation was found between the values of the adaptive potential and intellectual loads. Conclusion. Criteria for learning loads requiring a review of their volume in the curriculum of specialized schools are identified. The negative impact of school loads on the adaptive capabilities of a growing organism has been proven.

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Demystifying Deafness

Advances in Early Childhood and K-12 Education - Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice ◽

10.4018/978-1-5225-3111-1.ch004 ◽

2018 ◽

pp. 93-131

Author(s):

Jamie L. McCartney

Keyword(s):

Public Schools ◽

Hard Of Hearing ◽

The United States ◽

Deaf Children ◽

Evidence Based ◽

Public School Teachers ◽

Evidence Based Practices ◽

Specialized Schools ◽

Pertinent Information ◽

Schools For The Deaf

Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.

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