How New Zealand schools manage the transition of disabled students leaving secondary education: A multiple-case study

<p>The transition from secondary education to post-secondary life is a difficult one for students with intellectual disabilities. Schools are key to the preparation and management of this transition. There is little New Zealand (NZ) research on the transition of disabled students and lack of examples of effective practice. A multiple-case study was used to investigate the transition practices of three schools teaching disabled students with ORS (Ongoing Resourcing Scheme) funding. Qualitative data was collected through interviews and observations of staff members. Findings were that the schools began the process by no later than the students being 16-years-old and ensured the student and family were at the centre of the planning. Schools taught a combination of functional life skills and self-determination skills. Community inclusion was practiced through work experience and visits to potential future environments. Common post-school barriers in transition included reduced support and few opportunities. A forthcoming government review of ORS funding for disabled students aged 18-21, highlights the need for future research to investigate these post-school barriers.</p>

How New Zealand schools manage the transition of disabled students leaving secondary education: A multiple-case study

<p>The transition from secondary education to post-secondary life is a difficult one for students with intellectual disabilities. Schools are key to the preparation and management of this transition. There is little New Zealand (NZ) research on the transition of disabled students and lack of examples of effective practice. A multiple-case study was used to investigate the transition practices of three schools teaching disabled students with ORS (Ongoing Resourcing Scheme) funding. Qualitative data was collected through interviews and observations of staff members. Findings were that the schools began the process by no later than the students being 16-years-old and ensured the student and family were at the centre of the planning. Schools taught a combination of functional life skills and self-determination skills. Community inclusion was practiced through work experience and visits to potential future environments. Common post-school barriers in transition included reduced support and few opportunities. A forthcoming government review of ORS funding for disabled students aged 18-21, highlights the need for future research to investigate these post-school barriers.</p>

Parents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership

For families of children with autism spectrum disorder (ASD), the transition to school (i.e., beginning of kindergarten) often means the end of specialized early intervention services and several changes in types of support. These changes can be especially problematic for families from immigrant backgrounds, who are more likely to experience challenges navigating the health and education systems. The overall goal of this study was to document parents’ perspectives on the transition from early intensive behavioural intervention (EIBI) services to school. Qualitative semi-structured interviews based on the grounded theory framework were conducted with 18 families (29 parents) from different cultural backgrounds living in Québec (Canada). Results on the facilitators and barriers encountered during the transition and on partnerships (i.e., the parent–school team dyad, EIBI team–school team dyad) highlight the importance of improving continuity between services, of preparing children and parents for the transition, and of strengthening the professional relationship and the school’s culture of openness.

IMPLEMENTASI MANAJEMEN KURIKULUM 2013 DI MTsN PANDEGLANG PROVINSI BANTEN

This paper discusses a curriculum design and comprehensive learning plan, in a school it is necessary for management to organize an organization and manage activities to be carried out, besides curriculum management is also designed so that planning, implementation and evaluation of the curriculum runs more effectively, efficiently and optimally in empower learning resources, experience and curriculum components. This study uses a qualitative approach with data collection techniques through observation, interviews, and document studies through a descriptive approach, in the form of words, writing or oral and description. Data analysis techniques are done through data collection, reduction, data presentation, drawing conclusions and steps to test the validity of the data using triagulation techniques.The results of this study reveal that: 1) Implementation of 2013 curriculum management at MTsN 1 Pandeglang so that teachers have more understanding of the curriculum. 2) Implementation of curriculum management programs or programs at MTsN 1 Pandeglang in the implementation of the activity committee and the division of tasks of the teachers who carry out their tasks and functions, so that school activities or programs can be organized. 3) Inhibiting factors and supporting factors for implementing curriculum management as a whole there are no school barriers from internal schools that complicate the implementation of planning, implementation, and evaluation of curriculum management, 4) Strategies or steps in overcoming these obstacles are by implementing the working meeting, there is also an evaluation on The Student Conference held in the middle of the year involving homerooms, field staff, and the headmaster. Keywords. Implementation, Curriculum Management, Planning, Implementation, Evaluation

The gendered international school: barriers to women managers’ progression

Purpose – The purpose of this paper is to examine the barriers women identify to their promotion in international schools and also the ways in which women can overcome these barriers. Design/methodology/approach – The field of enquiry is international schools, with the study drawing on qualitative research. The researchers interviewed 11 women from a leading international school in Seoul, South Korea. Findings – The women interviewed provided rich qualitative data and identified a number of barriers relating to culture, including gender stereotyping and self-confidence issues, and organisational behaviour, including the lack of a work-life balance and the patriarchal and hierarchical structures in place. The suggested ways in which women could overcome the barriers included building self-confidence and seeking mentoring. Practical implications – The women also developed a list of factors that any woman would need to contemplate if she is thinking about applying to be a senior manager, including qualifications, communication skills and acknowledging, tolerating and overcoming gender unfairness, in that men do not need to think about the same issues when seeking leadership positions. Originality/value – This paper examines an area of gendered leadership that has received little critical academic scrutiny, international schools and is particularly valuable to women working in these schools. However, its scope extends to all international school leaders who seek to improve the effectiveness of their organisations by employing and promoting the best leaders available.