Inclusive Early Childhood Education for Children With and Without Autism: Progress, Barriers, and Future Directions

University-affiliated lab and model schools play an important role in creating educational innovations in inclusive early childhood education (ECE) for young children with Autism Spectrum Disorder (ASD). In the United States, access to inclusive high-quality ECE programs for young children with disabilities has been required by law for over 40 years, has been recommended by leading professional organizations, and has been emphasized in federal public policy initiatives. Yet, improvement in the rates of young children with disabilities experiencing inclusion has been limited. This review article consists of three parts. First, we identify and describe four barriers to wide-scale implementation of inclusive ECE programs for children with ASD in the US. These barriers include (1) the fragmented nature of the ECE system in the United States, (2) the age at which ASD is typically first diagnosed in the community, (3) the diverse presentation/support needs of children with ASD, and (4) the thoughts and feelings of parents of children without disability about inclusion. Second, we used a snowball sampling approach to identify nine leading university-affiliated, inclusive lab and model schools for young children with ASD. By describing these programs, we highlight similarities and differences between programs, and capture the unique ways in which these programs adapt to local conditions, resources, and barriers (e.g., federal and state regulations, funding sources, community resources, institutional structures and priorities, professional orientation and training, access to families and staff). Finally, we propose a roadmap for researchers focused on the development, evaluation, and implementation of community-viable inclusive ECE programs in ASD. This roadmap leverages synergies between inclusive university-affiliated lab and model preschools in ASD, and proposes the formation of a research network that creates an infrastructure for cross-program collaboration.

Leadership Vision And School-Family-Community Partnerships In The Model Schools for Inner Cities Initiative: A Multiple Explanatory Case Study

Research has highlighted the important role of school leadership in fostering school-family-community partnerships, but few studies purposefully test causal links between leadership practices, partnerships, and student educational success and family well-being. This explanatory multiple case study analyzed secondary parent focus group and school administrator interview data at two schools in the Toronto-based Model Schools for Inner Cities initiative. Descriptive analyses revealed seven leadership practices administrators used to foster school-family-community partnerships. Explanatory analyses considered how and through what mechanisms of change leaders who share leadership responsibilities with families affect student and family outcomes. A causal link between shared leadership strategies and student and family outcomes was confirmed. Key mechanisms of change included parents’ sense of ownership and feelings of empowerment as well as parents’ perceptions of congruent interests and goals. Further, moderating conditions were identified, most predominantly, the leader’s social justice vision. Implications for future research and practice are discussed.

Leadership Vision And School-Family-Community Partnerships In The Model Schools for Inner Cities Initiative: A Multiple Explanatory Case Study

Research has highlighted the important role of school leadership in fostering school-family-community partnerships, but few studies purposefully test causal links between leadership practices, partnerships, and student educational success and family well-being. This explanatory multiple case study analyzed secondary parent focus group and school administrator interview data at two schools in the Toronto-based Model Schools for Inner Cities initiative. Descriptive analyses revealed seven leadership practices administrators used to foster school-family-community partnerships. Explanatory analyses considered how and through what mechanisms of change leaders who share leadership responsibilities with families affect student and family outcomes. A causal link between shared leadership strategies and student and family outcomes was confirmed. Key mechanisms of change included parents’ sense of ownership and feelings of empowerment as well as parents’ perceptions of congruent interests and goals. Further, moderating conditions were identified, most predominantly, the leader’s social justice vision. Implications for future research and practice are discussed.

Case study of child, parent and teacher perceptions of a school-based health clinic in the model schools paediatric health clinic in the model schools paediatric health initiative of the Toronto District School Board

The purpose of this study is to investigate child, parent, and teacher perspectives of the role of a Toronto school-based health clinic (SBHC) in health care provision, as well as their experiences of accessibility, and comfort in use. This qualitative case study of a SBHC in the Toronto District School Board’s Model Schools Paediatric Health Initiative (MSPHI) uses thematic secondary data analyses informed by a grounded theory approach. The results of this study provide evidence that the SBHC plays a key role in the provision of physical health care for children; reduces health-related school absences; addresses OHIP-related barriers; and enhances the coordination of health care services. Children’s experiences of comfort over time remained stable; however, children’s perceptions of accessibility improved over time which aligned with their increased SBHC utilization. Key terms: children, health services, school-based health clinic, Model Schools Paediatric Health Initiative

Case study of child, parent and teacher perceptions of a school-based health clinic in the model schools paediatric health clinic in the model schools paediatric health initiative of the Toronto District School Board

The purpose of this study is to investigate child, parent, and teacher perspectives of the role of a Toronto school-based health clinic (SBHC) in health care provision, as well as their experiences of accessibility, and comfort in use. This qualitative case study of a SBHC in the Toronto District School Board’s Model Schools Paediatric Health Initiative (MSPHI) uses thematic secondary data analyses informed by a grounded theory approach. The results of this study provide evidence that the SBHC plays a key role in the provision of physical health care for children; reduces health-related school absences; addresses OHIP-related barriers; and enhances the coordination of health care services. Children’s experiences of comfort over time remained stable; however, children’s perceptions of accessibility improved over time which aligned with their increased SBHC utilization. Key terms: children, health services, school-based health clinic, Model Schools Paediatric Health Initiative

Character Education Strategies of Eating in Indonesian Schools

Character education is an effort to develop characters so that the desired character values can be achieved. Character education strategies of eating are important and strategic to ensure a balanced, halal, thoyib, and civilized nutritional intake. Therefore, this study aimed at examining the character education strategies of eating in Indonesian schools. The method of study used Systematic Review. The data sources of this study were in the form of journal articles and relevant sources both online and even offline, in which it was related to eating character education. Data analysis methods used in this study were meta-analysis for quantitative data and meta-synthesis for qualitative data. Based on the study results, it can be concluded that there are 6-character education strategies of eating in Indonesian schools, namely: reinforcement of daily meal policy, reinforcement of eating manners, learning of halal and thoyib food, reinforcement of healthy eating habits, reinforcement of healthy canteens and nutrition programs, and reinforcement of outdoor class activities. Those six-character education strategies of eating are mostly done by full-day schools, featured schools, favorite schools, and model schools at both the primary and secondary education levels in Indonesia.

Women’s Experiences as Educational Leaders: Evidence from Islamabad Model Schools

This paper examines the experiences of women in educational administrative positions in public Schools in Islamabad, Pakistan by using a qualitative research design. In-depth interviews were conducted with head teachers from twenty girls’ model schools from urban areas of Islamabad. The findings of this study reveal that school leadership is not as simplistic and easy as assumed. Instead, it is complex and challenging due to personal and organizational constraints. The data shows that the participants felt reluctant to take leading positions as a result of work-family conflict. Furthermore, they also feared to be able to balance household responsibilities and administrative tasks. While some felt reluctant to work as leaders due to their attributes, others who opted to take the leading positions made personal sacrifices. Moreover, several organizational rules and regulations such as maternity leave and policies regarding child care were believed to distract teachers thus providing hurdles in their careers. It can be concluded that women navigate through these personal and organizational constraints to prove themselves as effective leaders. The findings from this study may offer useful insights to early-career women who aspire to work as potential leaders. These also have implications for policymakers concerned with school education in the country. Keywords: School Principals, Leadership, Barriers, Family Conflict, Pakistan

Writing Equations in Algebra: Investigation of Students’ Misconceptions

Algebra is blamed as an abstract way of thinking in mathematics learning. Writing equations from given text is a skill. Logical and step by step noting information help to write the correct equation. It is transferring text to symbols. This study aimed to investigate secondary school student's misconceptions in writing equations in algebra. 414 secondary school students enrolled at 4 Islamabad Model Schools of sector Islamabad was the sample of the study. A multiple-choice test based on 4 items was used as an instrument. The test has 4 statements and 4 options from which one is the correct answer and others are related to some misconceptions of students. Test was administered during their class. Student's response patterns were observed. Frequency percentages and ratios were used to analyze data. Two types of misconceptions "arithmetic process" and "missing reference" were identified in student's responses whereas the other three misconceptions "pro-numeral as unit", "addictive nature" and "changes" were not reported by students' responses. It is concluded that the main reason behind these misconceptions seems related to classroom practice. Students try to translate words into the arithmetic process to write an equation by given text. Further, they do not focus on reference terms given in text and they ignore/miss it while writing equations. It is recommended to the teachers they need to clear the concept given in word problems and give teach them with logic what is meant by which word in the problem. There is a need for focused classroom activities to overcome these misconceptions.

Impact of Navaratnalu on Manabadi (Nadu-Nedu / Education) in Andhra Pradesh State

Navaratnalu is in operation in Andhra Pradesh State from 30th May 2019 to provide various schemes to the beneficiaries viz, Farmers, Students, Mothers, old age Persons, Auto-walas, Weavers community, Fisherman community, Poor people in OC, BC, SC, ST, Minorities, and others for better living in the society. The purpose of one Programme of Navaratnalu is to provide infrastructure facilities for all government schools on far with corporate schools and capacity building of the teachers to improve the quality of education in the state.Purpose of the study: The study tried to assess two issues, which are the impact of Manabadi-Nadu-Nedu/Education and to recommend suitable suggestions for the improvement of the schools under government control.Methodology: This empirical research adopted a quantitative method by distributing a schedule to 108 beneficiaries representing from four districts in Andhra Pradesh State. The data analyzed by using statistical techniques such as mean and percentages to assess the impact of the Manabadi-Nadu-Nedu/Education.Main Findings: MANA-BADI project is intended to develop with a provision for up-gradation of schools as model schools for the benefit of the students in rural and semi-urban areas in A.P. Majority of the respondents are aware of the manabadi /Education (nadu-nedu) program a, and everybody knows the activities being implemented by the government of A.P and are positively responded.Application of the Study: The findings of the study are useful for the government in implementing the navaratnalu in the state. As education has increased the self-confidence level among the students of primary, higher, technical knowledge, the state of Andhra Pradesh, which is developing fast in almost all areas people to be educated so that they become part and parcel of development.Novelty/originality of the Study: The impact of navaratnalu (Manabadi-Nadu-Nedu/Education) has been addressed categorically, empowering the manabadi-Nadu nedu. Therefore, a determined plan of implementation of further action can significantly allow the manabadi / Education (nad-unedu)

Implementation of Internal Quality Guarantee System in Model Schools in Vocational School 1 Kopang

The aim of this study is to describe the implementation of quality mapping, the preparation of quality fulfillment plans, the implementation of quality fulfillment plans and quality audits at vocational school 1 Kopang. This study uses an interpretive paradigm with descriptive qualitative methods with a naturalistic phenomenological approach. Data collection techniques are done through interview, observation and documentation. Checking the validity of the data in qualitative research involves four techniques, namely: credibility, dispensation, reliability, confirmability. The results showed that quality mapping is an activity to identify the strengths and weaknesses of vocational school 1 Kopang based on a quality report map which is then used as the basis for the focus of the program to be implemented in the internal quality assurance system. Quality fulfillment planning that contains program recommendations to be implemented, including the volume of activities, cost needs, and resources involved in the activity is a work plan based on the results of quality mapping at vocational school 1 Kopang. In fulfilling the quality of vocational school 1 Kopang has planned quality by preparing documents such as quality documents, implementation procedures and implementation and supervision forms. The Vocational school 1 Kopang has also carried out quality audits of all established programs. At this stage, the implementation and results of quality fulfillment are in line with the planned strategy, so that the internal quality management system is implemented effectively and efficiently and in accordance with the planned objectives.