Fiction Reading and Empathy Capacity of Selected Filipino Adolescents and Young Adults

This study aimed to discover if adolescents’ and young adults’ empathy capacity is higher when they engage more in fiction reading. A total of 301 students, aged 16-22, completed a self-administered questionnaire. More than half (56%) of the respondents consider reading as a hobby with books as the preferred reading material. Around 38% have moderate fiction reading scores and around 77% have high empathy capacity scores. Findings showed that the older the respondent is, the less likely they would read fiction and the lower their empathy level. Females are more likely to read fiction and are more empathic than males. Also, results revealed that the more the individual reads fiction, the more empathic they can become. Home and school interventions can be created to increase opportunities and desire for reading fiction and enhancing empathy capacity.

Gifted School Activities With DropTalk, Parent-Teacher Notebook, and SmileNote for Students With Disabilities

Three programs, DropTalk, Parent-Teacher Notebook, and SmileNote, were developed by teachers at schools for special needs education to help students with various disabilities, in collaboration with businesses supportive of students with disabilities. DropTalk was developed to help students with nonverbal communication by using Pictogram and text overlaid with voice/sound. A digital-based Parent-Teacher Notebook was developed to share the valuable data on each student between their home and school. The shared data are effectively used to build up individual support plans. SmileNote was developed to help students with nonverbal communication disabilities present their wills, hopes, and desires to the classmates and others. In this chapter, the aims and valuable functions in three software applications are described in detail, and self-made contents created with the software and gifted school activities conducted at several schools for special needs education are depicted.

Intervention Services for a Child With Multiple Disabilities

This chapter will focus on providing intervention services for an eight-year-old African-American female, Dawn, with multiple disabilities. Dawn has been diagnosed with Down syndrome, a comorbid diagnosis of an intellectual disability, and exhibits behavior problems at home and school. In this scenario, she has been evaluated within the school system to determine eligibility for services, and the speech-language pathologist needs to develop intervention goals and select therapy strategies to provide appropriate services. While both parents are involved in the child's care, the family does not have permanent housing and moves frequently. Information from actual cases has been incorporated into this chapter.

Fostering Successful Communities of Collaboration Through Educational Partnerships

There is an undisputable need to form collaborative partnerships between schools, families, homes, and communities across the nation. Collaborative educational partnerships are the cornerstone for student success. With increasingly diverse student populations, schools must communicate and collaborate with families and communities to bridge the wide gap that exists between home and school. With a dominant Spanish-speaking population of Mexican descent, as that of children living in the Southern tip of the Texas-Mexican border, known as The Rio Grande Valley, barriers such as low social economic status and limited English proficiency may impede much-needed communication between schools, homes, and communities. These barriers that negatively impede student success must be replaced with strong bridges that support student achievement. Recommendations are anchored in opportunities to increase academic and social partnerships among schools, families, homes, and communities. The premise for establishing educational partnerships is ultimately student achievement and success.

Role of parents, teachers at home and school in prevention of female sexual abuse: an analysis

Background: Sexual assault is an act performed by one person on another without the person’s consent or on a victim who is incapable of giving consent. The purpose of this article is to analyze the female sexual assault cases reported in one year –and the role of parents, teachers, at home and school in prevention of child sexual abuse.Methods: Data of victims who were admitted in GDMCH in the department of obstetrics and gynaecology in the year 2020 were collected from the medico legal register retrospectively and analyzed.Results: Age wise distribution showed 70% of cases were in the age group 15-19 years. 57% of assaults were with consent and 43% without consent. 93% of the perpetrators were known to the victim. Around 48% of the assaults were multiple episodes by a single perpetrator. The place of assault in 39% of cases was perpetrator’s house, 35% was in friend’s or relative’s house.Conclusions: 86% of the victims were <19 years of age, hence, educational awareness services are to be given to high school students and teachers .School authorities and teachers should implement strict vigilance against improper use of the internet and mobile phones by the students. Most common location of assault was the perpetrator's house (39%), followed by their friend’s house (22%). Hence parents should take every care to watch over the child and never leave them unsupervised.

Traditional Ewe Folktale: A behaviour modification strategy in the Early Grade Education classrooms in Ghana.

Purpose: Behaviour modification is considered a task of the home and the school. It is the duty of the school to nib in the bud any negative behaviour children pick from the home environment at the early grade level. This paper explores the impact and usefulness of messages from Traditional Ewe Folktales hereafter (TEF) in the training of early grade children in Ghana. Methodology: This paper is a qualitative research. Primary data was collected from four separate storytelling sessions in home and school settings. Six stories were narrated in the home setting by two old ladies under moonlight for fifteen children each from a rural setting. In the school setting, one story each was narrated by two teachers in two different schools. Storytelling periods on the school time table was used. Three stories were considered for analysis; Two and one story each were randomly selected from the home and school settings respectively. Results: It was found that educational values are imbedded in TEF. The educational values include the values of the society such as honesty, hard work, teamwork, patriotism and turn taking. Regular and purposeful use of these stories has the propensity of modifying behaviour. The paper concluded that when these educational values are tapped and developed through appropriate exemplars in the enactment of the school curriculum, behaviour modifications would occur with sustainability. The use of teaching strategies like role play, dramatization and songs can drive the behaviour modification. The paper recommended that TEF should be included in early grade classroom activities as a teaching strategy but not a means of whiling time. Parents should support teachers to gain more knowledge of TEF for classroom practices. The school base in-service training should be revived to equip teachers with knowledge of TEF and its application in the classroom.

Between Home and School: Exploring Parents’ Experiences of Educating in a Pandemic

Drawing on open ended survey data constructed during the Spring-Summer of 2020 at the height of COVID-19 related lockdowns, this chapter explores parents’ experiences of parenting young people with specific learning difficulties during a pandemic using a theoretical model based on the work of Bourdieu, previously developed by Ross. Bourdieusien principles underpin this study of parents’ individual sense-making of home-schooling their children. This sense-making is highlighted as framing parents’ interactions with professionals working with their children. There is a particular focus on parents’ attempts to procure and engage with appropriate support for their children with specific learning difficulties. Systemic expectations relating to home-schooling and parents’ roles in this are delineated and clarified. The intersection of systemic expectations on parents and their interactions with professionals is deconstructed to highlight the difficulties parents encountered with their ever-shifting roles during the course of home-schooling their children. Recommendations for practice are then drawn out.

Effect of Interaction through Child to Child Approach on Knowledge towards Junk Foods among Adolescents at Selected Private School, Kelambakkam, Kanchipuram District, Tamil Nadu, India

Background: ‘Home and school is the primary source for beginning the food habits and in school, it is a place for learning and nurturing’ it is an important priority to provide intervention to improve their knowledge and competency of junk foods among adolescents. Materials and Methods: The study aimed to assess the effect of interaction through child to child approach on knowledge towards junk foods among adolescents. A quantitative evaluative approach with a one group pre-test post-test design. The purposive sampling technique was used to collect data from 150 adolescents aged between 13-15 years, who were studying in Bhuvana Krishnan Matriculation Higher Secondary School, Kelambakkam, Chengalpattu district. The students were trained with instructional teaching programme based on child to child approach in the ratio of 1:10 for a period of one month. The structured standardized questionnaire on junk foods was used to assess the pre-test and post- test was conducted after 14 days. Results: The study findings revealed that the post test level of knowledge of junk foods among adolescents was found to be statistically significant compared to the pre test level at p<0.001. Conclusion: The instructional teaching programme on junk foods was effective in improving the level of knowledge of junk foods among adolescents.