A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.

GRADUATE UNEMPLOYMENT: IMPLICATIONS FOR EDUCATIONAL PLANNING IN NIGERIA.

The paper investigates the problem of graduate unemployment and its underlying effects on the Nigerian economy vis-à-vis the role of educational planners. It emphasizes that graduate unemployment represents colossal waste in human capital development. The paper outlined some causes of graduate unemployment to include incongruity between the number of graduates and the existing job opportunities, obsolete curriculum, vocational and technical education not inbred in the university, and a poor foundation for entrepreneurship. The paper outlined some consequences of unemployment and presents entrepreneurship education as a panacea to unemployment. The paper noted some strategies required by educational planners to cater for those in the labour market. Some employable skills required at the labour market were also revealed. The paper recommends a commitment to intellectual and attitudinal empowerment through educational planning to engender tenacious self-reliance and egalitarian society in the long run. It also recommends developing a more practical-based programme and prioritizing curriculum reform amongst others to enhance job creation that will promote graduate employability at the Labour market.

ThinkPiece: Embracing Love as an Educational Force in the Anthropocene

In the past decade, an increasing number of geologists and other scientific researchers have presented evidence that we have entered a new geologic epoch called the Anthropocene. The primary characteristic of the Anthropocene, researchers argue, revolves around the combination of an emerging and measurable sedimentary layer of increasing human artifacts (mostly plastics) in combination with significant and negative transformations within the Earth’s biodiversity and climate systems. In this article, the researchers were interested in exploring how anthropogenic events will likely affect educational systems and institutions through multi-decade environmental audits and educational planning that are more closely linked to addressing the world’s major anthropogenic problems such as climate change and a global loss of biodiversity related to human development and activity. This article concludes by exploring how anthropogenic forces might be redirected as human catalysts for a more positive environmental and geologic legacy. Keywords: Anthropocene, anthropogenic force, environmental education, educational catalysts, emotion

Disturbi del comportamento alimentare e pandemia

The article analyses the phenomenon of eating disorders in relation to the Covid-19 pandemic with reference to its diffusion, symptoms and critical elements associated with the condition of health emergency and highlights the relevant aspects that concern prevention as well as health and educational planning.

Triple-strength model of female auditors empowerment in Iran

Purpose As one of the dominant features in developing countries, gender inequality has driven individual development and the promotion of skills, behavioral and social competencies largely based on the male gender. The audit profession is considered one of the jobs where gender inequality exists, especially in developing countries. This has made educational programs more inclined toward enhancing masculine abilities, followed by less well-regarded feminine functions in the field. This study aims to present a triple-strength model of female auditors empowerment in Iran. Design/methodology/approach This is a goal-oriented, descriptive-applied developmental research and a mix of data types. In the qualitative section, the three-dimensional empowerment proposition of women working in the field of internal auditing (IA) were identified based on the Dacum model approach participated by 15 research experts, using cross-sectional and Delphi analyses. A total interpretive structural model analysis was performed with the participation of 20 women as internal auditors of companies listed on the Tehran Stock Exchange (TSE). Findings The purpose of this analysis was to prioritize the spectrum of the most influential indices of empowerment of female auditors in educational planning to the least effective ones in the form of the research model and to examine the relationships between them based on matrix comparisons. According to the results, 17 indices reached theoretical adequacy during the 2 rounds of Delphi analysis out of the initial 19 indices in the cross-mix analysis. Originality/value The results of the interpretive/structural analysis indicated that educational planning was selected to balance the other roles of women as internal auditors, and the most influential Dacum proposition was to enhance the capabilities of women in IA in listed companies in TSE.

Legal Issues in Early Childhood Special Education

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.