Role ambiguity and its relationship to psychological pressures among school counselors in the cities of Mecca and Jeddah: غموض الدور وعلاقته بالضغوط النفسية لدى المرشدين الطلابيين بمدينتي مكة المكرمة وجدة

The current study aimed to identify the role ambiguity and its relation to the psychological pressures among school counselors in the cities of Makkah and Jeddah. In order to achieve the objectives of the study, the descriptive method was used. The sample was chosen randomly among the school counselors in Makkah and Jeddah (100 school counselors). The study used two measures to obtain the results (The preparation of the ambiguity of the role (preparation of Jumaili and Bijari, 2008) and the measure of chronic psychological stress (the preparation of Schultz and Baker and the translation by Kalioubi and Tangor, 2014), the results of the search found that: -There is a statistically significant relationship between the role ambiguity and psychological pressure in the research sample -There were no statistically significant differences between the school counselors on the role ambiguity due to the specialization -There were statistically significant differences between the school counselors on the role ambiguity according to the experience The differences were for the benefit of the less experience. -There were statistically significant differences between the specialized and non-specialist school counselors in the level of psychological pressure. The differences were for the benefit of the non-specialist study sample -There are statistically significant differences in the level of psychological pressure according to the experience of the school counselors and The differences were for the benefit of the less experience.

A child health record audit of outcome comparisons for school screening referrals in Ireland

This study sought to make use of existing child health records to assess recent changes in school entry screening (hearing and vision) in Ireland. The study aims were to analyse screening protocol and staff changes; estimate newborn and school hearing screening yields; and summarise pre-school specialist referrals against later school screen outcomes. The findings included that specialist school public health nurses (PHNs) had lower hearing screen but similar vision screen referral rates compared to area public health nurses. Approximately 1% of school hearing screens had persistent otitis media, justifying audiology referral priority. Over a quarter of pre-school records audited showed a specialist referral, many with ‘speech-only delay’; this sub-group had average referral rates from later school (hearing) screening. This study found that by employing specialist school PHNs to manage school screening, audiology referrals were reduced. Additionally, pre-school speech delay without other relevant risk factors should not need automatic audiology referral.

Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills

Anna Borzęcka, Inclusive Special School Teachers’ Self-Assessment of their Diagnostic and Therapeutic Knowledge and Skills. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 181–195. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.09Diagnostic and therapeutic competences are necessary for the effectiveness of didactic and educational interventions undertaken by a professional specialist school teacher. In order for the teacher to be able to cope with the tasks assigned by special pedagogy, he must have theoretical and practical preparation in the field of diagnosis and therapy. The future of a special school pupil will depend on his knowledge and skills. The article presents research on declarative sources of teaching knowledge and skills in the field of diagnosis and therapy as well as their selfassessment, taking into account nominal variables (age and job seniority).

The impact of a disaster on students and staff from a specialist, trauma-informed school in Australia

Children from disadvantaged backgrounds often experience high levels of traumatic stress from multiple sources, however, little is known about their experiences and the responses of their teachers following disasters. The aim of this study was to examine, from the perspective of teachers, the impact of a critical community-wide traumatic event on student and staff wellbeing, student learning and teaching practices at a specialist school for disadvantaged and displaced youth in Australia. Eight school staff were interviewed, including administrative, teaching and support personnel, with their responses interpreted using Interpretative Phenomenological Analysis. Results focused largely on the impact of the event and the resultant relocation of the school, on staff and student health, reduced opportunities for learning, changes to teaching and student engagement, and the strengths and limitations of the trauma-informed approach of the school. Implications for teacher education and school trauma-informed models are discussed.

Some Aspects of Teaching Graphic Disciplines at Specialist School of Technical University

The article considers pre-university graphic teaching in technical educational institutions on the example of secondary school “Lyceum № 38” in Nizhny Novgorod, taking into account requests of Nizhny Novgorod State Technical University named after R.E. Alekseev. The article possesses concreteness, technological eff ectiveness and systematic approach of conceptual framework and terminology intuitively clear to experts, teachers and people with engineering education who make the majority of teachers of graphic disciplines at schools and higher education institutions. Methodological approach, which is the basis for selection of educational elements, conforms to the requirements of modern pedagogical technologies. The purpose of methodological approach is teaching schoolchildren to read and execute drawings of details and assembly units of machine building and construction plans, and to apply graphic knowledge to solving creative tasks. That promotes mastering the basic knowledge and engineering graphics receptions both in «manual technologies» and in using computer technologies. A basic graphics package is AutoCAD. It will provide further study of special disciplines according to technologies of modern engineering.

Implementation of iPads for AAC in a Specialist School

This paper will discuss the implementation of Proloquo2Go for a group of students in a specialist school. This implementation was planned by the school executive at Malkara School in consultation with a speech-language pathologist from Therapy ACT. During the first term of the implementation, the author was engaged as a literacy consultant by the school and began to consult around this classroom as well from Term 2. This paper will discuss what occurred both before and after the author's involvement.