Ellen G. Casale, Alysia F. Green, Samantha E. Goldman
et al.
Although special education legal knowledge is central to educating students with disabilities, how two critical school professionals—special educators and school principals—garner such knowledge is unclear. This study identified gaps in the professional training for special educators and school principals by examining professional standards and common textbooks. After identifying 32 special education legal concepts, we used content analysis to determine the extent to which each concept was mentioned in professional standards and preservice textbooks (five in special education, six in principal preparation, and four in school law). Compared with special education textbooks (in which 68%–84% of special education legal concepts were mentioned), preservice principals received less information on special education law in their general textbooks (3%–13% of concepts mentioned), although gaps narrowed when examining school law textbooks (63%–81%). Special education and school law texts consistently included concepts related to the six pillars of the Individuals with Disabilities Education Improvement Act (IDEA), as well as more specific concepts, such as discipline/behavior and related services. Rarely mentioned concepts were extended school year, resolution meetings, and compensatory services. We discuss training, research, and policy implications.
We are pleased to bring you Volume 53 Issue 1 of The Australian Journal of Indigenous Education.
We wish to thank the authors, reviewers, and editorial board members for their contributions to this volume. Thanks also to the Indigenous Engagement Division at The University of Queensland and Informit for their financial support of the journal. We hope you enjoy this volume of AJIE.
Este ensaio é uma composição de textos e reflexões que apresentam “outras” possibilidades de olhares para o corpo e suas relações, concepções de corpo que envolvem “outros” modos de produção de conhecimento científico, junto com questionamentos que buscam tensionar conceitos hegemônicos de corpo e de modos de aprender ciências biológicas e produzir conhecimento científico. Partindo de minha pesquisa de TCC, trago compreensões que envolvem as linguagens corporais, as performances das oralituras e outras noções de corpo como potencialidades que baseiam diferentes epistemes para pedagogias decoloniais e contracoloniais. Ao apresentar “outras” maneiras de produção de conhecimento, questiono se “outras ciências” não estão passando e acontecendo à nossa frente? Ou não estamos lendo as grafias que as processam? Se as diferentes formas de linguagens constituem fronteiras entre “mundos epistêmicos”, talvez devamos reaprender a ler os corpos para “transitar entre mundos”, como anfíbios em submersões, travessias e cruzamentos.
Special aspects of education, Theory and practice of education
This article explores the works of the Frankfurt philosopher Axel Honneth on social freedom. Honneth aimed to create a more comprehensive definition of freedom that is not negative, moral, or strictly legal. He took inspiration from early socialists and aimed to reconcile three revolutionary promises of liberty, equality, and fraternity. Honneth argues that freedom can only be collective and that individual and collective aspirations can only really be fulfilled through mutual cooperation. While autonomy and freedom are commonly accepted as educational goals, Honneth's concept of social freedom allows us to consider autonomy anchored in solidarity. This article will discuss the implications of such a conception of freedom on socialization, including in educational contexts.
Abstract
This study focuses on the lived experiences of individuals with siblings with special needs as their tagasalo. It is deeply rooted in Filipino culture and refers to an individual who selflessly takes on the role of a caregiver. This role involves providing support to the family. This study utilized a phenomenological study. An interview guide question was used to gather data. The result of the study showed that the experiences of individuals as tagasalo are challenging. The themes that emerged were Responsibilities of Individuals to their Siblings with Special Needs with the subthemes (1) Assuming the Parental Responsibility from the parents (2) Taking care of their sibling with special needs. Participants’ Support to their Siblings with Special Needs with subthemes (1)Being there for their sibling, (2) Serving as a Defender for their sibling with special needs, (3) Providing Financial Support, (4) Offering Educational Support, Challenges Encountered as Tagasalo of their Sibling with Special Needs with the subthemes (1) Feeling overwhelmed leading to burnout, (2) Facing Additional Financial burden, Managing the encountered challenge with the subthemes (1) Resilience and Spiritual Guidance, (2) Initiative and Proactive Thinking, and Participants insights of Having Siblings with Special Needs were the subtheme such as (11) Developing Self-awareness of Personal growth, (12) Experiencing the Ripple Effects of Personal Development. The tagasalo used their experiences to become better people and responsible individuals. These can provide a safe space to share experiences and emotions.
Thomas Kearney, Anthony Maher, Anne McSherry
et al.
Abstract Research emphasises the need for mutual understanding of feedback purpose, i.e. staff and student feedback literacy. Interprofessional practice is crucial to effective patient care. While undergraduates increasingly learn and are assessed together, less is known of their shared or differing experiences of feedback. This study aimed to explore how students and faculty in medicine and pharmacy perceive an evidence-informed draft feedback strategy. Methods A student partnership approach was taken to this cross-faculty study. Focus groups of faculty from the Schools of Medicine (SOM) and Pharmacy (SOP) were undertaken by a faculty researcher. A SOP student facilitated student focus groups across both schools. Data was thematically analysed using template analysis by staff and students from both schools. Results Three over-arching themes are described: feedback goals, environment and design. Heterogeneous conceptualisations make it difficult for faculty to signpost and students to recognise feedback. Feedback goals and operationalisation contrasted in junior and senior years. Junior students were frustrated by “overly nice”, generic feedback; senior students baulked at a “roasting culture”, more marked for medical students. Conclusion Despite an expanse of research-informed theory, processes in practice are unsupportive of feedback literacy. Even within programmes, context differs and must be considered when embedding a positive whole-programme feedback culture. Clinical Trial number Not applicable.
This research evaluates the use of asynchronous online discussion boards in assessment of work-based placement in a social care degree programme. Owing to a scarcity of educational technologies in the programme at the time (pre-COVID), discussion boards were introduced in a pilot endeavour to assess students' reflections on placement experiences. Individualised feedback was pledged from the programme instructors with a view to enhancing their reflective skills and their engagement with their work placement.
Staff and learners’ attitudes and experiences were investigated to identify the effectiveness of using discussion boards for work-based placement. The components of discussion boards for this purpose are identified, and the considerations to be made when implementing discussion boards to support the development of reflection skills are presented.
Using a mixed methods sequential complementarity research design, two student focus groups were held following the distribution of an online survey. Four staff instructors were interviewed about their experiences of and attitudes towards the experience. Finally, a hybrid code adapted from Henri’s (1992) computer mediated conferencing framework and Kolb’s (1984) learning cycle was created to analyse the reflectivity and interactivity in the group discussions.
Whilst discussion boards are useful as a digital platform to foster collaboration and discursive activities, in practice this assessment as delivered fell short of maximising their efficacy. Despite this, four components of discussion boards were identified and key considerations when using discussion boards to encourage reflective activity in social care work-based placement are proposed and discussed.
The purpose of this study is to examine the faculty members’ tendency to conduct a Massive Open Online Course (MOOC) and the factors affecting these tendencies. In this study, the sectional survey model, a quantitative research method, was used. The study group is comprised of 122 faculty members working at a major state university in Turkey and selected by using a random stratified sampling method. During the research process, the faculty members were informed about the MOOCs, and data were collected through questionnaires. According to the results of the research, 34.4% of the faculty members were willing to conduct MOOC and the main aim of teaching MOOC was to share their knowledge and experience with the masses. According to the faculty members, it is seen that it is more appropriate to conduct MOOC with expert and experienced faculty members. Factors such as providing benefits to corporate development and promotion, supporting lifelong learning, and creating reliable sources of information on the Internet are considered positive elements for conducting MOOC, while it has been determined that concerns on issues such as adequate time, copyright, and instructional design experience adversely affect conducting MOOC. In addition, it was revealed that faculty members expected institutional incentives including technical infrastructure and information. In line with the results obtained from the study, suggestions were made for the institutions wishing to conduct MOOCs and for researchers wishing to conduct studies about MOOCs.
Bryan G. Cook, Daniel M. Maggin, Rachel E. Robertson
This article introduces a special series of registered reports in Remedial and Special Education. Registered reports are an innovative approach to publishing that aim to increase the credibility of research. Registered reports are provisionally accepted for publication before a study is conducted, based on the importance of the research questions and the rigor of the proposed methods. If provisionally accepted, the journal agrees to publish the study if researchers adhere to accepted plans and report the study appropriately, regardless of study findings. In this article, we describe how registered reports work, review their benefits (e.g., combatting questionable research practices and publication bias, allowing expert reviewers to provide constructive feedback before a study is conducted) and limitations (e.g., requires additional time and effort, cannot be applied to all studies), review the application of registered reports in education and special education, and make recommendations for implementing registered reports in special education.
Secondary metabolites are part of the discussion of Natural Product Organic Chemistry which demands a practicum process in lectures. This research aims to determine process skills through the application of inquiry-based worksheets on secondary metabolite analysis of three types of Indonesian medicinal plants. In the worksheet, there were several expected goals, including developing students' abilities in designing experiments, conducting experiments, and communicating both orally and in writing. The method used in this research was a One-Shot Case Study with 18 students taking Natural Product Organic Chemistry courses. The instruments used were learning descriptions, inquiry-based worksheets, observation sheets, assessment sheets (psychomotor, presentations, and reports). The results of the worksheet application showed that the students' ability obtain an average value of 84.15 with a very good category. The ability to design experiments, conduct experiments, and communicate orally and in writing obtained results of 77.16 (good categories), 92.50 (very good), and 82.80 (very good), respectively. This inquiry-based worksheet can be used in the study of Natural Product Organic Chemistry, especially in secondary metabolites.
Liane Nascimento dos Santos, Jailson Braga Brandão
O presente artigo apresenta resultados de um estudo de caso, realizado com docentes substitutos de uma universidade multicampi e multiregional presente nos 24 territórios de identidades do Estado da Bahia. Nesse cenário, destaca a perspectiva dos docentes universitários com contratos temporários e suas representações acerca das condições de trabalho que reproduzem, considerando a natureza do vínculo a que estão submetidos e, ainda, as especificidades da multicampia. Os resultados obtidos, produtos da triangulação de técnicas como análise bibliográfica, análise documental e entrevistas semiestruturadas apontam para a vivência desses profissionais em ambientes de precarização que desencadeiam adoecimentos e fragilidades de toda ordem, distanciando-as cada vez da perspectiva de contratações de vínculos efetivos e estáveis, compatíveis com as reais necessidades e funções de tais instituições sociais.
PALAVRAS –CHAVE: MULTICAMPIA, TRABALHO DOCENTE, PRECARIZAÇÃO DO TRABALHO.
PREACARIZATION OF WORK AND TEACHER ADOPTION IN MULTICAMPIA CONTEXTS: A CASE STUDY ON SUBSTITUTE TEACHERS OF BAHIA STATE UNIVERSITY – UNEB.
ABSTRACT
This paper presents the results of a case study, conducted with substitute professors of a multicampi and multiregional university present in the 24 identities territories of the State of Bahia. In this scenario, it highlights the perspective of university professors with temporary contracts and their representations about the working conditions they reproduce, considering the nature of the bond to which they are subjected and also the specificities of multicampia. The results obtained from the triangulation of techniques such as bibliographic analysis, document analysis and semi-structured interviews point to the experience of these professionals in precarious environments that trigger illnesses and weaknesses of all kinds, distancing them from the perspective of hiring effective and permanent bonds stable, compatible with the real needs and functions of such social institutions.
KEYWORDS: MULTICAMPIA, TEACHER WORK, PRECARIZATION OF WORK.
RESUMEN
PREACARIZACIÓN DEL TRABAJO Y ADOPCIÓN DE PROFESORES EN CONTEXTOS DE MULTICAMPIA: UN ESTUDIO DE CASO SOBRE PROFESORES SUSTITUTOS DE LA UNIVERSIDAD DEL ESTADO DE BAHIA - UNEB
Este artículo presenta los resultados de un estudio de caso, realizado con profesores suplentes de una universidad multicampi y multirregional presente en los 24 territorios identitarios del Estado de Bahía. En este escenario, destaca la perspectiva de los profesores universitarios con contratos temporales y sus representaciones sobre las condiciones de trabajo que reproducen, considerando la naturaleza del vínculo al que están sujetos y también las especificidades de los multicampia. Los resultados obtenidos de la triangulación de técnicas como el análisis bibliográfico, el análisis de documentos y las entrevistas semiestructuradas apuntan a la experiencia de estos profesionales en entornos precarios que desencadenan enfermedades y debilidades de todo tipo, alejándolos de la perspectiva de contratar vínculos efectivos y permanentes, estable, compatible con las necesidades y funciones reales de tales instituciones sociales.
PALABRAS CLAVE: MULTICAMPIA, TRABAJO PROFESIONAL, PRECARIZACIÓN DEL TRABAJO.
Although the COVID-19 pandemic has quickly prompted medical schools and students around the world to transition from their traditional classrooms to web-based learning, the global crisis has inspired the development of innovative e-learning solutions that use existing technology and other web-based tools to continue nurturing the education of medical students while ensuring the public health and safety of both students and faculty members alike. Through the perspective of medical students, we share how the COVID-19 pandemic has impacted and transformed small team–based learning in medical education; changed objective structured clinical exam evaluations and the practice of clinical skills through telemedicine; and nurtured nationwide, web-based, student-led initiatives for community outreach, telehealth, and medical services.
Family and teacher partnerships have an important role to play in the education of learners with disabilities. The South African Schools Act of 1996 has made provision for families to play a pivotal role in the school governing body, whether their child has a disability or not. National and international research shows that strong family–teacher partnerships improve children’s academic performance as well as the family’s quality of life. This study explores families’ and teachers’ co-operative experiences of supporting learners with disabilities in special and full-service schools in South Africa. Data were drawn from 39 individual interviews with teachers and five focus group discussions with 27 family members of learners with disabilities. The findings show both positive and negative interactive experiences regarding communication, extending learning from school to home, power dynamics and advocacy, and commitment. Consideration of these aspects will contribute to improving education for learners with disabilities.
To explore and describe exposure to suicidality in healthcare providers (HCP) working with oncological patients. Special emphasis was put on five central aspects from the HCPs perspective: Exposure, Confidence, Expertise, Distress, and Education.
Revisions of the Individuals with Disabilities Education Act (IDEA) of 1997 allowed for districts to hire teachers’ aides to assist in the educational process. These teachers’ aides, known as paraprofessionals or paraeducators, have increased in number since 1997 and now play an important role in helping students with disabilities. The purpose of the current study is to diagnose the current situation of paraprofessionals in special education within the four key aspects of appropriate role, inappropriate role, training, and supervision. A total of 47 paraprofessionals participated in the survey. Using the paraprofessionals’ perspectives on what the challenges and demanding areas were, we aim to establish a basis for providing teachers and school administrators guidelines to better support paraprofessionals who work with students with disabilities. Future research and limitations are discussed.
The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.
Elisabeth Boileau, Marie-Claude Audétat, Christina St-Onge
Abstract Background Although clinical teachers can often identify struggling learners readily and reliably, they can be reluctant to act upon their impressions, resulting in failure to fail. In the absence of a clear process for identifying and remediating struggling learners, clinical teachers can be put off by the prospect of navigating the politically and personally charged waters of remediation and potential failing of students. Methods To address this gap, we developed a problem-solving algorithm to support clinical teachers from the identification through the remediation of learners with clinical reasoning difficulties, which have significant implications for patient care. Based on this algorithm, a mobile application (Pdx) was developed and assessed in two emergency departments at a Canadian university, from 2015 to 2016, using interpretive description as our research design. Semi-structured interviews were conducted before and after a three-month trial with the application. Interviews were analysed both deductively, using pre-determined categories, and inductively, using emerging categories. Results Twelve clinical teachers were interviewed. Their experience with the application revealed their need to first validate their impressions of difficulties in learners and to find the right words to describe them before difficulties could be addressed. The application was unanimously considered helpful regarding both these aspects, while the mobile format appeared instrumental in allowing clinical teachers to quickly access targeted information during clinical supervision. Conclusions The value placed on verifying impressions and finding the right words to pinpoint difficulties should be further explored in endeavours that aim to address the failure to fail phenomenon. Moreover, just-in-time mobile solutions, which mirror habitual clinical practices, may be used profitably for knowledge transfer in medical education, as an alternative form of faculty development.
A. O. Omobowale, Mofeyisara Oluwatoyin Omobowale, O. S. Falase
The Yoruba of Southwestern Nigeria describes children as the heritage of the society because children occupy a special place in societal survival and continuity. Children are esteemed and appreciated. Thus, the embedded culture propagates the essentiality of children, the need for proper socialisation and internalisation to make a responsible being (Omoluabi). Also, children are prioritised above material wealth, and the essentiality of child wellbeing and education is emphasised in aspects of popular culture such as oral poetry, proverbs, local songs and popular music among others. Using extant elements of Yoruba popular culture which have remained dominant, this article contextually examines the value of children among the Yoruba.