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Journal articles on the topic 'Educational needs and goals'
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Zare-Farashbandi, Firoozeh, Mohammadreza Hashemian, Alireza Rahimi, Nikoo Yamani, and Peyman Adibi. "Clinical informationist educational needs and goals: A scoping review." Journal of Education and Health Promotion 9, no. 1 (2020): 193. http://dx.doi.org/10.4103/jehp.jehp_272_20.
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Paccaud, Ariane, and Reto Luder. "Participation Versus Individual Support: Individual Goals and Curricular Access in Inclusive Special Needs Education." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 205–24. http://dx.doi.org/10.1891/1945-8959.16.2.205.
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Following the recommendations and conventions of the United Nations on inclusion, many educational systems provide inclusive support for children with special educational needs (SEN) within mainstream classrooms. In this context, multiprofessional planning of inclusive support is crucial and individual educational plans (IEPs) are essential tools for professional implementation of inclusive education. IEP should at the same time provide suitable and achievable educational goals for individual learners with SEN as well as lead to adaptations in teaching methods, fostering participation and curricular access. These two functions are somewhat contradictory. Despite the importance of IEP for the inclusive support of children with SEN, its practical implementation has been often discussed and questioned, focusing on the quality of educational goals and on the curricular access of children with SEN.This article investigates goal setting in IEP for children with SEN in inclusive classrooms. Domain and quality of educational goals are analyzed as well as important factors influencing goal setting in IEP. Furthermore, the curricular access of children with SEN is focused.One hundred and twenty-five situations of children with SEN in inclusive classrooms in Switzerland were investigated using teacher questionnaires. Goals in IEPs were analyzed using categories from the International Classification of Functioning Disability and Health (World Health Education, 2007) and criteria for rating goal quality in IEP. Curricular access was investigated measuring the curricular distance of educational goals from the Swiss–French mainstream curriculum.Results indicate an average to low quality of the goals. Most goals concerned academic topics (56%), and two thirds of the children had goals corresponding to the curricular level. Therefore, the curricular access can be judged as quite good. On the other hand, the question of the right to follow the child’s own pace with adequate curricular adaptations stays under scrutiny.
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Curry, S. A., and P. H. Hatlen. "Meeting the Unique Educational Needs of Visually Impaired Pupils through Appropriate Placement." Journal of Visual Impairment & Blindness 82, no. 10 (December 1988): 417–24. http://dx.doi.org/10.1177/0145482x8808201007.
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A preoccupation with educating visually impaired students in the “least restrictive environment” often overshadows the need to place these students in environments where all their educational needs will be met. Appropriate placement of a visually impaired student is dependent on a thorough assessment of the student in all areas of potential need, a determination of that student's instructional needs, and the preparation of goals and objectives to meet those needs. The amount of specialist intervention necessary to meet the many unique needs of visually impaired students in preparation for adult living is graphically depicted.
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Milanovic-Nahod, Slobodanka, and Nadezda Saranovic-Bozanovic. "Development of cognitive abilities as educational goal." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 66–84. http://dx.doi.org/10.2298/zipi0436066m.
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The present paper sets out to consider cognitive abilities development depending on learning and educational goals. Three standpoints and their effects on the quality of cognition are opposed: determination of tasks and goals beforehand, non-determination of tasks and goals beforehand, and alternative models where general and specific goals are planned specification being left to curriculum executors. Thereafter, consideration is given to the learning theories where it is insisted either upon learner?s individual activities or upon planning of learning context which contains interrelations between teachers, learners and contents. Emphasis is placed on a discrepancy between theoretical ideas providing good reasons for independently constructed knowledge evaluation, on the one hand, and school practice that commonly does not attribute great importance to such knowledge on the other hand. How the development of cognitive abilities will proceed in teaching depends largely on teachers themselves - their understanding of tasks and goals, qualifications they possess for school subject they teach manner of executing instruction, and familiarity with student personality needs. We can accept the standpoint that we need the theory focusing straight on education, but must be broad enough to embrace both individual and contextual perspective as well as activities of both teachers and students.
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Klang, Nina, Charity Rowland, Melanie Fried-Oken, Sandra Steiner, Mats Granlund, and Margareta Adolfsson. "The content of goals in individual educational programs for students with complex communication needs." Augmentative and Alternative Communication 32, no. 1 (January 2, 2016): 41–48. http://dx.doi.org/10.3109/07434618.2015.1134654.
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Fiedler, Jacque F., and Richard R. Knight. "Congruence between Assessed Needs and IEP Goals of Identified Behaviorally Disabled Students." Behavioral Disorders 12, no. 1 (November 1986): 22–27. http://dx.doi.org/10.1177/019874298601200102.
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The files of a group of students placed in special education as behaviorally disabled were reviewed to evaluate the amount of congruence found between recommendations made from the diagnostic/assessment data and instructional goals present in the student's IEP. A checklist instrument was developed, enabling the calculation of a Ratio of Diagnostic-Intervention Congruence. Data obtained suggested lack of diagnostic-intervention congruence, and dissimilarity of IEP goals to diagnostic/assessment recommendations. Recommendations are made for improving the linkage between the diagnostic-intervention process and for further study in this area.
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Adebiyi, Marie Elomba, Younis Al-Hassan, Carole Hansbourgh, and Christopher Edginton. "Values Attached to Educational Goals, Study Processes, and Educational Motivation." Journal of Education and Development 1, no. 1 (November 16, 2017): 48. http://dx.doi.org/10.20849/jed.v1i1.252.
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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students’ values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students’ values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students’ values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.
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Плужник, Оксана. "Strategy of “Scaffolding” for teaching children with special educational needs." Pedagogika. Studia i Rozprawy 29 (2020): 103–11. http://dx.doi.org/10.16926/p.2020.29.06.
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The article explores one of the important teaching strategies for all children, especially children with special educational needs – scaffolding, which accelerates learning how to solve problems. This metaphor was suggested by an American psychologist, educator Jerome Bruner and his colleagues to describe the process of teaching a child in the zone of proximal development, according to the theory of L.S. Vygotsky. It has been clarified that scaffolding has much in common with differentiation, but these two approaches have some peculiarities. They can be combined to achieve goals better. In the process of research, considered the types of scaffolding, their features and strategies for practical application. As a result, tips were provided in the scope of successful use of scaffolding in the classroom.
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Bystrova, Yuliia, and Lidiia Drozd. "CORRECTION FOR DEVELOPING SKILLS OF SETTING LIFE GOALS IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS GIVEN." Lviv University Herald. Series: Psychological sciences 2522-1876 (2018): 19–25. http://dx.doi.org/10.30970/2522-1876-2018-3-3.
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Grzegorzewska, Maria Katarzyna. "TRADITIONAL COMMUNICATION GOALS IN THE EDUCATIONAL STRATEGY OF SHAPING THE STUDENT." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 77–84. http://dx.doi.org/10.5604/01.3001.0013.2206.
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Innovative teaching methods and tools, corresponding to the needs and interests of the new generation, are very much needed and are a natural complement to the traditional teaching instruments. Education is also a look at education, which allows equipping pupils with methods of adapting to the changing reality. In this case, one cannot forget about universal principles and behaviours that have been cultivated since the earliest years, passed on to future generations thanks to communication. It is the communication in which the translation of the world and supporting the critical attitudes of the student should be one of the key strategies to pay attention to in the education.
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Vilkelienė, Aldona. "Arts Education of Pupils with Special Educational Needs: Objectives and Principles." Pedagogika 118, no. 2 (June 10, 2015): 239–53. http://dx.doi.org/10.15823/p.2015.017.
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Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education.
According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant.
The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.
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Shofiyah, Shofiyah. "Prinsip – Prinsip Pengembangan Kurikulum dalam Upaya Meningkatkan Kualitas Pembelajaran." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 2 (October 27, 2018): 122–30. http://dx.doi.org/10.33650/edureligia.v2i2.464.
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Education occupies a very strategic position in realizing the process of maturity and human thinking. Given the importance of education for human life, education must be carried out as well as possible. To achieve the educational goals, a curriculum is needed as one of the tools and guidelines in achieving educational goals. The curriculum is a device that is inseparable from the operation of education itself, because the preparation of the curriculum is spelled out from certain educational theories. This means that the curriculum is seen as a concrete plan in the application of educational theory. In the development of an educational curriculum must follow the principles of curriculum development that are in harmony with human nature and directed to achieve the ultimate goal of education. The curriculum should pay attention to the periodization of the development of students and maintain the needs of the community and their organizations not contradictory and not cause conflict. Effective curriculum and curriculum that pay attention to the level of development of students. Curriculum development is one of the efforts made to achieve educational goals, one of which is to improve the quality of learning
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Bordyug, Yulia. "Model of the formation of educators’ readiness to work with the children in the special groups of preschool educational establishments." Pedagogical Process: Theory and Practice, no. 4 (2018): 97–104. http://dx.doi.org/10.28925/2078-1687.2018.4.97104.
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The article is devoted to the actual problem of preschool special (corrective) education – providing quality educational services for children who have special educational needs in the system of modern preschool education. It is dedicated into the problem of using interactive methods for educators’ readiness to work with the children who have special educational needs. The actual problem of education is highlighted; it is provision of equal rights and opportunities for preschool children who have violations in psychophysical development. The aim of the article is to present the results of the research on the model of the formation educators’ readiness in special groups of preschool education institutions to provide correctional and developmental services (assistance). The essence of methodical work, goals and tasks regarding the readiness of educators to work with the children who have special educational needs are determined. It is emphasized on the need to create appropriate conditions for the development, education, upbringing, early rehabilitation and socialization of children who have special educational needs. The introduction of interactive adult learning methods opens up new opportunities for educators: to share experiences and ideas; to save time; to refine already existing content; to create conditions for mastering of new content, new pedagogical and professional innovative technologies; actualization of the creative potential of educators working with children who have special educational needs. The article presents the results of the research, which are aimed at substantiating the influence of interactive lessons on the formation of the readiness of educators to work with children in conditions of special groups of preschool education. The goals and objectives of using of interactive technologies in pedagogical practice and methodical work with educators working with the children who have special educational needs are defined.
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Seal, Brenda C. "Working With Educational Interpreters." Language, Speech, and Hearing Services in Schools 31, no. 1 (January 2000): 15–25. http://dx.doi.org/10.1044/0161-1461.3101.15.
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Increasing numbers of students who are deaf or hard of hearing are being educated in their local schools. Accommodations frequently made for these students include the provision of educational interpreting services. Educational interpreters serve to equalize the source language or source communication mode (usually spoken English) with a target language or target mode (either sign language, cued speech, or oral transliterating). Educational interpreters' expertise in sign language or cued speech will likely exceed that of speech-language pathologists, whose expertise in speech and language development and in discourse demands of the classroom will likely exceed that of the educational interpreters. This article addresses the mutual needs of speech-language pathologists and educational interpreters in providing services to their students. Guidelines supported by recent research reports and survey data collected from interpreters are offered to speech-language pathologists as ways to improve the working relationships with educational interpreters in three areas: (a) evaluating a student's communication skills, (b) establishing treatment goals and intervening to meet those goals, and (c) providing inservice workshops to teachers about educational interpreting services.
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Dennison, John D., and John S. Levin. "Goals of Community Colleges in Canada A 1987 Perspective." Canadian Journal of Higher Education 18, no. 1 (April 30, 1988): 49–63. http://dx.doi.org/10.47678/cjhe.v18i1.183029.
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Community colleges in Canada are characterized by diversity with respect to their relations with the government, the scope and range of their programs, and the ways in which they respond to societal needs. Nevertheless, the colleges all share a commitment to providing access to a wide range of individuals who need educational opportunities beyond secondary school. This study examines the goals of community colleges in Canada as perceived by two key groups - chief executive officers, and government personnel in each province who are responsible for college development. The prime purpose was to determine the degree to which these individuals agree on the rating and ranking of their goals and the variations which exist among the provincial systems. The results indicate that provincial college systems have continued to emphasize the goals which characterized their early development and reflect the differences in priorities which occur by province. While the two groups showed a high level of agreement in each region, a range of priorities existed within each group. In general, the study provided a restatement of the diversity of ways in which Canada's colleges are attempting to contribute to the economic, sociocultural, and educational development of the nation.
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Elçi, Alev, Hüseyin Yaratan, and A. Mohammed Abubakar. "Multidimensional Faculty Professional Development in Teaching and Learning." International Journal of Technology-Enabled Student Support Services 10, no. 1 (January 2020): 21–39. http://dx.doi.org/10.4018/ijtesss.2020010102.
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Higher educational institutions exert great effort to improve educational quality and effectiveness to cope with digital challenges in education. The impact of COVID-19 on education highlighted the importance of the achievement of sustainability in higher education. To overcome many of these challenges, faculty members need sustained professional development infrastructure embracing individual and institutional dimensions for enhancing educational qualifications. In this study, a quantitative method was employed to explore goals, individual needs, and institutional expectations of faculty in an international university in a developing country. The obtained survey data were analyzed using descriptive and non-parametric statistics (i.e., Kendall's coefficient of concordance, Kruskal–Wallis test, and Mann–Whitney U test). The findings demonstrate that the preferred goals of the faculty are found as developing skills in disciplinary knowledge, teaching and learning, and research. To achieve these goals, they favor certain capacity building activities and support services. Findings reflect the faculty's positive attitude towards multidimensional development, thus opening up to the global knowledge-based community. This study contributes to the existing literature as a pilot study to identify that faculty professional development needs are in line with student academic support.
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Koul, Ravinder, John J. Sosik, and Thanita Lerdpornkulrat. "Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand." School Psychology International 38, no. 4 (April 25, 2017): 408–33. http://dx.doi.org/10.1177/0143034317702946.
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This survey study conducted in vocational and academic secondary schools investigated the association of 1,060 Thai students’ self-reports of mastery, performance-approach, and performance-avoidance goal orientations with the salience and content of their hoped-for possible selves reflecting existence, relatedness, and growth needs. Results of mixed-design MANCOVA indicated mastery orientation to be higher for students identifying possible selves reflecting growth or relatedness needs than existence needs as most salient, and performance-approach orientation to be higher for students identifying possible selves reflecting existence rather than growth needs as most salient. Also, school type interacted with students’ most salient possible selves reflecting existence, relatedness, or growth needs to relate to their achievement goal orientations. The results are discussed in terms of the classic person versus situation approach to the study of achievement goals in schools, and their implications for classroom and school administration.
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Gelzheiser, Lynn M., Margaret Mclane Rose, Joel Meyers, and Robert M. Pruzek. "IEP-Specified Peer Interaction Needs: Accurate but Ignored." Exceptional Children 65, no. 1 (October 1998): 51–65. http://dx.doi.org/10.1177/001440299806500104.
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This research addressed two questions about instruction to enhance the social competence of students with disabilities: (a) How adequate were individualized education program (IEP) statements of present level of functioning and goals related to peer interactions? and (b) How appropriate to pupil peer interaction needs and how extensive was instruction? Data sources included IEPs; observations of pupils and teachers in content area, special area, and special education settings; and interviews. Analysis indicated that the IEP accurately characterized peer interactions, but that instructional practices to foster peer interaction were not appropriate, and were provided only to a limited extent. General education settings were somewhat more likely than special education settings to foster peer interaction, providing support for claims that inclusion fosters social integration.
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Basiri, Batool, Ahmadreza Nasr, Seyedebrahim Mirshahjafari, and Mahmood Mehrmohammadi. "Explaining, Cultural, Educational and Social Needs of Faculty Members of Farhangiyan University - According to the Predetermined Goals of Education’s Fundamental Transformation Document." European Journal of Social Sciences Education and Research 9, no. 2 (January 21, 2017): 7. http://dx.doi.org/10.26417/ejser.v9i2.p7-21.
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The present work is an applied and descriptive analysis survey method. Mixed techniques were applied. The Sample population in the qualitative section of the research consists of 19 thinkers; they were selected by purposeful sampling. The sample population was constituted by 181 faculty members of Farhangiyan Universities in six provinces. 150 of them were randomly selected. Research data was gathered by semi-structured interview and the researcher made the needed questionnaire. The most significant educational needs are:religious needs with emphasis on Islamic training and ethical, cultural and social needs which are discussed in four sub - categories:Cultural, Social, Ethical, Political. Quantitative results indicated that the need of such teachings is higher than intermediate level stated below. The most important need of faculty members in the cultural field is “being aware of the role of the university teachers about preserving, transferring, correcting and recreating culture”and their most important need as regards religious teaching is “the ability to use educational methods obtained from the Qoran and Nahjolbalaghe”( book of religious teachings).
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Wortham, Leah, Catherine Klein, and Beryl Blaustone. "Autonomy-Mastery-Purpose: Structuring Clinical Courses To Enhance These Critical Educational Goals." International Journal of Clinical Legal Education 18 (July 8, 2014): 105. http://dx.doi.org/10.19164/ijcle.v18i0.2.
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<p>“There is a science to what we do”</p><p>This article takes its name from the keynote plenary that the authors presented at the 8th International Journal of Clinical Legal Education conference held at Northumbria University in July 2010 The presentation and this article link research on human motivation and well-being to the structure and methods of clinical legal education. The quote above is from a conference participant in response to a question that we posed to small groups at our plenary regarding how the concepts of autonomy support and mastery resonate with their experience in clinical education and legal education more generally.</p><p>Autonomy, mastery, and purpose are the “tripod of Type I behavior” formulated by Daniel H. Pink in his 2009 book, DRIVE: THE SURPRISING TRUTH ABOUT WHAT MOTIVATES US. Pink postulates “Type I” behavior as that driven by intrinsic, self-generated motivations as opposed to “Type X” behavior directed toward extrinsic factors outside the self such as imposed production quotas, bonuses, competitions to “best” others, or avoiding punishments.</p><p>Pink develops a computer-operating-system metaphor to advocate “Motivation 3.0” as an optimal organizing principle for 21st century business built on providing employees opportunities for autonomy, mastery, and purpose as opposed to an outmoded “Motivation 2.0,” which assumes a controlling work environment based on the premise that people respond best to carrots and sticks. Pink’s book cites examples of businesses structured to support autonomy, mastery, and purpose and describes their successes in enhanced creativity, innovation, retaining valued employees, and productivity. He contrasts such businesses with work places organized around specifically dictated job conditions and traditional structures where workers are subject to externally controlled rewards and punishments.</p><p>Pink provides an engaging, easily accessible entry to a body of social science literature on motivation, achievement, and feelings of well-being that also has been applied to legal education. This article seeks to provide user-friendly access to theory regarding the basic human needs for autonomy, mastery, and purpose as well as regarding intrinsic versus extrinsic motivation. The article provides examples of choices clinical teachers can make to promote student learning and feelings of well-being through methods supporting satisfaction of those basic human needs and encouraging students to find their self-driven motivations.</p><p>Part I describes the difference in extrinsic and intrinsic motivation and reviews the negative effects of business and educational models assuming extrinsic motivation to be most effective rather than seeking to stimulate intrinsic motivation. Part II describes the Carnegie Foundation’s Preparation for the Professions project’s call for law schools to focus on law students’ sense of identity and purpose as part of their professional education, as well as noting the similar goal that students learn “how to be” as articulated by the Tuning Project of the Bologna process regarding higher education in Europe. Part III provides basics on the theory of human needs for a sense of autonomy, mastery, and purpose on which the rest of the article is based. Part IV applies work contrasting autonomy-supportive teacher behaviors with controlling instructional behaviors to the clinical context. Part V of the article draws on cognitive psychology, neuroscience, and learning theory to suggest four methods useful for assisting novice law students on the steep road to mastery of lawyering competence within the time constraints of clinical programs and the professional demands of client service. Methods identified also contribute to satisfaction of students’ need for relatedness, which too often is undermined in other parts of law school. Part VI extends the discussion of clinics’ potential contribution to the need for relatedness and focuses on clinical education’s capacity to support development of students’ sense of how a career in law can contribute to their sense of life purpose in being part of something larger than themselves.</p><p>Many of this article’s applications of theory to clinical teaching are from the clinics in which students provide client representation or are engaged in transactional legal problem solving under faculty supervision, the type of clinics in which Professors Klein and Blaustone teach. We think, however, that clinical teachers will be able to see applications of the theory presented to the various types of clinical programs that exist around the world, e.g, street law programs in which students teach community members and externship programs in which students work under the supervision of a lawyer in an organization external to the law school. We hope, like Pink’s book, to offer an accessible gateway to a body of theoretical and empirical work that can help clinical teachers think critically and creatively about both their clinical program’s structure and their teaching and supervision. We hope to inspire teachers to think about ways they might apply this theory toward nurturing the type of life-long self-direction that motivates people to continually seek greater mastery and provides a sense of well-being both now and in the students’ future careers.</p>
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Peršić, Milena. "QUALITY OF UNIVERSITY’S TOURISM EDUCATION." Tourism and hospitality management 6, no. 1-2 (December 2000): 73–84. http://dx.doi.org/10.20867/thm.6.1-2.7.
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The term globalisation has become a part of everyday language in business and political circles and also in education. Croatian tourism is a part of the global economy. It is very important for a small country like Croatia to recognise its environment and to define its goals and priorities. The educational system needs special attention with respect to the development strategy of Croatian tourism, through the framework of the reconstruction o f the Croatian economy and redefinition of tourism products. It is necessary to educate and train tourism professionals through full-time education programs, on-the-job education and training, and continuing education. A good education system has to be based on scientific research. Educational development needs goal-oriented research. Educational programs should be created to parallel users’ needs. In the framework of education, global planning and quality curriculum development is especially dependent upon external relationships and students mobility (ECTS - system).
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King, Richard A., Austin D. Swanson, and Scott R. Sweetland. "Designing Finance Structures to Satisfy Equity and Adequacy Goals." education policy analysis archives 13 (February 21, 2005): 15. http://dx.doi.org/10.14507/epaa.v13n15.2005.
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In addition to setting high standards for student performance, educational policies must consider what resources are essential to provide an adequate educational program to meet all students' learning needs. Policy makers also want to ensure that educators make efficient use of available resources. In this exploration of school finance policy, we advance a conception of adequacy as the ideal state of vertical equity, examine the evolution of this concept through judicial reviews, and discuss methods for determining the level of funding required to achieve adequacy. We then discuss economic and political problems inherent in institutional inefficiencies that are likely to derail efforts to raise achievement in poorly performing schools even after granting them an adequate level of resources. The paper concludes with a description of how a state funding formula might provide a foundation for adequacy in all districts.
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Cole, Ester, Jane Siegel, and Maria Yau. "Multidisciplinary School Teams: Perceptions of Goals, Roles and Functions." Canadian Journal of School Psychology 8, no. 1 (September 1992): 37–51. http://dx.doi.org/10.1177/082957359200800104.
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This study of the functioning of multidisciplinary school teams is based on responses from 332 staff members in 43 elementary and 11 secondary schools. Respondents represented five professional groups actively involved with school teams: principals/vice-principals, teachers, psychoeducational consultants, social workers, and guidance counselors. The results indicate that elementary teams meet more frequently than secondary teams and that more frequent meetings are associated with higher levels of member satisfaction. Typically, three quarters of meetings are devoted to discussing individual students and their needs. Most respondents see team members as being actively and collaboratively engaged in decision making. Classroom teachers, however, felt less engaged as active participants. They were seen as providers of information about referred students rather than as sharers of expertise regarding strategies and interventions. Areas in which professional development needs were identified included (a) more focus on classroom and schoolwide prevention programs, (b) greater teacher involvement in decision making, and (c) more focus on intervention strategies and follow-up activities.
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Aderemi, Taiwo. "An Appraisal of the National Economic Empowerment and Development Strategy I (NEEDS I) in Nigeria: The Educational Perspective." Journal of Economics and Behavioral Studies 5, no. 10 (October 20, 2013): 718–29. http://dx.doi.org/10.22610/jebs.v5i10.445.
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This paper set out to assess the performance of the National Economic Empowerment and Development Strategy (NEEDS I) in Nigeria in relation to its educational goals. These goals include; increasing enrolment in primary and secondary schools, improving the quality of education, and increasing funding to this critical sector. Several economic reform programmes in Nigeria have been abandoned not because they had no accomplishments, but largely as a result of paucity of studies assessing them. No paper in the Nigerian literature has appraised the NEEDS I vis-Ã -vis its stated educational objectives. This paper therefore fills this void. In realizing the objective of this study, I adopted the before and after approach, which involves comparing educational performance indicators before the initiation of the NEEDSI and during the programme. The findings revealed improved performance of educational indicators such as female enrolment in primary schools, adult literacy rate, primary school completion rate, and Senior Secondary School Certificate Examinations during the NEEDS programme, although achievements were modest. Budgetary allocation to the sector as a proportion of total budget was below 10 per cent and less than the 25 per cent UNESCO recommendation. Funding to this sector should be increased and monitored in order to achieve sustainable improvements in educational outcomes. Completion rate in secondary school was also low. This paper therefore suggests the extension of the universal basic education scheme to the senior secondary level to reduce drop-out rates.
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Hoseini, Tahereh, Mohamad Ehsan Taghizadeh, and Mohamad Reza Sarmadi. "Educational Need Assessment of the Staffs in the Area of Education at the University of Tarbyat Modarres." International Letters of Social and Humanistic Sciences 58 (September 2015): 137–43. http://dx.doi.org/10.18052/www.scipress.com/ilshs.58.137.
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The fundamental goal of this article was to identify and prioritize educational need assessment of the University of Tarbyat Modarres' staffs. The research methodology was in form of field and library studies and the type of research fell under the survey and descriptive category. The research universe included educational staffs of 7 faculties and educational deputyship of the University. The members of the statistical sample population amounted to 120 people where the questionnaire was distributed and collected among 85 people of whom in form of sample available. The research tool was a researcher made questionnaire with a Cronbach's alpha of %86 along with 36 items which was used on the 4 value Lickert scale. The statistical method applied in this research included descriptive and inferential statistics where in the descriptive statistics, tables and graphs of frequency and percentages were used while in the inferential statistics, variance analysis and the student t test were utilized in order to prioritize staff's educational needs. Research findings based on 6 research questions could be inferred to say that the Educational need assessment of the staffs had had a medium impact in fulfillment of the University's educational goals (t value: -1/423). Priority of staff's educational needs in the area of education was respectively as follows: managerial courses (knowledge, time and development and ...); professional ethics courses and human relations; IT skills and Foreign languages courses (t value:-1/423). Considering results we can state the educational need assessment had left a medium effect on increasing of professional efficiency and ability of the staffs (t value: 0/296). Experts also maintain that educational need assessment does not conform to the educational level (t value:-3/96) and their organizational positions (t value:-8/637) and in the end, educational courses were not either designed or implemented based on staff's educational needs (t value: -6/463). No significant relationship was either found between job records a d organizational positions and the experts' response to none of the research questions.
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Theis, Désirée, Markus Sauerwein, and Natalie Fischer. "Perceived quality of instruction: The relationship among indicators of students’ basic needs, mastery goals, and academic achievement." British Journal of Educational Psychology 90, S1 (September 27, 2019): 176–92. http://dx.doi.org/10.1111/bjep.12313.
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Soloviev, V. P., and T. A. Pereskokova. "Professional Education: Goals, Objectives, Processes." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2021): 9–15. http://dx.doi.org/10.20339/am.08-21.009.
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Discussed is the problem of achieving the required quality of professional education from the point of view of implementing a systematic approach: goals, tasks, processes. Shown the importance of the correct formulation of goals and objectives in the curricula, which have become available on the websites of universities. Their formulation helps the teacher to correctly build the learning process. Examples of structuring the goals of studying educational material are given. Shown the advantages of the integrated educational process carried out by the project team — the scientific and methodological council for the specialty. Attention is paid to the need for teachers to demonstrate their leadership qualities.
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Pivoda, Peter. "The Possible Role of Art Museums in Regard to Educational Reform." Intercultural Relations 2, no. 2(4) (March 27, 2019): 95–107. http://dx.doi.org/10.12797/rm.02.2018.04.06.
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This paper concerns ongoing educational reform in Slovakia and its goals as declared in the foundation document entitled Learning Slovakia. Within these goals, we have chosen those which are connected to freedom and supporting concepts of civil society. Besides the political circumstances of reform, we analyse art museums as educational institutions. The aim is to find common interests in education being provided both by schools and art museums, and especially how they may become partners in fulfilling the needs of a new school curriculum. To illustrate one possible way of partnership, we use examples of three individual educational programmes from the Slovak National Gallery in Bratislava.
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Haji, Faizal A., Adam Dubrowski, James Drake, and Sandrine de Ribaupierre. "Needs assessment for simulation training in neuroendoscopy: a Canadian national survey." Journal of Neurosurgery 118, no. 2 (February 2013): 250–57. http://dx.doi.org/10.3171/2012.10.jns12767.
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Object In recent years, dramatic changes in surgical education have increased interest in simulation-based training for complex surgical skills. This is particularly true for endoscopic third ventriculostomy (ETV), given the potential for serious intraoperative errors arising from surgical inexperience. However, prior to simulator development, a thorough assessment of training needs is essential to ensure development of educationally relevant platforms. The purpose of this study was to conduct a national needs assessment addressing specific goals of instruction, to guide development of simulation platforms, training curricula, and assessment metrics for ETV. Methods Canadian neurosurgeons performing ETV were invited to participate in a structured online questionnaire regarding the procedural steps for ETV, the frequency and significance of intraoperative errors committed while learning the technique, and simulation training modules of greatest potential educational benefit. Descriptive data analysis was completed for both quantitative and qualitative responses. Results Thirty-two (55.2%) of 58 surgeons completed the survey. All believed that virtual reality simulation training for ETV would be a valuable addition to clinical training. Selection of ventriculostomy site, navigation within the ventricles, and performance of the ventriculostomy ranked as the most important steps to simulate. Technically inadequate ventriculostomy and inappropriate fenestration site selection were ranked as the most frequent/significant errors. A standard ETV module was thought to be most beneficial for resident training. Conclusions To inform the development of a simulation-based training program for ETV, the authors have conducted a national needs assessment. The results provide valuable insight to inform key design elements necessary to construct an educationally relevant device and educational program.
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Choudhury, Sabiha Alam. "Mapping the Applicability of Counselling In Educational Settings." Space and Culture, India 3, no. 1 (June 18, 2015): 80. http://dx.doi.org/10.20896/saci.v3i1.111.
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Counselling is a purposeful understanding of a person so as to promote self-understanding in that person. There is an urgent need of introducing and strengthening the counselling service in the schools and colleges to meet the various needs of the students. Along with the intellectual development, proper motivation and clarification of goals and ideas to pupils in conformity with their basic potentialities and social tendencies are important for the total development of the student. Professional counsellors in educational settings ought to develop and deliver comprehensive counselling programme supporting and promoting student achievement, which should include a systematic and planned programme delivery involving all students and enhancing the learning process. This study is based on the review of secondary literature in an attempt to highlight the utmost relevance of counselling services in an educational setting.
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Kurth, Jennifer A., Elissa Lockman-Turner, Kathryn Burke, and Andrea L. Ruppar. "Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs." Intellectual and Developmental Disabilities 59, no. 4 (July 20, 2021): 283–94. http://dx.doi.org/10.1352/1934-9556-59.4.283.
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Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.
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Inkelas, Moira, Brian Mittman, Margaret Handley, Miriam Bender, Brad Pollock, Oanh Nguyen, Greg Aarons, Michael Cousineau, and Rachael Sak. "4231 Identifying Educational Needs of Researchers and Health System and Health Agency Leaders in the Science of Implementation and Improvement: Report from California CTSAs." Journal of Clinical and Translational Science 4, s1 (June 2020): 134. http://dx.doi.org/10.1017/cts.2020.397.
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OBJECTIVES/GOALS: We conducted interviews with investigators, clinicians, and health system and health agency leaders to assess regional educational needs in implementation and improvement science, including content (knowledge and skill), format, experiential learning, and mentoring, to identify barriers and guide planning. METHODS/STUDY POPULATION: Five CTSAs in the University of California Biomedical Research Acceleration, Integration, & Development consortium (UC BRAID) plus a fifth affiliated CTSA developed a common protocol and interviewed 31 California-based learners (current fellows, early and mid-career investigators, clinicians, and health agency personnel) and system leaders from health care and health agencies. Interviews focused on impact goals, educational needs in dissemination, implementation, and improvement (DII) science, challenges in DII research, preferred learning formats, desired proficiencies and skills, and barriers such as cost, time, awareness, terminology, and suitability and availability of training. A rapid review of literature identified potential domains of knowledge and skills for a proposed curriculum. RESULTS/ANTICIPATED RESULTS: Areas of emphasis varied among interviewees; identified learning needs differed between traditional research perspectives (emphasizing areas such as partner engagement, grant writing, frameworks, study design) and applied perspectives (emphasizing areas such as managing change, complex systems, learning system capacity). Learners had a range of preferences; most interviewees desired formats that are longitudinal, experiential, applied, cooperative, and affordable. Variation in knowledge of, and interpretations of, DII terms and goals limited the ability of some interviewees to specify educational needs. A synthesis reveals areas for potential future co-development and networked approaches to regional training and capacity enhancement. DISCUSSION/SIGNIFICANCE OF IMPACT: In response to a rapidly changing health landscape, our academic health systems are developing capabilities to improve care for their populations. Our work informs the training and education needs that are critical to translation at a system-wide level. Regional convenings can raise awareness while translational programs fill educational gaps.
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Schwab, Susanne. "Achievement Goals in Students With Learning Disabilities, Emotional or Behavioral Disorders, and Low IQ Without Special Educational Needs." Journal of Cognitive Education and Psychology 13, no. 3 (2014): 357–74. http://dx.doi.org/10.1891/1945-8959.13.3.357.
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This study focuses on the goal orientations of students with and without special educational needs (SEN). The sample (mean age 13 years, 10 months) was composed of 37 students with low IQ, but without SEN; 37 students who were diagnosed as having learning disability (LD); and 37 students having emotional or behavioral disorders (ED). The groups were matched by IQ and gender. The results showed that students without SEN scored significantly higher in mastery goal orientation, significantly lower in performance-avoidance orientation, and had a lower work-avoidance orientation than students with LD or ED. Students with ED showed a significantly lower performance-approach orientation than students without SEN and students with LD. Results from correlational and regression analyses showed that SEN is always an explaining variable for goal orientation and that group differences cannot be explained by IQ, gender, actual achievement, self-estimation of achievement, and school anxiety.
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Regmi, Kapil Dev. "Lifelong Learning in Nepal: Contexts and Prospects." AMC Journal 1, no. 1 (December 17, 2020): 121–32. http://dx.doi.org/10.3126/amcj.v1i1.33480.
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After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly non-formal and informal modes of learning as key components of lifelong learning.
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Kaffemaniene, Irena, and Zivile Kulese. "WAYS OF INDIVIDUALIZATION OF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: THE EXPERIENCE OF SPECIAL PEDAGOGUES'." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 37–50. http://dx.doi.org/10.17770/sie2021vol3.6410.
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Researchers shows that both in Lithuania and in other countries the education of students with autism spectrum disorders (ASD) still poses significant challenges, especially for teachers in general education schools. Thus, not only students with ASD but also their teachers need the support of special needs teachers in the educational process. However, there is a lack of research in Lithuania on the strategies used by special needs teachers to educate students with special educational needs (SEN). The research aim - to examine special pedagogues’ experience in individualizing the education of students with ASD. A theoretical analysis of the educational strategies and ways of individualized education of students with ASD has been performed. Empirical research was carried out by the method of survey of special pedagogues who have experience in educating these children. Quantitative data analysis was performed using the methods of descriptive statistics. According to the special pedagogues, the factors of individualization of education of students with ASD are the peculiarities of their learning, communication and cognitive skills of those children. The analysis of the educational goals indicated by respondents revealed their orientation towards the individualization of education, support for students participation in the educational process, etc.
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Matczynski, Thomas J., and Joseph Rogus. "Needs Assessment: A Means To Clarify the Goals of Secondary Schools." NASSP Bulletin 69, no. 477 (January 1985): 34–40. http://dx.doi.org/10.1177/019263658506947707.
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Kolesovs, Aleksandrs. "Prediction of Distant Educational Goals by Goals in Other Domains and Perceived Contextual Opportunities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 40. http://dx.doi.org/10.17770/sie2015vol4.335.
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<p class="western" style="margin-bottom: 0cm; line-height: 150%;" lang="en-US"><span style="color: #000000;"><span style="font-family: Times New Roman,serif;">Lifelong learning is linked to successful economic participation</span></span><span style="color: #0000ff;"><span style="font-family: Times New Roman,serif;">. </span></span><em><span style="font-family: Times New Roman,serif;"><span style="font-style: normal;">At the same time, individual activities are framed by contextual opportunities for education and occupation.</span></span></em><span style="color: #000000;"><span style="font-family: Times New Roman,serif;">This study explored personal and contextual factors predicting choice of education as a distant goal among emerging adults. Research participants were 120 emerging adults aged from 20 to 30 living in Riga (62% of</span></span><span style="color: #000000;"><span style="font-family: Times New Roman,serif;">females).</span></span><span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span lang="en-US">The p</span></span></span><span style="color: #000000;"><span style="font-family: Times New Roman,serif;">articipants evaluated to what extent their near and distant goals associate with different life domains and reported perceived opportunities for fulfillment of these goal</span></span><span style="color: #000000;"><span style="font-family: Times New Roman,serif;">s</span></span><span style="color: #000000;"><span style="font-family: Times New Roman,serif;"> provided by their living place. Distant goals in the educational domain were positively predicted by current educational, distant occupational, and self-related goals</span></span><span style="color: #ff0000;"><span style="font-family: Times New Roman,serif;">,</span></span><span style="color: #000000;"><span style="font-family: Times New Roman,serif;"> and negatively predicted by higher perceived opportunities provided by their living place. The last finding indicates an association of a perceived lack of opportunities in the local context with a need for planning the further education.</span></span></p>
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Keleve, Mary P. "Needs analysis for learners of English in Ghana in relation to language goals and communicative goals." ITL - International Journal of Applied Linguistics 109-110 (January 1, 1995): 124–44. http://dx.doi.org/10.1075/itl.109-110.06kel.
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Carolina Hecht, Ana. "An analysis of intercultural bilingual education in Argentina." Journal for Multicultural Education 8, no. 2 (June 3, 2014): 70–80. http://dx.doi.org/10.1108/jme-12-2013-0036.
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Purpose – The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities. Design/methodology/approach – The article is divided into three parts and methodologically analyzes different types of materials (national legislation, bibliography and personal research experiences). Findings – In the first section, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering five main characteristics (the neoliberal compensatory education policy, educational decentralization/regionalization, the educational category of the system, linguistic goals and teacher profiles). Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy. Originality/value – This article contributes to the field of studies on diversity in the schooling of ethnically different groups.
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Issabaeva, D. N., and N. A. Kurmangalieva. "THE IMPORTANCE OF CREATING COURSES BASED ON PEDAGOGICAL DESIGN IN THE CONTEXT OF DISTANCE LEARNING." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (September 30, 2020): 215–19. http://dx.doi.org/10.51889/2020-3.1728-7901.32.
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The article discusses the importance of creating training courses based on pedagogical design in the context of distance learning. The goal of pedagogical design is defined as an integrated approach to creating an educational environment and developing an educational process with the aim of flexible change and adaptation of a unified system based on educational data, methods of communication with students, educational material that meets the needs of students. When developing distance learning courses, it is necessary to design the following stages of pedagogical design: Analysis of the target group; Description of educational goals as learning outcomes (Rubricator), Determination of the content, complexity and consistency of educational material, Development of educational content, Teaching students, preparing cases; Selection of diagnostic and evaluation systems (preparation of control and measuring materials), Choice of methods of interaction and participation of students (individual, group work, etc.), Resource planning (technical, digital). Based on a common online course design model, it is suggested to plan distance-learning courses based on pedagogical design.
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Mačiukaitė, Angelija. "THE APPLICATION OF METHODS STIMULATING ACTIVITIES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE PROCESS OF TEACHING AND LEARNING NATURAL SCIENCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 2 (October 25, 2016): 67–80. http://dx.doi.org/10.48127/gu-nse/16.13.67.
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Changes in educational paradigms are directly connected with changes in educational goals, attitudes towards the organisation of educational process and teaching and learning methods. At present, methods stimulating students’ activities are applied to various topics and cycles in natural sciences classes, when students with special educational needs are educated in inclusive or segregated environments. Modern stimulating methods are very different, and some of them are of a particular importance while educating students with special educational needs to reveal the content of natural science classes. These include discussions, group work, project activities, concepts and definition scheme, pair work, structured notes. Stimulating methods are attractive for the students, to those with moderate and severe learning difficulties among them, when they correspond to their abilities. These methods make the process of education more varied, they provide conditions for better learning for students with various abilities, they help the students to apply their knowledge and educate them. Key words: lower high school, natural science education, students with special educational needs, modern methods stimulating students’ activities.
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-Xia, Feng, Yuzhen -Xu, and Li -Jiang. "Implementation of Support Programs for Life Long Educational Inclusion of Students with Special Needs." World Journal of Educational Research 7, no. 2 (May 2, 2020): p103. http://dx.doi.org/10.22158/wjer.v7n2p103.
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With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exploration from mainstreaming to lifelong inclusive education, with the concept of “universal, inclusive and lifelong”, has developed and implemented support programs, providing “group”, “categories” and “individual” support for school-age, preschool and post-school-age students with special needs, developed and implemented 37 transition service programs including five stages: from home to kinder garden, from kindergarten to primary school, from primary school to junior middle school, from junior middle school to special vocational school; after special vocational school.
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Sewry, Joyce D., and Sharli A. Paphitis. "Meeting important educational goals for chemistry through service-learning." Chemistry Education Research and Practice 19, no. 3 (2018): 973–82. http://dx.doi.org/10.1039/c8rp00103k.
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This paper describes a service-learning course in Chemistry Honours at Rhodes University in South Africa. Students visit two schools in different settings, where they present a lecture-demonstration, entitled ‘A Pollutant's Tale’, and two hands-on experiments to school learners. The students are assessed on their learnings as seen through their own reflections on the activities in reflective journals. The reflections from 27 students over four years of the course were analysed to investigate to what extent the educational goals of the course were being met. Six broad themes emerged from student reflections: (1) social awareness; (2) civic responsibility; (3) challenging beliefs; (4) enhanced understanding of science communication and demonstration skills; (5) personal growth; and, (6) evaluating the service-learning experience. In our discussion of these themes, we suggest that through service-learning, students have learnt to do things differently in Chemistry: they have learnt about society beyond the laboratory and beyond their previous life-experiences. Importantly, the students have undergone personal development and picked up critical skills which they will need when traversing life and its challenges – such as, working with and learning from diverse groups of people, teamwork and learning to cope in stressful situations. The paper will be of particular interest to those who are involved in chemistry teaching in both schools and higher education institutions, as well as those interested in service-learning as a pedagogical tool, community and civic engagement and the development of transferable skills in chemistry students.
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Pacher, Corina, George Valakas, and Katerina Adam. "Raw materials curricula and sustainable development: Assessment of curricula towards the achievement of Sustainable Development Goals." GAIA - Ecological Perspectives for Science and Society 29, no. 4 (December 16, 2020): 269–71. http://dx.doi.org/10.14512/gaia.29.4.13.
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The project Enhancing the skills of ESEE RM students towards the achievement of SDGs(EnActSDGs) aims to establish an action plan for the realignment of the current raw materials curricula of three universities in East and Southeast Europe towards the incorporation of the sustainable development principles into their educational programs. The action plan will be based on the educational needs of the raw materials sector as defined by academia and students, industry, and professionals. The authors present a preliminary assessment of the three universities’ study programs by using a set of assessment criteria defined in cooperation with selected stakeholders.
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Salixova, Gulnoza. "The Role Of Parents In Involving Children With Disabilities In General Secondary Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 498–503. http://dx.doi.org/10.37547/tajssei/volume03issue03-78.
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The article discusses the issues of focusing on the harmonization of their social, emotional, cognitive and physical needs in the upbringing and education of young children. The author comments on the fact that teachers of preschool educational organizations play a key role in the implementation of preschool educational goals, therefore it is important to create and maintain a wide range of opportunities to develop their skills and provide their services.
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King, Jennifer A. "Meeting the Educational Needs of At-Risk Students: A Cost Analysis of Three Models." Educational Evaluation and Policy Analysis 16, no. 1 (March 1994): 1–19. http://dx.doi.org/10.3102/01623737016001001.
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This article provides cost comparisons of three comprehensive models aimed at bringing at-risk students to grade level during their elementary school years: Robert Slavin’s Success for All schools, Henry Levin's Accelerated Schools, and James Comer’s School Development Program. Although the models share common goals, they use different approaches that have implications for program costs. The first part of the article examines the major concepts underlying each of these reform models. The second section uses a cost analysis to evaluate the three alternatives. The cost estimates developed show the Slavin model to be the most costly in additional expenditures and the Levin model to be the most costly in additional time requirements placed on existing school staff. Comer's model ranks second in the above categories and leads in additional time requirements for parents. The article concludes with a discussion of policy implications, focusing on the variation of program costs among implementation sites.
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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (May 1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.
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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of these students, optimize their achievement, and ensure effective educational outcomes. To ignore the abilities and potentially rich contributions of students with learning disabilities will create imbalance and inequity within the educational system, restrict the quality of life for individuals, and diminish the nation's competitive status within a global economy.
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Rämä, Irene, Elina Kontu, and Raija Pirttimaa. "The usefulness of the ICF framework in goal setting for students with autism spectrum disorder." Journal of International Special Needs Education 22, no. 2 (December 1, 2019): 43–53. http://dx.doi.org/10.9782/16-00027.
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Abstract An Individualized Education Plan (IEP) is a multi-disciplinary, team-developed plan that is required for a child receiving special education services. IEPs are tools for setting objectives that are responsive to students with special needs. The International Classification of Functioning, Disability and Health (ICF) is a hierarchical classification for human functioning and disability developed by the World Health Organization (WHO). The ICF classification can be used as a structural and conceptual instrument in goal setting. In this study the educational IEP objectives of five Finnish students with autism spectrum disorder (ASD) are examined within the ICF framework. The focus is in the goals concerning the development of communication and social behavior because the main criteria for ASD comprise disabilities and challenges in communication and social behavior. The aim of the study was to assess the usefulness of the ICF coding system with regard to educational goals and objectives of students with ASD. The core content of the goals was extracted to linking units, which were coded into categories of the ICF classification. The results revealed that only few of possible ICF categories were used, the goals linked to communication technologies were heavily stressed, and the relation between the goals and general curriculum was vague. As a conclusion it is suggested that teachers and multi-disciplinary teams might benefit from standardizing their mutual conceptual framework with the help of the ICF when setting goals or objectives for students with disabilities.
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Coy, Kimberly. "Post Secondary educators can increase educational reach with Universal Design for Learning." Educational Renaissance 5, no. 1 (March 9, 2017): 27–36. http://dx.doi.org/10.33499/edren.v5i1.94.
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Meeting the needs of a variety of learners in college and university settings is of vital importance. By designing courses infused with Universal Design for Learning (UDL) principles, guidelines and checkpoints; professors and instructors create environments targeted toward meeting the educational needs of a wider variety of students. UDL works most effectively at the design stage. This paper aims to support learning environment design by presenting ten specific strategies for infusing UDL within post-secondary courses at the university level. These strategies will include: identifying barriers to learning, alternatives for participating during class time, effective alternative assessments based on construct relevance and UDL meta cognitive goals and transparency.
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Harijanto, Sutji, Griet Helena Laihad, and Chafid Sugianto. "KREATIVA PRIMARY SCHOOL MANAGEMENT (QUALITATIVE DESCRIPTIVE ANALYSIS STUDIES)." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 5, no. 1 (March 29, 2021): 80–83. http://dx.doi.org/10.33751/jhss.v5i1.3387.
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One of the primary schools located in Bogor City, West Java which has the concept of improving the students competence accompanied by Islamic religious education, character, environment and provide learning opportunities for children with special needs to learn together with regular students is Kreativa Primary School. This journal is factually written based on the data obtained from the source. from the research results directly to the object location. This study aims to obtain a fact-based picture in the form of data and information on the management of the 5 pillars of the Kreativa Elementary School: Islamic, Green, Leadership, Children Friendly, and Inclusive in order to develop Islamic morals for students. This research uses qualitative methods, with the researcher as an instrument. The data collection techniques used were interviews, observation, and documentation study. Based on existing data and information, it can be concluded that the management function of planning, organizing, directing, and controlling plays an important role in achieving school goals. School management strives to achieve the goal of developing Islamic morals for students through the application of 5 pillars: Islamic, Green, Leadership, Children Friendly, and Inclusive as the basis for educational programs at Kreativa Elementary School. To achieve these goals requires planning that has a strong concept to achieve goals, organizing that is tailored to the needs of the school, directing resources according to the program that has been planned and organized, and control that includes all components of the educational program.