Academic literature on the topic 'Physically challenged students'
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Journal articles on the topic "Physically challenged students"
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Marquez, Stella, Lemuel Guigue, and Samantha Loraine Salaysay. "Experiences of Physically-Challenged Students Toward Physical Education Activities." University of Bohol Multidisciplinary Research Journal 12, no. 1 (2024): 14–31. https://doi.org/10.15631/yrmdy402.
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The experiences of physically-challenged students within physical education activities settings have been a topic of increasing attention and concern. Physically-challenged learners (PCLs) need physical activities, yet there are increasing worries that these students still struggle with practical sessions. These barriers not only limit physical participation but also contribute to a cycle of exclusion and negatively impact the social and emotional well-being of students with disabilities. Addressing these environmental and systemic issues is crucial for fostering a more inclusive and supportive physical education framework that enhances self-esteem and promotes equal opportunities for all students. This study was conducted to explore the lived experiences of the physically-challenged students toward Physical Education activities. The study utilized the descriptive phenomenological inquiry aided by a semi-structured interview. Eight enrolled university students during the first semester of SY 2024-2025 were randomly selected and included in the study upon obtaining their consent for participation. Data revealed that the challenges faced by physically-challenged students included difficulties in participation and social interactions that led to feelings of exclusion and frustration highlighting the need for more inclusive practices within the physical education programs.
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Knight, Diane, and Donna Wadsworth. "Inclusion Classrooms: Physically Challenged Students." Childhood Education 69, no. 4 (1993): 211–15. http://dx.doi.org/10.1080/00094056.1993.10520934.
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Aliyu, Murtal, and Abubakar Mohammed. "Information Needs and Seeking Behavior of Physically Challenged Students in Adamawa State." Indian Journal of Information Sources and Services 8, no. 1 (2018): 40–45. http://dx.doi.org/10.51983/ijiss.2018.8.1.505.
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This study is an investigation of Information Needs and Information Seeking Behaviour of Physically Challenged Students in Adamawa State. The research design adopted for the study was survey research design. 472 physically challenged students in the school formed the population of the study. Sample size of 214 was used. 214 structured questionnaires were administered and 200 was returned and used for the study. Major findings of the study are that the physically challenged student needs information to meet educational, recreational, social and personal development purposes; they seek information occasionally; and that acquisition of new knowledge and the desire to be in tune with trending issues are what often trigger them to seek information; majority of respondents reveals that problem of what type of information resources and services to be provided physically challenged student are the challenges faced when determining the kind of information needed by physically challenged students; similarly, majority of respondents reveals that inadequate library resources and absence of assistive technology are some of challenges faced by the school in meeting the information sought by physically challenged students. The study recommended that adequate library resources and services should be made to the physically challenged students in the school to curtail almost all the problems associated with information needs and information seeking behaviour of physically challenged raised in the study.
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Akobe, Daniel Oluwatosin, Lois Funmilola Adeboye, and Amina Lukman Badaru. "Awareness and use of library resources by the physically challenged students for improved academic performance in selected special schools in Abuja." Library and Information Perspectives and Research 6, no. 2 (2024): 95–105. http://dx.doi.org/10.47524/lipr.v6i2.96.
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The effective use of library resources is of paramount importance in enhancing the academic performances of the physically challenged students in special schools. The paper explores awareness and use of library resources among the physically challenged students in some selected special schools in Abuja. It assesses the current level of awareness and usage and discusses the barriers for the optimum use of library resources by physically challenged students in special schools. Libraries have a significant role in providing access to educational material and assistive technologies that would help in learning requirements for physically challenged students. A descriptive survey design was adopted for the research. The populations of the study were all the identified students with mobility, hearing and visual impairments. The total number of physically challenged students was 120 from where a sample of 80 was taken. Questionnaire was used to collect data for the study. The collected data was analyzed using frequencies and percentages. The study found that physically challenged students in selected special schools in Abuja have low awareness of library resources. For instance, awareness of braille books, talking books, and encyclopedias is at 62.5%, 20%, and 16.3%, respectively. Most students use the library primarily as a reading room, rather than accessing its available resources. The study revealed a lack of necessary assistive technologies, such as screen readers and alternative input devices, which hinders students’ ability to fully engage with library services. The study concludes that the effective use of library resources can greatly enhance the academic performance of physically challenged students. However, the current level of awareness and utilization of these resources is low due to various accessibility challenges and a lack of assistive technologies.
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Otsupius, Anthonia Ighiebemhe, and Oseremen Ebhote. "Managing and enhancing inclusive digital-enabled literacy: An examination of special education for the physical challenge in selected villages in Edo North, Nigeria." Humanities Journal 1, no. 3 (2024): 2024012. http://dx.doi.org/10.31893/humanitj.2024012.
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Digital literacy is vital for pupils, especially the inclusion of individuals who are physically challenged. Students with impairments encounter greater barriers in obtaining the skills essential to success. This study analyzes the disability digital gap, success factors for obtaining digital skills, and consequences of a digital literacy curriculum established for special education classes in Edo North, Edo State, Nigeria. The study utilized a survey research design. Data for this research were acquired from both primary and secondary sources. This helped the researchers better comprehend the opinions of all the potential responders. The respondents were randomly recruited from the two centers and their neighborhoods. The population of this study included 200 participants, consisting of physically challenged/special children from each of the study areas, teachers who instructed the physically challenged students from each of the study areas, parents of the physically challenged students from each of the study areas and community people from each of the study areas at Auchi and Afuze Physical Challenge School Centers in Edo North. The findings from this research demonstrate that digital technologies allow physically challenged children a platform to increase their confidence, express themselves and communicate with others and that digital storytelling platforms give them a method of expressing their opinions.
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Kazi Moushumi Akter, Kazi Humayun Kabir, and Homayora Yeasmin. "Students’ perception on existing facilities for physically challenged students in higher education institution: a comparative study on Khulna University and govt. BL College, Khulna." Research in Agriculture Livestock and Fisheries 11, no. 1 (2024): 61–67. http://dx.doi.org/10.3329/ralf.v11i1.73052.
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Extra facilities are essential to the success of physically challenged students in higher education. In a study of 67 general and 13 physically challenged students of Khulna University and Govt. BL College, Khulna, the participant responded to interviews on existing facilities for physically challenged students in higher education institutions. This study also compares inequalities among physically challenged and general students. Findings show that physically challenged students can achieve success in higher education through special facilities. To ensure human rights for all and to develop human resources through an educated workforce, inclusive education is must for physically challenged students. Higher education is considered as a way to gain much knowledge where the institution's environment plays an important role in the amplification of knowledge. The study obtained students' perception of existing facilities for physically challenged students in higher education institutions and essential measures that should be taken to make them human resources. Students indicated that teachers' and friends' attitudes are satisfied in both two institutions but, a little more concern for administrative authority is needed for environmental and service facilities as well as inclusive education. Res. Agric. Livest. Fish. Vol. 11, No. 1, April 2024: 61-67.
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Abdulmojeed, Somotan Oluwayomi, and Atoyebi Adeola Olusegun. "Self-Image as Predictor of Stigma Consciousness among Physically Challenged Students in Tertiary Institutions in Oyo State, Nigeria." American International Journal of Education and Linguistics Research 3, no. 2 (2020): 1–6. http://dx.doi.org/10.46545/aijelr.v3i2.151.
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The study investigated the levels of stigma consciousness among physically challenged students in tertiary institutions in Oyo State. It ascertained the effect of stigma consciousness on the academic performance of physically challenged students. Also, the study determined the relative influence of self-image on stigma consciousness of physically students. Furthermore, it examined the influence of self-image on stigma consciousness of physically challenged students. These were with a view to providing information on the factors that could influence stigma consciousness of the physically challenged students. The study adopted the descriptive survey research design. The population for the study comprised physically challenged students in tertiary institutions in Oyo State. Three institutions (University of Ibadan, The Polytechnic Ibadan and Emmanuel Alayande College of Education, Oyo) were purposively selected within Oyo State because they have the physically challenged students. A sample size of 120 physically challenged students were selected from the institutions using proportionate random sampling technique. One adapted instrument with two scales was used to collect data from the students. The scales were “Stigma Consciousness Scale (SCS) and Self-Image Questionnaire (SIQ). Data collected were analysed using percentage, frequency counts, one-way ANOVA and multiple regressions. The results of the study showed that 4.8%, 88.6%, 6.7% of tertiary institutions in Oyo State demonstrated low, moderate and high levels of stigma consciousness respectively. The results showed that there was no significant effect of stigma consciousness on the academic performance of the physically challenged students (F (2.102) =0.059, p=0.943). It was also discovered that there was a significant positive influence of self-image on stigma consciousness of physically challenged students (N=105, t= 0.198, p< 0.05). Finally, the results showed that the self-image (β =0.019, F=1.98, p<0.05) contributed significantly in influencing stigma consciousness with coefficient of multiple regression (R2) of 0.164 at p < 0.05. It was concluded that self-image could influence stigma consciousness among physically challenged students in tertiary institutions.
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Wassmuth, Birgit L. "Using a Digital Camera to Teach Physically Challenged Students." Journalism & Mass Communication Educator 52, no. 4 (1997): 80–84. http://dx.doi.org/10.1177/107769589705200409.
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SUDHIER, K. G., and V. S. MIDHULA SOMAN. "Assistive Technologies for Physically Challenged Students in Kerala: a study on user's awareness and perception." Journal of Knowledge & Communication Management 15, no. 01 (2021): 35–49. https://doi.org/10.5958/2277-7946.2021.00004.8.
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The aim of the study was to investigate the physically challenged student’s awareness and use ofassistive technologies in the schools of Kerala. The survey questionnaire tool was used to collectdata from 111 physically challenged students, who are studying in 45 schools in Thiruvananthapuram,Ernakulam and Kozhikode districts. The analysis revealed that 55 (49.5%) students are aware ofassistive technologies. Girls are more aware and updated (50.5%) than the boys (49.5%). All thephysically challenged students who participated in the study opined that they didn’t get any instructionon using the library services and e-resources. It was found that school authorities (87.4%) are themajor sources for giving training to physically challenged. It was also noted that no student is confidentenough about the ability to use assistive technologies and devices and 24.3 per cent studentsconsidered their ability to use assistive technologies are average. Among the students, 66 (59.5%)have an e-mail account and almost all the students responded positively on the availability of computereducation in their schools and the response rate is 96.4 per cent.
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Ajayi, Rachael Adejoke, and Temitope Raheedat Aranmolate. "Appropriation of Adult Education for Academic Achievement Towards Sustaining the Rights of Physically Challenged Students in Higher Institutions in Lagos." Journal of Education and Practice 7, no. 3 (2023): 14–24. http://dx.doi.org/10.47941/jep.1313.
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Purpose: The study examined the appropriation of adult education for academic achievement towards sustaining the rights of physical challenged students in higher institutions in Lagos.
 Methodology: The research design employed in the study was a descriptive survey. The population consisted of all higher institutions located in Lagos State. To gather data, a simple random sampling technique was utilized to choose ten (10) higher institutions from which fifteen (15) physically challenged students were selected from each institution. This amounted to a sample size of one hundred and fifty (150) respondents for the study. The data collection process utilized a self-developed questionnaire as the primary instrument. It was developed in 2 Likert scale of Agreed and Disagreed. The instrument was moderated by experts who affirmed its validity. The reliability of the instrument was assessed through the utilization of the Pearson Product Moment Correlation Coefficient (PPMC). The data collected were then analyzed using statistical tools such as simple percentage and standard deviation.
 Findings: The study's findings indicated that adult literacy significantly contributes to adult sustainable development, fostering economic, social, and environmental sustainability. Furthermore, it establishes conducive circumstances for empowering active global citizens. By effectively employing adult education, individuals with physical challenges can acquire a comprehensive comprehension of various concepts and lead their lives in a proficient manner.
 Unique Contributions to Theory, Policy and Practice: Adult education has a wide-ranging positive influence on various aspects relevant to adults. Importantly, these advantages extend beyond the professional sphere and encompass different aspects of daily life for individuals with physical challenges. These benefits extend beyond the professional realm and extend to various facets of everyday life for physically challenged individuals. As a result, it is recommended that to guarantee the sustainability of the human rights of physically challenged students, the government should assume the primary responsibility of providing trained and qualified teachers/facilitators, along with other supportive staff, who will cater to the educational needs of these special students.
Dissertations / Theses on the topic "Physically challenged students"
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Bednarczyk, Karen M. "The Virginia Military Institute Rat Challenge Evaluation." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/32350.
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The purpose of this study was to evaluate the Virginia Military Institute (VMI) Rat Challenge program. The Rat Challenge is designed to foster self-confidence and physical conditioning in Fourth Classmen by creating training situations which are stressful enough to show them they are capable of doing tasks which surpass their previously self-imposed mental and physical limits. The program is designed to provide leadership development opportunities for the cadre. It places the responsibility on the cadets for leading and teaching the Fourth Classmen as they advance through the exercises and participate in activities which have calculated elements of risk that make safety paramount.
In designing the Rat Challenge, VMI has named 10 goals and objectives of each Challenge Station. They are: improve physical condition, help conquer fears, improve relations with cadre, improve self-esteem, help build team spirit, improve ability to resolve conflict, improve sensitivity to differences in ability, develop problem solving skills, and have fun.
The physical education department has not assessed these goals and objectives after completion of the program. Two research questions were asked. What level of achievement was reached by participating VMI cadets by Rat Challenge station? What differences by group(gender, class standing, VMI legacy, siblings at VMI, participation in intramural activities, participation in organized sports, prior military experience, parental prior military experience, parents presently in the military) were observed?
The survey population included the Rats and cadre involved in the Rat Challenge at VMI. A two-part, paper and pencil, self-report questionnaire was utilized. Respondents were asked to respond using a Likert-type scale. An open-ended response section followed. Respondents were asked to write any additional comments regarding each Challenge Station. Significant differences in means were found in 6 out of 10 objectives and 9 out of 21 stations.<br>Master of Arts
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Maotoana, M. R. "The challenges experienced by students with physical disability (SWPD's at the University of Limpopo (Turfloop Campus)." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1228.
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Thesis M.A. (Clinical Psychology)) --University of Limpopo<br>The research is a qualitative investigation into the challenges experienced by Students with Physical Disabilities (SWPD’s) at the University of Limpopo (Turfloop Campus). The study uses Thematic Content Analysis as both a framework and a mode of data analysis in the study. Interviews using a semi-structured questionnaire were used to investigate the phenomena. Themes found in the data of the present study indicated that disabled students generally find that there is inadequate physical infrastructure which compromises their physical access within the institution. The participants also had to deal with discrimination from peers and staff. Furthermore, participants reported that being provided with proper amenities such as laptops and wheelchairs would help them find the environment less challenging. Educating able-bodied staff and students was also seen as necessary in order to combat discrimination. The poor infrastructure at the university provides many challenges and barriers to the disabled being able to move freely which, at times, leads them to staying in their rooms thus increasing their isolation.
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Custodio, Brenda K. "Barriers to success : a study of the academic, social, physical, and emotional challenges faces by the ESL students in one urban middle school." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260203635.
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Custodio, Brenda. "Barriers to success : a study of the academic, social, physical, and emotional challenges faced by the ESL students in one urban middle school /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486397841222587.
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Buthelezi, Michael Mbongiseni. "Exploring challenges experienced by physically challenged students at a further education and training college in KwaZulu-Natal Province." Diss., 2014. http://hdl.handle.net/10500/13695.
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For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation.
The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province.
This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences.
The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students.<br>Inclusive Education<br>M. Ed. (Inclusive Education)
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Huang, Yu-Lun, and 黃于倫. "March to the Beat of a Different Drum:The Story of a Physically-challenged Student Learning Jazz Drumming." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4e483x.
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碩士<br>國立臺灣師範大學<br>健康促進與衛生教育學系<br>105<br>The purpose of this study is to make an investigation on a physical-challenged student, who affects deeply by playing Jazz drumming. After his hard work, he is good at Jazz drumming, and his other aspects of life turned great as well. To further explore, the researcher interviewed five interviewees; they are his grandfather, grandmother and two teachers and himself. Through depth interviews, texts collection and participant observation, the interviewees and researcher could tell his differences on some aspects, such as his body training, confidence-building, and interact with significant others by playing jazz drum. The interviewees are surprised at his drum performance even without a sound body, so the researcher tries to collect these factors to have a whole picture of YI2’s life with music. The researcher used narrative analysis. First we could deeply find out the trace of how he grow, inspire himself, rehabilitate and challenge fate. Then we could know his family, elegant and faith would contribute to the enhancement of his YI2 learning process. Finally, this true story presents it has an influence on himself, family and school. Which is playing and studing jazz drumming. Although this is only one single case study, but it sets a good example for educators, practical workers and parents. By sharing the story and research result, we aim to provide suggestions on how to interact with the disabled.
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Tsai, Ke-Cheng, and 蔡克成. "The Effects of Total Physical Response on English Words Learning For Moderately Mentally Challenged Students in Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25798897729368344883.
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碩士<br>雲林科技大學<br>應用外語系碩士班<br>98<br>The purpose of this study was to investigate the effects of Total Physical Response (TPR) on English words learning for moderately mentally challenged students at the Zhong-Zheng elementary school in Changhua County. By putting the theory into practice, the researcher conducted an action research. The research covers the following aspects: (1) investigating students’ performance on listening comprehension and expressing after receiving TPR instruction and (2) difficulties that the researcher encountered and solutions that he figured out during the instruction, (3) students’s reactions and participation during the instruction.
The participants in this research were three six-grade moderately mentally challenged students in the researcher’s school. The researcher designed five unites that included 25 English words. The whole experimental instruction lasted for five weeks, two classes per week, and 40 minutes per class. The data were collected through video-taped teacher journal, researcher’s reflections, students’ performances in instant and retention tests in listening comprehension and expressing.
The results of the study are as follows:
(1) TPR instruction has significant effects on moderately mentally challenged students’ instant English words listening comprehension.
(2) The effects of TPR instruction on moderately mentally challenged students’ instant English words expressing ability are uncertain.
(3) TPR instruction has significant effects on moderately mentally challenged students’ retention of English words listening comprehension.
(4) The effects of TPR instruction on moderately mentally challenged students’ retention of English words expressing ability are uncertain.
(5) TPR instruction can arouse students’ participation and interest in learning English.
(6) The weak connection between a physical action and the pronunciation might be the reason for the students’ low achievements in instant and retention expressing tests.
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Haihambo, Cynthy. "Inclusive education : challenges of students with disabilities in institutions of higher education in Namibia." Thesis, 2010. http://hdl.handle.net/10500/3702.
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This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions.
The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation.
The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies.<br>D. Ed. (Inclusive Education)<br>Language Education Arts and Culture
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Mamhute, Rosemary. "The educational challenges of pregnant and nursing adult learners: a case study of Morgenster Teachers’ College." Diss., 2011. http://hdl.handle.net/10500/4809.
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The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem.<br>M. Ed. (Adult Education)<br>Educational Studies
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Serôdio, Ana Teresa da Costa Malheiro de Guimarães. "Relatório final de estágio pedagógico : relatório final de estágio realizado na Escola Básica 2,3 D. Domingos Jardo." Master's thesis, 2016. http://hdl.handle.net/10400.5/15232.
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O presente relatório final constitui-se como uma análise reflexiva do processo de estágio pedagógico, integrado no Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário.
O estágio foi desenvolvido na Escola Básica 2,3 D. Domingos Jardo, tendo como base o Guia de Estágio Pedagógico de 2014/2015 que explica as competências a adquirir nas quatro áreas de intervenção.
Na área 1- Organização e Gestão do Ensino e da Aprendizagem, refiro a relação existente entre planeamento, condução e avaliação nas aulas de educação física.
Na área 2- Inovação e Investigação Pedagógica, o núcleo de estágio desenvolveu um estudo sobre a pertinência da utilização de uma grelha comum de registos para a uniformização dos resultados das avaliações dos professores.
Na área 3- Participação na Escola, estive integrada no Desporto Escolar, na modalidade de Natação Adaptada e desenvolvi a atividade “Quintal Desportivo”.
Na área 4- Relação com a Comunidade, faço referência ao acompanhamento da Direção de Turma.
Em cada uma das áreas será realizada uma reflexão sobre a prática pedagógica, as dificuldades encontradas e as estratégias utilizadas para as ultrapassar.
Por último, realizarei uma reflexão final sobre todo o processo inerente ao estágio, referindo os contributos que este teve para a minha formação e as linhas orientadoras criadas para o meu futuro como professora de Educação Física.<br>This final report is a reflective analysis of the teacher training internship process as a part of my Masters in Teaching Physical Education in Middle and High School.
The intership took place at Escola Básica 2,3 D. Domingos Jardo, using a Guide of Teaching Training Intership from 2014/1015 as a reference, as it defines the skills to develop throughout the four areas of intervention.
In area 1 – Organization and Management of Teaching and Learning – I address the correlation between planning, directing and evaluation in Physical Education class.
In area 2 – Educational Innovation and Investigation – the training group researched if the use of a common grid of records helps in the standardization of the results from teachers’ evaluations.
In area 3 – Involvement in School – I took part in the School Sports program, in Adapted Swimming, and created “Quintal Desportivo” (“Sports Garden”).
In area 4 – Relationship with the Community – I highlight the assistance to/of the Class Director.
In each area will be presented an assessment of the teaching experience, the challenges faced and the strategies used to overcome them.
Lastly, I will present my final thoughts on the process inherent to the internship, and how it contributed to my education and in establishing the guidelines for my future as a Physical Education Teacher.
Books on the topic "Physically challenged students"
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American Deafness and Rehabilitation Association. National Conference. Integrating human resources, technology and systems in deafness. Edited by Watson Douglas 1943-, Anderson Glenn B, and Taff-Watson Myra. American Deafness and Rehabilitation Association, 1986.
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Christine, McConnell, ed. Children with speech and language difficulties. Cassell, 1987.
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KLEIN, M. DIANE. Promoting learning through active interaction: A guide to early communication with young children who have multiple disabilities. Paul H. Brooks Pub., 2000.
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Chandler, Gary Leonard. Flow and the perceived balance between challenges and skills in physical education and other classes in a secondary school curriculum. Microform Publications, College of Human Development and Performance, University of Oregon, 1989.
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Samygin, Denis, and Nikolay Baryshnikov. Strategic planning for the sustainable development of the agri-food sector. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2137593.
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The theoretical provisions, methodological foundations and practical aspects of strategic planning for sustainable development of the agri-food sector are considered. The assessment of the state of planning results in the agri-food sector is carried out, trends are identified and directions for its development are justified. Scientific developments consist in the development of theoretical, methodological and methodological provisions for improving strategic planning of the agri-food sector, aimed at ensuring convergence of physical and economic accessibility and product quality, taking into account modern challenges in the field of food security. It is intended for specialists in the field of strategic planning of the agro-industrial complex at the sectoral and territorial levels, researchers of research institutes and university students.
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Tatpar, Joshipura. Comparative Study of Emotional Intelligence, Social Maturity and Hopelessness of Normal and Physically Challenged Students. Hicks, Smith & Son, New Zealand, 2022.
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Aldenkamp, Albert P., W. C. J. Alpherts, and H. Meinardi. EDUCATION & EPILEPSY (Modern Approaches to the Diagnosis and Instruction of Mu). Garland Science, 1988.
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Anderson, Glenn, and Douglas Watson. Integrating Human Resources, Technology and Systems in Deafness (Readings in Deafness Monograph). A D A R a, 1986.
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House, Maliha Ruhi Publishing. Teacher Gifts : Never Underestimate a Teacher of Physically Challenged Who Survived the Pandemic: Teacher Appreciation Thank You /Retirement/End of the Year Gifts from Students Son Daughter Wife Co Workers Inspirational Notebooks for Teachers Gag Gifts. Independently Published, 2021.
Find full textBook chapters on the topic "Physically challenged students"
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Verma, Meghna, and Silky Jain. "Impact of Transportation on the Quality of Life of Physically Challenged Working Women and Students—A Case of Bangalore." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9654-0_14.
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Arora, Varun. "Empowering Students With Physical and Learning Challenges." In Artificial Intelligence in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003183235-4.
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Salmond, Jennifer, and Gary Brierley. "6. Embracing and enacting critical and constructive approaches to teaching Critical Physical Geography." In Critical Physical Geography: Interdisciplinary Approaches to Nature, Power and Politics. Open Book Publishers, 2025. https://doi.org/10.11647/obp.0418.06.
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This chapter outlines the theoretical and pedagogical benefits of using a critical physical geography (CPG) framework to teach mixed methods approaches to environmental research. CPG frameworks explicitly call for education practices which emphasise an awareness of individual and collective situatedness and positionality and its influence on knowledge production. We demonstrate how a final year mixed methods undergraduate physical geography course can be co-created with students to provide a pedagogically sound, student focussed, enriching educational experience. We argue that whilst challenges must be addressed in the development of integrative teaching approaches, their use enables students to embrace notions of knowledge beyond concepts of ‘truth’ and ‘universality’ and empowers students to work in areas where information and understanding may yet be incomplete. Our experiences suggest that using these types of approaches enables students to actively engage with positive, proactive, ethical encounters with their living environments in hopeful ways, helping them to envisage more equitable and sustainable futures.
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Yonezawa, Akiyoshi, Hiroshi Ota, Keiko Ikeda, and Yukako Yonezawa. "Transformation of International University Education Through Digitalisation During/After the COVID-19 Pandemic: Challenges in Online International Learning in Japanese Universities." In The Impact of Covid-19 on the Institutional Fabric of Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26393-4_7.
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AbstractBased on a country case study of Japan, which experienced a sudden suspension of physical student mobility across borders due to the COVID-19 pandemic, this chapter discusses the transformation and countermeasures regarding the internationalisation of higher education. The authors mainly focus on intercultural collaborative learning and collaborative international online learning primarily based on in-person classes and online class settings, respectively, as different approaches to internationalising the learning experiences of their students at two universities in Japan. Through the rapid progress in digital transformation during the pandemic, these two universities redesigned their approaches to international learning into a strategic combination of in-person and virtual collaborative learning between domestic and international students. Finally, the authors discuss the opportunities and threats of intranational university education under the new reality of digital transformation in higher education.
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Morenos, Lean James, Reine Joshua Cruz, Mark Christer Baybay, Karl Francis Lucas, and Ramon L. Rodriguez. "Junior High School Teachers’ Challenges in Evaluating Students’ Performance in Online Physical Education Classes." In Lecture Notes in Networks and Systems. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-5441-0_11.
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Lierman, Ash. "5. Co-Curricular Campus Life." In The Struggle You Can’t See. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0420.05.
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This chapter describes the needs, challenges, and supports that students experience in aspects of campus life outside of instructional settings. These include social life and peer relationships, mental health challenges and needs, the physical environments of campus, and aspects of daily living in on-campus residences.
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Nelson, Emily, and Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.
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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.
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Zeid, Amir, Sarah S., Noor A., et al. "Towards Economical E-Learning Educational Environments for Physically Challenged Students." In E-Learning-Organizational Infrastructure and Tools for Specific Areas. InTech, 2012. http://dx.doi.org/10.5772/28750.
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Singh, Ramneek, and Amrit Kaur. "Information Needs and Information Seeking Behavior of Physically Challenged Students and Faculty of the University of Delhi." In Advances in Library and Information Science. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2500-6.ch024.
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Information seeking is a fluid and situation dependent activity where a seeker’s actions are influenced by access to information, perceived quality, and trust in the information source. The situation is more intense if the information seeker is a physically disabled person. This demands a call for a regular study and development of information system and management of information services for persons with disability The University of Delhi has more than 1200 students and teachers with disabilities in its various colleges and departments. Very little is known about the techniques employed by them when looking for information, what kinds of source formats they prefer to use and how these sources are used, what barriers they confront, how they feel about the process, and how they can be helped to better exploit the information resources available to them. This chapter investigates and finds the answers to the above questions by using survey methods of research. It also incorporates the use of information and assistive technology for information sought by the physically challenged students and teachers.
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Foyn Bruun, Ellen. "Sceneteksten som aktiv partner." In Teaterproduksjon. Cappelen Damm Akademisk/NOASP, 2018. http://dx.doi.org/10.23865/noasp.43.ch6.
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This article addresses theatre production working with scripts. First, I look at the hegemonic status of the play text in the history of Western theatre and how this was challenged during the twentieth century. Then I present relevant theoretical perspectives for developing methods integrating script in ensemble theatre. These are drawn from dramaturgy today and physically based improvisation. The main body of the article is a case study of a student production of The Caucasian Chalk Circle by Bertolt Brecht. The students produced their unique version of the play in collaboration. The study demonstrates how dramaturgical competence was developed as a collective resource. The findings reveal that the dramaturgical processes of text, performance and group dynamics were interdependent in a complex system. Reflexive practice therefore stands out as an important learning point. The article is aimed at teachers, directors, facilitators and students in educational contexts, and others that use theatre production as a learning arena.
Conference papers on the topic "Physically challenged students"
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Kaščak, Jakub, Marek Kočiško, Martin Pollák, and Peter Gabštur. "Integrating VR and AR into Computer-Aided Manufacturing: A Framework for University-Level Engineering Education." In Materials and Technologies for Defense and Security. Trans Tech Publications Ltd, 2025. https://doi.org/10.4028/p-bg6rge.
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As the manufacturing industry rapidly evolves with the emergence of virtual and augmented reality technologies, engineering education must adapt to prepare students for these advancements. This paper proposes a comprehensive framework for integrating Virtual reality (VR and Augmented reality (AR) into computer-aided manufacturing curricula at the university level. The framework outlines strategies for incorporating immersive technologies into traditional CAD and CAM coursework, aiming to enhance student’s understanding of complex manufacturing processes and improve their practical skills. By leveraging tools such as Siemens NX VR module and AR platforms, the framework facilitates a more interactive and engaging learning environment, allowing students to visualize, manipulate, and test designs in a virtual space before physical production. The study also discusses the challenges of implementing VR and AR in educational environments, including technical, financial, and pedagogical considerations, and provides solutions to address these issues. The results suggest that integrating VR and AR can significantly enrich the educational experience, equipping students with the skills and knowledge necessary for the future of digital manufacturing.
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Karavanova, Lyudmila Zh. "Integration Of Physically Challenged Students In The Modern Higher Education System." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.16.
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Sokoya, A. A. "Comparative Study of Institutional Facilities as Predictors of Students Choice of Schools: Case Study of Public Tertiary Institutions in Lagos, Nigeria." In Advances in Multidisciplinary and Scientific Research Publication Series. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p3.
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Institutional facilities often determine students’ choice of enrolment into tertiary institution and level of academic performance Rudhumbu,Tirumali and Kumari, (2017). Thus institutions invest more on installation and maintenance of facilities like business enterprise to compete favorably with their counterparts in order to have good number of students and to improve institutional image and status (Gibbs, 2001). Despite institutions stringent requirements of students’ academic results from high school, parents are more concerned of institutional image; safety and campus security. This paper focused on institutional facilities as predictors of students’ choice of enrolment into tertiary institutions for further studies. The study population comprised of year two students in all fields of study from each level of tertiary institutions (college of education, polytechnic and university) in Lagos, Nigeria. It also examined the impact of available facilities ranging from library facilities and services, internet facilities, campus accommodation and proximity to the library and lecture rooms, lecturers experience and academic qualifications are inclusive facilities examined in this study. The study also mirror on the admission requirements of the various schools under study, the structural facilities need of all categories of students in the study; the place of the physically challenged students inclusive. The study adopted survey designed research with the aid of both self structured questionnaire, observation and interview as research instruments for clarification. The services of research assistance hinged on the distribution and collation of questionnaires for the study. Statistical Package for the Social Sciences (SPSS) software was used to analyse the data. Conclusion and recommendations was drawn based on the research findings. Keywords: Institutional facilities, library, students’ enrolment.
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Dick, Samantha, Brian Dillon, Vasilis S. Vasiliou, et al. "Reducing the Individual, Institutional and Societal Harms from Student Drug Use." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13060.
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Drug use among higher education students can cause harm to the individual, their institution, and the wider society. Academic performance, physical and mental health, institutional reputation, crime and unemployment can all be impacted by student drug use. Tackling this is a challenge, and is often compounded by limited student health and counselling capacity and the student’s reluctance or unwillingness to seek support. Digital brief interventions have shown promise in reducing harm from substance use, and provide an opportunity to meet students where they are, delivering always-on, confidential support and intervention. However, limited interventions for drug use are available for students, and many struggle with engagement and retention. Our team have developed a novel brief intervention, using best practices in digital intervention development, and behavioural change to overcome some of these challenges. We describe the development of our intervention and discuss how implementation could result in tangible benefits to the individual, institution, and society.
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Baldissera, Paolo, and Cristiana Delprete. "Human Powered Vehicle Design: A Challenge for Engineering Education." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20549.
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Student Team Challenges on specific topics are growing in popularity as efficient ways to stimulate students’ independent work, technical and management learning as well as socialization and internationalization. Many competitions are focused on ground vehicles (SAE Formula, Motostudent, Shell Eco Marathon, Solar Challenge), with different focuses on performance, fuel consumption or other depending on the aim of the event. An interesting approach is proposed in the United States by the ASME HPV Challenge, which is focused on Human Powered Vehicles. This class of vehicles allows not only to set-up a classical competition in terms of design, innovation, presentation, manufacturing and racing, but also to grow the student awareness about speed-energy relation. An HPV gives to the rider a direct feedback on a “human-scale” about energy quantities involved in personal mobility. The main returns by the use of this specific topic for a student challenge are: better understanding of the sustainable mobility problem, awareness about the potential and the limits of human muscular power, development of technical skills about design and engineering of lightweight and efficient vehicles, stimulation of the HPVs market development (the students are both potential future designers/manufacturers and/or customers), promotion of healthy and engaging physical activities. In this context, while Europe is rich of HPVs amateurs and manufacturers and is the usual location of the WHPVA World Championship, there is a lack of an educational framework involving students and teachers. Starting from the end of ZEV-HPV Erasmus Intensive Program 2011–2013, the proposal of creating a specific HPV challenge for the European students was developed by the authors. In particular, it was evaluated that by integrating the Student Challenge in the WHPVA World Championship as a special “Educational” category, many reciprocal advantages could be obtained: logistic and organizational support from the WHPVA and its national representatives, in particular for racing and timing, reciprocal technical and cultural exchange between students, academics and the hundred of amateur rider/designer/builder that were attending the event in the last decade, growth and renewal of the European HPVs community by aggregating young people around the subject and by stimulating the research of innovative solutions. After an in-depth analysis of the arguments reported above, an overview of the rules for the 1st edition of EU HPV Student Challenge will be presented and compared to analogous international competitions from an educational perspective.
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Mor, Avihay, Sigal Levy, and Yelena Stukalin. "Factors Influencing Students to Participate in Frontal Learning Post Corona." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t9c1.
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The unprecedented restrictions imposed due to the COVID-19 pandemic altered our daily habits and severely affected our well-being and physiology. Although the transition to online learning has brought some benefits to academic studies, it has also raised various challenges such as concentration challenges for students, gaps in available resources and equipment suitable for active participation, and anxiety related to physical distancing. The aim of the present study is to examine the relationship between a sense of loneliness, social support, and a sense of desire to learn frontally or remotely depending on the subject. Our research contributes to understanding how to adapt academic studies to student's needs. Examples are provided for incorporating group activities in statistics courses to enhance student interaction and reduce the sense of loneliness.
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Withrow, Tom, Michael R. Myers, Ted Bapty, and Sandeep Neema. "Cyber-Physical Vehicle Modeling, Design, and Development." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64401.
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Vanderbilt University introduced a new course in the 2012 Fall Semester: Cyber-physical vehicle modeling, design and development. This course focused on the design, development, fabrication, verification, and validation of a scale vehicle in the virtual and the physical domains to meet a set of realistic and challenging design requirements for the Defense Advanced Research Projects Agency’s Model-Based Amphibious Racing Challenge. The students built a series of models in software and hardware to guide the design choices for the 1/5th scale amphibious vehicle. The culmination of this course was a competition against teams from other universities in January 2013 that compared the vehicle’s actual performance with student-created simulation models. This was an elective course outside the traditional capstone design curriculum and consisted of a team of juniors and seniors across the disciplines of mechanical engineering, electrical engineering, computer engineering, computer science, and physics. The students received robust training “to be an engineer” with many activities that can’t be included in a typical classroom environment: hands-on experience designing, modeling, and building a complete vehicle; simultaneously solving several open ended, rigid deadline challenges; and navigating complex team dynamics in a full end-to-end project. Additionally, the students gained experience using modern engineering modeling tools from the Defense Advanced Research Projects Agency’s META tool suite under development for the Fast, Adaptable, Next-Generation Ground Vehicle program. The META tool suite is a set of free, open source tools for compositional design synthesis at multiple levels of abstraction, design trade space exploration, metrics assessment, and probabilistic verification of system correctness. This work details the course activities and summarizes the lessons learned from a pedagogy perspective.
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Le, Thu Thi Kim, and Binh Thi Tran. "Students’ Perceptions towards Challenges in Online Physical Education Course." In ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology. ACM, 2022. http://dx.doi.org/10.1145/3543407.3543425.
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Mir, Dr Muyeen Maqbool, and Dr Shabana Ashraf. "Exploring Dyscalculia and Its Impact on Student Performance." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250402.
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Sometimes, it happens that a student may appear physically fit, but their performance in mathematics is poor.it is due dyscalculia. It is learning disorder that can hinder the ability to comprehend and perform mathematical operation. This paper attempts to present sign and symptoms of dyscalculia among students of primary classes. This will help the parents and teachers in the early diagnosis of this disorder. This paper also identifies the challenges and barriers that faced by the students having dyscalculia. Further this paper emphasises the significance of early identification, interventions and strategies for supporting students with Dyscalculia. Through strategies and reviewing previous researches, this paper aims to raise awareness about dyscalculia in common people and propose solutions to help students succeed in mathematics despite their difficulties.
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Duluta, Andreistefan, Stefan Mocanu, Daniela Saru, Radu nicolae Pietraru, and Mihai Craciunescu. "MODERN TECHNIQUES ON LEARNING STRATEGIES SUPPORTED BY DATA MINING ANALYSIS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-100.
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An attractive learning environment represents one of the key requirements for the students in order to accomplish their educational objectives. Not only the physical location and context influence their capacity to achieve knowledge and to use it creatively, but also the culture in which they learn. Switching from one learning environment to another proves to be a serious challenge for young students like those graduating the high-school and acceding to the university. The two learning environments expose different schedules, requirements, teaching methods, types of interaction (teacher - student and student - student), ways of life (for people who change their social environment), evaluation criteria and consequences of not passing the examinations. Furthermore, within the framework of an undergraduate environment, teaching and learning disciplines like "Computer Programming" or "Introduction to Operating Systems" become even more challenging due to the significant differences in prior knowledge achieved by the students. In order to overcome this issue, teaching strategies should consider active and differentiated learning, otherwise student's motivation could decrease and, as a result, their personal and professional skills might not be developed to their full potential. This paper outlines some particular aspects involved in teaching first year students from the Faculty of Automatic Control and Computer Science - UPB, Systems Engineering section. In addition, the study tries to identify whether there exist strong and objective indicators (besides the direct feedback from the students and the intuition of the tenured professors) for supporting differentiated learning. To establish this, we continue and develop a previous study based on Data Mining analysis performed over various data related to "Computer Programming" course. This time, we investigate if students' results are somehow correlated by extending the Data Warehouse with information regarding the "Introduction to Operating Systems" course. As suggested above, the students' target group is the same, the courses are taught in the same semester and they belong to the same field, so we try to identify if previous background is of some importance and how does it affect current and future learning behavior of the students. The conducted analysis reveals interesting facts which might be used as a baseline for implementing student-oriented learning strategies.
Reports on the topic "Physically challenged students"
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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.
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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.
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Frisancho, Verónica, Alejandro Herrera, and Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004609.
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Diversity in gender identity and sexual orientation challenges traditional institutions, social norms, and gendered stereotypes. This may translate into greater levels of conflict in society. Using data from 95 middle and high schools in Uruguay, we exploit plausibly exogenous variation in the share of LGBT students across classrooms and estimate its impact on the prevalence of psychological, physical, and sexual violence in the school. On average, we do not find support for a strong link between the share of LGBT students in the classroom and the prevalence of violence, yet we show that there are gendered effects of greater diversity: a larger share of LGBT students in the classroom is associated with greater levels of psychological and physical violence among LGBT girls.
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Butcher, Neil, and Alison Zimmermann. Opportunities and Challenges for EMIS Implementation in the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005071.
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This report aims to identify relative strengths and weaknesses in Education Management Information Systems (EMIS) across the Caribbean region, as well as recommendations for improvement, by collating findings from analysis of EMIS implementation in three countries -Barbados (2022), Jamaica (2019), and Suriname (2019-20)- and a description of the Guyana EMIS. The analysis highlights three strengths across the countries analyzed: (i) use of annual school census as a data capturing tool; (ii) use of data and digital content for the management of students, learning, and teaching; and (iii) the availability of technological infrastructure in place to run the EMIS. It identifies challenges in: governance in terms of EMIS policy and design; various aspects of the collection, processing, storage, management, analysis and use of data; and access to the required physical infrastructure, equipment, technology, and internet connectivity. The document points to the need for an EMIS policy linked to ICT and education policies and to national objectives, a change management strategy, ongoing capacity building, and a closer collaboration between countries and with regional bodies, such as the Caribbean Examinations Council (CXC).
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Topuzov, O. M., O. V. Malykhin, and N. O. Aristova. Analytical Results of the Study of the Problem “Ukrainian-Latvian Comparative Study in the Field of Higher Education: Common European Values and Modern Challenges’ Within the Framework of the Research ‘Organization of Educational Process in the Content of Unpredicted Changes (the Covid-19 Pandemic): Comparative Analysis (Ukraine – EU countries)”. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/comparative-study-2021-32.
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The study compares the views of Ukrainian and Latvian teachers and students of higher education institutions on the distance form of organising the educational process as a result of the introduction of physical distancing measures and the closure of educational institutions of various levels due to the COVID-19 pandemic.
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004619.
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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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Gonchigdorj, Ariunkhishig, Frederika Warren, Akanksha Bapna, Namrata Sharma, Arnaldo Pellini, and Crystal Green. Spotlight on EdTech: Bangladesh. HundrED, 2023. http://dx.doi.org/10.58261/misf7076.
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Bangladesh has made remarkable progress in achieving over 90% primary enrollment with significantly improved gender parity. Its focus has now shifted from universal primary education towards the quality of education and improvements in teaching outcomes. In order to meet this goal, the government has turned to the merits that EdTech can offer and is implementing a blended learning approach that integrates both digital and physical elements, and balances creative and logical aspects to strengthen its progress and address Bangladesh’s current educational challenges. In partnership with EdTech Hub, this Spotlight contributes to identifying EdTech innovations that have a great potential to be scaled and are being impactfully implemented in the context of Bangladesh and beyond, to directly address and support the learning needs of children, as well as supporting education stakeholders such as educators, parents, and communities coming from varying social and economic backgrounds. We sought a range of hi- to low-tech solutions, encompassing everything from SMS-based technologies and game-based learning to school management systems. These innovations target various educational stakeholders, including teachers, students, and administrators. This Spotlight also demonstrates how private and public sector players fit in the EdTech innovation ecosystem.
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Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, 2021. http://dx.doi.org/10.56561/mwrp9673.
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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.