Emily J. Solari, Nancy S. McIntyre, Jaclyn M. Dynia and Alyssa Henry
Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years…
Abstract
Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential interventions to enhance outcomes. This chapter highlights the current knowledge in the field in regards to the key cognitive and language skills associated with reading development for individuals with ASD. These include emergent-literacy skills, word-reading and decoding, reading fluency, oral language, and social cognition. Additionally, the chapter makes suggestions for future research in this area, in particular the need to conduct research to establish evidence-based practices to better support the syndrome-specific reading needs for this population.
Anna M. Quinzio-Zafran and Elizabeth A. Wilkins
National Board Certified Teachers (NBCTs) are highly accomplished teachers who have learned to deprivatize their teaching practice, and hence provide a valuable model for teacher…
Abstract
National Board Certified Teachers (NBCTs) are highly accomplished teachers who have learned to deprivatize their teaching practice, and hence provide a valuable model for teacher leadership. This chapter, which focuses on NBCTs as mentors of teacher candidates in a professional development school (PDS) setting, blends the National Board for Professional Teaching Standards’ Five Core Propositions, Teacher Leadership Exploratory Consortium Standards, and National Council for Accreditation of Teacher Education PDS Standards to operationalize teacher leadership among four NBCTs. Utilizing multiple case-study research methods, data were gathered using prereflections, weekly e-mail prompts, and end-of-semester interviews. Six common threads focus on NBCTs serving as bridges from preservice to in-service teaching and creating distributed leadership opportunities.
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James M. Kauffman, Shanna Eisner Hirsch, Jeanmarie Badar, Andrew L. Wiley and Brian R. Barber
Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its…
Abstract
Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.
Filipa Pires de Almeida, Rob van Tulder and Suzana B. Rodrigues
Implementing the sustainable development goals (SDGs) has proven a significant challenge for companies. While multinational enterprises (MNEs) have shown a real intention to…
Abstract
Implementing the sustainable development goals (SDGs) has proven a significant challenge for companies. While multinational enterprises (MNEs) have shown a real intention to contribute to these goals, they face major barriers in implementing the SDGs in their core business strategies. Extant academic studies on this phenomenon have primarily explored why companies “should” address the SDG agenda but have not (yet) explored what “works,” what does not “work,” and why. Therefore, evidence of a sizable gap between intention and realization is growing. Besides, there is a limited explanation for the existence of this gap and no validated implementation models that could help overcome it. Additionally, management research remains relatively fragmented. The diversity of existing theoretical and empirical frameworks makes it difficult to consolidate scientific and practical insights on “how” to guide companies to accelerate the global goals through their core operations.
This study is one of the first attempts to draw lessons from extant research on effective SDGs’ implementation strategies. For that, we upgrade the “SDG Compass,” which has been recognized as a leading framework for SDGs implementation in companies’ core activities. A critical assessment of the literature on the SDGs implementation has been conducted through a systematic literature review (SLR) and bibliometric analysis. This has helped us identify gaps in the SDG implementation practice and accumulate relevant insights supporting a more integrated and upgraded implementation framework: the SDG Compass+. This framework can advance coordinated theoretical and practical research by identifying the antecedents and critical factors of impactful SDG implementation strategies.
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Lina Begdache, Anseh Danesharasteh and Zeynep Ertem
The impact of diet quality on mental health has gained strong ground. However, most studies on this relationship were performed before COVID-19, a pandemic that was accompanied by…
Abstract
The impact of diet quality on mental health has gained strong ground. However, most studies on this relationship were performed before COVID-19, a pandemic that was accompanied by high levels of psychological stress. Stress disturbs normal physiology, which makes studying diet quality and mental health under high stress a necessity. In addition, COVID-19 has been associated with disturbances in sleep and has increased the prevalence of mental health issues in women more than in men. Therefore, the purpose of this study was to assess food group consumption and sleep during different stages of the pandemic in relation to mental distress among men and women. Secondary data collected from adults 18 years or older between September 2018 and November 2021 was analysed. Temporal stages were divided into pre-COVID-19 (as a baseline), during the lockdown, and after the ease of restriction (two periods of different psychological stress levels). Regression analyses using a Difference-in-Difference (DID) event study or a Dynamic DID modelling were used. COVID-19 seemed to have a modulatory effect on food groups and mental health. The pandemic appeared to have either magnified the negative impact of certain food groups or changed the tolerance threshold for the beneficial ones. Across the board, women’s moods exhibited higher sensitivity to several food groups. COVID-19, a period of high psychological stress, differentially altered the impact of food on the mood of men and women; which proposes the need to further evaluate diet quality and mood under stressful conditions.
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Jan Blacher, Bonnie Kraemer and Erica Howell
The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults…
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The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults with severe learning disability aged 18‐26. Young adults were classified into four diagnostic groups: autism (N = 30), Down's syndrome (N = 68), cerebral palsy (N = 95) and an undifferentiated learning disability group (N = 53). Research questions pertained to parent expectations about their young adults' transition to living and working environments post high school. Parental satisfaction and worries were also assessed. The results indicated more community expectations of work for young adults with Down's syndrome, and more restrictive expectations for young adults with autism, including more expectations that young adults with autism would move out of the family home into a residential environment. Parents of young adults with autism also worried significantly more about various aspects of transition than other parent groups.
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This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research projects…
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This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research projects focusing on a student of a cultural or social background different from their own, while also documenting their own experiences of conducting research in their student teaching settings as part of their coursework. Recognizing the possibilities and addressing the challenges encountered by preservice teachers when engaging in research to learn about socially and culturally diverse students contributes to the body of teacher knowledge needed for all educators in an increasingly diverse local and global community. Students in the student teaching component of their teacher education program are professionally positioned to access firsthand the complexity and nuances of diversity in a school community. Examination of their experiences highlighted benefits of including research, namely narrative inquiry research, to engage preservice teachers in learning about issues of diversity and curriculum in ways that are highly relevant to their own teaching contexts, while at the same time, gaining a framework and assuming an inquiry stance that will serve them well throughout their careers. I also explore challenges of engaging preservice teachers in research to learn about diversity in classrooms and schools.