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More than 45 years of IEP/TP research and a few focused on IEP/TP functions or roles. Yet, the quality of an IEP/TP relies on the functions that it fulfills to satisfy the needs of its different users (Petitdemange,1985). The Quebec Ministry of Education (MEQ, 2004) and the Office of Special Education and Rehabilitative Services within the U.S. Department of Education (in Eichler, 1999) explicitly identified and described six to seven IEP/TP functions. However, a literature review and practising environments highlighted a greater number of functions. The goal of this research is to identify the different functions that an IEP/TP should fulfill in regard to the different needs of its diverse users. With the use of pedagogical value analysis method (PVA), results show a synthesis of more than 700 functions organized in an IEP/TP Functional Specification Matrix (FSM). The IEP /TP FSM is useful to create, monitor and evaluate IEP/TPs, Plus de 45 ans de recherche sur les PI/PT et peu d’études portent sur les rôles ou les fonctions d’un PI/PT. Or, l’efficacité d’un PI/PT repose sur les fonctions qu’il remplit pour satisfaire les besoins de ses différents utilisateurs (Petitdemange,1985). Le Ministère de l’éducation du Québec (MEQ, 2004) ainsi que l’Office of Special Education and Rehabilitative Services des États-Unis (US department of Education) (dans Eichler, 1999) identifient et décrivent explicitement cinq à six fonctions du PI/PT. Cependant, la recension des écrits et les milieux de pratique au niveau international mettent en évidence un plus grand nombre de fonctions. Le but de la présente recherche est de cibler les différentes fonctions d’un PI/ PT au regard des besoins de ses divers utilisateurs. Ayant utilisé la méthode de l’analyse de la valeur pédagogique (AVP), les résultats présentent une synthèse de plus de 700 fonctions qui ont catégorisées, caractérisées, hiérarchisées et valorisées dans un Cahier des Charges Fonctionnel (CdCF). Enfin, le CdCF est utilisé pour la conception et l’évaluation des PI/PT, Mais de 45 anos de pesquisa IEP / TP e alguns focados em funções ou papéis IEP / TP. Já a qualidade de um IEP / TP depende das funções que ele cumpre para satisfazer as necessidades de seus diferentes usuários (Petitdemange, 1985). O Ministério da Educação de Quebec (MEQ, 2004) e o Escritório de Educação Especial e Serviços de Reabilitação do Departamento de Educação dos Estados Unidos (em Eichler, 1999) identificaram e descreveram explicitamente de seis a sete funções IEP / TP. No entanto, uma revisão da literatura e ambientes de prática destacaram um maior número de funções. O objetivo desta pesquisa é identificar as diferentes funções que um IEP / TP deve cumprir em relação às diferentes necessidades de seus diversos usuários. Com o uso do método de análise de valor pedagógico (PVA), os resultados mostram uma síntese de mais de 700 funções organizadas em uma Matriz de Especificação Funcional (FSM) IEP / TP. O IEP / TP FSM é útil para criar, monitorar e avaliar IEP / TPs, Más de 45 años de investigación de IEP / TP y algunos enfocados en funciones o roles de IEP / TP. Sin embargo, la calidad de un IEP / TP depende de las funciones que cumple para satisfacer las necesidades de sus diferentes usuarios (Petitdemange, 1985). El Ministerio de Educación de Quebec (MEQ, 2004) y la Oficina de Educación Especial y Servicios de Rehabilitación dentro del Departamento de Educación de los Estados Unidos (en Eichler, 1999) identificaron y describieron explícitamente de seis a siete funciones del IEP / TP. Sin embargo, una revisión de la literatura y los entornos de práctica destacaron un mayor número de funciones. El objetivo de esta investigación es identificar las diferentes funciones que debe cumplir un IEP / TP frente a las distintas necesidades de sus diversos usuarios. Con el uso del método de análisis de valor pedagógico (PVA), los resultados muestran una síntesis de más de 700 funciones organizadas en una Matriz de especificación funcional IEP / TP (FSM). El IEP / TP FSM es útil para crear, monitorear y evaluar IEP / TP.

The purpose of this qualitative collective case study was to describe parent participation for home-based educators and parents at an Early Head Start home-based program in rural Appalachia. Parental participation in the Early Head Start home-based program was generally defined as the active participation of children with disabilities’ parents in a home-based program guided by home-based educators through the implementation of early intervention services. Maslow’s hierarchy of needs guided this study, as it relates to both identifying barriers that may prevent parents from being involved and illuminates how Early Head Start educators help families meet growth and developmental needs. The Epstein model was also a guiding factor due to the six types of parental involvement outlined in the theory. Data were collected from home-based educators and parents through individual interviews, focus groups, and document analysis. Triangulation and member checking through transcriptions were used to confirm the validity and reliability of the data collected. First cycle coding methods that included description coding and in vivo coding were used with pattern coding, a second cycle coding method, to analyze the data. The major themes of the study included meaningful interactions, building family partnerships, partnerships in the community, and participation. A majority of parents involved in previous and current enrollments have a positive experience with the home-based program. Views differ among home-based educators and parents regarding the barriers preventing parental participation. Further research recommendations and implications are presented for stakeholders to further improve the home-based program.

Vindplaats liggend bergvlas in NHD; Boek Meneer Walters digitaal beschikbaar; Iepenpage in A'dam; Nest grauwe gans in een boom

RmInt1 is a group II intron encoding a reverse transcriptase protein (IEP) lacking the C-terminal endonuclease domain. RmInt1 is an efficient mobile retroelement that predominantly reverse splices into the transient single-stranded DNA at the template for lagging strand DNA synthesis during host replication, a process facilitated by the interaction of the RmInt1 IEP with DnaN at the replication fork. It has been suggested that group II intron ribonucleoprotein particles bind DNA nonspecifically, and then scan for their correct target site. In this study, we investigated RmInt1 binding sites throughout the Sinorhizobium meliloti genome, by chromatin-immunoprecipitation coupled with next-generation sequencing. We found that RmInt1 binding sites cluster around the bidirectional replication origin of each of the three replicons comprising the S. meliloti genome. Our results provide new evidence linking group II intron mobility to host DNA replication.

A select few African American families who have a child with a disability have the skills and knowledge to be proactive in the special education process. Special education teams must guide and mentor African American students and their families through the special education process. However, African American families have consistently contended that their child’s special education team does not provide the services necessary to meet their child’s academic goals. This qualitative study examined the perceptions, experiences, and expectations of African American female caregivers regarding the special education process. Participants were nine African American mothers and one sibling whose family members were from elementary schools, middle schools, or high schools. Data collection methods utilized in the study included a survey, semi-structured interviews, and three focus groups. Data were analyzed and compared to identify themes. Three themes emerged from the survey: education and training, participation, and challenges. Six major themes that categorized African American female caregivers’ experiences and perceptions emerged from the study: (a) differences in treatment and cultural disconnect, (b) lack of support and resources, (c) participants’ experiences with the special education process, (d) parent participation, (e) barriers and concerns, and (f) expectations. Implications for policy and practice are discussed. Recommendations for improving the special education process for African American families are provided for school districts.

A select few African American families who have a child with a disability have the skills and knowledge to be proactive in the special education process. Special education teams must guide and mentor African American students and their families through the special education process. However, African American families have consistently contended that their child’s special education team does not provide the services necessary to meet their child’s academic goals. This qualitative study examined the perceptions, experiences, and expectations of African American female caregivers regarding the special education process. Participants were nine African American mothers and one sibling whose family members were from elementary schools, middle schools, or high schools. Data collection methods utilized in the study included a survey, semi-structured interviews, and three focus groups. Data were analyzed and compared to identify themes. Three themes emerged from the survey: education and training, participation, and challenges. Six major themes that categorized African American female caregivers’ experiences and perceptions emerged from the study: (a) differences in treatment and cultural disconnect, (b) lack of support and resources, (c) participants’ experiences with the special education process, (d) parent participation, (e) barriers and concerns, and (f) expectations. Implications for policy and practice are discussed. Recommendations for improving the special education process for African American families are provided for school districts.

The effects of the Coronavirus Disease (COVID-19) pandemic continue to be unveiled. The pressures and stipulations for inclusion can cause great stress for teachers and administrators to attempt ways to create a least restrictive environment (LRE) for students with Individualized Education Programs (IEPs), while maintaining rigor and safety for all students in the midst of changing policy and practice. Self-efficacy allows individuals to measure their beliefs in the ability to complete a task. The pandemic led to a need of examining students’ self-efficacy within the inclusive environment. The purpose of the study was to examine the differences in academic self-efficacy scores based on students’ classification as a student with and without a documented disability and gender among middle school students in an inclusive classroom. The research was conducted in this study through a casual comparative study to determine students’ self-efficacy toward inclusion in in-person and remote classrooms. This study examined 222 students, while using 2 two-way analyses of variance in disability qualification, gender, and learning format. The instrument of measurement is the Patterns of Adaptive Learning Scales (PALS) created by Midgley et al. (2000) used to measure students’ self-efficacy at the end of the 2020-2021 school year finding that having a documented disability had no significance on academic self-efficacy. Gender and learning format (in-person compared to virtual) did not have significant effect size within this study. There has been extensive research on the effects of inclusion; however, the measured self-efficacy of students throughout the pandemic experience needs continued development. Results indicate further research and intervention to improve academic self-efficacy of students.

Personalized learning has been from the time past as learning which focuses on aptitudes, interests, and needs of a learner. Owing to its importance in the teaching and learning world, it has availed manifold popularity. Ten years ago, many nations such as the United Kingdom, USA, New Zealand as well as Australia have integrated this mode of training. It is seen and promoted as the major learning technique for preparing the youths towards the 21st-century pre-requisites as well as the expectations of the society from them, [1]. According to some scholars, it is very understandable in the aspect of vocational learning [2]. Personalized learning customizes learning as per a specific student’s needs, skills, strengths as well as interests in these techniques. Each scholar is given an erudition scheme which is as per his/her best process of learning as well as knowledge. However, personalized learning cannot replace other strategies like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of personalized learning which comprises a brief introduction of the subject matter of personalized learning, and some of the reviews of the literature on personalized learning. The write up will also focus on why personalized learning really matters, what is obtainable and what is not in the field of personalized learning. The write up will also deal with the best guides to personalized learning, especially educational elements. Some examples of what personalized learning is like, as well as some personalized learning strategies with samples, will be looked into. Finally, the article will run through the summary of the subject matter of personalized learning and its importance in the educational field.

Personalized learning has been from the time past as learning which focuses on aptitudes, interests, and needs of a learner. Owing to its importance in the teaching and learning world, it has availed manifold popularity. Ten years ago, many nations such as the United Kingdom, USA, New Zealand as well as Australia have integrated this mode of training. It is seen and promoted as the major learning technique for preparing the youths towards the 21st-century pre-requisites as well as the expectations of the society from them, [1]. According to some scholars, it is very understandable in the aspect of vocational learning [2]. Personalized learning customizes learning as per a specific student’s needs, skills, strengths as well as interests in these techniques. Each scholar is given an erudition scheme which is as per his/her best process of learning as well as knowledge. However, personalized learning cannot replace other strategies like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of personalized learning which comprises a brief introduction of the subject matter of personalized learning, and some of the reviews of the literature on personalized learning. The write up will also focus on why personalized learning really matters, what is obtainable and what is not in the field of personalized learning. The write up will also deal with the best guides to personalized learning, especially educational elements. Some examples of what personalized learning is like, as well as some personalized learning strategies with samples, will be looked into. Finally, the article will run through the summary of the subject matter of personalized learning and its importance in the educational field.

Personalized learning has been from the time past as learning which focuses on aptitudes, interests, and needs of a learner. Owing to its importance in the teaching and learning world, it has availed manifold popularity. Ten years ago, many nations such as the United Kingdom, USA, New Zealand as well as Australia have integrated this mode of training. It is seen and promoted as the major learning technique for preparing the youths towards the 21st-century pre-requisites as well as the expectations of the society from them, [1]. According to some scholars, it is very understandable in the aspect of vocational learning [2]. Personalized learning customizes learning as per a specific student’s needs, skills, strengths as well as interests in these techniques. Each scholar is given an erudition scheme which is as per his/her best process of learning as well as knowledge. However, personalized learning cannot replace other strategies like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of personalized learning which comprises a brief introduction of the subject matter of personalized learning, and some of the reviews of the literature on personalized learning. The write up will also focus on why personalized learning really matters, what is obtainable and what is not in the field of personalized learning. The write up will also deal with the best guides to personalized learning, especially educational elements. Some examples of what personalized learning is like, as well as some personalized learning strategies with samples, will be looked into. Finally, the article will run through the summary of the subject matter of personalized learning and its importance in the educational field.

Personalized learning has been from the time past as learning which focuses on aptitudes, interests, and needs of a learner. Owing to its importance in the teaching and learning world, it has availed manifold popularity. Ten years ago, many nations such as the United Kingdom, USA, New Zealand as well as Australia have integrated this mode of training. It is seen and promoted as the major learning technique for preparing the youths towards the 21st-century pre-requisites as well as the expectations of the society from them, [1]. According to some scholars, it is very understandable in the aspect of vocational learning [2]. Personalized learning customizes learning as per a specific student’s needs, skills, strengths as well as interests in these techniques. Each scholar is given an erudition scheme which is as per his/her best process of learning as well as knowledge. However, personalized learning cannot replace other strategies like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of personalized learning which comprises a brief introduction of the subject matter of personalized learning, and some of the reviews of the literature on personalized learning. The write up will also focus on why personalized learning really matters, what is obtainable and what is not in the field of personalized learning. The write up will also deal with the best guides to personalized learning, especially educational elements. Some examples of what personalized learning is like, as well as some personalized learning strategies with samples, will be looked into. Finally, the article will run through the summary of the subject matter of personalized learning and its importance in the educational field.

Personalized learning has been from the time past as learning which focuses on aptitudes, interests, and needs of a learner. Owing to its importance in the teaching and learning world, it has availed manifold popularity. Ten years ago, many nations such as the United Kingdom, USA, New Zealand as well as Australia have integrated this mode of training. It is seen and promoted as the major learning technique for preparing the youths towards the 21st-century pre-requisites as well as the expectations of the society from them, [1]. According to some scholars, it is very understandable in the aspect of vocational learning [2]. Personalized learning customizes learning as per a specific student’s needs, skills, strengths as well as interests in these techniques. Each scholar is given an erudition scheme which is as per his/her best process of learning as well as knowledge. However, personalized learning cannot replace other strategies like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of personalized learning which comprises a brief introduction of the subject matter of personalized learning, and some of the reviews of the literature on personalized learning. The write up will also focus on why personalized learning really matters, what is obtainable and what is not in the field of personalized learning. The write up will also deal with the best guides to personalized learning, especially educational elements. Some examples of what personalized learning is like, as well as some personalized learning strategies with samples, will be looked into. Finally, the article will run through the summary of the subject matter of personalized learning and its importance in the educational field.

Education is a fundamental human right and is the key to sustained development, peace and stability around the world. Inclusion of students with disabilities into regular classes is a serious concern nowadays. The purpose of this paper was to analyze the teacher’s perceptions on inclusion at CENID - TECHNICAL UNIVERSITY OF BABAHOYO. The data was collected from a survey conducted to ten English teachers of the morning section at CENID - TECHNICAL UNIVERSITY OF BABAHOYO. A questionnaire with ten items set on a five-point Likert-type scale ranging from strongly agree to strongly disagree was used to analyze the teachers’ perceptions on inclusion because it increases response rate and quality, and reduces the participants’ frustration level. Procedures were identical for all participants. They were given and asked to complete the questionnaires in the English area. Most participants were in favor of inclusion, as 17% of them answered they strongly agreed with inclusion, 44 % just agreed, 29 % were neutral, only 6 % disagreed, and 9 % strongly disagreed. The teacher’s perceptions on inclusion at CENID - TECHNICAL UNIVERSITY OF BABAHOYO show that this model is broadly accepted, as only 15% of participants disapproved of it., A educação é um direito humano fundamental e é a chave para o desenvolvimento sustentado, a paz e a estabilidade em todo o mundo. A inclusão de alunos com deficiência em aulas regulares é uma preocupação séria hoje emdia. O objetivo deste artigo foi analisar as percepções do professor sobre a inclusão no CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO. Os dados foram coletados de uma pesquisa realizada com dez professores de inglês da seção matutina do CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO. Um questionário com dez itens definidos em uma escala tipo Likert de cinco pontos variando de concordo fortemente a discordo totalmente foi usado para analisar as percepções dos professores sobre a inclusão porque aumenta a taxa de resposta e a qualidade e reduz o nível de frustração dos participantes. Os procedimentos foram idênticos para todos os participantes. Eles receberam e foram solicitados a preencher os questionários na área inglesa. A maioria dos participantes foi a favor da inclusão, pois 17% deles responderam que concordaram fortemente com a inclusão, 44% apenas concordaram, 29% eram neutros, apenas 6% discordaram e 9% discordaram fortemente. As percepções do professor sobre a inclusão no CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO mostram que esse modelo é amplamente aceito, já que apenas 15% dos participantes o desaprovam., La educación es un derecho humano fundamental y es la clave para el desarrollo sostenido, la paz y la estabilidad en todo el mundo. La inclusión de estudiantes con discapacidades en las clases regulares es una preocupación seria en laactualidad. El propósito de este documento fue analizar las percepciones de los docentes sobre la inclusión en CENID -UNIVERSIDAD TÉCNICA DE BABAHOYO. Los datos se recopilaron de una encuesta realizada a diez profesores de inglés de la sección de la mañana en CENID -TECHNICAL UNIVERSITY OF BABAHOYO. Se utilizó un cuestionario con diez ítems establecidos en una escala tipo Likert de cinco puntos que va desde muy de acuerdo hasta muy en desacuerdo para analizar las percepciones de los maestros sobre la inclusión porque aumenta la tasa de respuesta y la calidad, y reduce el nivel de frustración de los participantes. Los procedimientos fueron idénticos para todos los participantes. Se les dio y se les pidió que completaran los cuestionarios en el área de inglés. La mayoría de los participantes estaban a favor de la inclusión, ya que el 17% respondió que estaban totalmente de acuerdo con la inclusión, el 44% estaba de acuerdo, el 29% era neutral, solo el 6% estaba en desacuerdo y el 9% estaba en desacuerdo. Laspercepciones de los maestros sobre la inclusión en CENID -UNIVERSIDAD TÉCNICA DE BABAHOYO muestran que este modelo es ampliamente aceptado, ya que solo el 15% de los participantes lo rechazó.

Education is a fundamental human right and is the key to sustained development, peace and stability around the world. Inclusion of students with disabilities into regular classes is a serious concern nowadays. The purpose of this paper was to analyze the teacher’s perceptions on inclusion at CENID - TECHNICAL UNIVERSITY OF BABAHOYO. The data was collected from a survey conducted to ten English teachers of the morning section at CENID - TECHNICAL UNIVERSITY OF BABAHOYO. A questionnaire with ten items set on a five-point Likert-type scale ranging from strongly agree to strongly disagree was used to analyze the teachers’ perceptions on inclusion because it increases response rate and quality, and reduces the participants’ frustration level. Procedures were identical for all participants. They were given and asked to complete the questionnaires in the English area. Most participants were in favor of inclusion, as 17% of them answered they strongly agreed with inclusion, 44 % just agreed, 29 % were neutral, only 6 % disagreed, and 9 % strongly disagreed. The teacher’s perceptions on inclusion at CENID - TECHNICAL UNIVERSITY OF BABAHOYO show that this model is broadly accepted, as only 15% of participants disapproved of it., A educação é um direito humano fundamental e é a chave para o desenvolvimento sustentado, a paz e a estabilidade em todo o mundo. A inclusão de alunos com deficiência em aulas regulares é uma preocupação séria hoje emdia. O objetivo deste artigo foi analisar as percepções do professor sobre a inclusão no CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO. Os dados foram coletados de uma pesquisa realizada com dez professores de inglês da seção matutina do CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO. Um questionário com dez itens definidos em uma escala tipo Likert de cinco pontos variando de concordo fortemente a discordo totalmente foi usado para analisar as percepções dos professores sobre a inclusão porque aumenta a taxa de resposta e a qualidade e reduz o nível de frustração dos participantes. Os procedimentos foram idênticos para todos os participantes. Eles receberam e foram solicitados a preencher os questionários na área inglesa. A maioria dos participantes foi a favor da inclusão, pois 17% deles responderam que concordaram fortemente com a inclusão, 44% apenas concordaram, 29% eram neutros, apenas 6% discordaram e 9% discordaram fortemente. As percepções do professor sobre a inclusão no CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO mostram que esse modelo é amplamente aceito, já que apenas 15% dos participantes o desaprovam., La educación es un derecho humano fundamental y es la clave para el desarrollo sostenido, la paz y la estabilidad en todo el mundo. La inclusión de estudiantes con discapacidades en las clases regulares es una preocupación seria en laactualidad. El propósito de este documento fue analizar las percepciones de los docentes sobre la inclusión en CENID -UNIVERSIDAD TÉCNICA DE BABAHOYO. Los datos se recopilaron de una encuesta realizada a diez profesores de inglés de la sección de la mañana en CENID -TECHNICAL UNIVERSITY OF BABAHOYO. Se utilizó un cuestionario con diez ítems establecidos en una escala tipo Likert de cinco puntos que va desde muy de acuerdo hasta muy en desacuerdo para analizar las percepciones de los maestros sobre la inclusión porque aumenta la tasa de respuesta y la calidad, y reduce el nivel de frustración de los participantes. Los procedimientos fueron idénticos para todos los participantes. Se les dio y se les pidió que completaran los cuestionarios en el área de inglés. La mayoría de los participantes estaban a favor de la inclusión, ya que el 17% respondió que estaban totalmente de acuerdo con la inclusión, el 44% estaba de acuerdo, el 29% era neutral, solo el 6% estaba en desacuerdo y el 9% estaba en desacuerdo. Laspercepciones de los maestros sobre la inclusión en CENID -UNIVERSIDAD TÉCNICA DE BABAHOYO muestran que este modelo es ampliamente aceptado, ya que solo el 15% de los participantes lo rechazó.

Education is a fundamental human right and is the key to sustained development, peace and stability around the world. Inclusion of students with disabilities into regular classes is a serious concern nowadays. The purpose of this paper was to analyze the teacher’s perceptions on inclusion at CENID - TECHNICAL UNIVERSITY OF BABAHOYO. The data was collected from a survey conducted to ten English teachers of the morning section at CENID - TECHNICAL UNIVERSITY OF BABAHOYO. A questionnaire with ten items set on a five-point Likert-type scale ranging from strongly agree to strongly disagree was used to analyze the teachers’ perceptions on inclusion because it increases response rate and quality, and reduces the participants’ frustration level. Procedures were identical for all participants. They were given and asked to complete the questionnaires in the English area. Most participants were in favor of inclusion, as 17% of them answered they strongly agreed with inclusion, 44 % just agreed, 29 % were neutral, only 6 % disagreed, and 9 % strongly disagreed. The teacher’s perceptions on inclusion at CENID - TECHNICAL UNIVERSITY OF BABAHOYO show that this model is broadly accepted, as only 15% of participants disapproved of it., A educação é um direito humano fundamental e é a chave para o desenvolvimento sustentado, a paz e a estabilidade em todo o mundo. A inclusão de alunos com deficiência em aulas regulares é uma preocupação séria hoje emdia. O objetivo deste artigo foi analisar as percepções do professor sobre a inclusão no CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO. Os dados foram coletados de uma pesquisa realizada com dez professores de inglês da seção matutina do CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO. Um questionário com dez itens definidos em uma escala tipo Likert de cinco pontos variando de concordo fortemente a discordo totalmente foi usado para analisar as percepções dos professores sobre a inclusão porque aumenta a taxa de resposta e a qualidade e reduz o nível de frustração dos participantes. Os procedimentos foram idênticos para todos os participantes. Eles receberam e foram solicitados a preencher os questionários na área inglesa. A maioria dos participantes foi a favor da inclusão, pois 17% deles responderam que concordaram fortemente com a inclusão, 44% apenas concordaram, 29% eram neutros, apenas 6% discordaram e 9% discordaram fortemente. As percepções do professor sobre a inclusão no CENID -UNIVERSIDADE TÉCNICA DE BABAHOYO mostram que esse modelo é amplamente aceito, já que apenas 15% dos participantes o desaprovam., La educación es un derecho humano fundamental y es la clave para el desarrollo sostenido, la paz y la estabilidad en todo el mundo. La inclusión de estudiantes con discapacidades en las clases regulares es una preocupación seria en laactualidad. El propósito de este documento fue analizar las percepciones de los docentes sobre la inclusión en CENID -UNIVERSIDAD TÉCNICA DE BABAHOYO. Los datos se recopilaron de una encuesta realizada a diez profesores de inglés de la sección de la mañana en CENID -TECHNICAL UNIVERSITY OF BABAHOYO. Se utilizó un cuestionario con diez ítems establecidos en una escala tipo Likert de cinco puntos que va desde muy de acuerdo hasta muy en desacuerdo para analizar las percepciones de los maestros sobre la inclusión porque aumenta la tasa de respuesta y la calidad, y reduce el nivel de frustración de los participantes. Los procedimientos fueron idénticos para todos los participantes. Se les dio y se les pidió que completaran los cuestionarios en el área de inglés. La mayoría de los participantes estaban a favor de la inclusión, ya que el 17% respondió que estaban totalmente de acuerdo con la inclusión, el 44% estaba de acuerdo, el 29% era neutral, solo el 6% estaba en desacuerdo y el 9% estaba en desacuerdo. Laspercepciones de los maestros sobre la inclusión en CENID -UNIVERSIDAD TÉCNICA DE BABAHOYO muestran que este modelo es ampliamente aceptado, ya que solo el 15% de los participantes lo rechazó.

Na de Tweede Wereldoorlog waren grote delen van Noord-Holland vanwege houtkap ’boomloos’ geworden. Hoe werd het herstel van de wegbeplantingen aangepakt?

In response to the growing cacophony of concerns regarding student visa abuse, educational quality control, and national security issues, Congress passed Law 111–306, otherwise known as the English Language Training Program Accreditation Act (ELTPAA). It was signed into law by President Barack Obama on 14 December 2010. According to NAFSA: Association of International Educators (2010), the ELTPAA required that “intensive language training programs be accredited by an accrediting agency recognized by the Department of Education in order to be SEVIS-certified, issue Forms I-20, and enroll F-1 nonimmigrant students”. Regulations are often accompanied by research that studies various aspects of the respective policy and reports on its impacts or effectiveness. Research like this is necessary because without it, every new motion to regulate or deregulate would be full of unpredictable surprises every time — an untenable situation. Keeping with the tradition of research following law, and filling the gap left by Custer (2012) and ICEF Monitor (2016), using semi-structured interviews with ten relevant stakeholders close to the ELTPAA, a qualitative interview approach was used to answer the following research questions: • What are stakeholders’ perspectives on the ELTPAA? • In what ways were stakeholders impacted by the ELTPAA? • In what ways did stakeholders impact the ELTPAA? This study discovered that participants perceived the ELTPAA to be a harbinger of quality assurance, accountability, and conformity. There were also concerns about the English language training industry’s future as it relates to entrepreneurs, increased regulation, and digital adaptation or accommodation. The findings from this study suggest that there were two unintended effects that accompanied the ELTPAA’s passing; a legislative drafting error created a catch twenty-two situation in the ELTPAA’s wording and newly-established high barriers to entry distort the market. Stakeholders reported being im

The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this program evaluation was conducted. This increase, paired with legislative requirements through the Individuals with Disabilities Education Act and recommendations from the National Research Council on educating students with ASD, has challenged school districts to develop programming targeting specific impairments characteristic of students with ASD. The purpose of this study was to evaluate programming through the evaluation of individualized education plans (IEPs) of students with ASD in kindergarten through third grade for the presence of Individuals with Disabilities Education Act requirements and National Research Council recommendations. Additionally, 13 special education teachers providing services to one or more students in the category of ASD completed a 30 item self-report questionnaire on their confidence in developing IEPs and programming for students with ASD. Sixty-three IEPs were evaluated in the study for IDEA and NRC indicator proficiency levels and cross-referenced with teacher confidence levels on developing IEPs and programming for students with ASD. The study concluded data analysis of IEPs and special education teacher confidence levels resulted in the identification of programming strengths and weakness that can be used by the district in this study to develop a structured plan for improvements in the development of IEPs specific to the identified areas of impairments for students with ASD (behavior, communication, socialization). Specific to the district in this study is a recommended focus on the development of IEP goals based on individual student needs and NRC recommendations for students with ASD, descriptions of student motivational systems when appropriate, specially designed instruction, educational placement and the relationship of teacher knowledge and confidence about ASD to

Este artigo teve como objetivo identificar aspetos ambientais influentes no processo de inclusão de alunos com incapacidade. Foram analisados Programas Educativos Individuais (PEI) de 170 alunos com necessidades adicionais de suporte, num processo de recolha que cobriu diferentes regiões de Portugal Continental. Os conteúdos dos PEI foram objeto de análise de conteúdo, procedendo- se à identificação de unidades de significado e sua categorização dedutiva nas taxonomias de: Whiteneck et al. (1997) – acessibilidade, disponibilidade, adaptabilidade, suporte social e equidade; e da CIFCJ (OMS, 2007) – produtos e tecnologias, ambiente natural, apoio e relacionamentos, atitudes e serviços, sistemas e politicas. Os resultados sugerem que o suporte social (e.g., atitudes, comportamentos de apoio), a disponibilidade (e.g., serviços, recursos, materiais) e a adaptabilidade (e.g., ajustamento de métodos/ tarefas/ materiais) são, na globalidade dos casos, as dimensões mais consideradas no apoio à participação dos alunos com incapacidade. De modo correspondente, os domínios da CIF-CJ mais abordados foram o apoio e relacionamentos (i.e., apoio prático físico ou emocional) e os produtos e tecnologias, especificamente métodos/ materiais educativos especialmente concebidos ou adaptados. A partir destes resultados são discutidas implicações práticas em diferentes níveis do sistema educativo., The aim of this study was to identify environmental conditions that influence the inclusion process of students with disabilities. To this end, the Individualized Education Programs (IEP) for 170 students with additional support needs were analyzed. The sample represented all regions of continental Portugal. The IEP were subject to content analysis with the identification of meaning units and its deductive categorization within the taxonomies proposed by Whiteneck et al. (1997) – accessibility availability, adaptability, social support and equity – and the ICF-CY (WHO, 2007) – products and technology, natural environment, support and relationships, attitudes, and services, systems and policies. The results suggested that social support (e.g., attitudes, supportive behaviors) and availability (e.g., services, resources, materials) and adaptability (e.g., adjustment of methods/tasks/materials) were the most referenced dimensions in the support provided to enhance students’ participation. In a congruent way, the most mentioned domains of the ICF-CY were support and relationships (i.e., physical and emotional practical support) and products and technology, specifically educational methods/ materials adapted or especially designed. Based on these results practical implications on different educational system levels were outlined., Cet article vise l’identification de plusieurs variables de nature environnementale qui influencent le processus d’inclusion des étudiants handicapés. On a analysé les programmes éducatifs individuels (PEI) de 170 élèves ayant des besoins d’assistance supplémentaires, en suivant une procédure d’échantillonnage qui couvrait différentes régions du Portugal continental. Le contenu de chaque PEI a été l’objet d’une analyse de contenu où étaient identifiées des unités de signification qui étaient après catégorisées déductivement en utilisant des catégories incluses dans les taxonomies de Whiteneck et al. (1997) – accessibilité, disponibilité, adaptabilité, soutien social et équité – et de la CIF-EA (OMS, 2007) - produits et systèmes techniques, environnement naturel, soutiens et relations, les attitudes et services, systèmes et politiques. Les résultats suggèrent que, dans l’ensemble des cas, le soutien social, la disponibilité et l’adaptabilité sont les dimensions plus considérées dans le soutien à la participation des étudiants handicapés. Corrélativement, les domaines plus considérés de la CIF-EA ont été les soutiens et relations et les produits et systèmes techniques, en particulier les méthodes / matériels pédagogiques spécialement conçus ou adaptés. Ces résultats sont discutés en termes de ses implications pratiques aux différents niveaux d l’enseignement.

This study examines key genres within the Individualized Education Plan (IEP Process) as rhetorical processes that respond to, anticipate, enable, and in some cases, forecast and govern federally mandated parent participation within the IEP process. Specifically, I argue that the Notice of IEP team Meeting, IEP Meeting, and Prior Written Notice (PWN) are genres that technically meet legislative requirements but subvert the intended rhetorical context, challenging parent involvement rather than facilitating federally mandated parent participation.

The prospects of rinsed red mud (alumina production residue) utilization for liquid radioactive waste treatment have been investigated, with Co2+ and Sr2+ as model cations of radioactive elements. To evaluate the sorption effectiveness and corresponding binding mechanisms, the process was analyzed in batch conditions, by varying experimental conditions (pH, Co2+ and Sr2+ concentrations in single solutions and binary mixtures, contact time, and the concentration of competing cations and ligands common in liquid radioactive waste). Comparison of the Co2+ and Sr2+ sorption pH edges with the red mud isoelectric point has revealed that Co2+ removal took place at both positive and negative red mud surface, while Sr2+ sorption abruptly increased when the surface became negatively charged. The increase of initial cation content and pH resulted in increased equilibrium times and sorption capacity and decreased rate constants. From single metal solutions and various binary mixtures, Co2+ was sorbed more efficiently and selectively than Sr2+. While Sr2+ sorption was reduced by coexisting cations in the order Al3+ Ca2+ GT Na+ Cs+, removal of Co2+ was affected by Al3+ species and complexing agents (EDTA and citrate). Desorption of Co2+ was negligible in Ca2+ and Sr2+ containing media and in solutions with initial pH 4-7. Sr2+ desorption was generally more pronounced, especially at low pH and in the presence of Co2+. Collected macroscopic data signify that Co2+ sorption by red mud minerals occurred via strong chemical bonds, while Sr2+ was retained mainly by weaker ion-exchange or electrostatic interactions. Results indicate that the rinsed red mud represent an efficient, low-cost sorbent for Co2+ and Sr2+ immobilization.

The prospects of rinsed red mud (alumina production residue) utilization for liquid radioactive waste treatment have been investigated, with Co2+ and Sr2+ as model cations of radioactive elements. To evaluate the sorption effectiveness and corresponding binding mechanisms, the process was analyzed in batch conditions, by varying experimental conditions (pH, Co2+ and Sr2+ concentrations in single solutions and binary mixtures, contact time, and the concentration of competing cations and ligands common in liquid radioactive waste). Comparison of the Co2+ and Sr2+ sorption pH edges with the red mud isoelectric point has revealed that Co2+ removal took place at both positive and negative red mud surface, while Sr2+ sorption abruptly increased when the surface became negatively charged. The increase of initial cation content and pH resulted in increased equilibrium times and sorption capacity and decreased rate constants. From single metal solutions and various binary mixtures, Co2+ was sorbed more efficiently and selectively than Sr2+. While Sr2+ sorption was reduced by coexisting cations in the order Al3+ Ca2+ GT Na+ Cs+, removal of Co2+ was affected by Al3+ species and complexing agents (EDTA and citrate). Desorption of Co2+ was negligible in Ca2+ and Sr2+ containing media and in solutions with initial pH 4-7. Sr2+ desorption was generally more pronounced, especially at low pH and in the presence of Co2+. Collected macroscopic data signify that Co2+ sorption by red mud minerals occurred via strong chemical bonds, while Sr2+ was retained mainly by weaker ion-exchange or electrostatic interactions. Results indicate that the rinsed red mud represent an efficient, low-cost sorbent for Co2+ and Sr2+ immobilization.

In april dwarrelen miljoenen iepenzaadjes door Amsterdam 'Iepenstad'.

In de Amsterdamse binnenstad groeien eikvarens niet alleen op kade- en grachtenmuren, maar ook in behoorlijke aantallen als epifyt op oude straatbomen.

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There

I vår studie intar vi en hermeneutisk ansats och genomför en textanalys. I vår studie tolkar, analyserar och kategoriserar vi innehållet i åtgärdsprogrammets behov och åtgärd. Utifrån diskurser konstruerar vi en ram som hjälper oss att tolka formuleringar i åtgärdsprogram. Syftet med denna studie är att undersöka hur identitet, makt och matematiska begrepp synliggörs i åtgärdsprogram. I studien undersöker vi i vilken omfattning begreppen ovan förekommer i behov och åtgärder för årskurs 6 och 7. Vi utgår från ett diskursivt perspektiv mot makt och identitet. Vår studie visar att koppling mellan behov och åtgärd saknas i vissa åtgärdsprogram. Tillskriva identitet har den största andelen för åtgärder. Matematiska begrepp har störst andel för upptagna behov. Makt (makt genom kunskap och titel) har lägst förekomst i upprättade åtgärder. Det är varje skolas diskurs och dess skolpersonal som avgör på vilket sätt och i vilket forum som arbetet kring elevens behov fungerar. På samma sätt är den skillnad som existerar mellan olika upprättade åtgärdsprogram ett uttryck för den kultur eller diskurs som råder just nu, lokalt på skolan. Detta är avgörande om åtgärdsprogrammet används som ett fungerande verktyg., In our study we take a hermeneutical approach and interpret text. In our study we interpret, analyse, and categorize the content of the IEP´s needs and arrangements. Based on discourses we construct a framework that helps us interpret phrasings in IEPs. The purpose of this study is to investigate how identity, power and mathematical concepts are made visible in the text of IEPs. In this study, we investigate to what extent the concepts above occur in the needs and arrangements for grades 6 and 7. We start from a discursive perspective on power and identity. Our study shows that the connection between needs and arrangements is missing in some IEPs. Attributing identity has the largest share of arrangements. Mathematical concepts have the greatest proportion of occupied needs. Power (power through knowledge and title) has the lowest occurrence of written arrangements. It is the discourse of every school and its school personal that decides in what direction and in what context the work toward the needs of the student. In the same way is the difference that exist between different IEPs an expressian in the culture that is dominant at schools. This is crusial if the IEPs is working as a functioning tool.

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There

This paper reviews rare earth minerals (monazite and xenotime) separation by flotation. A wide range of monazite and xenotime flotation test results are reviewed including: reasons of variation in the point of zero charges on these minerals, the effects of various flotation conditions on zeta potential and the point of zero charges on the surface of monazite and xenotime, interactions of collectors and depressants on the surface of these mineral phases during flotation separation, relationship between surface chemistry of the minerals and different types of collector adsorptions, effects of the conditioning temperature on flotation of rare earth minerals. This review summarizes various approaches for selective separation of monazite and xenotime by flotation for further research in future.

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There

I vår studie intar vi en hermeneutisk ansats och genomför en textanalys. I vår studie tolkar, analyserar och kategoriserar vi innehållet i åtgärdsprogrammets behov och åtgärd. Utifrån diskurser konstruerar vi en ram som hjälper oss att tolka formuleringar i åtgärdsprogram. Syftet med denna studie är att undersöka hur identitet, makt och matematiska begrepp synliggörs i åtgärdsprogram. I studien undersöker vi i vilken omfattning begreppen ovan förekommer i behov och åtgärder för årskurs 6 och 7. Vi utgår från ett diskursivt perspektiv mot makt och identitet. Vår studie visar att koppling mellan behov och åtgärd saknas i vissa åtgärdsprogram. Tillskriva identitet har den största andelen för åtgärder. Matematiska begrepp har störst andel för upptagna behov. Makt (makt genom kunskap och titel) har lägst förekomst i upprättade åtgärder. Det är varje skolas diskurs och dess skolpersonal som avgör på vilket sätt och i vilket forum som arbetet kring elevens behov fungerar. På samma sätt är den skillnad som existerar mellan olika upprättade åtgärdsprogram ett uttryck för den kultur eller diskurs som råder just nu, lokalt på skolan. Detta är avgörande om åtgärdsprogrammet används som ett fungerande verktyg., In our study we take a hermeneutical approach and interpret text. In our study we interpret, analyse, and categorize the content of the IEP´s needs and arrangements. Based on discourses we construct a framework that helps us interpret phrasings in IEPs. The purpose of this study is to investigate how identity, power and mathematical concepts are made visible in the text of IEPs. In this study, we investigate to what extent the concepts above occur in the needs and arrangements for grades 6 and 7. We start from a discursive perspective on power and identity. Our study shows that the connection between needs and arrangements is missing in some IEPs. Attributing identity has the largest share of arrangements. Mathematical concepts have the greatest proportion of occupied needs. Power (power through knowledge and title) has the lowest occurrence of written arrangements. It is the discourse of every school and its school personal that decides in what direction and in what context the work toward the needs of the student. In the same way is the difference that exist between different IEPs an expressian in the culture that is dominant at schools. This is crusial if the IEPs is working as a functioning tool.

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There

This case study explores the experiences of students with disabilities who have dropped out of high school, so as to identify related factors that led to their decisions. Participants included both males and females who were designated as students with disabilities at Ridgeville High School (pseudonym for a Virginia high school) and who dropped out between their third and fourth years of high school, during the 2010 to 2014 academic years. All participants were between the ages of 18 and 24. The case study was conducted through the use of semi-structured interviews, journaling, and observation of the sample population, with the aim of identifying common experiences among students who have dropped out of school close to graduation. The results of the semi-structured interviews were examined using reductive qualitative analysis, which included the use of coding and extraction of themes. The study results indicated that the overall sense of belonging of the students was low. The attitude of the students towards themselves, especially the nature of their disability, was another aspect that was found to be a great determinant of the reasons connected with high dropout rates of students with disabilities. The students also believed that more effort is needed from the teachers, their peers and the schools to help them in the school environment.

Dokumentationsformen åtgärdsprogram får utstå en hel del kritik både från tidigare forskning och från media vad gäller innehåll och utformning. Åtgärdsprogram ska skrivas när det misstänks att en elev inte når aktuella kunskapskrav. Då blir det därför viktigt i ett ämne som matematik som har en relativt hög andel underkända elever att åtgärdsprogramsprocessen fungerar väl. Denna systematiska litteraturstudies syfte är att kartlägga/identifiera eventuella faktorer som kan öka måluppfyllelsen i åtgärdsprogramprocessen i ämnet matematik. Det resultat och slutsatser denna studie kommer fram till är att det är ett antal olika faktorer som måste samspela för att åtgärdsprogramsprocessen i matematik skall falla väl ut. Faktorer som denna studie kommer fram till som kan påverka är exempelvis elevers och föräldrars delaktighet samt rektors engagemang och vilja att delta i arbetet., Both from previous research and from the media the documentation form of education plan receives a lot of criticism in terms of both content and design. An education plan must be written if a student is suspected not to achieve current knowledge requirements. It will therefore be important in a subject like mathematics which has a relatively high percentage of students who fails to achieve the knowledge requirements. Therefore it is important that the process with the education plan fulfils its purpose. This systematic literature study aims to identify factors that may increase the effectiveness of education plan process in mathematics. The results and conclusions of this study put forward several different factors that must interact in order to make the educational plan process in mathematics successful. Factors that this study concludes that might have an affect are for example, pupils' and parents' participation and the headmasters’ commitment and volition to participate.

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

Dokumentationsformen åtgärdsprogram får utstå en hel del kritik både från tidigare forskning och från media vad gäller innehåll och utformning. Åtgärdsprogram ska skrivas när det misstänks att en elev inte når aktuella kunskapskrav. Då blir det därför viktigt i ett ämne som matematik som har en relativt hög andel underkända elever att åtgärdsprogramsprocessen fungerar väl. Denna systematiska litteraturstudies syfte är att kartlägga/identifiera eventuella faktorer som kan öka måluppfyllelsen i åtgärdsprogramprocessen i ämnet matematik. Det resultat och slutsatser denna studie kommer fram till är att det är ett antal olika faktorer som måste samspela för att åtgärdsprogramsprocessen i matematik skall falla väl ut. Faktorer som denna studie kommer fram till som kan påverka är exempelvis elevers och föräldrars delaktighet samt rektors engagemang och vilja att delta i arbetet., Both from previous research and from the media the documentation form of education plan receives a lot of criticism in terms of both content and design. An education plan must be written if a student is suspected not to achieve current knowledge requirements. It will therefore be important in a subject like mathematics which has a relatively high percentage of students who fails to achieve the knowledge requirements. Therefore it is important that the process with the education plan fulfils its purpose. This systematic literature study aims to identify factors that may increase the effectiveness of education plan process in mathematics. The results and conclusions of this study put forward several different factors that must interact in order to make the educational plan process in mathematics successful. Factors that this study concludes that might have an affect are for example, pupils' and parents' participation and the headmasters’ commitment and volition to participate.

Individual Education Plans and the means of creating a sustainable platform for children with learning difficulties is a subject of vast discussion. The original idea was to create a system in which the documentation of certain students with learning difficulties would lead to precautions being taken in order to eradicate difficulties and improve student’s abilities to excel in studies. However, in practice, the IEPs proved less functioning and the special needs of students were not attained accordingly to the theoretical approach. In some aspects the IEPs were a helpful tool to create sustainability for students with special needs, but in the long term the IEPs seemed to provide less support and more segregation. The usage of individual education plans in the Swedish school, as well as Irish- and British schools, had its own theoretical standpoints within each faculty. For some schools the IEP was used as a tool to reflect that the institution indeed followed the guidelines set for special education, in order to protect institutional activities. For other schools there was a normative behavioral standard to be measured through IEPs, in these certain scenarios the IEP served as a tool to create a “normal” behavior for the students that showed certain social “problems”. In many regards these behavioral precautions did not have any actual relation to said student’s special education needs. In this study we examine how the theoretical approach to the IEPs was regarded and how these theoretical ideas have been implemented in practice. In this study we also present a discussion about how the theoretical and practical usage of IEPs is in any form regarded as positive or negative, in accordance to the scientific approach of special education.

The thesis studies the situation within Lund University in relation to the implementation of the European Standards and Guidelines (ESG) developed by The European Association for Quality Assurance in Higher Education (ENQA). The aim of the study is to answer the following research question “How have Lund University implemented the European Standards and Guidelines developed by The European Association for Quality Assurance in Higher Education (ENQA) in its ongoing quality assurance work?” In order to gather information on the state of implementation of the ESG the study conducts a number of interviews with centralized actors involved in the implementation process at Lund University in relation to two confrontational theoretical perspectives, the top-down perspective and the bottom-up perspective as well as looking at the impact of network aspects of the implementation process. As one of the first studies of a higher education institutions implementation of the ESG within the Swedish higher education area – after a number of studies being conducted in the central and eastern European countries – on the implementation of the ESG, the study will present results on the analysis of a Swedish higher education institutions implementation of supra-national standard and guidelines.

The thesis studies the situation within Lund University in relation to the implementation of the European Standards and Guidelines (ESG) developed by The European Association for Quality Assurance in Higher Education (ENQA). The aim of the study is to answer the following research question “How have Lund University implemented the European Standards and Guidelines developed by The European Association for Quality Assurance in Higher Education (ENQA) in its ongoing quality assurance work?” In order to gather information on the state of implementation of the ESG the study conducts a number of interviews with centralized actors involved in the implementation process at Lund University in relation to two confrontational theoretical perspectives, the top-down perspective and the bottom-up perspective as well as looking at the impact of network aspects of the implementation process. As one of the first studies of a higher education institutions implementation of the ESG within the Swedish higher education area – after a number of studies being conducted in the central and eastern European countries – on the implementation of the ESG, the study will present results on the analysis of a Swedish higher education institutions implementation of supra-national standard and guidelines.

Individual Education Plans and the means of creating a sustainable platform for children with learning difficulties is a subject of vast discussion. The original idea was to create a system in which the documentation of certain students with learning difficulties would lead to precautions being taken in order to eradicate difficulties and improve student’s abilities to excel in studies. However, in practice, the IEPs proved less functioning and the special needs of students were not attained accordingly to the theoretical approach. In some aspects the IEPs were a helpful tool to create sustainability for students with special needs, but in the long term the IEPs seemed to provide less support and more segregation. The usage of individual education plans in the Swedish school, as well as Irish- and British schools, had its own theoretical standpoints within each faculty. For some schools the IEP was used as a tool to reflect that the institution indeed followed the guidelines set for special education, in order to protect institutional activities. For other schools there was a normative behavioral standard to be measured through IEPs, in these certain scenarios the IEP served as a tool to create a “normal” behavior for the students that showed certain social “problems”. In many regards these behavioral precautions did not have any actual relation to said student’s special education needs. In this study we examine how the theoretical approach to the IEPs was regarded and how these theoretical ideas have been implemented in practice. In this study we also present a discussion about how the theoretical and practical usage of IEPs is in any form regarded as positive or negative, in accordance to the scientific approach of special education.

Föreliggande uppsats är en kvalitativ studie med syftet att undersöka några pedagogers uppfattningar av pedagogisk utredning vid upprättandet av åtgärdsprogram för elever i socioemotionella svårigheter. Uppslaget till studien var den aktuella debatt som förs kring skolans arbete kring elever i behov av särskilt stöd samt den nya skollagen som trädde i kraft juni 2011. Metoden som har använts är en halvstrukturerad intervjustudie där sex pedagoger i grundskolan fick samtala utifrån följande frågeområden; Pedagogisk utredning, åtgärdsprogram och delaktighet. Pedagogerna arbetar på fem skilda grundskolor varav två är friskolor. Resultatet visar att det förekommer någon form av pedagogisk utredning på samtliga skolor innan ett åtgärdsprogram skrivs fram. Flertalet av skolorna har dessutom ett skrivet dokument som ska ge struktur och skapa ett samförstånd när pedagogerna ska arbeta med den pedagogiska utredningen. Resultatet visar att elever och föräldrar är delaktiga i processen att diskutera fram konkreta åtgärder till åtgärdsprogrammet och i utvärderingen av dessa. I utredningsfasen i den pedagogiska utredningen och i andra processer såsom resursfördelning och undervisning framkom deras delaktighet inte lika tydligt. Underlaget i den pedagogiska utredningen kom huvudsakligen fram genom samtal där det var den utredningansvariga pedagogen som höll i samtalen samt summerade dem. Vidare kan det i resultatet utläsas en fokusering på eleven som individ och där exempelvis åtgärder som är knutna till eleven är centrala. Pedagogerna lyfte även fram betydelsen av att arbeta med hela gruppen kring exempelvis klassrumsklimat och att ett sådant arbete gynnar elever i socioemotionella svårigheter.

Föreliggande uppsats är en kvalitativ studie med syftet att undersöka några pedagogers uppfattningar av pedagogisk utredning vid upprättandet av åtgärdsprogram för elever i socioemotionella svårigheter. Uppslaget till studien var den aktuella debatt som förs kring skolans arbete kring elever i behov av särskilt stöd samt den nya skollagen som trädde i kraft juni 2011. Metoden som har använts är en halvstrukturerad intervjustudie där sex pedagoger i grundskolan fick samtala utifrån följande frågeområden; Pedagogisk utredning, åtgärdsprogram och delaktighet. Pedagogerna arbetar på fem skilda grundskolor varav två är friskolor. Resultatet visar att det förekommer någon form av pedagogisk utredning på samtliga skolor innan ett åtgärdsprogram skrivs fram. Flertalet av skolorna har dessutom ett skrivet dokument som ska ge struktur och skapa ett samförstånd när pedagogerna ska arbeta med den pedagogiska utredningen. Resultatet visar att elever och föräldrar är delaktiga i processen att diskutera fram konkreta åtgärder till åtgärdsprogrammet och i utvärderingen av dessa. I utredningsfasen i den pedagogiska utredningen och i andra processer såsom resursfördelning och undervisning framkom deras delaktighet inte lika tydligt. Underlaget i den pedagogiska utredningen kom huvudsakligen fram genom samtal där det var den utredningansvariga pedagogen som höll i samtalen samt summerade dem. Vidare kan det i resultatet utläsas en fokusering på eleven som individ och där exempelvis åtgärder som är knutna till eleven är centrala. Pedagogerna lyfte även fram betydelsen av att arbeta med hela gruppen kring exempelvis klassrumsklimat och att ett sådant arbete gynnar elever i socioemotionella svårigheter.

Föreliggande uppsats är en kvalitativ studie med syftet att undersöka några pedagogers uppfattningar av pedagogisk utredning vid upprättandet av åtgärdsprogram för elever i socioemotionella svårigheter. Uppslaget till studien var den aktuella debatt som förs kring skolans arbete kring elever i behov av särskilt stöd samt den nya skollagen som trädde i kraft juni 2011. Metoden som har använts är en halvstrukturerad intervjustudie där sex pedagoger i grundskolan fick samtala utifrån följande frågeområden; Pedagogisk utredning, åtgärdsprogram och delaktighet. Pedagogerna arbetar på fem skilda grundskolor varav två är friskolor. Resultatet visar att det förekommer någon form av pedagogisk utredning på samtliga skolor innan ett åtgärdsprogram skrivs fram. Flertalet av skolorna har dessutom ett skrivet dokument som ska ge struktur och skapa ett samförstånd när pedagogerna ska arbeta med den pedagogiska utredningen. Resultatet visar att elever och föräldrar är delaktiga i processen att diskutera fram konkreta åtgärder till åtgärdsprogrammet och i utvärderingen av dessa. I utredningsfasen i den pedagogiska utredningen och i andra processer såsom resursfördelning och undervisning framkom deras delaktighet inte lika tydligt. Underlaget i den pedagogiska utredningen kom huvudsakligen fram genom samtal där det var den utredningansvariga pedagogen som höll i samtalen samt summerade dem. Vidare kan det i resultatet utläsas en fokusering på eleven som individ och där exempelvis åtgärder som är knutna till eleven är centrala. Pedagogerna lyfte även fram betydelsen av att arbeta med hela gruppen kring exempelvis klassrumsklimat och att ett sådant arbete gynnar elever i socioemotionella svårigheter.