Developing inclusive practice in Scotland : the national framework for inclusion

Peer reviewed

Smoking and dietary inadequacy among Inuvialuit women of child bearing age in the Northwest Territories, Canada

Objective. The prevalence of smoking in Aboriginal Canadians is higher than non-Aboriginal Canadians, a behavior that also tends to alter dietary patterns. Compared with the general Canadian population, maternal smoking rates are almost twice as high. The aim of this study was to compare dietary adequacy of Inuvialuit women of childbearing age comparing smokers versus non-smokers. Research methods & procedures. A cross-sectional study, where participants completed a culturally specific quantitative food frequency questionnaire. Non-parametric analysis was used to compare mean nutrient intake, dietary inadequacy and differences in nutrient density among smokers and non-smokers. Multiple logistic regression analyses were performed for key nutrients inadequacy and smoking status. Data was collected from three communities in the Beaufort Delta region of the Northwest Territories, Canada from randomly selected Inuvialuit women of childbearing age (19-44 years). Results: Of 92 participants, 75% reported being smokers. There were no significant differences in age, BMI, marital status, education, number of people in household working and/or number of self employed, and physical activity between smokers and non-smokers. Non-parametric analysis showed no differences in nutrient intake between smokers and non-smokers. Logistic regression however revealed there was a positive association between smoking and inadequacies of vitamin C (OR = 2.91, 95% CI, 1.17-5.25), iron (OR = 3.16, 95% CI, 1.27-5.90), and zinc (OR = 2.78, 95% CI, 1.12-4.94). A high percentage of women (>60%), regardless of smoking status, did not meet the dietary recommendations for fiber, vitamin D, E and potassium. Conclusions: This study provides evidence of inadequate dietary intake among Inuvialuit of childbearing age regardless of smoking behavior.

Factors Impacting Grandparent and Grand Child Communication Across Sex- Related Topics in Kenya

Background: Although many studies have investigated sexual communication between parents and children in Kenya, none have focused singularly on grandparent and grandchild communication when grandparents are primary caregivers. Further, few studies have asked about specific topics related to sex, instead asking generally about “sex related topics” or focusing on HIV/AIDS. This research aims to investigate communication on ten specific sex- related topics between grandparents who are primary caregivers and their grandchildren. The primary research aim was to identify facilitators and barriers to grandparent-grandchild communication associated with frequency of communication. A secondary exploratory question was whether frequency of communication and youth satisfaction with communication were associated with youth’s desire for more communication in the future. Methods: The study was conducted in urban and peri-urban central Kenya. A convenience sample of 193 grandparents and 166 twelve to fifteen year old grandchildren were identified by community health workers. A cross sectional survey assessed nine potential barriers or facilitators to communication (e.g., frequency of communication, perceived grandparent knowledge, grandparent sense of responsibility to communication on a given topic) on ten specified sex- related topics (e.g., peer pressure on sex topics, romantic relationships, condoms). Bivariate and multivariable analyses identified significant associations between communication variables and the outcomes of interest. Results: Bivariate regression showed that higher grandchild age, grandchild gender, higher perceived grandparent knowledge, higher perceived grandparent comfort, higher grandparent-reported sense of responsibility, higher grandparent-reported belief that child should be aware of a given topic before initiating in sex, and higher youth’s own comfort during communication, were significantly associated with higher levels of communication frequency. In the multivariable model, higher grandchild age, gender, higher comfort during communication, and higher perceived grandparent knowledge remained significantly associated with higher levels communication frequency. For the secondary research question, higher communication frequency and higher levels of youth satisfaction were both significantly associated with higher levels of youth desire for more communication in bivariate regression, and higher levels of youth’s satisfaction with communication remained significantly associated with higher levels of youth’s desire for more in the adjusted analysis. Conclusions: This study found that several potential barriers and facilitators of communication are associated with both frequency of and youth’s desire for more communication. The association between grandchild age, gender and perceived grandparent knowledge and frequency of communication is similar to findings from other studies that have examined sex-related communication between parent primary caregivers and children. This finding has important implications for understanding grandparent and grandchild communication, and communication on specific topics in a population from Kenya. The positive association between youth satisfaction of and desire for more communication has important education policy and intervention implications, suggesting that if youth are satisfied with the communication with their caregivers, they may want to learn more.

Access to Better Education: The School Choice Experience of Families Served by Low-Performing Elementary Public Schools in Miami-Dade County

Public school choice education policy attempts to create an education marketplace. Although school choice research has focused on the parent role in the school choice process, little is known about parents served by low-performing schools. Following market theory, students attending low-performing schools should be the primary students attempting to use school choice policy to access high performing schools rather than moving to a better school. However, students remain in these low-performing schools. This study took place in Miami-Dade County, which offers a wide variety of school choice options through charter schools, magnet schools, and open-choice schools. This dissertation utilized a mixed-methods design to examine the decision-making process and school choice options utilized by the parents of students served by low-performing elementary schools in Miami-Dade County. Twenty-two semi-structured interviews were conducted with the parents of students served by low-performing schools. Binary logistic regression models were fitted to the data to compare the demographic characteristics, academic achievement and distance from alternative schooling options between transfers and non-transfers. Multinomial logistic regression models were fitted to the data to evaluate how demographic characteristics, distance to transfer school, and transfer school grade influenced the type of school a transfer student chose. A geographic analysis was conducted to determine how many miles students lived from alternative schooling options and the miles transfer students lived away from their transfer school. The findings of the interview data illustrated that parents’ perceived needs are not being adequately addressed by state policy and county programs. The statistical analysis found that students from higher socioeconomic social groups were not more likely to transfer than students from lower socioeconomic social groups. Additionally, students who did transfer were not likely to end up at a high achieving school. The findings of the binary logistic regression demonstrated that transfer students were significantly more likely to live near alternative school options.

Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board

Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.

Understandings of transnational families in debates on Migration and development

International migration sets in motion a range of significant transnational processes that connect countries and people. How migration interacts with development and how policies might promote and enhance such interactions have, since the turn of the millennium, gained attention on the international agenda. The recognition that transnational practices connect migrants and their families across sending and receiving societies forms part of this debate. The ways in which policy debate employs and understands transnational family ties nevertheless remain underexplored. This article sets out to discern the understandings of the family in two (often intermingled) debates concerned with transnational interactions: The largely state and policydriven discourse on the potential benefits of migration on economic development, and the largely academic transnational family literature focusing on issues of care and the micro-politics of gender and generation. Emphasizing the relation between diverse migration-development dynamics and specific family positions, we ask whether an analytical point of departure in respective transnational motherhood, fatherhood or childhood is linked to emphasizing certain outcomes. We conclude by sketching important strands of inclusions and exclusions of family matters in policy discourse and suggest ways to better integrate a transnational family perspective in global migration-development policy.

Good practices and inclusive Art at the University: the image of the Artist/Teacher and Innovative Pedagogies

The aim of art, as transformer of the individual, has numerous sides which give the human beings a sense of enhancement and growth. It is considered by university the need for our students to take part of this process of social transformation in which they feel the need of helping the community when its members are at risk of social exclusion. Art is considered to be a means, a tool and a purpose for an artis-pedagogue to be used as a guide for the renewal. And the university is also considered as a focus of commitment by means of the development of good practices as well as adopting an open and innovative attitude to any changes aimed at living harmoniously within a more just society.

Optimal Scaffolding Methods for Students with Emotional and Behavioural Disorders

Optimal assistance of an adult, adapted to the current level of understanding of the student (scaffolding), can help students with emotional and behavioural problems (EBD) to demonstrate a similar level of understanding on scientific tasks, compared to students from regular education (Van Der Steen, Steenbeek, Wielinski & Van Geert, 2012). In the present study the optimal scaffolding techniques for EBD students were investigated, as well as how these differ from scaffolding techniques used for regular students. A researcher visited five EBD students and five regular students (aged three to six years old) three times in a 1,5 years period. Student and researcher worked together on scientific tasks about gravity and air pressure, while the researcher asked questions. An adaptive protocol was used, so that all children were asked the same basic questions about the mechanisms of the task. Beside this, the researcher was also allowed to ask follow-up questions and use scaffolding methods when these seemed necessary. We found a bigger amount of scaffolding in the group of EBD students compared to the regular students. The scaffolding techniques that were used also differed between the two groups. For EBD students, we saw more scaffolding strategies focused on keeping the student committed to the task, and less strategies aimed at the relationship between the child and the researcher. Furthermore, in the group of regular students we saw a decreasing trend in the amount of scaffolding over the course of three visits. This trend was not visible for the EBD students. These results highlight the importance for using different scaffolding strategies when working with EBD students compared to regular students. Future research can give a clearer image of the differences in scaffolding needs between these two groups.

Balancing Rights in Religious Education through Collaboration and Dialogue

While the right of parents to educate their children in their religious or philosophical conviction is recognised in Human Rights instruments (e.g. CoE 1952, protocol 1), educators must also attend to the right of a child to autonomy (UN 1989, Article 12.1) and the right of liberal democratic states to reproduce values of equity and freedom. This paper argues that certain forms of inter-religious dialogue and/or inter-religious collaborative learning can assist educators in balancing these rights where religion has significant influence and power over the management of schools and/or the curriculum. It is argued that in addition to the learning benefits which may result, the use of collaboration and dialogue goes some way in addressing three philosophical criticisms of religious education: first that religiously separate and religiously based education pays insufficient attention to the rights of children and, secondly, is likely to contribute to social fragmentation; and third, pupils will lack the skills to overcome prejudice or intolerance where they have no experience of others as a result of separate schooling or from a religiously narrow curriculum, and the latter may in fact support intolerant views. A rationale is developed that asserts the value of collaboration or dialogue as a pedagogical strategy that can, to some degree, mitigate potential negative outcomes from religious education. This argument is further supported with reference to a range of empirical studies.

Planning for the Unseen and Unheard: the child with ASD

“Children are a kind of indicator species.
If we can build a successful city for children,
we will have a successful city for all people.”

Enrique Peñalosa (former mayor of Bogotá)

Should society be judged by how they treat their weakest members, the concept of the Child Friendly City offers more than ample scope for critiquing the genuine health and inclusivity of our urban environments. If we accept childhood as a crucial human development phase that demands inclusive and welcoming places for play, exploration and growth, many cities today are becoming increasingly barren habitats, arguably full of nothing but empty childhoods. (Raven-Ellison 2015) With children today less able to roam and explore our streets than those of yesteryear, (Bird 2007) the situation is now developing where our young are becoming increasingly socially and spatially excluded from our supposedly shared Built Environment. That progressively restrictive urban realm is particularly pronounced for those with Autism Spectrum Disorder, for whom our cities can be disorientating, difficult and even frightening places.

As a profession we have a responsibility to provide inclusive built environments that do not preclude the presence of the most vulnerable in society, among them those with ASD. Accordingly this paper seeks to introduce emerging research into the current challenges facing these young urban stakeholders before discussing how planning processes and design interventions might make our cities more accessible to those with ASD.

References:

Bird, W. (2007) Natural Thinking, Sandy, Bedfordshire: RSPB.

Raven-Ellison, D. (2015) “London’s Empty Childhoods” in London Essays – Green Spaces, Issue 3 – found at: http://essays.centreforlondon.org/issues/green/londons-empty-childhoods/ accessed 9th May 2016.

Lehrende als ‘agents of change’ - Konzeptionelle Überlegungen zu einer kinderrechtlichen Annotation und Ausdeutung der Standards für die Lehrerbildung

Die Dissertation geht von der Überlegung aus, dass ein Wandel im deutschen Bildungssystem aufgrund kinderrechtlicher und demokratischer Überlegungen eine essenzielle Zukunftsaufgabe ist. Dies geschieht im Besonderen vor dem Hintergrund kinderrechtlicher Forderungen, wie sie beispielsweise aus dem Status Deutschlands als Mitgliedsland der UN-Kinderrechtskonvention und des UN-Übereinkommens über die Rechte von Menschen mit Behinderung entstehen: Die Korrelation zwischen Herkunft und Bildungserfolg sowie die noch konzeptionell ungenügend entwickelten Ansätze zur Inklusion werden als bestimmend für die Diskussion erkannt. Die Arbeit vertritt die These, dass Lehrende eine zentrale Rolle in einem notwendigen Prozess der Umwandlung des deutschen Bildungssystems spielen können und nimmt in emanzipatorischer Absicht die Lehrenden als Zielgruppe in den Blick. Aufgrund der Struktur der Lehrendenausbildung wird zudem dafür argumentiert, entsprechende Veränderungen im Sinne ihrer Nachhaltigkeit und flächendeckenden Relevanz in der Lehrendenausbildung des ersten universitären Ausbildungsabschnittes zu verankern. Als Instrument, welches die Kriterien von Nachhaltigkeit und umfassender Relevanz erfüllt, werden die Standards für die Lehrerbildung im Bereich Bildungswissenschaften benannt und theoretisch unterfüttert. Grundsätzlich spannt sich der Blickwinkel der Arbeit zwischen der Betrachtung der Struktur des Bildungssystems, des Wissens und Könnens von Lehrenden und Lernenden im Sinne der Kompetenzorientierung sowie der Haltung auf, welche Lehrende einnehmen. Dabei wird aufgezeigt, dass sich diese Faktoren wechselseitig auf vielfache Art und Weise beeinflussen. Auf der Basis dieser Überlegungen wird zunächst das deutsche Bildungssystem in seinen Strukturen beschrieben und die Lehrenden und Lernenden als Teilnehmende am Bildungsgeschehen skizziert. Ein exkursiver Vergleich dreier aufgrund kinderrechtlicher Parameter ausgewählter europäischer Bildungssysteme eruiert zudem, inwiefern die aufgezeigten Bestimmungsgrößen Struktur, Wissen/Können und Haltung Einfluss auf kinderrechtliche Verfasstheit des Bildungssystems nehmen, wobei die Grundprinzipien der UN-Kinderrechtskonvention hier als Messinstrument dienen. Davon ausgehend, erscheint pädagogische Haltung als eine wesentliche Einflussgröße, die im weiteren Verlauf der Arbeit im Sinne der kritischen Pädagogik zu einer Konzeption Pädagogischer Verantwortung verdichtet wird. Vor diesem Hintergrund erfolgt eine Betrachtung aktueller Problematiken im deutschen Bildungssystem, die sich an den in den Standards für die Lehrerbildung identifizierten Ausbildungsschwerpunkten orientiert und erneut die Prinzipien und rechtlichen Vorgaben der UN-Kinderrechtskonvention als Maßstab wählt. Auf der Grundlage dieser umfassenden Diskussion werden in einem sich anschließenden Analyseschritt Annotationen vorgenommen, die die Formulierungen der 11 Standards für die Lehrerbildung inhaltlich erweitern und ergänzen. In Verbindung mit einer Pädagogischen Verantwortung, die sich der Ausbildung kritischer Mündigkeit verpflichtet, werden die annotierten Standards als eine Möglichkeit der kinderrechtlichen (Selbst-)Evaluation von Lehrenden sowie als Instrument einer kinderrechtliche Gesichtspunkte fokussierenden Lehrendenbildung verstanden und dargestellt.

Child Sexual Exploitation in Northern Ireland Report of the Independent Inquiry (PDF 2.73MB)

Independent Inquiry into Child Sexual Exploitation (CSE), led by Kathleen Marshall In September 2013, a Ministerial Summit was held on the theme of child sexual exploitation (CSE) in Northern Ireland. The Police Service of Northern Ireland (PSNI) referred to Operation Owl, an investigation of allegations of CSE in Northern Ireland, which had resulted in a number of adults being interviewed and some being arrested. Two weeks later, the then Minister for Health, Social Services and Public Safety, Edwin Poots, announced three actions to address this issue: an ongoing PSNI investigation focusing on 22 children and young people; a thematic review of these cases by the Safeguarding Board for Northern Ireland (SBNI); and an independent, expert-led inquiry into CSE in Northern Ireland, to be commissioned by the Minister for Health, Social Services and Public Safety and the Minister of Justice. The Minister for Education agreed that the Education and Training Inspectorate (ETI) would enjoin the Inquiry in relation to schools and the effectiveness of the statutory curriculum with respect to CSE. The Inquiry was to focus on both children and young people living at home in the community and those living in care. This is an executive summary of the report of this Inquiry.    

Measuring the geographic distribution of maternal education in Africa

Thesis (Master's)--University of Washington, 2016-08

Falls and the Social Isolation of Older Adults in the National Health and Aging Trends Study

Thesis (Ph.D.)--University of Washington, 2016-08

Understanding of genetic test results for osteogenesis imperfecta by attorneys and child welfare workers in non-accidental injury cases

Thesis (Ph.D.)--University of Washington, 2016-08