Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children’s needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to promote participation in school occupations. This is the first study in Austria exploring the student-environment-fit from self-perceived children’s perspective and comparing this to teachers’ perspective by using the School Setting Interview. In this cross-sectional matched pairs study twenty-five children (mean age 12.5 ± 1.4) with special educational needs and twenty-one teachers from six Austrian secondary schools were interviewed. Participants’ ratings were analyzed descriptively and statistically with Wilcoxon-Sign Rank Test. Reported adjustments from the child and teacher perspectives were analyzed with qualitative content analysis and presented using the occupational, social and physical environmental dimensions from the Model of Human Occupation. Results indicate perceived student-environment-fit differs between school activities as well as between children and teachers. Three out of 16 school activities showed a statistically significant difference between children and teacher matched-pair analysis. Children perceive more unmet needs then teachers. Most adjustments are reported in the social environment dimension and inform practitioners what adjustments are perceived to be useful for children with Special Educational Needs and their teachers. Both children’s and teacher’s perspectives provide valuable information. Significantly, children in this study were able to identify required needs and describe adjustments. To increase participation in school occupations, children can and need to be actively included in the decision-making process.
MULTIFILE
Dit Trendrapport Open Educational Resources 2013 beschrijft de trends op het gebied van open educational resources (OER) en open onderwijs in binnen- en buitenland, geschreven vanuit de context van het Nederlandse hoger onderwijs. Dat gebeurt aan de hand van vijftien artikelen van Nederlandse experts op het gebied van open en online onderwijs. Ook bevat het vijftien korte intermezzo’s met spraakmakende voorbeelden.
In this article, the Erasmus Mundus programme in Special Education Needs, with the financial support from the European Commission, run in Europe from 2005-2010, is reported. The discussion will focus especially on the learning in the field of collaborative skills and attitudes that have occurred in the programme. With reference to the feedback of the participants, the features such as practices of internationalization, multicultural understanding, collaboration in learning and reflection in professional practice are signficantly noted. In comparision, these insights may exert far-reaching impact to course planning of professional development in special needs at different levels in Hong Kong.
What new strategies, knowledge, skills and business models will businesses need; and what new policies and initiatives need to be developed to make the region ready for a successful future. Hanze will focus on innovation in energy transition and specially in small and medium businesses and their needs for the future.[Project in development]The project aims to maintain a competitive regional economy and to strengthen innovation support capacity by ensuring access to a strong and adaptable workforce with the necessary skills to support future growth. This will be done by increasing regional knowledge on future skills needs amongst SMEs and bridging existing skills gaps. Innovation support mechanisms and educational practices will be tested allowing for adjustments and the development of a robust future-proofed flexible system. The project will give authorities new tools within skills development, which are specially connected to the region's smart specialisation strategy. This will contribute to an increased innovation capacity in North Sea Region by aligning these two strategic elements in a regional perspective.Hanze will focus on strengthening new developments in energy transition by exploring growth potential of cross-border and cross-sectoral aspects. Expertise in value chain and systems innovations including cluster systems development and digital/other technologies will be leveraged to support exploration of growth potential and needs of the energy industry. HZ will co-create and evaluate new strategies, knowledge, skills and business models with clusters and businesses in energy transition sector.
The project aims to maintain a competitive regional economy and to strengthen innovation support capacity by ensuring access to a strong and adaptable workforce with the necessary skills to support future growth. This will be done by increasing regional knowledge on future skills needs amongst SMEs and bridging existing skills gaps. Innovation support mechanisms and educational practices will be tested allowing for adjustments and the development of a robust future-proofed flexible system. The project will give authorities new tools within skills development, which are specially connected to the region's smart specialisation strategy. This will contribute to an increased innovation capacity in North Sea Region by aligning these two strategic elements in a regional perspective.Hanze will focus on strengthening new developments in energy transition by exploring growth potential of cross-border and cross-sectoral aspects. Expertise in value chain and systems innovations including cluster systems development and digital/other technologies will be leveraged to support exploration of growth potential and needs of the energy industry. HZ will co-create and evaluate new strategies, knowledge, skills and business models with clusters and businesses in energy transition sector.
