The document discusses the challenges young people with autism face when transitioning from special schools to further education colleges, including difficulties with social interaction, independence, and managing time without familiar routines. It outlines a research project that tracked students' transitions over 12 months through interviews and activities designed to center their lived experiences. Key themes that emerged included finding the right balance between academic challenge and support, preparing for new social demands, and ensuring adequate support is in place to help with progression.
This document provides background information on a student named Myles who is transitioning from preschool to kindergarten. It details his medical history, family situation, educational history including various therapies received, strengths, interests and needed supports. The goals are for Myles to improve his classroom participation, compliance with tasks, and peer interaction, as well as to develop age-appropriate communication and motor skills to achieve educational success. His family and support team have worked closely together to provide the best education and care for him.
First Step Orientation presentation 2018 finalKimberly Munoz
This document provides an agenda and overview for a First Step summer program. It outlines the schedule which includes workshops on college preparation topics, team building activities, and a graduation ceremony. Expectations are shared that students will be respectful, engaged, and take responsibility. Housing and meal logistics are also covered. The program aims to help underrepresented students feel confident in their transition to higher education.
Georgia Cyber Academy is an online public school option in Georgia. Students take virtual classes led by certified teachers and complete assignments outside of class time. The school requires students to spend at least 5 hours per day engaged in schoolwork, but allows flexibility in scheduling class times. It offers the same curriculum as traditional public schools in Georgia and aims to provide a structured learning environment similar to in-person school. The document discusses how the flexible online format would allow the student more time each day to pursue music, through a proposed daily artist development program.
Redesign cuhk mobile understanding problems - qr teamMinjia Yu
We are working on a project that attempts to improve our Campus information app- CUHK Mobile. This is the presentation of the problem-understanding stage.
Here are some potential engaging activities for a Grade 12 book club unit using The Perks of Being a Wallflower:
- Character letters: Have students write a letter from the perspective of one of the main characters (Charlie, Patrick, Sam) reflecting on events from the novel.
- Soundtrack creation: Have students create a soundtrack/playlist for the novel and explain their song choices and how they relate to themes/characters.
- Film comparison: Watch selected scenes from the film adaptation and have students analyze differences/similarities in presentation of events, characters, themes between page and screen.
- Theme circles: Break students into small groups, each focusing on an overarching theme (coming of age, mental health,
The document introduces Mrs. Robin and Mrs. Drabinski, the 4th grade teachers sharing one class. It outlines their educational backgrounds and provides an overview of the job share partnership where they share responsibilities for educating the students. The daily schedule and curriculum overview are also summarized, highlighting how they collaborate to keep routines consistent for students while bringing different strengths to instruction.
This document outlines the expectations and policies for a 6th grade social studies class. It details the teacher's expectations for student behavior and work ethic. Guidelines are provided for classroom procedures, supplies, communication methods, homework policies, assessments, and grading. A homework schedule is included that outlines expectations for social studies, language arts, science, and math classes. The document concludes with a letter to parents requesting background information on students to help the teacher get to know them.
This document provides background information on a student named Myles who is transitioning from preschool to kindergarten. It details his medical history, family situation, educational history including various therapies received, strengths, interests and needed supports. The goals are for Myles to improve his classroom participation, compliance with tasks, and peer interaction, as well as to develop age-appropriate communication and motor skills to achieve educational success. His family and support team have worked closely together to provide the best education and care for him.
First Step Orientation presentation 2018 finalKimberly Munoz
This document provides an agenda and overview for a First Step summer program. It outlines the schedule which includes workshops on college preparation topics, team building activities, and a graduation ceremony. Expectations are shared that students will be respectful, engaged, and take responsibility. Housing and meal logistics are also covered. The program aims to help underrepresented students feel confident in their transition to higher education.
Georgia Cyber Academy is an online public school option in Georgia. Students take virtual classes led by certified teachers and complete assignments outside of class time. The school requires students to spend at least 5 hours per day engaged in schoolwork, but allows flexibility in scheduling class times. It offers the same curriculum as traditional public schools in Georgia and aims to provide a structured learning environment similar to in-person school. The document discusses how the flexible online format would allow the student more time each day to pursue music, through a proposed daily artist development program.
Redesign cuhk mobile understanding problems - qr teamMinjia Yu
We are working on a project that attempts to improve our Campus information app- CUHK Mobile. This is the presentation of the problem-understanding stage.
Here are some potential engaging activities for a Grade 12 book club unit using The Perks of Being a Wallflower:
- Character letters: Have students write a letter from the perspective of one of the main characters (Charlie, Patrick, Sam) reflecting on events from the novel.
- Soundtrack creation: Have students create a soundtrack/playlist for the novel and explain their song choices and how they relate to themes/characters.
- Film comparison: Watch selected scenes from the film adaptation and have students analyze differences/similarities in presentation of events, characters, themes between page and screen.
- Theme circles: Break students into small groups, each focusing on an overarching theme (coming of age, mental health,
The document introduces Mrs. Robin and Mrs. Drabinski, the 4th grade teachers sharing one class. It outlines their educational backgrounds and provides an overview of the job share partnership where they share responsibilities for educating the students. The daily schedule and curriculum overview are also summarized, highlighting how they collaborate to keep routines consistent for students while bringing different strengths to instruction.
This document outlines the expectations and policies for a 6th grade social studies class. It details the teacher's expectations for student behavior and work ethic. Guidelines are provided for classroom procedures, supplies, communication methods, homework policies, assessments, and grading. A homework schedule is included that outlines expectations for social studies, language arts, science, and math classes. The document concludes with a letter to parents requesting background information on students to help the teacher get to know them.
The document is a sample letter written by a student to the Accommodation Officer at their college. The student is requesting to change rooms for the next term due to issues with their current roommate. Specifically, the roommate often has loud parties in their shared room with friends visiting, making it difficult for the student to study. The roommate also borrows the student's things without asking. For these reasons, the student is asking to be assigned a single room for the next term so they can properly focus on their important exams.
This document discusses the importance of inclusion and protecting LGBTQ students in schools. It notes that around 10% of people are gay, but educators often do not protect gay students and encourage negative attitudes. Gay youth face high rates of bullying, harassment, and violence at school. They are more likely to skip school, drop out, and attempt suicide. The document advocates for creating safe, welcoming environments for all students and families, regardless of sexual orientation or gender identity. Teachers should allow open discussion and make students feel comfortable sharing their experiences.
94-97% of students at Crosswinds have a computer at home, while internet access is slightly lower at 91-95.5%, with gaps between those who receive free/reduced lunch. Most students have cell phones and access online content and social media daily. While technology access is high personally, students report only occasionally using technology at school, especially for creative or collaborative projects. When asked about their favorite class, students highlighted relationships with teachers, hands-on projects, creativity, choice, and engagement over grades.
Supporting Participants who may have Children with Learning Disabilities or SENThe Pathway Group
This document outlines a 4-week program to support participants who have children with truancy or behavioral problems at school. Week 1 focuses on identifying the causes of truancy and its impacts, as well as how to deal with bullying. Week 2 focuses on developing communication skills and identifying available support. Week 3 focuses on practicing communication skills like being assertive without being aggressive. The overarching goal is for participants to create an action plan to address their child's specific issues and access relevant support.
Winnie is a typical kindergartener observed over two months. She comes from a middle-class family with two parents and two sisters. Physically, Winnie is small but healthy. Socially, she gets along well with classmates and teachers. She prefers playing with other girls. Cognitively, Winnie is developing typical kindergarten skills like letters, numbers, and drawings. Her behavior and development align with theorists like Erikson, Piaget and Vygotsky. Overall, Winnie appears to be a well-adjusted kindergartener meeting typical milestones.
Bilingual education on the rise in China as parents seek to ready their kids ...Andrew Perry
More Chinese parents are choosing bilingual education for their children to gain exposure to Western education styles while still being grounded in Chinese language and culture. International schools that teach a hybrid of Chinese and English curriculums with both Chinese and Western teachers are growing in popularity. While bringing benefits of multiple perspectives and cultural exposure, blending educational philosophies can also cause conflicts that schools are working to address.
This document contains a student's journal entries for a social psychology course. It discusses several concepts taught in the course and provides examples from the student's own experiences to illustrate each concept. The concepts covered include social learning perspective, social facilitation, false consensus effect, stereotypes, counterfactual thinking, motivation, persuasion, sexism, and racism. Each entry analyzes how the student's past experiences relate to and exemplify the social psychology concept being discussed.
This document contains four journal entries from a student in an information management course reflecting on assigned readings and videos. In the first entry, the student discusses articles about Wikipedia and realizes its relevance to library science as both a research tool and opportunity to teach information literacy skills. The second entry examines how technological growth will impact librarians' roles and the need to stay up-to-date on new technologies. The third entry analyzes the movie "Mona Lisa Smile" and draws connections to issues of censorship and disseminating information. The fourth entry expresses fears about building a library collection from scratch and emphasizes understanding patron needs.
The document provides details from Katherine Ketner's teaching portfolio, including her teaching experience homeschooling kindergarten and 1st grade, volunteer work with children, office experience, teaching philosophy, classroom procedures, philosophy of discipline, and classroom management strategies. Her teaching philosophy focuses on creating a nurturing learning environment that allows students to learn creatively and respectfully.
This document provides a summary of 3 journal entries by a student named Kailyn Lee regarding concepts learned in her social psychology course. The first entry discusses social learning and how observing her mother's habit of conserving electricity and water influenced her to develop the same habits. The second entry describes an example of confirmation bias when discussing a math problem with a classmate. The third entry discusses self-serving attribution, using examples of attributing exam results and lateness to external factors rather than oneself. The document provides real-world examples of concepts learned in the social psychology course.
Fizzy provides an autobiographical summary of her educational experiences from elementary school through college. Some key points:
1. She struggled with reading in elementary school but had teachers like Mrs. Walter who helped her catch up.
2. In middle school she struggled in math but had supportive teachers like Mr. Schmidt.
3. In high school she found passion and support through her computer science teacher, Mrs. Bachrach, who encouraged her photography and continued to mentor her.
4. She attended multiple colleges - New School University, Montclair State University, Rochester Institute of Technology, and is now at Bloomfield College pursuing education. She learned from setbacks at previous schools.
- Theresa Pfister, a parent at Alcott College Prep, praises Elena Turczeniuk Nagy for her creative and rigorous teaching style that has helped her daughter Aanika develop a greater interest and mastery in literacy and social studies. Aanika has become an enthusiastic learner under Ms. Elena's "nurturing but no-excuses" approach.
- Lan Duong, John Ngo's mother, thanks Ms. Elena for being such a wonderful teacher to John over the past four years and helping him learn and achieve his best.
- Donna Cimino Schober thanks Ms. Elena for her instruction and guidance that has helped her daughter Evy bloss
How Can We Make Interacting With Technology and Science Exciting and Fun Expe...Deanna Kosaraju
How Can We Make Interacting With Technology and Science Exciting and Fun Experiences?
Marjan BoorBoor, Master of Technological Socio-Economical Planning (Major in Intelligent Renewable Energy System Planning)
Voices 2015 - www.globaltechwomen.com
Thu March 12 7:00 PST
Thu March 12 10:00 EST
Thu March 12 14:00 UTC
Thu March 12 19:30 IST
Fri March 13 1:00 Sydney
Session Length: 30 minutes + 30 minutes networking time
How my curiosity took me to science and engineering. How finding my own way of learning made me fall in love with science and technology and how sharing this with others has given them a memorable experience making them curious and innovative in the field. My mission to reach as many people as possible.
About Marjan:
I have loved math since I was in elementary school, I did a lot of self-educating in math where I find joy and excitement in math. In middle school because of my math grades I was invited to participate in a preparation math course for International Math and computer Olympiad.
I have a master degree in Technological Socio Economical planning, majoring in renewable energy system planning and development. My background education is in Mathematic, Physics, Computer science, Artificial intelligence and Robotics, Marketing, Leadership, Project management and innovation and monitoring, Innovative Psychology of learning.
I made several intelligent Robots and participated in several artificial intelligent Robocup competitions and participated in Iran, Germany, Netherland and Atlanta international Robocup competition and won several awards.
I am the developer of energyplanner.dk which is an intelligence tool for tracing changes in an energy system due to gradual energy transition from fossil fuel to renewable energies that is going to be used by energy planner in Denmark.
I have innovative way of learning for science and technology that help you not only become good at it but also enjoy it. I have teach math for years, and my experience have been that factors such as gender, age, and race, background are not determining factors for being good at math and enjoy learning that.
This document provides information about two 5th grade teachers, Mrs. DeBlock and Miss Wheaton, for an open house event. It outlines their educational backgrounds and teaching philosophies. It also details the classroom structure, schedules, curriculum, homework policies, communication methods, and other policies for parents.
The document analyzes the scenario of a primary school student named John who is experiencing various issues including low self-esteem, lack of motivation, and behavioral problems. It identifies factors contributing to John's situation such as his parents' divorce, unstable home life, and lack of support from his peers and teachers. The document proposes solutions including increasing individual attention on John, counseling, after-school programs, and goal-setting exercises based on theories of motivation, psychosocial development, and moral development.
Question use bronfenbrenner’s bioecological theory to evaluate aaryan532920
The document discusses Bronfenbrenner's bioecological theory and applies it to analyze the Smith family. It describes the five systems of the theory - microsystem, mesosystem, exosystem, macrosystem, and chronosystem - and provides examples from the Smith family for each system. The microsystem example is the daily interactions between family members. The mesosystem example is how Sally's relationship with her parents has changed due to her dating Bill against their wishes. The exosystem example is the influence of Mr. Smith's doctors on his treatment for PTSD. The macrosystem example is Jack finding acceptance through his Christian church community. The chronosystem example is how support groups available to the family differ
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
Officials make around 245 decisions per game in football, averaging about one decision every 22 seconds. 45 of these decisions are technical calls related to goal kicks, corners, or throw ins. Another 200 decisions involve physical contact and potential disciplinary actions. Only 35 decisions are visible fouls or restarts of play. Officials are estimated to be correct in their calls 98% of the time, missing around 5 calls per game. Assistant referees make about 50 decisions per game, with 45 being offside calls and only 4 resulting in a flag for offside. Video review technology could help increase accuracy even further.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses the Sport Integrity Global Alliance (SIGA), a multi-stakeholder coalition aimed at promoting integrity in sport. SIGA's vision is for sport to be governed with the highest integrity standards and free from unethical activity. Its mission is to provide leadership in promoting good governance and safeguarding integrity in sport through universal standards. SIGA focuses on financial integrity, good governance, and sports betting integrity. It holds consultations and forums to develop these universal standards and encourages their adoption. The standards are designed to apply progressively based on an organization's capabilities. SIGA also conducts independent assessments of adherence to the standards.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses getting things done ethically in organizations. It highlights consistency, transparency, and efficiency as key challenges. It also notes the tension between getting things done and doing so ethically. The document provides background on these issues from 1900 to today, and suggests considering how to streamline processes and provide consistency while working ethically.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses the formation and mission of the Sport Integrity Global Alliance (SIGA), a multi-stakeholder coalition aimed at safeguarding sport integrity through a set of universal standards. SIGA was established in 2015 with the goal of providing leadership in promoting good governance and protecting sport from criminal activity. SIGA is developing core principles and universal standards on good governance, financial integrity, and sports betting integrity. These standards will be implemented gradually by organizations through a self-assessment and independent evaluation process. The document outlines SIGA's activities over the past two years in developing these standards and building its membership through forums and meetings.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
The document discusses improving board effectiveness in sports bodies. It defines governance and outlines the key roles of the board chair and board members. A successful board promotes a collective vision, operates with aligned culture and values, provides good governance through understanding its role and ensuring delivery of purpose. Board composition should include appropriate skills, diversity, and independence. Principles of sound decision making and factors inhibiting effectiveness are also covered. The document stresses the importance of organizational culture and having the right values embedded to protect public investment and enhance reputation. Cultural markers and ways to assess organizational culture through measurable, evidential, and judgemental indicators are presented.
The document is a sample letter written by a student to the Accommodation Officer at their college. The student is requesting to change rooms for the next term due to issues with their current roommate. Specifically, the roommate often has loud parties in their shared room with friends visiting, making it difficult for the student to study. The roommate also borrows the student's things without asking. For these reasons, the student is asking to be assigned a single room for the next term so they can properly focus on their important exams.
This document discusses the importance of inclusion and protecting LGBTQ students in schools. It notes that around 10% of people are gay, but educators often do not protect gay students and encourage negative attitudes. Gay youth face high rates of bullying, harassment, and violence at school. They are more likely to skip school, drop out, and attempt suicide. The document advocates for creating safe, welcoming environments for all students and families, regardless of sexual orientation or gender identity. Teachers should allow open discussion and make students feel comfortable sharing their experiences.
94-97% of students at Crosswinds have a computer at home, while internet access is slightly lower at 91-95.5%, with gaps between those who receive free/reduced lunch. Most students have cell phones and access online content and social media daily. While technology access is high personally, students report only occasionally using technology at school, especially for creative or collaborative projects. When asked about their favorite class, students highlighted relationships with teachers, hands-on projects, creativity, choice, and engagement over grades.
Supporting Participants who may have Children with Learning Disabilities or SENThe Pathway Group
This document outlines a 4-week program to support participants who have children with truancy or behavioral problems at school. Week 1 focuses on identifying the causes of truancy and its impacts, as well as how to deal with bullying. Week 2 focuses on developing communication skills and identifying available support. Week 3 focuses on practicing communication skills like being assertive without being aggressive. The overarching goal is for participants to create an action plan to address their child's specific issues and access relevant support.
Winnie is a typical kindergartener observed over two months. She comes from a middle-class family with two parents and two sisters. Physically, Winnie is small but healthy. Socially, she gets along well with classmates and teachers. She prefers playing with other girls. Cognitively, Winnie is developing typical kindergarten skills like letters, numbers, and drawings. Her behavior and development align with theorists like Erikson, Piaget and Vygotsky. Overall, Winnie appears to be a well-adjusted kindergartener meeting typical milestones.
Bilingual education on the rise in China as parents seek to ready their kids ...Andrew Perry
More Chinese parents are choosing bilingual education for their children to gain exposure to Western education styles while still being grounded in Chinese language and culture. International schools that teach a hybrid of Chinese and English curriculums with both Chinese and Western teachers are growing in popularity. While bringing benefits of multiple perspectives and cultural exposure, blending educational philosophies can also cause conflicts that schools are working to address.
This document contains a student's journal entries for a social psychology course. It discusses several concepts taught in the course and provides examples from the student's own experiences to illustrate each concept. The concepts covered include social learning perspective, social facilitation, false consensus effect, stereotypes, counterfactual thinking, motivation, persuasion, sexism, and racism. Each entry analyzes how the student's past experiences relate to and exemplify the social psychology concept being discussed.
This document contains four journal entries from a student in an information management course reflecting on assigned readings and videos. In the first entry, the student discusses articles about Wikipedia and realizes its relevance to library science as both a research tool and opportunity to teach information literacy skills. The second entry examines how technological growth will impact librarians' roles and the need to stay up-to-date on new technologies. The third entry analyzes the movie "Mona Lisa Smile" and draws connections to issues of censorship and disseminating information. The fourth entry expresses fears about building a library collection from scratch and emphasizes understanding patron needs.
The document provides details from Katherine Ketner's teaching portfolio, including her teaching experience homeschooling kindergarten and 1st grade, volunteer work with children, office experience, teaching philosophy, classroom procedures, philosophy of discipline, and classroom management strategies. Her teaching philosophy focuses on creating a nurturing learning environment that allows students to learn creatively and respectfully.
This document provides a summary of 3 journal entries by a student named Kailyn Lee regarding concepts learned in her social psychology course. The first entry discusses social learning and how observing her mother's habit of conserving electricity and water influenced her to develop the same habits. The second entry describes an example of confirmation bias when discussing a math problem with a classmate. The third entry discusses self-serving attribution, using examples of attributing exam results and lateness to external factors rather than oneself. The document provides real-world examples of concepts learned in the social psychology course.
Fizzy provides an autobiographical summary of her educational experiences from elementary school through college. Some key points:
1. She struggled with reading in elementary school but had teachers like Mrs. Walter who helped her catch up.
2. In middle school she struggled in math but had supportive teachers like Mr. Schmidt.
3. In high school she found passion and support through her computer science teacher, Mrs. Bachrach, who encouraged her photography and continued to mentor her.
4. She attended multiple colleges - New School University, Montclair State University, Rochester Institute of Technology, and is now at Bloomfield College pursuing education. She learned from setbacks at previous schools.
- Theresa Pfister, a parent at Alcott College Prep, praises Elena Turczeniuk Nagy for her creative and rigorous teaching style that has helped her daughter Aanika develop a greater interest and mastery in literacy and social studies. Aanika has become an enthusiastic learner under Ms. Elena's "nurturing but no-excuses" approach.
- Lan Duong, John Ngo's mother, thanks Ms. Elena for being such a wonderful teacher to John over the past four years and helping him learn and achieve his best.
- Donna Cimino Schober thanks Ms. Elena for her instruction and guidance that has helped her daughter Evy bloss
How Can We Make Interacting With Technology and Science Exciting and Fun Expe...Deanna Kosaraju
How Can We Make Interacting With Technology and Science Exciting and Fun Experiences?
Marjan BoorBoor, Master of Technological Socio-Economical Planning (Major in Intelligent Renewable Energy System Planning)
Voices 2015 - www.globaltechwomen.com
Thu March 12 7:00 PST
Thu March 12 10:00 EST
Thu March 12 14:00 UTC
Thu March 12 19:30 IST
Fri March 13 1:00 Sydney
Session Length: 30 minutes + 30 minutes networking time
How my curiosity took me to science and engineering. How finding my own way of learning made me fall in love with science and technology and how sharing this with others has given them a memorable experience making them curious and innovative in the field. My mission to reach as many people as possible.
About Marjan:
I have loved math since I was in elementary school, I did a lot of self-educating in math where I find joy and excitement in math. In middle school because of my math grades I was invited to participate in a preparation math course for International Math and computer Olympiad.
I have a master degree in Technological Socio Economical planning, majoring in renewable energy system planning and development. My background education is in Mathematic, Physics, Computer science, Artificial intelligence and Robotics, Marketing, Leadership, Project management and innovation and monitoring, Innovative Psychology of learning.
I made several intelligent Robots and participated in several artificial intelligent Robocup competitions and participated in Iran, Germany, Netherland and Atlanta international Robocup competition and won several awards.
I am the developer of energyplanner.dk which is an intelligence tool for tracing changes in an energy system due to gradual energy transition from fossil fuel to renewable energies that is going to be used by energy planner in Denmark.
I have innovative way of learning for science and technology that help you not only become good at it but also enjoy it. I have teach math for years, and my experience have been that factors such as gender, age, and race, background are not determining factors for being good at math and enjoy learning that.
This document provides information about two 5th grade teachers, Mrs. DeBlock and Miss Wheaton, for an open house event. It outlines their educational backgrounds and teaching philosophies. It also details the classroom structure, schedules, curriculum, homework policies, communication methods, and other policies for parents.
The document analyzes the scenario of a primary school student named John who is experiencing various issues including low self-esteem, lack of motivation, and behavioral problems. It identifies factors contributing to John's situation such as his parents' divorce, unstable home life, and lack of support from his peers and teachers. The document proposes solutions including increasing individual attention on John, counseling, after-school programs, and goal-setting exercises based on theories of motivation, psychosocial development, and moral development.
Question use bronfenbrenner’s bioecological theory to evaluate aaryan532920
The document discusses Bronfenbrenner's bioecological theory and applies it to analyze the Smith family. It describes the five systems of the theory - microsystem, mesosystem, exosystem, macrosystem, and chronosystem - and provides examples from the Smith family for each system. The microsystem example is the daily interactions between family members. The mesosystem example is how Sally's relationship with her parents has changed due to her dating Bill against their wishes. The exosystem example is the influence of Mr. Smith's doctors on his treatment for PTSD. The macrosystem example is Jack finding acceptance through his Christian church community. The chronosystem example is how support groups available to the family differ
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
Officials make around 245 decisions per game in football, averaging about one decision every 22 seconds. 45 of these decisions are technical calls related to goal kicks, corners, or throw ins. Another 200 decisions involve physical contact and potential disciplinary actions. Only 35 decisions are visible fouls or restarts of play. Officials are estimated to be correct in their calls 98% of the time, missing around 5 calls per game. Assistant referees make about 50 decisions per game, with 45 being offside calls and only 4 resulting in a flag for offside. Video review technology could help increase accuracy even further.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses the Sport Integrity Global Alliance (SIGA), a multi-stakeholder coalition aimed at promoting integrity in sport. SIGA's vision is for sport to be governed with the highest integrity standards and free from unethical activity. Its mission is to provide leadership in promoting good governance and safeguarding integrity in sport through universal standards. SIGA focuses on financial integrity, good governance, and sports betting integrity. It holds consultations and forums to develop these universal standards and encourages their adoption. The standards are designed to apply progressively based on an organization's capabilities. SIGA also conducts independent assessments of adherence to the standards.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses getting things done ethically in organizations. It highlights consistency, transparency, and efficiency as key challenges. It also notes the tension between getting things done and doing so ethically. The document provides background on these issues from 1900 to today, and suggests considering how to streamline processes and provide consistency while working ethically.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses the formation and mission of the Sport Integrity Global Alliance (SIGA), a multi-stakeholder coalition aimed at safeguarding sport integrity through a set of universal standards. SIGA was established in 2015 with the goal of providing leadership in promoting good governance and protecting sport from criminal activity. SIGA is developing core principles and universal standards on good governance, financial integrity, and sports betting integrity. These standards will be implemented gradually by organizations through a self-assessment and independent evaluation process. The document outlines SIGA's activities over the past two years in developing these standards and building its membership through forums and meetings.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
The document discusses improving board effectiveness in sports bodies. It defines governance and outlines the key roles of the board chair and board members. A successful board promotes a collective vision, operates with aligned culture and values, provides good governance through understanding its role and ensuring delivery of purpose. Board composition should include appropriate skills, diversity, and independence. Principles of sound decision making and factors inhibiting effectiveness are also covered. The document stresses the importance of organizational culture and having the right values embedded to protect public investment and enhance reputation. Cultural markers and ways to assess organizational culture through measurable, evidential, and judgemental indicators are presented.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses the importance of ethics and values in governance and business. It notes that establishing a code of ethics and clear values helps organizations set standards of conduct for employees and builds trust. An effective ethics program clearly communicates values, provides training and guidance, and monitors adherence through accountability. Such programs support ethical decision-making and encourage employees to speak up about issues or concerns. Embedding values and ethics throughout an organization's culture and operations can benefit the business through greater trust, reputation, and performance.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
The document discusses challenges in impact measurement and lessons learned from implementing a new impact measurement system. Some key points:
1) Charities often struggle with impact measurement, not having easy and complete data collection in one place. This can make reporting difficult and inefficient.
2) The Football Foundation addressed this by developing their own impact system, Upshot, to better manage projects, monitor outcomes, and demonstrate impact internally and externally.
3) Implementing changes can be challenging, as was seen in a case study with London Legacy Development Corporation where partner buy-in and consistent data collection had to be improved. Ongoing challenges include organizations using multiple systems and measuring soft outcomes.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
This document discusses safeguarding children in sport. It argues that current approaches to child protection in sport focus too narrowly on procedures, perpetrators, and risks of harm, rather than the wider culture and children's holistic well-being. The document advocates listening to children's perspectives and priorities to better understand their actual experiences. Research suggests children experience more emotional abuse than is reported, and that behavior tolerated in sport would not be in other contexts. The document concludes sport safeguarding should promote children's voices, welfare, and involvement in decisions to build trust and create conditions for their own protection.
Standards in Sport: Ethics, Integrity and Governance 22/06/2017mckenln
The document outlines a code for sports governance with 5 key principles: structure, people, communication, standards and conduct, and policies and processes. It applies to every organization receiving public funds and has 3 tiers of requirements based on organization size. The code provides guidance on board structure, skills-based appointments, transparency, integrity, and legal/financial compliance to promote better governance.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
This document summarizes strategies for inspiring behavioral change. It discusses the COM-B model of behavior as an interaction between capability, motivation, and opportunity. Successful behavior change techniques include self-monitoring and goal-setting. Commercial weight loss programs that incorporate cognitive behavioral therapy principles and habit formation show promise. Health professionals can play an important role by providing advice during "teachable moments". Nudging in appropriate contexts can also promote healthy choices. Overall, a multifaceted approach is needed to inspire lasting behavioral changes at both the individual and societal level.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
The document discusses initiatives by Northumbria Healthcare NHS Foundation Trust to support healthy weight and wellbeing among its over 10,000 employees. The Trust has implemented a tiered approach including making every contact count, changes to the food environment like a traffic light labeling system, and physical activity challenges and on-site classes. Challenges include low attendance for weight management programs and measuring impact given issues like shift work. Future plans include a social marketing project and increasing physical activity opportunities.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
Laurie Eyles is the team lead of the NHS Lothian Weight Management Service in Scotland. Obesity rates are high in Scotland, with 65% of adults overweight and 29% obese. The risk of type 2 diabetes increases substantially with higher BMI. The aims of diabetes prevention strategies are to delay and reduce type 2 diabetes by targeting weight loss and glucose control in high-risk populations. Effective strategies include early intervention, lifestyle programs incorporating diet, physical activity and behavior changes leading to 5-10% weight loss. The Edinburgh experience demonstrates a tiered model of care including community and clinical weight management services and diabetes education programs.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
Dr. Charlotte Evans presented on curbing sugar consumption in the UK. She reviewed evidence that high intakes of free sugars, especially from sugar-sweetened beverages, promote weight gain and type 2 diabetes. New UK recommendations suggest limiting free sugars to 5% of total energy intake, compared to current intakes that are over twice that level. Effective policy approaches to reduce sugar intake include taxes on sugar-sweetened beverages, restrictions on food marketing to children, and product reformulation by the food industry to lower sugar and portion sizes.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
The document outlines Professor Gareth Stratton's research on childhood physical activity and fitness levels. It discusses trends showing declining fitness and rising obesity rates in children over time. It then describes various studies and interventions to promote physical activity in children, such as exergaming, active playgrounds, and after-school activity programs. The goal is to understand factors influencing the "fitness to fatness" trend and develop strategies to reverse it by helping children be more active and fit.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
This document summarizes the development of a new "Eat, Think, Change" group for patients struggling with disordered eating and binge eating disorder (BED) within an existing weight management program. The group aims to address the mechanisms maintaining disordered eating behaviors before focusing on weight loss. Initial outcomes show reductions in binge eating frequency and increased awareness of eating behaviors among participants. The program aims to provide more effective support for this population and prevent cycles of unsuccessful weight loss attempts.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
Alice Ferguson is the director of Playing Out, which advocates increasing children's freedom to play outside. Only 21% of boys and 16% of girls meet the minimum daily physical activity recommendations. A study in Bristol found that when given the opportunity to play outside through a "playing out" session, children spent 70% of the time outdoors and 30% of that time was moderate physical activity, much higher than on normal days. Playing Out provides resources to help communities organize temporary street closures to allow children to play outside safely.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
The document discusses the childhood obesity problem in the UK and outlines the government's childhood obesity plan. It notes that 1 in 5 children in Reception and 1 in 3 children in Year 6 are overweight or obese. The plan aims to tackle obesity through measures focused on schools, healthier environments, and encouraging collaboration. These include reformulating foods, sugar levies, food labeling, revising menus in early years settings, and raising physical activity levels. The goal is for a whole systems approach to address this complex issue.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
Fit For Sport is a UK organization that engages children in physical activity. They work with over 250 schools annually, reaching 250,000 children. Their programs include activity camps, training learners and professionals, and developing programs to support inactive children. One successful program, Engage to Compete, engaged 26,000 children, increased fitness by 12%, and trained over 1,200 people through school and community partnerships. Fit For Sport advocates for partnerships between schools, leisure centers, families, and organizations to provide sustainable programs that increase engagement in physical activity and competition.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
Dr. Rebecca Beeken presented on inspiring behavioral change through various techniques. She discussed traditional approaches focusing on information alone are often ineffective for behavior change. The COM-B model identifies capability, motivation, and opportunity as necessary conditions for behavior. Successful interventions incorporate self-monitoring and other self-regulation techniques. Commercial weight loss programs that emphasize lifestyle changes over dieting and use behavior change techniques and cognitive behavioral therapy have shown promising results. Habit formation through repetition can help establish healthy behaviors long-term. Health professionals, teachable moments, and nudging in appropriate settings can also influence behavior change. A multifaceted approach is needed to inspire lasting behavior change.
Obesity- Tipping Back the Scales of the Nation 19th April, 2017mckenln
The document discusses evidence-based policies to tackle obesity at the national and local levels. It notes that weight reduction programs have low completion rates and questions whether more can be done nationally with policies like the sugar tax. The presentation advocates for a whole systems approach at the municipal level, with policies around healthy food in public settings, town planning restricting fast food, and local authority declarations on healthy weight. It highlights campaigns in the UK to promote these types of obesity prevention efforts.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
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This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Presentatie 8. Joost van der Linde & Daniel Anderton - Eliq 28 mei 2024
Autism: The Challenges and Opportunities
1. Autism: the challenges and
opportunities
Manchester
Supporting Young People Through Times of
Transition
Dr. Jacqui Shepherd
1st June 2016
Lecturer in Education, University of Sussex
2. Outline
The problem with transition(s)
The research project
Discussion of key themes:
- Academic and social progression
- Social interaction difficulties and supporting social
transition
- Time and managing time
- Independence and vulnerability
3. Transition and ASC
Insistence on sameness (‘anxiously obsessive desire for the
maintenance of sameness’ Kanner, 1943, p245)
Small transitions problematic
Challenge of social interaction
Imagining the future, new situations
Need for routine, predictability
Special school vs mainstream college
Young people with autism typically ‘will have the
combination of fewer social links, be more emotionally
immature and less experienced in ‘knowing the ropes’ to
help them decide’ (Plimley & Bowen, 2006, p56).
4. Rationale
Fewer than 1 in 4 young people with autism continue their
education beyond school (Ambitious About Autism, 2011)
Transition and autism being problematic
Inclusive education at college
Range of courses but do they fit learners’ needs?
Statements ceasing at 16
Legislative changes: Children and Families Act 2014
Only 15% of adults with autism in full-time paid employment (Knapp
et al., 2007)
Personal and professional interests
5. Person centred planning
‘The needs of the individual child and young person should
sit at the heart of the assessment and planning process.
Planning should start with the individual and local authorities
must have regard to the views, wishes and feelings of the
child, child’s parent or young person, their aspirations, the
outcomes they wish to seek and the support they need to
achieve them.’ (SEND Code of Practice, 2014)
‘We need to devise ways of putting the perspectives of people with
autism ‘at the centre of the autism conversation’ (Ne’eman, 2011)
There seems to be an assumption in the policy that as long as you
seek the opinion of the young person then good outcomes will
follow but this not necessarily true (Small et al. 2013)
6.
7. The research project
Young people at the centre of the research/lived experience
Leavers from three special schools across three local authorities
Pupils with autism in last year of special school 16-17 planning to go
on to colleges of Further Education
Varying social and communication abilities; additional learning
difficulties
Tracking transition to further education over 12 months – five different
FE colleges
Six detailed case studies – breadth/depth balance (interviews with
young people, teachers, parents and tutors)
How and why would they talk to me?
Development of person-centred research methods – capability
approach
12. Key themes
Academic and social progression
Social interaction difficulties and supporting social
transition
Time and managing time
Independence and vulnerability
13. Progression
Social, academic and personal?
Jake got 4 GCSEs at grade C and could have
progressed to a level 2 or 3 course but opted for
foundation. He hoped to go on to BTEC level 2 then
3 in his subsequent years at college
Beth had 5 GCSEs, 3 of them As (Media, art,
Photography) as well as English and Maths at B and
C. She chose to go on to a level 3 BTEC in media
14. Jake and the academic compromise
we felt that going straight to mainstream from special would have
been too much [...] I think he'll probably be a bit bored by some of
the options um...but...I think it's a sort of necessary process really.
(Alison, Jake’s mother,)
On whether the work was easier or more difficult at college:
Well I would say it's easier because it's lower quality
but...because last year I was doing GCSEs, this year it's like
entry level...but I am doing functional skills 2 in English which is
equivalent to a C but I would say it's slightly easier...
(Jake)
College tutor: he's probably the highest ability student I have ever
had
15. Jake’s experience
• Had a successful year on the foundation level
course at college
• Went on to level 3 BTEC for two years
• Applying for apprenticeships
‘I’m at college in my final year and I managed to
pass my GCSE English at grade C and I got a
Distinction* in my IT…I hope in July 2016 I will be
able to start a level 3 IT apprenticeship for one year
and then become a fully qualified Junior IT
technician’ (Jake, email, January 2016)
16. Beth and the support compromise
They didn't actually want her to do level 3, they were
trying to dissuade her and saying do level 2 cos then
you'll get more support and der dee der…and she said to
me that when she was shown around, the kids that were
doing the level 2, she would already have done that work
and I just thought, ..We kind of fought that one and I said
no, she wants to do level 3 and now I'm sort of thinking, if
you start, I'm going to start quoting laws, I’m going to dig
out, you know, disability laws and stuff and...um....and as
I reminded them, academically she'd got the grades…
(Debbie, Beth’s mother)
17. Beth’s experience
‘It's mostly the social and friends side of things which I'm finding
really hard. I keep trying to talk to people but everyone's always in
groups and I often feel that they're leaving me out and then I get
really worried that I've said something wrong. I feel a bit sad that
there's no one like at Meadowlands in my class but I've met a few
people on other courses who are really nice so I guess I'm just a
bit unlucky with who's in my class’ (Beth email, 4 weeks in to
college)
‘things are not going at all well for Beth at college and she’s really
struggling poor love. She’s asked me if you’d mind if we didn’t
carry on as she’s finding everything so stressful’ (Mum’s text
during second term at college)
18. Supporting academic progression
• What needs to be in place in order for Jake and Beth to make
academic progress and to ensure successful transition?
• Focus on ability and potential to determine academic offer
• Identify support needs according to the individual student
• What constitutes learning support?
19. Social interaction
• As impairment in autism? Autism
as ‘an extreme case of diminished social
motivation’ (Chevallier, 2013)?
• Experiences of bullying
• But all the young people were interested in friends
and the social world
• Social media provides new opportunities - and
new challenges for social interaction
• That the social affects everything
• Virtually all the difficulties at college arose from
social communication difficulties
• How do we prepare young people
with autism for the social transition?
20. Beth and social interaction
I'd probably like to begin with I'd like to share a flat with friends or something, I
wouldn't like to be on my own as I'd feel quite vulnerable and scared and alone
whereas...yeah...with friends it would be much more company and fun
(Beth, Time 1)
I did actually find mainstream quite hard and I ...they...and my mum like moved
schools for me because I kept getting bullied and that and teachers didn't really
understand so it's was before I was diagnosed and then I went into a middle school
which was smaller and I made a few friends there but unfortunately ...um...I kind of
like epilepsy kind of started up and I was off school for a while and then it was the
end of Year 7 and I really didn't feel like I was able to cope because they wanted
me to go to Charlton Rise school but that's a really really big school and I really
didn't feel able to… (Beth, Time 1)
21. Social motivation
• Jake and interest in social media, skype motivations
I use Skype, Facebook and I use Twitter um...I use Steam which is this thing
where you can play games and chat to people at the same time but...I use...well
I use emails occasionally (Jake, Time 1)
• Eric and social interest – online difficulties
Facebook is the worst thing ever invented, it's very bad, people don't know how
dangerous that is, it is terrible, and I think if you've got something wrong with
you, you really shouldn't go on it because you're so vulnerable and you might
say things in anger that really wouldn't come out of your mouth at any other time
(Eric’s mother, Time 1)
Well I think it's what he's saying on there more than anything and he's very
obsessive with girls. He really wants a girlfriend and it can get very serious what
he says on there sort of thing, what he'd like to do with them so erm, it is
disgusting so he's banned for life (Eric’s mother, Time 1)
22. Social Motivation
• Frankie and social media
JS: So do you go on Facebook quite a bit?
Frankie: Yeah, I just go there just to check if people, like if I've got any like
messages or if people like or if I'm chatting with someone or that sort of
thing (Frankie, Time 1)
• Ellis in the coffee bar at college
‘he's coming in and he's adopting the persona of a man at leisure and
sitting down and having a cappuccino on the first floor balcony and sitting
there as if he's reading the Times, he's actually making the most of the
environment as he wants to use it, um but he's making up excuses not to
do things’ (Ellis’s tutor)
• David and social interaction on line
23. Supporting social transition
• Student links between schools and colleges
• Dialogue between autistic and non-autistic students
to determine
• Autism awareness in whole college community
• Preparation for college social life and opportunities
• Potential of social media
25. Summer holidays
‘I think a degree of anxiety comes into play if there's nothing happening’
(Jake’s mother, Time 1)
David and the summer holidays, ‘I would definitely say that David has
been quite withdrawn over the summer break and he has not wanted to
take part in any activities…to be honest I am a little worried that he might
also be a bit depressed’ (David’s mother, email)
Frankie and Dad’s surprise at length of summer hols
‘Yes, they said it's full time and then I said, great, five days a week and
they said, yep, that's three days a week, eeergh, that's not full time that's
part time.’ (Frankies’ father, Time 1)
For three months, it just went on and on and on and so that was bonkers
and the other thing was I didn't appreciate the fact that he would be out of
school after he did his exams so that was a surprise to me so he was
actually sitting on the sofa for quite a long time doing bugger all
(Frankie’s father, Time 2)
26. Managing part time timetables
College tutor knows that days off are not productive
JS: And what do you think they do on their days off?
Tutor: I know what they do, they all sit around and they play computer games and
they don't do anything
What Frankie does
JS: So what do you do in the day if you're not going to college?
Frankie: I either go out or stay in and play games or chat with friends on Facebook
JS: And that's OK is it? Is it alright on those two days?
Frankie: Yeah, sometimes but sometimes I don't have anything to do
JS: Would you rather be at college every day?
Frankie: Maybe (Frankie, Time 2)
David handed his coursework in on time so had further time off,
David’s mother: ‘At the moment he's not doing very much time at all at the college,
apparently he finished the coursework and that's it so until the other side of half term
now he's not going in any more
JS: So he does all day Tuesday and Monday afternoon and that's it
David’s mother: And that's it
27. Supporting time management
• Better use of transition time during the summer holidays
• Explicit guidance on the use of non-timetabled time at
college
• Experience of non-timetabled time at school
• Peer support
• Planning
28. Independence and vulnerability
• Bullying
• From protected world of special school to
mainstream world
• Communication challenges
• Travel training
• Limited integration in college
• Lack of peer group
But 17 years old with aspirations and
abilities…
29. Eric: Independence/vulnerability
Reliance on support assistant
College within one corridor
Eric is not allowed to go anywhere unsupervised
How to reduce/remove support?
Problematising independence vs autonomy? (Arnold,
2014, Heumann, 2011) Interdependence, control?
30. ‘As a little boy people used to beat him up and pick on him, it don't
matter where you took him because Eric looked vulnerable and an
easy target.’ (Mum, Time 1)
‘he's so behind, he's very socially and mentally behind in his age and
that so it's going to be very, very hard, it's like sending a 12 year old
to college, you know, Eric is very immature.’ (Mum, Time 1)
‘I'm hoping he will be independent by the time he leaves, that he'll
have a bit of a life, that he have a life cos at the moment I don't think
it's much of a life what he's got, it's not like when we was younger,
load of mates around, and he's very mollycoddled at home and
suffocated and he is, you can't deny it, cos he ain't safe but I'd like
him to have friends’ (Mum, Time 2)
‘I'm pleased Eric is doing his travel training, I said he needs his
independence but I don't want it rushed, he's only had a few sessions
and they think he can go by himself now,’ (Mum, Time 2)
Eric’s Vulnerability?
31. Transport: a matter of life and
death
He [the college travel trainer] was very aggressive to me, the man,
he shouted at me. He said parents like you don't want their
children to grow up and have independence don't you want him to
have a girlfriend and have a job, don't you want him to have a
normal life? I said, do you want my son in a coffin? I said his death
will be on your shoulders, I said I'm his mother, it's my
responsibility is to keep him safe[......]that man knows more about
Eric than I do and all he's seen of Eric is half an hour through the
day but he knows more about Eric than I do ...I think it is very dis-
respectful and I'm not having it and Eric is passing and I'm still not
happy about that and I said to him, I am not happy, well he's
passing, he will have to make his own way to college. I spoke to
someone about it and said I'm not happy about this, Eric is still
very vulnerable, he is very vulnerable.
(Carol, Eric’s mother, Time 2)
32. Interdependence
‘It is perhaps self-delusional to say that I am as dependent on her as
she is on me, but perhaps not. Others could take care of her and
even love her – in fact I must think that she will continue to thrive with
or without me. But without her, I would wither.’ (Kittay, 2000)
Absence of broader social networks, ‘their reliance on carers reveals
that interdependence is at the heart of their engagement with the
world’ (Small et al., 2013, p297)
Promote independence, where it is possible and mutual support
where it is not (Watson et al., 2004)
‘To expect them to be able to cope without support from their families
is to deprive them of a vital back-up system, as well as college staff
losing a valuable source of information’. (Howlin et al., 2004, p177)
33. Supporting
Interdependence
Acknowledge that restricted peer groups, learning difficulties
sometimes mean more reliance on parents (and others) – involve
parents in transition planning but also in first terms at college
Develop independence where possible and timely and support
where it is not
David could have helped others with Maths, ‘like the thing I want to do
is Maths which I can't do and then I've got English which I struggle to do and I've
still got to do’ (David, Time 2)
Beth and animation workshops ‘I really like animation because you set
yourself a goal and then you can just kind of get really obsessive with it and just
keep on going’ (Beth, Time 1)
Holistic approach to transition involving peer groups and buddy
systems
34. Conclusions
Work towards a thriving interdependency
‘Double-empathy problem’ ‘one could say that many autistic
people have indeed gained a greater level of insight into
non-AS society, and more than vice versa’ (Milton, 2012)
Support for social transition
Peer support and buddying
Working in partnership for holistic transition
Person-centred planning
Working towards full inclusion
35. Selected references
Ambitious About Autism (2011) Finished at School. Where next for young people with autism? London: Pears National
Centre for Autism Education.
Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S. and Schultz, R. T. (2012) The social motivation theory of autism Trends
in cognitive sciences Elsevier Ltd, 16(4) pp. 231–9
DfE and DoH (2014) Special educational needs and disability code of practice: 0-25 years.
Howlin, P., Goode, S., Hutton, J. and Rutter, M. (2004) ‘Adult outcome for children with autism.’ Journal of child psychology
and psychiatry and allied disciplines, 45 pp. 212–29.
Kanner, L. (1943) ‘Autistic disturbances of affective contact.’ Nervous Child, 2 pp. 217–250.
Kittay, E. F. (2000) ‘When Caring Is Just and Justice Is Caring: Justice and Mental Retardation.’ Public Culture, 13(3) pp.
557–579
Milton, D. E. M. (2012) ‘On the ontological status of autism: the ‘double empathy problem.’’ Disability & Society, 27(6) pp.
883–887.
Plimley, L. and Bowen, M. (2006) Autistic Spectrum Disorders in the Secondary School. London: Sage.
Small, N., Raghavan, R. and Pawson, N. (2013) An ecological approach to seeking and utilising the views of young people
with intellectual disabilities in transition planning Journal of intellectual disabilities
Watson, N., McKie, L., Hughes, B., Hopkins, D. and Gregory, S. (2004) (Inter)Dependence, Needs and Care: The Potential
for Disability and Feminist Theorists to Develop an Emancipatory Model Sociology , 38 (2 ) pp. 331–350.
36. Contact
Jacqui Shepherd
School of Education and Social Work
University of Sussex
j.shepherd@sussex.ac.uk
Twitter: @jacshepautism
‘Interrupted Interviews’: Listening to young people with autism in
transition
http://exchanges.warwick.ac.uk/index.php/exchanges/article/view/6
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