The aim of the thesis "Role of preparatory classes in prevention of specific learning disabilities" is to compare intervention of kindergarten and elementary school preparratory classes during suspension of school attendance. It describes all the kinds of specific learning disabilities. It works out in detail diagnostics of specific learning disabilities risk factors from the special education perspective. It offers integral methodology for time undemanding orientational testing of specific learning disabilities risk factors for preschool children. This methodology was used for testing children with suspended school attendance at the start of a school year and in A March of the same school year. Evaluation of test results for each participant is presented in graphs, case study and documentation of the drawing and graphomotoric creations are also incuded. Powered by TCPDF (www.tcpdf.org)

This dissertation is a study of the effect of Texas's charter high schools on diploma graduation and General Educational Development (GED) attainment. Utilizing data from the Texas Schools Project at the University of Texas at Dallas, the study follows a cohort of Texas students enrolled as 10th graders in the fall of 1999 and tracks their graduation outcomes through the summer of 2002 when they were expected to have completed high school. The analysis uses case study research and probit regression techniques to estimate the effect of charter school attendance on graduation and GED outcomes as well as the effect of individual charter school characteristics on charter students' graduation outcomes. The study's results indicate that charter school attendance has a strong negative effect on diploma graduation and a strong positive effect on GED attainment. In addition, the study finds that charter schools that offer vocational training, open entry/exit enrollment options, and charters that are operated in multiple sites or "chain" charters have positive effects on charter students' diploma graduation outcomes. Charters that offer accelerated instruction demonstrate a negative effect on diploma graduation. The study finds that charter school graduation outcomes improve as charters gain experience and that racially isolated minority charter schools experience reduced graduation outcomes. The study's results also indicate that Texas's charter high schools may be providing district schools with a means through which to offload students who may be difficult to educate. The analysis finds that districts may be pushing low-performing high school students with attendance and discipline problems into charter schools in order to avoid the effort of educating them and to improve district performance on accountability measures related to standardized test scores and graduation rates. This finding suggests that that competition from charter high schools will not provide much incentive for districts to improve their programs, undermining a central premise of school choice initiatives.

The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.

The purpose of this project was to design a year long course curriculum in educational development. The curriculum will serve the educational needs of many Mexican-American high school students who academically need it.

The purpose of this study was to determine if a relationship existed between body mass index and school absence. The research was a retrospective study of school nurse height and weight reports and attendance reports for 2nd grade Hispanic students at an elementary school in Riverside, California.

Zimmerman, Joanna (2021). ”För då slipper jag ligga efter”. Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö universitet, 90 hp. Studien strävar efter att ge nya perspektiv för skolnärvaro samt närma sig ett problematiserande kring skolan och den digitala samtiden. Syftet med studien är att undersöka om - och i så fall på vilka sätt - digitala undervisningsformer och distansundervisning leder till ökad närvaro för elever med problematisk skolfrånvaro i grundskolan. Ett sociokulturellt perspektiv med inslag av systemteori ligger som grund för arbetet och studien har utförts med mixade metoder då det förkommit enkäter i en förstudie som sedan har utmynnat i semistrukturerade intervjuer med viss skriftlig insamling. Resultatet av studien visar att det är varierande typer av bemötande och insatser som gör sig gällande i skolors ansats att öka närvaron hos elever med problematisk skolfrånvaro. Specialpedagogen torde ses som en naturlig samordnare i systemet skola vilken samarbetar och samverkar med både innevarande och utomstående professionalitet inom social, psykosocial och digital samverkan och organisation. Forskning (Skolinspektionen 2017) visar att det inte finns någon riktig samordning och hållbarhet i förhållande till problematisk skolfrånvaro. De åtgärder och aktiviteter som hittills har dokumenterats har visat en splittring i verksamheters försök att nå fram med relation-/ och motivationsskapande aktivitet för att nå en större känsla av sammanhang och delaktighet hos eleven, samt gynna relationer till lärare, elever och skolmiljö. / Zimmerman, Joanna (2021).  "Then I do not have to lag behind".  Special Education Program, Department of School Development and Leadership, Learning and Society, Malmö University, 90 credits. The study strives to provide new perspectives for school attendance and to approach a problematic approach to school and the digital age. The purpose of the study is to investigate whether - and if so in what ways - digital teaching methods and distance education lead to an increased attendance for students with problematic school absenteeism in primary school. A socio-cultural perspective with elements of systems theory is the basis for the work and the study has been carried out with mixed methods as there have been surveys in a feasibility study which has then resulted in semi-structured interviews with some written collection. The results of the study show that there are varying types of treatment and efforts that apply in schools' efforts to increase the attendance of students with problematic school absenteeism. The special educator should be seen as a natural coordinator in the school system who collaborates with both current and external professionalism in social, psychosocial and digital collaboration and organization. Research (Skolinspektionen 2017) shows that there is no proper coordination and sustainability in relation to problematic school absenteeism. The measures and activities that have been documented so far have shown a fragmentation in companies' attempts to achieve relationship / and motivation-creating activity to achieve a greater sense of context and participation in the student, as well as promote relationships with teachers, students and the school environment.

TITLE: Truancy and school attendance rejection at high school ABSTRACT: Risky behavior among adolescents is a serious society-wide phenomenon. In this context was carried the first research of medical high schools in Karlovy Vary region in school year 2007/2008 which was generally focused on all kinds of risky behavior. From this research have come out, besides others, that 30.80 % of students committed truancy. This work is focused on the issue of truancy and school attendance rejection based on the increasing tendency of truancy. The theoretical part defines truancy, its causes, diagnosis, consequences, intervention and legislative of this issue. Truancy and school attendance rejection for pupils in the 1st and 4th grade at Medical High School in Karlovy Vary analysis, evaluation of related factors influencing truancy and school attendance rejection and comparison of the obtained results was the purpose of the research part. The information from own anonymous questionnaires completed by 180 respondents were used in the practical part. Data analysis confirmed high and still growing number of truants among Medical High School in Karlovy Vary. The results provide many information from which it is possible to deduce concrete preventive measures. KEYWORDS: truancy, school attendance rejection, risky behavior,...

JIRÁKOVÁ, Kamila. Speech Therapy Prevention for the Pupils in the Beginning of School Attendance [Diploma thesis]. Prague: Faculty od Education, 2020. 98 s. The diploma thesis deals with the speech therapy prevention for the pupils in the beginning of school attendance. It is based on theoretical knowledge in this field and linked to research. A part of the diploma thesis and the research survey is an author's guide for teachers which aims to improve the ability to analyse pupil's speech and deficits in the language levels and to focus on its development. The aim of the diploma thesis is to motivate first grade teachers to a targeted and comprehensive analysis of their students' speech and to verify whether the guide for teachers is a suitable tool for improving this competence. The theoretical part defines the concept of communication and deals with speech as a complex ability in their four language levels. Attention is paid to speech therapy prevention, especially to the basic areas of speech therapy prevention and the importance and benefits of primary speech therapy prevention. It also outlines the possibility of using current children's literature in relation to speech therapy prevention. The chapter itself is then devoted to the pupils in the beginning of school attendance, their speech...

This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.

Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.