Background: School settings are one of the most crucial context for asthma management second only to a child’s home. Today school administrators are faced with many challenges, not only are they responsible for students' learning needs but they also manage complex behavioural and health issues including asthma. Most do not have standardized plans regarding asthma management. Objectives: 1) Systematically review the research literature related to asthma management within the school setting. 2) Determine current asthma management practices as reported by school administrators. 3) Explore experiences and barriers to asthma management practices with school administrators. Method: Guided by the Knowledge to Action framework, the study was divided in three phases using a planned action approach and included an integrative synthesis of the evidence, an administrators’ survey, and an administrator’s meeting. Findings: Phase One: Following a search using three databases, 67 articles were critiqued. The literature illustrates that many countries have established “asthma friendly schools” legislation that includes process for identifying children with asthma, right to self-carry and administer medications, enhancing communication and cooperation between school staff, parents, and children with asthma, reducing triggers in school environment, and effective policies that make legislation a functioning reality within schools. Phase Two: Ninety-seven surveys were distributed within two district school boards with 61 completed surveys returned (63% response rate). Key findings included underestimation of the prevalence of asthma, no standardized process for identifying children with asthma, staff training deficiency for recognizing and responding to asthma exacerbations, lack of individual asthma action plans for children, absence of programs to support current legislation and best practice guidelines. Communication was the most common barrier identified by school administrators. Phase Three: Two principals in an administrator’s meeting validated the survey results. Participants were not familiar with the concept of asthma friendly school, asthma prevalence rates, or free school asthma resources. Asthma Action Plans were not universally understood as individualized written plans but rather a generalized first aide response plan. Conclusion: There are knowledge and practices gaps placing children with asthma at risk for exacerbation and death within school setting. Administrators want to partner to facilitate optimal asthma management within the school setting. / Thesis (Master, Nursing) -- Queen's University, 2013-11-25 11:38:01.902

The objectives of this research were investigate the lived experiences of school-going learners who are HIV-positive; and develop ecosystemic management strategies to help learners who are HIV-positive. The literature research investigation revealed that HIV/AIDS is not just a health problem but also attacks the education system itself. Demand for education is dropping and changing, many educators are ill and dying, and the trauma of loss associated with HIV/AIDS is entrenched in South African classrooms. The HIV/AIDS pandemic has a traumatic impact on all educators and learners. The work of educators both those who are HIV positive and those who have developed full-blown AIDS will be compromised by periods of illness. The pandemic thrives on sexual violence, male domination and child abuse in South Africa. It is the ecosystemic paradigm that helps in seeing the connecting link between family-school-community-society-world or school and peers and this helps in providing a more useful synergistic focus than trying to work in isolation with discrete segments of a microsystem for example, with an individual in isolation. Management strategies for dealing with HIV/AIDS include the notion that achieving sustainability requires bringing together a variety of legitimate stakeholders, drawing on a variety of accepted bodies of knowledge, to negotiate a learning path based on a series of conflict resolutions within ecological constraints. Continual learning based on free flow of information and mutual respect, and investment in effective management of HIV/AIDS are keys to success. The empirical research investigation revealed that psychologically disturbed, emotional well-being, spiritual well-being, physical well-being, social life, their scholastic performance, daily routine, there is a change in their behaviour or health after the HIV- positive status has been revealed, they fear of death, their academic performance at school is affected by absenteeism and lack of concentration, there is absence of strategies to assist learners who are absent frequently because of illness, they loose valued level of functioning, lack assistance at school, fear being discriminated or ridiculed, there is absence v of measures to deal with discrimination at school, there is a lack of information on HIV/AIDS, learners fear disclosing to friends and teachers, there is a lack of communication between parents and infected learners about issues regarding HIV/AIDS. Educators are also affected emotionally, spiritually and physically. They become affected socially and they do not cope with the impact of HIV. The level of communicating the HIV/AIDS pandemic within the schools is low, the principals are not doing much as leaders to supplement this low level of communicating about HIV/AIDS, school policies on HIV/AIDS in these schools do not address issues of support for learners and educators who are incapacitated because of HIV/AIDS, there is no monitoring tool used in these schools to ensure HIV-policy adherence, principals in these schools do not ensure that educators teach learners about matters pertaining to HIV/AIDS, health programmes in these schools do not assist learners living with HIV/AIDS within the school and the level of accepting and accommodating infected learners and the personnel in these schools is low. The level of involvement of community members in matters pertaining to HIV/AIDS in these schools is low. An ecosysternic management system is proposed in this research vi / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

Children with disabilities in school settings often display problem behavior. These challenging behaviors can be inattention, disruptions in class, difficulties with transitions between tasks, and low task motivation. These types of behaviors can lead to problems for the students with their peers, teachers, and school staff. One way to decrease problem behavior is to implement antecedent manipulations to prevent problem behavior from ever occurring. One type of antecedent manipulation is using alternative seating in the classroom, such as stability balls or stabili-t stools. However, little research has been conducted to evaluate different types of alternative seating, therefore this study used an alternating treatments design to evaluate the effects of stability balls versus stabili-t stools on in-seat and on-task behavior in an academic setting. Results indicated increases in both in-seat and on-task behavior with the use of both alternative types of seating. In-seat behavior increased more substantially then on-task behavior with alternative seating. Social validity results indicated that stability balls were not well liked by teachers and therapists, however the stabili-t stools were found to be acceptable. Both types of alternative seating were chosen by participants in the choice phase, however the stabili-t stool was chosen more often.

The objectives of this research were investigate the lived experiences of school-going learners who are HIV-positive; and develop ecosystemic management strategies to help learners who are HIV-positive. The literature research investigation revealed that HIV/AIDS is not just a health problem but also attacks the education system itself. Demand for education is dropping and changing, many educators are ill and dying, and the trauma of loss associated with HIV/AIDS is entrenched in South African classrooms. The HIV/AIDS pandemic has a traumatic impact on all educators and learners. The work of educators both those who are HIV positive and those who have developed full-blown AIDS will be compromised by periods of illness. The pandemic thrives on sexual violence, male domination and child abuse in South Africa. It is the ecosystemic paradigm that helps in seeing the connecting link between family-school-community-society-world or school and peers and this helps in providing a more useful synergistic focus than trying to work in isolation with discrete segments of a microsystem for example, with an individual in isolation. Management strategies for dealing with HIV/AIDS include the notion that achieving sustainability requires bringing together a variety of legitimate stakeholders, drawing on a variety of accepted bodies of knowledge, to negotiate a learning path based on a series of conflict resolutions within ecological constraints. Continual learning based on free flow of information and mutual respect, and investment in effective management of HIV/AIDS are keys to success. The empirical research investigation revealed that psychologically disturbed, emotional well-being, spiritual well-being, physical well-being, social life, their scholastic performance, daily routine, there is a change in their behaviour or health after the HIV- positive status has been revealed, they fear of death, their academic performance at school is affected by absenteeism and lack of concentration, there is absence of strategies to assist learners who are absent frequently because of illness, they loose valued level of functioning, lack assistance at school, fear being discriminated or ridiculed, there is absence v of measures to deal with discrimination at school, there is a lack of information on HIV/AIDS, learners fear disclosing to friends and teachers, there is a lack of communication between parents and infected learners about issues regarding HIV/AIDS. Educators are also affected emotionally, spiritually and physically. They become affected socially and they do not cope with the impact of HIV. The level of communicating the HIV/AIDS pandemic within the schools is low, the principals are not doing much as leaders to supplement this low level of communicating about HIV/AIDS, school policies on HIV/AIDS in these schools do not address issues of support for learners and educators who are incapacitated because of HIV/AIDS, there is no monitoring tool used in these schools to ensure HIV-policy adherence, principals in these schools do not ensure that educators teach learners about matters pertaining to HIV/AIDS, health programmes in these schools do not assist learners living with HIV/AIDS within the school and the level of accepting and accommodating infected learners and the personnel in these schools is low. The level of involvement of community members in matters pertaining to HIV/AIDS in these schools is low. An ecosysternic management system is proposed in this research vi / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

Previous research has shown that providing students with the opportunity to choose the type of academic assignment could reduce a variety of problem behavior. However, procedural limitations of previous research prevent definitive conclusions regarding the mechanism by which choice interventions effect behavioral change. Furthermore, because research related to choice interventions has been limited primarily to children with developmental and emotional disabilities, the generality of such interventions is unclear. Therefore, the current study set out to extend the efforts of previous researchers by attempting to further isolate the mechanism by which choice procedures produce improved behavioral performance and attempted to further assess the generality of choice procedures by examining its effects on the behavior (e.g., maladaptive behavior, on-task behavior, academic performance) of a population (i.e., typically developing adolescent youth) not frequently targeted.

Background: Students with ASD are facing challenges in inclusive school settings. Despite some research have explore some components of peer-mediated intervention, there is gap between the practical implementation and current knowledge. Research aim: The research aims to synthesize the knowledge about school-based peer-mediated intervention for children with ASD. Method: The systematic review was applied in this research. Intervention component analysis to identify the component of PMI. Reichow’s evaluation instrument were used to assess the quality of included studies.  Conclusion: The content of peer-mediated intervention includes the PMI types, intervention intent and the combination of phases. Intervention outcome includes the measure methods and the result of outcome. The shared phases of conducting peer-mediated interventions are students recruitment, peer training and students meeting. The components of peer training are training package, deliver method and intensity. The components of students meeting are setting, context and intensity. Three of studies were assessed as strong quality of research, ten studies were assessed as adequate quality of research.

Parents and educators are often the first to notice that a learner is not coping in the school setting and is displaying certain disruptive behavioural aspects associated with a diagnosis of ADHD. For many parents this behaviour and resulting diagnosis of ADHD comes as a shock and they do not understand where it originates from, how it manifests within each individual or how to manage these symptoms successfully. Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, neurodevelopmental disorder with no cure that can be identified according to the criteria laid out in the DSM-V (2013). Although no longer diagnosed as a learning disorder per se, ADHD is associated with several co-morbid conditions such as learning disabilities and psychological conditions that have a negative effect on learning (DSM-V, 2013:59). The goal of this study was to explore and describe the effect of Gestalt group work on the behavioural aspects associated with ADHD among adolescents in a school setting. Gestalt play therapy and in particular Gestalt group work, was employed in order to assist the adolescent diagnosed with ADHD in managing these disruptive behaviours. The research was conducted with adolescents in a secondary school in Gauteng. These adolescents were diagnosed with ADHD and were often singled out as being disruptive within the classroom. The population for this study was adolescents between the ages of 13 and 17 years, previously diagnosed with ADHD, who formed part of a specific school community. The researcher made use of non-probability sampling; specifically purposive and volunteer sampling. Seven adolescents were selected to take part in the quantitative research study, over a period of eight sessions (Strydom & Delport, 2011:392). The study was exploratory in nature and the type of research was applied research. The research design that was appropriate was the single-system design, seeing that this design enhances the link between research and practice (Strydom, 2011a:160). A standardised check list, the 'Current ADHD symptoms scale self-report' was used to obtain information by means of a pretest, mid-point and posttest measurement. This is a standardised measuring instrument that has been developed and tested through empirical methods of instrument development (Adler, Spencer, Faraone, Kessler, Howes, Biederman & Secnik, 2006). The data collected for this study was analysed statistically, through the univariate method of analysis. Computerised worksheets in Excel enabled the researcher to structure findings and to make the most valid and objective recommendations through organised interpretation of data collected (Fouchè & Bartley, 2011). Findings were presented graphically and illustrated in figures. All relevant ethical considerations were considered, for example participants provided informed assent, while their parents provided informed consent for the research to be conducted. Gestalt play provided for theme-based group sessions, assisting participants in recognising as well as mastering positive behaviour, as an alternative to the disruptive behavioural aspect of this condition. The research provided useful research data with regards to the use of both group work and Gestalt play techniques in assisting the adolescent with ADHD in addressing their disruptive behaviour. Gestalt group work as method of intervention seemed to have a positive effect on disruptive behaviour related to ADHD. The group as a whole had improved their behaviour for both the characteristics of ADHD. Behavioural aspects characterised by inattention, as well as hyperactivity and impulsivity for the group of respondents, had improved through the application of Gestalt play techniques. The group of respondents therefore perceived that they had benefited in terms of the improvement of these behavioural aspects of ADHD. It is recommended that educators, parents and caregivers be trained regarding ADHD in order to comprehend the nature of this disorder and the impact thereof on the learner and fellow learners in the classroom. Learners should become aware of their diagnosis, the symptoms and the disruptive element of their behaviour, the impact that this behaviour has in the classroom, as well as the resources available for the adolescent in addressing challenges. / Mini Dissertation (MSW)--University of Pretoria, 2017. / Social Work and Criminology / MSW / Unrestricted

No description available.

The purpose of this study was to explore teaching for meaningfulness in a school setting. I feel that a better understanding of teaching for meaningfulness can support the practice of teachers who desire to teach for meaningfulness. I elected to do a case study using qualitative methods while focusing for five months on a teacher's literacy program. Through this look at the everyday life of one public school teacher and her class a picture of an exemplary example of teaching for meaningfulness could be painted. Interviews, fieldnotes, journals, observations, various site artifacts, and a brief teacher autobiography comprised the primary data collection sources. Informants included a third grade teacher, eighteen third grade students, and a school language arts coordinator. / Ph. D.

Made available in DSpace on 2016-04-28T20:56:31Z (GMT). No. of bitstreams: 1 Ioana da Cunha Pereira Yacalos.pdf: 2335995 bytes, checksum: d1e4b2648a8e9acda7bf3282f275bca9 (MD5) Previous issue date: 2012-06-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to test the utilization of a inferential training, to evaluates its effects on the text comprehension skill, in a class with students on the fourth grade of the Basic Education. For this, the 38 participants were divided in groups: 19 children to Intervention s Group and 19 children to the Control Group. For the GI's children, was performed one intervention in class whom students were stimulated and taught to seek clue that would lead them to make inferences and justified the generating bases of these inferences, relating text's information with previous knowledge, and to integrate information mentioned in the same text. No significant differences were found between the two groups in the pre-test. In the pos-test, every GI s children were significantly more successful than those in the CG. Only the children in the GI showed improvement of their comprehension skills when compared in the pre- and in the post-test 1 and 2. These intervention proceedings and their educational implication are analyzed and discussed in terms of finding useful ways of teaching comprehension in the school setting / A presente pesquisa teve como objetivo testar a utilização de um procedimento de treino em fazer inferências, para verificar seus efeitos sobre a habilidade de compreensão de textos em uma turma de alunos de 4º ano do Ensino Fundamental. Para isso, os 38 participantes do estudo foram divididos em 19 crianças para um Grupo de Intervenção, e 19 crianças para um Grupo Controle. Com as crianças do GI foi realizada uma intervenção em sala de aula, na qual os alunos foram estimulados e ensinados a procurar pistas que os levassem a fazer inferências e justificar as bases geradoras destas inferências, relacionando informações textuais com seu conhecimento de mundo e relacionando informações diferentes presentes no mesmo texto. Não foram identificadas diferenças significativas entre os grupos no Pré-teste. No Pós-teste, todas as crianças do GI tiveram desempenho melhor do que as do GC. Foram as únicas que melhoraram significativamente seu desempenho do Pré-teste para os Pós-testes 1 e 2. Os procedimentos de intervenção e suas implicações educacionais são analisados e discutidos em termos de práticas de ensino que possam ser utilizadas para desenvolver a compreensão de texto em sala de aula