Special needs, special play? Examining the agency of children with impairments in play-based learning in a special school

Play is an inherent part of childhood, often cast as an innate behaviour of children. Over the years, play has been scrutinised by theorists, researchers and educators alike in their attempts to understand how children engage in play, the role of play in development and how to identify, define and measure play. For children with impairments, play is frequently subjected to surveillance and compared to that of children whose development is considered typical. This thesis interrogates the play-based learning experiences of five children who attended a special educational school in rural Victoria, Australia. It examines the experiences that these children had in play and how teacher actions and responses enabled and supported their engagement in play-based learning. The theoretical framework for this study draws on critical ethnography underpinned by disability studies. Disability studies recognises the social model of disability, in which disability is a social construction. Using this model, impairment is distinct and separate from disability. In this study, socially constructed barriers that confront children in their play are identified as being created by attitudes, structures and environments (Bishop et al., 1999). These barriers are overlaid by the psycho-emotional dimensions of disability (C. Thomas, 1999) in an effort to represent the experiences of children as shaped by the actions and responses of others. This thesis introduces a new analytic tool in the learning portal framework. The learning portal framework aims to provide a platform through which teacher actions and responses can be analysed to understand how children are enabled to access play-based learning. The findings of this study indicate that children with impairments play in complex and nuanced ways. They show purpose in their play, are able to self-initiate, and independently investigate play-based learning experiences. Adult actions and responses often enable children with impairments to engage in play by offering opportunities and pathways for exploration. Indirect adult facilitation in play supports children’s ability to act in play with individuality and determination.Doctor of Philosoph

Playing with or next to? The nuanced and complex play of children with impairments

This paper examines play as a fundamental children’s activity, giving particular attention to the inclusion of children with impairments at play and children’s shared constructions of their playworlds. Children with impairments are customarily portrayed as incompetent, unskilled or deficient in their play, thus being positioned on the margins (or, as ‘who’s out’?) of mainstream discourses. On the other hand, non-impaired children are usually regarded as competent players, who play in ‘normal’ ways (as ‘who’s in’?). Little attention is afforded to noticing skilful or proficient play by children with impairments and including their perspectives in play research. The Social Model of Childhood Disability offers a perspective for considering ‘disabled childhoods’ and framing enquiry into the culturally-constructed playworlds of children with impairments. Evidence from two ethnographic studies that examine children with impairments at play is discussed, employing vignettes that utilise data from researcher and teacher observation notes. The authors document specific play interactions related to individual experiences and interests and explore how children work together and alone to create meaningful play interactions. The notion that play for children is a mutual, shared and inclusive cultural experience is supported in this paper

Excess Resistance Effect in a Normal Metal Contacting a Superconductor

In relatively pure normal samples contacting a superconductor we consider the excess resistance effect (that is a decrease of the total electrical resistance of the sample after transition of the superconducting part into the normal state) and determine conditions under which the effect arises.Comment: 3 pages, 2 postscript figures all in uuencoded forma

Atrial Flutter — Diagnosis, Management and Treatment

Atrial flutter and atrial fibrillation are the two most common arrhythmias which originate in the atrium and cause a narrow complex tachycardia which has thromboembolic risk and coexist clinically. Atrial flutter has been traditionally defined as a supraventricular arrhythmia with an atrial rate of 240–360 beats per minute (bpm). It is due to a macro-reentrant atrial activation around an anatomical barrier. Atrial flutter can be described as typical and atypical. Due to recent innovations in technology, catheter ablation has emerged as the most viable option with a success rate of more than 90 %. Three-dimensional electroanatomical mapping is useful in the treatment of atypical atrial flutter

The tonology of Xhosa

This thesis is an examination of the tonology of Xhosa. After an initial survey of the surface tones of the language, and a review of previous studies of Xhosa tone, a description is given of the major tonal patterns of Xhosa noun and verb morphology. In the course of this description the major tonologica1 rules are allowed to emerge. In particular it is shown that some of these rules lead to complex patterns of variation in the pronunciation of the same individual. The derivation of the tone patterns of adjectives and relatives is discussed and it is shown that these tone patterns offer partial support for the derivation of some adjective and relative constructions as derived from embedded sentences but also support for deriving simple attributive adjective constructions by means of phrase structure rules. Some interesting tonal patterns such as that shown by reduplicated stems are then explored. The tones of loan words are then investigated and evidence for the identification of English and Afrikaans stress with high tones by Xhosa speakers is adduced. In the final chapter certain general problems of Xhosa tone are discussed. In particular it is argued that attempts to interpret the tonal system in terms of an accent are unrevealing and also it is suggested that attempts to unify the various rules that spread tones to the right are mistaken. In the appendices a comprehensive survey of the tones of Xhosa inflections is given together with a substantial list of Xhosa words with the tones marked

Giant thermoemf in multiterminal superconductor/normal metal mesoscopic structures

We considered a mesoscopic superconductor/normal metal (S/N) structure in which the N reservoirs are maintained at different temperatures. It is shown that in the absence of current between the N reservoirs a voltage difference $V_{T}$ arises between the superconducting and normal conductors. The voltage $V_{T}$ oscillates with increasing phase difference $\phi$ between the superconductors, and its magnitude does not depend on the small parameter $(T/\epsilon_{F}).$Comment: Resubmited, some changes to Text and Figure

Parent-educators’ explorations of learning and role tensions during and ‘after’ Covid-19

This paper investigates the insights that we, as parent-educators gained from our children’s learning experiences throughout the Covid-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal and professional circumstances provided an opportunity for us to critically examine the ways in which we promoted learning for our children and our students. Our reflections on these investigations form the basis of this article. To explore these issues we drew on a method involving narrative inquiry and the Indigenous concept of yarning that we call collaborative narrative inquiry and the theoretical framework of Antonovsky’s salutogenic approach. Key findings of the research demonstrated tensions between the roles of parent and educator with a growing focus on the former and an increasing emphasis on health and well-being. These issues impacted the ways in which parent-educators facilitated learning for all students. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved

Andreev Tunneling in Strongly Interacting Quantum Dots

We review recent work on resonant Andreev tunneling through a strongly interacting quantum dot connected to a normal and to a superconducting lead. We derive a general expression for the current flowing in the structure and discuss the linear and non-linear transport in the nonperturbative regime. New effects associated to the Kondo resonance combined with the two-particle tunneling arise. The Kondo anomaly in the $I-V$ characteristics depends on the relative size of the gap energy and the Kondo temperature.Comment: 8 pages, 4 figures; submitted to Superlattices and Microstructure