Autism and the U.K. secondary school experience

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools

The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use

Evaluating educational programs and interventions is generally considered a normal part of curriculum development and improvement, and published findings are readily accessible through peer-reviewed journals. Recently, however, researchers and practicing educators have identified a lack of evaluative research regarding Autism Spectrum Disorder (ASD) educational practices in the peer-reviewed literature. Autism Spectrum Australia (Aspect) has an established evidence-informed ASD curriculum that is constantly reviewed and updated to meet the needs of the students in Aspect schools and classes. Through a methodical evaluative process, all educational interventions and support processes and devices undergo a series of Evidence-Based Research Trials and evaluations before they are implemented in classes. This article demonstrates how a workflow model can deliver a systematic method for identifying, evaluating, implementing, and disseminating the research findings of a program or support intervention. The Autism Spectrum Disorder Evaluative Education (ASDEE) model is discussed

Diagnostic Components in Harsh Radiation Environments: Possible Overlap in R&D Requirements of IC and MF Systems

The next generation of large scale fusion devices--ITER/LMJ/NIF--will require diagnostic components to operate in environments far more severe than those encountered in present facilities. This harsh environment will be induced by fluxes of neutrons, gamma rays, energetic ions, electromagnetic radiation, and in some cases debris and shrapnel, at levels several orders of magnitude higher than those experienced in today's devices. For several years the question of possible synergy between inertial and the magnetic confinement research has been pursued by members of the respective communities. A first joint workshop specifically devoted to the identification and promotion of these synergies was organized in France, at Aix-en-Provence from June 27th to 29th, 2007. The workshop was attended by about 50 invited specialists. The participants identified a number of subject areas where common overlapping interests could benefit from additional interactions and meetings: windows, optical fibers, mirrors, cables, electronic components and 14 MeV neutron sources. In this paper we summarize the findings of these working groups. We put the discussion into context by including a brief description of the environments and the physical effects that have to be handled

Transdisciplinary qualities in practice doctorates

Doctoral programmes in which candidates research their own practice can be characterised as having transdisciplinary (TD) qualities. While most of the emphasis in the literature and in policy on TD is on research in teams, we argue for an expansion of the scope in the conception and understanding of TD research to include the way it can be articulated and assessed in practice-led and practice-based doctorates. In this sense, it is worth exploring instances of doctoral programmes that potentially allow doctoral researchers to undertake projects that have TD qualities. In these doctoral projects, researchers draw from a variety of perspectives, for example from their work practices, the theorisation of those practices, experiential learning, multiple disciplinary knowledge and approaches as well as communications and networking with appropriate stakeholders. Drawing from previous scholarship of TD in other fields we analyse and evaluate the TD qualities of a particular doctoral programme. This analysis reveals a set of qualities recognised by the literature as TD and relevant to doctoral researchers: Researching collaboratively with stakeholders; Diversity of disciplinary expertise and assessment criteria; Integration of different methodologies; Situating the research in multiple contexts; Impact on the ‘situation’ through novel procedures or products; Ethics and the importance of trust; Reflection/reflexivity. The paper posits a convergence between practice doctorates and TD research and demonstrates how TD qualities help doctoral candidates to situate their research at the interface between academia and their professional work and develop projects that have creative and beneficial relevance for practice

‘The Ostrich Problem’: motivated avoidance or rejection of information about goal progress

Monitoring one’s current standing with respect to goals can promote effective self-regulation. However, the present review suggests that there is an ostrich problem such that, in many instances, people have a tendency to “bury their head in the sand” and intentionally avoid or reject information that would help them to monitor their goal progress. For example, people with diabetes avoid monitoring their blood glucose, and few people monitor their household energy consumption, check their bank balances, keep track of what they are eating and so on. While situational constraints can explain some problems with progress monitoring, we use a self-motives framework to posit that the decision to avoid monitoring often represents the product of an interaction between different motives. For example, the desire to accurately assess progress may conflict with the desire to protect or enhance the self. The present review collates evidence pertaining to the ostrich problem, identifies different motives that underlie the decision to monitor versus not monitor goal progress, illustrates how the ostrich problem might be integrated into models of self-regulation, and provides suggestions for future research. In so doing, the review advances our understanding of the nature and determinants of intentionally deficient monitoring

Work-based learning at higher education level: value, practice and critique

Since the 1980s there has been significant growth in the engagement of higher education with workforce development, with among other things the emergence of a distinct if varied area of provision commonly referred to as work-based learning. Recent examination of practice and literature indicates a growing sophistication in the way that work-based learning is being theorised and facilitated in higher education, with its gradual emergence as a distinct field of practice and study supported by relevant pedagogies and concepts of curriculum. Tensions continue to exist between the demands and opportunities provided by the workplace and the need to develop capable practice, support personal development and maintain academic validity; however, universities are beginning to engage with these issues at a deeper level than that suggested by simple notions of employer engagement and skills development, and the evidence indicates that well-designed work-based programmes are both effective and robust