Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students

The increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers\u27 self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers

Sustainability of Disability-Related Services in Canada and Israel: Will the Real Universal Design Please Stand Up?

We have examined the sustainability of providing services for students with disabilities in higher education in Canada and Israel. The two countries differ in their approaches: Israel subscribes to the accommodations model of service delivery; Canada, to the universal design approach. Case examples of services to students with disabilities in Canada and Israel are used to illustrate these approaches in a descriptive, illustrative study of 214 students with disabilities in Israel and the 127 in Canada who self-reported a disability and who had or had not registered for disability-related services from their school. Contrary to expectation, the Canadian sample (universal design) had a larger proportion of students with disabilities registered for disability-related services than the Israeli sample (accommodations model). Moreover, in Israel, disability- related services were extended to more diverse populations. While the universal design model has the potential to enhance sustainability of disability-related services in higher education, this has yet to be demonstrated empirically. Recommendations for increasing sustainability through universal design are made

Les perspectives des étudiants et des professeurs sur l'excellence dans l'utilisation des TIC et du cyberapprentissage au collégial /

"Réunion d'équipe sur la Phase 3 : Entrevues avec les professeurs de cégep 17 avril 2015".Recherche financée par le Fonds de recherche du Québec - Société et culture (FQRSC)Rapport d'étape.La version française et anglaise du questionnaire est incluse

Les perspectives des étudiants et des professeurs sur l'excellence dans l'utilisation des TIC et du cyberapprentissage au collégial

"Réunion d'équipe sur la Phase 3 : Entrevues avec les professeurs de cégep 17 avril 2015".Recherche financée par le Fonds de recherche du Québec - Société et culture (FQRSC)Rapport d'étape.La version française et anglaise du questionnaire est incluse

An international study of correlates of women's positive body image

Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI and academic variables. Findings from this study suggest that building students' self-esteem and PBI can be a suitable way to boost academic success

Les cégépiens ayant des troubles d'apprentissage face aux TIC

Rapport final présenté au Fonds de recherche du Québec - Société et culture (FRQSC) et le ministère de l'Éducation, du Loisir et du Sport (MELS)Également disponible en version papier.Titre de l'écran-titre (visionné le 10 oct. 2012

An International Study of Correlates of Women's Positive Body Image

Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI and academic variables. Findings from this study suggest that building students' self-esteem and PBI can be a suitable way to boost academic success

"Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies"

The focus of this paper is the design of technology products and services for disabled students in higher education. It analyses the perspectives of disabled students studying in the US, the UK, Germany, Israel and Canada, regarding their experiences of using technologies to support their learning. The students shared how the functionality of the technologies supported them to study and enabled them to achieve their academic potential. Despite these positive outcomes, the students also reported difficulties associated with: i) the design of the technologies, ii) a lack of technology know-how and iii) a lack of social capital. When identifying potential solutions to these difficulties the disabled students imagined both preferable and possible futures where faculty, higher education institutions, researchers and technology companies are challenged to push the boundaries of their current design practices

Destabilizing Protein Polymorphisms in the Genetic Background Direct Phenotypic Expression of Mutant SOD1 Toxicity

Genetic background exerts a strong modulatory effect on the toxicity of aggregation-prone proteins in conformational diseases. In addition to influencing the misfolding and aggregation behavior of the mutant proteins, polymorphisms in putative modifier genes may affect the molecular processes leading to the disease phenotype. Mutations in SOD1 in a subset of familial amyotrophic lateral sclerosis (ALS) cases confer dominant but clinically variable toxicity, thought to be mediated by misfolding and aggregation of mutant SOD1 protein. While the mechanism of toxicity remains unknown, both the nature of the SOD1 mutation and the genetic background in which it is expressed appear important. To address this, we established a Caenorhabditis elegans model to systematically examine the aggregation behavior and genetic interactions of mutant forms of SOD1. Expression of three structurally distinct SOD1 mutants in C. elegans muscle cells resulted in the appearance of heterogeneous populations of aggregates and was associated with only mild cellular dysfunction. However, introduction of destabilizing temperature-sensitive mutations into the genetic background strongly enhanced the toxicity of SOD1 mutants, resulting in exposure of several deleterious phenotypes at permissive conditions in a manner dependent on the specific SOD1 mutation. The nature of the observed phenotype was dependent on the temperature-sensitive mutation present, while its penetrance reflected the specific combination of temperature-sensitive and SOD1 mutations. Thus, the specific toxic phenotypes of conformational disease may not be simply due to misfolding/aggregation toxicity of the causative mutant proteins, but may be defined by their genetic interactions with cellular pathways harboring mildly destabilizing missense alleles

Cyber-Victimization Experience among Higher Education Students: Effects of Social Support, Loneliness, and Self-Efficacy

Most of the research literature on cyberbullying (CB) has focused on adolescents, but due to their intensive, unsupervised use of Information Communication Technologies (ICT), higher education students are at high risk of being involved in CB. The current study examined the nature of CB among 1004 higher education students. In addition, we explored the relationships between cyber-victimization, social support, loneliness, and self-efficacy. For that purpose, we applied a path analysis model (PA) to explain the effect of each variable on the cyber-victimization experience, expecting that high levels of loneliness and low levels of self-efficacy will predict cyber-victimization, but might be moderated and reduced by high levels of social support. Results revealed that social support moderated the relationships between these socio-emotional variables and cyber-victimization, and might serve as a protective factor. These findings on young adults may contribute to the understanding of the nature of cyber-victimization throughout the life cycle. Nowadays, academic institutions are facing an uphill effort in trying to restrain online misbehavior. In view of the findings, higher education policy could help facilitate coping with CB through student support and focused intervention programs