Disproportionality in special educational needs referrals

The process of identifying, referring, and assessing children who may have special educational needs (SEN) is complex. Legislation and professional codes dictate that SEN referrals should be managed equitably, with resources allocated on the basis of need (British Psychological Society, 2017; Department for Education, 2015). The term ‘disproportionality’ refers to over- and under-representation of demographic groups (Frederickson & Cline, 2015; Oswald et al., 1999). The starkest example of disproportionality in SEN research and practice is biological sex. Fifty years of research has consistently reported that around 2/3 to 3/4 of children referred for SEN support are male (Rutter et al., 1970; Vardill & Calvert, 2000). In 2020/21, males accounted for 73.1% of pupils in England with Education, Health, and Care Plans (EHCPs), the most resource-intensive form of SEN support (Department for Education, 2020). Two key questions arise around why such stark disproportionality exists and whether it can be justified. This article will consider a range of possibilities through the lens of Bronfenbrenner’s ecosystemic framework, which encourages a holistic perspective (Bronfenbrenner, 1979; Desforges & Lindsay, 2010)

Perspectives on Cognitive-Behavioural Therapy from Children and Young People Receiving Support and Practitioners Providing Support

Cognitive-behavioural therapy (CBT) helps children and young people (CYP) understand their thoughts, feelings, and behaviours; and teaches them techniques to reduce emotional distress. Quantitative evidence, using randomised controlled trials (RCTs), has established that CBT is effective for many people. However, many people, perhaps up to 50%, do not achieve positive outcomes from CBT. The Review Paper sought to explore how CYP conceptualise ‘positive outcomes’ from CBT and how CYP view the facilitators and barriers to positive outcomes. A systematic literature search identified 19 studies for review. A thematic synthesis identified 34 conceptualisations of positive outcomes, 57 facilitators, and 49 barriers. Descriptive and analytic themes were identified. The latter were worded as practice recommendations: acknowledge CYP’s perspectives on outcomes, teach tangible CBT techniques, balance autonomy and support, frame CBT as ‘upskilling’, explore nuanced barriers to engagement, and consider the power of group dynamics. The Empirical Paper explored how practitioners use a non-manualised CBT workbook (Think Good – Feel Good, TGFG) when working with CYP. In RCTs, manualised protocols are used to ensure practitioners deliver the same treatment to all participants. However, in reality, practitioners have mixed views about the value of manuals, with some preferring to work based on professional judgment. For the current study, a convergent mixed-methods design was employed, with an online survey producing qualitative and quantitative data from 238 respondents and semi-structured interviews with 6 practitioners. Data were analysed separately using content and statistical analysis (surveys) and thematic analysis (interviews) before being integrated using a joint display. Findings are discussed in terms of how practitioners decide to use TGFG, how TGFG is employed in practice, and the role of supplementary resources within the therapeutic space. Recommendations for practice, recommendations for future research, and limitations are discussed

Human Services Integration

Author Institution: Center for Urban Studies, Youngstown State UniversityThe fashionable phrase, human services integration, has many possible operational meanings. It is especially important to distinguish between integration as a set of administrative techniques or structural arrangements, on the one hand, and integration as a characteristic of services or their manner of delivery, on the other. This leaves open the possibility of empirically testing how certain structural changes might affect the delivery of services

An Exploration of Voice Classification Criteria: A Survey of Literature, Opera Architecture, and a Numerical Method of Aria Analysis

An Exploration of Voice Classification Criteria: A Survey of Literature, Opera Architecture, and a Numerical Method of Aria Analysi

How effective is metacognitive instruction at improving the word problem-solving of children who are low-achievers in maths?

Metacognitive knowledge and skills are powerful predictors of academic outcomes (Wang et al., 1990) but are often lacking in children who are low-achievers in maths (Miller & Mercer, 1997). Metacognitive instruction seeks to address this deficit (Veenman, 2015). Interventions address strategy knowledge (plan-monitor-evaluate), task knowledge (when and why to apply strategies), and person knowledge (strengths, weaknesses, and motivation), and provide opportunity to practise (Flavell, 1979; Livingston, 1996; Pintrich, 2002). This review sought to evaluate the effect of metacognition interventions on mathematical word problem-solving. A systematic literature search was conducted, identifying seven studies for review. A meta-analysis showed a large combined effect size (g = 1.39) when comparing intervention to comparison participants. This, in combination with sufficient methodological quality among the reviewed studies, suggests metacognitive instruction can be recommended as evidence-based practice (Gersten et al., 2005). Recommendations for educational psychology practice, limitations of the review, and recommendations for future research are discussed

The ecology of the inshore marine zooplankton of the Chukchi Sea near Point Barrow, Alaska

Thesis (M.S.) University of Alaska Fairbanks, 2006The temporal variability in abundance, composition, and production of an arctic-marine inshore zooplankton community was investigated near Point Barrow, Alaska from May through August, 1972. Significant temporal differences (P^ < 0.05) in population abundance over the summer were noted for 29 of 30 species. Changes in community composition resulted from the summer intrusion of Bering Sea water into the study area; southern copepods were observed during July and August. This intrusion imposes a temperature regime favorable for the rapid development and high production of meroplankton, particularly barnacle larvae. The meroplankters were largely responsible for creating a more diverse and productive community than that occurring in the epipelagic zone of the central arctic. Extensive recruitment of meroplankton was correlated with periods of high phytoplankton standing stock. Community dry weight ranged from 4 to 41 mg/m , with the maximum occurring under the ice in late June one week after the phytoplankton bloom

A tall tower wind investigation of northwest Missouri

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.Title from title screen of research.pdf file (viewed on January 8, 2008)Includes bibliographical references.Thesis (M.S.) University of Missouri-Columbia 2007.Dissertations, Academic -- University of Missouri--Columbia -- Soil and atmospheric sciences.With energy needs on the rise and our current energy consumption methods polluting the atmosphere, it is the right time to look at alternative forms of energy production. Six Tall Tower wind observation sites were studied in Northwestern Missouri in order to observe the wind resource available along with some interesting effects. A verification of existing wind maps for the State of Missouri has been performed to assist in the positioning of wind farms. Validation of current wind maps using observational data is of key importance because the observational data is actually coming from the heights at which wind turbines will operate. Diurnal variations in the wind fields were also studied, and thus far have shown that the area is capable of sustaining wind energy resources. Another aspect researched involved pairing tower data with wind profiler data to determine if profiler data can be used as a proxy for lower level winds. Plots of profiler winds versus tower winds were also analyzed to determine a threshold for indicating the presence of low-level jets. This method for the detection of the low-level jet has shown to be promising. Learning more about these aspects will allow for more to be known concerning the sustainability of wind energy resources in Missouri and help in determining if site locations will be efficient

The Texas Parking Lot Law: Why Overbroad Legislative Drafting Makes Chapter 52 of the Texas Labor Code Uniquely Susceptible to Constitutional Challenges After the New OSHA Workplace Violence Regulations

This Note examines litigation over similar laws in Florida and Oklahoma, and why, in light of new Occupational Safety & Health Administration regu­lations, the mostly approving outcomes in those states could nonetheless signal constitutional challenges on the horizon for the Texas law

Weight fluctuation and the voice: A survey of effects from the singer\u27s perspective

Weight fluctuation and the voice: A survey of effects from the singer\u27s perspectiv

THE IMPACT OF STUDENT PERCEPTION DATA ON TEACHERS: A MULTISITE CASE STUDY AT MIDWESTERN K-12 CATHOLIC SCHOOLS

For as long as there have been teachers, there have been efforts to determine the most constructive way to evaluate teacher effectiveness. Research has shown that traditional administrator evaluations do little to improve struggling teachers and that most teachers nationwide are able to earn satisfactory ratings even when they are not performing in a satisfactory manner. This study aims to determine whether using student perception feedback as part of a comprehensive teacher evaluation process would lead to improved practice and targeted professional development. The following questions were investigated in this research: 1. Does student perception feedback drive teachers to reflect and improve their practice; 1a. How do teachers perceive student feedback for personal growth and administrative evaluation; 1b. Do teachers’ perceptions of student feedback change after receiving the data; and 1c. Does student feedback help teachers with targeted goal setting? For the purposes of this study, student perception feedback refers to survey results collected from students regarding teacher practices and classroom environments. Study participants agreed to allow their students to provide feedback using a student perception survey. Before and after receiving the data from their students, participants answered survey items about how they perceive the use of student perception data, and at the end of the study, each participant took part in an interview. Researchers studied the pre- and post-surveys to determine whether teacher perceptions changed once they received the data from their students, and interview responses were analyzed to uncover themes and answer the overarching question: Does student perception feedback drive teachers to reflect and improve their practice? The study research shows that teachers were reflective when presented with their students’ feedback, and the majority of participants were willing to make instructional changes based on the data, even when they did not necessarily agree with their students’ responses. Implications from the study reveal that increasing teacher knowledge and understanding of the reliability and validity of student perception feedback instruments is an important step in order to gain teacher confidence and trust in this process. Advisors: Mary Beth Lehmanowsky and Nicholas Pace