A Relaxation Station in Every Location

Inclusive classrooms with complex, diverse students have many challenges, including that of effective physical design. One included element that should be considered is a relaxation station, designed to teach and promote everyday self-regulation skills within a calmer and more private space. A relaxation station is an essential component in every classroom to support sensory needs, self-regulation, and so on, in an everyday and easily accessible manner appropriate for students with disabilities and their typical peers. This article presents a rationale as well as practical guidelines on how to develop such a space effectively, including recommendations for its design (e.g., boundaries), procedures (e.g., entry/exit), and elements (e.g., items, tools, and visuals)

A Mixed-Methods Inquiry into the Intimate Practices of Partnered Mature Students and Influences on Relationship, Sexual, and School Satisfaction

Through the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted relationship satisfaction, while family support and partner support significantly predicted sexual satisfaction. Age and sexual desire predicted school satisfaction for women only. Through qualitative thematic analysis it was determined that not having enough time, feeling too tired, and being stressed negatively impacted sexual satisfaction, while experiencing personal growth was described as both beneficial and problematic. Some participants reported using sex to aid in their academic success by way of offering a distraction or reducing stress. We discuss possible ways that postsecondary institutions, through their campus programs, can better address the impact school may have on mature students’ intimate relationships.  Grâce à l’utilisation d’une variété de méthodes qualitatives et quantitatives, l’étude suivante étudie l’effet des études post-secondaires sur les relations intimes et les expériences scolaires des étudiants adultes en couple. La régression des analyses quantitatives indique que le statut parental, le soutien familial, l’appui du partenaire et les désirs sexuels prédisent significativement la satisfaction à l’égard des relations personnelles, tandis que le soutien familial et l’appui du partenaire prédisent de façon significative la satisfaction sexuelle. L’âge prédit aussi la satisfaction académique chez les hommes et les femmes, de même que le désir sexuel chez les hommes seulement. En utilisant une analyse thématique qualitative, il a été déterminé que le fait de ne pas disposer d’assez de temps, la fatigue et le stress ont des répercussions négatives sur la satisfaction sexuelle. Enfin, une croissance personnelle a été décrite comme étant à la fois bénéfique et problématique. Certains participants ont déclaré avoir utilisé le sexe pour aider à leurs réussites scolaires afin de s’offrir une distraction ou de diminuer leur stress. Nous discutons des moyens possibles pour les institutions post-secondaires de mieux traiter, par le truchement de leurs programmes, l’effet que peuvent avoir les études sur les relations intimes des étudiants adultes

Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project

This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports

Developing Social Skills of Summer Campers with Autism Spectrum Disorder: A Case Study of Camps on TRACKS Implementation in an Inclusive Day-Camp Setting

This research provides preliminary results of an exploratory case study conducted of the Camps on TRACKS program in an inclusive, municipal day-camp program in southwestern Ontario, Canada. Positive changes are demonstrated in the social skills of nine day campers with an autism spectrum disorder (ASD) who participated in the program. In this model of social inclusion, all campers were taught skills to interact with peers with exceptionalities through a peer-mediated model. Social skills change was measured using direct observation and counsellor questionnaires. Primary findings included an overall increase in social skills in campers with an ASD, and an inverse relationship between adult and peer interactions. Camps on TRACKS is a promising model for supporting the social skills development of campers with an ASD in inclusive settings

Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties

Teachers’ Perceptions of the Need for Assistive Technology Training in Newfoundland and Labrador’s Rural Schools

This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed- and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student’s due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study

Relaxation Station, Zen Zone, or Cozy Corner

Today’s inclusive classrooms feature many diverse groups of students who have a need for teaching and supporting effective self-regulation skills. One element of classroom design that can support this area of need that permeates everyday interactions – and classroom successes – is the creation of a classroom space where all students can head for reflection, relaxation, and self-calming. Although such spaces can be beneficial for many students, it can be essential for some students, such as students with Autism Spectrum Disorder who are beginning to learn strategies to self-regulate in group settings like classrooms. Because such spaces are not restricted by age or grade and can support students with or without exceptionalities, a range of students in varying classrooms and schools can use this approach for those moments of every day disquiet, stress, or anxiety that occur throughout the school day

Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study

The purpose of this study was to extend work–family research to the school–family context by adapting Carlson and colleagues’ Work–Family Conflict and Enrichment scales. Using two samples of student parents primarily from Canadian universities, the adapted scales were assessed for reliability, construct validity, and factor structure. The measures had three factors for school–family conflict (school-to-family conflict, behaviour-based conflict, and family-to-school conflict) and five for school–family enrichment (school-to-family growth and affect; and family-to-school development, affect, and efficiency). The two adapted scales were confirmed to be reliable and valid for use with university student parents. Data from the confirmatory factor analysis provided strong support for the factor structure of the School–Family Enrichment Scale, but suggested that additional testing and development of the School–Family Conflict Scale may be required.Le but de cette étude est d’étendre la recherche de conciliation travail–famille au contexte école–famille en adaptant une échelle crée par Carlson et ses collègues. À l’aide de deux échantillons de parents-étudiants provenant surtout d’universités canadiennes, nous avons évalué la fiabilité, la validité et la structure factorielle des échelles adaptées. Les mesures sont compromises de trois facteur relié au conflit école–famille (conflit entre l’école et la famille, conflits de comportement et conflits entre les familles) et cinq factor reliées à l’enrichissement école–famille (l’effet de croissance entre l’école et la famille, et le développement, l’effet et l’efficacité entre la famille et l’école). Les deux échelles ont été confirmées en étant fiables et valides pour les parents étudiants universitaires. Les données d’analyse ont appuyé la structure factorielle de l›échelle d›enrichissement école–famille, mais suggère que des développements et des tests supplémentaires pourraient être requis pour l’échelle de conflit école–famille

Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study

The purpose of this study was to extend work–family research to the school–family context by adapting Carlson and colleagues’ Work–Family Conflict and Enrichment scales. Using two samples of student parents primarily from Canadian universities, the adapted scales were assessed for reliability, construct validity, and factor structure. The measures had three factors for school–family conflict (school-to-family conflict, behaviour-based conflict, and family-to-school conflict) and five for school–family enrichment (school-to-family growth and affect; and family-to-school development, affect, and efficiency). The two adapted scales were confirmed to be reliable and valid for use with university student parents. Data from the confirmatory factor analysis provided strong support for the factor structure of the School–Family Enrichment Scale, but suggested that additional testing and development of the School–Family Conflict Scale may be required.Le but de cette étude est d’étendre la recherche de conciliation travail–famille au contexte école–famille en adaptant une échelle crée par Carlson et ses collègues. À l’aide de deux échantillons de parents-étudiants provenant surtout d’universités canadiennes, nous avons évalué la fiabilité, la validité et la structure factorielle des échelles adaptées. Les mesures sont compromises de trois facteur relié au conflit école–famille (conflit entre l’école et la famille, conflits de comportement et conflits entre les familles) et cinq factor reliées à l’enrichissement école–famille (l’effet de croissance entre l’école et la famille, et le développement, l’effet et l’efficacité entre la famille et l’école). Les deux échelles ont été confirmées en étant fiables et valides pour les parents étudiants universitaires. Les données d’analyse ont appuyé la structure factorielle de l›échelle d›enrichissement école–famille, mais suggère que des développements et des tests supplémentaires pourraient être requis pour l’échelle de conflit école–famille