ORCID Profile
0000-0002-9870-8634
Current Organisations
Wenzhou-kean University
,
RMIT University
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Publisher: Common Ground Research Networks
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 18-09-2014
Publisher: Common Ground Research Networks
Date: 2012
Publisher: Oxford University Press
Date: 27-10-2020
DOI: 10.1093/ACREFORE/9780190264093.013.1226
Abstract: Successful implementation of inclusive education reforms in any country depends on several factors. One critical factor is adequate preparation of pre-service teachers. We cannot expect our schools to be inclusive if teachers are not adequately prepared to teach in inclusive classrooms. There are some key challenges that most teacher education programs face, including lack of appropriate inclusive professional placement settings, lack of collaboration between universities and schools, lack of connection between curriculum content and placement activities, and lack of appropriate evaluation tools to measure teacher readiness to teach in inclusive classrooms. We need new ways to address the issues faced by teacher educators to ensure that the persistent gaps between theory and practice can be met. In this regard, a new framework entitled CHANGE ( C ollaboration, H ands-on activities, A ssessment of readiness, N etworking, G reater contact with learners with ersities, and E ffective coaching) was developed to address the challenges and substantially fill in the gaps between the theory and practice of inclusion. The CHANGE framework guides teacher educators to focus on six different aspects of enhancing teacher readiness for inclusion. The application of the framework is not dependent on extensive resources, but it does require rethinking the way teacher education curriculum is developed and delivered. The framework can be applied in any country context and is likely to appeal to teacher educators who are looking for better ways to prepare confident and skilled inclusive educators.
Publisher: SensePublishers
Date: 2014
Publisher: Springer Science and Business Media LLC
Date: 11-04-2013
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-5495-1.CH009
Abstract: Children with attention deficit/hyperactivity disorder (ADHD) are drawn against a number of challenges including staying on task or taking extended time to complete, having trouble listening attentively, or difficulty sitting still. In the past, it was thought that children with ADHD would eventually outgrow the symptoms of the disorder. However, children generally continue to show symptoms of the disorder well into adulthood. The presence of ADHD transforms over the course of a person's lifespan, and the way in which the disorder affects children also changes dramatically when they are older. In adults, one of the core difficulties is executive functioning, which results in restlessness, disorganisation, deviating attention, procrastination, impulsive decision making, and more. In order to prevent the development and escalation of more deviant behaviours, early assessment and treatment program for ADHD should be considered from young age. A highly effective treatment practice for ADHD is a multi-modal approach that combines both pharmacological and behavioural interventions.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-1223-4.CH013
Abstract: People with intellectual disabilities are prone to various challenges in relation to self-care, emotional regulation, and decision making. Sometimes due to their cognitive and adaptive skill limitations, they display challenging behavior that further impacts on their quality of life. This chapter presents the concept of applied behavior analysis (ABA) and a discussion on the principles of applied behavior analysis (ABA) in prevention and treatment of challenging behaviors of in iduals with intellectual disability. Functional behavior analysis (FBA) and its stages are described with ex les for the future practitioners. As ABA has a major contribution in the treatment of challenging behaviors in in iduals with intellectual disability, research supported treatment strategies are presented. This chapter also explained strategies for improving the adaptive behaviors of in iduals with intellectual disability.
Publisher: Informa UK Limited
Date: 04-2013
Publisher: SAGE Publications
Date: 05-2023
DOI: 10.1177/2212585X231175167
Abstract: The growth of international higher education, with an increase in inbound students and the creation of foreign university branch c uses, has made quality education available globally. But this also presents challenges for academic adjustment for international students. Although there is a significant amount of literature on the struggles faced by international students studying abroad, there is limited research on the challenges faced by students attending International Branch C uses (IBCs) within their home countries. This study aims to fill this gap by using a qualitative exploratory approach to understand the specific challenges faced by first-year university students in China at a Sino-US international branch c us. Data was collected through interviews and focus groups with 28 students, five faculty members, and three student support staff. The findings provide valuable insights into the institutional and teaching challenges faced by these students, which are different from those faced by international students studying abroad.
Start Date: 2018
End Date: 2019
Funder: Department of Education and Training
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