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support services</title> <meta name="description" content="Search results for: education support services"> <meta name="keywords" content="education support services"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="education support services"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15672</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: education support services</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15672</span> Migrant Youth: Trauma-Informed Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nancy%20Daly">Nancy Daly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Migrant youth who have experienced traumatic events in their home countries or in their passage to the United States may require interventions or formal services to support varying levels and types of needs. The manner in which such youth are engaged and evaluated, as well as the framework of evaluation, can impact their educational services and placement. Evidenced-based trauma-informed practices that engage and support migrant youth serve as an important bridge to stabilization; however, ensuring long-term growth may require a range of integrated services, including special education and mental health services. Special education evaluations which consider the eligibility of Emotional Disturbance for migrant youth must carefully weigh issues of mental health needs against the exclusionary criteria of lack of access to education, limited language skills, as well as other environmental factors. Case studies of recently arrived migrant youth reveal both commonalities and differences in types and levels of need which underscores the importance of adept evaluation and case management to ensure the provision of services that support growth and resiliency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=migrant%20youth" title="migrant youth">migrant youth</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma-informed%20care" title=" trauma-informed care"> trauma-informed care</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20services" title=" mental health services"> mental health services</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/156345/migrant-youth-trauma-informed-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15671</span> Perspectives on Educational Psychological Support Services in New Zealand and South African Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johnnie%20Hay">Johnnie Hay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New Zealand is well known for its natural beauty, diversity of people but also for its strong focus on mental health through the provision of a vast network of psycho-social support services. South African-trained psychologists often make New Zealand their new home when emigrating - as it is relatively simple to slot into the well-established mental health system. South Africa is bigger in size, population, GDP and probably people diversity than New Zealand but struggles to provide adequate educational and psychological support services to schools. This is mainly due to budgetary pressures brought about by the imperative to first ensure that the approximately 13 million learners all have a teacher in front of their classes and at an average ratio of not more than 40 learners per class. In this paper, perspectives on educational and psychological support in New Zealand and South African schools will be shared. Through basic qualitative research encompassing semi-structured interviews with two South African educational psychologists who returned from New Zealand, supplemented by document analysis, the New Zealand situation will be scrutinized. South African perspectives will be obtained through a number of semi-structured interviews and questionnaires administered by education support services specialists working in district-based support teams in three provinces of the country. This research is in process, but preliminary findings indicate large disparities between the two countries' emphasis, funding, post provisioning and structure regarding educational and psychological support services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20psychological%20support%20services" title="educational psychological support services">educational psychological support services</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20for%20learners%20experiencing%20special%20needs" title=" support for learners experiencing special needs"> support for learners experiencing special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20support%20services" title=" education support services"> education support services</a>, <a href="https://publications.waset.org/abstracts/search?q=diverse%20learner%20population" title=" diverse learner population"> diverse learner population</a> </p> <a href="https://publications.waset.org/abstracts/170502/perspectives-on-educational-psychological-support-services-in-new-zealand-and-south-african-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15670</span> Support Services in Open and Distance Education: An Integrated Model of Open Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evrim%20Genc%20Kumtepe">Evrim Genc Kumtepe</a>, <a href="https://publications.waset.org/abstracts/search?q=Elif%20Toprak"> Elif Toprak</a>, <a href="https://publications.waset.org/abstracts/search?q=Aylin%20Ozturk"> Aylin Ozturk</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamze%20Tuna"> Gamze Tuna</a>, <a href="https://publications.waset.org/abstracts/search?q=Hakan%20Kilinc"> Hakan Kilinc</a>, <a href="https://publications.waset.org/abstracts/search?q=Irem%20Aydin%20Menderis"> Irem Aydin Menderis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Support services are very significant elements for all educational institutions in general; however, for distance learners, these services are more essential than traditional (face-to-face) counterparts. One of the most important reasons for this is that learners and instructors do not share the same physical environment and that distance learning settings generally require intrapersonal interactions rather than interpersonal ones. Some learners in distance learning programs feel isolated. Furthermore, some fail to feel a sense of belonging to the institution because of lack of self-management skills, lack of motivation levels, and the need of being socialized, so that they are more likely to fail or drop out of an online class. In order to overcome all these problems, support services have emerged as a critical element for an effective and sustainable distance education system. Within the context of distance education support services, it is natural to include technology-based and web-based services and also the related materials. Moreover, institutions in education sector are expected to use information and communication technologies effectively in order to be successful in educational activities and programs. In terms of the sustainability of the system, an institution should provide distance education services through ICT enabled processes to support all stakeholders in the system, particularly distance learners. In this study, it is envisaged to develop a model based on the current support services literature in the field of open and distance learning and the applications of the distance higher education institutions. Specifically, content analysis technique is used to evaluate the existing literature in the distance education support services, the information published on websites, and applications of distance higher education institutions across the world. A total of 60 institutions met the inclusion criteria which are language option (English) and availability of materials in the websites. The six field experts contributed to brainstorming process to develop and extract codes for the coding scheme. During the coding process, these preset and emergent codes are used to conduct analyses. Two coders independently reviewed and coded each assigned website to ensure that all coders are interpreting the data the same way and to establish inter-coder reliability. Once each web page is included in descriptive and relational analysis, a model of support services is developed by examining the generated codes and themes. It is believed that such a model would serve as a quality guide for future institutions, as well as the current ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=support%20services" title="support services">support services</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20education" title=" open education"> open education</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20model" title=" support model"> support model</a> </p> <a href="https://publications.waset.org/abstracts/83942/support-services-in-open-and-distance-education-an-integrated-model-of-open-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83942.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15669</span> Finding and Obtaining Special Education Services Globally: Research and Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20Hartley">Melissa Hartley</a>, <a href="https://publications.waset.org/abstracts/search?q=Erika%20McCoy"> Erika McCoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Military-connected children with disabilities often require services in different countries throughout their school career. This research and development text seeks to provide current practices in finding and obtaining comparable special education services globally. Considerations in service provision include: language of the service provider, service delivery format, current service availability and finding comparable services, location of services, and readily available services. After providing current practices, the researchers will engage the audience in brainstorming additional ways at finding and obtaining comparable special education services globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20delivery" title=" service delivery"> service delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20services" title=" special education services"> special education services</a> </p> <a href="https://publications.waset.org/abstracts/157224/finding-and-obtaining-special-education-services-globally-research-and-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15668</span> E-Learning Network Support Services: A Comparative Case Study of Australian and United States Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sayed%20Hadi%20Sadeghi">Sayed Hadi Sadeghi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study examines the current state of support services for e-network practice in an Australian and an American university. It identifies information that will be of assistance to Australian and American universities to improve their existing online programs. The study investigated the two universities using a quantitative methodological approach. Participants were students, lecturers and admins of universities engaged with online courses and learning management systems. The support services for e-network practice variables, namely academic support services, administrative support and technical support, were investigated for e-practice. Evaluations of e-network support service and its sub factors were above average and excellent in both countries, although the American admins and lecturers tended to evaluate this factor higher than others did. Support practice was evaluated higher by all participants of an American university than by Australians. One explanation for the results may be that most suppliers of the Australian university e-learning system were from eastern Asian cultural backgrounds with a western networking support perspective about e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=support%20services" title="support services">support services</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Network%20practice" title=" e-Network practice"> e-Network practice</a>, <a href="https://publications.waset.org/abstracts/search?q=Australian%20universities" title=" Australian universities"> Australian universities</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States%20universities" title=" United States universities"> United States universities</a> </p> <a href="https://publications.waset.org/abstracts/87851/e-learning-network-support-services-a-comparative-case-study-of-australian-and-united-states-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15667</span> Identifying Family Needs, Support, and Barriers for More Effective Involvement in Early Intervention Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeem%20A.%20Alolayan">Sadeem A. Alolayan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of early intervention (EI) programs and services is to minimize the impact of disability on children ages 0-5 and to reduce future special education costs. This literature review identifies the status of families of children with special needs. Four major themes emerged from this literature review. The first was the family’s needs and the expressed desire for services to be obtained or outcomes to be achieved. The second was family support, meaning any information or skills needed to facilitate parents’ role as professionals in order to enable them to train and provide their child with the best quality of life. The third theme, barriers, was defined as parents’ actions or life circumstances that hindered families in obtaining appropriate EI services. The conclusions derived from the recommendations are that effective parent participation involves careful planning, establishing and maintaining a trusted rapport between parents, and EI providers that understand parents’ individual needs and interests, thus motivating effective parent involvement in early intervention programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title="early intervention">early intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=individuals%20with%20disabilities%20education%20act" title=" individuals with disabilities education act"> individuals with disabilities education act</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendations" title=" recommendations"> recommendations</a> </p> <a href="https://publications.waset.org/abstracts/147272/identifying-family-needs-support-and-barriers-for-more-effective-involvement-in-early-intervention-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15666</span> Development of Intellectual Property Information Services in Zimbabwe’s University Libraries: Assessing the Current Status and Mapping the Future Direction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Munyoro">Jonathan Munyoro</a>, <a href="https://publications.waset.org/abstracts/search?q=Takawira%20Machimbidza"> Takawira Machimbidza</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Mutula"> Stephen Mutula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the current status of Intellectual Property (IP) information services in Zimbabwe's university libraries. Specifically, the study assesses the current IP information services offered in Zimbabwe’s university libraries, identifies challenges to the development of comprehensive IP information services in Zimbabwe’s university libraries, and suggests solutions for the development of IP information services in Zimbabwe’s university libraries. The study is born out of a realisation that research on IP information services in university libraries has received little attention, especially in developing country contexts, despite the fact that there are calls for heightened participation of university libraries in IP information services. In Zimbabwe, the launch of the National Intellectual Property Policy and Implementation Strategy 2018-2022 and the introduction of the Education 5.0 concept are set to significantly change the IP landscape in the country. Education 5.0 places more emphasis on innovation and industrialisation (in addition to teaching, community service, and research), and has the potential to shift the focus and level of IP output produced in higher and tertiary education institutions beyond copyrights and more towards commercially exploited patents, utility models, and industrial designs. The growing importance of IP commercialisation in universities creates a need for appropriate IP information services to assist students, academics, researchers, administrators, start-ups, entrepreneurs, and inventors. The critical challenge for university libraries is to reposition themselves and remain relevant in the new trajectory. Designing specialised information services to support increased IP generation and commercialisation appears to be an opportunity for university libraries to stay relevant in the knowledge economy. However, IP information services in Zimbabwe’s universities appear to be incomplete and focused mostly on assisting with research publications and copyright-related activities. Research on the existing status of IP services in university libraries in Zimbabwe is therefore necessary to help identify gaps and provide solutions in order to stimulate the growth of new forms of such services. The study employed a quantitative approach. An online questionnaire was administered to 57 academic librarians from 15 university libraries. Findings show that the current focus of the surveyed institutions is on providing scientific research support services (15); disseminating/sharing university research output (14); and copyright activities (12). More specialised IP information services such as IP education and training, patent information services, IP consulting services, IP online service platforms, and web-based IP information services are largely unavailable in Zimbabwean university libraries. Results reveal that the underlying challenge in the development of IP information services in Zimbabwe's university libraries is insufficient IP knowledge among academic librarians, which is exacerbated by inadequate IP management frameworks in university institutions. The study proposes a framework for the entrenchment of IP information services in Zimbabwe's university libraries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20libraries" title="academic libraries">academic libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20services" title=" information services"> information services</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20property" title=" intellectual property"> intellectual property</a>, <a href="https://publications.waset.org/abstracts/search?q=IP%20knowledge" title=" IP knowledge"> IP knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20libraries" title=" university libraries"> university libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=Zimbabwe" title=" Zimbabwe"> Zimbabwe</a> </p> <a href="https://publications.waset.org/abstracts/154016/development-of-intellectual-property-information-services-in-zimbabwes-university-libraries-assessing-the-current-status-and-mapping-the-future-direction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154016.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15665</span> Investigation on the Functional Expectation and Professional Support Needs of Special Education Resource Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hongxia%20Wang">Hongxia Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yanjie%20Wang"> Yanjie Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiuqin%20Wang"> Xiuqin Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Linlin%20Mo"> Linlin Mo</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuangshuang%20Niu"> Shuangshuang Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Special Education Resource Center (SERC) is the localized product in the development of inclusive education in People’s Republic of China, which provides professional support and service for the students with special education needs(SEN) and their parents, teachers as well as inclusive schools. The study investigated 155 administrators, resource teachers and inclusive education teachers from primary and secondary schools in Beijing. The results indicate that: (1) The surveyed teachers put highest expectation of SERC on specialized guidance and teacher training , instead of research and administration function; (2) Each dimension of professional support needs gets higher scores, in which individual guidance gets highest score, followed by instruction guidance, psychological counseling, proposing suggestions, informational support and teacher training; (3) locality and training experience of surveyed teachers significantly influence their expectations and support needs of SERC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education%20resource%20center%20%28SERC%29" title="special education resource center (SERC) ">special education resource center (SERC) </a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20expectation" title=" functional expectation"> functional expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20support%20needs" title=" professional support needs"> professional support needs</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20system" title=" support system"> support system</a> </p> <a href="https://publications.waset.org/abstracts/84915/investigation-on-the-functional-expectation-and-professional-support-needs-of-special-education-resource-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15664</span> Language Services as a Means of Language Repository for Tuition Support and Facilitation of Learning in Institution of Higher Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mzamani%20Aaron%20Mabasa">Mzamani Aaron Mabasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research study examines the reality that the Language Services Directorate can be considered a language repository hub. The study postulates that multilingual education guided by language policy implementation can improve student performance and pass rate. Various documents in the form of style guides, glossaries and tutorial letters may be used to enable students to understand complex words, sentences, phrases and paragraphs when technical vocabularies are used. This paper addresses the way in which quality assurance can transform South African official languages, including Sign Language, as mandated by the Language Policy for Higher Education. The paper further emphasizes that Language Services is unique in the sense that it involves all South African officials as tools for student support and facilitation of learning. This is in line with the Constitution of the Republic of South Africa (1996) and the Unisa Language Policy of 2023, which declares the status, parity and esteem of these official languages regarding usage in formal function domains, namely education, economy, social and politics. The aim of this paper is to ensure that quality assurance is ultimately accomplished in terms of teaching and learning standards. Eventually, all South African languages can be used for official domains to achieve functional multilingualism. This paper furthermore points out that content analysis as a research instrument as far as a qualitative approach is concerned may be used as a data collection technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repository" title="repository">repository</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/188292/language-services-as-a-means-of-language-repository-for-tuition-support-and-facilitation-of-learning-in-institution-of-higher-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15663</span> Perception of the Frequency and Importance of Peer Social Support by Students with Special Educational Needs in Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebe%C5%88%C3%A1rov%C3%A1">Lucia Hrebeňárová</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20%C5%BDolnov%C3%A1"> Jarmila Žolnová</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkov%C3%A1"> Veronika Palková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20social%20support" title=" peer social support"> peer social support</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20eEducational%20needs" title=" student with special eEducational needs"> student with special eEducational needs</a> </p> <a href="https://publications.waset.org/abstracts/40681/perception-of-the-frequency-and-importance-of-peer-social-support-by-students-with-special-educational-needs-in-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15662</span> Role of Support, Experience and Education in Livelihood Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhuri">Madhuri</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20R.%20Tewari"> H. R. Tewari</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20K.%20Bhowmick"> P. K. Bhowmick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to find out the role of the community and the government support, flood experience, flood education, and education of the male-headed households in their livelihood resilience. The study is based on a randomly drawn sample of 472 households from the river basins of Ganga and Kosi in the district of Bhagalpur, Bihar. Structural equation modeling (SEM) and analysis of variance (ANOVA) methods are used to analyze the data. The findings of the study reveal that the role(s) of the community support though is found to be more significant in comparison to the government supports for its stand by position in rescue and livelihood resilience of the affected households whereas the government support arrives late and in far less quantity than what is required. However, the government's support is equally vital due its control over resources, which essentially needed in rescue and rehabilitation of the affected households. The study unravels the strategic value of households' indigenous knowledge and their flood experience in livelihood resilience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flood%20education" title="flood education">flood education</a>, <a href="https://publications.waset.org/abstracts/search?q=flood%20experience" title=" flood experience"> flood experience</a>, <a href="https://publications.waset.org/abstracts/search?q=livelihood%20resilience" title=" livelihood resilience"> livelihood resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20support" title=" community support"> community support</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20support" title=" government support"> government support</a> </p> <a href="https://publications.waset.org/abstracts/16564/role-of-support-experience-and-education-in-livelihood-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15661</span> Counselling Families with Special Needs Children: Problems and Prospect: A Case Study of Calabar Metropolis in Cross River State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthonia%20Emmanuel%20Inaja">Anthonia Emmanuel Inaja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of the counseling services by Special Educators, Guidance Counsellors and psychologists alike to Families and Parents of children with special needs cannot be over-emphasized. This paper examined the vital role of counseling services and its impact on the emotional and physical readiness of parents to initiate and support the education and rehabilitation needs of their children. The paper considered the importance of counseling, when counseling services are best required preparing the mindset of parents and family members as well as the immediate community of the social needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counseling" title="counseling">counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=special" title=" special"> special</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=prospect" title=" prospect "> prospect </a> </p> <a href="https://publications.waset.org/abstracts/26186/counselling-families-with-special-needs-children-problems-and-prospect-a-case-study-of-calabar-metropolis-in-cross-river-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15660</span> Access to Sexual Reproductive Health (SRH) Education and Services to Deaf Adolescents in Wakiso, Uganda - The Ugandan Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Racheal%20Ayanga">Racheal Ayanga</a>, <a href="https://publications.waset.org/abstracts/search?q=Nancy%20Katumba%20Muwangala"> Nancy Katumba Muwangala</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Babirye"> Jane Babirye</a>, <a href="https://publications.waset.org/abstracts/search?q=Harriet%20Kivumbi"> Harriet Kivumbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Deaf adolescents are vulnerable. Deafness limits their access to resources that are accessed by their hearing peers. There is minimal attention placed on the SRH needs of persons with disabilities, especially in developing countries. We sought to assess barriers to access of SRH education and services for deaf adolescents in Uganda. Methods: We performed a cross sectional study using a questionnaire on knowledge of and access to SRH education and services from a selected sample of deaf adolescents aged 13-19 years at Wakiso Secondary school for the deaf. A consecutive sample of eligible participants was asked to join the study after obtaining informed consent until the target sample size was reached. Results: From 01 Jul 2022 to 30 Jan 2023, 70 quantitative interviews were conducted. Participants’ mean age was 17 years, and 66% were female. 89% had heard about several components of SRH. 99% reported a need for education and services but had challenges with access 85% of the time. 54% reported receipt of education and services from government or private facilities, and the rest from friends, parents, siblings, teachers and the internet. Conclusion: Government needs to look into availing tailored, sustainable SRH education/services to deaf adolescents at health facilities and teach health workers sign language. SRH education to parents, teachers and communities of deaf adolescents improves access in hard-to-reach areas. Integration of services into routine health care is key in creating and improving models of access to wider communities of persons with disabilities to improve their mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexual%20and%20reproductive%20health" title="sexual and reproductive health">sexual and reproductive health</a>, <a href="https://publications.waset.org/abstracts/search?q=deaf" title=" deaf"> deaf</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=services" title=" services"> services</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=hard-to-reach%20areas" title=" hard-to-reach areas"> hard-to-reach areas</a> </p> <a href="https://publications.waset.org/abstracts/169444/access-to-sexual-reproductive-health-srh-education-and-services-to-deaf-adolescents-in-wakiso-uganda-the-ugandan-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169444.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15659</span> Evaluation of the Quality of Education Offered to Students with Special Needs in Public Schools in the City of Bauru, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20L.%20M.%20F.%20Capellini">V. L. M. F. Capellini</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20P.%20P.%20M.%20Maturana"> A. P. P. M. Maturana</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20C.%20M.%20Brondino"> N. C. M. Brondino</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20B.%20C.%20L.%20B.%20M.%20Peixoto"> M. B. C. L. B. M. Peixoto</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20J.%20Broughton"> A. J. Broughton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A paradigm shift is a process. The process of implementing inclusive education, a system constructed to support all learners, requires planning, identification, experimentation, and evaluation. In this vein, the purpose of the present study was to evaluate the capacity of one Brazilian state school systems to provide special education students with a quality inclusive education. This study originated at the behest of concerned families of students with special needs who filed complaints with the Municipality of Bauru, São Paulo. These families claimed, 1) children with learning differences and educational needs had not been identified for services, and 2) those who had been identified had not received sufficient specialized educational assistance (SEA) in schools across the City of Bauru. Hence, the Office of Civil Rights for the state of São Paulo (Ministério Público de São Paulo) summoned the local higher education institution, UNESP, to design a research study to investigate these allegations. In this exploratory study, descriptive data were gathered from all elementary and middle schools including 58 state schools and 17 city schools, for a total of 75 schools overall. Data collection consisted of each school's annual strategic action plan, surveys and interviews with all school stakeholders to determine their perceptions of the inclusive education available to students with Special Education Needs (SEN). The data were collected as one of four stages in a larger study which also included field observations of a focal students' experience and a continuing education course for all teachers and administrators in both state and city schools. For the purposes of this study, the researchers were interested in understanding the perceptions of school staff, parents, and students across all schools. Therefore, documents and surveys from 75 schools were analyzed for adherence to federal legislation guaranteeing students with SEN the right to special education assistance within the regular school setting. Results shows that while some schools recognized the legal rights of SEN students to receive special education, the plans to actually deliver services were absent. In conclusion, the results of this study revealed both school staff and families have insufficient planning and accessibility resources, and the schools have inadequate infrastructure for full-time support to SEN students, i.e., structures and systems to support the identification of SEN and delivery of services within schools of Bauru, SP. Having identified the areas of need, the city is now prepared to take next steps in the process toward preparing all schools to be inclusive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a> </p> <a href="https://publications.waset.org/abstracts/99302/evaluation-of-the-quality-of-education-offered-to-students-with-special-needs-in-public-schools-in-the-city-of-bauru-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15658</span> Inclusion and Equity in Higher Education: Case of a Higher Education Institution in Portugal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Fernandes">Mariana Fernandes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Instituto Politécnico de Viana do Castelo (IPVC) has adopted a policy of inclusion and equity and the promotion of health and academic well-being, reinforcing measures already implemented in previous years, but also with the inclusion of new inclusion and equity policies that allow access, throughout all students, to Higher Education (ES). The Inclusive School project, the Plan for Equality, the IPVC's own Regulations for students with Special Educational Needs (SEN), and the support guaranteed by the Health and Wellbeing Office, Academic Services, and teaching staff are some of the examples of the varied strategies that IPVC undertakes to guarantee effective conditions so that students with disabilities can enter ES and experience a positive academic experience. This study's main objective is to reflect and disseminate the inclusion practices that IPVC practices with regard to Students with SEN. To this, a consultation and documentary analysis of internal documentation was carried out, consultation of the IPVC Quality Management System (QMS) process and, also, using the report referring to the ENEE questionnaire implemented in the year 2023, this report which presents the opinion of IPVC students with SEN, whether with support throughout the ENEE application submission process, with response deadlines, with the Individual Support Plan, as well as with physical and technological accessibility and communication. The results obtained show IPVC's effective commitment to this topic, in addition to the entire circuit created to guarantee equitable access for these students from the moment they join IPVC, a circuit that involves various human resources and( s) its sensitivity to this topic, it also promoted, through the Health and Wellbeing Office, the restructuring of the IPVC ENEE Regulation itself based on the needs and challenges felt in monitoring these students, the innovation of the services themselves of health and consequent awareness of all surrounding resources and services (from the Management, to the teaching staff and academic services). Currently, there is already an Individual Pedagogical Support Plan (PIAP), frequent meetings with the Reception Group, Psychology consultations – both clinically and educationally – and a growing concern in listening to the student community to improve the process. Based on these results, it is concluded that IPVC is an institution sensitive to promoting a positive, equitable, and, above all, inclusive higher education path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title="special educational needs">special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=equality" title=" equality"> equality</a> </p> <a href="https://publications.waset.org/abstracts/186601/inclusion-and-equity-in-higher-education-case-of-a-higher-education-institution-in-portugal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">38</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15657</span> Transition from Early Education to Pre-School Education in Children with Hearing Loss in Turkey: Problems and Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eule%20Yan%C4%B1k">Şule Yanık</a>, <a href="https://publications.waset.org/abstracts/search?q=Emel%20Ert%C3%BCrk-Mustul"> Emel Ertürk-Mustul</a>, <a href="https://publications.waset.org/abstracts/search?q=Zerrin%20%20Turan"> Zerrin Turan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasan%20G%C3%BCrg%C3%BCr"> Hasan Gürgür</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is known that there are policies that will support the early special education (ESE) for children requiring special care including the children with hearing loss (CHL) in many countries that give importance to early childhood (0-6 years) education, accordingly ESE services have been gradually increasing and these services provide positive contributions to the child and family. These services begin with medical diagnostics, provision of the use of assistive technologies for hearing and the orientation of children towards early education program (EEP) for the CHL. In 0-3 years of age EEP, education and support services are provided to the children and their families. In 3-6 years of age, children are supported in a pre-school education program (PSE) in which their peers and teachers are present. Therefore, the children with hearing loss and their families are going through a series of medical, educational and social transition process after diagnosed with hearing loss. Depending on their age and development, CHL also go through a transition period from hospital to home, from home to EEP and from EEP to PSE. It is seen that there is no legal regulation regarding the transition process in Turkey and hence different processes have been carried out in the transition process from EEP to PSE. The aim of this study is to reveal the problems confronted by the CHL during the transition period from EEP to PSE and the solution proposals for these problems. In this study, a document review was made by reviewing the national and international studies about transition processes of the CHL in Turkey from EEP to PSE. Accordingly, in the study carried out in two stages, firstly, a review of the body of literature was performed by creating key words related to the subject. Secondly, the problems confronted by the CHL in Turkey during the transition period from EEP to PSE and the solution proposals for these problems were demonstrated by analyzing the obtained data. According to the body of literature, it is seen that there are no laws concerning the transition processes of the children who require special care including the CHL in Turkey from EEP (sending) to PSE (receiving), and correspondingly numerous problems have been experienced during the transition period. It seems that the EEP adopts family-centered approaches for strengthening the families of the CHL. However, PSE program aims to prepare the children to school life by focusing on their social and academical development rather with the adoption of children-centered approaches. Therefore, while the families feel an inseparable part of the team in EEP, they indicated that they felt like a stranger in the school team after their children have started to PSE. Therefore, families find the transition processes worrisome and state that they are not satisfied with the process. We discovered that in the process of transition from EEP to PSE, families are not informed, there is a limited number of PSE options available, children cannot adapt to the new educational environment and cannot benefit from the existing PSE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20education%20program" title="early education program">early education program</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20special%20education" title=" early special education"> early special education</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20hearing%20loss" title=" children with hearing loss"> children with hearing loss</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a> </p> <a href="https://publications.waset.org/abstracts/89399/transition-from-early-education-to-pre-school-education-in-children-with-hearing-loss-in-turkey-problems-and-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15656</span> A Model of Critical Consideration of Environmental Education: Concepts, Contexts, and Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Anwar">Mohammad Anwar</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Ullah%20Khan"> Hamid Ullah Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shah%20Waliullah"> Shah Waliullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, environmental education is an essential element in avoiding environmental degradation around the globe that needs new articles and policymakers’ emphasis. Hence, the present article examines the impact of environmental education on environmental knowledge, environmental behavior, and environmental attitudes in Indonesia. The present research also investigated the moderating role of government support in environmental education, environmental knowledge, environmental behavior, and environmental attitude in Indonesia. A questionnaire was used as the primary data collection method. The smart PLS was utilized to test the association among variables and the hypotheses of the study. The results revealed that environmental education had a significant and positive linkage with environmental knowledge, environmental behavior, and environmental attitude in Indonesia. The findings also exposed that government support significantly moderated environmental education, environmental knowledge, and environmental behavior in Indonesia. The findings of this research would provide help to the policymakers in establishing the policies related to environmental education and reducing environmental degradation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title="environmental education">environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20knowledge" title=" environmental knowledge"> environmental knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20behavior" title=" environmental behavior"> environmental behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20attitude" title=" environmental attitude"> environmental attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=government%20support" title=" government support"> government support</a> </p> <a href="https://publications.waset.org/abstracts/161694/a-model-of-critical-consideration-of-environmental-education-concepts-contexts-and-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15655</span> A Sociopreneur Based on Creative Services of Merchandise (Kedaikampus)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wildan%20Maulana">Wildan Maulana</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Machfudz%20Sa%27idi"> M. Machfudz Sa'idi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Special Region of Yogyakarta (DIY) has more than one hundred campuses of State Universities, and private sector amounted to 137, of course, is not a small amount, from 137 universities in the province there are hundreds of thousands of students, therefore, many kinds of businesses and business opportunities can provide support facilities supporting the needs of students ranging from life support classes or students who come from various regions in Indonesia and Abroad can be fulfilled during his education in DI Yogyakarta including the need for primary and secondary needs. KedaiKampus present to facilitate the needs of students in providing secondary needs such as clothing Students and merchandise or trinkets typical college respectively, but the difference with the other, KedaiKampus is to provide distinctive products and clothing and merchandise every college respectively. One goal KedaiKampus presence is to create a culture of confidence in every student who is proud of the college with the products of KedaiKampus because not a few students who are not accepted at State Universities have not been able to forget. In producing a wide range of products, we work with young entrepreneurs engaged in creative services and souvenirs. In addition, we are also working with various designers reliable to make the best design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=markedplace" title="markedplace">markedplace</a>, <a href="https://publications.waset.org/abstracts/search?q=sociopreneur" title=" sociopreneur"> sociopreneur</a>, <a href="https://publications.waset.org/abstracts/search?q=merchandise" title=" merchandise"> merchandise</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20services" title=" creative services"> creative services</a> </p> <a href="https://publications.waset.org/abstracts/58705/a-sociopreneur-based-on-creative-services-of-merchandise-kedaikampus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15654</span> African American Female Caregivers’ Perceptions, Experiences, and Expectations of the Special Education Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lenell%20D.%20Walton">Lenell D. Walton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> African American families have consistently contended that their child’s special education team does not provide the services necessary to meet their child’s academic goals. Special education teams must guide and mentor African American students and their families through the special education process. This qualitative study examined African American female caregivers' perceptions, experiences, and expectations regarding the special education process. Data collection methods utilized in the study included a survey, semi-structured interviews, and three focus groups. Data were analyzed and compared to identify themes. Three themes emerged from the survey: education and training, participation, and challenges. Six major themes emerged: (a) differences in treatment and cultural disconnect, (b) lack of support and resources, (c) participants’ experiences of the special education process, (d) parent participation, (e) barriers and concerns, and (f) expectations. Implications for policy and practice to improve the special education process are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African%20American" title="African American">African American</a>, <a href="https://publications.waset.org/abstracts/search?q=caregivers" title=" caregivers"> caregivers</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20race%20theory" title=" critical race theory"> critical race theory</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/166005/african-american-female-caregivers-perceptions-experiences-and-expectations-of-the-special-education-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15653</span> Creating Inclusive Information Services: Librarians’ Design-Thinking Approach to Helping Students Succeed in the Digital Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Ding">Yi Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid development of educational technologies, higher education institutions are facing the challenge of creating an inclusive learning environment for students from diverse backgrounds. Academic libraries, the hubs of research, instruction, and innovation at higher educational institutions, are facing the same challenge. While academic librarians worldwide have been working hard to provide services for emerging information technology such as information literacy education, online learning support, and scholarly communication advocacy, the problem of digital exclusion remains a difficult one at higher education institutions. Information services provided by academic libraries can result in the digital exclusion of students from diverse backgrounds, such as students with various digital readiness levels, students with disabilities, as well as English-as-a-Second-Language learners. This research study shows how academic librarians can design digital learning objects that are cognizant of differences in learner traits and student profiles through the lens of design thinking. By demonstrating how the design process of digital learning objects can take into consideration users’ needs, experiences, and engagement with different technologies, this research study explains design principles of accessibility, connectivity, and scalability in creating inclusive digital learning objects as shown in various case studies. Equipped with the mindset and techniques to be mindful of diverse student learning traits and profiles when designing information services, academic libraries can improve the digital inclusion and ultimately student success at higher education institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20librarians" title="academic librarians">academic librarians</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20inclusion" title=" digital inclusion"> digital inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20services" title=" information services"> information services</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20objects" title=" digital learning objects"> digital learning objects</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/79909/creating-inclusive-information-services-librarians-design-thinking-approach-to-helping-students-succeed-in-the-digital-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79909.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15652</span> Event Monitoring Based On Web Services for Heterogeneous Event Sources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arne%20Koschel">Arne Koschel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses event monitoring options for heterogeneous event sources as they are given in nowadays heterogeneous distributed information systems. It follows the central assumption, that a fully generic event monitoring solution cannot provide complete support for event monitoring; instead, event source specific semantics such as certain event types or support for certain event monitoring techniques have to be taken into account. Following from this, the core result of the work presented here is the extension of a configurable event monitoring (Web) service for a variety of event sources. A service approach allows us to trade genericity for the exploitation of source specific characteristics. It thus delivers results for the areas of SOA, Web services, CEP and EDA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=event%20monitoring" title="event monitoring">event monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=ECA" title=" ECA"> ECA</a>, <a href="https://publications.waset.org/abstracts/search?q=CEP" title=" CEP"> CEP</a>, <a href="https://publications.waset.org/abstracts/search?q=SOA" title=" SOA"> SOA</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20services" title=" web services"> web services</a> </p> <a href="https://publications.waset.org/abstracts/28805/event-monitoring-based-on-web-services-for-heterogeneous-event-sources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">742</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15651</span> Crime Victim Support Services in Bangladesh: An Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shahjahan">Mohammad Shahjahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Md.%20Monoarul%20Haque"> Md. Monoarul Haque</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the research work information and data were collected from both types of sources, direct and indirect. Numerological, qualitative and participatory analysis methods have been followed. There were two principal sources of collecting information and data. Firstly, the data provided by the service recipients (300 nos. of women and children victims) in the Victim Support Centre and service providing policemen, executives and staffs (60 nos.). Secondly, data collected from Specialists, Criminologists and Sociologists involved in victim support services through Consultative Interview, KII, Case Study and FGD etc. The initial data collection has been completed with the help of questionnaires as per strategic variations and with the help of guidelines. It is to be noted that the main objective of this research was to determine whether services provided to the victims for their facilities, treatment/medication and rehabilitation by different government/non-government organizations was veritable at all. At the same time socio-economic background and demographic characteristics of the victims have also been revealed through this research. The results of the study show that although the number of victims has increased gradually due to socio-economic, political and cultural realities in Bangladesh, the number of victim support centers has not increased as expected. Awareness among the victims about the effectiveness of the 8 centers working in this regard is also not up to the mark. Two thirds of the victims coming to get service were not cognizant regarding the victim support services at all before getting the service. Most of those who have finally been able to come under the services of the Victim Support Center through various means, have received sheltering (15.5%), medical services (13.32%), counseling services (13.10%) and legal aid (12.66%). The opportunity to stay in security custody and psycho-physical services were also notable. Usually, women and children from relatively poor and marginalized families of the society come to victim support center for getting services. Among the women, young unmarried women are the biggest victims of crime. Again, women and children employed as domestic workers are more affected. A number of serious negative impacts fall on the lives of the victims. Being deprived of employment opportunities (26.62%), suffering from psycho-somatic disorder (20.27%), carrying sexually transmitted diseases (13.92%) are among them. It seems apparent to urgently enact distinct legislation, increase the number of Victim Support Centers, expand the area and purview of services and take initiative to increase public awareness and to create mass movement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crime" title="crime">crime</a>, <a href="https://publications.waset.org/abstracts/search?q=victim" title=" victim"> victim</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a> </p> <a href="https://publications.waset.org/abstracts/168673/crime-victim-support-services-in-bangladesh-an-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15650</span> Understanding of Chinese Organisations Approach to Dementia: A Case Study of Two Community Centres and One Housing Support Service in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20J.%20Winnall">Emily J. Winnall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is understood that China has the largest population of people living with dementia in the world; however, little is known about this culturally diverse community, specifically the Chinese Communities, which has been poorly represented in past British research Literature. Further research is needed to gain a greater understanding of the support needs of caregivers caring for a relative living with dementia from the Chinese background. Dementia care and caregivers in Chinese communities are less investigated. The study is a case study of two Chinese community centers and one housing support service. Semi-structured one-to-one interviews and a pilot questionnaire were used as the methods for the study. A toolkit will also be created as a document that provides guidance and signposting to health and social care services for Chinese communities. The findings identified three main themes. Caregivers do not receive any formal support from the UK health and social services, and they felt they would have benefited from getting advice on what support they could access. Furthermore, the data also identified that Chinese organisations do not have the knowledge of dementia, to be able to support those living with dementia and their families. Also, people living with dementia and their families rarely present to Chinese organisations and UK health and social care services, meaning they are not receiving the support they are entitled to or need. Additionally, the community center would like to see workshops/courses around dementia for people from Chinese backgrounds. The study concludes that people from Chinese cultural backgrounds do not have sufficient access to support from UK health and social care services. More information needs to be published that will benefit Chinese communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20organisations" title=" Chinese organisations"> Chinese organisations</a>, <a href="https://publications.waset.org/abstracts/search?q=Dementia" title=" Dementia"> Dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20caregivers" title=" family caregivers"> family caregivers</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20care" title=" social care"> social care</a> </p> <a href="https://publications.waset.org/abstracts/163289/understanding-of-chinese-organisations-approach-to-dementia-a-case-study-of-two-community-centres-and-one-housing-support-service-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15649</span> Improving the Quality of Higher Education for Students with Disability in Universities of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Sulman">Nasir Sulman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Pakistan, the inclusion of persons with disabilities in higher education institutions has significantly been increased with every passing year and anyone can observe a sizeable number of these students in each faculty. The study executes to conduct a baseline survey for measuring faculty understanding about the special needs, experiences of students with disabilities and support provided by university administration in order to teach these students effectively. The researcher has used mixed methods and the University of Karachi was selected through non-probability-based sampling method. This university is one of the largest universities in Pakistan where more than 40,000 students have been enrolled. Data was gathered through a questionnaire and focused group discussion from three stakeholders including students with disabilities, faculty members and members of the university administration. The key findings show that students with disabilities experience a number of problems related to accommodating their special needs. However, the most encouraging factors identified are the attitude, support, and motivation they received from various faculty members and university administration. On the basis of the findings of the study the researcher has prepared a faculty guidebook and established a ‘Model Learning Assistance Centre for Students with Disabilities’ in the Department of Special Education, University of Karachi. Both these efforts will be helpful for improving the support services for students with disabilities to strengthen the existing laws, policies, and practices in institutions of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=persons%20with%20disabilities" title="persons with disabilities">persons with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20assistance%20center" title=" learning assistance center"> learning assistance center</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20guidebook" title=" faculty guidebook"> faculty guidebook</a> </p> <a href="https://publications.waset.org/abstracts/99465/improving-the-quality-of-higher-education-for-students-with-disability-in-universities-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15648</span> Gifted Disadvantage in Education Safety Net: A Reality Check: A Case Study From India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jyoti%20Sharma">Jyoti Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although notion of giftedness is a reality, yet it swings along the pendulum of equality and excellence. At times, nurturance of gifted abilities becomes a struggle of better catchment of resources and facilities. Those from affluent setup are blessed with better support system whereas gifted children from disadvantaged group suffer from submissive upbringing. In developing countries like India, with diverse demographic profiles, socio-cultural diversity and economic disparity, the very concept of equality in education face severe challenge. The present paper presents the dichotomy of ideology of equality and excellence in education practices. It highlights the need of wider vision, better policy making and decentralized implementation services to allow gifted children to enjoy what they are; dream what they can be; and promote what they will be. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted" title="gifted">gifted</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged" title=" disadvantaged"> disadvantaged</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20safety%20net" title=" education safety net"> education safety net</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/18074/gifted-disadvantage-in-education-safety-net-a-reality-check-a-case-study-from-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">528</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15647</span> Non-Governmental Organisations and Human Development in Bauchi State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeeq%20Launi">Sadeeq Launi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> NGOs, the world over, have been recognized as part of the institutions that complement government activities in providing services to the people, particularly in respect of human development. This study examined the role played by the NGOs in human development in Bauchi State, Nigeria, between 2004 and 2013. The emphasis was on reproductive health and access to education role of the selected NGOs. All the research questions, objectives and hypotheses were stated in line with these variables. The theoretical framework that guided the study was the participatory development approach. Being a survey research, data were generated from both primary and secondary sources with questionnaires and interviews as the instruments for generating the primary data. The population of the study was made up of the staff of the selected NGOs, beneficiaries, health staff and school teachers in Bauchi State. The sample drawn from these categories were 90, 107 and 148 units respectively. Stratified random and simple random sampling techniques were adopted for NGOs staff, and Health staff and school teachers data were analyzed quantitatively and qualitatively and hypotheses were tested using Pearson Chi-square test through SPSS computer statistical package. The study revealed that despite the challenges facing NGOs operations in the study area, NGOs rendered services in the areas of health and education This research recommends among others that, both government and people should be more cooperative to NGOs to enable them provide more efficient and effective services. Governments at all levels should be more dedicated to increasing accessibility and affordability of basic education and reproductive health care facilities and services in Bauchi state through committing more resources to the Health and Education sectors, this would support and facilitate the complementary role of NGOs in providing teaching facilities, drugs, and other reproductive health services in the States. More enlightenment campaigns should be carried out by governments to sensitize the public, particularly women on the need to embrace immunization programmes for their children and antenatal care services being provided by both the government and NGOs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=access%20to%20education" title="access to education">access to education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20development" title=" human development"> human development</a>, <a href="https://publications.waset.org/abstracts/search?q=NGOs" title=" NGOs"> NGOs</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20health" title=" reproductive health"> reproductive health</a> </p> <a href="https://publications.waset.org/abstracts/71155/non-governmental-organisations-and-human-development-in-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15646</span> Support Provided by Teachers to Learners With Special Education Needs in Selected Amathole West District Primary Schools South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toyin%20Mary%20Adewumi">Toyin Mary Adewumi</a>, <a href="https://publications.waset.org/abstracts/search?q=Cina%20Mosito"> Cina Mosito</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Part of enabling learners with special education needs (SEN) to succeed is providing them with adequate support. Support is all activities in a school that enhance its capacity to respond to diversity by making learning contexts and lessons accessible to all learners. The paper reports findings of support provided by teachers to learners with SEN and the pockets of good practice found in the support provided by teachers to these learners in schools in the Amathole West District, Eastern Cape. A purposeful sample, comprising eight teachers, eight principals in eight schools, including one provincial and two district education officials, was selected. Thematic analysis was used for analyzing data gathered through semi-structured interviews. The results established that despite the challenges such as lack of qualifications and training in special education needs, learners with SEN received varied support from teachers which include extra exercises, extra time, special attention during break times or after school hours and homework. The study reveals pockets of good practice in some selected primary schools particularly in the poverty-stricken locations in the Amathole West District. This paper recommends adequate training for teachers for the support of learners with SEN. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=good%20practice" title="good practice">good practice</a>, <a href="https://publications.waset.org/abstracts/search?q=learner" title=" learner"> learner</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20needs" title=" special education needs"> special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a> </p> <a href="https://publications.waset.org/abstracts/122685/support-provided-by-teachers-to-learners-with-special-education-needs-in-selected-amathole-west-district-primary-schools-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15645</span> Perception of Authorities in Social Support by Students under the Conditions of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jarmila%20Zolnova">Jarmila Zolnova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Hrebenarova"> Lucia Hrebenarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronika%20Palkova"> Veronika Palkova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interconnections between supportive sources of authorities at school and students have been proved. Lacking research in this field in Slovakia translates into absenting perception of social support by students with special educational needs. The aim of this paper (presented by the poster) is to reveal and interpret the perception of frequency and importance of authorities at school from students' perspective. The sample included 718 students aged 10 years and 1 month on average. Eighty nine students of this count were students with special educational needs. Data were obtained from the Child and Adolescent Social Support Scale (CASSS) for students. Mutual relations between teachers acting as the source of support and students were not significant. Neither was significant the support of other school employees. Both groups of students assessed the frequency and importance of social support from teachers more positively than the support from other school employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intact%20student" title="intact student">intact student</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogue" title=" pedagogue"> pedagogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20employee" title=" school employee"> school employee</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support "> social support </a> </p> <a href="https://publications.waset.org/abstracts/40722/perception-of-authorities-in-social-support-by-students-under-the-conditions-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15644</span> Digital Learning Repositories for Vocational Teaching and Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachyanun%20Nilsook">Prachyanun Nilsook</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study a Digital Learning Repository System (DLRS) on vocational teachers and teaching in Thailand. The innobpcd.net is a DLRS being utilized by the Office of Vocational Education Commission and operationalized by the Bureau of Personnel Competency Development for vocational education teachers. The aim of the system is to support and enhance the process of vocational teaching and to improve staff development by providing teachers with a variety of network connections and information. The system provides centralized hosting and access to content, and the ability to share digital objects or files, to set permissions and controls for access to content that can be used vocational education teachers for their teaching and for their own development. The elements of DLRS include; Digital learning system, Media Library, Knowledge-based system and Mobile Application. The system aims to link vocational teachers to the most effective emerging technologies available for learning, so they are better resourced to support their vocational students. The initial results from this evaluation indicate that there is a range of services provided by the system being used by vocational teachers and this paper indicates which facilities have the greatest usage and impact on vocational teaching in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20repositories" title="digital learning repositories">digital learning repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/30652/digital-learning-repositories-for-vocational-teaching-and-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15643</span> Perspectives of charitable organisations on the impact of the COVID-19 pandemic on family carers of people with profound and multiple intellectual disabilities.</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Linden">Mark Linden</a>, <a href="https://publications.waset.org/abstracts/search?q=Trisha%20Forbes"> Trisha Forbes</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Brown"> Michael Brown</a>, <a href="https://publications.waset.org/abstracts/search?q=Lynne%20Marsh"> Lynne Marsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Truesdale"> Maria Truesdale</a>, <a href="https://publications.waset.org/abstracts/search?q=Stuart%20Todd"> Stuart Todd</a>, <a href="https://publications.waset.org/abstracts/search?q=Nathan%20Hughes"> Nathan Hughes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background The COVID-19 pandemic resulted in a reduction of health care services for many family carers of people with profound and multiple intellectual disabilities (PMID). Due to lack of services, family carers turned to charities for support during the pandemic. We explored the views of charity workers across the UK and Ireland who supported family carers during the COVID-19 pandemic and explored their views on effective online support programmes for family carers. Methods This was a qualitative study using online focus groups with participants (n = 24) from five charities across the UK and Ireland. Questions focused on challenges, supports, coping and resources which helped during lockdown restrictions. Focus groups were audio recorded, transcribed verbatim, and analysed through thematic analysis. Findings Four themes were identified (i) ‘mental and emotional health’, (ii) ‘they who shout the loudest’ (fighting for services), (iii) ‘lack of trust in statutory services’ and (iv) ‘creating an online support programme’. Mental and emotional health emerged as the most prominent theme and included three subthemes named as ‘isolation’, ‘fear of COVID-19’ and ‘the exhaustion of caring’. Conclusions The withdrawal of many services during the COVID-19 pandemic further isolated and placed strain on family carers. Even after the end of the pandemic family cares continue to report on the struggle to receive adequate support. There is a critical need to design services, including online support programmes, in partnership with family carers which adequately address their needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20carers" title=" family carers"> family carers</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=charities" title=" charities"> charities</a> </p> <a href="https://publications.waset.org/abstracts/177582/perspectives-of-charitable-organisations-on-the-impact-of-the-covid-19-pandemic-on-family-carers-of-people-with-profound-and-multiple-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20support%20services&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20support%20services&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20support%20services&page=4">4</a></li> <li class="page-item"><a class="page-link" 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