Meeting Community Needs: Innovative Approaches to Child Welfare Through Counseling, Advocacy and School Interventions: The Circle Academy: Addressing the Special Needs of Youth With Severe Emotional and Behavioral Difficulties

2000 ◽  
Author(s):  
Kathryn Kurlakowsky ◽  
Patricia A. Ege ◽  
Carol Diener
Keyword(s):  
Child Welfare ◽  
Special Needs ◽  
Behavioral Difficulties ◽  
School Interventions ◽  
Community Needs ◽  
Innovative Approaches

scholarly journals Geoprocessing of Grand Parks in Dubai: Managing Wellbeing from the Urban Public Spaces to the Leisure and Sport Environments

2020 ◽  
Author(s):  
Leonardo Jose Mataruna-Dos-Santos ◽  
Mohamed Ahmed Hamed Mahmoud Sayed Ahmed Abdelwahab Al Shibini ◽  
Jaume Cazorla Milla ◽  
Asli Cazorla Milla
Keyword(s):  
Special Needs ◽  
United Arab Emirates ◽  
Crucial Role ◽  
Public Spaces ◽  
Quantitative Approach ◽  
Public Places ◽  
Qualitative And Quantitative ◽  
Innovative Approaches

The aim of this paper is to analyze the five grand parks in Dubai, United Arab Emirates (UAE) and provide a geoprocessing approach to different aspects such as sport, health, leisure, recreation, and public wellbeing. The study uses a hybrid of qualitative and quantitative approach as methodology. Sustainability offerings, accessibility for people of determination and special needs, typology and the geolocations of the grand parks plays crucial role in residents’ wellbeing. The paper concludes with recommendations for Dubai government to design new and innovative approaches to manage wellbeing of urban public places into the leisure environment for residents.

scholarly journals A Comparison between Young Students with and without Special Needs on Their Understanding of Scientific Concepts

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Steffie Van Der Steen ◽  
Henderien Steenbeek ◽  
Janna Wielinski ◽  
Paul Van Geert
Keyword(s):  
Special Needs ◽  
Standardized Tests ◽  
Individual Performance ◽  
Behavioral Difficulties ◽  
Level 3 ◽  
Level 1 ◽  
And Performance ◽  
Regular Students

This paper examines whether young special needs (SN) students with emotional/behavioral difficulties (age 3–5,n=14) reach lower understanding levels than regular students (age 3–5,n=17) while working on two scientific tasks under a condition of scaffolding (e.g., follow-up questions depending on students' levels of understanding). Understanding was measured microgenetically, per utterance, using a scale related to Skill Theory. Monte Carlo analyses showed that SN students gave more wrong and (the lowest) Level 1 (single sensorimotor set) answers than regular students and fewer answers on (higher) Level 3 (sensorimotor system). However, no difference was found in their mean understanding level and mean number of answers. Both groups also had a comparable number of answers on the highest levels (Levels 4 and 5; single representation and representational mapping). These results do not point to substantial differences in scientific understanding between SN and regular students, as earlier studies using standardized tests have pointed out, and highlight the important role of scaffolding students' understanding. Standardized tests do not seem to indicate the bandwidth of possible scores students show or give an indication of their optimal scores, whereas a gap exists between student's task performance under conditions of individual performance and performance under a condition of support.

From Volunteering to Academic Programming: A Case Example

2016 ◽  
Vol 1 (17) ◽  
pp. 7-11 ◽  
Author(s):  
Cindy Gill ◽  
Sneha Bharadwaj ◽  
Nancy Quick ◽  
Sarah Wainscott ◽  
Paula Chance
Keyword(s):  
Special Needs ◽  
Cultural Relevance ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Community Based ◽  
Charitable Organization ◽  
Language Pathology ◽  
The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

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