In the Netherlands and the USA, the assessment process is changing for children who present learning and behavioural challenges in school. Evaluations for eligibility determinations and support planning are shifting along with disability models and tensions over the provision of inclusive schooling. Legislative edicts influence the assessment process differently in these two countries while both nations seem to be headed in a similar direction. This paper relates evolving disability models to the changing assessment process in each country and proposes that a solution-focused perspective offers an assessment concept which supports the goal of inclusive education. Specifically discussed are the implications of a solution-focused approach on the identification of disability, the assessment of special educational needs, individualised support planning and the essential cooperation within evolving schools as well as the environment beyond.
Parental involvement is a crucial force in children’s development, learning and success at school and in life [1]. Participation, defined by the World Health Organization as ‘a person’s involvement in life situations’ [2] for children means involvement in everyday activities, such as recreational, leisure, school and household activities [3]. Several authors use the term social participation emphasising the importance of engagement in social situations [4, 5]. Children’s participation in daily life is vital for healthy development, social and physical competencies, social-emotional well-being, sense of meaning and purpose in life [6]. Through participation in different social contexts, children gather the knowledge and skills needed to interact, play, work, and live with other people [4, 7, 8]. Unfortunately, research shows that children with a physical disability are at risk of lower participation in everyday activities [9]; they participate less frequently in almost all activities compared with children without physical disabilities [10, 11], have fewer friends and often feel socially isolated [12-14]. Parents, in particular, positively influence the participation of their children with a physical disability at school, at home and in the community [15]. They undertake many actions to improve their child’s participation in daily life [15, 16]. However, little information is available about what parents of children with a physical disability do to enable their child’s participation, what they come across and what kind of needs they have. The overall aim of this thesis was to investigate parents’ actions, challenges, and needs while enhancing the participation of their school-aged child with a physical disability. In order to achieve this aim, two steps have been made. In the first step, the literature has been examined to explore the topic of this thesis (actions, challenges and needs) and to clarify definitions for the concepts of participation and social participation. Second, for the purposes of giving breadth and depth of understanding of the topic of this thesis a mixed methods approach using three different empirical research methods [17-19], was applied to gather information from parents regarding their actions, challenges and needs.
This is the editorial paper for the virtual special issue “Using Q methodology in higher education: Opportunities and challenges”, consisting of nine original research studies from different international contexts. In addition to presenting novel findings, contributors were invited to discuss the following two questions at the center of the special issue call: In what sense has Q methodology served as a fitting approach to investigate subjectivity in higher education? What methodological opportunities and challenges arise with Q methodology in higher education settings? This editorial provides an overview and discussion of the various justifications mentioned for Q methodology. Furthermore, it collates the opportunities and challenges contributors discuss in relation to their studies using this almost 90-year-old methodological approach. The editorial paper concludes with recommendations for future Q methodological studies in higher education and beyond.
MULTIFILE
What new strategies, knowledge, skills and business models will businesses need; and what new policies and initiatives need to be developed to make the region ready for a successful future. Hanze will focus on innovation in energy transition and specially in small and medium businesses and their needs for the future.[Project in development]The project aims to maintain a competitive regional economy and to strengthen innovation support capacity by ensuring access to a strong and adaptable workforce with the necessary skills to support future growth. This will be done by increasing regional knowledge on future skills needs amongst SMEs and bridging existing skills gaps. Innovation support mechanisms and educational practices will be tested allowing for adjustments and the development of a robust future-proofed flexible system. The project will give authorities new tools within skills development, which are specially connected to the region's smart specialisation strategy. This will contribute to an increased innovation capacity in North Sea Region by aligning these two strategic elements in a regional perspective.Hanze will focus on strengthening new developments in energy transition by exploring growth potential of cross-border and cross-sectoral aspects. Expertise in value chain and systems innovations including cluster systems development and digital/other technologies will be leveraged to support exploration of growth potential and needs of the energy industry. HZ will co-create and evaluate new strategies, knowledge, skills and business models with clusters and businesses in energy transition sector.
The project aims to maintain a competitive regional economy and to strengthen innovation support capacity by ensuring access to a strong and adaptable workforce with the necessary skills to support future growth. This will be done by increasing regional knowledge on future skills needs amongst SMEs and bridging existing skills gaps. Innovation support mechanisms and educational practices will be tested allowing for adjustments and the development of a robust future-proofed flexible system. The project will give authorities new tools within skills development, which are specially connected to the region's smart specialisation strategy. This will contribute to an increased innovation capacity in North Sea Region by aligning these two strategic elements in a regional perspective.Hanze will focus on strengthening new developments in energy transition by exploring growth potential of cross-border and cross-sectoral aspects. Expertise in value chain and systems innovations including cluster systems development and digital/other technologies will be leveraged to support exploration of growth potential and needs of the energy industry. HZ will co-create and evaluate new strategies, knowledge, skills and business models with clusters and businesses in energy transition sector.
