Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what “works” and what “does not work” in their collaborative experiences. Key Features Case studies with "What Would You Do" questions offer real life scenarios that allow readers to apply their understanding of the chapter's contents to a situation they may encounter. Theory Into Practice (T.I.P) boxes promote self-reflection and an opportunity to apply material in real-world scenarios. A section of every chapter is devoted to how to collaborate with families to implement the chapter's specific strategies not just at school but also at home. Inclusion tips provide ways to implement the chapter's strategy for teachers in general education classrooms with children with ASD.
Although researchers have identified several factors that contribute to the academic success of college students with learning disabilities (LD), very little is known about the differences between adults with LD who completed a four-year university degree and those who did not. In this study of self-efficacy, goal orientation, and attribution, a 72-item on-line questionnaire was administered to 128 adults, 77 who did not attend college or earn at least a four-year degree, and 51 who had earned a four-year degree or greater. No statistically significant differences were found between groups with respect to gender, ethnicity, type or age of LD diagnosis, where participants completed their K-12 schooling, or participants were reared by one parent, both parents, or a guardian. Differences in self-efficacy and goal orientation were found through t-test analysis, but differences in attributional style were not significant. Adults who earned a four-year degree or greater reported higher self-efficacy, and higher intrinsic and extrinsic goal orientation, than did adults who had not completed a four-year degree. Overall, participants in both groups tended to attribute positive and negative events to external, stable, and specific causes, thereby meeting the criteria for having a pessimistic attributional style. Correlational analysis revealed a positive relationship between several variables, suggesting that individuals who have higher self-efficacy tended to have a more intrinsic goal orientation, that participants who held an intrinsic goal orientation also demonstrated a positive attributional style, and that participants with lower self-efficacy tended to have a negative attributional style. Stepwise regression analysis indicated that extrinsic goal orientation and self-efficacy for learning and performance variables were significant predictors of college completion. Findings from this investigation provide increased understanding of the motivational factors essential for educational attainment for students with LD. Future longitudinal research is suggested to determine whether individuals with LD had higher self-efficacy upon entering college or whether their self-efficacy increased as a result of completing their four-year degree. Studies addressing other potentially predictive factors of college completion would also be beneficial.
Using an array of cultural documents from 1990 to the present, including diaries, testimonies, fiction, online video postings, and anti-mafia social networks, Robin Pickering-Iazzi examines the myths, values, codes of behaviour, and relationships produced by the Italian mafia through a wide cross-disciplinary lens. The Mafia in Italian Lives and Literature explores the ways that these literary engagements with the mafia relate to broader contemporary Italian life and offer implicit challenges, and a quiet code of resistance, to the trauma and injustice wrought by the mafia in various Italian cities. Despite the long tradition of representing the mafia in Italian literature, until now women’s contributions to this literature have been overlooked. Pickering-Iazzi’s aim is to encourage new critical reflection on a broader selection of literature through new theoretical lenses in order to enrich our understanding of crime fiction, Sicily and Sicilian identity in literature, narrative traits of the new Italian epic, and the cultural and social functions of storytelling in life and literature.
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