Deaf-Blind Young Adults In Action: Legislative Advocacy And Leadership,
2010
Portland State University
Deaf-Blind Young Adults In Action: Legislative Advocacy And Leadership, Amy T. Parker, Susan M. Bruce, Elizabeth Spiers, Suzanne V. Ressa, Roseanna C. Davidson
Special Education Faculty Publications and Presentations
In June 2009, six young adults who are deaf-blind traveled to Washington, D.C. for a one-week course on leadership and advocacy. The young adults were briefed on four legislative topics in deaf-blindness: the need for Support Service Providers (SSPs); increased support for the state technical assistance projects; inclusion in the Twenty-First Century Communications and Video Accessibility Act of 2009; and increased support for the Helen Keller National Center for Deaf-Blind Youths and Adults (HKNC). Each young adult selected one or two of the legislative topics as the focus of advocacy during Congressional visits. The participants further refined their communication, self-determination, …
How Do They Cope: Teaching Students With Learning Difficulties In Mainstream Classrooms,
2010
Edith Cowan University
How Do They Cope: Teaching Students With Learning Difficulties In Mainstream Classrooms, Coralyn Dick
Theses : Honours
This study seeks to examine how teachers cope with the demands of teaching students with and without learning difficulties (LD) in mainstream classrooms. The relationship between psychological coping and teachers stress, self efficacy and adaptiveness was examined in a sample of 151 mainstream primary school teachers from Perth, Western Australia. Teaching experience ranged from 1 to 35 years. Three multiple regression analyses were conducted using the psychological constructs of problem-focused coping, emotion-focused coping and avoidant coping as criterion variables. Results indicated that, time management, professional investment, and instructional practices were predictors of problem-focused coping; work related stress was a predictor …
