This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

We conducted a meta-analysis of 13 instructional arrangement studies that were conducted with children with autism spectrum disorders to improve academic and social communication skills and behavior. Results across the studies indicate that peer-mediated instructional arrangement is a robust method for teaching and improving various academic and…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

This book provides an accessible introduction to some of the methods and theoretical approaches for investigating foreign language (FL) interaction and exchange in online environments. Research approaches which can be applied to Computer-Mediated Communication (CMC) are outlined, followed by discussion of the way in which tools and techniques for…

The purpose of this article is to critically review the literature on parent-implemented interventions aimed at promoting and enhancing the social and communicative behavior of young children with autism spectrum disorders. Twelve parent-implemented intervention studies that were conducted, at least in part, in home environments and were published…

Among results of the research review on strategies to enhance social skills of behaviorally disordered students were that a conceptual base for research is lacking, that training priorities have not been matched to learner needs, and that investigators have often failed to evaluate generalization of effects to nontraining settings. (Author/DB)

A meta-analysis of 53 studies on social skills training of children with learning disabilities found a mean effect size of only 0.211, with few differences among teachers, peers, or children themselves who judged the effectiveness of the training. Discussion focuses on possible links between learning disabilities and social skills that might…

This paper identifies factors possibly influencing long-term effectiveness of social skills training with students having emotional or behavioral disorders. These include: lack of a sound conceptual framework, questionable social validity of target skills, controversies surrounding the nature of social skills deficits, imprecise assessment…

Three seven-year-old males with autism included in social skills groups with nonhandicapped peers were successfully trained in such social skills as initiating, responding, keeping interactions going, greeting, conversing, giving and accepting compliments, taking turns and sharing, asking for help and helping others, and including others in…

Maintains that teachers often ask groups of pupils to undertake computer tasks with the understanding that positive benefits will result within the social context of learning. Reports on a study of the impact of social skills training on two fifth-grade British classes. (CFR)

This study, which applied an instructional model based on Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships, found that 49 preschool children with autism did not make less progress than a comparison group of 27 children with other…

Many teachers have negative attitudes towards mainstreaming handicapped students. This study examines an intervention teaching method and teachers' attitudes. Results indicate that regardless of treatment, student teachers' attitudes will change in the direction of their classroom teachers' attitude. (JS)

Key developmental tasks of adolescence and the unique problems that face the learning-disabled adolescent are outlined, focusing on the role of social competency and communication effectiveness. Components of a comprehensive social competency training program include the nature of the learning disability, the affective-defensive pattern, adaptive…

Social incompetence is a significant cause of postsecondary maladjustment for the learning disabled. The literature is reviewed on factors critical to occupational success; social development of the learning disabled; major social incompetencies (specifically, social perception and problem solving, task-related social behaviors, and social…