This contribution presents the design of a theoretically grounded assessment Heuristic concerning students with (suspicion of) the coexistence of Intellectual Giftedness and an Autism Spectrum Disorder (IG+ASD). This Heuristic focuses at various cognitive and psycho-social Strengths and Weaknesses (S&Ws) and is called the S&W Heuristic. It deals with the discrepancy between the lack of a theoretically grounded coherent view on assessment and intervention issues concerning students with (suspicion of) IG+ASD and the concomitant problem of biased diagnoses in psycho-educational practice. It aims at a systematic connection between assessment and intervention-indications, by way of systematic dimensional needs-based assessment. One of its merits is that the assessment departs from IG+ASD characteristics, instead of IG-characteristics apart from ASD-symptoms, so that camouflage and underachievement might be detected more easily. The S&W Heuristic is explorative in nature and serves as a point of departure in theory-development and psycho-educational praxis concerning IG+ASD and may be Twice-Exceptionalities in general. Keywords
Teaching students with behavioral problems is a challenge for many teachers in inclusive education. To assess a teacher’s quality in teaching students with behavioral problems and to explore what differentiates them from less effective teachers, this study aimed to validate a method for measuring this type of teacher quality. Based on classroom observations, special needs support teachers (n = 12) rated the extent to which teachers met the need for competence, autonomy, and relatedness of students with behavioral problems. Primary school teachers (n = 137) completed a self-efficacy questionnaire related to teaching students with behavioral problems. Head teachers (n = 12) and the same teachers participated in a nomination procedure. Factor, reliability, descriptive, correlation, and cluster analyses were performed. Significant positive not fully overlapping correlations were found between the instruments. A group of 10–15 expert teachers of students with behavioral problems were selected. Future directions for research are discussed.
Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a selfefficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the selfefficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed.
Happiness in the Digital panopticum Happiness in the Digital panopticum Employees are widely believed to perceive management control as negative. Labor-process researchers have discussed employee reactions to control regimes in terms of resistance. Yet, do employees always resist? Could control even be welcomed? A call center is an appropriate environment for answering these questions. Because of its intensive control systems, call centers have been labeled as ‘electronic panopticon’. Through controlled interviews, observation and document analysis, the opinions of call center agents regarding intensive control were studied in an in-house call center of a Dutch insurance company. Our research concluded that it is not possible to generalize respondent perception to management control as always negative; we therefore distinguished three types of perception regarding control: opponents (the ‘unwilling’), proponents (the ‘willing’) and disinterested (the ‘indifferent’). We conclude with recommendations for praxis.
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