The 2018-19 academic-year award recipients were announced at the Spring awards ceremony that was held at the Faculty of Education. Rosemarie Szalich, centre, presented the Retired Teachers of Ontario Award for Excellence in Practice Teaching to Lauren Sovereign (left) and Maria D’Oria (right).
The Faculty of Education has announced the award recipients for the 2018-19 academic year at the Spring awards ceremony held at the faculty.
The Gold Medal is in honour of the Late Bishop Townshend of London, Ontario, and is awarded to the student who has achieved the highest academic standing in his/her program of study.
The Fall 2018 recipient of the W.A. Townshend Gold Medal is Tsz-Wing Zita Lau. Zita’s research is titled, ‘Third- and Fourth-Graders’ Perspectives on Social Exclusion: A Group Concept Mapping Study.’
The focus of the present study was to examine 13 third- and fourth-graders’ thoughts on social exclusion of peers with learning difficulties. Participants were invited to share their ideas and sort the data into meaningful categories through a group concept mapping process. Four themes were identified in participants’ responses: (a) differences between children, (b) challenges experienced by children with learning difficulties, (c) others’ negative attitudes, and (d) traits leading to disapproval from others. The application of group concept mapping method allows educators and researchers to perceive from students’ perspectives, and serves to bring more attention to children’s voices in research. Findings may also contribute to designing student-focused interventions that could resonate with children and speak effectively to them. Dr. Elizabeth Nowicki is Zita’s Supervisor.
The Spring 2019 recipient of the W.A. Townshend Gold Medal is Samantha Wiendels. Samantha’s research is titled, ‘Adolescents with FASD: Education Based Strategies for Social Skills Development.’
Fetal Alcohol Spectrum Disorder (FASD) is a permanent neurodevelopmental disorder characterized by physical, mental, and learning disabilities. Despite variability, individuals with FASD consistently struggle with acquiring appropriate social skills. Limited research has explored educational strategies that facilitate or hinder the development of social skills acquisition.
The purpose of this study was to evaluate whether secondary schools have or plan to implement social skills training programs, and whether or not they are effectively targeting areas of vulnerability. In addition, the study hoped to produce recommendations for forming a successful social skills program. Nine semi-structured interviews were conducted with caregivers and service providers to identify common themes. Five themes emerged that outline key components of a successful social skills program, which addresses current weaknesses and builds upon current knowledge: Becoming FASD informed, holistic consultation, engaging the zone of proximal development, incorporating dialectical behavioural therapy (DBT) skills, and building a sense of belonging. These themes are discussed in relation to the social challenges faced by individuals with FASD, current gaps within educational programs, and future directions for constructing a formal social skills program. Dr. Jason Brown is Samantha’s Supervisor.
