Seminar Nasional Pendidikan

Category: Research

  • Autism rates have increased and show differences in ethnic minorities

    Autism rates have increased and show differences in ethnic minorities

    Around one in 57 (1.76%) children in the UK is on the autistic spectrum, significantly higher than previously reported, according to a study of more than seven million children carried out by researchers from the University of Cambridge’s Department of Psychiatry, in collaboration with researchers from Newcastle University and Maastricht University.

    It is important that we safeguard the rights of children to access diagnostic services and education, tailored to their needs.

    Black and Chinese pupils were 26% and 38% more likely to be autistic respectively and autistic children were much more likely to face significant social disadvantage. The results are published today in JAMA Pediatrics.

    The team drew on data from the School Census from the National Pupil Database, collected by the Department for Education from individuals aged 2-21 years old in state-funded schools in England. Of more than seven million pupils studied, 119,821 pupils had a diagnosis of autism in their record in the English state educational system, of whom 21,660 also had learning difficulties (18.1%). Boys showed a prevalence of autism of 2.8% and girls showed a prevalence of 0.65%, with a boy-to-girl ratio of 4.3:1.

    Prevalence was highest in pupils of black ethnicity (2.1%) and lowest in Roma/Irish Travellers (0.85%), with these estimates being the first to be published for these populations. Pupils with a record of autism in schools were 60% more likely to also be socially disadvantaged, and 36% less likely to speak English. The findings reveal significant differences in autism prevalence, as recorded in formal school systems, across ethnic groups and geographical location.

  • Most students pleased with their digital learning

    Most students pleased with their digital learning

    Nearly seven in 10 students surveyed rate the quality of online and digital learning as either ‘best imaginable’, ‘excellent’ or ‘good’ (68% of both further and higher education students).

    But the snapshot findings of the Jisc survey of 27,069 higher and further education students in the United Kingdom also found that areas such as well-being, mental health and staff digital skills need more attention.

    Sarah Knight, Jisc’s head of data and digital capability, said: “We hope this data pulse helps universities and colleges see clearly where students are benefiting, and where they could be better supported.”

    Between October and December 2020, 21,697 higher education students and 5,372 further education students from 11 universities and four further education colleges took part in Jisc’s digital experience insights student survey.

    The surveys seek to support the sector in adapting and responding to the changing situation as a result of COVID-19 policies.

    The surveys will continue to run until 30 April 2021, but this first snapshot of results shows the swift work of colleges and universities in moving learning online has been predominantly well received by students.

    Among those surveyed, 81% were studying online, 72% of them from home.

    Both higher education and further education students surveyed noted the huge benefits of flexible learning, with lecture recordings proving helpful for note-taking and scheduling learning around other aspects of life. Some students enjoy the comfort and convenience of studying at home, as well as feeling more in control.

    Learning online (ironically) has made it easier to get support from staff. They’re more likely to encourage us to talk to them and it is a little easier than having to find them physically on campus.

    Students enjoyed a range of different online activities and were positive about being able to access lecture recordings and participate live online.

    Analysis of free text responses in the survey was particularly revealing and highlighted how being able to watch sessions again helped students to study in ways that better met their learning needs, improved their understanding and encouraged further independent study.

    For instance, recordings enabled them to catch up if they missed the live session, manage the pace and take notes. They also made it easier for students for whom English is not a first language to hear and understand the lecture.

    Some of the more engaging activities were less well used and there are opportunities to embed activities like the use of small group discussions for peer support and collaboration, quizzes or polls, and online research tasks into curriculum design, the survey found.