Jeanette Berman
Biographic Data
| ID | 5141693 |
|---|---|
| NAME | Jeanette Berman |
| GIVEN NAMES | Jeanette |
| FAMILY NAME | Berman |
| SIGNATURE | BERMAN J |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0002-4389-4193 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Virtual inclusion through telepresence robots
This article leverages existing literature around the use of telepresence robots to provide a conceptualisation of virtual inclusion. Telepresence involves the use of mediating technology to generate connection with others in a remote context. Recent developments have seen telepresence robots used to create a sense of ‘being there’ when the person’s physical presence is not possible. Telepresence robots can provide children with the capability to…
Student Perspectives on School
In order to increase knowledge and understanding of educational settings as inclusive communities we strive to understand what supports inclusion as well as to critique barriers. Increasingly we are seeking to understand inclusion from the inside, from the perspective of the students. Article 12 of the United Nations Convention on the Rights of the Child upholds children’s rights to express their views in matters that affect them and to have thos…
Benefits and concerns
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis…
Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan
This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data…
Benefits and concerns
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis…
Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan
This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data…
Student Perspectives on School
In order to increase knowledge and understanding of educational settings as inclusive communities we strive to understand what supports inclusion as well as to critique barriers. Increasingly we are seeking to understand inclusion from the inside, from the perspective of the students. Article 12 of the United Nations Convention on the Rights of the Child upholds children’s rights to express their views in matters that affect them and to have thos…
Benefits and concerns
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis…
Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan
This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data…
Virtual inclusion through telepresence robots
This article leverages existing literature around the use of telepresence robots to provide a conceptualisation of virtual inclusion. Telepresence involves the use of mediating technology to generate connection with others in a remote context. Recent developments have seen telepresence robots used to create a sense of ‘being there’ when the person’s physical presence is not possible. Telepresence robots can provide children with the capability to…
Psychology (4 works) · Pedagogy (3 works) · Sociology (3 works) · Context (archaeology (2 works) · Family and Disability Support Research (2 works) · Inclusion (mineral (2 works) · Parental Involvement in Education (2 works) · Qualitative research (2 works) · Social Psychology (2 works) · Social Psychology (2 works)