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Genome-wide association analysis reveals specialization to hosts and niches in multiple species of the Lactobacillaceae.

The Lactobacillaceae inhabit diverse environments, but the extent of their habitat adaptation remains unclear and the colonization factors unknown. First, we applied multiple machine learning models to determine if we can distinguish strains of the same species isolated from two different habitats based on their gene content. Surprisingly, we show that no species is differentially adapted to the oral cavity versus the human gut, or food versus the human gut, while only Lactobacillus crispatus showed specialization to the human urogenital system versus human gut. We then asked which species of Lactobacillaceae are habitat-specialized and how they could be identified. Using multiple lifestyle predictors incorporated in logistic regression models, we found that Limosilactobacillus reuteri, Ligilactobacillus ruminis, L. salivarius, L. crispatus, and L. mucosae displayed the highest degrees of host specialization. Applying our microbial genome-wide association study tool, aurora, to these species identified genes encoding adhesins and bacteriocins as the strongest and most common adaptation factors. This work establishes a generalizable framework for identifying novel species-habitat pairs with strong evidence of specialization and for uncovering the genomic features underlying within-species host and habitat adaptation.

Humans↗

Supporting special needs in the mainstream classroom: children's perceptions of the adult role.

Inclusion of children with significant special educational needs within the ordinary classroom frequently involves additional human resources. In the UK, specialist teachers and classroom assistants (teachers' aides) are now a regular feature of many classrooms. Their purpose is to provide advice and support to the teacher and/or specifically to assist the child with special educational needs in accessing the mainstream curriculum. There has been little research into the impact of these additional adults on children not designated as having special educational needs, although their attitudes and responses are likely to prove critical to the success of any policy of inclusive education. This study examines the responses of 713 children (ages 7-14+) attending 27 schools in London to questions relating to the role of adults supporting special educational needs (SEN) children in their classrooms and to the social desirability of being singled out for support. The findings suggest that the majority of those responding saw the support being directed towards the teacher's needs. The recognition of pupils' needs was less frequently expressed. The desirability of support became challenged by some children in the upper age range of the sample. Reasons for this and the implications for inclusive education are considered.

Adolescent↗

A comparison study of career satisfaction and emotional states between primary care and speciality residents.

OBJECTIVE: To evaluate career satisfaction, emotional states and positive and negative experiences among residents in primary care and speciality programmes in 1 academic medical centre prior to the implementation of the Accreditation Council for Graduate Medical Education's (ACGME) duty hour requirements. DESIGN: Cross-sectional survey. MEASUREMENTS: All 581 residents in the academic health centre were asked to participate voluntarily in a confidential survey; 327(56%) completed the survey. RESULTS: Compared to their primary care colleagues, speciality residents had higher levels of satisfaction with career choice, feelings of competence and excitement, lower levels of inferiority and fatigue and different perceptions of positive and negative training experiences. However, 77% of all respondents were consistently or generally pleased with their career choices. The most positive residents' experiences related to interpersonal relationships and their educational value; the most negative experiences related to interpersonal relationships and issues perceived to be outside of residents' control. Age and training level, but not gender also influenced career satisfaction, emotional states and positive and negative opinions about residency. CONCLUSIONS: Less satisfaction with career choice and more negative emotional states for primary care residents compared to speciality residents probably relate to the training experience and may influence medical students' selections of careers. The primary care residents, compared to speciality residents, appear to have difficulty in fulfilling their ideals of professionalism in an environment where they have no control. These data provide baseline information with which to compare these same factors after the implementation of the ACGME duty hours' and competency requirements.

Adult↗

Prevalence of stuttering in regular and special school populations in Belgium based on teacher perceptions.

The purpose of this study was to investigate stuttering prevalence in Flanders, the northern part of Belgium. Using questionnaires distributed among teachers, data were collected on 21,027 pupils from regular schools (age between 6 and 20 years) and 1,272 pupils attending special education (age between 6 and 15 years). The overall prevalence in the regular school population was 0.58%. It was 2.28% in the special school population. In agreement with past studies, stuttering prevalence was higher in males than in females, and higher in pupils attending special schools than in pupils from regular schools. The tendency for stuttering prevalence to decrease with increasing age was confirmed too, but not in the pupils of special schools. Additionally, the pupils of regular schools showed a pattern that was contrary to the general belief that the male-to-female ratio in stuttering prevalence increases with age. Results further indicate that the commonly cited stuttering prevalence figure of 1% is a generalization that requires interpretation.

Adolescent↗

Special education in South Korea.

The development and current status of special education in South Korea are described and contrasted to that of the United States. South Korean special education was initiated in the 1890s by U.S. missionaries. Later, Japanese influence was considerable, especially on its regular educational programs. Special programs are available for five classifications of disabilities. Its major national special education legislation contains numerous provisions similar to P.L. 94-142. However, various conditions may impede the further development of services, including a high teacher-pupil ratio, the reliance on self-contained programs, negative attitudes toward people with disabilities, and lack of advocacy groups. Further initiatives require considerable research and policy debate among South Koreans.

Adolescent↗

Survey of the states: special education knowledge requirements for school administrators.

Regular education administrators must possess a knowledge of special education to effectively implement P.L. 94-142, and to experiment with and accomplish many of the proposed objectives of the regular education initiative. To determine the existing knowledge base of school administrators in special education and special education law, we surveyed state directors of special education. This article reports the results of the survey, discusses implications, and offers suggestions for improvement.

Administrative Personnel↗

Promoting teacher quality and retention in special education.

Qualified special educators are needed to carry out research-based practices in schools. The shortage of special educators, the high numbers of uncertified teachers, and high attrition rates threaten the practice of science in the schoolhouse and, consequently, the education that students with disabilities receive. If teachers are to use research-based practices to benefit students with disabilities, care must be directed toward teachers, what they do, and the complex conditions in which their practice occurs. In this discussion, I focus on four factors that are important to special education teacher retention--responsive induction programs, deliberate role design, positive work conditions and supports, and professional development. These retention-enhancing factors also serve to cultivate qualified special educators by providing the conditions in which they can thrive and grow professionally.

Adult↗

The Newtonian mechanistic paradigm, special education, and contours of alternatives: an overview.

The concept of paradigm as a set of ontological and epistemological benchmarks is the basis for a discussion of the influence the Newtonian mechanistic paradigm has exerted over special education theory, research, and practice. Discussions of "malcontents" with the mechanistic paradigm across the social sciences and within special education are noted. Recent literature in the field of special education is critiqued for renaming theories as paradigms, thereby leaving mechanistic assumptions in place. The contours are then drawn of theoretical reorientations and of the emerging alternative holistic paradigm and its importance for special education. It is concluded that we do not have paradigms or paradigm shifts within the field, but that the field is part of a paradigm that is undergoing change across the sciences and social sciences.

Child↗

Perceptions of control at school among students in special education programs.

Data are reported on special and regular education students' perceptions of control at school and the importance to the students of having such control. For both special and regular education populations, comparisons were made between students enrolled in experimental and nonexperimental programs. Findings indicate comparability among the four groups with regard to areas in which control is valued. Perceptions of control at school for those in the standard special education group were lower than the ratings of regular education students and lower than those given by special education students in the experimental program.

Adolescent↗

School district compliance with regulations for resource and special class programs.

This article reports the results of a survey of special education teachers in New York State regarding state regulations for resource and special class programs. Three hundred and fifty-seven special education teachers in 31 randomly selected school districts responded to a questionnaire. Results indicated that the majority of districts were in compliance with the regulations the survey addressed; however, 13% to 31% of the teachers' responses indicated noncompliance with specific regulations in some school districts. Other problems in special education programs were also identified in the survey.

Child↗

Special education in Russia: historical aspects.

Tracing the history of special education services in Russia from its beginnings in the early nineteenth century through the rapid expansion of both private and government-supported programs and institutions until the restrictive Soviet period provides both understanding and appreciation of current Russian special education services and institutions. Theoretical principles guiding special education formulated by L. Vygotsky, and sources outside the USSR, were officially suppressed, as were testing and statistical data on handicapped individuals. Official mandates to bring students with handicaps up to state-approved standards resulted in the development of creative, effective approaches. The framework of special education changed little until the breakdown of the USSR. The new Russian Federation ratified UN resolutions protecting the rights of children. Categorical language is a recent development, and terms such as defective, retarded and pedologist are gradually being replaced. The final decade of this century is witnessing rapid change at the initiation of the Ministry of Education that is beginning to produce needed reform. One of the major initiatives is to provide LD specialists in all schools so that students will not need to be a great distance from home to receive needed services.

Child↗

Frequency of mental health disorders in a sample of elementary school students receiving special educational services for behavioural difficulties.

OBJECTIVE: Despite being essential for defining and planning special educational services, very few data are available in Quebec regarding the nature and extent of behavioural difficulties presented by children who receive special educational services at school. This study provides a picture of the frequency of disruptive behaviour disorders (that is, attention-deficit hyperactivity disorder [ADHD], oppositional defiant disorder [ODD], and conduct disorder [CD]) and internalized disorders (including generalized anxiety disorder [GAD] and major depressive episode [MDE]) in a sample of elementary school students receiving special educational services for behavioural difficulties (n = 324). METHOD: In this descriptive study, we established the presence of mental health disorders according to teacher-, parent-, and child-reported data that were obtained using structured diagnostic interviews based on DSM-IV criteria. We also examined prevalence rates by sex and age group. RESULTS: Three-quarters of the students met the criteria for ADHD, one-half for ODD, and one-third for CD. About 14% of the students presented with a GAD or met the criteria for an MDE in the past year. Only 2% of the students presented with an internalized disorder without a comorbid disruptive behaviour disorder. CONCLUSIONS: Our results suggest that among students receiving special educational services for behavioural difficulties, a large proportion may have difficulties severe enough to meet the criteria for at least one DSM-IV disruptive behaviour disorder. Such findings may underscore the need to develop more collaboration between the mental health and education sectors in rehabilitating these children.

Anxiety Disorders↗

Tourette's syndrome in a special education population: a pilot study involving a single school district.

To determine whether children requiring special education represent a high-risk group for identifying Tourette's syndrome (TS), we performed direct examinations for the presence of tics in 35 special education and 35 regular classroom students from a single school district. Of the special education students, nine (26%) had definite or probable tics as compared with only two (6%) of the regular classroom students. About one-third of the students with tics currently meet diagnostic criteria for TS and probably more will do so in the future. About one-half of the subjects with tics have evidence of obsessive-compulsive behavior (OCB) or an attention-deficit hyperactivity disorder (ADHD). For three randomly selected students with definite tics, direct examinations of first-degree relatives revealed the presence of tics in all families. Subjects to the limitations of this pilot study, we conclude that TS and related tic disorders are commonly associated with the need for special education in this single school district. TS might also be an important contributor to school problems in the childhood population at large and may be a highly prevalent condition. In addition, we conclude that childhood tics are associated with OCB and ADHD, are genetically determined, and are part of the TS clinical spectrum.

Adolescent↗

Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools.

BACKGROUND: The study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education. AIMS: To examine how children with moderate learning difficulties (MLD) in mainstream and special schools see themselves; to investigate their positive, negative and mixed self-perceptions; to explore their evaluations of the terms and labels used by others to describe them; and to examine whether their perceptions vary according to special educational placement, age or gender. SAMPLE: One hundred and one children; 50 in special and 51 in mainstream schools, of whom 51 were age 10-12 and 50 13-14 years; within each age group half were boys and half were girls. METHOD: Semi-structured in-depth interviews based on a common framework derived from the research questions. RESULTS: Most pupils were aware of their learning difficulties and felt mainly negative about their difficulties. Pupils in special schools had more positive self-perceptions of educational abilities than those in mainstream schools. Self-perceptions of general characteristics were mainly a mixture of positive and negative with no differences by placement. 'Stupid' and 'thick' were perceived as the most negative labels, while 'has help' was the most positive label. The SEN term was infrequently recognized. CONCLUSIONS: The findings are discussed within the context of a multi-dimensional, complex and contrary framework of self-perceptions, and reference groups as the bases for self-perceptions and as an active and interpretive process in the formation of self-perceptions.

Adolescent↗

The "postmodern" heresy in special education: a sociological analysis.

The special education profession has witnessed a recent struggle between researchers who defend a positivistic approach to knowledge and practice and "postmodern" special educators who challenge that approach. In this analysis I utilize a sociological theory of heresy to examine the conflict between postmodern heresy and positivist orthodoxy. I also investigate the cultural model of the special education profession, a discursive definition of ideology and heresy, characteristics of heresy in an organization, and the presence of deep contradiction within agreement between orthodoxy and heresy. I conclude with an examination of the limitations of heresy theory and the democratic challenge facing the multiparadigmatic field of special education.

Education, Special↗

The emergence of medical specialization in the nineteenth century.

This essay reexamines the nineteenth-century origins of medical specialization. It suggests that by the 1880s, specialization had become perceived as a necessity of medical science as a result of the realization of two preconditions: First, a new collective desire to expand medical knowledge prompted clinical researchers to specialize; only specialization, it was believed, permitted the rigorous observation of many cases. Second, administrative rationality suggested that one could best manage large populations through proper classification, gathering together individuals belonging to the same class and separating those belonging to different categories. Both of these conditions emerged first and most powerfully in early nineteenth-century Paris. They were, in contrast, uniquely underdeveloped in the fragmented medical community of London during this period.

Attitude of Health Personnel↗

Hospital assessments of children with learning problems: perspectives from special education administrators and hospital evaluators.

BACKGROUND: The schooling of 1 of every 8 children is influenced by the Individuals with Disabilities Education Act (IDEA). The IDEA also governs, to a degree, the relationship between interdisciplinary hospital clinics that evaluate many of these children and the schools that provide educational services. Little is known about how this relationship functions or how educational personnel perceive reports from hospital settings. OBJECTIVES: To describe special education administrator and hospital evaluator perspectives on hospital assessments of children with learning problems. METHODS: A survey of attendees at a 1998 meeting of the Massachusetts Association of Special Education Administrators was conducted by use of a questionnaire using closed and open-ended questions. Subsequently, focus groups were held with hospital evaluators. RESULTS: Special education administrators describe a high level of frustration with hospital-school relations. They state that hospital reports do not meet the needs of children in the educational setting. They seek closer collaboration with medical evaluators. Evaluators working in hospital settings acknowledge frustration perceived by school personnel. They state that communication with educational personnel improves the quality of their reports and outcomes for the child. CONCLUSIONS: Hospital assessments of children with learning problems are associated with high levels of frustration among special education administrators. These assessments might be made more useful if careful attention were paid to the needs of educators. Greater communication between hospital evaluators and school personnel may increase the usefulness of hospital clinic assessments of children with learning problems.

Attitude to Health↗

Functional limitations and special health care needs of 10- to 14-year-old children weighing less than 750 grams at birth.

OBJECTIVE: To examine the health status, functioning, and special health care needs of children 10 to 14 years old weighing <750 g at birth. METHODS: We compared outcomes of a regional cohort of 59 children born from 1982 through 1986 weighing <750 g at birth (mean: 665 g; gestational age: 26 weeks) to matched groups of 54 children weighing 750 to 1499 g at birth and 49 children born at term. Assessments of limitations in functioning, compensatory dependence and needs for services above routine, at a mean age of 11 years, were based on responses to maternal questionnaires. Rates of these outcomes were compared between groups using logistic regression analyses that controlled for gender and social risk. RESULTS: Children weighing <750 g at birth had significantly higher rates of functional limitations, greater compensatory dependence, and need for services above routine than the other 2 groups. Compared with children born at term, the odds ratio for mental or emotional delay was 4.7 (95% confidence interval [CI]: 2.0-11.0), for restrictions in activity, 5.1 (CI: 1.6-16.3) and for blindness or difficulty seeing 3.9 (CI:1.3-11.4). With the exception of 3% of children who were severely impaired, the only compensatory aid that differentiated the children weighing <750 g at birth from the children born at term was the greater need for glasses (odds ratio [OR]: 2.8 [CI: 1.3-6.3]). Increased services above routine included special education (OR: 5.0 [CI: 2.1-11.7]), counseling (OR: 4.8 [CI: 1.0-23.1]) and special arrangements in school (OR: 9.5 [C.I. 2.1-43. 6]). CONCLUSION: Parents and educators need to be informed of the potential for disability and special health care needs of children weighing <750 g at birth.

Activities of Daily Living↗