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PubMed1997

Inclusive educational practices as perceived by prospective special education teachers in Estonia, Finland, and the United States.

A survey of 125 prospective special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States (Michigan). The attitudes toward inclusion were rather critical. The Estonians were the most critical group, the Finns the least critical. The meanings attached to a student with severe mental retardation were related to the educational setting assessed as the best for this student. The findings suggest that special educators perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that the meanings attached to a person with a disability are connected with behavioural intentions toward this person.

Child↗
PubMed1998

Diagnostic utility of two commonly used ADHD screening measures among special education students.

OBJECTIVE: To examine the diagnostic utility of two commonly used attention-deficit hyperactivity disorder (ADHD) screening measures in a population of special education students and address whether screener performance is affected by demographic characteristics. METHOD: A school district population of special education students was screened for ADHD risk using two parent questionnaires, the 46-item Attention Deficit Disorders Evaluation Scale (ADDES) and the 10-item Conners Abbreviated Symptom Questionnaire (ASQ). All high-risk children and a random sample of low-risk children subsequently underwent DSM-IV-based diagnostic assessment through parental diagnostic interviews (Diagnostic Interview Schedule for Children Version 3.0). Diagnostic utility was summarized by sensitivity, specificity, predictive utilities of positive and negative tests, and efficiency, all of which were estimated using an approach that accounted for the sampling design. RESULTS: Overall efficiency scores ranged between 70% and 74%. Sensitivity estimates were below 70% even at low screener cutoff scores. The ADDES did not perform significantly better than the ASQ. Significant gender and ethnicity effects emerged. CONCLUSIONS: Overall, both the ASQ and the ADDES yielded substantial numbers of false positives and false negatives among this population of children, indicating that alternative approaches will be required to accurately and efficiently identify children in need of services for ADHD. Child psychiatrists can play a valuable consulting role as school districts and primary care settings struggle to implement appropriate identification procedures for ADHD.

Attention Deficit Disorder with Hyperactivity↗
PubMed2006

Special education teachers' perceptions of factors influencing their instructional practices.

The study examined the variables associated with the effective instructional practices of teachers of students with learning disabilities. Subjects were 146 female special education teachers, working in the special education classroom. Demographic information was gathered from all participants (e.g. years of experience, collaboration in school and job satisfaction). Participants responded to a 63-item questionnaire about effective instructional practices. The questionnaire consisted of four sub-scales (i.e. planning instruction, managing instruction, delivering instruction and evaluating instruction). In general, the effectiveness of instructional practices of teachers was moderate (mean=2.08, SD=0.55). No significant correlation was found between years of experience and effective instructional practice or between collaboration and effective instructional practices. A significant correlation was, however, found between job satisfaction and effective instructional practices.

Education, Special↗
PubMed1983

Nursing models in special hospital settings.

The use of theories and models in nursing is not merely an armchair activity indulged in by academic nurses in teaching and research institutions, but a means of looking critically at practice to improve the effectiveness of care. Nursing models help to provide descriptions of the contents of teaching and training courses. Models aim to specify: goals of action; descriptive terms for the recipients of services; nurse roles; likely sources of difficulty; the focus for intervention; and the intended consequences of the nursing model in applied practice. Examination reveals three separate dominant models of nursing practice in special hospitals: medico-legal, moral-retributional and educational. Nursing models are both useful and necessary for the provision of coherent teaching curricula and as a framework for the actual process of nursing. The need for consideration of model selection and model choice seems paramount in the current climate of special hospital nursing. A major advantage of educational nursing models seems that they allow the development and growth of nurses, with likely benefits for improved consumer services.

Ethics, Nursing↗
PubMed1992

Nursing models in a special hospital: cybernetics, hyperreality and beyond.

Two emerging themes that resulted from research carried out in a special hospital on the use of nursing models are identified. The first theme to emerge was the tendency of the subjects to perceive the models as concrete entities thus undergoing a process of reification. The second theme identified was the adherence to the models outside the contextual nature of the setting which limited their effectiveness. A theoretical framework in which to locate the results of the study is explored using cybernetic learning theory and the notion of hyperreality, using the works of Jean Baudrillard. A method for innovation and changing practice in the special hospital setting is suggested.

Cybernetics↗
PubMed1995

Health status of Victorian special school children.

OBJECTIVE: This study sought to determine the health status and health needs of a sample of students attending special schools for the intellectually disabled in Victoria, Australia. METHODOLOGY: Two hundred and forty-nine students not previously seen by a Community Child Health Medical Officer (CCHMO) were assessed at school. Data on student, parent and staff needs were obtained through personal interviews and documented on a standard questionnaire. Health status was documented using data obtained from parents and teachers as well as the clinical assessment. RESULTS: Comparison of the number of problems reported by parents with the number confirmed at examination showed significant underreporting of vision, hearing and general medical problems. However, behaviour problems were nearly all reported. Many students had multiple problems with 63% having 2-4 problems and 11% having 5-8 problems. Ninety-nine (40%) of the 249 children seen had newly detected problems; vision (24), hearing (24) and obesity (9) were the most common. Two hundred and forty-four (98%) had known problems and 27% of these had insufficient information available from parents or staff to completely ascertain their health status. In 115 cases the primary problem was intellectual impairment of unknown cause. Down's syndrome was the next most common underlying diagnosis (30) followed by autism (24), epilepsy (21) and cerebral palsy (15). The most common secondary diagnoses were asthma (16), congenital heart defects (12), seizures (8) and skin problems (8). Many students required referral for further management both for newly detected problems (64%) and known problems (18%). Parents required counselling and/or discussion on a number of issues for both newly detected problems (66%) and known problems (39%); when counseling had taken place parent and staff concerns had reduced significantly by the time of the follow-up assessment. CONCLUSIONS: This study demonstrates that in those students with known intellectual impairment there were many with other unrecognized health problems and unmet needs. These findings have implications for health services provided to children attending special schools.

Abnormalities, Multiple↗
PubMed1995

Health status of Victorian special school children.

OBJECTIVE: This study sought to determine the health status and health needs of a sample of students attending special schools for the intellectually disabled in Victoria, Australia. METHODOLOGY: Two hundred and forty-nine students not previously seen by a Community Child Health Medical Officer (CCHMO) were assessed at school. Data on student, parent and staff needs were obtained through personal interviews and documented on a standard questionnaire. Health status was documented using data obtained from parents and teachers as well as the clinical assessment. RESULTS: Comparison of the number of problems reported by parents with the number confirmed at examination showed significant underreporting of vision, hearing and general medical problems. However, behaviour problems were nearly all reported. Many students had multiple problems with 63% having 2-4 problems and 11% having 5-8 problems. Ninety-nine (40%) of the 249 children seen had newly detected problems; vision (24), hearing (24) and obesity (9) were the most common. Two hundred and forty-four (98%) had known problems and 27% of these had insufficient information available from parents or staff to completely ascertain their health status. In 115 cases the primary problem was intellectual impairment of unknown cause. Down syndrome was the next most common underlying diagnosis (30) followed by autism (24), epilepsy (21) and cerebral palsy (15). The most common secondary diagnoses were asthma (16), congenital heart defects (12), seizures (8) and skin problems (8). Many students required referral for further management both for newly detected problems (64%) and known problems (18%). Parents required counselling and/or discussion on a number of issues for both newly detected problems (66%) and known problems (39%); when counselling had taken place parent and staff concerns had reduced significantly by the time of the follow-up assessment. CONCLUSIONS: This study demonstrated that in those students with known intellectual impairment there were many with other unrecognized health problems and unmet needs. These findings have implications for health services provided to children attending special schools.

Child↗
PubMed1987

Early education and children with special needs.

Changing issues in the field of preschool education will be discussed, set in the context of two of my studies which have been concerned with children with special needs in 'ordinary' preschool education, one 'pre-Warnock' in Scotland, and the other 'post-Warnock' in the West Midlands. The concept of special needs will then be widened to include children for whom English is a second language, and also gifted children. Finally, the discussion is extended to early education rather than preschool education with a discussion of the dangers of treating preschool education in isolation.

Child, Preschool↗
PubMed1995

Motivational styles in English and mathematics among children identified as having special educational needs.

This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self-worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 children in their first year of secondary school (aged 11-12) were categorised into one of the three motivational styles. Children with special educational needs were identified using a battery of cognitive ability tests (Thorndike, Hagen & France, 1986). This study compares the prevalence of each motivational style in English and mathematics in children of different abilities and presents empirical support for the view that learned helplessness and self-worth motivation are more prevalent among children identified as having special educational needs. Further analyses indicate that: overall, learned helplessness and self-worth motivation are more prevalent in English than mathematics; learned helplessness is more prevalent among girls and self-worth motivation among boys in mathematics. Implications for teachers in developing teaching strategies which foster mastery orientation in their children are discussed.

Adolescent↗
PubMed1969

Programme for specialization in family medicine.

A programme for specialized training in family medicine at Tel Aviv University Medical School provides four years of postgraduate study, two of which are in recognized hospital departments and two in clinics recognized for training in family medicine. At the end of this four-year period the graduate must submit a thesis of original work or an approved research project on an aspect of family medicine. Continuing contact of the trainee with both the family medicine clinic and the hospital departments is maintained throughout the period. While in hospital the trainee spends half a day a week in the family clinic with his personal tutor, and when in the clinic he spends half a day a week in the hospital.This programme has been provisionally accepted as meeting the formal requirements of the Israel Medical Association for specialization in family medicine, and the first physician has started training.

Community Health Services↗
PubMedDate not supplied

Federal early childhood special education policy: a model for the improvement of services for children with disabilities.

Services in early childhood special education for children with disabilities, birth through 5 years, and their families have expanded and improved substantially in the past 25 years. The federal government, through legislation, regulation, and a variety of incentives, has played an integral role in this progress. The authors review the evolution of federal education policy in early childhood and the accomplishments achieved, including the development of the Handicapped Children's Early Education Program, the Early Childhood Research Institutes, and Public Law 99-457, the Handicapped Infant and Toddler Program (Part H). This history can serve as a model for federal involvement in the improvement of services for other groups of individuals with special needs.

Child, Preschool↗
PubMedDate not supplied

Instruction in early childhood special education: "seeing through a glass darkly ... knowing in part".

This article discusses what is not known about instruction of preschoolers with disabilities. Knowledge gaps exist in four areas: the content of the curriculum, the procedures used to individualize instruction, the instructional procedures designed to ensure acquisition, and the strategies used to ensure skill use or generalization. Barriers to generating such knowledge include the fragmentation that results from specialization, the inadequacy of the data base, and the lack of training in instruction and research design and analysis. Solutions include training programs for early childhood special educators in the analysis, application, and design of research in instruction and curriculum, as well as the publication of multiple replications and refinements of instructional strategies.

Child, Preschool↗
PubMed1992

Specialized instruction within general education: a case study of one elementary school.

This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.

Achievement↗
PubMedDate not supplied

Profiles of Asian American students with LD at initial referral, assessment, and placement in special education.

Alhough Asian American students are underrepresented in special education, recent studies have highlighted concerns about the cultural and linguistic appropriateness of the identification and placement process. This study examined the characteristics of Asian American elementary students with learning disabilities (LD) in a school district in the Southwest that was selected because it served the largest number of Asian American students with LD in the state. Due to the small numbers of students served, the sample included all Asian American students with LD in Grades K to 5 (N = 26). Variables of interest included students' demographic characteristics, factors associated with referral, assessment practices and student profiles, and instructional recommendations for special education services. The results suggest that the experiences of Asian American students with LD are similar to those of Mexican American students with LD reported in earlier studies. These findings also reflect the challenges faced by educators in providing appropriate educational services for language minority students.

Asian↗
PubMedDate not supplied

Maintaining the relationship between science and special education.

Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning difficulties and reducing the number of students referred for special education. However, I caution that if we want science to have the desired impact on the educational and social outcomes of students with learning disabilities, we must take care not to misuse it.

Education, Special↗
PubMed1995

The social construction of ability and disability: II. Optimal and at-risk lessons in a bilingual special education classroom.

Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain contextual features were associated with enhanced student performance, whereas others were associated with communicative breakdowns and problems with literacy tasks. This ethnographic study, in conjunction with other naturalistic research on bilingual special education classrooms, undergirds the Optimal Learning Environment (OLE) Project by identifying effective instructional contexts for bilingual students identified as having language learning disabilities.

Aptitude↗
PubMed1995

Bilingual special education teachers' shifting paradigms: complex responses to educational reform.

This study examined the nature and process of change among five bilingual special education teachers as they attempted to modify existing instructional practices. Three factors affected the change process: (a) The more special education training in the teachers' background, the stronger their reductionist orientation; (b) change involves shifts in instructional practices and shifts in beliefs, and they do not automatically go hand in hand; and (c) change is most facilitated at the beginning stages of collaboration by including practicing members of the teachers' occupational community as agents of change.

Attitude↗
PubMed1996

Vocational rehabilitation and special education: partners in transition for individuals with learning disabilities.

A full range of transition services are now available to eligible individuals with learning disabilities through vocational rehabilitation agencies in each state. However, the differences in professional jargon and the academic focus of special education versus the employment outcome emphasis of vocational rehabilitation (VR) have created roadblocks to collaboration between these two agencies. This article describes the purpose of vocational rehabilitation and the service delivery process for individuals with learning disabilities in transition from school to work or postsecondary education settings. Suggestions are also made to prepare families and students with learning disabilities, VR counselors, and special educators to become effective partners in the transition process.

Disability Evaluation↗