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At least 19 recordsLinked to original sources
PubMedDate not supplied

Pediatric nurse practitioners and educational mainstreaming.

Educational mainstreaming provides an opportunity for a developmentally delayed child to interact in an environment with nondelayed children. It fosters growth by providing opportunities that other methods of education do not have. Mainstreaming can be initiated by the pediatric nurse practitioner. As the result of the developmental assessment skills of the practitioner, early intervention, a plan of care, referral, and ongoing evaluation can be accomplished. This article looks at the pros and cons of mainstreaming, at reaching a compromise on mainstreaming, at legislation affecting the developmentally delayed child, and at how the pediatric nurse practitioner can use the integrated multidisciplinary model with these children with special needs.

Child↗
PubMed1996

[Spoken and written language abilities of remedial class children placed back into mainstream education].

Current literature emphasizes the role of the speech-language therapist with regard to language learning disabled children. A lack of research regarding the language abilities of the older language learning disabled child was, however, identified. The possibility of continued spoken and written language problems in aid class children who have been placed back into mainstream education, served as a motivation for this research project. The empirical survey was administered on twenty-eight Afrikaans and English speaking ex-aid class children. According to experimental aims the subjects' level of performance in spoken and written language and scholastic skills were analysed and described qualitatively and quantitatively, through the Test for Oral Language Production and the South African Written Language Test. The findings indicate that a significant percentage of the subjects evidenced spoken and written language problems and moderate difficulties in the school subjects Afrikaans and English. Meaningful correlations were found to exist between spoken and written language, and language skills and scholastic performance. Implications for dealing with the language learning disabled child are discussed, and continuation of speech-language intervention with aid class children who have been placed back into mainstream education, is strongly recommended. A need for further research with regard to the older language learning disabled child is expressed in order to support and expand these results.

Child↗
PubMed1995

Success of children with cochlear implants in mainstream educational settings.

The availability of cochlear implant technology has made mainstreaming a more reachable social and academic goal for profoundly deaf children. Traditionally, the profoundly deaf child has required more self-contained education. It has been the hard-of-hearing child who reached the mainstream education classroom during the elementary years. Cochlear implant recipients, implanted early and receiving appropriate educational services that maximize learning across all domains, have shown a significant trend toward moving from a more self-contained to a less restrictive educational environment. Children with implants are making these transitions earlier than the larger majority of profoundly deaf children using traditional amplification.

Child↗
PubMed1979

Educational mainstreaming of physically handicapped children.

The therapeutic and educational needs of 31 children who, after attending a private pre-school for the physically handicapped, were mainstrained in public schools are described in this paper. Their adjustment was followed for one to three years. Information was gathered through questionnaires and interviews with parents, children, and classroom teachers on how successful and to what extent the children had been mainstreamed, as well as what physical, academic, and social problems were encountered. Patterns and trends of relative educational abilities and disabilities of children with spina bifida and cerebral palsy are discussed in view of the literature and the problems encountered by this population. Questions that teachers frequently asked of health professionals who are experienced in dealing with the effects of handicapping conditions as well as a procedure for providing this information are also discussed. Successful mainstreaming depends on cooperative work and mutual advocacy among health professionals, parents, and educational personnel.

Adaptation, Psychological↗
PubMed1981

Teachers' expectations for handicapped and non-handicapped children in mainstreamed physical education classes.

The purpose of this study was to describe the differences of 27 handicapped and 27 non-handicapped youngsters in terms of the teachers' expectation for their physical performance, social relations, cooperative behavior and ability to reason during physical education instruction. Matched pairs of handicapped and non-handicapped elementary school-aged children were taught by three elementary physical education specialists in mainstreamed physical education classes. At the beginning of the fall term, teachers were asked to rate their students according to how they expected them to perform in terms of the four expectancy variables. All three teachers had significantly lower expectations for the handicapped students' social relations with peers than the non-handicapped. Non-significant differences were found for the remaining expectancy variables.

Child↗
PubMed1990

Modifications of speech language levels by preservice educators based on language features.

Increased efforts to mainstream handicapped learners have been accompanied by a growing concern for the ability of mainstream educators to accommodate the special needs of these students. A particular concern involves the ability of mainstream educators to adjust their levels of spoken language when conversing with hearing-impaired learners. The present study compared the language levels produced by preservice educators with either high or low levels of previous experience with hearing-impaired individuals. Results indicated that (1) neither group adjusted their spoken language to levels understood by two hearing-impaired women and (2) members of the high experience group produced higher language levels than members of the low experience group. Discussion of these results focuses on implications for interactions with hearing-impaired learners.

Adult↗
PubMed1982

Differential influence of various instructional factors on self-concepts of handicapped and non-handicapped children in mainstreamed physical education classes.

The purpose of this study was to determine the differential influence of students' expression of effort, school, teachers' expectations, sex, being handicapped/non-handicapped, grade, teachers, and race on self-concept of 28 handicapped and 108 non-handicapped children in mainstreamed physical education classes (K-3). The Martinek-Zaichkowsky Self-concept Scale measured self-concept and two unpublished tests were used to test students' expression of effort and teachers' expectations. A stepwise multiple regression technique was applied to self-concept to determine the comparative influence of the eight independent variables. Data analysis showed that three of the independent variables contributed significantly to the variability of self-concept. Students' expression of effort had the strongest influence followed by school and teachers' expectation of students' ability to reason.

Child↗
PubMed1992

Curriculum at the Scholl College. Toward mainstream medical education.

The Dr. William M. Scholl College of Podiatric Medicine in Chicago recently affiliated with a teaching hospital, the Illinois Masonic Medical Center, and used this alliance as a catalyst to effect a change in the clinical curriculum. The affiliation set up a joint venture to operate two clinics, one on Scholl College's traditional campus and one at the teaching hospital. At the hospital site, Scholl College students rotate through clinical externships in areas such as internal medicine, emergency medicine, and podiatric elective; podiatric and general medical residents assist in the tutelage of the students. At the Scholl College campus, beginning clinical students learn basic skills in a teaching clinic, then refine and further their skills in a comprehensive clinic under the guidance of faculty members. The faculty and administration at Scholl College have embraced the concept of mainstream medical education, and are striving to prepare podiatric physicians to practice 21st century medicine.

Chicago↗
PubMed1996

The relation between neonatal thyroxine levels and neurodevelopmental outcome at age 5 and 9 years in a national cohort of very preterm and/or very low birth weight infants.

Transient neonatal hypothyroxinemia is very common in preterm infants. The literature on the effect of this hypothyroxinemia is, however, controversial, and large or long-term follow-up studies are not available. In a nationwide prospective follow-up study on very preterm and (or) very low birth weight infants (n = 717), we studied the relationship between thyroxine levels in the 1st wk of life and neurodevelopmental outcome at 5 y of age and school performance at 9 y of age. Thyroxine concentrations from filter paper eluates were determined in 717 infants: 32% had levels of more than 3 SD below the mean (< 60 nmol/L). The percentage of infants with such low levels increased with decreasing gestational age. At the age of 5 y, 96% of survivors (n = 640) were available for extensive neurodevelopmental examination: 85 (13.3%) had a disability and 92 (14.3%) a handicap. At the age of 9 y, 83% of survivors (n = 552) answered a questionnaire on school performance: 300 (54.3%) were in mainstream education in a grade appropriate for age, 151 (27%) were in mainstream education with grade retention, and 101 (18.3%) were in special education. Both neurologic dysfunction at age 5 y and school failure at age 9 y were significantly related to lower neonatal thyroxine levels even after adjustment for other perinatal factors (odds ratio, 1.3). Whether this relationship is causal should be investigated. If a causal relationship exists, substitution therapy may at least partially prevent neurologic dysfunction and learning disabilities, both common sequelae of very preterm birth.

Birth Weight↗
PubMed1994

School performance at nine years of age in very premature and very low birth weight infants: perinatal risk factors and predictors at five years of age. Collaborative Project on Preterm and Small for Gestational Age (POPS) Infants in The Netherlands.

To assess the impact of both perinatal disorders and developmental problems identified at preschool age on school performance, we followed a virtually complete birth cohort of very premature (< 32 completed weeks of gestation) and very low birth weight infants until they were 9 years of age. In 84% of the survivors (n = 813), data on school performance were available for analysis. At the age of 9 years, 19% of the children were in special education. Of the children in mainstream education, 32% were in a grade below the appropriate level for age and 38% had special assistance. After correction for other perinatal items, children of low socioeconomic status and boys had significantly higher adjusted odds ratios for special education. Logistic regression with a perinatal and a 5-year time category showed that the most predictive factors for special education were developmental delay, neuromotor and speech/language function, inattention and hyperactivity score, total problem score, and reported school results at the age of 5 years. When children with disabilities were left out of the analysis, the importance of neuromotor function and total problem score disappeared. Increased risks of any school failure in nondisabled children included mild or severe developmental delay and marginal or poor school performance at the age of 5 years. Long-term follow-up with specific attention to these predictors at 5 years of age, although time-consuming, is necessary.

Birth Weight↗
PubMed1981

Correlates of class rank of high school handicapped students in mainstream vocational education programs.

This study examined the relationship between performance in a training program (class rank) and intelligence-skills (Purdue Pegboard, Weschler, a work-behavior rating scale) for a group of handicapped students "mainstreamed" into two regular vocational-technical high school programs IQ type of disability, work-personal behaviors ratings and prior academic achievement were found to be predictors of class rank.

Achievement↗