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Biomedical subjects

E A Polloway

Publications and source records attributed to E A Polloway.

13 recordsLinked to original sources
PubMed1994

Homework: a survey of policies in the United States.

Homework is a key area of concern in our nation's public schools, as well as a central element of collaboration between home and school. The purpose of the current study was to survey the policies of a national sample of school districts concerning homework. Specific foci of the survey included whether a homework policy had been instituted, if modifications were made in the policy for students with disabilities, the types of homework, the length and frequency of assignments given, and specific communication mechanisms between home and school. A total of 550 surveys were mailed, with a response rate of 48.5%. The results indicated that only 35.2% of school divisions did have a policy on homework, with 64.4% of those policies including modifications for students with disabilities. Findings in terms of frequency and amount of homework assigned, as well as home-school communication mechanisms, are highlighted. The results are discussed within the context of policy development and instructional implications.

Data Collection↗
PubMed1994

Homework practices of general education teachers.

The purpose of this study was to survey the homework practices of general education teachers who teach students with disabilities. A national sample of 441 elementary, middle, and senior high teachers were asked about their homework practices, including their use of adaptations for students with disabilities. The results highlight homework practices and adaptations that are used frequently and perceived by teachers as helpful for students with disabilities. Also discussed are the differences in practices and adaptations across elementary, middle, and high school teachers, as well as the instructional implications of the identified homework practices for students with disabilities and their general education teachers.

Education, Special↗
PubMed1994

The changing conception of mental retardation: implications for the field.

The 1992 American Association on Mental Retardation's (AAMR) definition and classification of mental retardation is different from the previous classification system in that: (a) a single diagnostic code of mental retardation is used if the person meets the three criteria of age of onset (18 or under), significantly subaverage abilities in intellectual functioning, and related limitations in two or more adaptive skills areas; (b) the person's strengths and weaknesses are described in reference to four dimensions: intellectual functioning and adaptive skills; psychological and emotional well-being; health, physical well-being, and etiology; and life activity environments; and (c) a profile of needed supports is developed across the four dimensions. In this article we discussed six major implications of the 1992 System for the field of mental retardation.

Activities of Daily Living↗
PubMed1993

Institutionalization, involuntary sterilization, and mental retardation: profiles from the history of the practice.

For much of the 20th century, the practice of sterilization was a common accompaniment to institutionalization for individuals with mental retardation. Following the Supreme Court's decision in Buck v. Bell (1927) supporting the practice, numerous states passed legislation and, consequently, over 60,000 individuals with mental retardation were sterilized in this country. In the present study we analyzed data on 212 individuals in Virginia who were sterilized. Our focus included gender, age at and date of sterilization, level of mental retardation, and location of subsequent discharge. The nature of these findings within the general context of the practice of sterilization was discussed.

Adolescent↗
PubMed1986

Patterns of maladjustment among mentally retarded children and youth.

Data from factor analysis of rating scale evaluations of teachers as a basis for classifying the patterns of emotional and behavioral problems found in EMR students in the public schools were presented. These factors permitted a contrast between EMR elementary- and secondary-school-level boys and girls and a comparison group of nonretarded students. Implications for an understanding of the emotional and behavioral characteristics of students identified as EMR and for related programming needs were discussed.

Adaptation, Psychological↗
PubMed1979

The dimension of adaptive behavior in mental retardation research: an analysis of recent practices.

The dimension of adaptive behavior has been accepted by many professionals as an important component of identification in mental retardation since the definitions of Heber (1961) and Grossman (1973). In order to investigate the impact of this more comprehensive concept of mental retardation on research practices, we analyzed the use of adaptive behavior in the selection and description of subjects. This investigation was based in research articles published in the Americal Journal of Mental Deficiency from 1974 through 1978. In a significant percentage of the articles reviewed, the researchers had not attended to adaptive behavior and used only measures of intellectual functioning for descriptive purposes. These results were discussed in light of the validity of research on mental retardation. Recommendations were included for future research practices.

Adaptation, Psychological↗
PubMedDate not supplied

Mental retardation and learning disabilities: conceptual and applied issues.

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in term of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.

Curriculum↗