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Results for “Mainstreaming”

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PubMedDate not supplied

Women's use of complementary medicine. Combining mainstream medicine with alternative practices.

Most female patients use some form of complementary medicine some time in their lives. Complementary medicine provides patients with alternative avenues for finding relief from chronic ailments. Patients also enjoy the more personal and holistic approach of complementary practitioners. Increasingly, schools of medicine are incorporating complementary approaches into their training programs, and third-party reimbursement is now available for some forms of complementary therapies. Research into the safety and efficacy of complementary therapies is in its infancy and therefore it is difficult for mainstream physicians to recommend complementary approaches to their patients. Nonetheless, mainstream physicians who incorporate some of the principles of complementary therapies into the own practices may be rewarded by more positive outcomes in their patients.

Chronic Disease↗

PubMed1998

Chemical and biological studies of a new cigarette that primarily heats tobacco. Part 1. Chemical composition of mainstream smoke.

A new-technology cigarette has been developed. While the new cigarette burns some tobacco, it does not use tobacco as the fuel to sustain combustion and provide heat to the cigarette. Rather, the new cigarette primarily heats tobacco thereby reducing products of smoke formation mechanisms such as tobacco combustion, tobacco pyrolysis and pyrosynthesis. The mainstream smoke composition from a cigarette based on the new design (TOB-HT) has been characterized in comparative chemical testing with two reference cigarettes using the FTC puffing regimen. Thermal properties, UV absorption characteristics, elemental composition and materials balance studies all suggest a simplified smoke aerosol. Twenty-five smoke constituents ("target compounds") identified by the scientific community as compounds that may contribute to the diseases statistically associated with smoking have also been measured. Mainstream smoke concentrations of most target compounds are significantly lower with the TOB-HT cigarette when compared with reference cigarettes in the ultra-light "tar" and light "tar" categories. Taken together, chemical analysis results suggest simplified TOB-HT smoke chemistry with marked reductions in specific chemicals reported to be biologically active.

Hot Temperature↗

PubMed1998

Chemical and biological studies of a new cigarette that primarily heats tobacco. Part 1. Chemical composition of mainstream smoke.

Gas Chromatography-Mass Spectrometry↗

PubMed2006

Do contacts make a difference? The effects of mainstreaming on student attitudes toward people with disabilities.

This article examines the effects of mainstreaming on the attitudes of non-disabled students, in a secondary school, toward people with disabilities. Responses from 389 Form 1 and Form 2 students were analyzed. A 47-item Students' Attitudes toward People with a Disability Scale was used to measure student attitudes at the beginning and end of the school year. The effect of educational intervention and daily classroom contacts on student attitudes was examined. The competitive and achievement orientation of Hong Kong's educational environment poses formidable barriers to the adoption of effective inclusive practices in the classroom. The results of this study indicate that educational intervention outside the classroom has a small effect in changing students' attitudes.

Attitude to Health↗

PubMed2003

Prevalence of autistic spectrum disorder in children attending mainstream schools in a Welsh education authority.

All mainstream primary schools in Cardiff were invited in July 1998 to participate in a prevalence survey of autistic spectrum disorder. Teachers of each class filled in a questionnaire based on ICD-10 criteria for autistic disorders. The Autism Spectrum Screening Questionnaire (ASSQ) was completed on children identified with problems identified by the questionnaire. A total of 11692 children born between 1 September 1986 and 31 August 1990 were screened: 234 (2%) children were identified as requiring an ASSQ; 151 of 234 (65%) ASSQs were returned. Of the 151, 60 children (52 male, 8 female; 40%) scored 22 or more. Their notes and the involved professionals were consulted. Thirty-five children, unknown to specialist services or with complex features, required additional assessment. Seventeen children (all male) were found to be on the autistic spectrum. When the overall rubric was disentangled we found a diverse population of affected children including a handful who did not fit easily into ICD-10 classification. Correcting for incomplete ascertainment we found a minimum prevalence of 20.2 out of every 10 000 (SE = 4.5) for autistic spectrum disorder in this population.

Age Factors↗

PubMed2000

"Inclusion" of information on mainstreaming in undergraduate music education curricula.

The purpose of this study was to examine teacher training programs in music education to provide an overview of course offerings in Special Education available to Music Education majors. One Research Category 1, one state-funded regional, and one private institution were randomly chosen from each state when available. All schools offering a degree in music therapy were included for a total of 171 schools with usable data. Catalogues were examined to determine (a) existence of a course in special education for music education majors, (b) department through which course was offered (nonmusic content or music content specific), (c) required or elective status of course, (d) course title and credit hours, and (e) reference to mainstreaming in music methods course descriptions. The first three areas were compared by (a) category of school, (b) universities offering music therapy and those not, (c) MENC Region. Results revealed that 74% of schools had a course in special education available with 86% of these requiring at least one course with a total of 140 courses available. 110 were nonmusic content specific while 30 were music content specific. Eighty-nine percent of the nonmusic content courses were required, while only 43% of the content specific courses were required. Information was further broken down as indicated above.

Curriculum↗

PubMed2001

The prevalence of Tourette syndrome in 13-14-year-olds in mainstream schools.

This study's aim was to estimate the prevalence and describe the clinical characteristics of Tourette syndrome (TS) in 13-14-year-old schoolchildren attending mainstream secondary schools. A three-stage ascertainment procedure was used to identify those who had TS. First, all 1012 Year 9 pupils were screened for tics using validated self-report questionnaires, which were completed by parents, teachers, and pupils. Data were available from at least one informant for 918 (90.7%) subjects. Tics were identified in 189 (18.7%) pupils. Second, families were contacted and a semistructured interview was carried out to determine whether they had TS. Finally, to ensure that the diagnosis of TS was correct, all those assessed as having TS were systematically assessed by an expert clinician in the field of TS. Seven young people were identified as fulfilling the criteria for TS, giving a minimum prevalence rate amongst 13-14-year-olds of 0.76% (95% CI 0.31 to 1.57) and a more realistic estimate of 1.85% (95% CI 1.00 to 2.95). Behavioural problems, in particular hyperkinetic disorder, were frequently associated with the TS group. These findings lend further support to the contention that the prevalence of TS in the community has hitherto been underestimated, though the symptoms may be generally milder than cases of TS presenting to clinics. This study supports the need for vigilance for TS in school-age children in primary care and in educational settings, so that children with this potentially serious disorder can be identified and assessed and effective management packages can be formulated to address their needs, when necessary.

Adolescent↗

PubMed1997

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↗

PubMed1989

The social reception of mainstreamed children in the regular classroom.

The purpose of the present study was to learn how a mainstreamed mentally retarded or emotionally disturbed child is received in a regular classroom by the other pupils in the class. Each of 36 fifth grade boys interacted with one of three male confederates and 36 eighth grade boys interacted with one of three other male confederates. In each case the confederate was of the same age and grade as the subjects. He was presented to the subject as an ordinary child, as a mentally retarded child, or as an emotionally disturbed child who might soon attend their school and the subject was asked to estimate how the confederate would fit into the school. The confederate was always blind to condition and, after the interaction, the subject was questioned about the confederate by an experimenter also blind to condition. Behavioural measures taken from the sound recordings of the interaction showed that the subjects in the mentally retarded and emotionally disturbed conditions behaved in a less friendly and more anxious manner than in the control condition. They also wanted more social distance from the 'retarded' and the 'disturbed' confederate and expected their peers to be more rejecting toward them relative to the control condition. Essentially the same results were obtained for fifth and eighth grade boys and little difference was found between the two types of mental handicaps. The implication of the study for deinstitutionalization are discussed.

Affective Symptoms↗

PubMed1987

The social adaptation of mainstreamed mildly retarded children.

The purpose of the present study was to assess the social adaptation of mainstreamed mildly retarded children, comparing them to a matched sample of regular education students. Results indicated that mildly retarded children were quite rejected by their peers, and, compared to nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. With respect to behavioral style, there were no group differences in peer- or teacher-reported aggressiveness or disruptiveness. However, retarded children were perceived as more shy and avoidant, as less cooperative, and as less likely to exhibit leadership skills. Further analysis of the behavioral assessment data, via cluster analysis, revealed 2 subtypes of rejected retarded children: an internalizing group perceived as displaying high levels of shy/avoidant behavior and an externalizing group perceived as high in aggressive and/or disruptive behavior. In addition, the internalizing group reported higher social anxiety than did the externalizing group. Implications for school-based intervention research with mildly retarded children are discussed.

Achievement↗

PubMed1994

Secondary health educators' perceived self-efficacy in teaching mainstreamed mentally disabled students.

This study examined secondary school health education teachers' perceived adequacy of professional training and perceived self-efficacy in teaching mainstreamed mentally disabled students (MMDS). Subjects included a stratified random sample (N = 333; response rate = 63%) of secondary school health education teachers in nine states which require that health education be taught in the schools. Subjects were 44% female, 92% White, had a mean age of 40.6 years (SD = 8.6) and a mean of 12.1 years (SD = 7.5) of teaching experience. One in four received no training on teaching MMDS. Efficacy expectation (EE) scores were significantly higher in teachers with some training in teaching MMDS (p < .001) but outcome expectation (OE) scores were not significantly different based on training. Also, EE and OE scores were higher in teachers who perceived the need for health knowledge and skills (outcome value) as greater in this population (p < .001). A significant correlation existed between the degree of reward in teaching MMDS and EE and OE (p < .01). Fifty-four percent believed materials available for teaching this group were inadequate; however, 77% reported that there special education department was supportive in material development.

Adolescent↗

PubMed1993

Instructional practices in mainstreamed secondary classrooms.

This study examined the skills of secondary students that teachers considered necessary for success in mainstreamed regular education classrooms and intervention strategies teachers would be willing to use. Teachers (N = 89) from three high schools rated the importance of 14 student skills and the reasonability of 35 intervention strategies. Student skills deemed important included following directions, coming to class prepared with materials, using class time wisely, and making up assignments and tests. Factor analysis of intervention strategy results revealed seven factors: using supplemental resources; simplifying instruction; providing support and extra instructional cues; enhancing classroom behavior management; facilitating grade improvement; modifying learning environment; and teaching study skills and providing a positive, cooperative learning environment. Secondary teachers appear to prefer intervention strategies that they can implement in their own classroom, that can apply to all students, and that require little extra time.

Adolescent↗

PubMed2002

The CAST (Childhood Asperger Syndrome Test): preliminary development of a UK screen for mainstream primary-school-age children.

The article describes a pilot and follow-up study of the preliminary development of a new tool to screen for Asperger syndrome (AS) and related social and communication conditions (the Childhood Asperger Syndrome Test, CAST) in children aged 4-11 years, in a non-clinical setting. In the pilot study, parents of 13 children with AS and of 37 typically developing children completed the CAST. There were significant differences between the AS and typical sample means. The pilot was used to establish preliminary cut-off scores for the CAST. In the main study, parents of 1150 primary-school-age children were sent the CAST, and 174 took part in the full data analysis. Results suggest that compared with other tools currently available, the CAST may be useful for identifying children at risk for AS and related conditions, in a mainstream non-clinical sample. Further research is ongoing.

Asperger Syndrome↗

PubMedDate not supplied

Successful inclusion of a child with a stoma in mainstream schooling.

The inclusion of children with medical issues, such as stomas, in schools has caused much disruption and anxiety in the past. Many of the problems have been the result of misconceptions and lack of understanding of the issues involved, along with an often irrational fear of 'bodily fluids'. By developing closer links with the education department and opening up clear lines of communication it has been possible to raise awareness and reassure school staff regarding related issues. This article discusses the inclusion of a child with ulcerative colitis, following stoma formation, into mainstream school, and demonstrates how appropriate staff training and the development of a structured individual care plan enabled inclusion to proceed smoothly.

Attitude↗

PubMed1999

The educational attainments of deaf students in mainstream programs in England: examination results and influencing factors.

The author reports findings of an investigation into educational outcomes of 16-year-old deaf students in mainstream programs in England in 1995 and 1996. Data on examination results, communication competence, and social acceptance were collected by questionnaire and analyzed against several background factors. All the background factors investigated contributed an effect of about 20% on examination results, emphasizing the need to investigate the effect of other factors. Relatively strong predictors of examination success were family socioeconomic status, presence of any additional learning difficulty, whether English was used as a main language in the home, age at onset of deafness, and parents' hearing status. Degree of hearing loss did not appear to have an important effect on examination success but was linked to other outcomes. The discussion considers how different codings of examination success can affect the results obtained from statistical analysis. Findings on the ethnic status of deaf students are also noted.

Achievement↗

PubMed1989

Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.

Child, Preschool↗

PubMed1998

Specialised service to children with specific language impairment in mainstream schools.

The following report describes a three year project to develop, implement and evaluate a specialised speech and language therapy (SLT) service to children with specific language impairment (SLI) who attend mainstream schools and nurseries. The report describes how the service was set up and the package of care offered. A range of evaluation measures was designed and implemented and the results of these are discussed. The service aimed to enable key-workers to support children with SLI effectively within the context of the school environment. The results suggest that the package of care offered provided an effective and high quality service as judged by the parents, schools and therapists.

Child↗

PubMed1998

An effective model for a speech and language therapy service in mainstream schools.

Health and Local Education Authority (LEA) personnel met in 1993 to consider how to meet the expanding caseload of children, needing speech and language therapy support in mainstream schools. The drive towards an inclusive policy for all children with special needs led to the joint funding of a peripatetic team of speech and language therapists (SLTs) and assistants. The preparatory training programmes for the team and school based staff focused on ensuring that differing perceptions, expectations and skills were acknowledged. Evaluation of the model has examined throughput, the opinion of consumers, pre- and post-therapy profiles of individual children and the team's view of their effectiveness in each school. The rotational service was implemented in 20 schools in January 1996 and 50 schools now participate.

Child↗