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PubMed2004

W(h)ither the deaf community? Population, genetics, and the future of Australian sign language.

According to enrollments in schools for the deaf and data from the national census and neonatal hearing screening programs, the incidence of severe and profound childhood deafness in Australia is, and has been, less than commonly assumed. Factors implicated include improved medical care, mainstreaming, cochlear implants, and genetic science. Data for the United States, Britain, and other developed countries seem consistent with those for Australia. Declining prevalence and incidence rates have immediate implications for sign-based education, teacher-of-the-deaf training programs, and educational interpreting. There are also serious consequences for research, documentation, and teaching regarding Australian Sign Language (Auslan), and for the future viability of Auslan. Prompt action is essential if a credible corpus of Auslan is to be collected as the basis for a valid and verifiable description of one of the few native sign languages in the world with significant attested historical depth.

Australia↗
PubMed1999

Coteaching deaf and hearing students: research on social integration.

Coteaching, also known as team teaching, offers an alternative to the dilemma of choosing between the residential school, which offers a deaf community but sometimes a poor record of achievement, and inclusion, which promises better achievement but results in increased social isolation. Under a coteaching arrangement, deaf or hard of hearing students can share a deaf peer group while being exposed to the social contact and academic requirements of a mainstream class. The study sample consists of the deaf or hard of hearing students at one elementary school on the West Coast with extensive experience with coteaching, plus a random selection of their hearing peers. Students were administered the Piers Harris Children's Self-Concept Scale (Franklin, 1981), My Class Inventory (Fisher & Barry, 1985), and the Childhood Loneliness Scale (Asher, Hymel, & Renshaw, 1984). Consistent results indicated that while age differences appeared, there were no negative social consequences of coteaching for deaf students. The study indicates that on the basis of social benefits, coteaching warrants further systematic research.

Adolescent↗
PubMed1992

How successful deaf teenagers experience and cope with isolation.

This study examined isolation among a group of deaf high school students who were nominated as "outstandingly successful" by their schools in a stratified random sampling from across the United States. From the data contained in 23 case studies, we determined that most of the students, whether from mainstream or residential programs, experienced some degree of isolation from peers or family or both. Nevertheless, most of the students had developed, or had at their disposal, positive strategies for coping with their isolation. These strategies are discussed and implications are drawn for teachers and parents.

Adaptation, Psychological↗
PubMed1991

Integrating hearing and deaf students on a college campus. Successes and barriers as perceived by hearing students.

This study had two purposes: (1) to learn how hearing students in a mainstream college setting perceive deaf students as classmates, and (2) to discover how those perceptions influence the integration of deaf and hearing students on campus. Thirty full-time students at the Rochester Institute of Technology in Rochester, New York, were interviewed using in-depth, open-ended interview strategies. It was found that even in this setting, designed expressly to integrate deaf and hearing students, full integration did not occur. Deaf students were successfully placed on the campus with hearing students for educational purposes; however, social integration did not occur.

Attitude↗
PubMed1990

Attitudes of handicapped and nonhandicapped high school students toward physical education.

The attitudes of 381 handicapped and nonhandicapped high school students toward physical education in mainstreamed classes were compared using measures from the Kneer Attitude Inventory and Diagnostic Statements. A two-way analysis of variance yielded a significant difference between the groups' attitudes. Nonhandicapped high school students had significantly more positive attitudes toward physical education than their handicapped peers. No sex differences were significant.

Adolescent↗
PubMed1994

Knowledge of and attitudes towards children with special needs by selected groups.

To explore knowledge of and attitudes about children who have special needs, a questionnaire was submitted to 1145 persons (305 lyceum students, 94 teachers of secondary education, 247 medical students, 354 physical education students, and 145 persons having an exceptional child in their families). Questions concerned the knowledge of categories of children with special needs, acceptance of them in regular classrooms, and willingness to work with them. Analysis showed that most people including teachers had limited awareness of exceptional children, their problems, education, and integration. They showed partial acceptance of mainstreaming and desire to work with such children. Careful education for all, especially teachers, seems advisable.

Adolescent↗
PubMed1999

The social development of children with severe learning difficulties: a case study of an inclusive education initiative between two primary schools in Oxfordshire, UK.

This case study of primary age children in two linked Oxfordshire schools investigated the contribution of staff attitudes and practices to inequalities in education, and contrasted the socialisation of children with similar learning difficulties in different educational placements. Participant observation of a group of children and carers in a special school suggested areas of more rigorous inquiry. Structured observations compared this group with a matched sample of children with similar learning difficulties in a mainstream setting. Staff on both sites were invited to comment on findings arising from analysed data in order to identify attitudes and policies which might account for the observed differences in practice. The study was engendered by experience of differences arising from educational placement. The theoretical stance arose through reviewing previous work, predominantly the debate on inclusive education, and the wider issues of human rights and equal opportunities embedded in the social development of people with disabilities. The theoretical framework underpinning this study is established in some depth. The project was designed to investigate issues of the wider social perspective, by conducting a micro-study of one model of educational inclusion whose outcomes have direct relevance to those issues.

Child↗
PubMedDate not supplied

A regional survey of technical aids used by handicapped children in day care and at school.

Normalization, which underlines mainstreaming, is widely accepted in paediatric rehabilitation, but its success depends on the availability of special services, including proper technical aids for day care and school. This study aimed to evaluate the need for and use of technical aids in various forms of day care and education. Handicapped children used basic technical aids. In day care children needed more technical aids to promote independent mobility and playing, and in school they needed more computers and adaptations and software for these computers. The arrangement of technical aids for handicapped children requires good cooperation between the children's parents and various professionals.

Adolescent↗
PubMed1997

A follow-up study of children attending a primary-age language unit.

Twenty-seven children of normal non-verbal intelligence and a mean age of 8 years, attending a primary-age language unit, were assessed on measures of language, reading and behavioural adjustment. Three and a half years later, when many of the children had reached secondary school age, they were re-assessed using the same measures. Although mean language and reading age scores had improved, they were still well below age level and the gap between chronological age and language and reading ages had increased. There was also some evidence of increasing behavioural and emotional problems. Children who had moved to mainstream education at follow-up had, on average, higher levels of intelligence and significantly higher scores on language and reading tests than the children who had remained in special education. However, even amongst this group many problems persisted, although few pupils received any additional help in dealing with them.

Child↗
PubMed1998

Styles of interaction used by learning assistants: the effectiveness of training.

This study examines the effectiveness of a training day for classroom learning assistants (LAs), which aims to change the way LAs interact with language-impaired children. The subjects were eight LA/language-impaired child dyads (with children aged 4;11 to 9;11 years) attending mainstream schools. The dyads were video recorded interacting at two times (before and after training) and in two contexts each time (sharing a book and in class). The training increased the percentage of facilitating utterances and recasts used by the LAs but did not decrease the percentage of controlling utterances used. Although the trained styles of interaction were used more frequently while sharing a book than in a classroom activity, the amount of change following training was not significantly different for these two settings.

Child↗
PubMed1998

Working towards an inclusive curriculum.

The move towards an inclusive model of education presents teachers with the difficulty of differentiating the curriculum for children with speech, language and communication impairments. This paper focuses on the 'WiSaLT Curriculum Appendix'-a tool which can be used by teachers and speech and language therapists to help such children access the mainstream curriculum and to promote improvement in their language and communication skills. As well as highlighting potential areas of difficulty within each attainment target for key stage one, the appendix guides users to specific strategies and activities. Thus the speech and language therapist and teacher can identify which attainment targets might prove problematic for any one child and also have access to ideas which can help.

Child↗
PubMed1992

Benefits of the Americans With Disabilities Act of 1990 for children and adolescents with disabilities.

The Americans With Disabilities Act of 1990 (ADA) (Public Law 101-336) is a civil rights law intended to bring men, women, and children with disabilities into the mainstream of American life. This paper discusses the relation of the law to pediatric occupational therapy practice. The spirit of the ADA is highly compatible with occupational therapy's philosophical perspective. Occupational therapy personnel value functional independence, which requires an interactive relation between the environment and the child. Current pediatric practice models focus on deficit reduction and give limited attention to the environment, even though physical, social, and temporal environments contribute to disability, as do performance component deficits. An environment-centered model is suggested as a pediatric service provision approach compatible with the philosophical background of the ADA. This model emphasizes education and consultation to businesses and individuals for the purpose of altering environments to be accessible and accommodating to children and adolescents with disabilities. Three examples of environment-centered services are presented: (a) an evaluation of environments and reasonable accommodation recommendations for a teenager with a physical disability, (b) the mother of a child with cerebral palsy, and (c) the parents and program director of a community recreation program.

Activities of Daily Living↗
PubMed2001

Opportunities for integration into ordinary school of students with emotional and behavioral disorders and students with chronic cardiovascular diseases (representative study for Republic of Bulgaria).

This article reviews the results of a representative study on the opportunities for integration into mainstream school of students with emotional and behavioral disorders and students with chronic cardiovascular disease. The aim of the study is to clarify some important personal characteristics as well as some factors, related to the school and family environment of students with EBD and those with chronic CVD in order to assess their capacities for integration. Altogether 192 students aged 8-15 years with psychic disorders and 337 aged 15-18 years with cardiovascular diseases were followed for two and four years respectively. Results show that students with EBD are with limited cognitive capacities, emotionally unstable, introverts, with high level of psychotisicm and higher level of personal anxiety compared to their healthy coavals. Students with EBD, studying with the healthy children, compared to their coevals with the same diagnoses, but studying separately in recovery school "pure model of special school" are with better short-term memory, lower level of situation anxiety, better mental work capacity and as whole more successfully socialized. In the end of the second year of investigation their psychic health improves as well. All this allow us to draw the conclusion that the integrated education of pupils with EBD has a better effect on the psychic health and improves as a whole their learning potentialities. Beside some significant differences between the students with CVD and the healthy referents, in terms of social and family status, school performance, school relationships, personal and cognitive characteristics, they could successfully be integrated into the public school in the presence of a well organized and individualized health, social and pedagogic support.

Adaptation, Psychological↗
PubMed2003

Motor, cognitive, and behavioural disorders in children born very preterm.

Children born preterm have been shown to exhibit poor motor function and behaviour that is associated with school failure in the presence of average intelligence. A geographically determined cohort of two-hundred and eighty preterm children (151 males, 129 females) born before 32 weeks' gestation and attending mainstream schools were examined at 7 to 8 years of age together with 210 (112 males, 98 females) age- and sex-matched control participants were tested for motor, cognitive, and behavioural problems. Tests applied were the Movement Assessment Battery for Children (MABC), Clinical Observations of Motor and Postural Skills (COMPS), Developmental Test of Visual-Motor Integration (VMI), Wechsler Intelligence Scale for Children, and Connors' Teacher Rating Scale for attention-deficit-hyperactivity disorder (ADHD). Control children scored significantly better than the preterm group on all motor, cognitive, and behavioural measures. The lowest birthweight and most preterm individuals tended to score the lowest. Motor impairment was diagnosed in 86 (30.7%) of the preterm group and 14 (6.7%) of the control children using the MABC; 97 (42.7%) and 18 (10.2%) using the COMPS; and 68 (24.3%) and 17 (8.1%) respectively using the VMI. Each test of motor function identified different children with disability, although 23 preterm children were identified as having motor disability by all three tests. Preterm children were more likely to have signs of inattention and impulsivity and have a diagnosis of ADHD. Minor motor disabilities persist in survivors of preterm birth despite improvements in care and are not confined to the smallest or most preterm infants. They may exist independently of cognitive and behavioural deficits, although they often co-exist. The condition is heterogeneous and may require more than one test to identify all children with potential learning problems.

Activities of Daily Living↗
PubMed1992

Educating students with mild handicaps in general classrooms: essential teaching practices for general and special educators.

This study was designed to identify and validate essential teaching practices needed by both general and special educators to successfully educate students with mild handicaps in general classrooms. An interdisciplinary panel of 105 experts, evenly divided into university-based and field-based participants from 35 states, identified 96 of 125 practices in six categories as being essential for effective teaching of mainstreamed students with mild handicaps. Based on a two-round Delphi procedure, a substantial majority (82%) of these teaching practices were seen as being essential for both general and special educators across all six rated categories. Panel ratings were significantly higher for special educators than general educators on four of the six categories. No significant differences in ratings were found for university-based versus field-based panelists, or for field-based panelists who were professionals directly involved in elementary or secondary teaching roles versus administrators, supervisors, and consultants. Based on essential teaching practices validated in this study, implications for preservice teacher preparation and staff development programs for general and special educators are discussed.

Persons with Disabilities↗
PubMed1990

From theory to practice in the care and education of mentally retarded individuals.

Issues related to the care and education of mentally retarded individuals were examined from a historical perspective. Historical analysis shows that institutions and special education services spring from common, although not identical, societal and philosophical forces. The adequacy and implications of the normalization concept were discussed in relation to both deinstitutionalization and mainstreaming, with the conclusion that mental retardation workers must pay more attention to bettering the lives of retarded individuals and less to the "social address" at which interventions take place. Suggestions for the future care and education of retarded individuals were provided, and the proper role of science in the mental retardation field was discussed.

Combined Modality Therapy↗
PubMed1994

A clinical approach to alternative medicine.

Our patients receive and will continue to receive alternative therapies regardless of our stand on the issue. While scientific scrutiny may slowly bring a few of them into the medical mainstream, the number of alternative techniques is unlikely to dwindle significantly. Primary care physicians can help their patients deal with them by knowing the local alternative medical community, by gentle counseling about the potential for harm in certain techniques, and by steering patients toward practitioners with a reasonable scope of practice that matches the patient's belief system. In this way, the physician may confidently support the patient's belief in the healing power of whatever therapy--alternative or traditional--is chosen.

Complementary Therapies↗