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At least 19 recordsLinked to original sources
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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↗
PubMed1998

Who cares for students with epilepsy in mainstream education?

RATIONALE: For children with specific healthcare needs, educational staff must be able to act in 'loco parentis', so that families can safely place their child in the school of choice. If a student has unstable epilepsy, staff must know its potential effects on the individual, and understand enough to manage this. Needs will vary from career advice to management issues such as administration of rectal medication. METHOD: A pilot study involved two primary school children with unstable epilepsy, whose medical treatment included intermittent rectal Diazepam. The study started in September 1994 and was undertaken by two senior nurses who worked with the school nurses to set up a protocol for each child, family and school respectively, that was clear, workable and safe. RESULTS: By September 1995 all school nurses in Leicester/Leicestershire had been trained in epilepsy awareness, the safe administration of rectal Diazepam and the legal implications of volunteers administering medicines in schools. In 1996 school nurses were caretaking the scheme and initiating the uninitiated. The conclusion was that it is possible to train staff in the mainstream educational environment in the special health needs of children with unstable epilepsy thereby supporting continued attendance at the school of choice.

Administration, Rectal↗
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↗
PubMed1998

Collaborative working with specific speech & language disorder in mainstream education.

Children with specific speech and language disorders are part of a special needs population whose educational and therapeutic needs have been provided for in a variety of settings over the last fifty years. Changes have been implemented in response to a range of legislation. This has also had implications for the delivery and type of provision of the children's education and therapy. The National Health Service and local education authorities (LEAs) have had to respond to legislation and continue to provide for the full range of specific speech and language disorders. This paper will outline how therapeutic input has had to adapt to the changing educational context. Changes in delivery have necessitated a redefinement of roles and adjustments in collaborative working.

Child↗
PubMed1998

Childhood nocturnal enuresis in The Netherlands.

OBJECTIVES: To assess the prevalence of nocturnal enuresis in school children aged 5 to 15 years, and to investigate the association of bedwetting with ethnicity, the educational level of the parents, and the type of education (mainstream or special) received by the child. METHODS: Data were obtained for 5360 children in mainstream education and 2571 children in special education. The data were weighted to calculate estimates representative of the Dutch population. Nocturnal enuresis was examined in children 5 or 6 years of age who wet their bed at least twice in the 4 weeks previous to questioning, and in children 7 years of age and older who did so at least once in the previous 4 weeks. RESULTS: The prevalence of nocturnal enuresis was 6%; 15% in the 5 to 6-year-age group and 1% in the 13 to 15-year age group. Marked enuresis (at least twice a week) was reported in 4%. Nocturnal enuresis was more common in Turkish/Moroccan (14%) than in Dutch children (6%). The educational level of the parents was not significantly related to nocturnal enuresis. Children in special education more frequently reported nocturnal enuresis than children in mainstream education (14% and 6%, respectively). This was especially true for children in schools for the mentally retarded as compared to children in mainstream education ¿odds ratio [OR] in boys 3.21 (99% confidence interval [CI] 2.26 to 4.55) and OR in girls 4.25 [99% CI 2.61 to 6.92]¿. CONCLUSIONS: Nocturnal enuresis occurs most frequently among mentally retarded children. Children attending special education schools for reasons other than mental retardation are also at a higher risk of experiencing nocturnal enuresis than children attending mainstream education schools. Nocturnal enuresis is more prevalent in Turkish/Moroccan children than in Dutch children.

Adolescent↗
PubMed1999

School performance and behaviour in extremely preterm growth-retarded infants.

OBJECTIVE: To describe school performance and behaviour of extremely preterm, growth-retarded infants. DESIGN: Cohort study at two tertiary care centres. Included were all surviving, singleton infants (N= 127) with fetal growth retardation due to placental insufficiency. All were delivered by caesarean section because of signs of fetal distress before the beginning of labour at a gestational age of 26 to 32 weeks during the years 1984-1989. Main outcome measures were special education, mainstream education below the appropriate age level and behaviour according to attention-deficit hyperactivity criteria at school age (4 1/2-10 1/2 yrs). The children were divided into two subgroups according to age at follow-up (> or =7 1/2 and <7 1/2 yr). A logistic regression analysis was performed with special school or repeating a grade and behavioural disturbance as dependent variables and gestational age, birth weight, sex of the infant, neonatal complications (intra cerebral haemorrhage, respiratory distress syndrome, bronchopulmonary dysplasia or sepsis), age category at follow-up and sociodemographic factors as independent variables. RESULTS: 114 (90%) had a complete follow-up. Special education was found in 14% of the assessed children. More children in the older age group than in the younger age group were placed in special school (20% versus 10%). Behavioural problems were scored in 39% of the assessed children attending mainstream education. Special education was related to neonatal complications (bronchopulmonary dysplasia), behavioural problems to the absence of either parent. CONCLUSION: This specific group of growth-retarded children is at serious disadvantage for adequate performance in school, although the incidence of special education and behavioural problems was comparable to other preterm infants. Both special education and behavioural problems were not related to obstetric variables as gestational age and/or birth weight.

Child↗
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↗