bluuebunny/crossref_metadata_2025 huggingface dataset:
Does poverty alleviation decrease depression symptoms in post-conflict settings? A cluster-randomized trial of microenterprise assistance in Northern Uganda
Authors: Green E. P. , Blattman C. , Jamison J. , Annan J.
Published: February 2016

Background.

By 2009, two decades of war and widespread displacement left the majority of the population of Northern Uganda impoverished.

Methods.

This study used a cluster-randomized design to test the hypothesis that a poverty alleviation program would improve economic security and reduce symptoms of depression in a sample of mostly young women. Roughly 120 villages in Northern Uganda were invited to participate. Community committees were asked to identify the most vulnerable women (and some men) to participate. The implementing agency screened all proposed participants, and a total of 1800 were enrolled. Following a baseline survey, villages were randomized to a treatment or wait-list control group. Participants in treatment villages received training, start-up capital, and follow-up support. Participants, implementers, and data collectors were not blinded to treatment status.

Results.

Villages were randomized to the treatment group (60 villages with 896 participants) or the wait-list control group (60 villages with 904 participants) with an allocation ration of 1:1. All clusters participated in the intervention and were included in the analysis. The intent-to-treat analysis included 860 treatment participants and 866 control participants (4.1% attrition). Sixteen months after the program, monthly cash earnings doubled from UGX 22 523 to 51 124, non-household and non-farm businesses doubled, and cash savings roughly quadrupled. There was no measurable effect on a locally derived measure of symptoms of depression.

Conclusions.

Despite finding large increases in business, income, and savings among the treatment group, we do not find support for an indirect effect of poverty alleviation on symptoms of depression.
Numerical and theoretical investigation of pulsatile turbulent channel flows
Authors: Weng Chenyang , Boij Susann , Hanifi Ardeshir
Published: February 2016

A turbulent channel flow subjected to imposed harmonic oscillations is studied by direct numerical simulation (DNS) and theoretical models. Simulations have been performed for different pulsation frequencies. The time- and phase-averaged data have been used to analyse the flow. The onset of nonlinear effects during the production of the perturbation Reynolds stresses is discussed based on the DNS data, and new physical features observed in the DNS are reported. A linear model proposed earlier by the present authors for the coherent perturbation Reynolds shear stress is reviewed and discussed in depth. The model includes the non-equilibrium effects during the response of the Reynolds stress to the imposed periodic shear straining, where a phase lag exists between the stress and the strain. To validate the model, the perturbation velocity and Reynolds shear stress from the model are compared with the DNS data. The performance of the model is found to be good in the frequency range where quasi-static assumptions are invalid. The viscoelastic characteristics of the turbulent eddies implied by the model are supported by the DNS data. Attempts to improve the model are also made by incorporating the DNS data in the model.
Can't Let It Go: Hate in Interpersonal Relationships
Authors: Aumer Katherine , Bahn Anne Cathrine Krebs , Janicki Cortney , Guzman Nicolas , Pierson Natalie , Strand Susanne Estelle , Totlund Helene
Published: February 2016

Theories concerning hatred in personal relationships lack empirical evidence. These two studies address the need to provide empirical information about how hate works in interpersonal, loving relationships. Effort justification theory (Aronson & Mills, 1959) suggests that past hate may have a beneficial function in relationships that remain together; however, if hate is a truly destructive motivation (Rempel & Burris, 2005), this hate may have a lasting irreconcilable impact on the quality of the relationship. By surveying people in both the United States and Norway about their personal loving relationships, we discovered that hatred leaves a lasting deleterious impression on interpersonal relationships. People are more likely to report less intimacy, satisfaction, and love with people they have previously hated. Furthermore, effort justification and cognitive dissonance, when measured as relationship length, was observed in the report of higher commitment to those previously hated. Future assessments of relationship quality should consider measuring hatred and length of relationship.
Conscription, Charity, and Citizenship in the Early Republic: The Shaker Campaign for Alternative Service
Authors: Dorsey Jennifer
Published: February 2016

The War of 1812 ignited a fierce debate in New York about the rights, duties, and responsibilities of citizens in wartime. Two counties in the Upper Hudson River Valley (Rensselaer and Columbia) openly revolted against Governor Daniel D. Tompkins's draft of local militiamen. In September 1812, opponents of the war met in a countywide assembly where they declared the federal draft of the New York militia an “assumption of power, unwarranted by the constitution, [and] dangerous to the rights and privileges of the good people of this state.” The assembly further resolved to defy the governor's detachment order, and as a result, less than a third of the 860 militiamen drafted from Columbia and Rensselaer Counties appeared at the designated rendezvous points. Within weeks, the governor convened the first of three courts-martial to prosecute militiamen “who failed, neglected or refused to obey the orders of the commander in Chief of the said State.” As late as 1818, the New York State legislature insisted upon making a “salutary example” of men who “disregard the voice of duty and the requisitions of law.”
MINDING THE MIDDLE IN HELIODORUS’ AETHIOPICA: FALSE CLOSURE, TRIANGULAR FOILS AND SELF-REFLECTION
Authors: Grethlein Jonas
Published: February 2016

A change in the form of narrative presentation divides Heliodorus’ Aethiopica in two halves, the first embracing Books 1–5, the second Books 6–10. The shift has been described in different terms: Keyes notes that, whereas the first part uses an in medias res opening, the second follows by and large chronological order. Morgan ascribes to the first half a ‘hermeneutic impulse’ that gives way to an ‘end-directed’ drive in the second half. Using Sternberg's concept of narrative time, one could say that by and large the first five books are dominated by curiosity, the second five books by suspense: after trying to fathom the prehistory, the reader then directs her attention to the further development of the plot. The shift, however, concerns not only the orchestration of time, but also the stance of the narrator: while Hefti juxtaposes the net of embedded narratives in the first five books with the predominance of the primary narrator in the last five books, Futre Pinheiro considers the shift in terms of ‘showing’ and ‘telling’. The difference between the two halves of the Aethiopica thus hinges on the central narratological categories of time and voice.
OLIVE YIELDS FORECASTS AND OIL PRICE TRENDS IN MEDITERRANEAN AREAS: A COMPREHENSIVE ANALYSIS OF THE LAST TWO DECADES
Authors: ORLANDI F. , AGUILERA F. , GALÁN C. , MSALLEM M. , FORNACIARI M.
Published: February 2016

The main objective of this research was to utilize pollen monitoring methodology to predict olive yields in three Mediterranean olive cultivation areas (Spain, Italy and Tunisia) and their relationships with the olive oil price dynamics. Moreover, olive yield and olive oil production compared with olive oil price trends in the last two decades was evaluated. The statistical analyses confirmed that biological parameters such as the pollen emission, the pollen season start (Pss), the full flowering (Ff) date or the pollen season length (Psl) showed positive correlation values with productive parameters, especially the Pollen Index (Pi). However, the difficulty to define clear relationships with oil price for optimizing the marketing strategies can be due to the olive sector European policy and to the complex international olive oil market situation. The occurrence of unharvested trees was increased and the reduction in agricultural operations as well as non-harvesting could become more widespread above all in traditional extensive systems.
Purification of a chymotrypsin-like enzyme present on adultSchistosoma mansoniworms from infected mice and its characterization as a host carboxylesterase
Authors: IGETEI JOSEPH E. , LIDDELL SUSAN , EL-FAHAM MARWA , DOENHOFF MICHAEL J.
Published: February 2016

A serine protease-like enzyme found in detergent extracts ofSchistosoma mansoniadult worms perfused from infected mice has been purified from mouse blood and further characterized. The enzyme is approximately 85 kDa and hydrolyses N-acetyl-DL-phenylalanineβ-naphthyl–ester, a chromogenic substrate for chymotrypsin-like enzymes. The enzyme fromS. mansoniworms appears to be antigenically and enzymatically similar to a molecule that is present in normal mouse blood and so is seemingly host-derived. The enzyme was partially purified by depleting normal mouse serum of albumin using sodium chloride and cold ethanol, followed by repeated rounds of purification by one-dimensional sodium dodecyl sulphate polyacrylamide gel electrophoresis. The purified material was subjected to tandem mass spectrometry and its derived peptides found to belong to mouse carboxylesterase 1C. Its ability to hydrolyseα- orβ-naphthyl acetates, which are general esterase substrates, has been confirmed. A similar carboxylesterase was purified and characterized from rat blood. Additional evidence to support identification of the enzyme as a carboxylesterase has been provided. Possible roles of the enzyme in the mouse host–parasite relationship could be to ease the passage of worms through the host's blood vessels and/or in immune evasion.
Research on new creative conceptual design system using adapted case-based reasoning technique
Authors: Hu Jie , Ma Jin , Feng Jin-Feng , Peng Ying-Hong
Published: February 2016

Creative conceptual design requires significant previous design knowledge. Case-based reasoning enables learning from previous design experience and has a great potential in supporting creative conceptual design by means of seeking to retrieve, reuse, and revise most appropriate cases to generate inspired solutions. However, traditional case-based reasoning based creative conceptual design models focus on design strategies research, pay little attention to defining a consistent knowledge representation model, and neglect the research to make various types of knowledge retrieval tractable. Faced with such drawbacks, the expected design knowledge cannot be retrieved properly, especially in cases where multidisciplinary knowledge is concerned or exact query terms are absent. In order to solve these issues, this paper presents a combined approach to support creative conceptual design process. First, function–behavior–structure knowledge cell is introduced as a unified consistent design knowledge representation model. Second, a hybrid similarity measure is proposed to increase the overall possibility of obtaining useful design knowledge by considering semantic understanding ability. Third, an intelligent creative conceptual design system has been developed with a case study of a novel insulin pump design to demonstrate its usage, and two experiments are conducted to evaluate the performance of the proposed approach. The results show that the proposed approach outperforms other case-based reasoning based creative conceptual design models.
The Delivery of Educational Technical Assistance Services for Children with Special Learning Needs: Development, Implementation and Evaluation
Authors: Maggs Alex
Published: February 2016

Technical assistance may be defined as help from an outside agency designed to improve the competence of educational service delivery personnel by increasing their planning, management and organisational or programmatic skills as applied to tasks of service delivery to pupils. Such assistance may function within and between the federal, state or regional levels of governments, tertiary institutions, schools and other agencies concerned with educational service delivery. The limitations of traditional ‘ad hoc’ consultation systems are discussed and a formal model for technical asssistance delivery is proposed. It is argued that a realistic service would combine both formal and informal elements and would include problem analyses, development of inservice training curricula, the conduct of surveys and service needs, assessment, development and review of publications, design and conduct of evaluations, assistance to apply new techniques of service and other means of translating knowledge into practice.
A Comparison of Social and Pre-vocational Competency Devices for use with Mildly Retarded Adolescents in Victorian Schools
Authors: Bliss Barbara , Halpin Stan A.
Published: February 2016

This research examines current systems being used to evaluate mildly I.H. adolescents in their last years of schooling. The suitability of the S.P.I.B. and the P.A.C-2 as evaluation devices in social and pre-vocational competence for students attending Victorian Special Schools was examined. Eighteen Special School S’s were administered the S.P.I.B. and evaluated on P.A.C-2. The sample showed to have similar competencies with the standardization samples of both the S.P.I.B. and the P.A.C-2. A positive correlation was found between Victorian S’s particular P.A.C-2 and S.P.I.B. ability areas. The P.A.C-2 has also shown that it has a realistic relationship between evaluation and further training.
The Professional Preparation of Teachers and Early Childhood Educators: Changes in the Wind
Authors: Stedman Donald J.
Published: February 2016

The recent advances in research in child development and early educational intervention programs signal a clear need for significant reform of the methods now used to prepare teachers of preschool age children with special needs. The changes need to vary in kind and amount. Reforms need to address both content and clinical skill development. And, competent personnel must be produced in greater numbers.
Current Issues in the Education of Children with Profound and Multiple Learning Difficulties
Authors: Carpenter Barry
Published: February 2016

Of late, considerable attention has been paid to the educational provision of children with profound and multiple learning difficulties (P.M.L.D.), (Evans & Ware, 1987; Hogg & Sebba, 1986). Why has the spotlight suddenly fallen to this group of children? Improved postnatal care, high standards of medical care generally, and a wider range of life-sustaining medication has increased the longevity of brain-damaged children, and more are able to enter the education system. In addition, the demise of hospitals for people with a mental handicap has meant a cessation of educational provision for children with mental handicap within these settings. As the concept of normalization permeates the health and social services departments, more “care in the community” projects arise, and children not living at home with their parents are given places in community-based residential facilities (Wolfehsberger, 1972).
Inservice Education for Special Education Resource Teachers
Authors: Martens Mary-Helen
Published: February 2016

The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent:

•

the nature of the role of the special educator in the regular school was changing;

•

the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;

•

the special educator was often unsure of his/her role and of how best to respond to the needs within the school;

•

the level of expertise and experience of the special educators varied greatly.
Use of a Changing Criterion Procedure Incorporating Backward Chaining to Teach an Autistic Youth to Tie Shoe Laces
Authors: Sadlier Julie , Dixon Robyn S. , Moore Dennis W.
Published: February 2016

This study demonstrates the effective use of a changing criterion procedure, incorporating backward chaining and contingent social reinforcement to teach an autistic youth to tie shoe laces. A task analysis was undertaken to identify the six components of the task and backward chaining was employed to facilitate task completion. The speedy and successful implementation of this procedure suggests that it might usefully be employed in other areas of self care training.
Effective Instruction for Adults who have Intellectual Disabilities: What Really Happens?
Authors: Hinton Zanetta , Ballard Keith D
Published: February 2016

The aim of the present study was to describe the strategies used by four staff when teaching people who have intellectual disabilities in residential and vocational facilities, and to compare their teaching methods with the strategies taught in staff training courses. Data was collected during three months of participant observation, and showed that effective instruction occurred through a range of strategies which emphasised teaching as an interactive process based on a close knowledge of the client. While the participating staff used aspects of behavioural instruction techniques, they did not write programs or record, collect or graph data, even though their training courses suggested they should do so, indicating a discrepancy between usual practices and staff training.
Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School
Authors: Winter Sam , Yuk-Wah Leung , Kwai-Heung Ma
Published: February 2016

Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.
Implementing Self-Recording of On-Task Behaviour in a Class of Ten Primary Aged Children with Learning Difficulties
Authors: Wheldall Kevin , Hotchkis Greg , Thompson Ian , Kent Margaret
Published: February 2016

A demonstration study is described in which self-recording was implemented with an upper primary class of ten children with learning difficulties. Following a baseline period, an alternating conditions design was employed which demonstrated a mean rise in on-task behaviour of 10% as a result of the self-recording intervention employed.
Special Education In Nigeria
Authors: Adima Emmanuel E
Published: February 2016

The desire of Nigeria as an independent country is to give to its citizens a free, just and democratic society where no one is oppressed. This humane philosophy guarantees maximum self realization to all citizens including children with special needs.

Nigeria was not always one country as it is today. The territory according to Iloeje (1981) was formerly made up of various states, empires and small territories. The largest and most influential of these was the Fulani Empire which extended over most of northern Nigeria in the nineteenth century.

As a result of British annexation of territory, Nigeria as a country came into being in 1914 when the then Northern and Southern Nigeria were amalgamated. Britain administered the country as one political unit for forty-six years. In 1960, Nigeria became independent as a federation of three regions - Eastern, Western and Northern, with Lagos as the federal capital. Nigeria now has twenty-one states, each with some degree of autonomy, and an estimated population of 120 million.
Efficacy research in early intervention: An elusive quest?
Authors: Kemp Coral , Cart Mark
Published: February 2016

The last two decades have given rise to the development of a large range of Early Intervention programs catering for the needs of infants and young children who are environmentally disadvantaged, biologically ‘at risk’ or who have established disabilities. From the time programs of this type were first established, researchers have been struggling to demonstrate their efficacy. These attempts have been impeded by ethical concerns and methodological difficulties. This paper presents a review of the efficacy literature in Early Intervention. While questioning the value of the ‘quest’ to establish efficacy per se, it highlights the importance of identifying critical program components and of testing the impact of these components through carefully controlled short and long-term research.
Beyond early intervention: An initial followup of children who participated in an early intervention program in a Queensland provincial city
Authors: Hawke Andrew , Hayes Alan
Published: February 2016

This paper reports a follow-up study of the educational progress of three cohorts of students who left an early intervention program operating at a Special Education Developmental Unit (SEDU) in a large provincial city, in Queensland, during 1989, 1990 or 1991. The purpose of the research was to evaluate some aspects of the short to mediumterm efficacy of the program. The study aimed to: (a) identify parents’ perceptions of the services offered at the SEDU, (b) track students’ educational placements since leaving the SEDU, (c) evaluate parents’ and current teachers’ perceptions of students’ current educational placements, and (d) identify areas where SEDU services and other educational services could be improved. The results indicate that the early intervention program facilitated the development of children, and that the majority of parents viewed the SEDU services favourably; however, they were not as positive about their child’s rate of progress in the subsequent placement. Half the parents and teachers also reported that children needed more help, or much more help, at school. They identified a clear need for additional support services, in particular therapy programs, in schools. Despite the reported need for additional support services to schools, the study showed that the majority of students who left the SEDU were placed in regular education settings and were maintained in these regular schools. The paper concludes with a discussion of the implications for policy, practice and research.
Conductive Education in Australia: An investigation
Authors: Dowrick Margaret
Published: February 2016

The Hungarian educational system of Conductive Education has been adapted in Australia for 20 years. Despite the ad hoc nature of its development, many positive outcomes have resulted. In this paper, these outcomes including those from an increasing number of scientific studies are examined. Eight studies are examined which have addressed three important aspects i.e. the nature of Australian adaptations, the efficacy or (validity) of the adapted programs and the role of parents in the early intervention process. The limitations of the methodologies and findings used in the eight studies are identified, yet this paper concludes that the findings of these studies though inconclusive demand further investigation. Three recommendations for future study are included.
Learner and Teacher: Perhaps the most Important Partnership of All
Authors: Westwood Peter
Published: February 2016

The Des English Memorial Lecture AASE National Conference, Adelaide, 1994

There can be no simplistic model of a “good teacher” - the perception of good teaching, like beauty, lies in the eye of the beholder and depends on the nature of the interaction between teacher and student (Batten: 1993, 13).
The Education of Children in Hospital Schools
Authors: Murphy Julia , Ashman Adrian F.
Published: February 2016

Children who are admitted to hospital for short or long periods of time are affected by the medical circumstances in which they find themselves, but they are also disadvantaged by their inability to continue attending their local schools. In many Western countries, hospital school services are provided to meet the needs of this group of special students. This paper overviews the development of hospital school services, the role they play in the medical and educational welfare of hospitalised children, and the importance of their existence in fulfilling the social justice goal of education for all students.
Trends and Influences in the Integration of Students with Disabilities in Australia
Authors: Dempsey Ian , Foreman Phil
Published: February 2016

Although support for the integration of students with disabilities has increased in the past 20 years in Australia, it has not been clear to what extent this support has resulted in less restrictive educational placements for these students. This paper reports the results of an analysis of trends in the placement of students with disabilities in Australian schools. The paper also discusses the influence on this educational placement by sex, age and number of disabilities of school students, and their State of residence. This discussion follows the analysis of portions of a national data set compiled by the Australian Bureau of Statistics that related to people with disabilities.
Educational Service Provision for Students with Mild Intellectual Disability: Curriculum and Programming, Teaching Strategies and Classroom Management
Authors: Conway Robert , Robinson Greg , Foreman Phil , Dempsey Ian
Published: February 2016

This paper is the second of two which report the results of a three stage study of educational services to students with mild intellectual disability in two NSW Department of School Education regions. The three phases of the study involved a teacher questionnaire, a teacher interview and classroom observations. This paper reports results in the areas of curriculum and programming, teaching strategies and materials, and classroom management techniques within the special class setting. The study found that 85% of teachers would like a specific curriculum for students with mild intellectual disability and a similar percentage saw a need for greater inservicing and feedback on their programming. While teachers reported the use of a variety of teaching techniques including small group instruction, classroom observations showed that individual or whole class instruction was commonly used with no evidence of data-based instruction, cognitive, metacognitive or problem solving strategies. Some teachers found that classroom management took a considerable amount of their time while others, including those observed, had strong classroom control. Recommendations based on the findings in each of the three areas are also reported and discussed.
Early Literacy: A Developmental and Comparative Analysis
Authors: Robinson G. , Rutten C. M.
Published: February 2016

In two experiments, the acquisition of literacy skills by three to six year olds was examined to (1) assess a possible developmental sequence of knowledge about print and word reading, and (2) compare the skill levels of good and poor six year old readers using a developmental model.

The first experiment involved 30 three, four and five year olds from a preschool and primary school who were assessed on a battery of tasks designed to measure five aspects of awareness of print and word reading concepts. The five aspects assessed were concepts about print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge and word reading. Analysis of the data showed a developmental expansion of print related concepts and skills with age.

In the second experiment, using similar methodology, 25 good six year old readers performed significantly better than 22 poor six year old readers across all component measures and a developmental lag reading disability model was thus implied.
Transition From Early Intervention to School: A Family Focussed View of the Issues Involved
Authors: Bentley-Williams Robyn , Butterfield Nancy
Published: February 2016

This paper focuses on the concerns facing families of young children with disabilities as their child approaches transition to school. Three families were interviewed to gain insight into a) their feelings and concerns about their child’s transition to school, b) their understanding of the supports that currently exist and those that are needed to facilitate transition, and c) the influence of society on the development of the family’s values and attitudes which affect decisions about transition to school.

The results of the three interviews confirm earlier research findings which indicate the necessity to involve parents fully in the transition to school planning process. The anxiety and stress expressed by these families highlights the need for systematic planning, regular communication with families about the processes available to support them and the provision of opportunities to share information about their child with staff in the school setting.

By listening and reflecting on the feelings and concerns expressed by these three families, the complexity of the transition to school period is highlighted. Each family’s uniqueness needs to be respected. The perceptions they have developed about the situation, guide their beliefs and actions at this time. Such perceptions develop over time resulting from previous experiences, the influence of friends and family, and the attitudes and acceptance of members of the community.
Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities
Authors: Sigafoos Jeff , Bushell Heidi , Tucker Madonna
Published: February 2016

This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.
The Depiction of Disability in Children’s Literature: Changes for the Better, with Particular Attention to Three New Titles; Mama Zooms (Cowen-Fletcher, 1993), The Race (Mattingley, 1995), and No Time At All (Sallis, 1994)
Authors: Sare Margie
Published: February 2016

Children’s literature has the power and potential to reflect societal attitudes. Changes in attitudes towards disability in Western literature can be traced by “turning the pages” through the history of children’s books. This paper addresses issues concerning children’s literature published during the past few decades. Have there been improvements since Baskin and Harris’ (1977) major review of children’s fiction depicting characters with disabilities written between 1940 and 1977? This study revealed that stereotypical portrayals of characters with disabilities were common. Furthermore, have there been attempts to move away from the educative properties of “quasi-fiction” used to promote integration of children with disabilities into regular schools? This paper concludes that many recently published children’s books of the 1980s and 1990s are presenting a more realistic and positive picture of characters with disabilities. Three new titles have been examined in detail. The success of these books in creating a climate of tolerance and empathy towards characters with disabilities is due to their high standards of literary merit and attractive, sophisticated presentation.
A Bleeding Nuisance: The Educational Implications Of Haemophilia
Authors: Benseman John , Park Julie
Published: February 2016

This article reviews the findings of a comprehensive national study of the social effects of haemophilia in New Zealand, with reference to the educational implications for children with haemophilia. However, these implications go well beyond New Zealand and many apply to children with other medical conditions and disabilities. Although children with haemophilia do make some special demands on schools, the main argument of the report is that schools which provide socially and physically safe environments for their students’ will also meet many of the needs of children with haemophilia.
Corrective Feedback in Whole Language Teaching: Implications for Children with Learning Problems
Authors: Fields Barry A. , Kempe Ann
Published: February 2016

Corrective feedback has long been regarded as an essential element in the teaching-learning process. There is, however, little agreement among educators as to what constitutes appropriate feedback. In reading instruction, views on error correction differ in relation to the perspective on reading adopted.

In this study, the corrective feedback of whole language teachers was examined. The responses of teachers to a set of oral reading miscues were compared to recommended practices for whole language practitioners and to ideal feedback behaviour based on a review of the literature on effective teaching. This information was then used as a basis for examining both the strengths and limitations of whole language instruction for children who experience difficulty in learning to read.
In Pursuit of Disciplined Schooling
Authors: Slee Roger
Published: February 2016

In his play The Life of Galileo Bertolt Brecht (1963) identifies the need for lateral approaches to problem solving. This is achieved when Andrea attempts to infuse hope in the shrunken character of his teacher Galileo, who has recanted his astronomical discoveries to the church inquisitors. Andrea provides wise counsel for those confronting the problem of disruptive behaviour in schools. He reminds Galileo that:

… you said, “Misfortune comes from insufficient foresight”. And, “Taking obstacles into account, the shortest line between two points may be a crooked one”. (p.16)
Behaviourally Disordered Children: Current Issues and Future Direction
Authors: Cross Darryl G. , She Phillip T.
Published: February 2016

Children and young persons with severe behavioural disorders are attracting an increasing amount of political attention and publicity due to the disruption which many of them cause in community and educational settings. In this paper the authors examine definitions of behavioural disorders and summarize recent literature in the area. Other issues raised relate to prevalence data, and the apparent growth of the problem of disruption, the stability of behavioural disorders across time into adolescence and adulthood, and the increase in stress in teachers attributable to the presence of children with behavioural disorders in schools. Management approaches are described which hold promise of alleviating the problem for pupils, teachers and the wider community.
Supported Competitive Employment
Authors: Tuckerman Phil
Published: February 2016

The task of providing employment opportunities for students and adults with an intellectual disability is a difficult one. One of the more promising approaches is based on the supported competitive employment programs developed in the United States, particularly at the University of Washington (Rusch, 1986). In this section outlines of two Australian programs are provided as examples of the supported competitive employment approach. Full reports of both programs were provided in papers delivered at the 1987 AASE National Conference in Melbourne, by Phil Tuckerman and Jennifer Green.
The Effect of Word Study and Cognitive Strategy Training on Students’ Spelling Abilities
Authors: Knight Bruce Allen , Smith Judith M.
Published: February 2016

There is mounting evidence to support the belief that not all students learn to spell by immersion in reading and writing alone. The intervention to teach spelling described in this paper combines the direct instruction in the study of words together with the use of spelling in an integrated language system. Students in a regular classroom were categorised into three groups (good spellers; average spellers and poor spellers including those identified as average to good readers). Specific areas explored included students’ attitudes, knowledge and spelling ability in isolation and in context. Results suggested the intervention was effective for all students, especially in terms of their knowledge about the language system, strategies and their own spelling misconceptions.
Learning Difficulties: The Millennium and Other Bugs
Authors: Issacson Stephen
Published: February 2016

I live and work in the beautiful city of Portland, Oregon. I realize that some of you may not know exactly where Oregon is. When I lived for a year in England, most of the people I met thought Oregon was somewhere in the middle of the U.S. like the other “O” states – Oklahoma and Ohio. However, when I told my English friends that Oregon was the state immediately north of California, they knew exactly where it was. Everyone, it seems, knows where California is: Hollywood, surfers, Disneyland, etc.
“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours
Authors: Symonds Gwyn
Published: February 2016

This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.
The Development of Talent in Young Adults with Williams Syndrome: An Exploratory Study of Ecological Influences
Authors: Milne Harry
Published: February 2016

This mixed methods study employed comparative, case‐study methodology to explore influences affecting the development of musical interests and achievements in eight female and eight male young adults with Williams Syndrome. Components of the “Schoolwide Enrichment Model” (Renzulli & Reis, 1997b) were used to guide the study. Caregivers completed telephone interviews and checklists from their homes and participants completed a range of interviews and questionnaires while attending a 10‐day, music, talent development program. Results indicated influences, identified through the ecological model, constructivism and behaviourism that influenced the development of supportive, inclusive school communities that may have affected the development of the participants and their musical potential.
The Australian Association of Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond
Authors: van Kraayenoord Christina E.
Published: February 2016

It is an honour to be invited to present the Des English Memorial Lecture at the 30thAnnual National Conference of the Australian Association of Special Education (AASE) in 2005. Des English was the first President of this Association. Much of what he stood for was embedded in a respect for the abilities of students with special needs and his desire to ensure that these students had the best opportunities to learn. He was deeply committed to the belief that a professional organization such as the Australian Association of Special Education was needed to develop teachers and administrators who were knowledgeable and skilled, and he worked tirelessly to establish this Association, continuing to work with energy towards the goal of enhancing the education of students with special needs through the professional development of their teachers until his death in 1977.
Inclusive Education in Bangladesh
Authors: Ahsan Mohammad Tariq , Burnip Lindsay
Published: February 2016

This article reports on inclusive education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Special education and integrated education models exist in Bangladesh. The difference is that almost all school age children with disabilities in developed countries such as Australia are in education, whereas, 89% of children with disabilities are not in education in Bangladesh. New initiatives for Bangladesh are described, and further initiatives are suggested, such as link programmes between regular and special schools, dual placement provisions, development of special units in regular schools, initiation of model schools for others to follow and inter‐ministerial and inter‐agency collaborations to improve inclusive education practices.
Educational Supports for Students with Disabilities and Significant Behavioural Challenges: Teacher Perceptions
Authors: Ford Jerry
Published: February 2016

This study examined teacher perceptions of educational supports for students with disabilities and significant behavioural problems. Specifically, the study sought to (a) identify the types of behavioural problems displayed by students identified as exhibiting significantly challenging behaviour; (b) ascertain the types of supports and resources available to teachers to support students with challenging behaviours; and (c) elicit recommendations from teachers for how best to provide support for students with disabilities and significant behavioural challenges. Findings from the study indicated that the teachers were routinely being exposed to students who exhibited relatively high levels of significantly challenging behaviour. Teachers reported that they did not feel sufficiently prepared or supported to work successfully with such students and expressed the need for comprehensive, regular, and ongoing professional development activities that were aligned with their needs and those of their students. Despite the challenges encountered, the teachers expressed a strong commitment to assisting students with significant behavioural problems to achieve positive outcomes.
An Emperor with No Clothes? Inclusive Education in Victoria
Authors: Wu Chi-Cheng , Komesaroff Linda
Published: February 2016

In this article, the authors review the way in which the Victorian government has responded to the inclusion of students with special educational needs (SEN) in mainstream schools, and consider what further efforts could be made to improve inclusive educational practices. Key measures introduced by the state education authority in relation to the inclusion of students with SEN in mainstream schools include a new funding mechanism, a whole-school approach to addressing students’ reading difficulties, and arrangements to exempt students with SEN from state and national testing. System authorities have been faced with a surge in the number of students identified as having SEN (resulting in funding blowouts and subsequent changes to eligibility criteria). Although intended to support students with SEN in mainstream settings, the approaches adopted may be falling far short of the needs of these students.
Supported Competitive Employment
Authors: Green Jennifer
Published: February 2016

The Community Options Program Employment (COPE) Project, was initiated in October 1985 by the Consultant for Students with Intellectual and/or Physical Disabilities at Blacktown College of TAFE (New South Wales Department of Technical and Further Education). It is a cooperative program in on-site training and competitive employment support, for workers with an intellectual disability.
Acquisition of Simple Sentence Structure in a Child Exhibiting ‘Autistic’ Behaviours
Authors: Stieler Stuart R.
Published: February 2016

The use of operant techniques in the teaching of language and speech skills has developed to the extent that rehabilitation of pathological speech conditions such as asphasia and stuttering has been repeatedly demonstrated (Sloane and MacAulay, 1968). Children labelled psychotic and autistic are also reported to have benefited from operant approaches (Lovaas, 1968; Hewett, 1965). Later work by Baer and Guess (1971), and Wheeler and Sulzer (1970) developed complex speech patterns in their subjects. The latter developed telegraphic speech into a complete sentence format and Baer and Guess developed correct use of comparative and superlative adjectives.