ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive Education in Developing Countries in the Sub Saharan Africa: From Theory to Practice
Author: Charema, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Special Schools,Inclusive Schools,Equal Education,Educational Quality,Foreign Countries,Theory Practice Relationship,Teacher Education

The various policy documents that have emerged over time stressed the principles of human rights, social justice, quality education for all, the right to a basic education; equality of opportunity, and re-address of past educational inequalities. This paper gives the background of inclusion and further tries to motivate and suggest how developing countries can move from theory to practice. It looks at inclusive education and its demands, the position of regular schools, a discussion on constraints experienced by developing countries in relation to the demands of inclusion, implications for integration and special schools as well as teacher training.
Child-Rearing Practices and Delinquency in Children and Adolescents
Author: Kiriakidis, Stavros P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Intervention,Delinquency,Child Rearing,Adolescents,Family Environment,Social Development,Children,Role,Attribution Theory,Prevention,Family Relationship,Antisocial Behavior,Emotional Development

The present paper is an overview of studies examining the way family influences the development of delinquency in adolescents. The review focused on published papers dealing with the association of adolescent delinquency and their families. The association between family practices and juvenile delinquency, with potent predictive value is established and bidirectional effects exist. However the influence from parents to adolescents is stronger. In addition indirect evidence, from early intervention studies, supports the causal role of family variables in the development of juvenile delinquency. Effective family functioning, in spite of several social adversities, exerts a buffering influence on children, thus protecting them from delinquent behavioural manifestations. Finally, the assumption that genetic influences are responsible for both poor child-rearing practices by the parents and juvenile delinquency is not well supported by the literature, suggesting that effective parenting exerts an independent influence in the socioemotional functioning of children and adolescents. The evidence suggests that effective child rearing practices is a necessary though not sufficient factor for the psychosocial development of children and adolescents. Educational programmes, of a preventive nature, could be promising in reducing levels of delinquency. The important role of family functioning in protecting children and adolescents from antisocial behaviours is evident from many studies internationally. The protective role of parenting is generally supported. The role of a supportive family environment could be suggested as a protective factor for juvenile delinquency.
Demographic Profile and Athletic Identity of Traumatic Spinal Cord Injured Wheelchair Basketball Athletes in Greece
Author: Vasiliadis, Angelo
Date: 2010-00-00
Type: Journal Articles
Subjects: Accidents,Team Sports,Physical Activities,Traffic Safety,Injuries,Athletes,Training,Foreign Countries,Profiles,Assistive Technology,Questionnaires

An epidemiological study conducted across the country of Greece was conducted in order to determine the profile and the athletic identity of spinal cord injured (SCI) wheelchair basketball athletes who participated to the 13th Greek Wheelchair Basketball Championship and Cup. The Disability Sport Participation questionnaire was used for data collection, which was conducted by Williams. A total of 29 Greek athletes with SCI were participated between November 2007 and May 2008. Twenty-eight men and one woman wheelchair basketball players participated in the study (mean age of 36 years, range 19-56 years). The most common cause of injury was traffic accident (75.9%) then falls (20.7%) and injuries from diving (3.4%). Half of the athletes live alone (51.7%) and sixteen athletes (55.2%) graduated from senior high school. Nearly half of them (n = 14; 48.3%) performed about three training sessions per week. From the results it can be deduced that the spinal cord injured athletes of wheelchair basketball constitute the 31.5% of the total number of athletes. They have a basic level of training hours and days per week, they are not trained in a professional class and as result they did not met the relevant criteria to be in an elite class of athletes. Further research is needed to focus on athletic identity and training patterns of all Paralympics sports in Greece in order to evaluate the growth of its sports separately. (Contains 7 tables and 2 figures.)
Elementary Physical Education Teachers' Attitudes towards the Inclusion of Children with Special Needs: A Qualitative Investigation
Author: Combs, Sue
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Adapted Physical Education,Teaching Styles,Inclusive Schools,Negative Attitudes,Disabilities,Physical Education Teachers,Special Needs Students,Teacher Attitudes,Attitudes toward Disabilities,Lesson Plans,Developmentally Appropriate Practices,Measures (Individuals),Qualitative Research

Laws and legislation have resulted in children with special needs being placed in general physical education (GPE) classes with general physical educators. The purpose of this study was twofold; (a) to identify two practicing teachers with positive attitudes towards inclusion of students with mild to moderate disabilities and two teachers with negative attitudes towards inclusion of students with disabilities using Rizzo's (1993) Physical Education Attitudes Toward Individuals with Disabilities survey (PEATID), and (b) to investigate, through in-depth interviews, how their attitudes were formed and how it affected their teaching. Teachers with positive attitudes; (a) identified multiple focus areas and objectives in their teaching, (b) developed written lesson plans that incorporated several different teaching styles, (c) had received training in modifying and adapting physical education for students with disabilities, and (d) desired their students to be successful in their classes. The findings have implications for the field of physical education teacher education (PETE). PETE programs should develop programs of study that include adapted physical education classes. Additionally pre-service teachers should be taught how to plan, modify, and deliver developmentally appropriate activities for children with and without special needs.
Inclusive Education in Guyana: A Call for Change
Author: Ajodhia-Andrews, Amanda
Date: 2010-00-00
Type: Journal Articles
Subjects: Grounded Theory,Constructivism (Learning),Inclusive Schools,Change Agents,Disabilities,Foreign Countries,Special Needs Students,Attitudes toward Disabilities,Teacher Attitudes,Parent Attitudes

This study examines inclusive education within Guyana for children with special needs (zero to eight years), from the perspectives of policy makers, teachers, and parents (n = 22). The study is framed within a social-constructivist perspective, and uses grounded theory for the collection and analysis of data. Four themes emerged from the data as potential barriers to implementing inclusive education in Guyana: attitudes and perceptions toward those with special needs, change agents, resources, and experiences with children with special needs. This study describes the interrelating relationships between the core phenomenon (i.e., attitudes toward those with special needs), and the other conditions (i.e., change agents, resources, and experiences with children with special needs) necessary for successful inclusion. The interrelationship between these factors stimulates strategies or actions. These lead to consequences, which prevent sustainable and successful inclusive education within Guyana. There is a discussion of recommendations and conclusions that may assist in supporting inclusive education within Guyana. (Contains 1 figure.)
The Portrayals of Individuals with Physical and Sensory Impairments in Picture Books
Author: Koc, Kevser
Date: 2010-00-00
Type: Journal Articles
Subjects: Childrens Literature,Role Models,Picture Books,Content Analysis,Physical Disabilities,Social Attitudes,Disabilities,Consciousness Raising,Individual Differences,Perceptual Impairments,Interpersonal Relationship

Professionals agree that book characters can be excellent role models for young children. Therefore, analyzing children's literature portraying impairments provides valuable information for educators, parents, siblings, extended family members and librarians. In this study, forty-six picture books are analyzed in order to determine the relationships between the characters with and without physical and sensory impairments. The role of each character and the type of their relationship are analyzed in every occasion in which characters with and without physical and sensory impairments are involved in each story. The data analysis indicates eleven different relationship categories showing positive, neutral or negative portrayals. The results of the study imply that story characters change over time through their interactions in characters with impairments. The present study concludes that   children's literature contains significant promise with respect to helping children develop friendships by learning about and accepting individual differences. Interpretations of the findings were discussed and implications for practice were presented. (Contains 2 tables and 2 figures.)
What Do I Know? Parental Positioning in Special Education
Author: McCloskey, Erin
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Parents,Special Education,Parent Participation,Preschool Children,Special Needs Students,Parent Role,Teamwork,Parent School Relationship,Physicians,Administrators,Interaction

The literature that is meant to guide parental participation in special education often refers to parents as vital team members who are critical in designing the best programs for their children (The Family and Advocates Partnership for Education, 2004; The State Education Department, May 2002). However, a disconnect can occur between the information meant to guide parents and their experiences (Benson, Karlof, & Siperstein, 2008; Harry & Klinger, 2006; Rogers, 2003). This qualitative case study (Dyson & Genishi, 2005; Glesne, 1999; Merriam, 2001) uses positioning theory (Harre & van Langenhove, 1999b), to explore how Sherry, a parent of a preschool child with special needs, is positioned and positions herself, in interactions with doctors, teachers, and therapists when issues of disability and special education arise. In keeping with literature meant to guide her in school meetings, Sherry took an active position as a team member (reflexive positioning), and this position was accepted and celebrated by the providers and teachers who worked directly with her son. In the neurologist's office, this parent needed to negotiate her position with the doctor, bumping up against the medical model of disability (interactive positioning). Finally, at school district meetings, Sherry explains how the school officials make certain positions unavailable to her by evoking her role as her son's parent (interactive positioning). The researcher suggests ways to support parents' interactions with professionals involved in special education and implications for teacher education programs.
Understanding ADHD in Girls: Identification and Social Characteristics
Author: Grskovic, Janice A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Social Characteristics,Identification,Attention Deficit Hyperactivity Disorder,Psychological Patterns,Symptoms (Individual Disorders),Self Esteem,Correlation,Prosocial Behavior,Therapy

The purpose of this study was to identify the hyperactive, impulsive, social, and emotional characteristics of girls with symptoms of attention deficit hyperactivity disorder (ADHD). These characteristics could be used to increase the referral rates of these girls and provide implications for intervention. Parent and self-ratings of a school-based sample of 262 girls with and without ADHD were analyzed. Girls with ADHD were characterized as more verbally impulsive and hyperactive, faster in conversations and school-work, more easily bored, more often stirring up trouble, having difficulty waiting, and demonstrating greater moodiness, anger, and stubbornness than their peers. The girls with symptoms of ADHD also discriminated between their own appropriate versus inappropriate activity and demonstrated normal prosocial activities, the level of which was related to higher self-esteem. Implications are that ADHD characteristic behavior in girls can be identified earlier so that treatments can be studied and improved. (Contains 9 tables.)
Peer Relationship Problems of Children with AD/HD: Contributing Factors and Implications for Practice
Author: Ozdemir, Selda
Date: 2010-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Attention Deficit Hyperactivity Disorder,Peer Relationship,Intervention,Self Control,Aggression

Research has consistently documented that children with attention deficit/hyperactivity disorder (AD/HD) have significant problems in peer relationships and are strongly rejected by their typically developing peers. There is a growing recognition that traditional interventions, such as social skills trainings are no longer sufficient to address the staggering social needs of children with AD/HD. This paper introduces new directions in interventions for children with AD/HD and advocates that multi-component interventions can be highly beneficial to ameliorate the social problems of children with the disorder. Studies examining the peer relations in children with AD/HD are reviewed and available interventions are explored. In addition, problems with the application of various interventions are discussed and suggested practices are presented.
Effectiveness of the Touch Math Technique in Teaching Addition Skills to Students with Intellectual Disabilities
Author: Calik, Nuray Can
Date: 2010-00-00
Type: Journal Articles
Subjects: Mild Mental Retardation,Program Effectiveness,Arithmetic,Teaching Methods,Mathematics Instruction,Inclusive Schools,Elementary School Students,Generalization,Instructional Effectiveness,Visual Stimuli,Auditory Stimuli,Tactual Perception,Foreign Countries

The aim of this study was to investigate the effectiveness, generalizability, and the permanency of the instruction with the touch math technique. Direct instruction was used to the instruction of the basic summation skills of the students with mild intellectual disabilities. A multiple probe design across the subjects was used in this study. The participants included three students with mild intellectual disabilities in inclusive classrooms. They were second grader and their ages were 7-8 years old. The results of the study show that the use of touch math technique, based on direct instruction approach is effective in teaching the basic summation skills to the students with mild intellectual disabilities. The social validity results demonstrated that all the teachers have positive views towards the touch math technique and express that they would use this technique in their classes. (Contains 2 figures and 1 table.)
Reading Disabilities of Chinese Elementary School Students: Beyond the Phonological Deficits of Single-Character Identification
Author: Jin, Hua
Date: 2010-00-00
Type: Journal Articles
Subjects: Chinese,Phonology,Orthographic Symbols,Elementary School Students,Reading Difficulties,Reading Achievement,Identification,Alphabets

This study investigated the contributions of single-word identification and compound word categorization to Chinese students' reading achievement among 31 students with reading difficulties and 20 students without reading difficulties. The results suggested that, deficiency in single characters identification is not the primarily reason for dysfunction in reading Chinese. This is different from alphabetic language readers. Chinese students' difficulty in accessing the meaning of compound words in a specific context contributes greatly to students' reading achievement. The results call for researchers' and school teachers' attention to focus on teaching compound words during Chinese instruction. The results also suggested the need for further research on compound words. (Contains 5 tables.)
Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement
Author: Kurth, Jennifer A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Academic Achievement,Adolescents,Adjustment (to Environment),Profiles,Student Characteristics,Classroom Techniques,Student Placement,Mainstreaming,Inclusive Schools,Student Adjustment,Student Behavior,Academic Ability,Self Contained Classrooms,Comparative Analysis,Junior High School Students

The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles of adolescents with autism who have been educated in inclusive and self-contained settings are described using three measures: cognitive assessments, adaptive behavior, and academic achievement. Findings indicate significant between group differences (inclusion versus self-contained) in academic achievement measures. However, there were no significant differences in intelligence or adaptive behavior assessment scores for those adolescents education. Students who were included in general education obtained significantly higher scores on tests of achievement, including subtests measuring abstract and inferential skills; however, all students demonstrated emerging academic skills on standardized measures. The importance of academic inclusion for adolescents with autism is described. (Contains 2 tables.)
Comparative Study of Motor Performance of Deaf and Hard of Hearing Students in Reaction Time, Visual-Motor Control and Upper Limb Speed and Dexterity Abilities
Author: Gkouvatzi, Anastasia N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Education,Inclusive Schools,Intervention,Reaction Time,Partial Hearing,Deafness,Comparative Analysis,Psychomotor Skills,Tests,Hearing Impairments,Statistical Analysis,Elementary School Students,Foreign Countries

Using the Bruininks-Oseretsky Test the motor performance of 34 deaf--hard-of-hearing pupils, 6-14 year, was evaluated in reaction time, visual-motor control and upper limb speed and dexterity. The two-way ANOVA variance analysis for two independent variables, group, age, and the Post Hoc (Scheffe test) for multiple comparisons were used. The analysis indicated no statistically important differences between Deaf and Hard-of-Hearing, but showed statistically important differences in the age factor, visual-motor control (F[subscript 3,16] =5.06, p less than 0.05), speed and upper limbs dexterity (F[subscript 3,16] = 3.65, p less than 0.05) and interaction between group and age for the ability of visual-motor control (F[subscript 3,16] = 4.44, p less than 0.05). The results will show if it is necessary to schedule suitable intervention programs for the improvement of the performance in the specific abilities in order to allow the inclusion in the Physical Education courses. (Contains 7 tables and 1 figure.)
The Prevalence and Characteristics of Psychiatric Disorders among Adolescent Bedouin with Mild to Moderate Intellectual Disability
Author: Manor-Binyamini, Iris
Date: 2010-00-00
Type: Journal Articles
Subjects: Mental Disorders,Attention Deficit Hyperactivity Disorder,Pervasive Developmental Disorders,Anxiety Disorders,Incidence,Mild Mental Retardation,Clinical Diagnosis,Mental Retardation,Schizophrenia,Autism,Adolescents,Measures (Individuals),Foreign Countries,Anxiety,Special Schools,Fear,Gender Differences

The aim of this study was to examine the prevalence and types of psychiatric disorders among Bedouin adolescents with mild to moderate intellectual disability. This is the first study ever conducted on this topic within the Bedouin community in the Negev in Israel. The issue of psychiatric disorders among adolescents with intellectual disability is a complex one in general and even more so among the Bedouin population in the Negev, because of the large number of intellectually disabled children and adolescents in this community. The research population included 30 parents of 30 Bedouin adolescents with a mild to moderate intellectual disability attending a special education school in the Bedouin sector. The study used four research tools: the Schedule for Affective Disorders and Schizophrenia for School Aged Children (6-18 Years) Kiddie-Sads Present and Lifetime Version (K-SADS-PL); the Yale-Brown Obsessive Compulsive Scale (CY-BOCS); the Autism Screening Questionnaire (ASQ); and the Severity Scale of the Stereotyped Behavior Scale (SBS). The research results confirmed the initial hypothesis that there would be a high rate of psychiatric disorders in the research sample. Research findings indicated that 77% of the adolescents had at least one psychiatric disorder during the evaluation. The most common of these were autism-spectrum disorders 70% (21); disruptive disorders 47% (14); attention deficit and hyperactivity 47% (14); and anxiety disorders 40% (12). Other psychiatric disorders of lower frequency were also found and discussed in the findings. It is essential to continue the work started in this research, of examining the kinds and rates of occurrence of psychiatric disorders, on a larger sample of the same population, as well as paying closer attention to the disorders that this research found to be less common. On the level of practical implications, the main recommendation of this research is the need to develop diagnostic services and psychiatric and educational care for children and adolescents with intellectual disability in the Bedouin community in the Negev. (Contains 1 table.)
Impact of the Special Education Vocational Education Program (VEP) on Student Career Success
Author: Ofoegbu, Nelly E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Program Effectiveness,Vocational Education,Special Education,Success,Normalization (Disabilities),Graduate Surveys,Employment Opportunities,Employment Statistics,Individualized Transition Plans,Interviews,Questionnaires,Educational Benefits,Program Attitudes,Economic Impact

The Vocational Education Program (VEP) was established by the special education department in the Long Beach Unified School District (LBUSD) in an effort to assist students with disabilities to graduate from high school and be gainfully employed. This study investigated the impact of VEP on students' careers success after graduation. The participants included eighty-one graduates between 2004-2007 schools years. Manual computation and descriptive analysis using the SPSS[R] Software was used to determine the job acquisition and job retention rate of participants. Results indicated that 67% of participants in the 2004-2006 school years were able to acquire and retain employment, while 57% of graduates in 2006-2007 school year acquired a job and 53% retained their employment. The study implications indicate that there is a significant relationship between students' career success and participation in the VEP. The VEP design and method of service delivery supports the Individuals with Disabilities Education Improvement Act of 2004, focusing on meeting the Individualized Transition needs of students. The data collected in this research will provide meaningful information that educators can use during transition planning and Individualized Education Plan (IEP) meetings. Educators can also use the information to make relational predictions about student career outcome and participation in a transition program, thereby ensuring that students are engaged in programs and activities that will best serve their needs, while recognizing and considering their individual preferences and abilities. (Contains 2 tables.)