Role Salience and Anticipated Work–Family Relations Among Young Adults With and Without Hearing Loss

This study examined the effect of hearing status on role salience and anticipated work–family relations among 101 unmarried young adults aged 20–33 years: 35 with hearing loss (19 hard of hearing and 16 deaf) and 66 hearing. Participants completed the Life Role Salience scale, anticipated conflictual relations scale, anticipated facilitory relations scale, and a background questionnaire. The deaf participants demonstrated a significantly higher level of commitment to work but anticipated the significantly lowest level of conflict. Hearing status was a significant variable in predicting anticipated conflictual relations among all participants. Mode of communication was a significant predictor of conflictual relations among the hearing loss group. Implications for theory and practice were discussed

Development and Preliminary Technical Adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The longstanding interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes

Successful Strategies for Promoting Self-Advocacy Among Students with LD: The LEAD Group

Students with learning disabilities (LD) often need to be taught self-determination skills to be better prepared for life after high school. This article describes the methods used by one school district to promote self-advocacy and self-awareness skills for students with LD. Through multicomponent group activities, students learned about their strengths and disabilities and how to advocate for their educational needs and rights. Advocacy skills were also applied to leadership roles, mentoring, and community education activities. Important features that contributed to the success of the program are described.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Labeling Preschoolers as Learning Disabled: A Cautionary Position

The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Learning difficulties : a portuguese perspective of a universal issue

In this article we present findings of a study that was conducted with the purpose of deepening the knowledge about the field of learning difficulties in Portugal. Therefore, within these findings we will discuss across several cultural boundaries, themes related with the existence of learning difficulties as a construct, the terminology, the political, social and scientific influences on the field, and the models of identification and of ongoing school support for students. While addressing the above-mentioned themes we will draw attention to the different, yet converging, international understandings of learning difficulties

The Youngest Victims: Children and Youth Affected by War

In 1989, the United Nation Convention on the Rights of the Child declared, “[state parties] shall take all feasible measures to ensure protection and care of children who are affected by an armed conflict.” In addition to attempting to secure the welfare of children in armed conflict, the Convention went on to ban the recruitment and deployment of children during armed conflict. Despite the vast majority of sovereign nations signing and ratifying this agreement, this treaty, unfortunately, has not prevented children and youth from witnessing, becoming victims of, or participating in political, ethnic, religious, and cultural violence across the past three decades. This chapter offers an “ecological perspective” on the psychosocial consequences of exposure to the trauma of war-related violence and social disruption

Critical care intravenous infusion drug handbook

xvii+341hlm.;16c

Preventing problem behaviors : schoolwide programs and classroom practices, 2nd ed./ Algozzine

xvi, 231 hal.: ill, tab.; 28 cm

Preventing problem behaviors : schoolwide programs and classroom practices, 2nd ed./ Algozzine

xvi, 231 hal.: ill, tab.; 28 cm