Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models of including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School, this paper discusses each program’s history, funding, student composition, programming, transition supports, and outcomes. Implications of these models are discussed, as well as the need for further inclusion of students with disabilities in Catholic and other private schools. Keywords developmental disability, inclusion, religion, Catholic education Élèves atteints de troubles du développement dans les écoles catholiques : exemples dans des situations primaires et secondaires Bien que les écoles catholiques incluent des élèves atteints de handicaps, peu d\u27entre elles s\u27occupent d\u27élèves qui ont besoin d\u27un soutien substantiel. Cet article propose deux modèles distincts d\u27inclusion d\u27élèves souffrant de troubles du développement dans les écoles catholiques au niveau du primaire et du secondaire. Cet article, en décrivant les programmes de l\u27école « Children of Peace » et des classes préparatoires « Notre Dame College » expose les antécédents de chaque programme, le financement, la répartition des élèves, la planification, les soutiens pour la transition et les résultats observés. Les implications de ces modèles y sont présentées ainsi que la nécessité d\u27inclure davantage les élèves handicapés dans les écoles catholiques et autres écoles privées. Mots-clés : troubles du développement, inclusion, religion, éducation catholique Estudiantes con discapacidades del desarrollo en escuelas católicas: ejemplos en contextos de primaria y secundaria Aunque algunas escuelas católicas cuentan con estudiantes con discapacidades, pocas atienden a los estudiantes con importantes necesidades de apoyo. Este artículo ofrece dos modelos distintos de inclusión de estudiantes con discapacidades de desarrollo en escuelas católicas en los niveles de primaria y secundaria. Al describir programas en Children of Peace School y Notre Dame College Prep School, el presente artículo describe la historia de cada programa, su financiación, composición de estudiantes, programación, apoyo de transición y resultados. Así mismo se tratan las implicaciones de estos modelos y las necesidades de una mayor inclusión de estudiantes con discapacidades en las escuelas católicas y otras escuelas privadas. Palabras clave discapacidades del desarrollo, inclusión, religión, educación católic

Understanding decision making among individuals With Intellectual and Developmental Disabilities (IDD) and their siblings

Many siblings anticipate fulfilling caregiving roles for their brothers and sisters with intellectual and developmental disabilities (IDD). Given these roles and the importance of supported decision-making, it is crucial to understand how individuals with IDD and their siblings make decisions. Using dyadic interviews, we examined the perspectives of nine sibling dyads (N = 18) about decision-making in relation to self-determination, independent living, and employment. The ages of participants ranged from 19 to 57. Data were analyzed using constant comparative analysis to identify themes. Decision-making was characterized by: parents and siblings primarily identifying courses of action; the probability of respective consequences based on the person-environment fit; and the role of the sibling in making the final decision. Characteristics related to the individual with IDD, the family, the sibling, and the environment impacted decision-making. Individuals with IDD were more likely to make their own decisions about leisure activities, however, siblings were more likely to make formal decisions for their brothers and sisters.Accepted manuscrip

The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis

Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education parent population, often without addressing students with disabilities. The purpose of this review was to descriptively synthesize the literature on parent training interventions to increase parent involvement for parents of school-age students with disabilities and to evaluate the effects of this intervention using meta-analysis. The literature on parent involvement interventions was minimal, with few recent peer-reviewed studies; all included studies focused on parent involvement in the context of Individualized Education Program (IEP) meetings. Results of the random effects model were not significant, with a weighted mean effect size of 0.26 (95% CI [-1.01, 1.53]). Results are discussed in the context of low heterogeneity across studies and implications for future research, including the need for novel interventions to increase parent participation in IEP meetings as well as studies focusing on parent involvement in other contexts for parents of children with disabilities

The Perceptions of School Involvement of Parents of Students with Autism Spectrum Disorders: A Systematic Literature Review

Several different types of parent involvement with schools have been identified in the special education and general education literature, including (a) advocacy, (b) collaborative partnership, (c) home-school communication, and (d) school-based participation. However, it is unclear which types of involvement are addressed in the literature and how parents of children with autism spectrum disorders perceive these types of school involvement. In this systematic literature review, we synthesized this body of literature, which consisted of 37 studies published from 2001 to 2017. Authors addressed all four types of parent involvement using a range of measures, most frequently addressing home-school communication. Limitations and implications for research and practice are discussed, including the importance of collecting and reporting on the characteristics of survey respondents and identifying and validating common measures across studies

The Perceptions and Goals of Special Education Advocacy Trainees

Although the field of special education advocacy is growing, little is known about the perceptions and goals of individuals who participate in advocacy trainings. It is important to understand why individuals want advocacy training to design more effective programs and determine whether training meets participant expectations. In this study, we evaluated the perceptions of 142 participants who completed the Volunteer Advocacy Project (VAP), a special education advocacy training. Using participants’ responses to open-ended questions on the VAP application, we examined the perceptions of caregivers and professionals to understand their motivations for becoming advocates, their plans for using their newfound knowledge and skills, and their perceptions of the attributes of special education advocates. Findings indicated some key differences between caregivers and professionals in their reasons for becoming advocates and plans for using their newfound knowledge and skills. Participants wanted to become special education advocates to help their own child (if they were caregivers) and to help others. Participants planned to use their newfound knowledge and skills to advocate and to provide service to the community at three levels depending on their role: school, community, and state/national. Finally, regardless of role, participants perceived warmth, competence, and grit to be necessary attributes of successful advocates. Implications for research and practice are discussed

Conformational Flexibility in the Enterovirus RNA Replication Platform

A presumed RNA cloverleaf (5′CL), located at the 5′-most end of the noncoding region of the enterovirus genome, is the primary established site for initiation of genomic replication. Stem–loop B (SLB) and stem–loop D (SLD), the two largest stem–loops within the 5′CL, serve as recognition sites for protein interactions that are essential for replication. Here we present the solution structure of rhinovirus serotype 14 5′CL using a combination of nuclear magnetic resonance spectroscopy and small-angle X-ray scattering. In the absence of magnesium, the structure adopts an open, somewhat extended conformation. In the presence of magnesium, the structure compacts, bringing SLB and SLD into close contact, a geometry that creates an extensive accessible major groove surface, and permits interaction between the proteins that target each stem–loop

Energy intake and energy expenditure of pre-professional female contemporary dancers

Many athletes in aesthetic and weight dependent sports are at risk of energy imbalance. However little is known about the exercise and eating behaviours of highly trained dance populations. This investigation sought to determine the energy intake and energy expenditure of pre-professional female contemporary dancers. Twenty-five female contemporary dance students completed the study. Over a 7-day period, including five week days (with scheduled dance training at a conservatoire) and two weekend days (with no scheduled dance training at the conservatoire), energy intake (self-reported weighed food diary and 24 h dietary recall) and expenditure (tri-axial accelerometry) were recorded. Mean daily energy intake and expenditure were different over the 7-day period (P = 0.014) equating to an energy deficit of -356 ± 668 kcal·day-1 (or -1.5 ± 2.8 MJ·day-1). Energy expenditure was not different when comparing week and weekend days (P = 0.297). However daily energy intake (P = 0.002), energy availability (P = 0.003), and energy balance (P = 0.004) were lower during the week compared to the weekend, where energy balance became positive. The percentage contribution of macronutrients to total energy intake also differed; with higher fat (P = 0.022) and alcohol (P = 0.020), and lower carbohydrate (P = 0.001) and a trend for lower protein (P = 0.051) at the weekend. Energy balance and appropriate macronutrient intake are essential for maintaining the demands of training, performance and recovery. Whilst aesthetics are important, female contemporary dancers may be at risk of the numerous health and performance impairments associated with negative energy balance, particularly during periods of scheduled training

Genetic Testing to Inform Epilepsy Treatment Management From an International Study of Clinical Practice

IMPORTANCE: It is currently unknown how often and in which ways a genetic diagnosis given to a patient with epilepsy is associated with clinical management and outcomes. OBJECTIVE: To evaluate how genetic diagnoses in patients with epilepsy are associated with clinical management and outcomes. DESIGN, SETTING, AND PARTICIPANTS: This was a retrospective cross-sectional study of patients referred for multigene panel testing between March 18, 2016, and August 3, 2020, with outcomes reported between May and November 2020. The study setting included a commercial genetic testing laboratory and multicenter clinical practices. Patients with epilepsy, regardless of sociodemographic features, who received a pathogenic/likely pathogenic (P/LP) variant were included in the study. Case report forms were completed by all health care professionals. EXPOSURES: Genetic test results. MAIN OUTCOMES AND MEASURES: Clinical management changes after a genetic diagnosis (ie, 1 P/LP variant in autosomal dominant and X-linked diseases; 2 P/LP variants in autosomal recessive diseases) and subsequent patient outcomes as reported by health care professionals on case report forms. RESULTS: Among 418 patients, median (IQR) age at the time of testing was 4 (1-10) years, with an age range of 0 to 52 years, and 53.8% (n = 225) were female individuals. The mean (SD) time from a genetic test order to case report form completion was 595 (368) days (range, 27-1673 days). A genetic diagnosis was associated with changes in clinical management for 208 patients (49.8%) and usually (81.7% of the time) within 3 months of receiving the result. The most common clinical management changes were the addition of a new medication (78 [21.7%]), the initiation of medication (51 [14.2%]), the referral of a patient to a specialist (48 [13.4%]), vigilance for subclinical or extraneurological disease features (46 [12.8%]), and the cessation of a medication (42 [11.7%]). Among 167 patients with follow-up clinical information available (mean [SD] time, 584 [365] days), 125 (74.9%) reported positive outcomes, 108 (64.7%) reported reduction or elimination of seizures, 37 (22.2%) had decreases in the severity of other clinical signs, and 11 (6.6%) had reduced medication adverse effects. A few patients reported worsening of outcomes, including a decline in their condition (20 [12.0%]), increased seizure frequency (6 [3.6%]), and adverse medication effects (3 [1.8%]). No clinical management changes were reported for 178 patients (42.6%). CONCLUSIONS AND RELEVANCE: Results of this cross-sectional study suggest that genetic testing of individuals with epilepsy may be materially associated with clinical decision-making and improved patient outcomes